Effects of nectar robbing on male and female reproductive success of a pollinator-dependent plant.

Science.gov (United States)

Rojas-Nossa, Sandra V; Sánchez, José María; Navarro, Luis

2016-02-01

Nectar robbers affect host fitness in different ways and by different magnitudes, both directly and indirectly, and potentially constitute an important part of pollination interactions. The aim of this study was to assess the effect of nectar robbing on several variables that characterize the reproductive success of Lonicera etrusca, a pollinator-dependent plant with long, tubular flowers that produce abundant nectar. Using fluorescent powder dye as a proxy for pollen, the distance of pollen dispersal was compared for robbed and non-robbed flowers. Artificial nectar robbing treatments were applied to test its effects on four additional measures of reproductive success, namely the quantity of pollen exported, fruit set, seed/ovule ratio and seed weight. Nectar robbing was not found to have any significant negative consequences on female and male components of reproductive success as determined through the five variables that were measured. Although L. etrusca exhibits high levels of nectar robbing and nectar robbers are common floral visitors, no evidence was found of detrimental changes in the components of reproductive success. A combination of morphological and ecological mechanisms is proposed to explain how plants may compensate for the energetic loss caused by the nectar robbers. © The Author 2015. Published by Oxford University Press on behalf of the Annals of Botany Company. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Floral nectar guide patterns discourage nectar robbing by bumble bees.

Directory of Open Access Journals (Sweden)

Anne S Leonard

Full Text Available Floral displays are under selection to both attract pollinators and deter antagonists. Here we show that a common floral trait, a nectar guide pattern, alters the behavior of bees that can act opportunistically as both pollinators and as antagonists. Generally, bees access nectar via the floral limb, transporting pollen through contact with the plant's reproductive structures; however bees sometimes extract nectar from a hole in the side of the flower that they or other floral visitors create. This behavior is called "nectar robbing" because bees may acquire the nectar without transporting pollen. We asked whether the presence of a symmetric floral nectar guide pattern on artificial flowers affected bumble bees' (Bombus impatiens propensity to rob or access nectar "legitimately." We discovered that nectar guides made legitimate visits more efficient for bees than robbing, and increased the relative frequency of legitimate visits, compared to flowers lacking nectar guides. This study is the first to show that beyond speeding nectar discovery, a nectar guide pattern can influence bees' flower handling in a way that could benefit the plant.

Navegação autônoma de robôs

Directory of Open Access Journals (Sweden)

Sidnei Alves de Araújo

2006-01-01

Full Text Available Neste trabalho, é apresentado um sistema de navegação autônoma, baseado em mecanismos de visão computacional que descrevem o ambiente para que um robô, construído com o kit Lego Mindstorms, possa tomar decisões. A partir das informações recebidas sobre sua localização, a do alvo e a dos obstáculos, o robô deve definir o trajeto a percorrer para atingir o objetivo.

78 FR 46598 - Notice of Availability of the Draft Rob Jaggers Camping Area Business Plan and Expanded Amenity...

Science.gov (United States)

2013-08-01

... Availability of the Draft Rob Jaggers Camping Area Business Plan and Expanded Amenity Fee Schedule for the Fort... the Draft Rob Jaggers Camping Area Business Plan and Expanded Amenity Fee Schedule. The Rob Jaggers... comments will be considered, the BLM must receive written comments on the Draft Business Plan by December...

Pengaruh Land Subsidence terhadap Genangan Banjir dan Rob di Semarang Timur

Directory of Open Access Journals (Sweden)

ratih Pujiastuti

2016-06-01

Full Text Available Inundation of flood and rob (flood due to high tides in Semarang City is increase wtithin area and depth. It be more seroius condition because of land subsisdence that happened in coastal area of Semarang City. This research is foccused on prediction and mapping of inundation flood and rob due to land subsidence effect in East Semarang, especially Tenggang Watershed and Sringin Watershed. On this research, data analysis including analysis of land subsidence, analysis of hydrological data, analysis of flood discharge with HEC-HMS, hydraulics analysis with HEC-RAS and then mapping the results of the flood inundation with Arc GIS. The inundation will be create with overlay the DEM of flood water level and DEM of topographic. According to the results of analysis is known that minimum land subsidence is 0 cm/year that happened in south area of Semarang and more higher ini north area with maximum land subsidence is 5.58 cm/year. On periode   2014-2031, the contribute of land subsidence to increase the inundation of flood and rob is 1.39%/year.

RoboAct modelo de control autónomo y cooperativo para el Teatro Robótico

OpenAIRE

Peña Santana, Andrés Armando de la

2014-01-01

El teatro robótico es un campo de investigación relativamente joven con un gran crecimiento a futuro. Pensando en esto, este proyecto plantea un modelo que permita desarrollar guiones teatrales para robots, incluyendo potencialidades de nuevas áreas como la robótica móvil, la robótica cooperativa y los robots sociales. Este proyecto presenta un modelo que posee características sobresalientes como la inclusión de ontologías por medio de redes semánticas que representan los modelos relacionales...

Preg-robbing of Gold by Carbonaceous Materials Encountered in ...

African Journals Online (AJOL)

Michael

2017-12-02

Dec 2, 2017 ... ... of the CM present, which will inform on the pre-treatment processes required. Keywords: Preg-Robbing, Wood Chips, Charcoal, Activated Carbon ... Plant and animal remains get buried and undergo degradation under high ...

Pile oscillator ROB-1, cooperation NPY

Energy Technology Data Exchange (ETDEWEB)

Petrovic, M; Markovic, V; Obradovic, D; Kocic, A; Velickovic, LJ; Jovanovic, S [Boris Kidric Institute of nuclear sciences Vinca, Belgrade (Yugoslavia)

1965-11-15

The present paper explains the purpose of the work on reactor kinetics and separately deals with the region for which the ROB-1 reactor oscillator is constructed. The theoretical part concerns the basic principles on which the oscillator operates. the paper also discusses the details of the oscillator, the procedure for preparation and measurement, and analyzes the source of errors. In addition several examples of the use of oscillator are given. (author)

Pile oscillator ROB-1, cooperation NPY

International Nuclear Information System (INIS)

Petrovic, M.; Markovic, V.; Obradovic, D.; Kocic, A.; Velickovic, LJ.; Jovanovic, S.

1965-11-01

The present paper explains the purpose of the work on reactor kinetics and separately deals with the region for which the ROB-1 reactor oscillator is constructed. The theoretical part concerns the basic principles on which the oscillator operates. the paper also discusses the details of the oscillator, the procedure for preparation and measurement, and analyzes the source of errors. In addition several examples of the use of oscillator are given. (author)

Sistema estabilizador da adesão de um robô escalador com rodas magnéticas

OpenAIRE

Espinoza, Rodrigo Valério

2015-01-01

Este trabalho consiste no desenvolvimento de um sistema estabilizador da adesão de um robô escalador com rodas magnéticas. O projeto deste robô surge da necessidade em automatizar o processo de inspeção de tanques de armazenamento de derivados de petróleo, o qual e atualmente realizado de modo manual. O robô vem sendo desenvolvido no Laboratório de Automação e Sistemas de Controle Avençado (LASCA) da Universidade Tecnológica Federal do Paraná (UTFPR). Primeiramente foi realizada uma análise t...

Proposta de bancada robótica para uso didático multidisciplinar

OpenAIRE

Gustavo André Nunes Ferreira; Marcelo dos Santos

2006-01-01

De modo geral, os kits didáticos de robótica disponíveis comercialmente possuem uso limitado em atividades de ensino. Costumeiramente, proporcionam um conjunto de experiências prede- finidas, ligadas à utilização de um ambiente de programação, fornecido pelo fabricante, para interação do usuário com os dispositivos que compõem o kit. Este trabalho apresenta uma proposta de bancada robótica para uso de kit didático multidisciplinar tanto em atividades de ensino qu...

Seguimiento de trayectorias en manipuladores robóticos usando Differential Flatness

Directory of Open Access Journals (Sweden)

Elkin Veslin Diaz

2011-05-01

Full Text Available Este documento propone una aplicación con Differential Flatness para el problema de seguimiento de trayectorias en manipuladores robóticos. Para cada coordenada generalizada, se proponen sus trayectorias como una función en el tiempo donde deben encontrar las entradas correspondientes para garantizar el seguimiento. Se demuestra que la posición de cada coordenada generalizada del manipulador robótico y sus correspondientes derivadas son salidas planas que, en conjunto con un controlador PD pueden determinar, con algunas restricciones, los valores de fuerza para conseguir un movimiento en el manipulador con una mínima desviación a lo largo del trayecto, tanto en movimientos planos como en el espacio.

Incorporació de funcions a la plataforma robòtica RosPiBot

OpenAIRE

Fernández Vuelta, Adrián

2015-01-01

RosPiBot és una plataforma robòtica de quatre rodes que va sorgir de la restauració del robot Wifibot en un projecte recent. Es caracteritza per la seva capacitat d’adaptació a múltiples terrenys. En l’actual projecte, en primer lloc es presenta el moviment del robot i el comportament dels sensors que seran necessaris en tasques de localització. En segon lloc, es mostra la incorporació de ROS, un marc de treball àmpliament emprat en robòtica, juntament amb el desenvolupament...

Ros-gazebo. una valiosa Herramienta de Vanguardia para el Desarrollo de la Robótica

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Cristian Camilo Cuevas Castañeda

2016-03-01

Full Text Available El Sistema Operativo Robótico – ROS (de aquí en adelante ROS representa un significativo avance en la tecnología robótica, ya que constituye un verdadero modelo colaborativo de desarrollo, abierto al público en general y con una gama de posibilidades aún por descubrir. ROS permite contar con estructuras ya diseña- das y programadas que luego se pueden modificar, evitando, de esta manera, comenzar de cero con cada diseño y superando la pérdida de tiempo inherente a la construcción de algoritmos de piezas comunes, como brazos y ruedas, entre otras. Tal plataforma se complementa con las herramientas de Rviz y Gazebo, que brindan simulaciones 3D del modelo robótico diseñado.

MORPHOLOGICAL CONSTRAINTS AND NECTAR ROBBING IN THREE ANDEAN BUMBLE BEE SPECIES (HYMENOPTERA, APIDAE, BOMBINI

Directory of Open Access Journals (Sweden)

RIVEROS ANDRE J.

2006-06-01

Full Text Available We report differences in foraging behavior of three Andean bumblebee species onflowers of Digitalis purpurea (Scrophulariaceae. Bombus atratus was a potentialpollinator while B. hortulanus and B. rubicundus collected nectar by robbing throughholes. We attribute behavioral differences to physical constraints. B. atratus has alonger glossa and a larger body size and is able to reach the nectaries, whereas B.hortulanus and B. rubicundus have shorter glossae and smaller bodies and probablymust rob nectar through holes at the base of flowers.

Projeto e desenvolvimento de um carro robô controlado por smartphone, utilizando a plataforma Amarino

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Otávio Souza Martins Gomes

2015-01-01

Full Text Available Este artigo mostra a construção de um carro robô controlado por dispositivos móveis utilizando o sistema operacional Android e uma placa de prototipagem open source (Arduino. Utilizou-se de motores para sua movimentação e sensores para interação com o ambiente. O envio de comandos foi realizado utilizando a tecnologia Bluetooth e é capaz de movimentar o carro robô em todas as direções de acordo com os comandos do usuário. Sensores instalados no carro coletam informações do ambiente que são enviadas ao dispositivo Android. A construção bem sucedida deste carro robô mostra que é possível implementar novas funcionalidades para esse produto, bem como apoiar outros projetos relacionados a esse tema.Palavras-chave: Arduino. Android. Bluetooth. Carro robô. Robótica. Project and development of a robot car controlled by smartphone, using the platform amarinoABSTRACTThis work shows the build of a robot car controlled by mobile devices employing Android operating system and an open source prototyping board (Arduino. Motors for its movements and sensors for its environment interaction were employed. The commands are transmitted using Bluetooth technology which can move the robot car in all directions according to the user commands. Sensors installed in the car collect the environment information which is sent to the Android device. The success build of this robot car shows that new features can be possible implemented as well as to support other projects related to this research area.Keywords: Arduino. Android. Bluetooth. Robot car. Robotic.

Experimental design and data-analysis in label-free quantitative LC/MS proteomics: A tutorial with MSqRob.

Science.gov (United States)

Goeminne, Ludger J E; Gevaert, Kris; Clement, Lieven

2018-01-16

Label-free shotgun proteomics is routinely used to assess proteomes. However, extracting relevant information from the massive amounts of generated data remains difficult. This tutorial provides a strong foundation on analysis of quantitative proteomics data. We provide key statistical concepts that help researchers to design proteomics experiments and we showcase how to analyze quantitative proteomics data using our recent free and open-source R package MSqRob, which was developed to implement the peptide-level robust ridge regression method for relative protein quantification described by Goeminne et al. MSqRob can handle virtually any experimental proteomics design and outputs proteins ordered by statistical significance. Moreover, its graphical user interface and interactive diagnostic plots provide easy inspection and also detection of anomalies in the data and flaws in the data analysis, allowing deeper assessment of the validity of results and a critical review of the experimental design. Our tutorial discusses interactive preprocessing, data analysis and visualization of label-free MS-based quantitative proteomics experiments with simple and more complex designs. We provide well-documented scripts to run analyses in bash mode on GitHub, enabling the integration of MSqRob in automated pipelines on cluster environments (https://github.com/statOmics/MSqRob). The concepts outlined in this tutorial aid in designing better experiments and analyzing the resulting data more appropriately. The two case studies using the MSqRob graphical user interface will contribute to a wider adaptation of advanced peptide-based models, resulting in higher quality data analysis workflows and more reproducible results in the proteomics community. We also provide well-documented scripts for experienced users that aim at automating MSqRob on cluster environments. Copyright © 2017 Elsevier B.V. All rights reserved.

Building a Career in America's Community Colleges: Essays by Rob Jenkins from "The Chronicle of Higher Education"

Science.gov (United States)

D'Errico, Deanna, Ed.

2010-01-01

This volume collects essays Rob Jenkins originally wrote for "The Two-Year Track" column in "The Chronicle of Higher Education". Drawing on his own experience, Rob has, for many years, been dispensing much-appreciated advice from the frontline--to those considering a community college career as well as those who desire to move up the ranks. This…

RobOKoD: microbial strain design for (over)production of target compounds.

Science.gov (United States)

Stanford, Natalie J; Millard, Pierre; Swainston, Neil

2015-01-01

Sustainable production of target compounds such as biofuels and high-value chemicals for pharmaceutical, agrochemical, and chemical industries is becoming an increasing priority given their current dependency upon diminishing petrochemical resources. Designing these strains is difficult, with current methods focusing primarily on knocking-out genes, dismissing other vital steps of strain design including the overexpression and dampening of genes. The design predictions from current methods also do not translate well-into successful strains in the laboratory. Here, we introduce RobOKoD (Robust, Overexpression, Knockout and Dampening), a method for predicting strain designs for overproduction of targets. The method uses flux variability analysis to profile each reaction within the system under differing production percentages of target-compound and biomass. Using these profiles, reactions are identified as potential knockout, overexpression, or dampening targets. The identified reactions are ranked according to their suitability, providing flexibility in strain design for users. The software was tested by designing a butanol-producing Escherichia coli strain, and was compared against the popular OptKnock and RobustKnock methods. RobOKoD shows favorable design predictions, when predictions from these methods are compared to a successful butanol-producing experimentally-validated strain. Overall RobOKoD provides users with rankings of predicted beneficial genetic interventions with which to support optimized strain design.

Robô seguidor de linha para competições

Directory of Open Access Journals (Sweden)

Otávio Souza Martins Gomes

2015-01-01

Full Text Available Este projeto tem como objetivo montar um robô que consiga seguir a trajetória de uma linha de cor branca ou preta em um fundo de cor oposta à da linha. O seu sistema para detecção da linha conta com o uso de sensores de luz infravermelha para detectar o sinal refletido a partir de um diodo emissor apropriado. As superfícies pretas têm a propriedade de absorver radiações de todos os comprimentos de onda na faixa visível. Palavras-chaves: Microcontrolador. Robô. Sensor. Arduino. Seguidor de linha. Robot line follower for competitions ABSTRACT  This project aims to build a robot which is capable of following a white or black colored line having its opposite color as background. The system for the line detection uses infrared light sensors to detect the reflected signal, which is emitted from an infrared LED. The black surfaces have the property of absorbing radiation of all waves’ length on the visible line.Keywords:  Microcontroller. Robot. Sensor. Arduino. Line follower.

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…

Controladores neuronales en robótica evolutiva

OpenAIRE

Fernández León, José A.; Acosta, Gerardo

2004-01-01

Este trabajo consiste en el estudio de las características más relevantes de la metodología denominada Robótica Evolutiva, en cuanto a la construcción de controladores neuronales evolutivos genéticamente determinados. Dichos controladores son aplicados a un robot tipo Khepera para llevar a cabo tareas (por ejemplo: planificación de trayectorias en navegación de robots) dentro de un entrono no conocido previamente. Los controladores propuestos están basados en controladores neuronales de tiemp...

Floral Nectar Guide Patterns Discourage Nectar Robbing by Bumble Bees

Science.gov (United States)

Leonard, Anne S.; Brent, Joshua; Papaj, Daniel R.; Dornhaus, Anna

2013-01-01

Floral displays are under selection to both attract pollinators and deter antagonists. Here we show that a common floral trait, a nectar guide pattern, alters the behavior of bees that can act opportunistically as both pollinators and as antagonists. Generally, bees access nectar via the floral limb, transporting pollen through contact with the plant’s reproductive structures; however bees sometimes extract nectar from a hole in the side of the flower that they or other floral visitors create. This behavior is called “nectar robbing” because bees may acquire the nectar without transporting pollen. We asked whether the presence of a symmetric floral nectar guide pattern on artificial flowers affected bumble bees’ (Bombus impatiens) propensity to rob or access nectar “legitimately.” We discovered that nectar guides made legitimate visits more efficient for bees than robbing, and increased the relative frequency of legitimate visits, compared to flowers lacking nectar guides. This study is the first to show that beyond speeding nectar discovery, a nectar guide pattern can influence bees’ flower handling in a way that could benefit the plant. PMID:23418475

Kraški rob (landscape term Geologic section along the motorway Kozina – Koper (Capodistria

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Ladislav Placer

2007-06-01

Full Text Available Geologic section along the motorway from Kozina to Koper in totality exposed geologic structure of the border belt between Adriatic-Apulian foreland and Dinarides that was formed by subthrusting of Adriatic-Apulian foreland (Istria, Friuli underneath External Dinarides (Kras, Čičarija. During this process within the subthrusting belt a geomorphologic step was formed at sites where limestone became overthrust on flyschbeds.Apartof this geomorphologic step became known in the last decade of 20st century as the Kraški rob (Karst edge. With respect to geologic and geomorphologic considerations the term Kra{ki rob (»Karst Edge« as landscape term for cliffs above the valleys of the Osapska reka and upper Rižana rivers should be distinguished from term karst edge (kra{ki rob as a general term which is a synonym for the geomorphologic step consisting of precipitous cliffs and steep carbonate slopes situated entirely between the mouth of the river Timava and Mt. Učka that form the border belt between the karstic plateaus of Kras and Čičarije from one side, and the flysch Istria with the Trieste flysch coastal zone on the otherside.

Improving Gold Recovery from Artificial Preg-Robbing Ore by Pre-treatment using Blinding Agent and Resin-in-Leach

OpenAIRE

Mohammad Zaki Mubarok; Prasetyo Sandha Irianto

2016-01-01

In the present paper, the effectiveness of the use of blinding agents, ionic exchanger resins and the combination of them in improving gold extraction from simulated preg-robbing ore is discussed. The blinding agents used were kerosene, diesel oil and pine oil, while the ion exchange resins used were Lewatit Monoplus MP 800, Lewatit AF 5 and guanidine. Preg-robbing conditions were simulated by blending fine activated carbon with ore sample. The investigation results show that the presence of ...

Videocirurgia robótica: estudo clínico prospectivo na colecistectomia laparoscópica

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Ricardo Zorrón

Full Text Available OBJETIVOS: A videocirurgia com tecnologia robótica é um avanço médico e tecnológico recente, que tem no conceito de cirurgia-solo (sem auxiliares uma das aplicações práticas que podem permitir maior controle e precisão. Este estudo prospectivo foi desenhado para avaliar a curva de aprendizado da cirurgia-solo com o AESOP 3000 para colecistectomia laparoscópica, avaliando resultados e aplicações desta nova técnica. MÉTODO: Quinze pacientes foram submetidos à cirurgia vídeo-laparoscópica com auxílio de tecnologia robótica, utilizando a câmera com comando de voz AESOP 3000 e um braço mecânico fixo, permitindo a realização dos procedimentos sob o conceito de cirurgia-solo. A câmera posicionada no trocarte umbilical, foi ajustada para receber comando de voz através do transmissor HERMES, permitindo também a gravação de posições-chave. Um braço mecânico foi ligado à mesa cirúrgica para retração fixa de órgãos quando necessário. RESULTADOS: As cirurgias transcorreram sem anormalidades, sem necessidade de conversão, sendo necessária a retirada do AESOP para realização de câmera manual em um caso. O tempo operatório foi aumentado para permitir o tempo de ajuste do aparelho que foi, em média, de 21,9 min. Não foram documentadas complicações locais ou sistêmicas pós-operatórias. Quanto ao tempo de internação, a maioria dos pacientes recebeu alta em 24-48hs (86,7%. O grau de satisfação subjetiva da equipe com o auxiliar robótico foi de 3,94, em um máximo de 5,0. CONCLUSÕES: As potenciais vantagens do AESOP 3000 e dos sistemas de telecirurgia podem ser vislumbradas nesta avaliação inicial. A curva de aprendizado é simples e permitiu a realização das cirurgias por residentes em treinamento. Apesar de maior tempo operatório que o procedimento laparoscópico padrão, a assistência robótica mostrou maior precisão e estabilidade de câmera, sendo um passo inicial para a realização de

Aplicación de técnicas robóticas al adelantamiento entre vehículos pesados

OpenAIRE

Agüero, Carlos; Gómez Gómez, Víctor Manuel; Matellán Olivera, Vicente; Martín Rico, Francisco; Barrera González, Pablo; Cañas, José María

2007-01-01

El objetivo de este artículo es presentar la aplicación de técnicas desarrolladas en el campo de la robótica móvil al terreno de los vehículos pesados. En concreto, se presenta la aplicación de sensores y algoritmos de origen robótico a un sistema de adelantamiento entre vehículos pesados. Con este sistema se persigue agilizar esta maniobra aumentando la fluidez del tráfico y mejorando la seguridad.  El sistema descrito utiliza una serie de sensores distribuidos por el ve...

Videocirurgia colorretal com assistência robótica: o próximo passo? Robotic assisted colorrectal surgery

Directory of Open Access Journals (Sweden)

Sergio Eduardo Alonso Araujo

2008-09-01

Full Text Available O desenvolvimento de técnicas minimamente invasivas é um dos mais importantes avanços da cirurgia colorretal. A assistência robótica integra o arsenal de técnicas em cirurgia minimamente invasiva, e vem sendo aplicado em cirurgia colorretal por um restrito grupo de cirurgiões em alguns centros ao redor do mundo com resultados iniciais que merecem atenção. O objetivo do presente estudo é analisar os resultados do emprego da assistência robótica em videocirurgia colorretal. Dentre as vantagens associadas ao emprego de robôs em videocirurgia colorretal, figuram o incremento na precisão dos movimentos e a visão tridimensional. A experiência clínica é ainda pequena, e advém de uma série de casos e estudos comparativos com a videocirurgia colorretal sem assistência robótica com ainda pequeno número de casos. A dissecção pélvica com incremento da preservação autonômica parece ser a maior vantagem associada à assistência robótica em videocirurgia colorretal. Somente através do treinamento de um número mais representativo de cirurgiões colorretais, bem como com a expansão da experiência clínica será possível prever com maior precisão o papel da assistência robótica em videocirurgia colorretal.The development of minimally invasive surgical techniques represents an important aspect of modern surgical research. Robot-assisted minimally invasive colorectal surgery represents a way of assisting laparoscopic colorectal procedures. Robotic technology overcomes some of these limitations by successfully providing intuitive motion and enhanced precision and accuracy, in an environment that is much more ergonomic. A restrict number of surgeons in specialized centers around the world have been applying robotics. In this review, current evidence about different technologies and its place in colorectal surgery is evaluated. The feasibility of performing robot-assisted colorectal operations has been demonstrated though case

Robotic rectosigmoidectomy: pioneer case report in Brazil. Current scene in colorectal robotic surgery Retossigmoidectomia laparoscópica robô-assistida: relato de caso pioneiro no Brasil. Panorama atual da cirurgia robótica colorretal

Directory of Open Access Journals (Sweden)

Marcelo Averbach

2010-03-01

Full Text Available Laparoscopic colorectal surgery is believed to be technically and oncologically feasible. Robotic surgery is an attractive mode in performing minimally-invasive surgery once it has several advantages if compared to standard laparoscopic surgery. The aim of this paper is to report the first known case of colorectal resection surgery using the robotic assisted surgical device in Brazil. A 35-year-old woman with deep infiltrating endometriosis with rectal involvement was referred for colorectal resection using da Vinci® surgical system. The authors also reviewed the most current series and discussed not only the safety and feasibility but also the real benefits of robotic colorectal surgeryA cirurgia laparoscópica colorretal é considerada tecnicamente factível e segura, com resultados oncológicos comparáveis à cirurgia aberta. A cirurgia robótica é uma atraente modalidade de cirurgia minimamente invasiva, com algumas vantagens claras sobre a laparoscopia convencional. O objetivo deste trabalho é descrever a experiência pioneira da cirurgia colorretal robô-assistida no Brasil. A paciente de 35 anos operada com auxílio do sistema da Vinci® tinha endometriose profunda, com envolvimento do reto. É feita ampla revisão da literatura, discutindo não apenas a indicação e segurança da cirurgia robótica colorretal, mas também seus reais benefícios

Improving Gold Recovery from Artificial Preg-Robbing Ore by Pre-treatment using Blinding Agent and Resin-in-Leach

Directory of Open Access Journals (Sweden)

Mohammad Zaki Mubarok

2016-08-01

Full Text Available In the present paper, the effectiveness of the use of blinding agents, ionic exchanger resins and the combination of them in improving gold extraction from simulated preg-robbing ore is discussed. The blinding agents used were kerosene, diesel oil and pine oil, while the ion exchange resins used were Lewatit Monoplus MP 800, Lewatit AF 5 and guanidine. Preg-robbing conditions were simulated by blending fine activated carbon with ore sample. The investigation results show that the presence of artificial carbonaceous materials at 2% (w/w in the gold ore significantly reduces gold recovery. Pretreatment of artificial preg-robbing ore prior to cyanidation by mixing with kerosene, diesel oil and pine oil for 0.5h improved gold recovery up to 25.4%. A combination of pre-treatment using blinding agent and a resin in leach (RIL test using Lewatit MP 800 resin demonstrated a synergistic effect that improves gold recovery up to a level of 99.5%,which is significantly higher than using activated carbon and without pretreatment.

Análise de desempenho de algoritmos evolutivos no domínio do futebol de robôs

OpenAIRE

Eduardo Sacogne Fraccaroli

2010-01-01

Muitos problemas de otimização em ambientes multiagentes utilizam os algoritmos evolutivos para encontrar as melhores soluções. Uma das abordagens mais utilizadas consiste na aplicação de um algoritmo genético, como alternativa aos métodos tradicionais, para definir as ações dos jogadores em um time de futebol de robôs. Entretanto, conforme relatado na literatura, há inúmeras possibilidades e formas de se aplicar um algoritmo genético no domínio do futebol de robôs. Assim sendo, neste trabalh...

What motivates occasional faculty developers to lead faculty development workshops? A qualitative study.

Science.gov (United States)

O'Sullivan, Patricia S; Irby, David M

2015-11-01

The demand for faculty development is ongoing, and many medical schools will need to expand their pool of faculty developers to include physicians and scientists whose primary expertise is not education. Insight into what motivates occasional faculty developers can guide recruitment and retention strategies. This study was designed to understand the motivations of faculty developers who occasionally (one to three times each year) lead faculty development workshops. Qualitative data were collected in March and April 2012 from interviews with faculty developers who occasionally taught workshops from 2007 to 2012 in the University of California, San Francisco, School of Medicine's faculty development program. The interviews were audiotaped and transcribed. The authors thematically analyzed the transcripts using a general inductive approach and developed codes sensitized by motivation theories. The authors interviewed 29/30 (97%) occasional faculty developers and identified five themes: mastery (desire to learn and develop professionally), relatedness (enjoyment of working with and learning from others), duty (sense of obligation to give back and be a good academic citizen), purpose (commitment to improving local teaching and ultimately patient care), and satisfaction (fun and enjoyment). Four of the themes the authors found are well addressed in motivation theory literature: mastery, relatedness, duty, and purpose. Whereas these four are motivators for occasional faculty developers, it is the fifth theme-satisfaction-that the authors feel is foundational and links the others together. Armed with this understanding, individuals leading faculty development programs can develop strategies to recruit and retain occasional faculty developers.

Modelagem e controle de marcha de robôs bípedes com disco de inércia.

OpenAIRE

Carlos Eduardo de Brito Novaes

2016-01-01

Esta tese trata de um robô bípede em caminhar dinâmico. Neste robô, que normalmente é um sistema sub-atuado, fazemos uso de um disco de inércia que funciona num certo sentido como um atuador adicional. Através deste disco, obtém-se mais liberdade para a elaboração de passos repetitivos e um aumento na robustez. Por outro lado, o sistema de controle dos passos deve controlar, além do passo propriamente dito, também a velocidade do disco, de modo que não sejam saturados os atuadores (motores el...

Emprego de sistemas robóticos na cirurgia cardiovascular Robotic systems in cardiovascular surgery

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Roberto T. Sant'Anna

2004-06-01

Full Text Available O desenvolvimento de sistemas robóticos para cirurgia teve início na década de 80, por solicitação do exército norte-americano, que antevia a possibilidade de realizar operações em teatros de guerra, distantes do local onde estava o cirurgião. Entretanto, o primeiro uso em humanos só ocorreu anos mais tarde, numa ressecção transuretral de hiperplasia benigna de próstata. Cirurgiões cardíacos foram logo atraídos pela técnica robótica devido a possível aplicação com reduzido caráter invasivo; esperava-se menor trauma cirúrgico e redução da dor, morbidade, tempo de internação e custo do procedimento. Atualmente, de forma restrita e em casos selecionados, robôs são usados para revascularização do miocárdio e implante de marcapasso em cirurgias cardíacas totalmente endoscópicas; podendo também constituir apoio visual na retirada de artéria torácica interna, reconstrução valvar mitral e correção de defeitos congênitos. Utilizando o robô auxiliar AESOP® para controle do videotoracoscópio, com controle vocal por meio do sistema HERMES®, temos realizado dissecção da artéria torácica interna, implante de eletrodo ventricular esquerdo e abordagem de defeitos congênitos na cirurgia de correção. Apesar do entusiasmo científico inicial com a cirurgia robótica, ainda não existe evidência clara de superioridade desta técnica em relação à operação convencional, em termos de resultado. Isto se aplica também ao custo, pois o investimento inicial na aquisição de sistema cirúrgico completo (console, controle de vídeo, instrumental provavelmente é compensado após muitos procedimentos e longo intervalo. Mas é certo que a cirurgia robótica terá um lugar no futuro, possibilitando aprendizagem, telepresença e realização de procedimentos pouco invasivos, embora complexos.The development of robotic systems for surgery started in the 80's, motivated by the US army's need for surgical procedure in

Exploring Nurse Faculty Incivility and Resonant Leadership.

Science.gov (United States)

Casale, Katherine R

The purpose of this quantitative correlational study was to explore the relationship between the frequency of interfaculty incivility among nurses in academia and observed levels of resonant leadership of immediate supervisors. Despite mandates to address incivility in health care, nurse faculty report high levels of horizontal incivility among their peers. No known quantitative research has measured the relationship between nurse faculty-to-faculty incivility and resonant leadership traits of leaders. Nursing faculty from 17 universities (n = 260) were emailed an anonymous link to answer survey questions about horizontal peer incivility and leaders' management styles. There was a significant inverse relationship (Pearson's r, -.560) between the frequency of experienced faculty-to-faculty incivility and the level of observed resonant leadership behaviors of participants' immediate supervisors. Resonant supervisory behaviors inversely correlated with nurse faculty peer incivility, with potential to impact satisfaction, recruitment, and retention.

Aplicación de algoritmos RRT en la planificación de movimientos óptimos en robótica

OpenAIRE

García, Néstor; Rosell Gratacòs, Jan; Suárez Feijóo, Raúl

2017-01-01

La planificación de movimientos es un área de investigación básica en robótica, sobre todo desde que los robots se convirtieron en una parte esencial en muchos campos de aplicación tales como, por ejemplo, las industrias médica y electrónica, e incluso la biología computacional o la animación por ordenador. La importancia de este problema se hace evide nte cuando se intenta planificar una trayectoria para un sistema robótico con un gran número de grados de libertad (DOF), como es el caso de l...

Plan de investigación: Prototipo robótico multisensorial para la ayuda a la movilidad controlada de personas invidentes

OpenAIRE

Fernández Victoria, Florasela Josefa

2017-01-01

En nuestro Plan de Investigación se espera presentar prototipo de interfaz robótica capaz de ser usado en personas invidentes, “de tal manera que la forma en que éste se media con el invidente, permita establecer un lazo o vínculo de colaboración".(Herr, 2016). Por lo cual, ”comprendemos que las principales dificultades de la robótica en el entorno asistencial residen pues básicamente en la dificultad de programar un gran número de operaciones distintas, en un entorno que no puede estar rlgid...

Descondensación de la heterocromatina en bovinos criollos portadores de la translocación Robertsoniana (rob1; 29. Acción del inductor 5-azacitidina-C Heterochromatin decondesation in Creole cattle carrier of Robertsonian franslocation (rob 1; 29. Action of 5-azacytidine-C

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Rody Artigas

2008-01-01

Full Text Available La translocación Robertsoniana (rob1; 29 está ampliamente distribuida en razas comerciales y en reservas genéticas de bovinos Criollos americanos. Se ha descrito un enlentecimiento en el desarrollo de embriones portadores de esta aneuploidía, frente a embriones normales. La acción de la 5-aza-C, como agente desmetilante, permitiría descondensar la heterocromatina constitutiva o facultativa. En este trabajo se realiza inducción con el análogo de base 5-aza-C(10mM, 2 hrs en cultivos linfocitarios de una hembra y un macho portadores de la rob1; 29, frente a bovinos Criollos normales. Se controla la acción desmetilante del inductor al identificar la despiralización del cromosoma X de replicación tardía en hembras y permitir el análisis de la despiralización de la cromatina en múltiples regiones de los autosomas (grandes, medianos, pequeños; de la rob1; 29 y del BTA1. Se discute la correlación existente entre regiones desmetiladas con la descondensación de la heterocromatina facultativa (condicional, relacionándola con la inestabilidad genómica, y la reprogramación epigenética.The Robertsonian translocation (rob1; 29 is widely spread in commercial breeds and specially in genetic reserve of American Creole cattle. It is also described a delay on embryo development in front of normal ones. The action of 5-aza-C, as an hypomethylated agent, could permitted to decondensate the constitutive or facultative heterochromatin. In this work we made induction with the 5-aza-C(10mM, 2 hrs analogs, in lymphocyte cultures of female and male carriers and normal Creole cattle. The DNA hypometilation is found in the inactive X chromosome of late replication as it is incorporated during the last hours of cell culture. The decondensing effects of 5-aza-C analogs is observed in multiple regions of the autosomes chromatin, the rob1; 29 and the BTA1. A correlation between hypometilated regions and decondensed of facultative (conditional

Localização de robô em ambiente interno utilizando um dispositivo móvel baseado no sistema operacional android para navegação inercial

OpenAIRE

Pedro Ramon de Mello Silva

2015-01-01

Resumo: A navegação autônoma de robôs tem sido alvo de pesquisa. Um dos problemas a ser resolvido em navegação é a localização de um robô móvel enquanto este se locomove, ou seja, estimar o deslocamento e orientação para calcular a trajetória realizada. Um sistema de navegação inercial é um método de realizar a localização do robô utilizando sensores inerciais (acelerômetro, giroscópio e magnetômetro). Este trabalho apresenta a utilização de um dispositivo móvel baseado no sistema operacional...

I Congreso Internacional sobre Domótica, Robótica y Teleasistencia para Todos. DRT4Aall 2005. Libro de Actas

OpenAIRE

2006-01-01

Este volumen recoge las comunicaciones y los pósteres (en forma resumida) presentados en la I Congreso Internacional sobre Domótica, Robótica y Teleasistencia para Todos, celebrado en Madrid en 2005. De los campos citados, el más representado aquí es la robótica, área en la que se dan conocer dispositivos de apoyo a la movilidad, a la rehabilitación médica y a la realización de actividades de la vida diaria, entre otras aplicaciones. Le siguen los contenidos sobre domótica, es decir, el diseñ...

Evaluación de la autopercepción del nivel de competencia profesional docente específica en robótica educativa

OpenAIRE

Fernandez Ruiz, Rosanna

2016-01-01

Como consecuencia de la creciente presencia de la robótica educativa en la educación formal, surge la pregunta de si el profesorado, artífice responsable del proceso de aprendizaje, se siente preparado para hacer frente a la incorporación generalizada en el aula de esta temática multidisciplinar. El presente estudio plantea una aproximación a la investigación en este tema; su objetivo principal es evaluar el nivel de autopercepción de las competencias profesionales docentes específicas en rob...

Aplicaciones demostrativas de robótica y visión

OpenAIRE

Martínez Moran, Rafael

2016-01-01

El propósito de este proyecto es diseñar e implementar una demostración de visión artificial y robótica para mostrarla el día de jornada de puertas abiertas de la EUETIB. Se pretende ilustrar a las jóvenes generaciones una parte del conocimiento adquirido en el grado de Electrónica y Automática, con la finalidad de despertar el interés en realizar dicha carrera. La aplicación consiste en: Un usuario se sitúa delante de una cámara inteligente en la posición que él desea y se toma una cap...

Desarrollo de una Interfaz de Usuario para el Sistema Robótico Multiagente SMART

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Cecilia García Cena

2010-10-01

Full Text Available Resumen: En este artículo se presenta al sistema robótico multi-agente SMART. Este sistema está compuesto por varios tipos de agentes software y/o hardware, por lo que puede clasificárselo como heterogéneo. Además, se presenta el desarrollo de una interfaz de realidad virtual a través de la cual el usuario puede intervenir en el sistema si lo considera necesario, en otro caso el sistema opera autónomamente. Asimismo, esta interfaz implementa un gran número de funcionalidades tendientes a lograr el buen desempeño del sistema, una correcta gestión de los recursos robóticos disponibles en el entorno y provee al usuario información en tiempo real de todo lo que sucede en la realidad. Como consecuencia de la heterogeneidad del sistema, la comunicación entre los diferentes agentes se realiza utilizando diversas tecnologías de comunicación (TCP/IP, WiFi y Bluetooth; por lo tanto, se ha diseñado un protocolo de comunicaciones específico para este sistema. Palabras clave: robots, agentes, inteligencia artificial distribuida, realidad virtual, cooperación

La robótica de servicios: ¿cómo hacer que un robot nos vea?

OpenAIRE

Andrade-Cetto, Juan

2014-01-01

Trabajo presentado a la 6ª Jornada de Mecatrònica sobre Robòtica mòbil organitzada pel Grup de recerca Mecatrònica i Modelització Aplicada a la Tecnologia de Materials de la UVic-UCC, celebrada en Ripoll-Vic el 8 de abril de 2014.

Desenvolvimento de uma estrutura de controle de posição aplicada ao Manipulador Robótico RD5NT

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Sergio Assis Galito Araujo

2015-02-01

Full Text Available Neste trabalho é desenvolvida uma estrutura de controle de posição do tipo RASTRO e aplicada no estudo de caso com uso do manipulador robótico modelo RD5NT do fabricante Didacta Itália. São detalhados a formulação matemática da estrutura de controle assim como os procedimentos adotados para gerar a trajetória desejada e para identificar em tempo real o modelo matemático do manipulador robótico. A seguir, a estrutura de controle apresentada é implementada numericamente e, através de simulações numéricas, é avaliada a qualidade do controlador proposto.

Diseño, Desarrollo y Validación de Dispositivo Robótico para la Supresión del Temblor Patológico

OpenAIRE

Rocon, E.; Ruíz, A.F.; Belda-Lois, J.M.; Moreno, J.C.; Pons, J.L.; Raya, R.; Ceres, R.

2008-01-01

Resumen: El uso de robots para la asistencia a personas ha sido considerado por muchos investigadores desde el comienzo de la robótica moderna. Hay muchos factores que están contribuyendo a expandir la necesidad de tales dispositivos, tales como el envejecimiento de la población en muchos países desarrollados y las expectativas generadas para una asistencia médica adecuada a personas discapacitadas. Este artículo describe la implementación de un dispositivo robótico en forma de exoesqueleto p...

Un Banco de Pruebas Remoto para Experimentación en Robótica Ubicua

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Adrián Jiménez-González

2014-01-01

Full Text Available Resumen: La escasez de herramientas experimentales adecuadas ha sido señalada como un factor crítico en el desarrollo de la robótica ubícua. Este artículo describe un banco de pruebas remoto para experimentación en robótica ubicua integrando robots con redes inalámbricas de sensores. El banco de pruebas está compuesto por 5 robots Pioneer 3-AT, por una red de cámaras y por una red inalámbrica de sensores, todos ellos equipados con una amplia variedad de sensores. La arquitectura del banco de pruebas permite una gran diversidad de esquemas de cooperación entre sus elementos abstrayendo sus particularidades y capacidades sensoriales, computacionales y de comunicaciones. Permite ejecutar experimentos con distintos grados de descentralización. El banco de pruebas, instalado en la Escuela Técnica Superior de Ingeniería de la Universidad de Sevilla, es abierto y hace posible el acceso de forma remota mediante una interfaz gráfica intuitiva. Abstract: The lack of adequate experimental tools has been highligh- ted as a major critical issue in the development of ubiquitous ro- botics integrating mobile robots and wireless sensor networks. This paper describes a remotely operated testbed for ubiquitous robotics experimentation. It is currently comprised of 5 Pio- neer 3-AT robots, a camera network and a wireless sensor net- work WSN, each equipped with widespread off-the-shelf sen- sors. The testbed architecture allows wide variety of coopera- tion schemes among its elements, abstracting their particula- rities and sensory, computational and communication capabi- lities. It also allows performing experiments with different de- grees of decentralization. The testbed, currently deployed in the School of Engineering at the University of Seville, is open and can be accessed remotely through a friendly graphical user in- terface. Palabras clave: Bancos de pruebas, robótica ubicua, redes inalámbricas de sensores, Keywords: testbeds, networked

Immediate effects of nectar robbing by Palestine sunbirds (Nectarinia osea) on nectar alkaloid concentrations in tree tobacco (Nicotiana glauca).

Science.gov (United States)

Kaczorowski, Rainee L; Koplovich, Avi; Sporer, Frank; Wink, Michael; Markman, Shai

2014-04-01

Plant secondary metabolites (PSMs), such as alkaloids, are often found in many parts of a plant, including flowers, providing protection to the plant from various types of herbivores or microbes. PSMs are also present in the floral nectar of many species, but typically at lower concentrations than in other parts of the plant. Nectar robbers often damage floral tissue to access the nectar. By doing so, these nectar robbers may initiate an increase of PSMs in the floral nectar. It is often assumed that it takes at least a few hours before the plant demonstrates an increase in PSMs. Here, we addressed the question of whether PSMs in the floral tissue are immediately being released into the floral nectar following nectar robbing. To address this research question, we investigated whether there was an immediate effect of nectar robbing by the Palestine Sunbird (Nectarinia osea) on the concentration of nectar alkaloids, nicotine and anabasine, in Tree Tobacco (Nicotiana glauca). We found that the concentration of anabasine, but not nicotine, significantly increased in floral nectar immediately following simulated nectar robbing. These findings suggest that nectar robbers could be ingesting greater amounts of PSMs than they would if they visit flowers legitimately. As a consequence, increased consumption of neurotoxic nectar alkaloids or other PSMs could have negative effects on the nectar robber.

6a. Jornada de Mecatrònica: Robótica mòbil

OpenAIRE

Universitat de Vic. Grup de Recerca Mecatrònica i Modelització Aplicada a la Tecnologia de Materials

2014-01-01

Tríptic de la 6a Jornada de la Mecatrònica : Robòtica Mòbil, celebrada el 8 d'abril de 2014 a Ripoll i Vic. La jornada, adreçada a estudiants, professors i empreses interessats en l’àrea de la Mecatrònica, vol donar a conèixer diversos camps d’aplicació d’aquesta disciplina i els estudis que s’hi relacionen, mitjançant ponències, demostracions i tallers.

Simulación de Plataformas Robóticas de Movimiento para Aplicaciones de Realidad Virtual Mediante Filtros Digitales

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Sergio Casas

2017-10-01

Full Text Available Resumen: El uso de plataformas robóticas de movimiento en simuladores de vehículos y aplicaciones de Realidad Virtual es relativamente habitual. Sin embargo, el ajuste de los algoritmos que controlan su funcionamiento, denominados algoritmos de washout, no es sencillo y requiere de numerosas pruebas hasta obtener una apropiada fidelidad de movimiento. Disponer de herramientas que permitan simular plataformas de movimiento puede permitir simplificar esta tarea. Es por ello que este trabajo presenta un método para la caracterización y simulación de manipuladores robóticos mediante filtros digitales de segundo orden, sencillo de implementar y ajustar a partir de una caracterización previa. El simulador se construye con el objetivo de permitir la simulación rápida de manipuladores robóticos y se ejemplifica con una plataforma de dos grados de libertad, aunque el método propuesto podría emplearse en otros dispositivos. En las pruebas realizadas se valida la precisión y velocidad de la simulación, concluyéndose que se obtiene una fidelidad satisfactoria y una velocidad de simulación elevada que permite emplear el simulador como sustituto del hardware real con algoritmos de washout. Abstract: Robotic motion platforms are used in many vehicle simulators and Virtual Reality applications. However, the set-up of the so-called washout algorithms that control the generation of self-motion is a hard process, since a great deal of tests need to be performed before reaching a proper motion fidelity. The availability of simulation tools eases this tuning task. Therefore, a motion platform characterization and simulation method is proposed in this paper. The method relies on second order digital filters and provides a reliable, yet very fast simulation system, which is assessed by means of a two degree-of-freedom motion platform, although the method might be applied to simulate other motion mechanisms. Palabras clave: Plataformas de movimiento

Diseño e implementación de un brazo robótico de bajo costo para la automatización en el proceso de análisis bacteriológico

Directory of Open Access Journals (Sweden)

Juan Sebastián Rojas

2012-01-01

Full Text Available En este artículo se presenta un brazo robótico antropomórfico de 5 grados de libertad para la automatización del proceso de análisis bacteriológico en laboratorios clínicos, de carácter formativo y bajos costos, con el cual se pueden desarrollar prácticas en robótica y automatización, implementando su control en una tarjeta ARDUINO. Este trabajo permitió a los estudiantes de un curso de robótica básica aplicar estrategias de investigación del tipo experimental como complemento en su formación.

Experiência brasileira inicial em cirurgia da obesidade robô - assistida Brazilian experience in obesity surgery robot-assisted

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Ricardo Zugaib Abdalla

2012-03-01

Full Text Available RACIONAL: As técnicas minimamente invasivas associaram-se à cirurgia bariátrica propiciando redução na agressão aos órgãos e sistemas. A robótica é uma nova possibilidade dentro do conceito de mínima invasão. OBJETIVOS: Avaliar a experiência inicial da robótica em cirurgia da obesidade. MÉTODOS: Foram operados 27 pacientes no mesmo hospital, pela mesma equipe, com o mesmo sistema cirúrgico que foi Da Vinci S. RESULTADOS: Foram realizadas seis colocações de banda gástrica, cinco gastrectomias verticais e 16 septações gástricas com by-pass em Y-de-Roux. Ocorreu uma complicação importante e nenhum óbito. CONCLUSÕES: A via robótica mostrou-se segura durante experiência inicial, propiciando maior facilidade durante o procedimento em pacientes obesos.BACKGROUND: Minimally invasive techniques were associated with bariatric surgery, leading to a decrease in aggression to the organs and systems. Robotic surgery is a new possibility within the concept of minimal invasion. AIM: To evaluate the initial experience of robotic surgery for obesity. METHODS: Twenty seven patients were operated in the same hospital, by the same team with the same surgical system, Da Vinci S. RESULTS: Were performed six gastric band placement , five sleeve gastrectomies and 16 gastric bypasses. There was one major complication and no death in this series. CONCLUSIONS: The robotic surgery for obesity surgery was safe during the initial experience.

Robótica Educacional – Geometria da direção de triciclos com “drive governor”

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Fred Santos

2015-07-01

Full Text Available Esse artigo aborda o projeto de robô móvel em forma de triciclo revelando características peculiares da sua geometria de direção permitindo compreender detalhes de seu dimensionamento a partir do conhecimento do ambiente com o qual ele irá interagir.

Faculty Organizational Commitment and Citizenship

Science.gov (United States)

Lawrence, Janet; Ott, Molly; Bell, Alli

2012-01-01

Building on a theoretical framework that links characteristics of individuals and their work settings to organizational commitment (OC) and citizenship behavior, this study considers why faculty may be disengaging from institutional service. Analyses of survey data collected from a state system of higher education suggest that job characteristics,…

Desenvolvimento de um robô pneumático de 5 graus de liberdade com controlador não linear com compensação de atrito

OpenAIRE

Carlos Arthur Carvalho Sarmanho Junior

2014-01-01

Esta tese de doutorado trata do desenvolvimento de um robô cilíndrico com cinco graus de liberdade acionado pneumaticamente. Devido às dificuldades de controle ocasionadas pelas altas não-linearidades intrínsecas à tecnologia pneumática, relacionadas principalmente à compressibilidade do ar e ao atrito, existem poucos robôs com esse tipo de acionamento. Seu estudo justifica-se, porém, pela aplicabilidade de sistemas pneumáticos em ambientes classificados ou que necessitem de tecnologia limpa,...

Plataforma para Auxílio ao Ensino de Programação e Robótica Pedagógica

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Vitória Heliane Pereira dos Santos Sobrinha

2016-12-01

Full Text Available Este trabalho descreve uma Application Programming Interface (API, que pode ser utilizada para comunicação e controle de um robô pedagógico. A API foi desenvolvida nas linguagens C++ e Python, que são as primeiras linguagens ensinadas no curso técnico em informática do IFPB Guarabira. Os métodos implementados permitem ao robô andar para frente, andar para trás, virar à direita, virar à esquerda e obter a distância até um obstáculo à frente. A API encapsula toda a complexidade para comunicação e transmissão dos comandos. Junto a ela, está sendo desenvolvida uma Plataforma de Programação Visual  (PPV em Python. Essa plataforma, em conjunto com a API, será utilizada para tornar mais fácil e atrativa a aprendizagem de programação para os alunos iniciantes e alunos surdos. A motivação deste trabalho é utilizar a robótica como uma ferramenta de ensino, ajudando no entendimento de conceitos complexos na área de computação e de outras disciplinas, como física e matemática. Usando a PPV, os alunos poderão aprender com maior facilidade os comandos da linguagem Python, por meio de associação de imagens com os comandos. Devido a essa característica, espera-se que os alunos surdos consigam identificar com maior facilidade os comandos que estão associados às imagens.

Development of RadRob15, A Robot for Detecting Radioactive Contamination in Nuclear Medicine Departments

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Shafe A.

2016-09-01

Full Text Available Accidental or intentional release of radioactive materials into the living or working environment may cause radioactive contamination. In nuclear medicine departments, radioactive contamination is usually due to radionuclides which emit high energy gamma photons and particles. These radionuclides have a broad range of energies and penetration capabilities. Rapid detection of radioactive contamination is very important for efficient removing of the contamination without spreading the radionuclides. A quick scan of the contaminated area helps health physicists locate the contaminated area and assess the level of activity. Studies performed in IR Iran shows that in some nuclear medicine departments, areas with relatively high levels of activity can be found. The highest contamination level was detected in corridors which are usually used by patients. To monitor radioactive contamination in nuclear medicine departments, RadRob15, a contamination detecting robot was developed in the Ionizing and Non-ionizing Radiation Protection Research Center (INIRPRC. The motor vehicle scanner and the gas radiation detector are the main components of this robot. The detection limit of this robot has enabled it to detect low levels of radioactive contamination. Our preliminary tests show that RadRob15 can be easily used in nuclear medicine departments as a device for quick surveys which identifies the presence or absence of radioactive contamination.

Sperm FISH analysis of a 44,X,der(Y),t(Y;15)(q12;q10)pat,rob(13;14)(q10;q10)mat complex chromosome rearrangement.

Science.gov (United States)

Ferfouri, F; Boitrelle, F; Clement, P; Molina Gomes, D; Selva, J; Vialard, F

2014-06-01

Complex chromosome rearrangements (CCR) with two independent chromosome rearrangements are rare. Although CCRs lead to high unbalanced gamete rates, data on meiotic segregation in this context are scarce. A male patient was referred to our clinic as part of a family screening programme prompted by the observation of a 44,X,der(Y),t(Y;15)(q12;q10)pat,rob(13;14)(q10;q10)mat karyotype in his brother. Karyotyping identified the same CCR. Sperm FISH (with locus-specific probes for the segments involved in the translocations and nine chromosomes not involved in both rearrangements) was used to investigate the rearrangements meiotic segregation products and establish whether or not an inter-chromosomal effect was present. Sperm nuclear DNA fragmentation was also evaluated. For rob(13;14) and der(Y), the proportions of unbalanced products were, respectively, 26.4% and 60.6%. Overall, 70.3% of the meiotic segregation products were unbalanced. No evidence of an inter-chromosomal effect was found, and the sperm nuclear DNA fragmentation rate was similar to our laboratory's normal cut-off value. In view of previously published sperm FISH analyses of Robertsonian translocations (and even though the mechanism is still unknown), we hypothesise that cosegregation of der(Y) and rob(13;14) could modify rob(13;14) meiotic segregation. © 2013 Blackwell Verlag GmbH.

Faculty Teaching Skills and Their Influence on the College Student Departure Process.

Science.gov (United States)

Braxton, John M.; Bray, Nathaniel J.; Berger, Joseph B.

2000-01-01

Examines the influence of student perceptions of faculty teaching skills on social integration, subsequent institutional commitment, and student departure decisions. Using path analysis to consider this link, the findings demonstrate a significant influence of faculty teaching skills on student persistence. Theoretical and practical implications…

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,…

Rob And MarA Alter Susceptibility Of Escherichia coli To Antibiotics In Presence Of Salicylate

OpenAIRE

Jain, Kirti; Saini, Supreet

2017-01-01

When exposed to stress, bacterial cells launch a diverse response to enhance their chances of survival. This response involves modulation of expression of a large number of proteins which help the cell counter stress. This modulation is facilitated by several transcription factors in bacteria and in E. coli three homologous regulators, MarA, Sox, and Rob are known to launch a coordinated response to combat various stress environments. MarA and SoxS are known to control multiple antibiotic res...

Praxedes: protótipo de um kit educacional de robótica baseado na plataforma Arduino

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Francisco Ioneiton da Silva

2013-09-01

Full Text Available Este artigo descreve a criação de um protótipo de um robô móvel, com finalidade educacional utilizando a plataforma Arduino, tendo como principal finalidade simplificar o uso desta plataforma, eliminando a necessidade de conhecimentos complexos em determinados níveis de ensino como bem como de oferecer uma alternativa a os kits disponíveis no mercado com custos relativamente acessíveis.

Florivory and nectar-robbing perforations in flowers of pointleaf manzanita Arctostaphylos pungens (Ericaceae) and their effects on plant reproductive success.

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Eliyahu, Dorit; McCall, Andrew C; Lauck, Marina; Trakhtenbrot, Ana

2015-12-01

Damage to petals may have varying effects on the reproductive success of the plant. The variation may depend on the kind of damage to the corolla. Whether the damage is limited to the corolla, as is usually the case with nectar-robbing perforations, or extending to the reproductive parts of the flower, as in the case of florivory holes, might determine the extent of the effect on the plant's reproduction. We examined the various perforations in the flowers of Arctostaphylos pungens and correlated their presence with fruiting success. We found that though florivory holes were highly associated with damage to reproductive parts, fruiting success did not differ significantly between flowers with the two kinds of damage. Although nectar-robbing perforations were not associated with reduced number of fruit produced, they were significantly correlated with reduced number of fruit that contained seemingly viable seeds. The implications of our findings are discussed in the context of pollination and antagonism.

Desarrollo de una Nueva Solución Compacta a la Cinemática de Manipuladores Robóticos basada en Cuaterniones Duales

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J. Ramírez-Gordillo

2011-10-01

Full Text Available Resumen: Este trabajo presenta una nueva solución compacta basada en cuaterniones duales para el desarrollo de la cinemática de manipuladores robóticos. Se plantea el desarrollo de una herramienta en forma completa para poder observar claramente su correlación con el método de las matrices de transformación homogénea derivadas a partir de los parámetros de Denavit-Hartenberg. Se proponen herramientas para simplificar el uso de los cuaterniones duales para la obtención del modelo cinemático de mecanismos de cadena abierta definiendo la regla de la cadena aplicada a estos. Finalmente se ilustra su aplicación a un par de casos de estudio. Palabras clave: Modelo Cinemático, Cuaterniones Duales, Manipuladores Robóticos, Solución Compacta

An Assessment of Business Schools' Student Retention, Accreditation, and Faculty Scholarship Challenges

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Cavico, Frank J.; Mujtaba, Bahaudin G.

2010-01-01

Business schools' curriculum, faculty and graduates have become a target for many critics as they link the ethical lapses of senior executives to major scandals that have partially led to the financial challenges that the world is facing today. Some claim that business faculty research is not practical and mainly theoretical. This paper discusses…

Clasificación de piezas mediante robótica y visión

OpenAIRE

Moro Muñoz, Santiago

2011-01-01

El propòsit d’aquest projecte és dissenyar i implementar un sistema de classificació de peces mitjançant robòtica i visió artificial. Aquest sistema classificarà peces segons tres característiques bàsiques: el color, la forma i l’àrea o mida. El projecte està constituït per tres elements essencials: una webcam, un PC i un robot. La webcam serà l’encarregada de fotografiar la peça, el PC processarà tota la informació de la fotografia per a determinar quin tipus de peça és ...

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.

"In-between" Asia and the West: Asian Women Faculty in the Transnational Context

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Mayuzumi, Kimine

2008-01-01

Asian women faculty (AWF) are an underrepresented and understudied population. I hypothesize that, while AWF should be included in a broader analysis of the intersection of gender, race, class, and ethnicity in the academy, their stories can also contribute to the existing literature on minority faculty by linking the local and global experiences…

Heterochromatin decondesation in Creole cattle carrier of Robertsonian franslocation (rob 1; 29. Action of 5–azacytidine–C Descondensación de la heterocromatina en bovinos criollos portadores de la translocación Robertsoniana (rob1; 29. Acción del inductor 5–azacitidina–C

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Postiglioni Alicia

2008-03-01

Full Text Available The Robertsonian translocation (rob1; 29 is widely spread in commercial breeds and specially in genetic reserve of American Creole cattle. It is also described a delay on embryo development in front of normal ones. The action of 5–aza–C, as an hypomethylated agent, could permitted to decondensate the constitutive or facultative heterochromatin. In this work we made induction with the 5–aza–C(10mM, 2 hrs analogs, in lymphocyte cultures of female and male carriers and normal Creole cattle. The DNA hypometilation is found in the inactive X chromosome of late replication as it is incorporated during the last hours of cell culture. The decondensing effects of 5–aza–C analogs is observed in multiple regions of the autosomes chromatin, the rob1; 29 and the BTA1. A correlation between hypometilated regions and decondensed of facultative (conditional heterochromatin is related with genomic instability, and epigenetic reprogramming.La translocación Robertsoniana (rob1; 29 está ampliamente distribuida en razas comerciales y en reservas genéticas de bovinos Criollos americanos. Se ha descrito un enlentecimiento en el desarrollo de embriones portadores de esta aneuploidía, frente a embriones normales. La acción de la 5–aza–C, como agente desmetilante, permitiría descondensar la heterocromatina constitutiva o facultativa. En este trabajo se realiza inducción con el análogo de base 5–aza–C(10mM, 2 hrs en cultivos linfocitarios de una hembra y un macho portadores de la rob1; 29, frente a bovinos Criollos normales. Se controla la acción desmetilante del inductor al identificar la despiralización del cromosoma X de replicación tardía en hembras y permitir el análisis de la despiralización de la cromatina en múltiples regiones de los autosomas (grandes, medianos, pequeños; de la

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.

Muestreo adaptativo aplicado a la robótica: Revisión del estado de la técnica

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Ignacio Pastor

2017-04-01

Full Text Available Resumen: En este artículo se presenta la revisión de una técnica de muestreo de especial interés para aplicaciones a sistemas roboticos dedicados a la teledetección. Esta técnica es conocida como muestreo adaptativo. En este artículo se realiza una recopilación de las principales técnicas de muestreo adaptativo aplicados a la robótica, haciendo uso de la planificación de trayectorias. Finalmente, se destaca un conjunto de proyectos actualmente en desarrollo, sobre aplicaciones reales de la técnica de muestreo adaptativo en la robótica. Abstract: In this paper, a robotics sampling methodology known as Adaptive Sampling (AS is reviewed. Although the method is not yet widespread in robotics, it plays an important role in remote sensing applications over rapidly changing environments. This article gives an introduction to AS and summarizes the main AS techniques and algorithms applied to robotics. Finally, a number of projects currently under development using AS to solve relevant monitoring or sampling issues, are highlighted. Palabras clave: Robots de exteriores, Muestreo adaptativo, Teledetección, Planificación de trayectorias, Cobertura Óptima, Keywords: Field robotics, Adaptive sampling, Remote sensing, Path planning, Optimal coverage

Faculty's Perception of Faculty Development

Science.gov (United States)

Premkumar, Kalyani; Moshynskyy, Anton; Sakai, Damon H.; Fong, Sheri F. T.

2017-01-01

Faculty Development (FD) is a vital component across the medical education continuum of undergraduate, postgraduate, and continuing medical education. However, the positioning of FD in medical institutions varies widely. The perceptions of faculty on FD should be examined in order to provide effective FD. The perceptions of faculty involved in…

Relatório de estágio na EPL - Mecatrónica & Robótica

OpenAIRE

Costa, André Manuel Monteiro da

2014-01-01

O presente relatório resulta do estágio curricular realizado na empresa EPL - Mecatrónica & Robótica, no âmbito do Mestrado em Línguas e Relações Empresariais e tem como objetivo divulgar as atividades desenvolvidas ao longo do estágio, bem como uma apresentação da empresa que o acolheu e a forma como exerce parte da sua atividade em marketing e comunicação Inicialmente, é feita uma apresentação geral da empresa, incluindo alguns factos históricos, a estrutura organizacional, a missão e va...

Dissecção endoscópica da artéria torácica interna com auxílio robótico Endoscopic harvest of internal thoracic artery with robotic assistance

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Paulo R .L. Prates

2004-06-01

Full Text Available A cirurgia robótica é hoje um método viável para reduzir o trauma e as morbidades relacionadas em cirurgia cardíaca. Em nossa instituição, o auxílio robótico já foi utilizado de forma bem-sucedida em implantes toracoscópicos de eletrodos epimiocárdicos para marcapassos biventriculares. O objetivo deste artigo é descrever a técnica por nós utilizada para dissecção da artéria torácica interna (ATI, mediante toracoscopia com apoio do robô AESOP e relatar seus resultados iniciais obtidos em nove pacientes.Robotic surgery is today a reliable method to reduce trauma and related comorbidities in cardiac surgery. In our institucion, robotic assistance has been effectively used for thoracoscopic implantation of epimyocardial leads for biventricular pacing. The objective of this article is to describe the technique that we developed to dissect the internal thoracic artery using thoracoscopy assistance with AESOP robotic system and to report the initial results obtained with its use in nine patients.

Human Capital and Self-Entrepreneurship. The Concept of Robbed Time.

Science.gov (United States)

Musio, Alessio

2018-01-01

The notions of ″human capital″ and ″self-entrepreneurship″ are by now widespread. The present work takes a critical look at their pervasive acceptance and stresses the self-exploitation to which they give rise. The concept of self-entrepreneurship needs to take into account, in fact, the nature of a revolution in temporal phenomenology. This revolution not only blurs the distinction between time dedicated to life and time dedicated to one's profession. It means that time spent on whatever is traditionally irrelevant to work is potentially time robbed from successful self-entrepreneurship. An analysis is made, lastly, of the relationship between body and ″bio-labor″, recognizable in the emergence of new forms of manual labor. Emblematic, in this sense, is gestational surrogacy. This provides an opportunity to rediscover the pregnancy of M. Foucault's biopolitical interpretation of neoliberalism as opposed to the more recent category of ″psychopolitics″ defined by B.C. Han. In the current scenario, indeed, the body maintains a role that remains as central as it is paradoxical, on account of its configuration as an ″entrepreneurial resource″.

Faculty Work as Philanthropy or Philanthropy as Faculty Work?

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Cagla Okten

2016-06-01

Full Text Available Employing Robert Payton’s (1988 definition of philanthropy, “Voluntary action for the public good” (p. 4, Faculty Work and the Public Good:  Philanthropy, Engagement, and Academic Professionalism offers a fresh look at faculty work as philanthropy. The purpose of this review essay is to provide a brief review of some of the key propositions in this book and to explore how faculty work as philanthropy may be understood in non-U.S. cultural contexts. We start our exploration of faculty work as philanthropy in non-U.S. contexts by examining this construct in the U.S. as presented by Faculty Work and the Public Good and by laying out key forces that it sets forth as shaping faculty work as philanthropic practice: institutional structure and employment frameworks, resource constraints, and discretionary constraints.

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.

Accounting Faculty Internships

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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.

Design and implementation of an electronic architecture for an agricultural mobile robot Projeto e implementação de uma arquitetura eletrônica para um robô agrícola móvel

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Eduardo P. Godoy

2010-11-01

Full Text Available A current trend in the agricultural area is the development of mobile robots and autonomous vehicles for remote sensing. One of the major challenges in the design of these robots is the development of the electronic architecture for the integration and control of the devices. Recent applications of mobile robots have used distributed architectures based on communication networks. A technology that has been widely used as an embedded network is the CAN protocol. The implementation of the ISO11783 standard represents the standardization of the CAN for application in agricultural machinery. This work describes the design and implementation of an electronic architecture for a mobile agricultural robot. The discussions are focused on the developed architecture, the wireless communication system for teleoperation and the distributed control based on CAN protocol and ISO11783. The evaluation of the developed system was based on the analysis of performance parameters such as motor response and architectural time delay obtained with the robot operation. The results show that the developed architecture can be applied for teleoperation and distributed control of agricultural robots meeting the requirements for accurate robot movement and an acceptable response time for robot control commands and supervision.Uma tendência atual na área agrícola é o desenvolvimento de robôs móveis e veículos autônomos para sensoriamento remoto. Um dos grandes desafios no projeto desses robôs é o desenvolvimento da arquitetura eletrônica para integração e controle dos dispositivos. Em aplicações recentes desses robôs tem-se utilizado arquiteturas distribuídas baseadas em redes de comunicação. Uma tecnologia amplamente usada como rede embarcada é o protocolo CAN. A implementação da norma ISO11783 representa a padronização do protocolo CAN para aplicações agrícolas. Este artigo apresenta o projeto e a implementação de uma arquitetura eletr

A first case of primary amenorrhea with i(X(qter---q10::---qter, rob(13;14(q10;q10, inv(9(p13q33 karyotype

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Seema Korgaonkar

2011-01-01

Full Text Available Primary amenorrhea (PA refers to the absence of menarche by the age of 16-18 years although secondary sexual characters are developed. PA occurs in 1-3% of women in the reproductive age group. Various factors such as anatomical, genetic and hormonal factors reported to influence PA. We report triple chromosomal abnormalities of rob(13;14(q10;q10,inv(9(p13q33, i(Xq(qter---q10::---qter in a case of PA and short stature. Though proband has multiple chromosome aberrations, genotypic effect of only i(Xq is evident as proband has PA and short stature. The rob(13;14 and inv(9, which are paternally derived may have role in later reproductive age. Therefore, chromosomal analysis is essential in such cases for the accurate diagnosis and management of the disease.

Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development

Science.gov (United States)

Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2018-01-01

Purpose Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers’ roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. Method A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Results Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. Conclusions These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge. PMID:28678104

Exploring Faculty Developers' Experiences to Inform Our Understanding of Competence in Faculty Development.

Science.gov (United States)

Baker, Lindsay; Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2018-02-01

Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer's ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.

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

Looking for a Link : Comparing Faculty Citations Pre and Post Big Deals

OpenAIRE

Taylor, Donald

2007-01-01

Big Deals expand an institution’s access to scholarly literature, with usage statistics showing that previously unavailable journals receive significant usage. To determine if faculty use these new e-journals in their research, the Simon Fraser University (SFU) Library analyzed SFU citation data to journals from selected Big Deals for two years prior to signing a major Big Deal (1993 and 1998) and for two consecutive years following the Big Deal (2004 and 2005). Pre Big Deal, the percentage o...

Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development

OpenAIRE

Baker, Lindsay; Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2017-01-01

Purpose Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers’ roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. Method A constructivist grounded theory approach guided observations of ...

Linking medical faculty stress/burnout to willingness to implement medical school curriculum change: a preliminary investigation.

Science.gov (United States)

Arvandi, Zeinab; Emami, Amirhossein; Zarghi, Nazila; Alavinia, Seyed Mohammad; Shirazi, Mandana; Parikh, Sagar V

2016-02-01

Balancing administrative demands from the medical school while providing patient support and seeking academic advancement can cause personal hardship that ranges from high stress to clinically recognizable conditions such as burnout. Regarding the importance of clinical faculties' burnout and its effects on different aspects of their professional career, this study was conducted and aimed to evaluate the relationship between willingness to change teaching approaches as characterized by a modified stage-of-change model and measures of stress and burnout. This descriptive analytic study was conducted on 143 clinical faculty members of Tehran University of Medical Sciences in Iran. Participants were asked to complete three questionnaires: a modified stages of change questionnaire the Maslach Burnout Inventory and the General Health Questionnaire. Data were analysed by SPSS: 16 using non-parametric statistical tests such as multiple regression and ICC (intra-class coefficient) and Spearman correlation coefficient test. A significant relationship was found between faculty members' readiness to change teaching approaches and the subscales of occupational burnout. Specifically, participants with low occupational burnout were more likely to be in the action stage, while those with high burnout were in the attitude or intention stage, which could be understood as not being ready to implement change. There was no significant correlation between general health scores and stage of change. We found it feasible to measure stages of change as well as stress/burnout in academic doctors. Occupational burnout directly reduces the readiness to change. To have successful academic reform in medical schools, it therefore would be beneficial to assess and manage occupational burnout among clinical faculty members. © 2015 John Wiley & Sons, Ltd.

Testing an Academic Library Website for Usability with Faculty and Graduate Students

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Monica Claassen‐Wilson

2009-12-01

Full Text Available Objectives – This usability study was developed to observe faculty and graduate students’ reactions to a recent redesign of the University of Kansas (KU Libraries’ website. The redesign included new navigational features, introduction of a federated search tool, a quick search box on the front page, and research subject pages. The study also provided the opportunity to observe the practices of faculty and graduate students in locating and retrieving information on the Libraries’ website.Methods – Ten participants (five faculty and five graduate students representing diverse disciplines were solicited for the study. Participants were required to access the Libraries’ website to answer a series of questions regarding new and updated features of the website. Observational analysis using Morae™ software was conducted and interviews with each participant provided details of their opinions on how these new features would influence their research and teaching activities.Results – Most of the participants either did not notice or ignored the major website changes. Links to and locations of commonly used resources (e.g. catalogue; databases; e‐journals had been changed minimally, and the faculty and graduate student participants gravitated to those familiar features to complete tasks. Prior to the study, participants had not accessed the new discovery tools; however, once previewed, responses to the tools’ utility were generally favourable. After using the federated search tool on a familiar topic, several participants noted that, when directed to databases they had not previously considered, they were able to locate citations they had missed in the past. Observers noted pitfalls in navigating the site such as inconsistent underscoring of links, ambiguous terminology, and unclear icons meant to expand subject heading lists. Unexpected searching behaviours were observed, including inconsistent and lack of conceptual understanding in

Faculty workload and collegial support related to proportion of part-time faculty composition.

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Adams, D A

1995-10-01

Part-time faculty use has become more prevalent in higher education in response to enrollment shifts and budgetary constraints. This descriptive, exploratory study used a mailed survey to investigate whether full-time nursing faculty perceptions of workload and collegial support differ with changes in the proportion of part-time faculty in Comprehensive I baccalaureate nursing programs. Workload was measured by Dick's Workload Instrument. Collegial support was measured by the Survey of Collegial Communication, adapted by Beyer, which was based on Likert's organizational model. Schools were partitioned into three strata based on the proportion of part-time faculty employed (low, medium, and high). A 30% sample of schools were randomly selected from each stratum (10 schools from each). Within each selected school, six full-time undergraduate faculty were chosen by their respective deans to participate. The total response rate was 89.4%. The results of this study did not support assertions about part-time faculty use in the literature and existing accreditation standards. Findings indicated that there were significant differences in reported total faculty workload when varying proportions of part-time faculty are employed. Faculty in nursing programs with medium proportions of part-time faculty reported higher average total workloads per week than faculty in programs with low and high proportions of part-timers. Another finding demonstrated that full-time faculty in nursing programs with high proportions of part-time faculty spend fewer hours in direct clinical supervision of their students when compared with faculty in the other two strata. There were, however, no differences in perceived collegial support among full-time faculty participants. It was recommended that further research be conducted to investigate specific workload differences found in this study using more precise quantitative measures. Communication and collegiality between part-time and full

New Approaches for Analyzing Two Key and Related Issues in Faculty Salaries: Compression and Cost of Living. IR Applications, Volume 26, June 1, 2010

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Weinberg, Sharon L.

2010-01-01

In the university setting, the issue of faculty morale typically has been linked to a variety of perceived inequities, including inequities in faculty salary. New approaches for analyzing two different, but related, types of inequity are proposed. One approach addresses whether salary compression, often perceived by faculty to exist, actually does…

Florivory and nectar-robbing perforations in flowers of pointleaf manzanita Arctostaphylos pungens (Ericaceae) and their effects on plant reproductive success

OpenAIRE

Eliyahu, Dorit; McCall, Andrew C.; Lauck, Marina; Trakhtenbrot, Ana

2015-01-01

Damage to petals may have varying effects on the reproductive success of the plant. The variation may depend on the kind of damage to the corolla. Whether the damage is limited to the corolla, as is usually the case with nectar-robbing perforations, or extending to the reproductive parts of the flower, as in the case of florivory holes, might determine the extent of the effect on the plant's reproduction. We examined the various perforations in the flowers of Arctostaphylos pungens and correl...

Diseño de una interfaz de usuario y control cinemático de un brazo robótico de 6 grados de libertad para la planificación de trayectorias en software Matlab y Simulink.

OpenAIRE

Salazar Patín, Wilman Giovanny

2015-01-01

En este trabajo de tesis se diseñó una interfaz de usuario con cinco prácticas de cálculo cinemático para determinar los desplazamientos que debe tener un brazo robótico mediante interfaces gráficas de usuario realizadas en Matlab. Los movimientos del brazo robótico, la orientación, se basa en un conjunto de parámetros, que se hallan por los ángulos de las articulaciones y la posición en el espacio, utilizando sistema de referencia definido. Estas trayectorias se generan como secuencias de co...

Faculty Professional Development: Advancing Integrative Social Pedagogy Using ePortfolio

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Bhika, Rajendra; Francis, Andrea; Miller, Dionne

2013-01-01

This article highlights the work of three faculty members across two different professional development seminars at LaGuardia Community College. It illustrates how their work was guided and is linked together by a common thread--the use of ePortfolio to foster integrative social pedagogy--as a result of their participation in these seminars. This…

Communication Faculty Internships.

Science.gov (United States)

Gibson, Dirk C.

2001-01-01

Offers a first-hand account of a faculty internship at a major international public relations firm. Discusses the internship host and the intern's duties; faculty internship advantages and benefits; and faculty internship disadvantages and limitations. Considers 10 experiential realizations stemming from the author's internship experience. (SR)

Nursing faculty academic incivility: perceptions of nursing students and faculty.

Science.gov (United States)

Muliira, Joshua K; Natarajan, Jansi; van der Colff, Jacoba

2017-12-13

Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman. A cross sectional survey was used to collect data from 155 undergraduate NS and 40 NF about faculty academic incivility. Data was collected using the Incivility in Nursing Education Survey. The majority of NS and NF had similar perceptions about disruptive faculty behaviors. The incidence of faculty incivility was low (Mean = 1.5). The disruptive behaviors with the highest incidence were arriving late for scheduled activities, leaving schedule activities early, cancelling scheduled activities without warning, ineffective teaching styles and methods, and subjective grading. The most common uncivil faculty behaviors reported by participants were general taunts or disrespect to other NF, challenges to other faculty knowledge or credibility, and general taunts or disrespect to NS. The relatively low level of NF academic incivility could still affect the performance of some students, faculty, and program outcomes. Academic institutions need to ensure a policy of zero tolerance to all academic incivility, and regular monitoring and evaluation as part of the prevention strategies.

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

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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.

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

Science.gov (United States)

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.

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

Dismantling the White Supremacy Embedded in Our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students

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Haynes, Chayla

2017-01-01

An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom, was subsequently developed and tested in this constructivist grounded theory study. Findings…

Design and project management robotics education: lessons learned Diseño y administración de proyectos de robótica educativa: lecciones aprendidas

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Ana Lourdes Acuña Zuñiga

2012-11-01

Full Text Available The educative projects that include the robotics as resource of education and learning require being plan based on the skills and performances that would consolidate in the population. These skills are the start point to delineate the content emphases, the wished performances, the needed technologies, the processes of training and searching that will be necessary to design. Particularly the educative robotics is propitious to develop or to support productive, creative, digital, communicative abilities.  An indicator, that shows that robotics has become an innovation engine, is observed on the change in the people’s attitude and ideas, ways of present and thinking of the students specially, when they become to socialize with others. If those changes are visible now, therefore we are getting close to an innovation because the robotics will have extended its intuitions and it is reflected in its actions and products.El inicio de proyectos educativos que incluyen la robótica como recurso de enseñanza y aprendizaje requieren plantearse en función de las capacidades y desempeños que se esperan consolidar en la población meta.  Estas capacidades son el  punto de partida para delinear los énfasis de contenido, los desempeños deseados, las tecnologías que se necesitan, los procesos de capacitación y seguimiento que hay que diseñar.  La robótica educativa es propicia para apoyar habilidades productivas, creativas, digitales y  comunicativas; y  se convierte en un  motor para la innovación cuando produce  cambios en las personas, en las ideas y actitudes, en las relaciones, modos de actual y  pensar de los estudiantes y los educadores.  Si esos cambios son  visibles en la práctica cotidiana, entonces estamos ante una innovación  porque la robótica habrá transcendido sus intuiciones y se reflejara en sus acciones y productos. 

Programación del brazo robótico “scorbot-er 4u” según el nivel de llenado

OpenAIRE

Viteri Casabona, Ivan Andres; Viteri Casabona, Luis Eduardo; Moncayo Trivino, Eloy Leonardo

2011-01-01

El objetivo principal de nuestro proyecto es el de crear una programación para el brazo robótico mediante la cual cumpla la tarea de ordenar tres vasos de cristal según su nivel de llenado y colocarlos en un recipiente. En el presente material se muestra las características generales del robot y se identifica también los ejes y articulaciones que constan en el mismo para realizar sus movimientos. Con el fin de obtener resultados más didácticos se utilizo una mesa de trabajo la cual simulara ...

Evaluation of Social Media Use by Emergency Medicine Residents and Faculty

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David Pearson

2015-10-01

Full Text Available Introduction: Clinicians and residency programs are increasing their use of social media (SM websites for educational and promotional uses, yet little is known about the use of these sites by residents and faculty. The objective of the study is to assess patterns of SM use for personal and professional purposes among emergency medicine (EM residents and faculty. Methods: In this multi-site study, an 18-question survey was sent by e-mail to the residents and faculty in 14 EM programs and to the Council of Emergency Medicine Residency Directors (CORD listserv via the online tool SurveyMonkey™. We compiled descriptive statistics, including assessment with the chi-square test or Fisher’s exact test. StatsDirect software (v 2.8.0, StatsDirect, Cheshire, UK was used for all analyses. Results: We received 1,314 responses: 63% of respondents were male, 40% were <30 years of age, 39% were between the ages 31 and 40, and 21% were older than 40. The study group consisted of 772 residents and 542 faculty members (15% were program directors, 21% were assistant or associate PDs, 45% were core faculty, and 19% held other faculty positions. Forty-four percent of respondents completed residency more than 10 years ago. Residents used SM markedly more than faculty for social interactions with family and friends (83% vs 65% [p<0.0001], entertainment (61% vs 47% [p<0.0001], and videos (42% vs 23% [p=0.0006]. Residents used Facebook™ and YouTube™ more often than faculty (86% vs 67% [p<0.001]; 53% vs 46% [p=0.01], whereas residents used Twitter™ (19% vs 26% [p=0.005] and LinkedIn™ (15% vs 32% [p<0.0001] less than faculty. Overall, residents used SM sites more than faculty, notably in daily use (30% vs 24% [p<0.001]. For professional use, residents were most interested in its use for open positions/hiring (30% vs 18% [p<0.0001] and videos (33% vs 26% [p=0.005] and less interested than faculty with award postings (22% vs 33% [p<0.0001] or publications (30

An Investigation of Faculty Perceptions of the Use of a Student Evaluation of Faculty Instrument

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Fulgham, Julie Cordell

2014-01-01

This study investigated the faculty perception of the use of a student evaluation of faculty instrument. The areas considered were use of the current Student Evaluation of Faculty (SEF) instrument to measure teaching effectiveness; use of the current instrument for annual faculty review; faculty involvement in developing the instrument; utilizing…

Exploration of a leadership competency model for medical school faculties in Korea.

Science.gov (United States)

Lee, Yong Seok; Oh, Dong Keun; Kim, Myungun; Lee, Yoon Seong; Shin, Jwa Seop

2010-12-01

To adapt to rapid and turbulent changes in the field of medicine, education, and society, medical school faculties need appropriate leadership. To develop leadership competencies through education, coaching, and mentoring, we need a leadership competency model. The purpose of this study was to develop a new leadership competency model that is suitable for medical school faculties in Korea. To collect behavioral episodes with regard to leadership, we interviewed 54 subjects (faculties, residents, nurses) and surveyed 41 faculties with open-ended questionnaires. We classified the behavioral episodes based on Quinn and Cameron's leadership competency model and developed a Likert scale questionnaire to perform a confirmatory factor analysis. Two hundred seven medical school faculties responded to the questionnaire. The competency clusters that were identified by factor analysis were professionalism, citizenship, leadership, and membership to an organization. Accordingly, each cluster was linked with a dimension: self, society, team (that he/she is leading), and organization (to which he/she belongs). The clusters of competencies were: professional ability, ethics/morality, self-management, self-development, and passion; public interest, networking, social participation, and active service; motivating, caring, promoting teamwork, nurturing, conflict management, directing, performance management, and systems thinking; organizational orientation, collaboration, voluntary participation, and cost-benefit orientation. This competency model that fits medical school faculties in Korea can be used to design and develop selection plans, education programs, feedback tools, diagnostic evaluation tools, and career plan support programs.

The Experiences of Vietnamese University Faculty in Relation to Their Faculty Development

Science.gov (United States)

Phuong, Tam T.; McLean, Gary N.

2016-01-01

As Vietnam higher education has explored ways to integrate into the international community, professional development of faculty is becoming a key element. However, there is a significant shortage of faculty development (FD) in Vietnam, resulting in a large gap in quality, quantity, and qualifications between Vietnamese faculty and their…

Robotics as a resource to facilitate the learning and general skills development La robótica como un recurso para facilitar el aprendizaje y desarrollo de competencias generales

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Flor Ángela Bravo Sánchez

2012-07-01

-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} La creciente importancia que tiene la tecnología en el mundo hoy en día y su continuo desarrollo, hace que la tecnología, en sí misma, se convierte en parte integral del proceso de formación en la niñez y la juventud.  Por esta razón es importante desarrollar propuestas en las que se ofrezca a niños y jóvenes la posibilidad de entrar en contacto con las nuevas tecnologías; esto es posible a través del manejo de herramientas de software y hardware, como prototipos robóticos y programas especializados con fines pedagógicos. Este artículo muestra la importancia que tiene el uso de la robótica como una herramienta de aprendizaje y presenta las etapas típicas que se deben afrontar al implementar proyectos de robótica educativa en el aula de clase. También se da a conocer un proyecto de robótica educativa denominado “Mundo Robótica” el cual busca involucrar la robótica en el aula de clase por medio de actividades prácticas y recursos de aprendizaje articulados desde una plataforma virtual. 

Prototipo de mano robótica antropométrica sub-actuada

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Mauricio Aarón Pérez Romero

2012-01-01

Full Text Available Este trabajo describe la metodología utilizada para obtener el prototipo funcional de una mano robótica considerando características antropométricas, a partir del procesamiento que aportan información para el desarrollo del estudio analítico de la síntesis de un mecanismo sub-actuado de cuatro barras, adecuado para la generación de trayectorias óptimas para efectuar la operación de sujeción de objetos en forma puntual, palmar, lateral, cilíndrica y esférica. En este sentido, la diversidad de movimientos que ejecuta el dispositivo además de su capacidad para adaptarse a diversos componentes auxiliares, mismos que realizan la función de unión con el muñón del miembro amputado, por lo que es posible que el sistema diseñado sea aplicable como prótesis. En este sentido, con esta propuesta se obtiene un prototipo funcional con características versátiles óptimas para la manipulación de objetos con diferentes geometrías que tomando en cuenta la funcionalidad del sistema, aportan también apariencia y simetría con el cuerpo humano.

Faculty-led faculty development: evaluation and reflections on a distributed educational leadership model.

Science.gov (United States)

Elzubeir, Margaret

2011-01-01

This report describes and explores the impact of a series of faculty-led faculty development programs underpinned by principles of distributed educational leadership. We aimed to prepare faculty for their roles as facilitators and assessors in a newly implemented problem-based (PBL) graduate entry medical program. We asked participants attending a series of faculty development programs to evaluate workshops attended using an in-house designed survey. Overall descriptive statistics for all workshops and qualitative feedback for PBL workshops alone were examined. It was concluded that clinical faculty who are not specialized in medical education can offer high-quality, well-accepted training for their peers. Faculty development, underpinned by a distributed leadership approach which supports learning organization tenets, imaginative, flexible and democratic approaches to developing and nurturing expertise at all levels of the organization, is likely to lead to improvements in medical education. Despite the limitations of the survey approach to evaluation of faculty development programs, the information provided is useful both as a basis for decision making and program improvement.

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...

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.

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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

Faculty Agency: Departmental Contexts That Matter in Faculty Careers

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Campbell, Corbin M.; O'Meara, KerryAnn

2014-01-01

In a modern context of constrained resources and high demands, faculty exert agency to strategically navigate their careers (Baez 2000a; Neumann et al. 2006). Guided by the O'Meara et al. (2011) framework on agency in faculty professional lives, this study used Structural Equation Modeling to investigate which departmental factors…

MVP and Faculty Evaluation

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Theall, Michael

2017-01-01

This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…

The Faculty at Risk.

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Schuster, Jack H.; Bowen, Howard R.

1985-01-01

Recent changes in the quality of faculty life were traced, and the consequences of these changes for the future of higher education are assessed. Shifts in the faculty's demographic characteristics, compensation, work environment, status, and morale, and in the quality of new faculty are discussed. (MLW)

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.

Lodestar of the Faculty: The Increasingly Important Role of Dean of Faculty

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Zilian, Fred

2012-01-01

In the tight budget atmosphere of recent years, schools may have chosen to do without a dean of faculty or, at best, to double- hat another middle manager with this responsibility. This is a mistake. That all private schools do not have a dedicated dean of faculty suggests a lack of emphasis on the very component of the school--the faculty--that…

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.

The Physical Rehabilitation: a therapeutically field that links the Faculty of Physical Culture with the community

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Deisy Milhet Cruz

2017-04-01

Full Text Available The research project stands for a new glance to the integration school-community, this one is aimed at providing the theoretical-practical contents to the rehabilitation of individuals in the territory called Capitán San Luis based on a therapeutically field, it also contributes to the academic process in the faculty by facilitating the unit theory-practice. On behalf of the subjects comprising the discipline physical Culture and prophylactic taught by the members of the project. In this field are duly attended students, professors of the faculty, also members of the community nearby, by using equipment and means showed and validated in some scientific events. In brief this rehabilitation resource improves the quality of life of everyone who undergoes any of the treatments put into practice. Different methods were carried out just as observation, surveys and interviews. The expert criterion based on Delphi method, the pre experiment which means served for the diagnosis and the feasibility confirmation of the research.

Projeto de um controlador adaptativo para robôs manipuladores no espaço de juntas

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Nardênio Almeida Martins

2001-05-01

Full Text Available Este artigo apresenta o projeto de um controlador adaptativo de robôs manipuladores no espaço de juntas. Uma nova lei de controle adaptativa composta, que usa o erro de predição e os erros de seguimento para direcionar a estimação de parâmetros, é baseada na passividade e no método direto de Lyapunov. A convergência e a estabilidade global são mostradas para o algoritmo de controle adaptativo. O algoritmo tem as vantagens de não necessitar da “medição” de aceleração nas juntas e de não necessitar que a inversa da matriz de inércia estimada seja limitada. Exemplos de simulação são fornecidos para demonstrar o desempenho do algoritmo proposto

The culture of academic medicine: faculty perceptions of the lack of alignment between individual and institutional values.

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Pololi, Linda; Kern, David E; Carr, Phyllis; Conrad, Peter; Knight, Sharon

2009-12-01

Energized, talented faculty are essential to achieving the missions of academic medical centers (AMCs) in education, research and health care. The alignment of individuals' values with workplace experiences are linked to meaningfulness of work and productivity. To determine faculty values and their alignment with institutional values. A qualitative hypothesis-generating interview study to understand the professional experiences of faculty and organizational approach in five AMCs that were nationally representative in regional and organizational characteristics. Analysis was inductive and data driven. Using stratified, purposeful sampling, we interviewed 96 male and female faculty at different career stages (early career, plateaued, senior faculty and those who had left academic medicine) and diverse specialties (generalists, medical and surgical subspecialists, and research scientists). Dominant themes that emerged from the data. Faculty described values relating to excellence in clinical care, community service (including care for the underserved and disadvantaged), teaching, intellectual rigor/freedom and discovery, all values that mirror the stated missions of AMCs. However, many faculty also described behaviors that led them to conclude that their AMCs, in practice, undervalued excellence in clinical care, and their social and educational missions. Themes were seen across gender, career stage, race and discipline, except that female leaders appeared more likely than male leaders to identify incongruence of individual values and organizational practices. In this study of five diverse medical schools, faculty values were well aligned with stated institutional missions; however, many perceived that institutional behaviors were not always aligned with individual faculty values.

Preparing Principals as Instructional Leaders: Perceptions of University Faculty, Expert Principals, and Expert Teacher Leaders

Science.gov (United States)

Taylor Backor, Karen; Gordon, Stephen P.

2015-01-01

Although research has established links between the principal's instructional leadership and student achievement, there is considerable concern in the literature concerning the capacity of principal preparation programs to prepare instructional leaders. This study interviewed educational leadership faculty as well as expert principals and teacher…

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.

Faculty Rank System, Research Motivation, and Faculty Research Productivity: Measure Refinement and Theory Testing.

Science.gov (United States)

Tien, Flora F.; Blackburn, Robert T.

1996-01-01

A study explored the relationship between the traditional system of college faculty rank and faculty research productivity from the perspectives of behavioral reinforcement theory and selection function. Six hypotheses were generated and tested, using data from a 1989 national faculty survey. Results failed to support completely either the…

A robótica educacional como ferramenta multidisciplinar: um estudo de caso para a formação e inclusão de pessoas com deficiência

Directory of Open Access Journals (Sweden)

Lídia Lopes

2015-09-01

Full Text Available DOI: http://dx.doi.org/10.5902/1984686X15932Esse trabalho apresenta os resultados do projeto de extensão com interface a pesquisa, “A Robótica e a Inclusão Social: Tecnologia e Acessibilidade Aplicadas ao Ensino”, no qual os objetivos primordiais foram de estabelecer uma dinâmica de interação com a comunidade externa da UFSJ oferecendo aulas de introdução da robótica para alunos do ensino fundamental e médio de escolas públicas de São João del-Rei com baixo desempenho no ENEM. Incluindo também nesse trabalho alunos com deficiência dessas instituições regulares de ensino. No total, participaram desse trabalho oito escolas, sendo dentre os alunos, quatro surdos, um esquizofrênico, um com síndrome de aspergem e um com déficit de inteligência. A hipótese colocada em cheque nesse trabalho é se em um grupo heterogêneo, irão se sobressair as qualidades individuais de cada elemento, para o bem do grupo, em detrimento de seus limitantes físicos e/ou cognitivos. Foram desenvolvidas atividades com o intuito de proporcionar maior interação e o trabalho em equipe entre os alunos durante as aulas. Ao final desse trabalho foi proposta a avaliação do projeto, sendo essa baseada nas discussões referentes às observações realizadas pelos instrutores do curso de robótica (graduandos em Engenharia Elétrica, alunos da Psicologia que acompanharam as aulas e professores orientadores do projeto. Com relação à hipótese que foi colocada a principio no projeto, após a análise sistemática das discussões e questionários pelos estudantes e professores da Engenharia Elétrica e Psicologia, concluiu-se que o trabalho em equipe dos alunos superou suas limitações físicas e cognitivas.   

What Determines Faculty-Engaged Scholarship?

Science.gov (United States)

Vogelgesang, Lori J.; Denson, Nida; Jayakumar, Uma M.

2010-01-01

This paper examines how faculty and institutional characteristics shape engaged scholarship. Controlling for faculty dispositions, disciplinary differences, and institutional characteristics, the authors examined the impact of perceived institutional support for community partnerships, community-based research, and teaching on faculty engagement.…

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...

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.

The role of cultural diversity climate in recruitment, promotion, and retention of faculty in academic medicine.

Science.gov (United States)

Price, Eboni G; Gozu, Aysegul; Kern, David E; Powe, Neil R; Wand, Gary S; Golden, Sherita; Cooper, Lisa A

2005-07-01

Ethnic diversity among physicians may be linked to improved access and quality of care for minorities. Academic medical institutions are challenged to increase representation of ethnic minorities among health professionals. To explore the perceptions of physician faculty regarding the following: (1) the institution's cultural diversity climate and (2) facilitators and barriers to success and professional satisfaction in academic medicine within this context. Qualitative study using focus groups and semi-structured interviews. Nontenured physicians in the tenure track at the Johns Hopkins University School of Medicine. Focus groups and interviews were audio-taped, transcribed verbatim, and reviewed for thematic content in a 3-stage independent review/adjudication process. Study participants included 29 faculty representing 9 clinical departments, 4 career tracks, and 4 ethnic groups. In defining cultural diversity, faculty noted visible (race/ethnicity, foreign-born status, gender) and invisible (religion, sexual orientation) dimensions. They believe visible dimensions provoke bias and cumulative advantages or disadvantages in the workplace. Minority and foreign-born faculty report ethnicity-based disparities in recruitment and subtle manifestations of bias in the promotion process. Minority and majority faculty agree that ethnic differences in prior educational opportunities lead to disparities in exposure to career options, and qualifications for and subsequent recruitment to training programs and faculty positions. Minority faculty also describe structural barriers (poor retention efforts, lack of mentorship) that hinder their success and professional satisfaction after recruitment. To effectively manage the diversity climate, our faculty recommended 4 strategies for improving the psychological climate and structural diversity of the institution. Soliciting input from faculty provides tangible ideas regarding interventions to improve an institution's diversity

Faculty Internships for Hospitality Instructors

Science.gov (United States)

Lynn, Christine; Hales, Jonathan A; Wiener, Paul

2007-01-01

Internships can help hospitality faculty build industry relationships while also ensuring the best and most current training for their students. Many hospitality organizations have structured faculty internships available or are willing to work with faculty to provide individualized internship opportunities. Career and technical educators in…

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.

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.

Estudio químico de los compuestos lipídicos de las hojas, tallos y flores de Vernonanthura patens (Kunth) H. Rob. (Asteraceae)

OpenAIRE

Manzano Santana, Patricia; Miranda Martínez, Migdalia; Montes de Oca Porto, Rodney; Orellana León, Tulio; Abreu Payrol, Juan; Peralta García, Esther L

2013-01-01

Introducción: Vernonanthura patens (Kunth) H. Rob. es una especie que crece silvestre en el Ecuador, para la cual existen escasos antecedentes de estudios químicos y biológicos, y en ninguno de estos se aborda el estudio de fracciones lipídicas. Objetivos: estudiar las fracciones de compuestos lipídicos presentes en las hojas, tallos y flores de la especie. Métodos: la planta se recolectó en estado adulto, en época de floración, los órganos vegetales fueron secados en estufa por separado, se ...

Timing of revenue streams from newly recruited faculty: implications for faculty retention.

Science.gov (United States)

Joiner, Keith A; Hiteman, Sarah; Wormsley, Steven; St Germain, Patricia

2007-12-01

To determine the timing and magnitude of revenues generated by newly recruited faculty, to facilitate configuration of recruitment packages appropriately matched to expected financial returns. The aggregate of all positive cash flows to central college of medicine administration -- from research, clinical care, tuition, philanthropy, and royalties and patents, from all faculty newly recruited to the University of Arizona College of Medicine between 1998 and 2004 -- was quantified using the net present value (npv) methodology, which incorporates the time value of money. Tenure-track faculty and, in particular, those with laboratory research programs, generated the highest positive central cash flows. The npv for positive cash flows (npv[+]) during 6 and 10 years for newly recruited assistant professors with laboratory research programs were $118,600 and $255,400, respectively, and, for professors with laboratory research programs, $172,600 and $298,000, respectively (associate professors were not analyzed because of limited numbers). Faculty whose appointments at the University of Arizona College of Medicine exceeded 15 years in duration were the most productive in central revenue generation, far in excess of their numbers proportionate to the total. The results emphasize the critical importance of faculty retention, because even those newly recruited faculty who are most successful in central revenue generation (tenure track with laboratory research programs) must be retained for periods well in excess of 10 years to recoup the initial central investment required for their recruitment.

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

Starting Point: Linking Methods and Materials for Introductory Geoscience Courses

Science.gov (United States)

Manduca, C. A.; MacDonald, R. H.; Merritts, D.; Savina, M.

2004-12-01

Introductory courses are one of the most challenging teaching environments for geoscience faculty. Courses are often large, students have a wide variety of background and skills, and student motivation can include completing a geoscience major, preparing for a career as teacher, fulfilling a distribution requirement, and general interest. The Starting Point site (http://serc.carleton.edu/introgeo/index.html) provides help for faculty teaching introductory courses by linking together examples of different teaching methods that have been used in entry-level courses with information about how to use the methods and relevant references from the geoscience and education literature. Examples span the content of geoscience courses including the atmosphere, biosphere, climate, Earth surface, energy/material cycles, human dimensions/resources, hydrosphere/cryosphere, ocean, solar system, solid earth and geologic time/earth history. Methods include interactive lecture (e.g think-pair-share, concepTests, and in-class activities and problems), investigative cases, peer review, role playing, Socratic questioning, games, and field labs. A special section of the site devoted to using an Earth System approach provides resources with content information about the various aspects of the Earth system linked to examples of teaching this content. Examples of courses incorporating Earth systems content, and strategies for designing an Earth system course are also included. A similar section on Teaching with an Earth History approach explores geologic history as a vehicle for teaching geoscience concepts and as a framework for course design. The Starting Point site has been authored and reviewed by faculty around the country. Evaluation indicates that faculty find the examples particularly helpful both for direct implementation in their classes and for sparking ideas. The help provided for using different teaching methods makes the examples particularly useful. Examples are chosen from

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.

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

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

Design and development of the architecture of an agricultural mobile robot Projeto e desenvolvimento da arquitetura de um robô agrícola móvel

Directory of Open Access Journals (Sweden)

Rubens A Tabile

2011-02-01

Full Text Available Parameters such as tolerance, scale and agility utilized in data sampling for using in Precision Agriculture required an expressive number of researches and development of techniques and instruments for automation. It is highlighted the employment of methodologies in remote sensing used in coupled to a Geographic Information System (GIS, adapted or developed for agricultural use. Aiming this, the application of Agricultural Mobile Robots is a strong tendency, mainly in the European Union, the USA and Japan. In Brazil, researches are necessary for the development of robotics platforms, serving as a basis for semi-autonomous and autonomous navigation systems. The aim of this work is to describe the project of an experimental platform for data acquisition in field for the study of the spatial variability and development of agricultural robotics technologies to operate in agricultural environments. The proposal is based on a systematization of scientific work to choose the design parameters utilized for the construction of the model. The kinematic study of the mechanical structure was made by the virtual prototyping process, based on modeling and simulating of the tension applied in frame, using the.Parâmetros, como tolerância, escala e agilidade empregados na amostragem de dados para uso em Agricultura de Precisão, exigem um expressivo número de pesquisas no desenvolvimento de instrumentos e técnicas para automação. Destacam-se a utilização de metodologias em sensoriamento remoto utilizadas em conjunto com o Sistema de Informação Geográfica (SIG, adaptados ou desenvolvidos para o uso agrícola. Visando a isso, a aplicação de Robôs Agrícolas Móveis é uma forte tendência, principalmente na União Europeia, EUA e Japão. No Brasil, pesquisas são necessárias para o desenvolvimento de plataformas robóticas, que sirvam de base para sistemas de navegação autônomos ou semiautônomos. O objetivo deste trabalho é descrever o projeto

Peer coaching to teach faculty surgeons an advanced laparoscopic skill: A randomized controlled trial.

Science.gov (United States)

Palter, Vanessa N; Beyfuss, Kaitlyn A; Jokhio, Adam R; Ryzynski, Agnes; Ashamalla, Shady

2016-11-01

Preliminary evidence suggests that coaching is an effective adjunct in resident training. The learning needs of faculty, however, are different from those of trainees. Assessing the effectiveness of peer coaching at improving the technical proficiency of practicing surgeons is an area that remains largely unexplored. The purpose of this study was to assess the efficacy of a peer coaching program that teaches laparoscopic suturing to faculty surgeons. Surgeons inexperienced in laparoscopic suturing were randomized to either conventional training or peer coaching. Both groups performed a pretest on a box trainer. The conventional training group then received a web link to a tutorial for teaching laparoscopic suturing and a box trainer for independent practice. In addition to the web link and the box trainer, the peer coaching group received 2 half hour peer coaching sessions. Both groups then performed a stitch on the box trainer that was video recorded. The primary outcome measure was technical performance, which was assessed by a global rating scale. Eighteen faculty were randomized (conventional training n = 9; peer coaching n = 9). Initially, there was no difference in technical skills between the groups (conventional training median score 10 [interquartile range 8.5-15]; peer coaching 13 [10.5-14]; P = .64). After the intervention, the peer coaching group had improved technical performance (conventional training 11 [8.5-12.5]; peer coaching 18 [17-19]; P coaching group, yet none in the conventional training group (before conventional training 10 [8.5-15], after conventional training 11 [8.5-12.5]; P = .56; before peer coaching 13 [10.5-14], after peer coaching 18 [17-19]; P coaching program can facilitate faculty surgeons learning a novel procedure. Copyright © 2016 Elsevier Inc. All rights reserved.

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…

Faculty and student perceptions of the feasibility of individual student-faculty meetings

NARCIS (Netherlands)

Mulder, B.F.; Erich, M.H.; Borleffs, J.C.; Elgersma, A.F.; Cohen-Schotanus, J.

2012-01-01

The extent to which students feel involved in their education positively influences academic achievement. Individual student-faculty meetings can foster student involvement. To be effective, faculty acknowledgement of the benefit of these meetings is a prerequisite. The aim of this study was to

Educación con tecnologías: la robótica educativa aplicada para el aprendizaje de la programación

OpenAIRE

Willging, Pedro; Astudillo, Gustavo Javier; Castro, Leandro; Bast, Silvia Gabriela; Occelli, Maricel; Distel, Juan M.

2017-01-01

Desde el proyecto investigación “Educación con tecnologías: herramientas y tendencias”, se propone indagar sobre el impacto de la utilización de diversos recursos tecno-pedagógicos en la enseñanza y el aprendizaje. Es así que, desde 2014, se puso el foco en uso de robótica educativa como recurso didáctico para el aprendizaje de la programación. Principalmente en alumnos/as sin experiencia previa en la temática. La investigación está enfocada en tres aspectos: la motivación, el diseño de ma...

Mid-Career Faculty Development in Academic Medicine: How Does It Impact Faculty and Institutional Vitality?

Science.gov (United States)

Campion, MaryAnn W.; Bhasin, Robina M.; Beaudette, Donald J.; Shann, Mary H.; Benjamin, Emelia J.

2016-01-01

Purpose: Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for midcareer faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated…

STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

Science.gov (United States)

Mulnix, Amy B.

2016-01-01

Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors. PMID:27810872

VRF ("Visual RobFit") — nuclear spectral analysis with non-linear full-spectrum nuclide shape fitting

Science.gov (United States)

Lasche, George; Coldwell, Robert; Metzger, Robert

2017-09-01

A new application (known as "VRF", or "Visual RobFit") for analysis of high-resolution gamma-ray spectra has been developed using non-linear fitting techniques to fit full-spectrum nuclide shapes. In contrast to conventional methods based on the results of an initial peak-search, the VRF analysis method forms, at each of many automated iterations, a spectrum-wide shape for each nuclide and, also at each iteration, it adjusts the activities of each nuclide, as well as user-enabled parameters of energy calibration, attenuation by up to three intervening or self-absorbing materials, peak width as a function of energy, full-energy peak efficiency, and coincidence summing until no better fit to the data can be obtained. This approach, which employs a new and significantly advanced underlying fitting engine especially adapted to nuclear spectra, allows identification of minor peaks that are masked by larger, overlapping peaks that would not otherwise be possible. The application and method are briefly described and two examples are presented.

“actualización del sistema operativo, manual de operación y guía de prácticas para el sistema didáctico robótico móvil del laboratorío de mecatrónica de la fimcp-ESPOL”

OpenAIRE

Lema C., Osmar G.; Orces Pareja, Eduardo H.

2013-01-01

Con la aparición de la nueva carrera en la Escuela Superior Politécnica del Litoral, Ingeniería en Mecatrónica, la Facultad de Ingeniería en Mecánica y Ciencias de la Producción (FIMCP) hizo un nuevo laboratorio para esta rama. El laboratorio de Mecatrónica, inició con la adquisición de equipos entre los cuales se encuentran: computadoras, un brazo robótico, estaciones de automatización y el sistema didáctico robótico móvil (Robotino® de Festo®). Esta tesis se centra en el sistema didác...

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...

La robótica en la discapacidad. Desarrollo de la prótesis diestra de extremidad inferior manus-hand

Directory of Open Access Journals (Sweden)

R. Ceres

2008-04-01

Full Text Available Resumen: La discapacidad y el envejecimiento plantean a las sociedades actuales una serie de necesidades que deben ser cubiertas con soluciones personales y colectivas adecuadas para mantener un mínimo bienestar. Actualmente está aceptado el papel primordial de la ciencia y la tecnología como pilares para la mejora de las actividades humanas y la autonomía personal (“Assistive Technologies” o Tecnologías de Rehabilitación o de Apoyo. La robótica en este sentido comienza a jugar un rol fundamental en las diferentes actividades del hombre y muy especialmente en lo relacionado con la movilidad y la manipulación.En este trabajo, se analizan de forma general estos sistemas robóticos de apoyo y su relación con el usuario. A continuación se presenta, como resultado de un proyecto europeo (MANUS-HAND el diseño y el desarrollo de una prótesis de mano de alta movilidad, modular y con efectos de realimentación, todo ello con el fin de ofrecer nuevas posibilidades de reintegración social y profesional a personas con amputaciones.El trabajo plantea enfoques complementarios; por una parte, el sistema de control está basado en el empleo de señales mioeléctricas, adaptadas a la capacidad residual de cada usuario; los movimientos de los dedos están coordinados según cuatro modos globales de agarre, potenciados con la realimentación sobre el amputado mediante sensores de fuerza y salida por vibración, cubriendo así un 90% de las habilidades naturales de manipulación. Desde el punto de vista mecánico se ha desarrollado de una estructura específica con tres dedos activos en flexo-extensión y prono-supinación de muñeca, incluyendo para ello diferentes tipos de actuadores (motores DC y ultrasónico gobernados con un solo canal EMG y estando todo ello controlado por una arquitectura electrónica distribuida y jerarquizada.Una plataforma de entrenamiento y de evaluaci

Faculty Motivation Toward Professional Improvement: A Study of Two-Year College Faculty.

Science.gov (United States)

Corwin, Luene Holmes

Faculty from 16 food service and hotel technology programs in New York two-year colleges were surveyed to determine the components of faculty decisions concerning participation in professional improvement activities aimed at updating knowledge, to explore the function and relationship of the components of a composite expectancy model which…

Uso de la robótica educativa como estrategia didáctica en el aula

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Nelson Barrera Lombana

2015-01-01

Full Text Available En el presente texto se aborda una investigación de corte cualitativo, de investigación acción en el aula, que propone actividades lúdicas con robots educativos como pilar de la educación en tecnología, y que tiene como objetivo motivar a los estudiantes y a los educadores para que formulen y apliquen estrategias educativas innovadoras que utilicen como instrumento didáctico plataformas robóticas y dispositivos tecnológicos que hayan concluido su vida útil. De este modo se busca provocar en los estudiantes de educación básica, entusiasmo por desarrollar habilidades que les permitan la construcción de saberes, para dar un uso fundamentado, responsable y crítico a la tecnología. Adicionalmente la propuesta didáctica involucra a los estudiantes en actividades lúdicas con robots educativos para que desarrollen conceptualizaciones que les permitan abordar problemas cotidianos relacionados con el adecuado uso de la tecnología.

Motivation and Faculty Development: A Three-State Study of Presidential Perceptions of Faculty Professional Development Needs.

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Wallin, Desna C.

2003-01-01

Examines the appropriate roles of community college faculty and administration in assuring access to meaningful faculty development opportunities. Describes this three-state study as using the motivational theories of Maslow and Porter to determine faculty qualities as perceived by college presidents. Contains seven references. Survey instrument…

Implementation of an Education Value Unit (EVU System to Recognize Faculty Contributions

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Joseph House

2015-11-01

Full Text Available Introduction: Faculty educational contributions are hard to quantify, but in an era of limited resources it is essential to link funding with effort. The purpose of this study was to determine the feasibility of an educational value unit (EVU system in an academic emergency department and to examine its effect on faculty behavior, particularly on conference attendance and completion of trainee evaluations. Methods: A taskforce representing education, research, and clinical missions was convened to develop a method of incentivizing productivity for an academic emergency medicine faculty. Domains of educational contributions were defined and assigned a value based on time expended. A 30-hour EVU threshold for achievement was aligned with departmental goals. Targets included educational presentations, completion of trainee evaluations and attendance at didactic conferences. We analyzed comparisons of performance during the year preceding and after implementation. Results: Faculty (N=50 attended significantly more didactic conferences (22.7 hours v. 34.5 hours, p<0.005 and completed more trainee evaluations (5.9 v. 8.8 months, p<0.005. During the pre-implementation year, 84% (42/50 met the 30-hour threshold with 94% (47/50 meeting post-implementation (p=0.11. Mean total EVUs increased significantly (94.4 hours v. 109.8 hours, p=0.04 resulting from increased conference attendance and evaluation completion without a change in other categories. Conclusion: In a busy academic department there are many work allocation pressures. An EVU system integrated with an incentive structure to recognize faculty contributions increases the importance of educational responsibilities. We propose an EVU model that could be implemented and adjusted for differing departmental priorities at other academic departments.

Physics Faculty Perceptions of Research-based Assessment

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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.

The Influence of Nursing Faculty Workloads on Faculty Retention: A Case Study

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Wood, Jennifer J.

2013-01-01

Nursing faculty workloads have come to the forefront of discussion in nursing education. The National League of Nursing (NLN) has made nursing faculty workloads a high priority in nursing education. Included in the priorities are areas of creating reform through innovations in nursing education, evaluating reform through evaluation research, and…

Joint Participation in Decision Making: A Study of Faculty Government and Faculty-Administrative Consultation at Fresno State College.

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Deegan, W. L.; And Others

This is one of a group of studies on faculty organization and faculty government. Fresno State College was studied for (1) the nature and effectiveness of the procedures that had been devised for faculty-administrative consultation, (2) the process of faculty and administrative participation in governance through the Academic Senate and selected…

Why Learner-Centered New Faculty Orientations Matter: Organizational Culture and Faculty Retention

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Scott, Whitney; Lemus, Daisy; Knotts, Greg; Oh, Janet

2016-01-01

A learner-centered New Faculty Orientation (NFO) can be a powerful way to immediately engage new faculty and develop their organizational identification to the institution and its values. Unfortunately, some NFOs do not model a learner-centered philosophy and miss opportunities to establish a collaborative and celebratory tone. In this paper, we…

CBE Faculty and Staff

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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

The research impact of school psychology faculty.

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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.

Academic Medical Library Services Contribute to Scholarship in Medical Faculty and Residents

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Peace Ossom Williamson

2017-09-01

survey was 15% (N=65. Residents comprised 35% of the respondents, and faculty at each of the three levels of tenure comprised 60%. The remaining 5% of respondents included PhD and non-clinical faculty within the graduate school. Over 50% of respondents reported use of library services in preparation for publishing and presenting. These library services were literature searches, document delivery, and accessing online resources. Faculty and residents reported use of PubMed first (71% and most often, with 56% of respondents reporting weekly use, followed by Google or Google Scholar, with 20% of respondents reporting its use first and 23% of respondents reporting weekly use. However, regarding responses to the question concerning how journal articles are accessed, “using a search engine” was chosen most often, at almost 65%, followed by (in order clicking library links in a database, contacting the library directly, searching the list of library e-journals, clicking publisher links in a database, using personal subscriptions, searching the library catalog, and using bookmarks saved in a web browser. Based on survey responses, faculty reported higher use of library services and resources than residents; however, residents reported higher use of library services and resources when preparing posters and papers for conferences and professional meetings. In addition, several comments spoke to the importance of the library for scholarly activity, many indicating the critical role of library assistance or resources in their academic accomplishments. Conclusion – This study provides evidence in support of library resources and services for medical faculty and residents, which contributes to discussions of the contributions of medical libraries. As hospital libraries close and academic medical libraries see reductions in budgets, this study contributes to the value of a library’s presence, as well as the role of the health sciences librarian in medical research and scholarly

Workshop for Early Career Geoscience Faculty: Providing resources and support for new faculty to succeed

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Hill, T. M.; Beane, R. J.; Macdonald, H.; Manduca, C. A.; Tewksbury, B. J.; Allen-King, R. M.; Yuretich, R.; Richardson, R. M.; Ormand, C. J.

2015-12-01

A vital strategy to educate future geoscientists is to support faculty at the beginning of their careers, thus catalyzing a career-long impact on the early-career faculty and on their future students. New faculty members are at a pivotal stage in their careers as they step from being research-focused graduate students and post-doctoral scholars, under the guidance of advisors, towards launching independent careers as professors. New faculty commonly, and not unexpectedly, feel overwhelmed as they face challenges to establish themselves in a new environment, prepare new courses, begin new research, and develop a network of support. The workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career has been offered annually in the U.S. since 1999. The workshop is currently offered through the National Association of Geoscience Teachers On the Cutting Edge professional development program with support from the NSF, AGU and GSA. This five-day workshop, with associated web resources, offers guidance for incorporating evidence-based teaching practices, developing a research program, and managing professional responsibilities in balance with personal lives. The workshop design includes plenary and concurrent sessions, individual consultations, and personalized feedback from workshop participants and leaders. Since 1999, more than 850 U.S. faculty have attended the Early Career Geoscience Faculty workshop. Participants span a wide range of geoscience disciplines, and are in faculty positions at two-year colleges, four-year colleges, comprehensive universities and research universities. The percentages of women (~50%) and underrepresented participants (~8%) are higher than in the general geoscience faculty population. Multiple participants each year are starting positions after receiving all or part of their education outside the U.S. Collectively, participants report that they are better prepared to move forward with their careers as a result of

Inclusion of Part-Time Faculty for the Benefit of Faculty and Students

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Meixner, Cara; Kruck, S. E.; Madden, Laura T.

2010-01-01

The new majority of faculty in today's colleges and universities are part-time, yet sizable gaps exist in the research on their needs, interests, and experiences. Further, the peer-reviewed scholarship is largely quantitative. Principally, it focuses on the utility of the adjunct work force, comparisons between part-time and full-time faculty, and…

Morpho-anatomical and fingerprinting study of Vernonanthura patens (Kunth H. Rob.

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Patricia I. Manzano

2014-10-01

Full Text Available Context: The specie Vernonanthura patens (Kunth H. Rob. (Asteraceae is a South American native wild bush that grows in various provinces of Ecuador and it has been used in traditional medicine for several diseases, highliting its use in treatment of leishmaniasis, a condition of high incidence in the country. Despite its medicinal use, there are few or none botanic, chemical nor biological studies for this species. Aims: In this paper it were comprised the morpho-anatomical characterization of leaves and stems and genetic identification of a DNA fraction of the leaves of V. patens, in order to provide the elements for proper characterization and contribute to the establishment of quality control. Methods: The macromorphological description was made in leaves and stems from the fresh plant. The micromorphological evaluation was performed by paraffin inclusion of the material with cross-section that were clarify in sodium hypochlorite for its posterior safranin and cresil’s blue stained and its glycerinated gel fixation respectively. On obtaining the DNA chloroplast it was followed the internal protocol established by Molecular Biology CIBE´s laboratory. In order to sequence isolated DNA fragments from leaves of V. patens, Macrogen Maryland, USA´S company services were hired. Results: Leaves and stems of the new specie’s micro morphological characteristics were described for the first time and new macro morphological characters were described too from stems particularly. Conclusions: Using molecular and macro-micromorphological assessments is corroborated the identity of the V. patens species growing in Ecuador coast.

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

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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…

Faculty Handbook. Regis College.

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Regis Coll., Weston, MA.

Regis College policies and procedures are described in this 1976 faculty handbook. Chapter 1 covers college organization and governance, including roles of academic officers and committees. Specific faculty data are presented in Chapter 2, such as definition of academic ranks and titles, recruitment and appointment, promotion, tenure, review,…

Gender Differences in Business Faculty's Research Motivation

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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…

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers.

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Branch, William T; Frankel, Richard M; Hafler, Janet P; Weil, Amy B; Gilligan, MaryAnn C; Litzelman, Debra K; Plews-Ogan, Margaret; Rider, Elizabeth A; Osterberg, Lars G; Dunne, Dana; May, Natalie B; Derse, Arthur R

2017-12-01

The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program.In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution.The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.

Research Resources Survey: Radiology Junior Faculty Development.

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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.

Part-Time Faculty in 2-Year Colleges.

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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…

Factors Associated with Veterinary Clinical Faculty Attrition.

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Furr, Martin

Faculty attrition and recruitment for veterinary clinical faculty positions have been reported as significant problems in veterinary medical education. To investigate the factors that may be important in veterinary clinical faculty retention, the perceptions and views of veterinary clinical academic faculty were determined using a web-distributed electronic survey. Responses were dichotomized by whether the respondent had or had not left an academic position and were analyzed for their association with faculty attrition. A total of 1,226 responses were recorded, and results demonstrated that factors other than compensation were associated with veterinary clinical faculty attrition, including departmental culture, work-life balance, and recognition and support of clinical medicine by the administration. Forty-four percent of respondents who had held a faculty appointment reported leaving academia either voluntarily or for non-voluntary reasons such as failure to achieve tenure, retirement, or having their position closed. Attention to correcting deficiencies in workplace culture and professional rewards could be a beneficial means by which to decrease the faculty attrition rates currently observed in clinical academic veterinary medicine.

Can Tablet Computers Enhance Faculty Teaching?

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Narayan, Aditee P; Whicker, Shari A; Benjamin, Robert W; Hawley, Jeffrey; McGann, Kathleen A

2015-06-01

Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non-tablet-based teaching modalities. We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non-tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value.

Burnout in Female Faculty Members.

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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.

Neonatology faculty development using simulation.

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French, Heather M; Hales, Roberta L

2016-11-01

The goal of faculty development activities is to supply the public with knowledgeable, skilled, and competent physicians who are prepared for high performance in the dynamic and complex healthcare environment. Current faculty development programs lack evidence-based support and are not sufficient to meet the professional needs of practicing physicians. Simulation activities for faculty development offer an alternative to traditional, teacher-centric educational offerings. Grounded in adult learning theory, simulation is a learner-centric, interactive, efficient, and effective method to train busy professionals. Many of the faculty development needs of clinical neonatologists can be met by participating in simulation-based activities that focus on technical skills, teamwork, leadership, communication, and patient safety. Copyright © 2016 Elsevier Inc. All rights reserved.

Hydrostatic Pressure Project: Linked-Class Problem-Based Learning in Engineering

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Davis, Freddie J.; Lockwood-Cooke, Pamela; Hunt, Emily M.

2011-01-01

Over the last few years, WTAMU Mathematics, Engineering and Science faculty has used interdisciplinary projects as the basis for implementation of a linked-class approach to Problem-Based Learning (PBL). A project that has significant relevance to engineering statics, fluid mechanics, and calculus is the Hydrostatic Pressure Project. This project…

Supporting Faculty Grassroots Leadership

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Kezar, Adrianna; Lester, Jaime

2009-01-01

Various factors are making faculty leadership challenging including the rise in part-time and non-tenure-track faculty, the increasing pressure to publish and teach more courses and adopt new technologies and pedagogies, increasing standards for tenure and promotion, ascension of academic capitalism, and heavy service roles for women and people of…

Evaluation of nursing faculty through observation.

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Crawford, L H

1998-10-01

The purpose of this study was to assess current use and faculty perceptions of classroom observation as a method of faculty evaluation in schools of nursing. Baccalaureate schools of nursing were surveyed to determine current use of classroom observation and its worth from the perception of administrators and faculty. Although most schools used classroom observation as a method of faculty evaluation, further clarification and research is needed in the following areas: purpose of classroom observation; number of observations necessary; weight given to classroom observation in relation to other evaluation methods; and tools used.

Estudio y modelado de la señal electromiográfica del tobillo para la instrumentación del exoesqueleto robótico ATLAS

OpenAIRE

Sánchez Otero, Borja

2014-01-01

El mundo de la robótica, la automática y la electrónica están inexorablemente unidos por su naturaleza, y los avances en cada uno de los campos permiten mejorar, o mejoran directamente, al resto de disciplinas. Las aplicaciones de todos estos campos han estado históricamente relacionadas con el sector de la industria, donde ya forman parte imprescindible, pero con el desarrollo de nuevas tecnologías más autónomas y más contenidas en cuanto a tamaño permitió, desde hace unos años hasta la a...

Faculty Retirement Transitions Revitalized

Science.gov (United States)

Van Ummersen, Claire; Duranleau, Lauren; McLaughlin, Jean

2013-01-01

It has been almost ten years since the American Council on Education (ACE) began to raise awareness of the importance of workplace flexibility in faculty careers and to encourage colleges and universities to support faculty in better integrating their professional and personal lives. With the generous support of the Alfred P. Sloan Foundation, ACE…

Why do faculty leave? Reasons for attrition of women and minority faculty from a medical school: four-year results.

Science.gov (United States)

Cropsey, Karen L; Masho, Saba W; Shiang, Rita; Sikka, Veronica; Kornstein, Susan G; Hampton, Carol L

2008-09-01

Faculty attrition, particularly among female and minority faculty, is a serious problem in academic medical settings. The reasons why faculty in academic medical settings choose to leave their employment are not well understood. Further, it is not clear if the reasons why women and minority faculty leave differ from those of other groups. One hundred sixty-six medical school faculty who left the School of Medicine (SOM) between July 1, 2001, and June 30, 2005, completed a survey about their reasons for leaving. The three most common overall reasons for leaving the institution included career/professional advancement (29.8%), low salary (25.5%), and chairman/departmental leadership issues (22.4%). The ranking of these reasons varied slightly across racial and gender groups, with women and minority faculty also citing personal reasons for leaving. Women and minority faculty were at lower academic ranks at the time they left the SOM compared with male and majority groups. Although salary differences were not present at the time of initial hire, sex was a significant predictor of lower salary at the start of the new position. Opportunity for advancement and the rate of promotion were significantly different between women and men. Job characteristics prior to leaving that were rated most poorly were protected time for teaching and research, communication across the campus, and patient parking. Harassment and discrimination were reported by a small number of those surveyed, particularly women and minority faculty. The majority of reasons for faculty attrition are amenable to change. Retaining high-quality faculty in medical settings may justify the costs of faculty development and retention efforts.

Desarrollo e implementación de una estrategia de gestión de singularidades para un sistema robótico redundante cooperativo destinado a la asistencia en intervenciones quirúrgicas

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Martín A. Landeira Freire

2015-01-01

Full Text Available Resumen: En este trabajo se presenta un nuevo prototipo de plataforma robótica cooperativa, destinada a la asistencia en intervenciones quirúrgicas de fijación transpedicular lumbar. El uso de sistemas robóticos de asistencia durante la ejecución de procedimientos quirúrgicos convencionales contribuye a la mejora en los resultados de las intervenciones al permitir elevados niveles de precisión y seguridad. Por ello, resulta crucial garantizar la robustez y destreza de los dispositivos empleados, incluso en las proximidades de configuraciones que pudieran introducir inestabilidades en su funcionamiento. Partiendo de esta idea, se ha implementado una estrategia de gestión de singularidades en la plataforma robótica, basada en el uso de un algoritmo de mínimos cuadrados amortiguados con factor de amortiguamiento adaptativo, unido a un método para la optimización de la configuración articular del manipulador redundante empleado, Mitsubishi PA10–7C. Abstract: In this research work, a new prototype of collaborative robot- assisted surgical platform for transpedicular fixation surgeries is presented. The usage of assistive robotic systems during conventional surgical procedures improves surgical outcomes, as they ensure high levels of precision and safety. Hence, robustness and dexterity of the mechatronic devices must be guaranteed, even in the neighborhood of unstable configurations during their performance. Bearing this in mind, a singularity management strategy has been implemented in the robotic platform, based on the Damped Least Squares method using an adaptive damping factor together with a methodology for optimization of joint redundancy of the platform manipulator, Mitsubishi PA10-7C. Palabras clave: Singularities, Inverse kinematics problem, Redundant manipulator, Co-operative control, Biomedical system., Keywords: Singularities, Inversekinematics problem, Redundant manipulator, Co

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

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

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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.

"The Accommodation I Make Is Turning a Blind Eye": Faculty Support for Student Mothers in Higher Education

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Dickson, Martina; Tennant, Lilly

2018-01-01

The levels of support which faculty provide to students have been linked to a number of positive effects on students such as lower rates of attrition, greater satisfaction with college life, enhanced self-concept, improved academic performance and more likelihood of remaining enrolled in college through stressful life periods. There are surely…

The Role of Ethics in International Arms Transfers

Science.gov (United States)

2016-06-01

i THE ROLE OF ETHICS IN INTERNATIONAL ARMS TRANSFERS BY MAJOR ROB ARNETT A THESIS PRESENTED TO THE FACULTY OF THE SCHOOL OF...War’s Ends” provided the intellectual spark to explore the topic of ethics in international arms sales. Additionally, Dr. Murphy was kind enough to... ethics in American arms transfer policy to determine whether the Just War tradition’s jus ad bellum framework can help policymakers through a complex

Faculty ethics: ideal principles with practical applications.

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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.

Recruiting Faculty Abroad: Examining Factors That Induced American Faculty to Work at Branch Campuses in Qatar's Education City

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Laigo, Reginald H.

2013-01-01

This study examines the sustainability of international branch campuses by applying the "faculty migration" framework (Matier, 1988) from faculty recruitment literature to identify the incentives that influenced American faculty to work at branch campuses in Qatar's Education City. The purpose of this study was to determine the specific…

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

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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.

Evolution of faculty affairs and faculty development offices in U.S. medical schools: a 10-year follow-up survey.

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Sonnino, Roberta E; Reznik, Vivian; Thorndyke, Luanne A; Chatterjee, Archana; Ríos-Bedoya, Carlos F; Mylona, Elza; Nelson, Kathleen G; Weisman, Carol S; Morahan, Page S; Wadland, William C

2013-09-01

To determine how U.S. MD-granting medical schools manage, fund, and evaluate faculty affairs/development functions and to determine the evolution of these offices between 2000 and 2010. In December 2010, the authors invited faculty affairs designees at 131 U.S. MD-granting medical schools to complete a questionnaire developed by the Association of American Medical Colleges Group on Faculty Affairs, based on a 2000 survey. Schools were asked about core functions, budget, staffing, and performance metrics. The authors analyzed the data using descriptive statistics. A total of 111 schools (84.7%) responded. Fifty percent of the offices were established since 2000. Seventy-eight percent reported their top core function as administrative support for appointments, promotions, and tenure, as in 2000. Faculty policies, appointments, databases, governance support, grievance proceedings, management issues, and annual trend analyses continued as major functions. All 11 core functions identified in 2000 remain predominantly provided by central offices of faculty affairs, except support of major leadership searches. Web site communication emerged as a new core function. Similar to 2000, several other offices were responsible for some faculty development functions. Office size and budget correlated positively with size of the faculty and age of the office (P schools (31.5%) reported formally evaluating their faculty affairs office. The number of faculty affairs offices and their responsibilities have substantially increased since 2000. Most major core functions have not changed. These offices are now an established part of the central administration of most medical schools.

How we developed the GIM clinician-educator mentoring and scholarship program to assist faculty with promotion and scholarly work.

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Bertram, Amanda; Yeh, Hsin Chieh; Bass, Eric B; Brancati, Frederick; Levine, David; Cofrancesco, Joseph

2015-02-01

Clinician Educators' (CEs) focus on patient care and teaching, yet many academic institutions require dissemination of scholarly work for advancement. This can be difficult for CEs. Our division developed the Clinician-Educator Mentoring and Scholarship Program (CEMSP) in an effort to assist CEs with scholarship, national reputation, recognition, promotion and job satisfaction. The key components are salary-supported director and co-director who coordinate the program and serve as overall mentors and link CEs and senior faculty, and a full-time Senior Research Coordinator to assist with all aspects of scholarship, a close relationship with the General Internal Medicine (GIM) Methods Core provides advanced statistical support. Funding for the program comes from GIM divisional resources. Perceived value was evaluated by assessing the number of manuscripts published, survey of faculty regarding usage and opinion of CEMSP, and a review of faculty promotions. Although impossible to attribute the contributions of an individual component, a program specifically aimed at helping GIM CE faculty publish scholarly projects, increase participation in national organizations and focus on career progression can have a positive impact.

GP_BOT: plataforma hardware para la enseñanza de robótica en la titulación de ingeniería informática.

OpenAIRE

González-de-Rivera, Guillermo; López-Buedo, Sergio; González, Iván; Venegas, C.; Garrido, Javier; Boemo, Eduardo I.

2002-01-01

Versión electrónica de la ponencia presentada en V Congreso de Tecnologías Aplicadas a la Enseñanza de la Electrónica, celebrado en Las Palmas de Gran Canaria en 2002 En este artículo se resumen las principales características de unas tarjetas basadas en el microcontrolador MC68HC908GP32 de Motorola, que se utilizan en el Laboratorio de la asignatura Robótica Autónoma en la carrera de Ingeniería Informática de la Universidad Autónoma de Madrid.

Cognitive dissonance experienced by nurse practitioner faculty.

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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.

Faculty Viewpoints on Teaching Quantway®

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Heather Howington

2015-01-01

Full Text Available Quantway is a quantitative reasoning-based pathway for developmental math that has been developed as an alternative to the traditional remedial algebra sequence. To explore the experiences of faculty involved with Quantway, we interviewed eight individuals who have taught the course in the past year to survey their attitudes and opinions about students in their classes, the materials and pedagogies in use, and the collegial interaction of networked faculty. Faculty were selected with the intention of gathering a broad set of opinions resulting from differences of location, experience, and other factors. In this paper, we summarize those interviews by identifying common themes reported by the faculty that highlight strengths and challenges of teaching Quantway. Themes include perceptions about changes in student engagement and attitudes as well as changes in their own mindset; the evolution of teaching strategies and materials used inside and outside the classroom; and the relevance of connections between faculty at different institutions involved in the project.

Le rôle de l’intertexte et du palimpseste dans la création d’une Écosse mythique dans Waverley et Rob Roy de Walter Scott

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Céline SABIRON

2010-03-01

Full Text Available L’Écosse des Lumières, récemment rattachée à sa puissante voisine anglaise par l’Acte d’Union de 1707, connaît une crise identitaire qui l’amène à une redéfinition de son image. Sa représentation, tant tangible, physique que mentale, nationale, passe par une réécriture de son Histoire par le mythe, ce récit imaginaire populaire ou littéraire mettant en scène des êtres surhumains et des actions remarquables qui est, selon Roland Barthes, « un discours, un système de communication, un message » (Mythologies. Ce message d’une re-construction identitaire est transmis par Walter Scott dans ses romans écossais, en particulier Waverley et Rob Roy qui dépeignent l’Écosse et ses habitants à travers les yeux naïfs d’érudits anglais. Ce portrait textuel, loin d’être un tableau réaliste, est brossé à l’aide d’une superposition d’images mythiques et littéraires, notamment dans la description des paysages des Highlands. De plus, les personnages, tel le héros populaire historique et hors-la-loi écossais Rob Roy, sont transformés, romancés, mythifiés dans ces fictions qui retracent, sous forme d’épopée, les grandes révoltes jacobites de 1715 et 1745. Enfin, le langage pictural et imagé contribue à véhiculer une vision mythique de l’Écosse. Nous chercherons donc à comprendre et à expliquer les motivations et les répercussions de ce maillage d’images fictives connues, tirées de mythes ou d’ouvrages littéraires, et tissées au moyen d’images rhétoriques au texte scottien pour créer nouveau visage écossais.Recently united to its powerful English twin sister through the 1707 Union Act, Scotland experiences a major identity crisis in the Enlightenment. Politically, religiously, and socially divided, it is led to redefine its image by rewriting history through mythology. A myth is “a speech, a system of communication, a message”, Roland Barthes explains in Mythologies. This message

Relationships between teaching faculty and teaching librarians

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Katz, Linda S

2014-01-01

Every librarian who teaches in an academic library setting understands the complexities involved in partnering with teaching faculty. Relationships Between Teaching Faculty and Teaching Librarians recounts the efforts of librarians and faculty working together in disciplines across the board to create and sustain connections crucial to the success of library instruction. This unique collection of essays examines various types of partnerships between librarians and faculty (networking, coordination, and collaboration) and addresses the big issues involved, including teaching within an academic

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

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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

Influencing Academic Motivation: The Effects of Student-Faculty Interaction

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Trolian, Teniell L.; Jach, Elizabeth A.; Hanson, Jana M.; Pascarella, Ernest T.

2016-01-01

Using data from the Wabash National Study of Liberal Arts Education, we examined the influence of student-faculty interactions on student academic motivation over 4 years of college. Results suggest that several forms of student-faculty interaction, such as quality of faculty contact, frequency of faculty contact, research with faculty, personal…

Scholarly productivity for nursing clinical track faculty.

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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.

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

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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.

Professorship: A Faculty Development Program.

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Davis, Todd M.; Davis, Jane F.

1987-01-01

A faculty development program at a traditionally black college was designed to enhance the ability of graduate faculty to supervise research activities of graduate students. Focus was on interpersonal problem solving in advisement and professional issues; classroom techniques of discussion teaching, case methods, and psychodrama encouraged the…

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

Financial conflicts of interest and the ethical obligations of medical school faculty and the profession.

Science.gov (United States)

Austad, Kirsten; Brendel, David H; Brendel, Rebecca W

2010-01-01

Despite their potential benefits, relationships linking medical school faculty and the pharmaceutical and device industries may also challenge the professional value of primacy of patient welfare, a point highlighted in a recent Institute of Medicine report. Academic medical centers and professors have the added professional obligation to ensure the unbiased, evidence-based education of future doctors. This essay argues that faculty financial conflicts of interest may threaten this obligation by propagating the bias introduced by these relationships to students. This could occur directly through the process of curriculum determination and delivery, and also indirectly through the "hidden curriculum," which deserves particular attention, as its lessons may conflict with those professed in the formal curriculum. The essay concludes with guiding principles to consider when developing a conflict of interest policy at academic medical centers.

Perceptions of Faculty Status among Academic Librarians

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Galbraith, Quinn; Garrison, Melissa; Hales, Whitney

2016-01-01

This study measures the opinions of ARL librarians concerning the benefits and disadvantages of faculty status in academic librarianship. Average responses from faculty and nonfaculty librarians, as well as from tenured and tenure-track librarians, are analyzed to determine the general perceptions of each group. Overall, faculty librarians…

Faculty Recruitment in an Era of Change

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Levine, Marilyn; Schimpf, Martin

2010-01-01

Faculty recruitment is a challenge for administration and departments, especially in an era of change in the academy. This article builds on information from an interactive conference panel session that focused on faculty recruitment best practices. The article addresses faculty recruitment strategies that focus on the optimization of search…

Desarrollo de un modelo generalizado para realimentación de fuerza y torque en cirugía cardiotorácica robótica mínimamente invasiva: determinación de condiciones y restricciones

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Vera Pérez, IEE., PhD.(c

2011-07-01

Conclusiones: Las condiciones relacionadas con la incorporación de un sensor de fuerza y la percepción del cirujano en cuanto al tacto y la fuerza aplicada, resultan ser importantes en procedimientos de MICS robótica y requiere la inclusión de un sistema de control que permita la optimización de procedimientos por telepresencia.

The lived experience of part-time baccalaureate nursing faculty.

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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.

Phytochemical research of leaves and flowers of Smallanthus pyramidalis (Triana) H. Rob. (Arboloco) and its use in the recovery of wetlands in Bogota

International Nuclear Information System (INIS)

Guzman Avendano, Antonio J; Barrera Adame, Diana A.

2011-01-01

This research focused on the phytochemical characterization of the species Smallanthus pyramidalis (Triana) H. Rob. in order to identify the secondary metabolites of flowers and leaves. This is due to the importance these trees on the sustainable development of the wetlands in the Sabana de Bogota, and its possible application as a promising species in the use and conservation of these ecosystems. We performed preliminary chemical tests, fractionation using conventional techniques, identification of physical and chemical properties, and structural analysis using spectroscopic and spectrometric techniques, such as UV, 1H-RMN, 13C-RMN and GC-MS. We identified alkane-type compounds, steroids, terpenoids and flavonoids mainly, and their role in the plant and the ecosystem.

Faculty Decisions on Serials Subscriptions Differ Significantly from Decisions Predicted by a Bibliometric Tool.

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Sue F. Phelps

2016-03-01

Full Text Available Objective – To compare faculty choices of serials subscription cancellations to the scores of a bibliometric tool. Design – Natural experiment. Data was collected about faculty valuations of serials. The California Digital Library Weighted Value Algorithm (CDL-WVA was used to measure the value of journals to a particular library. These two sets of scores were then compared. Setting – A public research university in the United States of America. Subjects – Teaching and research faculty, as well as serials data. Methods – Experimental methodology was used to compare faculty valuations of serials (based on their journal cancellation choices to bibliometric valuations of the same journal titles (determined by CDL-WVA scores to identify the match rate between the faculty choices and the bibliographic data. Faculty were asked to select titles to cancel that totaled approximately 30% of the budget for their disciplinary fund code. This “keep” or “cancel” choice was the binary variable for the study. Usage data was gathered for articles downloaded through the link resolver for titles in each disciplinary dataset, and the CDL-WVA scores were determined for each journal title based on utility, quality, and cost effectiveness. Titles within each dataset were ranked highest to lowest using the CDL-WVA scores within each fund code, and then by subscription cost for titles with the same CDL-WVA score. The journal titles selected for comparison were those that ranked above the approximate 30% of titles chosen for cancellation by faculty and CDL-WVA scores. Researchers estimated an odds ratio of faculty choosing to keep a title and a CDL-WVA score that indicated the title should be kept. The p-value for that result was less than 0.0001, indicating that there was a negligible probability that the results were by chance. They also applied logistic regression to quantify the association between the numeric score of CDL-WVA and the binary variable

Promoting Interdisciplinary Research among Faculty

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Novak, Elena; Zhao, Weinan; Reiser, Robert A.

2014-01-01

With the growing recognition of the importance of interdisciplinary research, many faculty have increased their efforts to form interdisciplinary research teams. Oftentimes, attempts to put together such teams are hampered because faculty have a limited picture of the research interests and expertise of their colleagues. This paper reports on…

Nursing Faculty and Academic Integrity

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Wilson, Cecilia E.

2013-01-01

Insufficient information exists regarding the process influencing faculty decisions, specifically in the area of maintaining academic integrity in an online environment. The purpose of the study was to explore the experiences and decision-making process of nursing faculty related to maintaining academic integrity in an online environment. The…

James Madison University Survey of Faculty Activities.

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James Madison Univ., Harrisonburg, VA.

The activities of the faculty at James Madison University during the fall term of the academic year 1978-79 are described. Full-time instructional faculty, part-time faculty involved in resident instruction, administrators and classified employees who taught at least one course, and graduate teaching assistants were surveyed. Information was…

Mentoring Faculty: Results from National Science Foundation's ADVANCE Program

Science.gov (United States)

Holmes, M. A.

2015-12-01

Faculty mentoring programs are common components of National Science Foundation ADVANCE awards. The ADVANCE program aims to increase the number of women on the faculty in science, technology, engineering and mathematics (STEM) departments through grants to individuals and to entire institutions. These grants target a change in institutional culture so that faculty from non-majority groups will succeed and thrive. Mentoring programs are generally designed to fit the particular institution(s) or target population (e.g., meteorologists at the beginning of their careers). A successful mentoring program makes the implicit knowledge necessary for faculty success explicit: policies and practices are made transparent; routes for finding answers are clarified or generated with faculty input; faculty overcome a sense of isolation and develop a community. Mentoring programs may be formal, with assigned mentors and mentees, or informal, with opportunities for beginning, middle and advanced career STEM faculty to mingle, generally over food and sometimes with a formal speaker. The programs are formally evaluated; in general, attention to mentoring generates better outcomes for all faculty. Research indicates that most successful scientists have a network of mentors rather than relying on one person to help navigate department, institution, and profession. The University of Nebraska-Lincoln's (UNL) award, ADVANCE-Nebraska, offered opportunities for faculty to informally network over luncheons with women speakers, advanced in their careers. We also offered after-hours networking receptions. In response to faculty feedback, we shifted to a series of panel discussions entitled "Conversations". Most panels were conducted by successful UNL faculty; about one-third had an outside expert on a given topic. Topics were chosen based on faculty feedback and targeted specifically to beginning faculty (How to Start Up a Lab; How to Balance Teaching and Writing), mid-career faculty (Putting

The Problem of Faculty Relocation.

Science.gov (United States)

Tabachnick, Stephen E.

1992-01-01

A faculty move to a new campus can be traumatic, but colleges and universities can take steps to lessen the strain. Solutions to faculty relocation problems should be a standard part of any hiring package, not left to chance and individual negotiation. Some problems are inexpensive and easy to solve. (MSE)

Mixed-Methods Study that Examines Nine Science Teachers' Perceptions of Slooh Robotic Telescope for Teaching Astronomy. (Breton Title: Métodos Mistos de Estudo que Examinam a Percepção de Nove Professores de Ciências sobre o Telescópio Robótico Slooh Para Ensino de Astronomia.) Métodos Mixtos de Estudio que Examinan la Percepcion de Nueve Profesores de Ciencias sobre EL Telescopio Robótico Slooh Para la Enseñanza de la Astronomía

Science.gov (United States)

Gershun, Daniel C.; Slater, Timothy F.; Berryhill, Katie J.

2014-07-01

Although previous studies show that robotic telescopes have the potential to enhance student learning, there is comparatively little research that focuses on teacher perceptions of this technology. This study investigates: "what is the academic merit of using SLOOH robotic telescopes to teach astronomy as perceived by science teachers?" Our sample consists of nine science teachers of students aged 13-18 years. Pre- and post-tests, interviews, and surveys were collected during two weeks of a summer online course about robotic telescopes. While pre and post-tests do not reveal a statistically significant gain in astronomy content knowledge, analysis of qualitative data reveals five themes which describe the most important aspects of using SLOOH according to participants: "Images," "Interface," "Classroom Application," "Instructor Impact," and "Logistical Issues." Analysis of these themes suggests that SLOOH can provide an interactive and social learning environment with capabilities to incorporate crossdisciplinary themes. Embora estudos anteriores mostram que os telescópios robóticos têm o potencial de melhorar a aprendizagem dos alunos, há relativamente pouca investigação focada nas percepções de professores a respeito desta tecnologia. Este estudo investiga: "qual é o mérito acadêmico da utilização de telescópios robóticos Slooh para ensinar astronomia, tal como percebido pelos professores de ciências?" Nossa amostra é composta por nove professores de ciências de estudantes com idades entre 13-18 anos pré e pós-testes, entrevistas, e levantamentos foram coletados durante duas semanas de um curso on-line de verão sobre telescópios robóticos. Enquanto os testes pré e pós não revelaram um ganho estatisticamente significativo no conhecimento do conteúdo astronomia, a análise de dados qualitativos revela cinco temas que descrevem os aspectos mais importantes da utilização Slooh de acordo aos participantes: "Imagens", "Interface", "Aplica

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.

Job-Related Stress among Mass Communication Faculty.

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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…

Motivational Issues of Faculty in Saudi Arabia

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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…

Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges.

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Drowos, Joanna; Baker, Suzanne; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W; Baker, Dennis

2017-08-01

Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed. Data from the 2015 Council of Academic Family Medicine's Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors. Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty. Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery

Pharmacy faculty workplace issues: findings from the 2009-2010 COD-COF Joint Task Force on Faculty Workforce.

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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.

Race, Disadvantage and Faculty Experiences in Academic Medicine

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Cooper, Lisa A.; Carr, Phyllis

2010-01-01

ABSTRACT Background Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. Objective The study’s purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. Design The authors conducted a qualitative interview study in 2006–2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Participants Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. Approach We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Results Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership’s role in diversity goals; and financial hardship. Conclusions Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science

Race, disadvantage and faculty experiences in academic medicine.

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Pololi, Linda; Cooper, Lisa A; Carr, Phyllis

2010-12-01

Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. The study's purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. The authors conducted a qualitative interview study in 2006-2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership's role in diversity goals; and financial hardship. Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science, education or medical care.

Faculty Ownership of the Assurance of Learning Process: Determinants of Faculty Engagement and Continuing Challenges

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Garrison, Michael J.; Rexeisen, Richard J.

2014-01-01

Although this article provides further evidence of serious impediments to faculty ownership of assurance of learning, including inadequate and misaligned resources, the results indicate that faculty can be energized to become actively engaged in the assurance of learning (AOL) process, particularly when they believe that AOL results are useful and…

Aligning Education With Health Care Transformation: Identifying a Shared Mental Model of "New" Faculty Competencies for Academic Faculty.

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Gonzalo, Jed D; Ahluwalia, Amarpreet; Hamilton, Maria; Wolf, Heidi; Wolpaw, Daniel R; Thompson, Britta M

2018-02-01

To develop a potential competency framework for faculty development programs aligned with the needs of faculty in academic health centers (AHCs). In 2014 and 2015, the authors interviewed 23 health system leaders and analyzed transcripts using constant comparative analysis and thematic analysis. They coded competencies and curricular concepts into subcategories. Lead investigators reviewed drafts of the categorization themes and subthemes related to gaps in faculty knowledge and skills, collapsed and combined competency domains, and resolved disagreements via discussion. Through analysis, the authors identified four themes. The first was core functional competencies and curricular domains for conceptual learning, including patient-centered care, health care processes, clinical informatics, population and public health, policy and payment, value-based care, and health system improvement. The second was the need for foundational competency domains, including systems thinking, change agency/management, teaming, and leadership. The third theme was paradigm shifts in how academic faculty should approach health care, categorized into four areas: delivery, transformation, provider characteristics and skills, and education. The fourth theme was the need for faculty to be aware of challenges in the culture of AHCs as an influential context for change. This broad competency framework for faculty development programs expands existing curricula by including a comprehensive scope of health systems science content and skills. AHC leaders can use these results to better align faculty education with the real-time needs of their health systems. Future work should focus on optimal prioritization and methods for teaching.

FACULTY DIVERSITY AND TENURE IN HIGHER EDUCATION.

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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.

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

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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.

The essential value of projects in faculty development.

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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.

Desempeño de Algoritmos Gusano en la Navegación de una Plataforma Robótica Móvil

Directory of Open Access Journals (Sweden)

Luis Alvarez

2013-11-01

Full Text Available El presente trabajo presenta la implementación de algoritmos de navegación denominados gusano 1 y gusano 2 sobre la plataforma robotica móvil de iRobot Create, los cuales se brindaron la capacidad de autonomía para navegar dentro de entornos desconocidos. Además, se utilizaron los módulos de radio frecuencia, que funcionan bajo el estándar ZigBee, para dotar de comunicación inalambrica entre el robot y una PC. Se realizaron pruebas de comunicación para determinar la máxima distancia de trabajo a la que pueden funcionar los módulos RF en interiores; mientras que, para el análisis de desempeño de los algoritmos básicos de navegación montados sobre la plataforma robótica móvil se definieron tres escenarios diferentes donde se verificó la certeza de haber alcanzado la meta por el robot.

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…

Faculty-Exchange Programs Promoting Change: Motivations, Experiences, and Influence of Participants in the Carnegie Mellon University-Portugal Faculty Exchange Program

Science.gov (United States)

Patrício, Maria Teresa; Santos, Patrícia; Loureiro, Paulo Maia; Horta, Hugo

2018-01-01

The international mobility of faculty is increasing worldwide. Although studies have considered the experiences of academics abroad, less is known about faculty-exchange programs with policy objectives. This study helps to fill this gap by analyzing a nationwide structured faculty exchange program established by Carnegie Mellon University and…

Planning for Internationalization By Investing in Faculty

Directory of Open Access Journals (Sweden)

Lisa K. Childress

2009-11-01

Full Text Available Over the last half century, major world events have prompted higher education institutions to develop internationalization plans. In order engage faculty in internationalization, higher education scholars and practitioners have recommended that internationalization plans include allocated resources, such as budgets for academic exchanges, faculty development workshops, and international curricular development and research grants (Olson, Green, & Hill, 2006; Paige, 2005; Siaya & Hayward, 2003. Yet, a frequently cited obstacle to faculty engagement in internationalization plans is lack of funding (Backman, 1984; Bond, 2003; Ellingboe, 1998; Green & Olson, 2003; Steers & Ungsen, 1992; Woolston, 1983. A cross-case analysis reveals that differential investment leads to faculty engagement in internationalization plans. This article discusses how two institutions developed funds from a variety of sources and institutional levels to engage faculty in an institutional planning process. This study offers implications for institutional planning, resource dependency theory, and internationalization.

BENDER 3.0, una plataforma robótica remota para aplicaciones docentes: Aplicación a Programación Concurrente

Directory of Open Access Journals (Sweden)

Nieves Pavón

2010-01-01

Full Text Available Resumen: BENDER 3.0 es un pequeño robot móvil usado en la asignatura Programación Concurrente. El artículo se centra en la descripción de dicho robot y en el análisis de la metodología seguida para desarrollar las prácticas de laboratorio. Se revisan las estrategias que facilitan su uso y se describe el marco de simulación que posibilita el trabajo del estudiante en casa, independientemente de si dispone o no de conexión a Internet. Finalmente, se presenta un estudio detallado de los resultados académicos obtenidos por los alumnos y se menciona el uso del robot móvil en otras asignaturas y proyectos fin de carrera. Palabras clave: Programación Concurrente, Educación en Automática, Sistemas de Tiempo Real, Robótica

Faculty Perception of Support to Do Their Job Well

Science.gov (United States)

Eaton, Charissa K.; Osgood, Aurea K.; Cigrand, Dawnette L.; Dunbar, Ann-Marie L.

2015-01-01

Research has commonly suggested that adequate and appropriate mentoring and faculty perception of support for a work-life balance are important factors in the recruitment, development, and retention of university faculty. To better understand the role of these factors in faculty job performance at teaching universities, faculty from such a…

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.

Clinical track faculty: merits and issues.

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Lee, Won-Hee; Kim, Cho Ja; Roh, Young Sook; Shin, Hyunsook; Kim, Mi Ja

2007-01-01

Clinical track faculty (CTF) has been in operation for more than two decades in the United States, and 12 of the top 20 schools of nursing with the highest National Institutes of Health funding in the United States have CTF in place. Yet, only limited articles have been published regarding the merits and issues related to its operation. This article examines the advantages/merits of establishing CTF in schools of nursing, discusses the qualification criteria and types of appointment for CTF, and analyzes issues related to operating CTF in Korea. A questionnaire survey and two workshops were conducted involving faculty from a college of nursing and clinical nurse managers from university-affiliated medical centers and community agencies. Most of the respondents indicated that establishing CTF was advantageous. Merits included the following: increasing reality-based clinical education and training; decreasing the reality shock of students; increasing student satisfaction; and linking education, practice, and research more effectively. Major issues were as follows: getting the approval of medical centers/universities; developing an agreement on CTF operation between the college of nursing and clinical agencies; clarifying types and criteria of appointment and promotion; and developing a statement on role and compensation policies. Most issues are similar to what U.S. schools of nursing have faced, except for the first one. In conclusion, establishing CTF in Korea appears to be highly desirable. Merits outweigh issues/concerns, and Korean nursing schools may look for an opportune time for obtaining the approval of medical centers/universities. Nursing schools in other countries that face a similar challenge of providing clinical teaching with high research performance may consider instituting CTF.

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…

[The Faculty Handbook: Agreement Between the County of Nassau and the Nassau Community College Faculty Senate.

Science.gov (United States)

Nassau Community Coll., Garden City, NY.

This document presents the agreement between the County of Nassau and the Community College Faculty Senate. The agreement covers definitions, the faculty senate, work year, work week, work day, student advisement, maternity leave, sabbatical leave, leave of absence, outside activities and parttime employment, class size, overload, vacations,…

Faculty Handbook -- 1974-1976. Montana State University, Bozeman.

Science.gov (United States)

Montana State Univ., Bozeman.

The Montana State University's 1974 faculty handbook outlines the history and scope of the university within the Montana state higher education system. The document details the administrative organization; the faculty organization and operation; personnel policies including appointments, tenure, rank and titles, faculty review, promotions,…

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

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

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

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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…

Solving the nurse faculty shortage: exploring retention issues.

Science.gov (United States)

Berent, Georgine R; Anderko, Laura

2011-01-01

Researchers have explored reasons why nurse faculty leave academia, but few have focused on factors that encourage them to stay. Using Herzberg's Motivation-Hygiene Theory, an online cross-sectional survey was completed by 1,171 tenured nurse faculty nationwide. Factor analysis revealed that the most significant factor influencing retention was professional satisfaction with faculty identity, including the ability to shape nursing practice. Academia may benefit by considering these factors to promote nurse faculty retention. Copyright © 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins

The TDAQ Baseline Architecture

CERN Multimedia

Wickens, F J

The Trigger-DAQ community is currently busy preparing material for the DAQ, HLT and DCS TDR. Over the last few weeks a very important step has been a series of meetings to complete agreement on the baseline architecture. An overview of the architecture indicating some of the main parameters is shown in figure 1. As reported at the ATLAS Plenary during the February ATLAS week, the main area where the baseline had not yet been agreed was around the Read-Out System (ROS) and details in the DataFlow. The agreed architecture has: Read-Out Links (ROLs) from the RODs using S-Link; Read-Out Buffers (ROB) sited near the RODs, mounted in a chassis - today assumed to be a PC, using PCI bus at least for configuration, control and monitoring. The baseline assumes data aggregation, in the ROB and/or at the output (which could either be over a bus or in the network). Optimization of the data aggregation will be made in the coming months, but the current model has each ROB card receiving input from 4 ROLs, and 3 such c...

Investigación en Progreso: Desarrollo de Modelos y Algoritmos del Campo de la Robótica Basado en un Enfoque de Tecnologías Inteligentes

Directory of Open Access Journals (Sweden)

Alejandro Hossian

2014-12-01

Full Text Available La propuesta del presente proyecto es el desarrollo de distintas arquitecturas de software ejecutándose en diversas plataformas de hardware que permitan definir los comportamientos de robots autónomos y manipuladores en base a un enfoque cognitivo. Se pretende que el robot posea un comportamiento deseado en función a las prestaciones requeridas al mismo. Este comportamiento deseado podrá evaluarse a través de distintos indicadores que reflejarán la aptitud del agente robótico para llevar a cabo las tareas y conductas que le son requeridas, en particular cuando interactúa en entornos dinámicos y cambiantes. Con el objeto de lograr este propósito de relacionar adecuadamente arquitecturas software y plataformas de hardware con distintos ambientes y comportamientos deseados en función de las prestaciones requeridas, se explorará el uso de diferentes recursos tecnológicos para el diseño de la estructura cognitiva del robot. Entre los soluciones tecnológicas a emplear en el diseño del cerebro del robot se encuentran Redes Neuronales Artificiales, Lógica Difusa, Sistemas Expertos, Aprendizaje Automático, algoritmos genéticos. Asimismo, el proyecto explorará el diseño de arquitecturas cognitivas híbridas que combinen e integren adecuadamante las tecnologías previamente enunciadas, procurando brindar recomendaciones para la construcción de un módulo inteligente de robot que optimice su comportamiento global en términos de las prestaciones requeridas, para determinadas plataformas de hardware y para distintas configuraciones de entornos de navegación robótica tanto estáticos como dinámicos.

Marshall Space Flight Center Faculty Fellowship Program

Science.gov (United States)

Six, N. F. (Compiler)

2015-01-01

The Faculty Fellowship program was revived in the summer of 2015 at NASA Marshall Space Flight Center, following a period of diminished faculty research activity here since 2006 when budget cuts in the Headquarters' Education Office required realignment. Several senior Marshall managers recognized the need to involve the Nation's academic research talent in NASA's missions and projects to the benefit of both entities. These managers invested their funds required to establish the renewed Faculty Fellowship program in 2015, a 10-week residential research involvement of 16 faculty in the laboratories and offices at Marshall. These faculty engineers and scientists worked with NASA collaborators on NASA projects, bringing new perspectives and solutions to bear. This Technical Memorandum is a compilation of the research reports of the 2015 Marshall Faculty Fellowship program, along with the Program Announcement (appendix A) and the Program Description (appendix B). The research touched on seven areas-propulsion, materials, instrumentation, fluid dynamics, human factors, control systems, and astrophysics. The propulsion studies included green propellants, gas bubble dynamics, and simulations of fluid and thermal transients. The materials investigations involved sandwich structures in composites, plug and friction stir welding, and additive manufacturing, including both strength characterization and thermosets curing in space. The instrumentation projects involved spectral interfero- metry, emissivity, and strain sensing in structures. The fluid dynamics project studied the water hammer effect. The human factors project investigated the requirements for close proximity operations in confined spaces. Another team proposed a controls system for small launch vehicles, while in astrophysics, one faculty researcher estimated the practicality of weather modification by blocking the Sun's insolation, and another found evidence in satellite data of the detection of a warm

Predicting the Satisfaction and Loyalty of Adjunct Faculty

Science.gov (United States)

Hoyt, Jeff E.

2012-01-01

Satisfaction with the quality of students, autonomy, faculty support, honorarium, and preference for teaching were significant predictors of adjunct faculty loyalty. With the exception of autonomy, these factors along with a heavy teaching load, collaborative research with full-time faculty, and satisfaction with teaching schedule were predictive…

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.

Faculty at Work: Focus on Teaching.

Science.gov (United States)

Blackburn, Robert T.; And Others

1991-01-01

A study compared selected personal and environmental motivational variables in college faculty with allocation of work effort to teaching. Faculty represented the disciplines of English, chemistry, and psychology and various institution types. Self-valuation and perception of the environment motivators significantly accounted for the explained…

Predictors of Job Satisfaction amongst Baccalaureate Nurse Faculty

Science.gov (United States)

Overstreet, Lori M.

2017-01-01

The nursing shortage and the nurse faculty shortage are concomitantly connected. Considering the worsening shortage of nurse faculty, inquiry into factors which may influence the job satisfaction of faculty was warranted. The purpose of this quantitative correlational research study was to explore whether a significant relationship existed for…

Senior Faculty Careers and Personal Development: A Survey.

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Armour, Robert; And Others

A total of 1,135 senior faculty from 6 institutions of higher education responded to a questionnaire designed to determine the relationships between personal and career development for senior college faculty and the similarities and differences in satisfaction among faculty from various disciplines. Responses from the questionnaire showed that…

Utilització de concursos de robòtica d’àmbit internacional per a l’assignatura Projecte integrat II del Grau en Enginyeria Mecatrònica a la UVic

OpenAIRE

Reig Bolaño, Ramon; Armengol Vila, Xavier; Domènech Mestres, Carles; Serra Espaulella, Jordi

2013-01-01

Aquesta comunicació posa en comú la metodologia de treball de l’assignatura Projecte Integrat II del Grau en Enginyeria Mecatrònica de la UVIC, assignatura del segon semestre del 3r. curs que integra les diferents disciplines del grau: el disseny mecànic, el disseny electrònic, la programació de dispositius, la planificació i execució de projectes mecatrònics i el contacte amb la realitat empresarial. S’ha realitzat una combinació equilibrada de l’esperit i les formes dels concursos de robòti...

Knowledge and attitudes of pain management among nursing faculty.

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Voshall, Barbara; Dunn, Karen S; Shelestak, Debra

2013-12-01

A descriptive correlational design was used in this study to examine nursing faculty knowledge and attitudes in pain management. Relationships between age, education level, pain management preparation, length of time practicing as a nurse, length of time teaching nursing, time teaching pain management in the classroom, taught pain guidelines in the classroom, and additional continuing education about pain management were explored. Ninety-six nursing faculty participated from 16 schools of nursing in one Midwestern U.S. region. Findings identified that most of the nursing faculty recalled being taught about pain management in their basic education, but less than one-half felt adequately prepared. Most respondents said that they taught pain management, yet fewer than one-half identified that they used specific pain management guidelines. Faculty demonstrated adequate knowledge of pain assessment, spiritual/cultural issues, and pathophysiology. Areas of weakness were found in medications, interventions, and addiction. Faculty that reported teaching pain management in the classroom and reported more continuing education missed fewer items. Older nursing faculty reported more years of practice, more years of teaching, and more continuing education in pain management than younger faculty. Younger nursing faculty remembered being taught pain management in nursing school and felt more adequately prepared than older nursing faculty. Faculty that reported practicing for longer periods of time felt less prepared in pain management than faculty who practiced for shorter periods of time. More continuing education in pain management may be needed for older nurses to meet the recommendations of the Institute of Medicines' report on relieving pain in the U.S. Copyright © 2013 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

Faculty in Governance at the University of Minnesota.

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Deegan, William L.; Mortimer, Kenneth P.

This is 1 of 3 related case studies of faculty in college and university government. The purpose was to investigate: the formal mechanisms and the informal practices of faculty participation in governance; the emergence of oligarchies and the relationships of these "ruling" groups to faculty constituencies and administrative agencies;…

Measuring faculty retention and success in academic medicine.

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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.

Senior Law Faculty Attitudes toward Retirement.

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Day, David S.; And Others

1991-01-01

This article examines the retirement plans and personal characteristics of 273 senior law school faculty, focusing on health status, income, job satisfaction, and preferred age of retirement. The study suggests that early retirement incentives and a "senior faculty" alternative to full retirement are positive institutional options. (DB)

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

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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.

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

Responsive and Responsible: Faculty Encouragement of Civic Engagement

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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…

Adult Education Faculty and Programs in North America

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Tisdell, Elizabeth J.; Wright, Robin Redmon; Taylor, Edward W.

2016-01-01

This article reports on the findings of a quantitative survey of North American adult education faculty and a textual analysis of websites of adult education graduate programs in North America conducted in the fall of 2013. This study examined background information about adult education faculty and programs; the nature of faculty work interests,…

Leading Change: Faculty Development through Structured Collaboration

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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.

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

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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.

Faculty attitudes about interprofessional education

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Gary L. Beck Dallaghan

2016-06-01

Full Text Available Background: Interprofessional education (IPE is an important component to training health care professionals. Research is limited in exploring the attitudes that faculty hold regarding IPE and what barriers they perceive to participating in IPE. The purpose of this study was to identify faculty attitudes about IPE and to identify barriers to participating in campus-wide IPE activities. Methods: A locally used questionnaire called the Nebraska Interprofessional Education Attitudes Scale (NIPEAS was used to assess attitudes related to interprofessional collaboration. Questions regarding perceived barriers were included at the end of the questionnaire. Descriptive and non-parametric statistics were used to analyze the results in aggregate as well as by college. In addition, open-ended questions were analyzed using an immersion/crystallization framework to identify themes. Results: The results showed that faculty had positive attitudes of IPE, indicating that is not a barrier to participating in IPE activities. Most common barriers to participation were scheduling conflicts (x24,285=19.17, p=0.001, lack of department support (4,285=10.09, p=0.039, and lack of awareness of events (x24,285=26.38, p=0.000. Narrative comments corroborated that scheduling conflicts are an issue because of other priorities. Those who commented also added to the list of barriers, including relevance of the activities, location, and prior negative experiences. Discussion: With faculty attitudes being positive, the exploration of faculty's perceived barriers to IPE was considered even more important. Identifying these barriers will allow us to modify our IPE activities from large, campus-wide events to smaller activities that are longitudinal in nature, embedded within current curriculum and involving more authentic experiences.

Disrupting Faculty Service: Using Technology to Increase Academic Service Productivity

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Burnett, Perry; Shemroske, Kenneth; Khayum, Mohammed

2014-01-01

Scholarly attention regarding faculty involvement has primarily focused on faculty opinions of shared governance and faculty influence on institutional decision-making. There has been limited attention given to academic service productivity and the effectiveness of traditional approaches toward the accomplishment of faculty service requirements.…

Evaluation of Adjunct Faculty in Higher Education Institutions

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Langen, Jill M.

2011-01-01

The role that part-time faculty play in higher education is changing. No longer are part-time faculty used on an occasional basis at a few institutions. These individuals now play a critical part in the delivery of higher education to students. This study was developed to answer questions regarding how the performance of adjunct faculty is…

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

Overview of Faculty Development Programs for Interprofessional Education.

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Ratka, Anna; Zorek, Joseph A; Meyer, Susan M

2017-06-01

Objectives. To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. Methods. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment. Results. Seventeen articles were identified for inclusion, yielding five characteristics of a successful program: institutional support; objectives and outcomes based on interprofessional competencies; focus on consensus-building and group facilitation skills; flexibility based on institution- and participant-specific characteristics; and incorporation of an assessment strategy. Conclusion. The themes and characteristics identified in this literature overview may support development of faculty development programs for interprofessional education. An advanced evidence base for interprofessional education faculty development programs is needed.

Factors Affecting Faculty Web Portal Usability

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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…

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

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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…

Faculty Perception of Support to Do Their Job Well

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Charissa K. Eaton, PhD

2015-08-01

Full Text Available Research has commonly suggested that adequate and appropriate mentoring and faculty perception of support for a work-life balance are important factors in the recruitment, development, and retention of university faculty. To better understand the role of these factors in faculty job performance at teaching universities, faculty from such a university were surveyed about their experiences with these forms of support and the factors that influenced their perception of the ability to do their job well. Results indicate that faculty mentoring was an important predictor for support at the department level. Additionally, perceived work-life balance was a significant factor at the college and university levels.

Professional Development: Designing Initiatives to Meet the Needs of Online Faculty

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Marquita Elliott

2015-01-01

Full Text Available The increasing prevalence of online courses mandates an examination of the similarities – and differences – in the faculty training and development needs of those teaching online. With institutions facing increasingly limited resources, there is a need to prioritize faculty development initiatives that will encourage faculty participation. An examination of interest, attendance and completion rates of faculty development initiatives targeting online faculty revealed no distinct preferences in relation to the focus or format of programs offered. The authors recommend offering flexibility and diversity in faculty development initiatives to accommodate the disparate needs of a remote, heterogeneous faculty population; as such, a sample needs assessment is offered to help guide faculty development programming to support online teaching.

Technology Adoption in Higher Education: Overcoming Anxiety through Faculty Bootcamp

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Johnson, Terri; Wisniewski, Mary Ann; Kuhlemeyer, Greg; Isaacs, Gerald; Krzykowski, Jamie

2012-01-01

The reluctance to design and teach online courses in higher education is often attributed to technology anxiety in faculty. This article documents a faculty development model that has successfully helped faculty overcome this obstacle. "Bootcamps," faculty development programs held at Carroll University in Waukesha, WI, were specifically and…

Research-based assessment affordances and constraints: Perceptions of physics faculty

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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.

Who Are the Part-Time Faculty?

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Monks, James

2009-01-01

The use of contingent faculty in higher education in the United States has grown tremendously over the past three decades. In 1975, only 30.2 percent of faculty were employed part time; by 2005, according to data compiled by the American Association of University Professors (AAUP) from the Integrated Postsecondary Education Data System (IPEDS),…

Faculty Preparedness in Geriatric Optometry Education.

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Mancil, Gary L.; And Others

1995-01-01

A survey of chief academic officers and faculty (n=27) in 16 schools of optometry found that, since 1986, there has been a 75% increase in institutions requiring coursework in geriatric optometry and an 83% increase in those offering continuing professional education in this field. However, 67% of faculty report no formal training. Three faculty…

Career transition and dental school faculty development program.

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Hicks, Jeffery L; Hendricson, William D; Partida, Mary N; Rugh, John D; Littlefield, John H; Jacks, Mary E

2013-11-01

Academic dentistry, as a career track, is not attracting sufficient numbers of new recruits to maintain a corps of skilled dental educators. The Faculty Development Program (FDP) at the University of Texas Health Science Center at San Antonio Dental School received federal funds to institute a 7-component program to enhance faculty recruitment and retention and provide training in skills associated with success in academics including:(1) a Teaching Excellence and Academic Skills (TExAS)Fellowship, (2) training in research methodology,evidence-based practice research, and information management, (3) an annual dental hygiene faculty development workshop for dental hygiene faculty, (4) a Teaching Honors Program and Academic Dental Careers Fellowship to cultivate students' interest in educational careers, (5) an Interprofessional Primary Care Rotation,(6) advanced education support toward a master's degree in public health, and (7) a key focus of the entire FDP, an annual Career Transition Workshop to facilitate movement from the practice arena to the educational arm of the profession.The Career Transition Workshop is a cap stone for the FDP; its goal is to build a bridge from practice to academic environment. It will provide guidance for private practice, public health, and military dentists and hygienists considering a career transition into academic dentistry. Topics will be addressed including: academic culture, preparation for the academic environment,academic responsibilities, terms of employment,compensation and benefits, career planning, and job search / interviewing. Instructors for the workshop will include dental school faculty who have transitioned from the practice, military, and public health sectors into dental education.Objectives of the Overall Faculty Development Program:• Provide training in teaching and research skills,career planning, and leadership in order to address faculty shortages in dental schools and under representation of minority

Teaching of nuclear medicine at medical faculties

International Nuclear Information System (INIS)

Dienstbier, Z.

1987-01-01

The teaching of nuclear medicine at medical faculties in the CSSR is analyzed. It is shown that the teaching conditions are different at the individual faculties of medicine and the respective conditions are exemplified. (author). 4 tabs

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…

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

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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.

Marshall Space Flight Center Faculty Fellowship Program

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Six, N. F.; Damiani, R. (Compiler)

2017-01-01

The 2017 Marshall Faculty Fellowship Program involved 21 faculty in the laboratories and departments at Marshall Space Flight Center. These faculty engineers and scientists worked with NASA collaborators on NASA projects, bringing new perspectives and solutions to bear. This Technical Memorandum is a compilation of the research reports of the 2017 Marshall Faculty Fellowship program, along with the Program Announcement (Appendix A) and the Program Description (Appendix B). The research affected the following six areas: (1) Materials (2) Propulsion (3) Instrumentation (4) Spacecraft systems (5) Vehicle systems (6) Space science The materials investigations included composite structures, printing electronic circuits, degradation of materials by energetic particles, friction stir welding, Martian and Lunar regolith for in-situ construction, and polymers for additive manufacturing. Propulsion studies were completed on electric sails and low-power arcjets for use with green propellants. Instrumentation research involved heat pipes, neutrino detectors, and remote sensing. Spacecraft systems research was conducted on wireless technologies, layered pressure vessels, and two-phase flow. Vehicle systems studies were performed on life support-biofilm buildup and landing systems. In the space science area, the excitation of electromagnetic ion-cyclotron waves observed by the Magnetospheric Multiscale Mission provided insight regarding the propagation of these waves. Our goal is to continue the Marshall Faculty Fellowship Program funded by Center internal project offices. Faculty Fellows in this 2017 program represented the following minority-serving institutions: Alabama A&M University and Oglala Lakota College.

A collaboration among health sciences schools to enhance faculty development in teaching.

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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.

Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

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Atan, Tülin

2016-01-01

The aim of this study was to compare the aggression scores of Sports Sciences Faculty and Education Faculty students and also to examine the effects of some demographic variables on aggression. Two hundred Sports Sciences Faculty students (who engage in sporting activities four days a week for two hours) and 200 Education Faculty students (who do…

Just Ask: Using Faculty Input to Inform Communication Strategies

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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…

Future of Family Medicine Faculty Development in Sub-Saharan Africa.

Science.gov (United States)

Larson, Paul R; Chege, Patrick; Dahlman, Bruce; Gibson, Christine; Evensen, Ann; Colon-Gonzalez, Maria C; Onguka, Stephanie; Lamptey, Roberta; Cayley, William E; Nguyen, Bich-May; Johnson, Brian; Getnet, Sawra; Hasnain, Memoona

2017-03-01

High-quality family medicine education is needed in sub-Saharan Africa to facilitate the future growth of primary care health systems. Current faculty educators recognize the value of dedicated teacher training and ongoing faculty development. However, they are constrained by inadequate faculty development program availability and institutional support. A cross-sectional study design was used to conduct a qualitative needs assessment comprised of 37 in-depth, semi-structured interviews of individual faculty trainers from postgraduate family medicine training programs in eight sub-Saharan African countries. Data were analyzed according to qualitative description. Informants described desired qualities for a family medicine educator in sub-Saharan Africa: (1) pedagogical expertise in topics and perspectives unique to family medicine, (2) engagement in self-directed, lifelong learning, and (3) exemplary character and behavior that inspires others. Informant recommendations to guide the development of faculty development programs include: (1) sustainability, partnership, and responsiveness to the needs of the institution, (2) intentional faculty development must begin early and be supported with high-quality mentorship, (3) presumptions of teaching competence based on clinical training must be overcome, and (4) evaluation and feedback are critical components of faculty development. High-quality faculty development in family medicine is critically important to the primary care workforce in sub-Saharan Africa. Our study describes specific needs and recommendations for family medicine faculty development in sub-Saharan Africa. Next steps include piloting and evaluating innovative models of faculty development that respond to specific institutional or regional needs.

Student narratives of faculty incivility.

Science.gov (United States)

Lasiter, Sue; Marchiondo, Lisa; Marchiondo, Kathleen

2012-01-01

Academic incivility remains a problem on college campuses. Nursing research has refocused from student impropriety to aberrant faculty behaviors. Our original study using the Nursing Education Environment Survey showed that 133 of 152 student participants experienced uncivil treatment. Latent, inductive content analysis was undertaken to analyze narratives about their "worst experience" of negative faculty behavior. Four categories were identified: "In front of someone," "Talked to others about me," "Made me feel stupid," and "I felt belittled." Incivility had a profound effect on students and is problematic because it increases already significant academic pressure; it interferes with learning and safe clinical performance; it is contrary to caring, a central nursing concept; and it decreases program satisfaction and retention. Few nursing schools have civility policies for faculty behavior. Formal procedures that promote professional interaction should be crafted and implemented. Equally important is creating ways for nursing students to document incivility without fear of retaliation. Copyright © 2012 Elsevier Inc. All rights reserved.

REFLECTIONS ON SCREENAGERS, FACULTY DEVELOPMENT

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Mike K. MOULTON

2008-04-01

Full Text Available This paper outlines a strategy for a faculty development program with respect to net-supported learning. Many universities and colleges are struggling with meeting the demands of a rapidly changing world. Reflections in this paper are based on experiences from the Norwegian University of Life Sciences. Attention has been given to the intelligent use of technology as a means of meeting pressing challenges. What does this mean? I ask a series of questions, the answers of which form the basis for a faculty development program. What qualities and skills should our graduates have? What consequences does this have for the way we approach teaching and learning? And what role does technology play? In short, we must focus on faculty training courses and the ensuing development cycles of trial, error, refinement and sharing. Guiding principles for these activities should be:1. It is about learning.2. It is about easy access.3. It is about emphasizing collaboration.4. It is about support.

Writing for publication: faculty development initiative using social learning theory.

Science.gov (United States)

Sanderson, Bonnie K; Carter, Matt; Schuessler, Jenny B

2012-01-01

Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing's culture of scholarship, a faculty development writing initiative based on Social Learning Theory was implemented. The authors discuss this initiative to facilitate writing for publication productivity among faculty and the successful outcomes.

Professional Development of Faculty: How Do We Know It Is Effective?

Science.gov (United States)

Derting, T. L.; Ebert-May, D.; Hodder, J.

2011-12-01

Professional development (PD) of faculty has been an integral component of curriculum reform efforts in STEM. Traditionally, PD occurs through workshops that last from hours to several days. Regardless of the particular model of PD used during a workshop, its effectiveness is usually assessed through self-report surveys of faculty satisfaction, perceived learning, and reports of applications in faculty classrooms. My presentation focuses on ways of assessing the effectiveness of models of PD, with an emphasis on the need for objective measures of change in faculty teaching. The data that I present raise two significant questions about faculty PD. Are traditional approaches to faculty PD effective in changing classroom teaching practices and improving student learning? What evidence is needed to determine the effectiveness of different models of PD? Self-report data have been useful in identifying variables that can influence the extent to which faculty implement new teaching strategies. These variables include faculty beliefs about student learning, self-efficacy, level of dissatisfaction with student learning, departmental rewards for teaching and learning, time limitations, and peer interactions. Self-report data do not, however, provide a complete or necessarily accurate assessment of the impacts of PD on classroom practices and student learning. Objective assessment of teaching and learning is also necessary, yet seldom conducted. Two approaches to such assessment will be presented, one based on student performance and the other based on observations of faculty teaching. In multiple sections of a student-centered, inquiry-based course, learning gains were higher for students taught by faculty who were trained in student-centered teaching compared with faculty with no such training. In two national projects that focused on faculty PD, self-report data indicated that faculty increased their use of student-centered teaching following PD. Objective assessment

Professional Development: Designing Initiatives to Meet the Needs of Online Faculty

OpenAIRE

Marquita Elliott; Nicole Rhoades; Christina M. Jackson; B. Jean Mandernach

2015-01-01

The increasing prevalence of online courses mandates an examination of the similarities – and differences – in the faculty training and development needs of those teaching online. With institutions facing increasingly limited resources, there is a need to prioritize faculty development initiatives that will encourage faculty participation. An examination of interest, attendance and completion rates of faculty development initiatives targeting online faculty revealed no distinct preferences in...

Content Analysis of a Computer-Based Faculty Activity Repository

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Baker-Eveleth, Lori; Stone, Robert W.

2013-01-01

The research presents an analysis of faculty opinions regarding the introduction of a new computer-based faculty activity repository (FAR) in a university setting. The qualitative study employs content analysis to better understand the phenomenon underlying these faculty opinions and to augment the findings from a quantitative study. A web-based…

Disparities in Salaries: Metropolitan versus Nonmetropolitan Community College Faculty

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Glover, Louis C.; Simpson, Lynn A.; Waller, Lee Rusty

2009-01-01

This article explores disparities in faculty salaries between metropolitan and nonmetropolitan Texas community colleges. The analysis reveals a significant difference in faculty salaries for the 2000 and 2005 academic years respectively. The study found no significant difference in the rate of change in faculty salaries from 2000 to 2005.…

Robotics as an integration subject in the computer science university studies. The experience of the University of Almeria La robótica como materia integradora en los estudios universitarios de informática. La experiencia de la Universidad de Almería

Directory of Open Access Journals (Sweden)

Manuela Berenguel Soria

2012-11-01

Full Text Available This work presents a global view of the role of robotics in computer science studies, mainly in university degrees. The main motivation of the use of robotics in these studies deals with the following issues: robotics permits to put in practice many computer science fundamental topics, it is a multidisciplinary area which allows to complete the basic knowledge of any computer science student, it facilitates the practice and learning of basic competences of any engineer (for instance, teamwork, and there is a wide market looking for people with robotics knowledge. These ideas are discussed from our own experience in the University of Almeria acquired through the studies of Computer Science Technical Engineering, Computer Science Engineering, Computer Science Degree and Computer Science Postgraduate.Este trabajo presenta una visión global del papel de la robótica en los estudios de informática, fundamentalmente en estudios universitarios. La justificación de la presencia de la robótica en estos estudios se sustenta en cuatro pilares: la robótica permite poner en práctica conocimientos propios de la informática, es una herramienta multidisciplinar que permite completar la formación de cualquier estudiante de informática, facilita la puesta en práctica y adquisición de competencias básicas del ingeniero (como por ejemplo la de trabajo en equipo, y existe un mercado amplio y emergente para cubrir puestos de trabajo relacionados con ella. Estas ideas se describen y discuten desde la experiencia adquirida en la Universidad de Almería en los estudios de Ingeniería Técnica en Informática, Ingeniería en Informática, Grado en Informática y Postgrado en Informática.   

Suicide Prevention Exposure, Awareness, and Knowledge Survey (SPEAKS) - Faculty/Staff

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U.S. Department of Health & Human Services — The SPEAKS- faculty/staff dataset contains individual level information from a sample of faculty and staff on GLS funded campuses. These data include faculty...

Current Status of Family Medicine Faculty Development in Sub-Saharan Africa.

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Larson, Paul R; Chege, Patrick; Dahlman, Bruce; Gibson, Christine; Evensen, Ann; Colon-Gonzalez, Maria C; Onguka, Stephanie; Lamptey, Roberta; Cayley, William E; Nguyen, Bich-May; Johnson, Brian; Getnet, Sawra; Hasnain, Memoona

2017-03-01

Reducing the shortage of primary care physicians in sub-Saharan Africa requires expansion of training programs in family medicine. Challenges remain in preparing, recruiting, and retaining faculty qualified to teach in these pioneering programs. Little is known about the unique faculty development needs of family medicine faculty within the sub-Saharan African context. The purpose of this study was to assess the current status and future needs for developing robust family medicine faculty in sub-Saharan Africa. The results are reported in two companion articles. A cross-sectional study design was used to conduct a qualitative needs assessment comprising 37 in-depth, semi-structured interviews of individual faculty trainers from postgraduate family medicine training programs in eight sub-Saharan African countries. Data were analyzed according to qualitative description. While faculty development opportunities in sub-Saharan Africa were identified, current faculty note many barriers to faculty development and limited participation in available programs. Faculty value teaching competency, but institutional structures do not provide adequate support. Sub-Saharan African family physicians and postgraduate trainee physicians value good teachers and recognize that clinical training alone does not provide all of the skills needed by educators. The current status of limited resources of institutions and individuals constrain faculty development efforts. Where faculty development opportunities do exist, they are too infrequent or otherwise inaccessible to provide trainers the necessary skills to help them succeed as educators.

Factors Predicting Faculty Commitment to the University.

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Fjortoft, Nancy

This paper examines the effect of faculty rank, satisfaction with salary, working conditions, institutional reputation, perceived influence on institutional policies, participation in meetings, and perceived governance on organizational commitment (at both the departmental and institutional level) using a representative sample of 4,925 faculty.…

College Presidents' Role Performance and Faculty Satisfaction

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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)

Business Students' Ethical Evaluations of Faculty Misconduct

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Valentine, Sean; Kidwell, Roland E.

2008-01-01

Purpose: This study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty behaviors. The relationships between perceived faculty misconduct and several student demographic characteristics including sex and academic classification were…

Factors affecting allied health faculty job satisfaction: a literature review.

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Romig, Barbara; O'Sullivan Maillet, Julie; Denmark, Robert M

2011-01-01

Evidence in the literature suggests job satisfaction can make a difference in keeping qualified workers on the job, but little research has been conducted focusing specifically on allied health faculty. In order to attract and retain top quality faculty, colleges and universities should understand the variables impacting faculty satisfaction and develop a plan to enhance satisfaction. An integrative literature review (CINHAL, ERIC, Journal of Allied Health, Chronicle of Higher Education, Research in Higher Education, and current books on job satisfaction) of faculty job satisfaction and dissatisfaction produced a variety of publications presenting the key determinants of job satisfaction by allied health faculty in the United States. The purpose of the analysis was to examine the various factors that influence job satisfaction, especially by allied health faculty, in institutions of higher education in the U.S. The procedure used for this analysis consisted of reviewing allied health and higher education faculty studies to identify factors influencing job satisfaction, research questions, sample size reported, instruments used for measurement of job satisfaction, and job satisfaction results. While the theoretical models of allied health and higher education faculty job satisfaction exist separately in the literature, their remarkable similarities permit the prospect of a contemporary framework of the essential components of job satisfaction. Potential opportunities for continuing research on the personal and professional variables impacting job satisfaction of allied health faculty and similar disciplines are presented.

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.

Mentoring Nontenured Track Nursing Faculty: A Systematic Review.

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Cullen, Deborah; Shieh, Carol; McLennon, Susan M; Pike, Caitlin; Hartman, Taylor; Shah, Hena

The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.

Online faculty development for creating E-learning materials.

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Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo

2014-01-01

Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.

Faculty in the U.S. Community College: Corporate Labour

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Levin, John S.

2005-01-01

Community college faculty are a major labour force in the U.S. and constitute one-third of all postsecondary education faculty. As a labour force, community college faculty epitomize professional work in the new economy and the post-bureaucratic organization: they are predominantly temporary or part-time; the majority bargain collectively for a…

A Snapshot of Organizational Climate: Perceptions of Extension Faculty

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Tower, Leslie E.; Bowen, Elaine; Alkadry, Mohamad G.

2011-01-01

This article provides a snapshot of the perceptions of workplace climate of Extension faculty at a land-grant, research-high activity university, compared with the perceptions of non-Extension faculty at the same university. An online survey was conducted with a validated instrument. The response rate for university faculty was 44% (968); the…

Procedimento de Rives/Stoppa modificado robô-assistido para correção de hernias ventrais da linha média Modified robot assisted Rives/Stoppa videosurgery for midline ventral hernia repair

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Ricardo Zugaib Abdalla

2012-06-01

Full Text Available RACIONAL: Os defeitos da linha média podem ser congênitos ou adquiridos. Os procedimentos convencionais para correção desse defeito geralmente envolvem grandes incisões, com grandes descolamentos de pele e tecido celular subcutâneo. O uso da videocirurgia para a correção desses defeitos, ainda é controverso. OBJETIVOS: Realizar descrição inédita na literatura, mostrando a experiência inicial do uso da robótica nas reconstruções de linha média, associando a cirurgia minimamente invasiva à técnicas consagradas como Rives/Stoppa e separação de componentes. MÉTODOS: Foram operados cinco pacientes no mesmo hospital, pela mesma equipe, usando o sistema robótico da Vinci S. RESULTADOS: Foram três mulheres e dois homens, sem mortalidade na amostra. Duas pacientes foram reoperadas com hérnia pelo tunel entre os músculos retos do abdomen e aponeurose posterior, com fechamento dos mesmos na reoperação. CONCLUSÕES: O procedimento robótico para reconstrução da linha média mostrou-se factível e esteticamente aceitável. Tem a vantagem de seguir os princípios tradicionais aventados para a parede abdominal através de via minimamente invasiva.BACKGROUND:The weakness of the linea alba can be caused by congenital and aquired factors. The conventional procedure to correct these imperfections generally involve large incisions with big detachments of the skin and subcutaneous tissue. The use of videosurgery for the repair of these weaknesses is still controversy. AIM: To describe a new procedure using robotics in the repair of the linea alba, associating minimally invasive tecniques by Rives/Stoppa and component separation tecniques. METHODS: Five patients undergone surgery in the same hospital, the same operating team and using the Da Vinci S. robotics equipment. RESULTS: Three women and two men undergone surgery, with no mortality. Two of these patients were re-operated due a recurrent hernia between muscle and posterior sheath

A comparison of policies on nurse faculty workload in the United States.

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Ellis, Peggy A

2013-01-01

This article describes nurse faculty workload policies from across the nation in order to assess current practice. There is a well-documented shortage of nursing faculty leading to an increase in workload demands. Increases in faculty workload results in difficulties with work-life balance and dissatisfaction threatening to make nursing education less attractive to young faculty. In order to begin an examination of faculty workload in nursing, existing workloads must be known. Faculty workload data were solicited from nursing programs nationwide and analyzed to determine the current workloads. The most common faculty teaching workload reported overall for nursing is 12 credit hours per semester; however, some variations exist. Consideration should be given to the multiple components of the faculty workload. Research is needed to address the most effective and efficient workload allocation for nursing faculty.

What's Driving Faculty Participation in Distance Education?

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Cook, Ruth Gannon; Ley, Kathryn

2004-01-01

This paper reviews more than a decade of investigations undertaken to determine what motivates and what discourages faculty participation in distance education. The presenters describe the evidence that faculty extrinsic and intrinsic conditions both influence willingness to participate. The researchers compare the findings of this study with…

Motivational Issues of Faculty in Saudi Arabia

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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…

AACSB Standards and Accounting Faculty's Intellectual Contributions

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Lee, B. Brian; Quddus, Munir

2008-01-01

The authors performed a content analysis of intellectual contribution portfolios of accounting faculty at various business schools that Association to Advance Collegiate Schools of Business International recently accredited. The results showed a significant divergence in faculty research (e.g., areas, topics) and their teaching assignments. This…

Enhancing Sustainability Curricula through Faculty Learning Communities

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Natkin, L. W.; Kolbe, Tammy

2016-01-01

Purpose: Although the number of higher education institutions adopting sustainability-focused faculty learning communities (FLCs) has grown, very few of these programs have published evaluation research. This paper aims to report findings from an evaluation of the University of Vermont's (UVM's) sustainability faculty fellows (SFF) program. It…

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

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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

Anjos, robôs e mundos virtuais: e o corpo carnal, o que vem a ser?

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Florence Mérida

2008-11-01

Full Text Available O universo das novas tecnologias parece nos levar em direção a uma desmaterialização radical. A arte se apoderou dessas técnicas e nos oferece uma viagem aos universos sintéticos nos quais se encontra profundamente modificada a relação que nosso corpo mantém "tradicionalmente" com ele mesmo e com o mundo. A interatividade e o mergulho nos mundos virtuais levam o espectador a um mundo estranho. Anjo, robô, ectoplasma, personagem de HQ ou de ficção cientí­fica: o que vem a ser, então, nosso corpo carnal? Palavras-chave sí­ntese numérica, ambientes virtuais, sensorialismo, imersão Abstract The universe of new technologies seems to be leading us into a radical dematerialization. Art took hold of these techniques and is presenting us with a trip into the synthetic universes in which the relationship that our body "traditionally" keeps with itself and the world has been profoundly changed. The interactivity with and the dive into virtual worlds carry the spectator into a strange world. Angel, robot, ectoplasm, cartoon or science fiction character: what about our flesh and blood body? What is it after all? Key words numerical synthesis; virtual places; sensorialism; immersion.

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.

Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work–Life Balance for Medical School Faculty?

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Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis

2015-01-01

Abstract Background: Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work–life satisfaction for faculty in a large U.S. medical school. Methods: Baseline faculty surveys were analyzed from the first year of a 4-year National Institutes of Health–funded study to evaluate awareness, knowledge, attitudes, and use of family friendly policies and career satisfaction. The study focus was on the impact of family responsibilities and characteristics of the faculty position (rank, clinical vs. nonclinical, and academic series) in multivariate comparisons between primary predictors and outcomes of interest. Results: Both clinical and family responsibilities for children under 18 play a major and interacting role in satisfaction with career and work–life balance. Clinical faculty respondents without children at home reported significantly greater career satisfaction and better work–life balance than their nonclinical counterparts. Nonclinical faculty respondents with children reported greater satisfaction and better balance than counterparts without family responsibilities. However, the advantage in career satisfaction and work–life balance for clinical faculty respondents disappeared for those with responsibility for young children. No gender-based differences were noted in the results or across faculty rank for respondents; however, for women, reaching associate professor resulted in greater career satisfaction. Conclusion: This study suggests that both work-related factors and family responsibilities influence satisfaction with career and work–life balance, but the predictors appear to interact in complex and nuanced ways. Further research is needed to delineate more clearly these interactions and to explore other factors that may play important additional roles. PMID

Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work-Life Balance for Medical School Faculty?

Science.gov (United States)

Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis; Villablanca, Amparo C

2015-06-01

Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work-life satisfaction for faculty in a large U.S. medical school. Baseline faculty surveys were analyzed from the first year of a 4-year National Institutes of Health-funded study to evaluate awareness, knowledge, attitudes, and use of family friendly policies and career satisfaction. The study focus was on the impact of family responsibilities and characteristics of the faculty position (rank, clinical vs. nonclinical, and academic series) in multivariate comparisons between primary predictors and outcomes of interest. Both clinical and family responsibilities for children under 18 play a major and interacting role in satisfaction with career and work-life balance. Clinical faculty respondents without children at home reported significantly greater career satisfaction and better work-life balance than their nonclinical counterparts. Nonclinical faculty respondents with children reported greater satisfaction and better balance than counterparts without family responsibilities. However, the advantage in career satisfaction and work-life balance for clinical faculty respondents disappeared for those with responsibility for young children. No gender-based differences were noted in the results or across faculty rank for respondents; however, for women, reaching associate professor resulted in greater career satisfaction. This study suggests that both work-related factors and family responsibilities influence satisfaction with career and work-life balance, but the predictors appear to interact in complex and nuanced ways. Further research is needed to delineate more clearly these interactions and to explore other factors that may play important additional roles.

The Madness of Weighted Mean Faculty Salaries

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Micceri, Theodore

2009-01-01

Higher education frequently uses weighted mean faculty salaries to compare either across institutions, or to evaluate an institution's salary growth over time. Unfortunately, faculty salaries are an extraordinarily complex phenomenon that cannot be legitimately reduced to a single number any more than the academic construct of skills, knowledge,…

The Information-Seeking Habits of Architecture Faculty

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Campbell, Lucy

2017-01-01

This study examines results from a survey of architecture faculty across the United States investigating information-seeking behavior and perceptions of library services. Faculty were asked to rank information sources they used for research, teaching, and creativity within their discipline. Sources were ranked similarly across these activities,…

Faculty Development: An Imperative for the Nineties.

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Nies, Joyce I.

1990-01-01

Budget constraints and changing enrollment patterns have expanded the concept of faculty development to include retraining. In home economics, retraining faculty for high demand areas such as hotel/restaurant management and fashion merchandising can be an efficient use of resources and an effective way to meet demand. (SK)

Issues Causing Stress among Business Faculty Members

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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…

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.

Attitudes of Australian and Turkish veterinary faculty toward animal welfare.

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Izmirli, Serdar; Phillips, Clive J C

2012-01-01

The attitudes of veterinary faculty toward animal welfare were surveyed in four Australian and three Turkish veterinary schools. The former were considered to be typical of modern Western schools, with a faculty of more than 40% women and a primary focus on companion animals, whereas the latter were considered to represent more traditional veterinary teaching establishments, with a faculty of 88% men and a primary focus on livestock. A total of 116 faculty responded to the survey (42 Australian and 74 Turkish faculty members), for response rates of 30% and 33%, respectively. This survey included demographic questions as well as questions about attitudes toward animal-welfare issues. Women were more concerned than men about animal-welfare issues, especially the use of animals in experiments, zoos, entertainment, and sports and for food and clothing. Total scores demonstrated different concerns among Turkish and Australian faculty. The study demonstrates that the veterinary faculty of these two countries have different concerns for animal welfare, concerns that should be acknowledged in considering the welfare attitudes that students may adopt.

Survey of generational aspects of nurse faculty organizational commitment.

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Carver, Lara; Candela, Lori; Gutierrez, Antonio P

2011-01-01

To describe organizational commitment and generational differences in nursing faculty. The study provides new knowledge on generational differences in organizational commitment among nursing faculty with regard to work values, perceived organizational support, perceived person-organization fit, developmental experiences, and global job satisfaction. A cross-sectional, descriptive design was used with random stratified sampling procedures. Surveys measuring organizational commitment and related constructs were sent electronically to 4886 faculty, yielding a 30% response rate. Significant differences were noted between generations of faculty regarding organizational commitment and related measures. Include specific strategies for fostering commitment from each generation. Copyright © 2011 Elsevier Inc. All rights reserved.

Leadership styles and nursing faculty job satisfaction in Taiwan.

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Chen, Hsiu-Chin; Beck, Susan L; Amos, Linda K

2005-01-01

To examine nursing faculty job satisfaction and their perceptions of nursing deans' and directors' leadership styles, and to explore how the perceptions of leadership styles relate to faculty job satisfaction in Taiwan. Descriptive, correlational, and cross-sectional study with self-administered questionnaires. The sample was recruited from 18 nursing programs, and 286 questionnaires were returned. Faculty perceived that Taiwan's nursing deans and directors showed more transformational than transactional leadership. Taiwan's nursing faculty were moderately satisfied in their jobs, and they were more satisfied with deans or directors who practiced the transactional leadership style of contingent reward and the transformational style of individualized consideration. A style with negative effect was passive management by exception. Three types of leadership behaviors explained significant variance (21.2%) in faculty job satisfaction in Taiwan, indicating the need for further attention to training and development for effective leadership behaviors.

Educating a new generation: teaching baby boomer faculty about millennial students.

Science.gov (United States)

Mangold, Kara

2007-01-01

This review examines the impact of generational influences on the faculty-student relationship. Specifically, the baby boomer faculty-millennial learner dyad is explored, as these two generations are most representative of the faculty-student demographic. Teaching and learning preferences are emphasized, and implications and recommendations for nursing faculty are presented.

Navigating Evidence-Based Practice Projects: The Faculty Role.

Science.gov (United States)

Moch, Susan D; Quinn-Lee, Lisa; Gallegos, Cara; Sortedahl, Charlotte K

: An innovative way to facilitate evidence-based practice (EBP) learning and to get evidence into practice is through academic-clinical agency projects involving faculty, undergraduate students, and agency staff. The central role of the faculty is key to successful academic-clinical agency partnerships. Faculty navigate the often difficult process of focusing students and engaging busy staff through initiating, maintaining, and evaluating projects. Students learn valuable EBP skills, staff become engaged in EBP, and the projects are rated highly by agency administrators.

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)

Innovation of University Teaching Faculty Management Mode

Science.gov (United States)

Han, Yuzheng; Wang, Boyu

2015-01-01

With the deepening of university reform in China, the traditional teaching faculty management mode has been exposed more and more defects. To make innovation of the university teaching faculty management mode becomes the voice of the times. Universities should conduct careful research on this issue in the development. Starting from the…

Online Faculty Development and Assessment System (OFDAS)

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Villar, Luis M.; Alegre, Olga M.

2006-01-01

The rapid growth of online learning has led to the development of faculty inservice evaluation models focused on quality improvement of degree programs. Based on current "best practices" of student online assessment, the Online Faculty Development and Assessment System (OFDAS), created at the Canary Islands, was designed to serve the…

Faculty Perceptions about Barriers to Active Learning

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Michael, Joel

2007-01-01

Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their perceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues…

Student versus Faculty Perceptions of Missing Class.

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Sleigh, Merry J.; Ritzer, Darren R.; Casey, Michael B.

2002-01-01

Examines and compares student and faculty attitudes towards students missing classes and class attendance. Surveys undergraduate students (n=231) in lower and upper level psychology courses and psychology faculty. Reports that students found more reasons acceptable for missing classes and that the amount of in-class material on the examinations…

Community College Faculty Recruitment: Predictors of Applicant Attraction to Faculty Positions.

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Winter, Paul A.; Kjorlien, Chad L.

2000-01-01

Utilizes MBA students' biographical data and reactions to simulated position ads for community college business faculty positions to identify predictors of applicant decisions. Reveals four significant predictors of participants' ratings of simulated positions: applicant's current job satisfaction, spouse's contribution to household income,…

From Keller's MVP Model to Faculty Development Practice

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Svinicki, Marilla D.

2017-01-01

As faculty and faculty developers, we sometimes forget that the principles of learning and motivation that we apply to students also apply to us. This chapter illustrates how the MVP model can be used to create effective faculty development activities.

Role Perception among Faculty Members at Teacher Education Colleges

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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?…

A Full-Time Dilemma: Examining the Experiences of Part-Time Faculty

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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…

Do Asian American Faculty Face a Glass Ceiling in Higher Education?

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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)

Evolving workplace flexibility for U.S. medical school tenure-track faculty.

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Bunton, Sarah A; Corrice, April M

2011-04-01

The academic workplace has seen dramatic changes in recent decades, including growing faculty workloads, an increasingly demographically diverse faculty population, and changing expectations about workplace climate. Despite these significant changes, a typical medical faculty's career trajectory is often still quite linear and follows decades-old tenure policies. The authors describe the existence of flexible faculty policies related to tenure at U.S. medical schools to understand better the ways in which institutions are responding. Data primarily reflect responses from faculty affairs leaders at medical schools accredited by the Liaison Committee on Medical Education to a 2008 faculty personnel policies survey. These data are supplemented with results from the same survey fielded in previous years. The number of medical schools that have lengthened their probationary periods for faculty has increased over time, and, in 2008, nearly half of the institutions offered a probationary period length of eight years or more to faculty. Over three-fourths of the schools in 2008 had a tenure-clock-stopping policy available, and a third had a policy allowing faculty to work less than full-time while remaining on a tenure-eligible track. Findings suggest that many medical schools have made progress in making policy additions and modifications that acknowledge the changing academic workplace culture by adding flexibility to traditional tenure policies. Despite those efforts, significant opportunities remain for continued adoption of flexible policies so that faculty can achieve productive academic careers while balancing work, life, and family, and institutions can continue to recruit and retain high-quality faculty members. © by the Association of American Medical Colleges.

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 ...

Racial and Gender Differences in Faculty Careers.

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Armour, Robert; And Others

The overall study examined job satisfaction among tenured college faculty. This paper compares responses from minority (about 6%) and female (about 18%) faculty with the overall responses (N=1135). Overall, 91% reported being satisfied with their careers with 82% saying they would choose the career again. Race and gender were not related…

Workplace Faculty Friendships and Work-Family Culture

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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,…

Study of Faculty and Information Technology, 2014

Science.gov (United States)

Dahlstrom, Eden; Brooks, D. Christopher

2014-01-01

In this inaugural year of the faculty technology study, EDUCAUSE Center for Analysis and Research (ECAR) partnered with 151 college/university sites yielding responses from 17,451 faculty respondents across 13 countries. The findings are exploratory in nature, as they cover new ground to help us tell a more comprehensive story about technology…

Participative Leadership in Managing a Faculty Strategy

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Gwele, N. S.

2008-01-01

Contemporary discourse on the changed role of the Dean of an academic institution underscores the importance of aligning Faculty goals and objectives with the institution's vision and mission. This article focuses on the dean as an academic leader charged with the responsibility of shaping the character of the Faculty within a results-driven…

A Call for Faculty Reengagement in Governance

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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…

Department Colleagues and Individual Faculty Publication Productivity.

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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.…

New Program for New Faculty Mentoring at California State University, Chico

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Teasdale, R.; McCarthy, K.; Phillips, C.; Silliman, K.; Fosen, C.; Thomas, M.

2015-12-01

CSU, Chico is a comprehensive university with high expectations for both teaching (4 courses per semester) and scholarly work. In an attempt to introduce faculty to their new positions, a two-day New Faculty Orientation has been offered for the last two decades. In AY 2014-15, in an attempt to improve the first year experience for new faculty, the Office of Faculty Affairs established and assessed a New Faculty Mentoring program. Eight college-based mentors were selected based on recommendations by College Deans who suggested successful teachers and scholars who could provide the social and leadership skills to effectively guide others. Based on a needs-assessment survey new faculty completed during orientation, mentors met with their new faculty cohort at least monthly to discuss campus resources, host workshops and provide other support in areas of time management, work-life balance, teaching pedagogies, discipline-specific internal and external funding resources, student support resources, and the preparation of Review/Retention documents. Mentors were paid a small stipend for their work and met twice each semester to discuss readings on mentoring best practices, their mentoring activities with new faculty and to compare the needs of their mentees. Survey results from 28 of 37 new faculty respondents indicate they valued Review/Retention workshops, mentor reviews of teaching and the opportunity to visit mentor classrooms for examples of good teaching practices. Social events helped establish cohorts, although some mentees indicated that some cohorts were too large. An unforeseen outcome was recognition that mid-year hires need to also be included in new faculty cohort groups. Moving forward, mentors will continue to work with their original mentees for a 2nd year. A new group of mentors will be identified for faculty starting in fall 2015 who will work with smaller first-year faculty cohorts and will coordinate with the first generation mentors for peer support.

Preoperative learning goals set by surgical residents and faculty.

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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.

Structured Annual Faculty Review Program Accelerates Professional Development and Promotion

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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.

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

Directory of Open Access Journals (Sweden)

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.

Factors Influencing Retention Among Part-Time Clinical Nursing Faculty.

Science.gov (United States)

Carlson, Joanne S

This study sought to determine job characteristics influencing retention of part-time clinical nurse faculty teaching in pre-licensure nursing education. Large numbers of part-time faculty are needed to educate students in the clinical setting. Faculty retention helps maintain consistency and may positively influence student learning. A national sample of part-time clinical nurse faculty teaching in baccalaureate programs responded to a web-based survey. Respondents were asked to identify the primary reason for wanting or not wanting to continue working for a school of nursing (SON). Affinity for students, pay and benefits, support, and feeling valued were the top three reasons given for continuing to work at an SON. Conflicts with life and other job responsibilities, low pay, and workload were the top three reasons given for not continuing. Results from this study can assist nursing programs in finding strategies to help reduce attrition among part-time clinical faculty.

Faculty self-reported experience with racial and ethnic discrimination in academic medicine.

Science.gov (United States)

Peterson, Neeraja B; Friedman, Robert H; Ash, Arlene S; Franco, Shakira; Carr, Phyllis L

2004-03-01

Despite the need to recruit and retain minority faculty in academic medicine, little is known about the experiences of minority faculty, in particular their self-reported experience of racial and ethnic discrimination at their institutions. To determine the frequency of self-reported experience of racial/ethnic discrimination among faculty of U.S. medical schools, as well as associations with outcomes, such as career satisfaction, academic rank, and number of peer-reviewed publications. A 177-item self-administered mailed survey of U.S. medical school faculty. Twenty-four randomly selected medical schools in the contiguous United States. A random sample of 1,979 full-time faculty, stratified by medical school, specialty, graduation cohort, and gender. Frequency of self-reported experiences of racial/ethnic bias and discrimination. The response rate was 60%. Of 1,833 faculty eligible, 82% were non-Hispanic white, 10% underrepresented minority (URM), and 8% non-underrepresented minority (NURM). URM and NURM faculty were substantially more likely than majority faculty to perceive racial/ethnic bias in their academic environment (odds ratio [OR], 5.4; P discrimination by a superior or colleague. Faculty with such reported experiences had lower career satisfaction scores than other faculty (P discrimination achieved academic productivity similar to that of other faculty.

Students' Involvement in Faculty Research: Ethical and Methodological Issues

Directory of Open Access Journals (Sweden)

Linda M. Ferguson

2004-12-01

Full Text Available Faculty who engage students as participants in their qualitative research often encounter methodological and ethical problems. Ethical issues arise from the fiduciary relationship between faculty and their students, and violations of that relationship occur when the educator has a dual role as researcher with those students. Methodological issues arise from research designs to address these ethical issues. This conflict is particularly evident in faculty research on pedagogy in their own disciplines, for which students are necessary as participants but are captive in the relationship. In this article, the authors explore the issues of double agency when faculty involve students as participants in their research.

Educational resources and tools for robotic learning Recursos y herramientas didácticas para el aprendizaje de la robótica

Directory of Open Access Journals (Sweden)

Pablo Gil Vazquez

2012-07-01

-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Este artículo analiza diferentes experiencias docentes que tienen como finalidad el aprendizaje de la robótica en el mundo universitario. Estas experiencias se plasman en el desarrollo de varios cursos y asignaturas sobre robótica que se imparten en la Universidad de Alicante. Para el desarrollo de estos cursos, los autores han empleado varias plataformas educativas, algunas de implementación propia, otras de libre distribución y código abierto. El objetivo de estos cursos es enseñar el diseño e implementación de soluciones robóticas a diversos problemas que van desde el control, programación y manipulación de brazos robots de ámbito industrial hasta la construcción y/o programación de mini-robots con carácter educativo. Por un lado, se emplean herramientas didácticas de última generación como simuladores y laboratorios virtuales que flexibilizan el uso de brazos robots y por otro lado, se hace uso de competiciones y concursos para motivar al alumno haciendo que ponga en práctica las destrezas aprendidas, mediante la construcción y programación de mini-robots de bajo coste.

How to Evaluate a Faculty Governance Structure

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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…

Browsing of E-Journals by Engineering Faculty

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Bennett, Denise Beaubien; Buhler, Amy G.

2010-01-01

In response to a hypothesis that researchers who no longer use print journals may miss out on the serendipitous benefits of "poor indexing" provided by print tables of contents, librarians at the University of Florida surveyed their engineering faculty to determine faculty use of tables of contents in either print or online format. Results…

Faculty Personality: A Factor of Student Retention

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Shaw, Cassandra S.; Wu, Xiaodong; Irwin, Kathleen C.; Patrizi, L. A. Chad

2016-01-01

The purpose of this study was to determine the relationship between student retention and faculty personality as it was hypothesized that faculty personality has an effect on student retention. The methodology adopted for this study was quantitative and in two parts 1) using linear regression models to examine the impact or causality of faculty…

Faculty Attitudes towards Computer Assisted Instruction at the University of Gaziantep

Directory of Open Access Journals (Sweden)

Filiz Yalçın TILFARLIOĞLU

2006-04-01

Full Text Available This study aims at revealing faculty attitudes towards computer assistedinstruction at University of Gaziantep, Turkey in a multifaceted way. Additionally, ittries to determine underlying factors that shape these attitudes. After a pilot study, thequestionnaire was applied to a sample population of 145 faculty that were chosenrandomly. The results revealed that faculty attitudes towards computer assistedinsruction are positive. Age, sex, teaching experience, level of proficiency in Englishand computer usage skills have no or little effects over these attitudes.According to theresults of the study, faculty who have prior knowledge on computers expose ratherpositive attitudes towards computers in education.Another important outcome of thestudy is the existence of a gender gap in terms of computer assisted instruction.Althoughthere seems to be no difference between male and female faculty concerning theirbackground education regarding computers, male faculty feel confident about thematter, whereas female faculty feel uncomfortable about using computers in theirlessons.

Using lecture capture: a qualitative study of nursing faculty's experience.

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Freed, Patricia E; Bertram, Julie E; McLaughlin, Dorcas E

2014-04-01

As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. This study sought to understand faculty's experience of using a new lecture capture system. This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available. © 2013.

Effect of resident evaluations of obstetrics and gynecology faculty on promotion.

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Curran, Diana S; Stalburg, Caren M; Xu, Xiao; Dewald, Samantha R; Quint, Elisabeth H

2013-12-01

Promotion for academic faculty depends on a variety of factors, including their research, publications, national leadership, and quality of their teaching. We sought to determine the importance of resident evaluations of faculty for promotion in obstetrics-gynecology programs. A 28-item questionnaire was developed and distributed to 185 department chairs of US obstetrics-gynecology residency programs. Fifty percent (93 of 185) responded, with 40% (37 of 93) stating that teaching has become more important for promotion in the past 10 years. When faculty are being considered for promotion, teaching evaluations were deemed "very important" 60% of the time for clinician track faculty but were rated as mainly "not important" or "not applicable" for research faculty. Sixteen respondents (17%) stated a faculty member had failed to achieve promotion in the past 5 years because of poor teaching evaluations. Positive teaching evaluations outweighed low publication numbers for clinical faculty 24% of the time, compared with 5% for research faculty and 8% for tenured faculty being considered for promotion. The most common reason for rejection for promotion in all tracks was the number of publications. Awards for excellence in teaching improved chances of promotion. Teaching quality is becoming more important in academic obstetrics-gynecology departments, especially for clinical faculty. Although in most institutions promotion is not achieved without adequate research and publications, the importance of teaching excellence is obvious, with 1 of 6 (17%) departments reporting a promotion had been denied due to poor teaching evaluations.

The global summit on nurse faculty migration.

Science.gov (United States)

Thompson, Patricia E; Benton, David C; Adams, Elizabeth; Morin, Karen H; Barry, Jean; Prevost, Suzanne S; Vlasich, Cynthia; Oywer, Elizabeth

2014-01-01

As global demand for health care workers burgeons, information is scant regarding the migration of faculty who will train new nurses. With dual roles as clinicians and educators, and corresponding dual sets of professional and legal obligations, nurse faculty may confront unique circumstances in migration that can impact nations' ability to secure an adequate, stable nursing workforce. In a seminal effort to address these concerns, the Honor Society of Nursing, Sigma Theta Tau International, and the International Council of Nurses invited a diverse group of international experts to a summit designed to elucidate forces that drive nurse faculty migration. The primary areas of consideration were the impact on nurse faculty migration of rapid health care workforce scale-up, international trade agreements, and workforce aging. Long-term summit goals included initiating action affecting national, regional, and global supplies of nurse educators and helping to avert catastrophic failure of health care delivery systems caused by an inadequate ability to educate next-generation nurses. Copyright © 2014 Elsevier Inc. All rights reserved.

A New Take on Program Planning: A Faculty Competencies Framework

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Sanford, Rania; Kinch, Amy Fowler

2016-01-01

Building on previous studies on the changing nature of faculty work, this article presents a conceptual framework for faculty professional success. The authors report on the perceptions of 300 faculty development professionals regarding the importance of skills in nine competency domains: teaching; research; leadership; diversity, inclusion and…

Comparing Community College Student and Faculty Perceptions of Student Engagement

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Senn-Carter, Darian

2017-01-01

The purpose of this quantitative study was to compare faculty and student perceptions of "student engagement" at a mid-Atlantic community college to determine the level of correlation between student experiences and faculty practices in five benchmark areas of student engagement: "academic challenge, student-faculty interaction,…

Women Faculty Distressed: Descriptions and Consequences of Academic Contrapower Harassment.

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Lampman, C; Crew, E C; Lowery, S; Tompkins, K A; Mulder, M

2016-01-01

Academic contrapower harassment (ACPH) occurs when someone with seemingly less power in an educational setting (e.g., a student) harasses someone more powerful (e.g., a professor). A representative sample of 289 professors from U.S. institutions of higher education described their worst incident with ACPH. Open-ended responses were coded using a keyword text analysis. Compared to the experiences of men faculty, women faculty reported that students were more likely to challenge their authority, argue or refuse to follow course policies, and exhibit disrespectful or disruptive behaviors. Although sexual harassment was uncommon, men faculty were more likely than women faculty to recount such incidents. Women faculty reported significantly more negative outcomes as a result of ACPH (e.g., anxiety, stress-related illness, difficulty concentrating, wanting to quit) than men faculty, and negative outcomes were most likely to result from ACPH involving intimidation, threats, or bullying from students. Implications for the prevention and reporting of ACPH are discussed.

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

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…

Not Dean School: Leadership Development for Faculty Where They Are

Science.gov (United States)

Wilks, Karrin E.; Shults, Christopher; Berg, James J.

2018-01-01

Leadership development for faculty often is designed as training for administration, but faculty demonstrate leadership in the classroom, in their departments, college-wide, and beyond. To fully realize and leverage this leadership potential, colleges must design opportunities for faculty to hone their knowledge and skills as active participants…

Faculty Perspectives on Culturally Responsive Teaching Practices in Developmental Education

Science.gov (United States)

Raney, Kristen A.

2013-01-01

This mixed methods study examined the perspectives of developmental math faculty at a two-year technical college regarding culturally responsive beliefs and instructional practices. Thirteen faculty who taught the developmental class Elementary Algebra with Applications were surveyed. Nine of the 13 faculty responded. One section of Wisconsin's…

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.

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.

Factors Influencing Part-time Faculty Engagement With Online Nursing Programs.

Science.gov (United States)

Reneau, Margaret; Wallace, Cara; Claywell, Lora; Price, Jill; Burdi, Melissa; Trybulski, Joanne

2018-03-28

This research investigated factors that influenced the engagement of part-time faculty teaching in online nursing programs with their institutions. Of the 257 part-time faculty surveyed, the most significant factor was being supported in decisions regarding student issues, followed by institutional commitment to quality online education. Compensation was moderately influential; a negative factor was requiring too frequent meetings. Understanding factors that influence the engagement of part-time faculty teaching in online nursing programs can help leaders of online programs attract and retain experienced, highly skilled faculty.

THE FLAG: A Web Resource of Innovative Assessment Tools for Faculty in College Science, Mathematics, Engineering, and Technology

Science.gov (United States)

Zeilik, M.; Mathieu, R. D.; National InstituteScience Education; College Level-One Team

2000-12-01

Even the most dedicated college faculty often discover that their students fail to learn what was taught in their courses and that much of what students do learn is quickly forgotten after the final exam. To help college faculty improve student learning in college Science, Mathematics, Engineering and Technology (SMET), the College Level - One Team of the National Institute for Science Education has created the "FLAG" a Field-tested Learning Assessment Guide for SMET faculty. Developed with funding from the National Science Foundation, the FLAG presents in guidebook format a diverse and robust collection of field-tested classroom assessment techniques (CATs), with supporting information on how to apply them in the classroom. Faculty can download the tools and techniques from the website, which also provides a goals clarifier, an assessment primer, a searchable database, and links to additional resources. The CATs and tools have been reviewed by an expert editorial board and the NISE team. These assessment strategies can help faculty improve the learning environments in their SMET courses especially the crucial introductory courses that most strongly shape students' college learning experiences. In addition, the FLAG includes the web-based Student Assessment of Learning Gains. The SALG offers a convenient way to evaluate the impact of your courses on students. It is based on findings that students' estimates of what they gained are more reliable and informative than their observations of what they liked about the course or teacher. It offers accurate feedback on how well the different aspects of teaching helped the students to learn. Students complete the SALG online after a generic template has been modified to fit the learning objectives and activities of your course. The results are presented to the teacher as summary statistics automatically. The FLAG can be found at the NISE "Innovations in SMET Education" website at www.wcer.wisc.edu/nise/cl1

Assessment of and recommendations to improve pharmacy faculty satisfaction and retention.

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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.

Contingent Commitments: Bringing Part-Time Faculty into Focus. Methodology Supplement

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Center for Community College Student Engagement, 2014

2014-01-01

Center reporting prior to 2013 focused primarily on descriptive statistics (frequencies and means) of student and faculty behaviors. The goal of the analyses reported here and in "Contingent Commitments: Bringing Part-Time Faculty into Focus" is to understand the engagement of part-time or contingent faculty in various activities that…

Faculty Member Perceptions of Academic Leadership Styles at Private Colleges

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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…

Objective, Way and Method of Faculty Management Based on Ergonomics

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WANG, Hong-bin; Liu, Yu-hua

2008-01-01

The core problem that influences educational quality of talents in colleges and universities is the faculty management. Without advanced faculty, it is difficult to cultivate excellent talents. With regard to some problems in present faculty construction of colleges and universities, this paper puts forward the new objectives, ways and methods of…

Job Satisfaction and Role Clarity Among University and College Faculty.

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Locke, Edwin A.; And Others

1983-01-01

A study of faculty job satisfaction concerned with work achievement, work role clarity, superordinates, co-workers, pay promotions, and facilities is described. Results show that faculty are most dissatisfied with pay, promotions and administration; faculty with higher pay scales are more satisfied than those with lower pay scales. (Author/MLW)

Online learning for faculty development: a review of the literature.

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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.

Assessing faculty professional development in STEM higher education: Sustainability of outcomes.

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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.

Support of a Problem-Based Learning Curriculum by Basic Science Faculty

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William L. Anderson

2002-11-01

Full Text Available Although published reports describe benefits to students of learning in a problem-based, student-centered environment, questions have persisted about the excessive faculty time commitments associated with the implementation of PBL pedagogy. The argument has been put forward that the excessive faculty costs of such a curriculum cannot be justified based upon the potential benefits to students. However, the magnitude of the faculty time commitment to a PBL curriculum to support the aforementioned argument is not clear to us and we suspect that it is also equally unclear to individuals charged with making resource decisions supporting the educational efforts of the institution. Therefore, to evaluate this cost - benefit question, we analyzed the actual basic science faculty time commitment in a hybrid PBL curriculum during the first phase 18 months of undergraduate medical education. The results of this analysis do demonstrate an increase in faculty time commitments but do not support the argument that PBL pedagogy is excessively costly in terms of faculty time. For the year analyzed in this report, basic science faculty members contributed on average of 27.4 hours to the instruction of medical students. The results of the analysis did show significant contributions (57% of instructional time by the clinical faculty during the initial 18 months of medical school. In addition, the data revealed a four-fold difference between time commitments of the four basic science departments. We conclude that a PBL curriculum does not place unreasonable demands on the time of basic science faculty. The demands on clinical faculty, in the context of their other commitments, could not be evaluated. Moreover, this type of analysis provides a tool that can be used to make faculty resource allocation decisions fairly.

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.

Numbers of women faculty in the geosciences increasing, but slowly

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Wolfe, C. J.

2001-12-01

Why are there so few women faculty in the geosciences, while there are large numbers of women undergraduate and graduate students? According to National Science Foundation (NSF) estimates for 1995 in the Earth, atmospheric, and oceanic sciences, women made up 34% of the bachelor's degrees awarded, 35% of the graduate students enrolled, and 22% of the doctorates granted. Yet progress has been slower in achieving adequate representation of women geoscientists in academia, where women represent only 12% of the overall faculty. This talk will present the results of a survey I conducted on the status of women faculty at the 20 top-ranked geology programs, which was originally published as a feature article in Eos [Wolfe, 1999]. Data from the 1997 AGI Directory of Geoscience Departments were used to compare the numbers of women faculty at different departments, as well as to consider the distribution of men and women faculty by year of Ph.D. Strong inequities were found to exist between the individual departments. The percentages of women in the departments ranged from 0% to as high as 23%, and 37% of the departments had either one woman faculty member or none. Histograms of the faculty sorted by year of Ph.D. showed that clear generational differences existed between the sets of men and women faculty. Thirty-nine percent of the men obtained their Ph.D. prior to 1970, whereas only 3% of the women obtained their Ph.D. before this date. The majority of women faculty members (64%) received their Ph.D. after 1980, but a minority of men (31%) received their degrees after 1980. In the 1960s and 1970s, the geosciences expanded and departments employed a high percentage of recent Ph.D.s, but hiring of young faculty decreased in the 1980s and 1990s. In contrast, the numbers of women graduate students only began to rise after 1970, and thus the quantity of women Ph.D.s increased as the number of young hires decreased. Two problems appeared evident from this study using 1997 data

Faculty Compensation in Continuing Education: Theory versus Practice.

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Scott, Joyce A.

1984-01-01

Lawler's Motivation Model and other studies of reward systems are used to develop a policy assessment and development checklist for compensating continuing education faculty. The checklist includes institutional, reward system, and motivation factors that should be considered to encourage faculty participation. (SK)

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

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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.

Administrator Interest is Perceived to Encourage Faculty and Librarian Involvement in Open Access Activities

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Eamon C. Tewell

2014-09-01

correlative relationship was determined between Administrator Attention to Open Access—a key variable operationalized by combining eight questionnaire items—and the variables Librarian Commitment to Open Access, Faculty Commitment to Open Access, and Faculty Proclivity Toward Open Access, with the latter especially the case at lower levels of administrator support. Regarding institution size, library directors perceived a higher likelihood of faculty adherence and librarian commitment to OA at large institutions (over 20,000. A given institution’s public or private status and geographic region were not significant predictors of faculty or librarian commitment or adherence to open access. Conclusions – The study finds that academic library directors perceive librarians to have the strongest influence upon adoption of open access, and senior academic administrator attention to open access is positively linked to the OA activities of faculty and librarians. Larger institutions are considered to have greater commitment to OA, potentially due to differing missions according to institution type. The authors recommend that open access advocates consider administrator roles and target administrator support when seeking to increase participation in OA.

Intergroup variation in robbing and bartering by long-tailed macaques at Uluwatu Temple (Bali, Indonesia).

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Brotcorne, Fany; Giraud, Gwennan; Gunst, Noëlle; Fuentes, Agustín; Wandia, I Nengah; Beudels-Jamar, Roseline C; Poncin, Pascal; Huynen, Marie-Claude; Leca, Jean-Baptiste

2017-10-01

Robbing and bartering (RB) is a behavioral practice anecdotally reported in free-ranging commensal macaques. It usually occurs in two steps: after taking inedible objects (e.g., glasses) from humans, the macaques appear to use them as tokens, returning them to humans in exchange for food. While extensively studied in captivity, our research is the first to investigate the object/food exchange between humans and primates in a natural setting. During a 4-month study in 2010, we used both focal and event sampling to record 201 RB events in a population of long-tailed macaques (Macaca fascicularis), including four neighboring groups ranging freely around Uluwatu Temple, Bali (Indonesia). In each group, we documented the RB frequency, prevalence and outcome, and tested the underpinning anthropogenic and demographic determinants. In line with the environmental opportunity hypothesis, we found a positive qualitative relation at the group level between time spent in tourist zones and RB frequency or prevalence. For two of the four groups, RB events were significantly more frequent when humans were more present in the environment. We also found qualitative partial support for the male-biased sex ratio hypothesis [i.e., RB was more frequent and prevalent in groups with higher ratios of (sub)adult males], whereas the group density hypothesis was not supported. This preliminary study showed that RB is a spontaneous, customary (in some groups), and enduring population-specific practice characterized by intergroup variation in Balinese macaques. As such, RB is a candidate for a new behavioral tradition in this species.

Design of an Interface for Page Rank Calculation using Web Link Attributes Information

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Jeyalatha SIVARAMAKRISHNAN

2010-01-01

Full Text Available This paper deals with the Web Structure Mining and the different Structure Mining Algorithms like Page Rank, HITS, Trust Rank and Sel-HITS. The functioning of these algorithms are discussed. An incremental algorithm for calculation of PageRank using an interface has been formulated. This algorithm makes use of Web Link Attributes Information as key parameters and has been implemented using Visibility and Position of a Link. The application of Web Structure Mining Algorithm in an Academic Search Application has been discussed. The present work can be a useful input to Web Users, Faculty, Students and Web Administrators in a University Environment.

Community-based dental education and the importance of faculty development.

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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.

Roads Scholars: Part-Time Faculty Job Satisfaction in Community Colleges

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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…

Changing Institutional Culture through Peer Mentoring of Women STEM Faculty

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Thomas, Nicole; Bystydzienski, Jill; Desai, Anand

2015-01-01

Higher education institutions often use mentoring to socialize faculty members into their academic disciplines and to retain them. Mentoring can also be used to change organizational culture to meet the needs of historically marginalized faculty members. In this article we focus on peer mentoring circles for women STEM faculty at a large,…

Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles

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Hewitt, Julie E.

2016-01-01

Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the…

GSBPP Faculty Perceptions of Synchronous Distance Learning Technologies

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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

Your Faculty, Reluctantly.

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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…

EQUATING FACULTY LOADS.

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OOSTING, KENNETH W.

AT ALPENA COMMUNITY COLLEGE, A NORMAL TEACHING LOAD FOR ANY FACULTY MEMBER IS 14-16 SEMESTER HOURS, WITH 75-125 STUDENTS AND 2-3 PREPARATIONS. VARIATIONS FROM THE SCHEDULE ARE IN ACCORDANCE WITH SPECIFIC FORMULAS RELATING TO TOTAL MEMBERS OF STUDENTS, NUMBERS OF PREPARATIONS, ASSIGNMENT TO ENGLISH COMPOSITION CLASSES, NEW COURSES, AND CLASSES…

Characteristics, satisfaction, and engagement of part-time faculty at U.S. medical schools.

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Pollart, Susan M; Dandar, Valerie; Brubaker, Linda; Chaudron, Linda; Morrison, Leslie A; Fox, Shannon; Mylona, Elza; Bunton, Sarah A

2015-03-01

To describe the demographics of part-time faculty at U.S. medical schools and to examine their satisfaction with and perceptions of their workplace. Faculty from 14  Liaison Committee on Medical Education-accredited U.S. medical schools participated in the 2011-2012 Faculty Forward Engagement Survey. The authors calculated descriptive statistics of part-time faculty respondents and used ANOVA and t test analyses to assess significant differences between and among demographic groups. The survey yielded an overall response rate of 62% (9,600/15,490). Of the part-time faculty respondents, most had appointments in clinical departments (634/674; 94%) and were female (415/674; 62%). Just over 80% (384/474) reported a full-time equivalent of 0.5 or higher. The majority of part-time faculty respondents reported satisfaction with their department and medical school as a place to work (372/496 [75%] and 325/492 [66%]); approximately half agreed that their institution had clear expectations for part-time faculty (210/456; 46%) and provided the resources they needed (232/457; 51%). Significant differences existed between part- and full-time faculty respondents regarding perceptions of growth opportunities and compensation and benefits, with part-time faculty respondents feeling less satisfied in these areas. As institutions work to improve the satisfaction of full-time faculty, they should do the same for part-time faculty. Understanding why faculty choose part-time work is important in encouraging the recruitment and retention of the most talented faculty. The findings of this study indicate multiple opportunities to improve the satisfaction and engagement of part-time faculty.

Predictors of early faculty attrition at one Academic Medical Center.

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Bucklin, Brenda A; Valley, Morgan; Welch, Cheryl; Tran, Zung Vu; Lowenstein, Steven R

2014-02-10

Faculty turnover threatens the research, teaching and clinical missions of medical schools. We measured early attrition among newly-hired medical school faculty and identified personal and institutional factors associated with early attrition. This retrospective cohort study identified faculty hired during the 2005-2006 academic year at one school. Three-year attrition rates were measured. A 40-question electronic survey measured demographics, career satisfaction, faculty responsibilities, institutional/departmental support, and reasons for resignation. Odds ratios (ORs) and 95 percent confidence intervals (95% CI) identified variables associated with early attrition. Of 139 faculty, 34% (95% CI = 26-42%) resigned within three years of hire. Attrition was associated with: perceived failure of the Department Chair to foster a climate of teaching, research, and service (OR = 6.03; 95% CI: 1.84, 19.69), inclusiveness, respect, and open communication (OR = 3.21; 95% CI: 1.04, 9.98). Lack of professional development of the faculty member (OR = 3.84; 95% CI: 1.25, 11.81); institutional recognition and support for excellence in teaching (OR = 2.96; 95% CI: 0.78, 11.19) and clinical care (OR = 3.87; 95% CI: 1.04, 14.41); and >50% of professional time devoted to patient care (OR = 3.93; 95% CI: 1.29, 11.93) predicted attrition. Gender, race, ethnicity, academic degree, department type and tenure status did not predict early attrition. Of still-active faculty, an additional 27 (48.2%, 95% CI: 35.8, 61.0) reported considering resignation within the 5 years. In this pilot study, one-third of new faculty resigned within 3 years of hire. Greater awareness of predictors of early attrition may help schools identify threats to faculty career satisfaction and retention.

PROGNOSTICATORS OF JOB SATISFACTION FOR FACULTY IN UNIVERSITIES

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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.

Women Designing a Faculty Career: The Role of Self-Reliance

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Haley, Karen

2013-01-01

Self-reliance was an important personal attribute in the completion of a doctoral program and advancement to a faculty position. Self-reliance for the participants included self-motivation, motivated from within to return to school and advance to a faculty role; self-efficacy, believing they could complete their doctoral degree and become faculty;…

Increasing Leadership Capacity for Senior Women Faculty through Mutual Mentoring

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List, Karen; Sorcinelli, Mary Deane

2018-01-01

Mentoring has long been viewed as a powerful means of enhancing the professional success and personal wellbeing of early-career faculty; however, little is known about its benefits for senior faculty. Using data from a peer mentoring community of six senior faculty women in leadership roles at a research university, this study explores the impact…

On being examined: do students and faculty agree?

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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.

Faculty Development Effectiveness: Insights from a Program Evaluation

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Anupma Wadhwa

2014-01-01

Full Text Available Background. Faculty development programs are often time and resource intensive. In order to accommodate time constrained clinicians a limited time commitment faculty development program was developed and was shown to be effective in improving participant’s scholarly productivity. Objectives. The objective of this study was to assess participants’ perceptions of why the faculty development program was effective in promoting scholarship in education. Methods. In-depth semistructured interviews of course participants were conducted a year after completing a faculty development program. The interviews were audiotaped and transcribed verbatim. The transcriptions were coded independently by the investigators for dominant themes. The investigators held coding meetings to further refine the themes and discrepancies were handled by referring to the transcripts and reaching consensus. Results. The participants’ satisfaction with the course as described in the interviews correlated with the early satisfaction surveys. Reasons offered for this impact fell into four broad categories: course content, course format, social networking during the course, and the course facilitation coaching strategies to achieve goals. Conclusions. Course focusing on the process, experiential learning, and situating the course facilitator in the role of a functional mentor or coach to complete projects can be effective in facilitating behaviour change after faculty development programs.

Identifying Best Practices for Engaging Faculty in International Agricultural Education

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Alexa J. Lamm

2013-10-01

Full Text Available Universities are being called upon to internationalize curriculum as the need for a globally competent workforce increases. Without globally-competent faculty, international integration within higher education cannot occur. Literature indicates that participation in short-term international agricultural education experiences is important to increasing agricultural faculty members’ cultural awareness. However, the best way to design and implement such experiences for faculty is uncharted. The purpose of the study was to identify best practices for facilitating a short-term international education experience for faculty in the agricultural and life sciences that encouraged learning, discussion, and reflection leading faculty to further integrate international perspectives in their agricultural courses in the U.S. Through a qualitative research design, reflective observations and statements from a planning team conducting short-term international agricultural education experience in Ecuador were used to provide a thick, rich description of the successes/challenges faced while designing and implementing the experience. The results provided a list of best practices future planning team members can use to emphasize learning before, during, and after a short-term international agricultural education experience for faculty.

Patients' online access to their electronic health records and linked online services: a systematic review in primary care.

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Mold, Freda; de Lusignan, Simon; Sheikh, Aziz; Majeed, Azeem; Wyatt, Jeremy C; Quinn, Tom; Cavill, Mary; Franco, Christina; Chauhan, Umesh; Blakey, Hannah; Kataria, Neha; Arvanitis, Theodoros N; Ellis, Beverley

2015-03-01

Online access to medical records by patients can potentially enhance provision of patient-centred care and improve satisfaction. However, online access and services may also prove to be an additional burden for the healthcare provider. To assess the impact of providing patients with access to their general practice electronic health records (EHR) and other EHR-linked online services on the provision, quality, and safety of health care. A systematic review was conducted that focused on all studies about online record access and transactional services in primary care. Data sources included MEDLINE, Embase, CINAHL, Cochrane Library, EPOC, DARE, King's Fund, Nuffield Health, PsycINFO, OpenGrey (1999-2012). The literature was independently screened against detailed inclusion and exclusion criteria; independent dual data extraction was conducted, the risk of bias (RoB) assessed, and a narrative synthesis of the evidence conducted. A total of 176 studies were identified, 17 of which were randomised controlled trials, cohort, or cluster studies. Patients reported improved satisfaction with online access and services compared with standard provision, improved self-care, and better communication and engagement with clinicians. Safety improvements were patient-led through identifying medication errors and facilitating more use of preventive services. Provision of online record access and services resulted in a moderate increase of e-mail, no change on telephone contact, but there were variable effects on face-to-face contact. However, other tasks were necessary to sustain these services, which impacted on clinician time. There were no reports of harm or breaches in privacy. While the RoB scores suggest many of the studies were of low quality, patients using online services reported increased convenience and satisfaction. These services positively impacted on patient safety, although there were variations of record access and use by specific ethnic and socioeconomic groups

Patients’ online access to their electronic health records and linked online services: a systematic review in primary care

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Mold, Freda; de Lusignan, Simon; Sheikh, Aziz; Majeed, Azeem; Wyatt, Jeremy C; Quinn, Tom; Cavill, Mary; Franco, Christina; Chauhan, Umesh; Blakey, Hannah; Kataria, Neha; Arvanitis, Theodoros N; Ellis, Beverley

2015-01-01

Background Online access to medical records by patients can potentially enhance provision of patient-centred care and improve satisfaction. However, online access and services may also prove to be an additional burden for the healthcare provider. Aim To assess the impact of providing patients with access to their general practice electronic health records (EHR) and other EHR-linked online services on the provision, quality, and safety of health care. Design and setting A systematic review was conducted that focused on all studies about online record access and transactional services in primary care. Method Data sources included MEDLINE, Embase, CINAHL, Cochrane Library, EPOC, DARE, King’s Fund, Nuffield Health, PsycINFO, OpenGrey (1999–2012). The literature was independently screened against detailed inclusion and exclusion criteria; independent dual data extraction was conducted, the risk of bias (RoB) assessed, and a narrative synthesis of the evidence conducted. Results A total of 176 studies were identified, 17 of which were randomised controlled trials, cohort, or cluster studies. Patients reported improved satisfaction with online access and services compared with standard provision, improved self-care, and better communication and engagement with clinicians. Safety improvements were patient-led through identifying medication errors and facilitating more use of preventive services. Provision of online record access and services resulted in a moderate increase of e-mail, no change on telephone contact, but there were variable effects on face-to-face contact. However, other tasks were necessary to sustain these services, which impacted on clinician time. There were no reports of harm or breaches in privacy. Conclusion While the RoB scores suggest many of the studies were of low quality, patients using online services reported increased convenience and satisfaction. These services positively impacted on patient safety, although there were variations of

Increasing faculty participation in resident education and providing cost-effective self-assessment module credit to faculty through resident-generated didactics.

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Kim, Hyun; Malatesta, Theresa M; Anné, Pramila R; McAna, John; Bar-Ad, Voichita; Dicker, Adam P; Den, Robert B

Board certified radiation oncologists and medical physicists are required to earn self-assessment module (SAM) continuing medical education (CME) credit, which may require travel costs or usage fees. Data indicate that faculty participation in resident teaching activities is beneficial to resident education. Our hypothesis was that providing the opportunity to earn SAM credit in resident didactics would increase faculty participation in and improve resident education. SAM applications, comprising CME certified category 1 resident didactic lectures and faculty-generated questions with respective answers, rationales, and references, were submitted to the American Board of Radiology for formal review. Surveys were distributed to assess main academic campus physician, affiliate campus physician, physicist, and radiation oncology resident impressions regarding the quality of the lectures. Survey responses were designed in Likert-scale format. Sign-test was performed with P motivation to attend resident didactics (P = .004). Residents reported an increased amount of time required to prepare lectures (P = .008). We are the first department, to our knowledge, to offer SAM credit to clinical faculty for participation in resident-generated didactics. Offering SAM credit at resident lectures is a cost-effective alternative to purchasing SAM resources, increases faculty attendance, and may improve the quality of radiation oncology resident education. Copyright © 2016 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

Evaluating Faculty Work: Expectations and Standards of Faculty Performance in Research Universities

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Hardre, Patricia; Cox, Michelle

2009-01-01

Expectations and the way they are communicated can influence employees' motivation and performance. Previous research has demonstrated individual effects of workplace climate and individual differences on faculty productivity. The present study focused on the characteristics of institutional performance standards, evaluation processes and…

Development of a radiology faculty appraisal instrument by using critical incident interviewing.

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Collins, J; Albanese, M A; Thakor, S K; Propeck, P A; Scanlan, K A

1997-12-01

To develop a valid and reliable radiology faculty appraisal instrument based on scientific methods. Fifteen radiology residents participated in critical incident interviewing. During a 1-hour interview, a resident was asked to describe five incidents each of effective and ineffective faculty behavior. Two investigators independently listened to the tape-recorded interviews, and two different investigators sorted the incidents into broad categories. A faculty appraisal instrument was developed by listing similar incidents under broad categories. A five-point rating scale was applied to each item. Content validity was assessed by resident and faculty critique of the appraisal instrument. A total of 168 incidents of faculty behavior were generated. The frequency with which similar incidents were reported was recorded. The most common behaviors reported were related to staff expertise and teaching. Interjudge reliability was good, as determined by computing K indices of agreement (overall K = 0.59). There was good agreement regarding instrument content validity among residents but not among faculty. Residents supported the use of the new appraisal instrument, but further tests of validity and reliability and faculty acceptance of the instrument will determine its usefulness as a tool for monitoring faculty teaching performance and making decisions regarding faculty promotion.

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....

Research funding expectations as a function of faculty teaching/administrative workload.

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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.

'Uncrunching' time: medical schools' use of social media for faculty development.

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Cahn, Peter S; Benjamin, Emelia J; Shanahan, Christopher W

2013-06-27

The difficulty of attracting attendance for in-person events is a problem common to all faculty development efforts. Social media holds the potential to disseminate information asynchronously while building a community through quick, easy-to-use formats. The authors sought to document creative uses of social media for faculty development in academic medical centers. In December 2011, the first author (P.S.C.) examined the websites of all 154 accredited medical schools in the United States and Canada for pages relevant to faculty development. The most popular social media sites and searched for accounts maintained by faculty developers in academic medicine were also visited. Several months later, in February 2012, a second investigator (C.W.S.) validated these data via an independent review. Twenty-two (22) medical schools (14.3%) employed at least one social media technology in support of faculty development. In total, 40 instances of social media tools were identified--the most popular platforms being Facebook (nine institutions), Twitter (eight institutions), and blogs (eight institutions). Four medical schools, in particular, have developed integrated strategies to engage faculty in online communities. Although relatively few medical schools have embraced social media to promote faculty development, the present range of such uses demonstrates the flexibility and affordability of the tools. The most popular tools incorporate well into faculty members' existing use of technology and require minimal additional effort. Additional research into the benefits of engaging faculty through social media may help overcome hesitation to invest in new technologies.

Faculty Teaching Climate: Scale Construction and Initial Validation

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Knorek, John Kenneth

2012-01-01

The concept "academic culture" has been used as a framework to understand faculty work in higher education. Academic culture research builds on organizational psychology concepts of culture and climate to better understand employee practices and work phenomenon. Ample research has investigated faculty teaching at the disciplinary and…

Computer Self-Efficacy of University Faculty in Lebanon

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Saleh, Hanadi Kassem

2008-01-01

Faculty use of technology is a critical issue in higher education; administrators and students are expecting faculty instruction to incorporate technology in classroom and distance education. Competition is demanding technologically proficient graduates for schools and colleges. Research indicates that computer self-efficacy (CSE) may be one…

Engaging Faculty in Telecommunications-Based Instructional Delivery Systems.

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Swalec, John J.

In the design and development of telecommunications-based instructional delivery systems, attention to faculty involvement and training is often overlooked until the system is operational. The Waubonsee Telecommunications Instructional Consortium (TIC), in Illinois, is one network that benefited from early faculty input. Even before the first…

Faculty application of the American Psychological Association style.

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Morse, Gwen Goetz

2009-10-01

This article explores current faculty methods with the application and evaluation of the American Psychological Association (APA) style. Specific aims were to determine concerns related to APA style, review faculty grading practices, identify institutional resources, and report potential solutions for improving application of APA style. A survey with an exploratory descriptive research design was developed and distributed online to academic chairs and deans, requesting their support in distributing the survey to their faculty. Responses (N = 704) were grouped into five categories: departmental and personal concerns; faculty grading practices; institutional resources; format, writing style, and grammar; and suggestions and potential solutions. Sixty percent reported that application and evaluation of APA style is a concern in their department. Content analysis identified four categories as proposed solutions: consistency, education, resources, and dialogue. On the basis of the feedback of the participants, the CRED program is proposed for the issues that were identified. Copyright 2009, SLACK Incorporated.

Knox named Phoenix associate dean of faculty affairs

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Robbins RA

2016-12-01

Full Text Available No abstract available. Article truncated after 150 words. The University of Arizona College of Medicine-Phoenix has announced the appointment of nationally recognized physician-scientist Kenneth S. Knox, MD, as the associate dean of faculty affairs. Dr. Knox who has been at the University of Arizona-Tucson since 2008, will oversee the Faculty Affairs Office whose charge is to promote an engaged, diverse community of faculty and scholars that sustain a culture of engagement, professionalism and inclusion. He also will serve as director of research at the Banner Lung Institute. Dr. Knox is a pulmonologist known for his research in sarcoidosis, fungal diagnostics and immunologic lung disease. His work includes developing treatments for HIV, AIDS and valley fever. The division chief of Pulmonary, Allergy, Critical Care and Sleep Medicine in Tucson, Knox was responsible for dramatic growth. His accomplishments include increasing the number of clinical and basic science faculty from five to 30 and fellowship trainings from six to 20, rekindling …

The Faculty Web Page: Contrivance or Continuation?

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Lennex, Lesia

2007-01-01

In an age of Internet education, what does it mean for a tenure/tenure-track faculty to have a web page? How many professors have web pages? If they have a page, what does it look like? Do they really need a web page at all? Many universities have faculty web pages. What do those collective pages look like? In what way do they represent the…

Research Productivity of Sports Medicine Fellowship Faculty

OpenAIRE

Cvetanovich, Gregory L.; Saltzman, Bryan M.; Chalmers, Peter N.; Frank, Rachel M.; Cole, Brian J.; Bach, Bernard R.

2016-01-01

Background: Research productivity is considered an important factor in academic advancement in sports medicine. No study to date has evaluated academic productivity and correlates of academic rank for sports medicine fellowship faculty. Purpose: To describe the academic productivity of American Orthopaedic Society for Sports Medicine (AOSSM) fellowship program faculty and to determine the association between academic productivity, fellowship characteristics, and academic rank. Study Design: D...

The Language Faculty - mind or brain?

DEFF Research Database (Denmark)

Thrane, Torben

2009-01-01

I. Dretske. Apart from a brief introduction and a conclusion, the paper contains 5 main sections: Three levels of Chomskyan linguistics, Representational theories of mind, Representational systems, Representational architecture, and finally The language faculty in brain studies.......The paper subjects Chomsky's compound creation - the 'mind/brain' - to scrutiny. It argues that it creates a slipway for talk about the human language faculty,  such that what should properly be discussed in functional terms - what the brain does when processing language - is instead talked about...

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.

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

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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…

Motivations and Paths to Becoming Faculty at Minority Serving Institutions

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Daniel Blake

2018-02-01

Full Text Available Drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women at Minority Serving Institutions (MSIs, this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1 teaching, activism, and community uplift were primary motivators to enter the professoriate; (2 supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3 career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.

Empowering Faculty to Develop and Share Global Knowledge

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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.

New Faculty Members' Emotions: A Mixed-Method Study

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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…

Award-Winning Faculty at a Faith-Based Institution

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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…

Theoretical investigation on the bond dissociation enthalpies of phenolic compounds extracted from Artocarpus altilis using ONIOM(ROB3LYP/6-311++G(2df,2p):PM6) method

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Thong, Nguyen Minh; Duong, Tran; Pham, Linh Thuy; Nam, Pham Cam

2014-10-01

Theoretical calculations have been performed to predict the antioxidant property of phenolic compounds extracted from Artocarpus altilis. The Osbnd H bond dissociation enthalpy (BDE), ionization energy (IE), and proton dissociation enthalpy (PDE) of the phenolic compounds have been computed. The ONIOM(ROB3LYP/6-311++G(2df,2p):PM6) method is able to provide reliable evaluation for the BDE(Osbnd H) in phenolic compounds. An important property of antioxidants is determined via the BDE(Osbnd H) of those compounds extracted from A. altilis. Based on the BDE(Osbnd H), compound 12 is considered as a potential antioxidant with the estimated BDE value of 77.3 kcal/mol in the gas phase.

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

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Elizabeth McKinsey

2016-03-01

Full Text Available Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and faculty testimony from a residential liberal arts college, this article shows that unplanned “natural” mentoring can be crucial to student learning and development and illustrates some best practices. It advances understanding of faculty mentoring by differentiating it from teaching, characterizing several functional types of mentoring, and identifying the phases through which a mentoring relationship develops. Arguing that benefits to students, faculty, and institutions outweigh the risks and costs of mentoring, it is written for faculty who want to be better mentors and provides evidence that administrators should value and reward mentoring.

Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design

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Toth, Kate E.; McKey, Colleen A.

2010-01-01

The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study…

Emerging Online Learning Environments and Student Learning: An Analysis of Faculty Perceptions

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Gary Brown

2004-01-01

Full Text Available New educational technologies and online learning environments (OLEs are infiltrating today’s college classes and campuses. While research has examined many aspects of this permeation, one research gap exists. How do faculty perceive the learning experience in courses that use OLEs compared to courses that do not? One important factor that may influence faculty perceptions are their reasons for teaching with OLEs. This paper seeks to understand how faculty perceive OLEs as a function of their reasons for teaching with this educational technology. This paper also investigates whether faculty evaluations of OLEs differ based on gender and by years teaching. The results of the analysis reveal several noteworthy patterns. First, it appears that favorable opinions about the learning experiences in online learning environments are not because faculty are motivated to learn about new technologies per se, but because they want to update their vitas and teaching skills. Second, the results suggest that it may be harder to convince older and more experienced faculty to use new technologies compared to younger and less experienced faculty. These results apply to both male and female faculty and provide practical implications for universities and support services on how to recruit and then support faculty who implement educational technologies.

What's the ROI for resolving the nursing faculty shortage?

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Kowalski, Karren; Kelley, Brian M

2013-01-01

The nursing faculty shortage will have a fundamental impact on the ability to produce nurses. For most nursing schools and states, however, concerns about the relative merits of different solutions to the nursing faculty shortage are misplaced. Without significantly increased visibility and definition, accompanied by a clear public, private, and health care organization return on investment (ROI), proposing solutions to the nursing faculty shortage is at best premature and at worst irrelevant. There is simply too much competition for resources to expect that a vaguely defined and invisible problem with no rationale for increased investment will receive sufficient support from critical decision makers and constituencies. First must come problem definition, visibility, and ROI. Only then can the case be made for implementing solutions to the nursing faculty shortage.

A Theoretical Analysis of Faculty Job Satisfaction/Dissatisfaction.

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Hill, Malcolm

1987-01-01

This study examines the issue of job satisfaction of college faculty from the perspective of Herzberg's "two-factor" theory and assesses the utility of the theory. Data from 1,089 full-time faculty in 20 college and university campuses supports that "intrinsic" factors contribute primarily to job satisfaction. (Author/LMO)

Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring

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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…

Perceptions about Plagiarism between Faculty and Undergraduate Students

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Pritchett, Serene

2010-01-01

The problem. Through observation and the review of literature, students often receive inconsistent and vague messages about plagiarism from faculty. Marcoux (2002) and Roig (2001) found a lack of consensus between faculty concerning definitions and forms of plagiarism. Although some students develop skills in order to avoid plagiarism, almost half…

Incorporating Sustainability Content and Pedagogy through Faculty Development

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Hurney, Carol A.; Nash, Carole; Hartman, Christie-Joy B.; Brantmeier, Edward J.

2016-01-01

Purpose: Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses. Design/methodology/approach: A yearlong…

Evaluating Online Dictionaries From Faculty Prospective: A Case Study Performed On English Faculty Members At King Saud University--Wadi Aldawaser Branch

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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…

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

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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…

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.

Perceptions of part-time faculty by chairpersons of undergraduate health education programs.

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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.

Improving faculty publication output: the role of a writing coach.

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Baldwin, Claire; Chandler, Genevieve E

2002-01-01

Publishing academic papers is recognized by faculty as vital not only to their careers, but also to the standing of their school within the university and the discipline. Although writing is perceived as a critical, high-priority task, it often has low follow-through behavior. To facilitate the publication output of our faculty, a part-time writing coach was hired. Blanchard's situational leadership II model (1985), which tailors leadership style to the needs of the group, indicated a framework of coaching and support would best meet faculty writing needs. The literature further suggested that an ongoing coaching relationship in the form of a committed partnership would empower faculty to achieve beyond prior performance. We present a model to show how coaching and support facilitate perseverance in writing for publication. Sixteen of 26 faculty sought the coach's help in the first 2.5 years, generating 21 submissions to peer-reviewed journals. Fifteen of these were published or accepted (71 per cent), and one was still under review when this article was written. Five rejected papers had not yet been resubmitted. Faculty with recent doctorates appeared to benefit most from coaching. Copyright 2002 by W.B. Saunders Company

[Strive, plan and reach the "Summit": the Faculty Development Program at the Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel Institute of Technology].

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Castel, Orit Cohen; Nave, Rachel; Ganor, Margalit; Hasson-Gilad, Dalia R; Brika, Riva

2010-04-01

In recent years, faculty development has turned into a central component of medical education and a primary instrument in qualifying physicians to be teachers and educators. The faculty development program at the Ruth & Bruce Rappaport Faculty of Medicine ("Summit" program) was established in order to improve teaching of the clinical professions, to create a community of medical teachers and educators and to develop leadership in medical education within the Faculty of Medicine. This article aims to describe the design, implementation and evaluation of the faculty development program in the Technion's Faculty of Medicine. The program was designed for a group of 20 clinical teachers, of various clinical professions, who had gained at least one year of undergraduate teaching experience and wished to develop a career in medical education. The program included seven monthly, eight-hour meetings throughout the academic year. Learning was based on small group discussions, interactive exercises, role-plays and simulations, self-directed reading and reflective writing. At the end of the final meeting, participants completed an evaluation form. Seventeen of the 20 participants (85%) graduated and received certificates. Learners' overall satisfaction was high. Graduates expressed high motivation to practice medical education within the Faculty of Medicine and reported that they gained new knowledge in medical education and skills regarding various aspects of teaching and learning, such as formulation of learning objectives, designing role plays, and providing effective feedback. The "Summit" program is an innovative initiative in the field of medical education in Israel. The program had a significant impact on participants' knowledge, teaching skills and attitudes. In order to ensure implementation of the acquired tools and skills, its shortterm and long-term effects on teaching behavior and the learning climate have yet to be demonstrated. In addition, it is necessary to

Iowa community college Science, Engineering and Mathematics (SEM) faculty: Demographics and job satisfaction

Science.gov (United States)

Rogotzke, Kathy

Community college faculty members play an increasingly important role in the educational system in the United States. However, over the past decade, concerns have arisen, especially in several high demand fields of science, technology, engineering and mathematics (STEM), that a shortage of qualified faculty in these fields exists. Furthermore, the average age of community college faculty is increasing, which creates added concern of an increased shortage of qualified faculty due to a potentially large number of faculty retiring. To help further understand the current population of community college faculty, as well as their training needs and their satisfaction with their jobs, data needs to be collected from them and examined. Currently, several national surveys are given to faculty at institutions of higher education, most notably the Higher Education Research Institute Faculty Survey, the National Study of Postsecondary Faculty, and the Community College Faculty Survey of Student Engagement. Of these surveys the Community College Faculty Survey of Student Engagement is the only survey focused solely on community college faculty. This creates a problem because community college faculty members differ from faculty at 4-year institutions in several significant ways. First, qualifications for hiring community college faculty are different at 4-year colleges or universities. Whereas universities and colleges typically require their faculty to have a Ph.D., community colleges require their arts and science faculty to have a only master's degree and their career faculty to have experience and the appropriate training and certification in their field with only a bachelor's degree. The work duties and expectations for community college faculty are also different at 4-year colleges or universities. Community college faculty typically teach 14 to 19 credit hours a semester and do little, if any research, whereas faculty at 4-year colleges typically teach 9 to 12 credit

Health science center faculty attitudes towards interprofessional education and teamwork.

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Gary, Jodie C; Gosselin, Kevin; Bentley, Regina

2018-03-01

The attitudes of faculty towards interprofessional education (IPE) and teamwork impact the education of health professions education (HPE) students. This paper reports on a study evaluating attitudes from health professions educators towards IPE and teamwork at one academic health science center (HSC) where modest IPE initiatives have commenced. Drawing from the results of a previous investigation, this study was conducted to examine current attitudes of the faculty responsible for the training of future healthcare professionals. Survey data were collected to evaluate attitudes from HSC faculty, dentistry, nursing, medicine, pharmacy and public health. In general, positive HSC faculty attitudes towards interprofessional learning, education, and teamwork were significantly predicted by those affiliated with the component of nursing. Faculty development aimed at changing attitudes and increasing understanding of IPE and teamwork are critical. Results of this study serve as an underpinning to leverage strengths and evaluate weakness in initiating IPE.

Constitutional and somatic rearrangement of chromosome 21 in acute lymphoblastic leukaemia.

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Li, Yilong; Schwab, Claire; Ryan, Sarra; Papaemmanuil, Elli; Robinson, Hazel M; Jacobs, Patricia; Moorman, Anthony V; Dyer, Sara; Borrow, Julian; Griffiths, Mike; Heerema, Nyla A; Carroll, Andrew J; Talley, Polly; Bown, Nick; Telford, Nick; Ross, Fiona M; Gaunt, Lorraine; McNally, Richard J Q; Young, Bryan D; Sinclair, Paul; Rand, Vikki; Teixeira, Manuel R; Joseph, Olivia; Robinson, Ben; Maddison, Mark; Dastugue, Nicole; Vandenberghe, Peter; Stephens, Philip J; Cheng, Jiqiu; Van Loo, Peter; Stratton, Michael R; Campbell, Peter J; Harrison, Christine J

2014-04-03

Changes in gene dosage are a major driver of cancer, known to be caused by a finite, but increasingly well annotated, repertoire of mutational mechanisms. This can potentially generate correlated copy-number alterations across hundreds of linked genes, as exemplified by the 2% of childhood acute lymphoblastic leukaemia (ALL) with recurrent amplification of megabase regions of chromosome 21 (iAMP21). We used genomic, cytogenetic and transcriptional analysis, coupled with novel bioinformatic approaches, to reconstruct the evolution of iAMP21 ALL. Here we show that individuals born with the rare constitutional Robertsonian translocation between chromosomes 15 and 21, rob(15;21)(q10;q10)c, have approximately 2,700-fold increased risk of developing iAMP21 ALL compared to the general population. In such cases, amplification is initiated by a chromothripsis event involving both sister chromatids of the Robertsonian chromosome, a novel mechanism for cancer predisposition. In sporadic iAMP21, breakage-fusion-bridge cycles are typically the initiating event, often followed by chromothripsis. In both sporadic and rob(15;21)c-associated iAMP21, the final stages frequently involve duplications of the entire abnormal chromosome. The end-product is a derivative of chromosome 21 or the rob(15;21)c chromosome with gene dosage optimized for leukaemic potential, showing constrained copy-number levels over multiple linked genes. Thus, dicentric chromosomes may be an important precipitant of chromothripsis, as we show rob(15;21)c to be constitutionally dicentric and breakage-fusion-bridge cycles generate dicentric chromosomes somatically. Furthermore, our data illustrate that several cancer-specific mutational processes, applied sequentially, can coordinate to fashion copy-number profiles over large genomic scales, incrementally refining the fitness benefits of aggregated gene dosage changes.

Professional Development: Designing Initiatives to Meet the Needs of Online Faculty

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Elliott, Marquita; Rhoades, Nicole; Jackson, Christina M.; Mandernach, B. Jean

2015-01-01

The increasing prevalence of online courses mandates an examination of the similarities--and differences--in the faculty training and development needs of those teaching online. With institutions facing increasingly limited resources, there is a need to prioritize faculty development initiatives that will encourage faculty participation. An…

Faculty Unions, Business Models, and the Academy's Future

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Rhoades, Gary

2011-01-01

In this article, the author addresses questions about the future of faculty unions, business models, and the academy by providing some current and historical context regarding the causes of and conflicts about faculty unions. He also reviews trends in college and university management over the past three decades, using California, Ohio, and…

Performance Measures of Academic Faculty--A Case Study

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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,…

Social Work Faculty Support for Same-Sex Marriage: A Cross-National Study of U.S. and Anglophone Canadian MSW Teaching Faculty

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Woodford, Michael R.; Luke, Katherine P.; Grogan-Kaylor, Andrew; Fredriksen-Goldsen, Karen I.; Gutierrez, Lorraine

2012-01-01

Attention to same-sex marriage has increased in the past decade. This study examines the perceptions of same-sex marriage among social work faculty. Faculty play a critical role in preparing future social workers for competent, ethical practice--including advocacy for social policies inclusive of sexual minorities. The present study investigates…

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

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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.

Promoting the teaching of critical thinking skills through faculty development.

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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.

Faculty Retention factors at European Business Schools. How Deans and Faculty Perceptions Differ.

NARCIS (Netherlands)

L. Moratis; P.J. van Baalen (Peter); L.H. Teunter (Linda); P.H.A.M. Verhaegen

2005-01-01

textabstractDevelopments in the management education environment present business schools with several challenges. Among these, perhaps the most important to address relates to a mission-critical resource for business schools: faculty retention. In this paper, we position and examine this problem

Faculty Perceptions of Their Career-Helping Relationships. ASHE Annual Meeting Paper.

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Eveslage, Sonja A.; And Others

People and relationships that have helped faculty to develop their careers were studied, along with the impact of these relationships on faculty careers. Successful faculty were asked to: identify their career helpers, assess the relative impact of various career helping relationships on their professional identities, and describe the…

Diversity, Communication, and Leadership in the Community College Faculty Search Process

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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…

Obstacles to the Application of Administrative Process Engineering in Gaza Universities from the Faculty Members’ Perspective

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Mahmoud A.R. Assaf

2017-08-01

Full Text Available The study aimed to identify the faculty members’ levels of assessment at Palestinian universities of the obstacles to the application of engineering of administrative processes ; and to find out whether there were statistically significant differences at the level of significance (α≤0.05 between the mean scores of assessment attributable to the variables: (college, academic rank, years of service. To achieve this, the researcher followed the descriptive method by using a questionnaire consisting of 36 items distributed into 4 areas: (technical, human, financial, administrative. The sample consisted of (95 faculty members from two universities (Al-Azhar and Islamia. The study revealed that the total degree of the respondents’ assessment of the obstacles to the application of engineering of administrative processes was (73.4%. The order of obstacles was as follows: i financial, ii human, iii administrative and iv technical obstacles. Further, there were no statistically significant differences at the level of significance (α≤0.05 between the mean scores of respondents’ assessment of the obstacles to the application of this method at the Palestinian universities that were attributed to these variables: (college, academic rank, years of service.The study recommended the need for allocating of adequate financial budgets, and the creation of a special unit in each university to be responsible for providing training on the concepts of reengineering administrative processes and linking them to quality and continuous improvement. Keywords: Administrative process engineering, Gaza governorates , Faculty members.

Faculty ratings of retention strategies for minority nursing students.

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Baker, Barbara H

2010-01-01

The purpose of this study was to investigate a) the types of retention strategies used by undergraduate nursing programs for the purpose of retaining minority students, b) the rated effectiveness of the strategies, as identified by faculty in those programs, and c) whether there is a relationship between strategies rated as effective and the type of nursing program, baccalaureate (BSN) or associate (AD) degree. Administrator-selected faculty from randomly sampled BSN and AD nursing programs within a 16-state area of the southeastern United States were asked to respond to an online survey regarding the use and effectiveness of retention strategies selected from the literature. Descriptive statistics and chi-square tests for association were used to analyze the data. Of the 14 strategies included in this analysis, faculty availability and timely feedback on tests and clinical performances were used by all undergraduate programs. Organized study groups and peer mentoring were the least used strategies. Faculty from both BSN and AD programs reported using many of the strategies and rated their use as effective overall for minority nursing student retention. The highest rated strategies were those that involved direct interaction of nurse faculty and students.

Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.

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Paige, Jane B; Smith, Regina O

2013-01-01

This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.

A computerized faculty time-management system in an academic family medicine department.

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Daugird, Allen J; Arndt, Jane E; Olson, P Richard

2003-02-01

The authors describe the development, implementation, and evaluation of a computerized faculty time-management system (FTMS) in the Department of Family Medicine at the University of North Carolina-Chapel Hill. The FTMS is presented as an integrated set of computerized spreadsheets used annually to allocate faculty time across all mission activities of the department. It was first implemented in 1996 and has been continuously developed since then. An iterative approach has been used to gain consensus among faculty about time resources needed for various tasks of all missions of the department. These time-resource assumptions are used in the computerized system. Faculty time is allocated annually by the department vice chair in negotiation with individual faculty, making sure that the activities planned do not exceed the work time each faculty member has available for the year. During this process, faculty preferences are balanced against department aggregate needs to meet mission commitments and obligations. The authors describe how the computerized FTMS is used for faculty time management and career development, department planning, budget planning, clinical scheduling, and mission cost accounting. They also describe barriers and potential abuses and the challenge of building an organizational culture willing to discuss faculty time openly and committed to developing a system perceived as fair and accurate. The spreadsheet file is available free from the authors for use in other departments.

Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work–Life Balance for Medical School Faculty?

OpenAIRE

Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis; Villablanca, Amparo C.

2015-01-01

Background: Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work–life satisfaction for faculty in a large U.S. medical school.

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

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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.

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...

Faculty Perspectives in the Transition to Online Teaching

Directory of Open Access Journals (Sweden)

Lorraine Slater

2005-01-01

Full Text Available This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities. This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities.

Effects of Part-Time Faculty Employment on Community College Graduation Rates

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Jacoby, Daniel

2006-01-01

Regression analysis indicates that graduation rates for public community colleges in the United States are adversely affected when institutions rely heavily upon part-time faculty instruction. Negative effects may be partially offset if the use of part-time faculty increases the net faculty resource available per student. However, the evidence…

Generation-specific incentives and disincentives for nurse faculty to remain employed.

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Tourangeau, Ann E; Wong, Matthew; Saari, Margaret; Patterson, Erin

2015-05-01

The aims of this paper are to: (1) describe work characteristics that nurse faculty report encourage them to remain in or leave their academic positions; and (2) determine if there are generational differences in work characteristics selected. Nurse faculty play key roles in preparing new nurses and graduate nurses. However, educational institutions are challenged to maintain full employment in faculty positions. A cross-sectional, descriptive survey design was employed. Ontario nurse faculty were asked to select, from a list, work characteristics that entice them to remain in or leave their faculty positions. Respondent data (n = 650) were collected using mailed surveys over four months in 2011. While preferred work characteristics differed across generations, the most frequently selected incentives enticing nurse faculty to stay were having: a supportive director/dean, reasonable workloads, supportive colleagues, adequate resources, manageable class sizes and work/life balance. The most frequently selected disincentives included: unmanageable workloads, unsupportive organizations, poor work environments, exposure to bullying, belittling and other types of incivility in the workplace and having an unsupportive director/dean. This research yields new and important knowledge about work characteristics that nurse faculty report shape their decisions to remain in or leave their current employment. Certain work characteristics were rated as important among all generations. Where similarities exist, broad strategies addressing work characteristics may effectively promote nurse faculty retention. However, where generational differences exist, retention-promoting strategies should target generation-specific preferences. © 2014 John Wiley & Sons Ltd.

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

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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.

[Levels of emotional intelligence and types of attachment among third year students of the Faculty of Health Science and the Faculty of Medicine--a comparative analysis].

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Tyszkiewicz-Bandur, Monika

2013-01-01

For the purposes of this research attachment theory was incorporated into the concept of emotional intelligence. The methodological starting point of this study was the assumption that the level of emotional intelligence and social competence is related to a steady feature, namely the type of attachment. Standardized questionnaires available in the Laboratory of Psychological Tests of the Polish Psychological Association were chosen to measure the level of emotional intelligence. However, the type of attachment was studied by Bartholomew's Self Description Test in my own translation. The study involved two groups of students, who were compared: 147 people from the Faculty of Health Sciences/Faculty of Nursing (nursing, midwifery, health promotion, cosmetology, emergency medicine, dietetics), and 181 people from the Faculty of Medicine (medicine), students in their second and third years of studies. A total of 328 people, aged 19-24, were tested. On the basis of the results it was stated that students of the Faculty of Health Sciences/Faculty of Nursing, as compared to students of the Faculty of Medicine, received significantly higher scores on the scale of the social competence scale, which investigated the efficiency of their behaviour in intimate situations. Moreover, statistical analysis proved that students of the Faculty of Health Sciences showed significantly higher scores than those studying at the Faculty of Medicine in the following fields: KKS-I subscale assessing social competencies in--conditioning effective behaviour in intimate situations, emotional intelligence measured with the INTE questionnaire,--awareness of their own emotional states and understanding their causes (DINEMO-I),--ability to recognize emotions in other people and understanding the reasons for the reactions expressed by them (DINEMO-Others)--emotional intelligence measured with the DINEMO questionnaire (DINEMO-general score). Women from both faculties showed higher social competence

Part-Time Faculty and Community College Student Success

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Rogers, Gregory S.

2015-01-01

With the Completion Agenda taking such political prominence, community colleges are experiencing even more pressure to find ways to promote and improve student success. One way that has been suggested is to limit the reliance on part-time faculty under the premise that the employment status of faculty has a direct influence on student success. The…

Faculty perceptions of gender discrimination and sexual harassment in academic medicine.

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Carr, P L; Ash, A S; Friedman, R H; Szalacha, L; Barnett, R C; Palepu, A; Moskowitz, M M

2000-06-06

Gender-based discrimination and sexual harassment are common in medical practice and may be even more prevalent in academic medicine. To examine the prevalence of gender-based discrimination and sexual harassment among medical school faculty and the associations of gender-based discrimination with number of publications, career satisfaction, and perceptions of career advancement. A self-administered mailed questionnaire of U.S. medical school faculty that covered a broad range of topics relating to academic life. 24 randomly selected medical schools in the contiguous United States. A random sample of 3332 full-time faculty, stratified by specialty, graduation cohort, and sex. Prevalence of self-reported experiences of discrimination and harassment, number of peer-reviewed publications, career satisfaction, and perception of career advancement. Female faculty were more than 2.5 times more likely than male faculty to perceive gender-based discrimination in the academic environment (P productivity but lower career satisfaction scores than did other women (Padvancement (72% compared with 47%). Publications, career satisfaction, and professional confidence were not affected by sexual harassment, and self-assessed career advancement was only marginally lower for female faculty who had experienced sexual harassment (P = 0.06). Despite substantial increases in the number of female faculty, reports of gender-based discrimination and sexual harassment remain common.

Faculty Perceptions of and Experiences with Students' Use of Coercive Power

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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…

Quality of Faculty Life and Lifelong Learning Tendencies of University Students

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Beytekin, Osman Ferda; Kadi, Aysegül

2014-01-01

The purpose of this study is to examine the university students' opinions about quality of faculty life and their lifelong learning tendencies. Research was conducted with 375 university students. According to the findings: the quality of faculty life of students differ according to gender. Male students have lower quality of faculty life than…

Recruitment of Journalism Faculty: Do Schools Travel the Ethical High Road?

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Sneed, Don; And Others

A study examined the perceptions of journalism educators regarding ethical conduct in the faculty recruitment process of journalism faculty. Data were gathered by means of a mail survey to a national sample of journalism faculty. Questionnaires were mailed to 490 journalism and mass communication educators with 407 responding. Every third name was…

Can Increasing Faculty Professionalism Raise Instructional Quality at a Chinese University?

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Lindgren, Jeffrey D.

2013-01-01

The purpose of this study was to determine if increasing faculty professionalism is a viable strategy for raising the quality of instruction at a Chinese university. In this study, increasing faculty professionalism refers to increases in regards to six areas of faculty work: academic freedom, work balance, governance, reward systems, salary, and…