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Sample records for nyucn faculty professional

  1. Professionalism of Lecturers at Faculty of Education

    Science.gov (United States)

    Tangkere, T. F. S.; Langitan, F. W.; Maukar, S. M. D.; Roring, R. F.

    2018-02-01

    The main objective of this research was to get the picture pertaining to the professionalization of Lecturers at Faculty of Education in Manado State University, Indonesia. The research method was naturalistic inquiry with qualitative approach. The research techniques were: deep interview, participative observation and document study. The data were analyzed by: data reduction, data display and conclusions, while the validation of data was done by four criteria, namely: credibility, transferability, dependability and conformability. The collecting procedure and data recording were done through observation and interviews. From the findings and conclusions, it can be identified that professionalization of Lecturers at Faculty of Education in Manado State University has been well processed. This can be proved by fulfillment of the minimum academic standard Ninety-one out of the total l12 lecturers has been certified. Based on conclusions, the researcher recommends that the teacher always develop their capability through increasing their academic qualification, self-development through attending educational trainings, conducting more research and publishing those researches through accredited journals. Dean of every Faculty and also execute supporting activities which will support self-development of the lectures and increase the budget for research of the lecturers.

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

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    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…

  3. Continuing Professional Education for Teachers and University and College Faculty

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    Cranton, Patricia

    2016-01-01

    In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

  4. Women Faculty, Professional Identity, and Generational Disposition

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    Marine, Susan B.; Martínez Alemán, Ana M.

    2018-01-01

    In an exploratory qualitative study, the generational dispositions of tenured women faculty from the Boomer Generation were examined. As pioneers and now senior members in the academic profession in the Golden Era of American higher education, they exist in a common historical location characterized by cultural forces and events that helped to…

  5. Faculty Professional Development for Quality Online Teaching

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    Alexiou-Ray, Jennifer; Bentley, Courtney C.

    2015-01-01

    Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful…

  6. Technology Professional Development and Instructional Technology Integration among Part-Time Faculty at Illinois Community Colleges

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    Roohani, Behnam

    2014-01-01

    This study focused on exploring Illinois community college faculty development coordinators' perceptions about how they are implementing faculty technology professional development programs and providing technical support for part-time faculty in the Illinois community college systems. Also examined were part-time faculty perceptions of the degree…

  7. 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…

  8. Triple Gain: Practical Ideas for Maximizing Connections between Students, Faculty, and Professionals

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    Powell, Gwynn M.; Duffy, Lauren N.; Stone, Garrett; Pinckney, Harrison P., IV.; Tucker, Teresa; Cathey, Jamie

    2016-01-01

    This document highlights numerous ideas that faculty can implement to provide a triple gain, that is, a gain for students, professionals and faculty through collaborative work. We will explore traditional and innovative connections that can be made between recreation professionals, students, and faculty, within parks, recreation, and tourism…

  9. Student evaluation of teaching enhances faculty professional development

    Directory of Open Access Journals (Sweden)

    Betty McDonald

    2013-01-01

    Full Text Available This paper highlights the role of Web 2.0 technologies in sourcing ongoing information from university students in an effort to assist faculty in their continuous professional development (PD, with the ultimate goal of incrementally improving teaching and learning. On a semester basis, students use an online program called CoursEvals to provide their opinions about the course and its instructor. The collected data are used to inform the content and delivery of faculty PD workshops. The interactive nature of CoursEvals, with Web features that facilitate information sharing and interoperatibility with Blackboard, a learning/course management system, make it ideal for impacting higher education. Students can complete student evaluation of teaching (SEOT online from any location (university, home, mobile, or overseas. This paper underscores the interactive nature of the feedback process that allows faculty, administration, policy makers, and other stakeholders to participate in the ongoing improvement of teaching and learning. We see how Web 2.0 technologies can impact the teaching/learning nexus in higher education, how online forums and Blackboard bulletin boards have helped popularize Web 2.0 technologies, how online social interactions have escalated through wikis, blogs, emails, instant messaging, and audio and video clips, and how faculty can retrieve their personal SEOT at any time and use the information to self- or peer-evaluate at their convenience. Faculty can compare their SEOT over time to determine stability and monitor their classroom effectiveness. They can also address reliability and validity issues and use the information judiciously without making unnecessary generalizations. Researchers will find useful information supporting the impact of Web 2.0 technologies in higher education.

  10. Invisible but Essential: The Role of Professional Networks in Promoting Faculty Agency in Career Advancement

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    Niehaus, Elizabeth; O'Meara, KerryAnn

    2015-01-01

    The benefits of professional networks are largely invisible to the people embedded in them (O'Reilly 1991), yet professional networks may provide key benefits for faculty careers. The purpose of the study reported here was to explore the role of professional networks in faculty agency in career advancement, specifically focusing on the overall…

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

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    irdous Jahan

    2016-05-01

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

  12. 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.

  13. Your professionalism is not my professionalism: congruence and variance in the views of medical students and faculty about professionalism.

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    Sattar, Kamran; Roff, Sue; Meo, Sultan Ayoub

    2016-11-08

    Medical professionalism is an essential aspect of medical education and practice worldwide and it must be adopted according to different social and cultural contexts. We examined the current congruence and variance in the perception of professionalism in undergraduate medical students and faculty members in one medical school in Saudi Arabia. The target population was first year to final year medical students of College of Medicine, King Saud University. Out of a total of 1431 students at College of Medicine 750 students (52 %) participated in the study. Fifty faculty members from clinical and non-clinical departments of the College of Medicine were randomly selected for this study and all participated in the study. The respondents recorded their responses through the Bristol online survey system, using a bilingual (English and Arabic) version of the Dundee Polyprofessionalism Inventory I: Academic integrity, which has 34 items. There are 17 lapses (50 % of the total) in professional behaviour where none of the faculty recommend the ignore sanction while students recommended a variable ignore sanction in a range of 6-29 % for different behaviours. Students and faculty recommended similar sanctions for 5 lapses (14.7 % of the total) in professional behaviours. Furthermore, there is statistically significant two level difference between the sanctions approved by faculty and students in the recommended sanctions for 12 lapses (35 % of the total (p < 0.050). These results raised concerns in relation to the students' understanding of professionalism. It is therefore, important to enhance their learning around the attributes of medical professionalism.

  14. Professional organisation profile: a faculty of expedition and wilderness medicine for Australasia.

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    Leggat, Peter A; Shaw, Marc T M

    2012-05-01

    A profile of the recent genesis of the Sub-Faculty of Expedition Medicine into a Faculty of Expedition and Wilderness Medicine of The Australasian College of Tropical Medicine is presented. Information is given on aims, structure, professional grades of membership, and the various activities of the Faculty, including publications and scientific meetings. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. In Their Own Voices: Faculty Developers' Perceptions of Their Professional Identity and Knowledge Acquisition Strategies

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    Shaffer, Christine E.

    2011-01-01

    As colleges and universities increase the focus on student learning, faculty development has taken a more prominent role in higher education (Barr & Tagg, 1995; Fink, 2003; Lieberman & Guskin, 2002). While a significant body of work on the practice of faculty development exists, research on faculty developers as professionals is limited. Several…

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

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    Petry, Greta

    2011-01-01

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

  17. What students learn about professionalism from faculty stories: an "appreciative inquiry" approach.

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    Quaintance, Jennifer L; Arnold, Louise; Thompson, George S

    2010-01-01

    To develop a method for teaching professionalism by enabling students and faculty members to share positive examples of professionalism in a comfortable environment that reflects the authentic experiences of physicians. Medical educators struggle with the teaching of professionalism. Professionalism definitions can guide what they teach, but they must also consider how they teach it, and constructs such as explicit role modeling, situated learning, and appreciative inquiry provide appropriate models. The project consisted of students interviewing faculty members about their experiences with professionalism and then reflecting on and writing about the teachers' stories. In 2004, 62 students interviewed 33 faculty members, and 193 students observed the interviews. Using a project Web site, 36 students wrote 132 narratives based on the faculty's stories, and each student offered his or her reflections on one narrative. The authors analyzed the content of the narratives and reflections via an iterative process of independent coding and discussion to resolve disagreements. Results showed that the narratives were rich and generally positive; they illustrated a broad range of the principles contained in many definitions of professionalism: humanism, accountability, altruism, and excellence. The students' reflections demonstrated awareness of the same major principles of professionalism that the faculty conveyed. The reflections served to spark new ideas about professionalism, reinforce the values of professionalism, deepen students' relationships with the faculty, and heighten students' commitment to behaving professionally. Narrative storytelling, as a variant of appreciative inquiry, seems to be effective in deepening students' understanding and appreciation of professionalism.

  18. 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…

  19. Assessing the Interactivity and Prescriptiveness of Faculty Professional Development Workshops: The Real-Time Professional Development Observation Tool

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    Olmstead, Alice; Turpen, Chandra

    2016-01-01

    Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty.…

  20. Effectiveness of faculty training to enhance clinical evaluation of student competence in ethical reasoning and professionalism.

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    Christie, Carole; Bowen, Denise; Paarmann, Carlene

    2007-08-01

    This study evaluated the short- and long-term effectiveness of faculty training to enhance clinical evaluation of ethical reasoning and professionalism in a baccalaureate dental hygiene program. Ethics, values, and professionalism are best measured in contexts comparable to practice; therefore, authentic evaluation is desirable for assessing these areas of competence. Methods were the following: 1) a faculty development workshop implementing a core values-based clinical evaluation system for assessing students' professional judgment; 2) subsequent evaluation of the clinical faculty's use of core values for grading and providing written comments related to students' professional judgment during patient care for three academic years; and 3) evaluation of program outcomes assessments regarding clinical learning experiences related to ethics and professionalism domains. Results revealed the clinical faculty's evaluation of professional judgment during patient care was enhanced by training; written comments more frequently related to core values defined in the American Dental Hygienists' Association (ADHA) Code of Ethics; and faculty members reported more confidence and comfort evaluating professional judgment after implementation of this evaluation system and receiving training in its application. Students were more positive in outcomes assessments about their competency and learning experiences related to professionalism and ethics. This article shares one approach for enhancing clinical faculty's authentic evaluation of student competence in ethical reasoning and professionalism.

  1. Professional Development Opportunities for Two-Year College Geoscience Faculty: Issues, Opportunities, and Successes

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    Baer, E. M.; Macdonald, H.; McDaris, J. R.; Granshaw, F. D.; Wenner, J. M.; Hodder, J.; van der Hoeven Kraft, K.; Filson, R. H.; Guertin, L. A.; Wiese, K.

    2011-12-01

    Two-year colleges (2YCs) play a critical role in geoscience education in the United States. Nearly half of the undergraduate students who take introductory geoscience do so at a 2YC. With awide reach and diverse student populations, 2YCs may be key to producing a well-trained, diverse and sufficiently large geoscience workforce. However, faculty at 2YCs often face many barriers to professional development including lack of financial resources, heavy and inflexible teaching loads, lack of awareness of opportunities, and few professional development resources/events targeted at their needs. As an example, at the 2009 GSA meeting in Portland, fewer than 80 of the 6500 attendees were from community colleges, although this was more than twice the 2YC faculty attendance the previous year. Other issues include the isolation described by many 2YC geoscience faculty who may be the only full time geoscientist on a campus and challenges faced by adjunct faculty who may have even fewer opportunities for professional development and networking with other geoscience faculty. Over the past three years we have convened several workshops and events for 2YC geoscience faculty including technical sessions and a workshop on funding opportunities for 2YC faculty at GSA annual meetings, a field trip and networking event at the fall AGU meeting, a planning workshop that examined the role of 2YCs in geoscience education and in broadening participation in the geosciences, two workshops supporting use of the 'Math You Need, When You Need It' educational materials that included a majority of 2YC faculty, and marine science summer institutes offered by COSEE-Pacific Partnerships for 2YC faculty. Our experience indicates that 2YC faculty desire professional development opportunities when the experience is tailored to the needs and character of their students, programs, and institutions. The content of the professional development opportunity must be useful to 2YC faculty -workshops and

  2. 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.

  3. Professional organisation profile: a sub-Faculty of expedition medicine for Australasia.

    Science.gov (United States)

    Leggat, Peter A; Shaw, Marc T M

    2010-05-01

    A review of the recent foundation by The Australasian College of Tropical Medicine of the Sub-Faculty of Expedition Medicine is presented. Information is given on aims, professional grades of membership, and the various activities of the Sub-Faculty, including publications and scientific meetings. Copyright 2010 Elsevier Ltd. All rights reserved.

  4. 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.

  5. QUALITY OF PROFESSIONAL LIFE: FACULTY COMPENSATION AND APPOINTMENTS

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    Trapp, James N.

    1993-01-01

    The average real salary of agricultural economists has risen approximately 20 percent over the last two decades. Currently agricultural economists' salaries are approximately 6 percent above the average college of agricultural salary and 1 percent above the average of all university faculty. Over the last two decades agricultural economists' salaries have remained among the highest in the college of agriculture and their numbers have risen as a percentage of total agricultural faculty. Conver...

  6. Professional Development For Community College Faculty: Lessons Learned From Intentional Mentoring Workshops

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    Morris, A. R.; Charlevoix, D. J.

    2016-12-01

    The Geoscience Workforce Development Initiative at UNAVCO supports attracting, training, and professionally developing students, educators, and professionals in the geosciences. For the past 12 years, UNAVCO has managed the highly successful Research Experiences in Solid Earth Science for Students (RESESS) program, with the goal of increasing the diversity of students entering the geosciences. Beginning in 2015, UNAVCO added Geo-Launchpad (GLP), a summer research preparation internship for Colorado community college students to prepare them for independent research opportunities, facilitate career exploration in the geosciences, and provide community college faculty with professional development to facilitate effective mentoring of students. One core element of the Geo-Launchpad program is UNAVCO support for GLP faculty mentors. Each intern applies to the program with a faculty representative (mentor) from his or her home institution. This faculty mentor is engaged with the student throughout the summer via telephone, video chat, text message, or email. At the end of each of the past two summers, UNAVCO has hosted four GLP faculty mentors in Boulder for two days of professional development focused on intentional mentoring of students. Discussions focused on the distinction between mentoring and advising, and the array of career and professional opportunities available to students. Faculty mentors also met with the external evaluator during the mentor training and provided feedback on both their observations of their intern as well as the impact on their own professional experience. Initial outcomes include re-energizing the faculty mentors' commitment to teaching, as well as the opportunity for valuable networking activities. This presentation will focus on the ongoing efforts and outcomes of the novel faculty mentor professional development activities, and the impact these activities have on community college student engagement in the geosciences.

  7. Faculty role modeling of professional writing: one baccalaureate nursing program's experience.

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    Newton, Sarah E

    2008-01-01

    According to The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998), professional writing is an important outcome of baccalaureate nursing education. Most baccalaureate nursing programs in the United States expect formally written student papers to adhere to the style requirements outlined in the Publication Manual of the American Psychological Association (APA, 2001). It is essential for the baccalaureate nursing faculty members who evaluate student papers to be role models for the desired writing behaviors to facilitate student attainment of professional writing outcomes. However, to what extent nursing faculty members' writing behaviors and knowledge of the APA style requirements impact student writing outcomes is not known because the issue has not been addressed in the literature. The purpose of this article is to describe one Midwestern baccalaureate nursing program's faculty development efforts to assess faculty familiarity with the APA style requirements and how such knowledge may impact baccalaureate nursing students' writing outcomes.

  8. Examination of the Professional Self-Esteem of Teacher Candidates Studying at a Faculty of Education

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    Aral, Neriman; Gursoy, Figen; Ceylan, Remziye; Bicakci, Mudriye Yildiz

    2009-01-01

    This study aims to determine the professional self-esteem levels of teacher candidates studying at the Faculty of Education, Ahi Evran University, Kirsehir, Turkey, to examine whether certain variables create any differences in their professional self-esteem levels and to propose suggestions in accordance with the results. The study was conducted…

  9. Practice Brief: Faculty Perspectives on Professional Development to Improve Efficacy when Teaching Students with Disabilities

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    Park, Hye Jin; Roberts, Kelly D.; Stodden, Robert

    2012-01-01

    "Innovative and Sustainable Teaching Methods and Strategies" project staff provided professional development to instructional faculty to enhance their attitudes, knowledge, and skills in meeting the diverse needs of students with disabilities. This practice brief describes one of the professional development programs, delivered over the course of…

  10. A Faculty Development Program for Change and Growth. [and] Leadership Institute for Continuing Professional Education.

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    Wheeler, Daniel W.; Queeney, Donna S.

    1993-01-01

    The purpose of the Nebraska University Program for Renewal of Faculty is to foster systematic, planned change benefiting the individual and the institution. Penn State and Harvard Universities initiated the Leadership Institute for Continuing Professional Education to enable participants to discuss issues common to professional continuing…

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

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    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

  12. 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.

  13. Job satisfaction and professional development of health information administration faculty.

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    White, A W

    2000-01-01

    To provide seamless care for patients while the health care industry undergoes changes, an integrated health information system must be developed. This effort affects the roles and responsibilities of practitioners and educators in health information administration (HIA). The changes may affect job satisfaction of HIA educators as they prepare entry-level practitioners for emerging roles. A national survey of HIA faculty's job satisfaction used the JDI/JIG scales and a researcher-developed instrument. The survey asked what job, institutional, and individual factors were significantly related to overall job satisfaction, whether there is a relationship between organizational fit and overall job satisfaction, and whether HIA faculty were pursuing terminal degrees, and what incentives and impediments they found to do so. Response rate was 78%. These faculty were very satisfied with their jobs. Work, pay, supervision, and co-workers were significantly related to overall job satisfaction, with work and supervision accounting for 47% of the variance. Doctorally prepared faculty valued research more than did others, and tended to be in institutions perceived to value research. Although 79% reported that their institutions encouraged them to pursue advanced degrees, only 23.6% were pursuing doctorates. These findings may be useful in recruiting HIA practitioners into academia as well as for accreditation purposes.

  14. The Use of Professionalism Scenarios in the Medical School Interview Process: Faculty and Interviewee Perceptions

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    James Kleshinski, MD

    2008-01-01

    Full Text Available Purpose: The purpose of this study was to determine the impact of professionalism scenarios on the medical school admissions process from applicant and faculty perspectives. Specifically, do completing professionalism scenarios as part of the medical school interview process have an impact on both the interviewee’s and the faculty’s perception of the process and outcome?Method: Ninety-one faculty interviewed 199 applicants from January 2007 through April 2007 at The University of Toledo College of Medicine. All applicants were asked one standard professionalism scenario in each of their two interviews. A total of six scenarios were used for the entire interviewing season in rotation every two months. A survey was administered by an admissions office staff member to both the interviewed applicants as well as faculty who conducted interviews about how these scenarios impacted their interview experience.Results: Asking applicants to respond to professionalism scenarios during the interview was described as having a positive influence on their interview experience. This was also associated with leaving an impression on the applicant about what our institution values in its students and contributed an element of personal reflection about what will be expected of them in the medical profession. Applicants more often reported that asking questions about professionalism was an important aspect of the interview than did faculty. Overall, there was an association between the interviewer’s perception of the applicant’s response and the interviewer’s assessment of professionalism.Conclusions: Professionalism scenarios can be a worthwhile tool for use in the admissions process. The interview process should encourage participation from faculty who value this as an important component in the evaluation of an applicant. Determinants of faculty perception of the role of assessing professionalism in the interview process should be investigated in future

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

    Science.gov (United States)

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

    2015-03-01

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

  16. Professional culture brokers: Nursing faculty perceptions of nursing culture and their role in student formation.

    Science.gov (United States)

    Strouse, Susan M; Nickerson, Carolyn J

    2016-05-01

    Socialization, or formation of students to the professional nurse role, is an expectation of nursing education. This process is complex and challenging for students, who continue to experience culture shock moving from academe to practice settings. Viewing formation as enculturation is one way to address culture shock. Nursing faculty are key figures in this process, yet their views are not known. This focused ethnography study explored nursing faculty's perceptions about the culture of nursing and how they bring students into that culture. Data collected at two accredited, undergraduate pre-licensure baccalaureate nursing programs were analyzed using Leininger's four phases of data analysis. Four themes emerged: 1. The culture of nursing is multifaceted, multivalent and at times contradictory 2. Many factors interact and have influence on the culture of nursing 3. Navigating the subcultures (academia, service and organizational culture) is challenging for faculty, and 4. Nursing faculty believe that the right conditions facilitate the enculturation of students. Nursing faculty believe nursing has a professional culture and they bring students into that culture. Viewing the faculty role in enculturation to professional nursing as a culture broker can facilitate the process for students and mitigate the culture shock new graduate nurses experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

    Science.gov (United States)

    Olmstead, Alice; Turpen, Chandra

    2016-12-01

    Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty. Initial evidence suggests that workshop leaders often overlook central tenets of education research that are well established in classroom contexts, such as the role of interactivity in enabling student learning [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]. As such, there is a need to develop more robust, evidence-based models of how best to support faculty learning in professional development contexts, and to actively support workshop leaders in relating their design decisions to familiar ideas from other educational contexts. In response to these needs, we have developed an observation tool, the real-time professional development observation tool (R-PDOT), to document the form and focus of faculty engagement during workshops. In this paper, we describe the motivation and methodological considerations behind the development of the R-PDOT, justify our decisions to highlight particular aspects of workshop sessions, and demonstrate how the R-PDOT can be used to analyze three sessions from the Physics and Astronomy New Faculty Workshop. We also justify the accessibility and potential utility of the R-PDOT output as a reflective tool using preliminary data from interviews with workshop leaders, and consider the roles the R-PDOT could play in supporting future research on faculty professional development.

  18. Faculty professional development in emergent pedagogies for instructional innovation in dental education.

    Science.gov (United States)

    Zheng, M; Bender, D; Nadershahi, N

    2017-05-01

    Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  19. Black Female Faculty Success and Early Career Professional Development

    Science.gov (United States)

    Jones, Tamara Bertrand; Osborne-Lampkin, La'Tara

    2013-01-01

    In recent years, a number of Black female junior scholars have participated in an early career professional development program designed to address socialization issues through individual and small group mentoring. This descriptive qualitative study investigated scholars' perceptions of the importance and effectiveness of a research…

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

    Science.gov (United States)

    Lwoga, Edda T; Questier, Frederik

    2015-03-01

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

  1. Concerns and professional development needs of science faculty at Taibah University in adopting blended learning

    Science.gov (United States)

    Al-Sarrani, Nauaf

    The purpose of this study was to obtain Science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University. To answer these two research questions the survey instrument was designed to collect quantitative and qualitative data from close-ended and open-ended questions. The participants' general characteristics were first presented, then the quantitative measures were presented as the results of the null hypotheses. The data analysis for research question one revealed a statistically significant difference in the participants' concerns in adopting BL by their gender sig = .0015. The significances were found in stages one (sig = .000) and stage five (sig = .006) for female faculty. Therefore, null hypothesis 1.1 was rejected (There are no statistically significant differences between science faculty's gender and their concerns in adopting BL). The data analysis indicated also that there were no relationships between science faculty's age, academic rank, nationality, country of graduation and years of teaching experience and their concerns in adopting BL in their teaching, so the null hypotheses 1.2-7 were accepted (There are no statistically significant differences between Science faculty's age and their concerns in adopting BL, there are no statistically significant differences between Science faculty's academic rank and their concerns in adopting BL, there are no statistically significant differences between Science faculty's nationality and their concerns in adopting BL, there are no statistically significant differences between Science faculty's content area and their concerns in adopting BL, there are no statistically significant differences between Science faculty's country of graduation and their concerns in adopting BL and there are no statistically significant differences between Science faculty's years of teaching experience and their concerns in adopting BL). The data analyses for research question

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

    Science.gov (United States)

    Buettner, Kevin Charles

    2013-01-01

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

  3. Professional Development in an Online Context: Opportunities and Challenges from the Voices of College Faculty

    Science.gov (United States)

    Wynants, Shelli; Dennis, Jessica

    2018-01-01

    Given the variety of learning and engagement needs of the increasingly diverse student population in higher education, flexible approaches to teaching are critical for improving student success. Professional development that provides faculty exposure to effective, evidence-based instructional strategies in an online context may enhance their…

  4. In Search of a Professional Identity: Higher Education in Macau and the Academic Role of Faculty

    Science.gov (United States)

    Hao, Zhidong

    2016-01-01

    Higher education in Macau, China, is characterized by vocationalization of institutions, lack of faculty professionalization, and little or no shared governance. Using general statistics of higher education in Macau and a case study of one university, this paper illustrates not only the status of the profession but also the structural, cultural,…

  5. Examining the Professional Status of Full-Time Sociology Faculty in Community Colleges

    Science.gov (United States)

    Kapitulik, Brian P.; Rowell, Katherine R.; Smith, Michelle A.; Amaya, Nicole V.

    2016-01-01

    In this article, we utilize national survey data to assess the professional status of full-time sociology faculty in community colleges. Traditionally, sociologists have argued that for a particular type of work to be conceptualized as a profession, it must meet certain criteria, such as: esoteric knowledge and skills, high levels of workplace…

  6. Faculty Professional Development: Advancing Integrative Social Pedagogy Using ePortfolio

    Science.gov (United States)

    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…

  7. A Discipline-Based Professional Development Faculty: A Case for Multiple-Site Collaborative Reform in the Disciplines.

    Science.gov (United States)

    Hudson-Ross, Sally

    1998-01-01

    Describes a partnership among English-education faculty members and secondary English teachers, arguing that a multisite, discipline-based professional-development faculty provides an alternative for secondary-level Professional Development School principles-in-action. The paper discusses reform, departmentalization of high school and college…

  8. A Portrait of Non-Tenure-Track Faculty in Technical and Professional Communication: Results of a Pilot Study

    Science.gov (United States)

    Meloncon, Lisa; England, Peter; Ilyasova, Alex

    2016-01-01

    We report the results of a pilot study that offers the field of technical and professional communication its first look at material working conditions of contingent faculty, such as course loads, compensation, and professional support. Findings include that contingent faculty are more enduring with stable full-time, multi-year contracts; they…

  9. A Cultural Approach to Understanding Professional Experiences of Foreign-Born Faculty in U.S. Educational Leadership Preparation Programs

    Science.gov (United States)

    Khrabrova, Iryna; Sanzo, Karen L.

    2013-01-01

    The purpose of this study was to investigate the professional experiences of foreign-born faculty members serving in U.S. educational leadership preparation programs, utilizing a cultural approach to discern their lived experiences related to professional life. Cultural values were explored as reflected in professional life experiences. The…

  10. Enact, Discard, and Transform: A Critical Race Feminist Perspective on Professional Socialization among Tenured Black Female Faculty

    Science.gov (United States)

    Sulé, Venice Thandi

    2014-01-01

    Through an analysis informed by critical race feminism, this paper examines the intersection of professional socialization and agency among tenured Black female faculty at Predominantly White Institutions (PWIs). Professional socialization entails the transmission and reproduction of professional norms. However, within PWIs, professional…

  11. Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories

    Science.gov (United States)

    Hutchins, Kristen L.; Friedrichsen, Patricia J.

    2012-12-01

    The purpose of this study was to investigate how science faculty members' belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Data sources for this qualitative study included three semi-structured interviews, observations during the program and during faculty members' implementation in their courses, and a researcher's journal. In the first phase of data analysis, we created profiles for each of the four participants. Next, we developed assertions, and tested for confirming and disconfirming evidence across the profiles. The assertions indicated that, through the professional development program, participants' knowledge and beliefs about inquiry-based teaching shifted, placing more value on student-directed learning and classroom inquiry. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students' responses played a critical role in participants' belief systems and their decision to continue using the inquiry-based format. The findings from this study have implications for professional development design.

  12. Responding to the professionalism of learners and faculty in orthopaedic surgery.

    Science.gov (United States)

    Arnold, Louise

    2006-08-01

    Recent developments in assessing professionalism and remediating unprofessional behavior can curtail the inaction that often follows observations of negative as well as positive professionalism of learners and faculty. Developments include: longitudinal assessment models promoting professional behavior, not just penalizing lapses; clarity about the assessment's purpose; methods separating formative from summative assessment; conceptual and behavioral definitions of professionalism; techniques increasing the reliability and validity of quantitative and qualitative approaches to assessment such as 360-degree assessments, performance-based assessments, portfolios, and humanism connoisseurs; and systems-design providing infrastructure support for assessment. Models for remediation have been crafted, including: due process, a warning period and, if necessary, confrontation to initiate remediation of the physician who has acted unprofessionally. Principles for appropriate remediation stress matching the intervention to the cause of the professional lapse. Cognitive behavioral therapy, motivational interviewing, and continuous monitoring linked to behavioral contracts are effective remediation techniques. Mounting and maintaining robust systems for professionalism and remediating professional lapses are not easy tasks. They require a sea change in the fundamental goal of academic health care institutions: medical education must not only be a technical undertaking but also a moral process designed to build and sustain character in all its professional citizens.

  13. A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

    Science.gov (United States)

    Marbach-Ad, Gili; McAdams, Katherine C.; Benson, Spencer; Briken, Volker; Cathcart, Laura; Chase, Michael; El-Sayed, Najib M.; Frauwirth, Kenneth; Fredericksen, Brenda; Joseph, Sam W.; Lee, Vincent; McIver, Kevin S.; Mosser, David; Quimby, B. Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C.; Stewart, Richard; Thompson, Katerina V.; Smith, Ann C.

    2010-01-01

    This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in…

  14. Concerns and Professional Development Needs of Faculty at King Abdul-Aziz University in Saudi Arabia in Adopting Online Teaching

    Science.gov (United States)

    Kamal, Bakor

    2013-01-01

    The purpose of this study was to investigate concerns regarding the adoption of online teaching as expressed by faculty and instructors in six departments in the College of Arts and Humanities at King Abdulaziz University. Additionally, it investigated faculty professional development needs in adopting online teaching. The data in this study were…

  15. The Impact of a National Faculty Development Program Embedded Within an Academic Professional Organization.

    Science.gov (United States)

    Baldwin, Constance D; Gusic, Maryellen E; Chandran, Latha

    2017-08-01

    A sizeable literature describes the effectiveness of institution-based faculty development programs in nurturing faculty educators as scholars, but national programs are less common and seldom evaluated. To fill this role, the Educational Scholars Program (ESP) was created within the Academic Pediatric Association (APA) in 2006. It is a national, three-year, cohort-based certification program focused on fostering educational scholarship. This article describes the development and outcomes of an innovative program embedded within the framework of a national professional organization, and offers a model for potential adaptation by similar organizations to enhance their support of educators.After 10 years, 171 scholars have enrolled in the ESP, and 50 faculty have participated. Scholars are assigned a faculty advisor and participate in three full-day sessions at a national meeting; online, interactive learning modules; and a mentored, scholarly project. The program receives support from the APA in four organizational frames: structural, human resource, political, and symbolic. The self-perceived scholarly proficiency of the scholars in Cohort 1 increased significantly over time, and their productivity and collaborations increased during and after the program. Scholars wrote enthusiastically about their experience in yearly and postprogram evaluations. In interviews, eight past APA presidents explained that the ESP strengthened the APA's mission, created new leaders, and provided a new model for other APA programs. Outcomes of the ESP suggest that a longitudinal faculty development program embedded within a national professional organization can create a social enterprise not only within the organization but also within the broader national community of educator-scholars.

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

    Science.gov (United States)

    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…

  17. Nursing Faculty Professional Development: A Study Using the National League for Nursing (NLN) Core Competencies for Nurse Educators for Development of Novice to Expert Nurse Educators

    Science.gov (United States)

    Luoma, Kari L.

    2013-01-01

    The purpose of this quantitative research study was to identify core competencies that are most significant for nursing faculty to develop as they transition from novice to expert faculty. Professional development in a systematic approach may guide faculty to learn what is significant as they progress in the nurse faculty role. A quantitative…

  18. Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

    Science.gov (United States)

    Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

    2015-01-01

    The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

  19. The evaluation of the professional development of English faculties from their own vision of excellence

    Directory of Open Access Journals (Sweden)

    Daniel González González

    2013-06-01

    Full Text Available The general objective of this paper is to offer a system of teaching excellence indicators for the faculties of English as a foreign language in Cuba to guide their evaluation, training and professional development, considering the different stages of their academic career. Quality studies have been highly demanded in the educational field in the last decade. Accreditation processes and systems have been created and implemented to evaluate the excellence of teaching at universities worldwide. Cuban universities are not apart from that reality, facultiesʼ professional development is an important element to be considered however no indicators have been defined to evaluate and guide their performance. The model adopted in this research is the descriptive one. It was carried out in three stages so as to describe the vision of excellence professors of English in Cuba have of their professional development and the indicators they consider valid to evaluate their own work. For the analysis of the qualitative information we have carried out a deep content analysis and to analyze the quantitative information we used SSPS.

  20. Professional Organizations and Publications in ISD&T Recommended to New Professionals by Faculty Members

    Science.gov (United States)

    Kim, Minjeong; Lee, Youngmin

    2006-01-01

    New members in the field of instructional systems design and technology (ISD&T), including new students in this field, can find lists of publications and organizations available for them to read and to join. However, they may also wish to know which of these publications and organizations are recommended by established professionals. The field of…

  1. Students' voices: the lived experience of faculty incivility as a barrier to professional formation in associate degree nursing education.

    Science.gov (United States)

    Del Prato, Darlene

    2013-03-01

    Nursing faculty play an important role in constructing learning environments that foster the positive formation of future nurses. The students' construction of a nursing identity is grounded in social interactions with faculty and is shaped by values and norms learned in both the formal and informal curriculum. The informal curriculum is communicated in faculty teaching practices and relationships established with students. To acquire an understanding of the students' lived experience in associate degree nursing education and identify educational practices that support students' professional formation. A phenomenological design was chosen to study the lived experience of nursing education. In-depth interviews were conducted with 13 participants. Five students participated in second interviews for a total of 18 interviews. Symbolic interactionism guided data analysis. Participants represented three ADN programs in the northeastern U.S. and were diverse in terms of gender and age and to a lesser extent race, and sexual orientation. Faculty incivility included demeaning experiences, subjective evaluation, rigid expectations, and targeting and weeding out practices. Targeting practices contributed to a perceived focus on clinical evaluation and inhibited clinical learning. Faculty incivility hindered professional formation by interfering with learning, self-esteem, self-efficacy, and confidence. Faculty who model professional values in the formal and hidden curriculum contribute to the positive formation of future nurses. Nursing faculty should be formally prepared as educators to establish respectful, connected relationships with students. Faculty should role model professional values, deemphasize their evaluative role, provide constructive formative feedback, and remain open to the student's potential for growth. Copyright © 2012 Elsevier Ltd. All rights reserved.

  2. Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

    Science.gov (United States)

    Ebert-May, Diane; Derting, Terry L; Henkel, Timothy P; Middlemis Maher, Jessica; Momsen, Jennifer L; Arnold, Bryan; Passmore, Heather A

    2015-01-01

    The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. © 2015 D. Ebert-May et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  3. A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

    Science.gov (United States)

    Metz, Michael J.

    2014-01-01

    Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. PMID:25179615

  4. A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

    Science.gov (United States)

    Miller, Cynthia J; Metz, Michael J

    2014-09-01

    Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. Copyright © 2014 The American Physiological Society.

  5. Impact of the On the Cutting Edge Professional Development Program on U.S. Geoscience Faculty

    Science.gov (United States)

    Manduca, C. A.; Iverson, E. A.; Czujko, R.; Macdonald, H.; Mogk, D. W.; Tewksbury, B. J.; McLaughlin, J.; Sanford, C.; Greenseid, L.; Luxenberg, M.

    2011-12-01

    the workshop. Participants can identify specific ideas, techniques, and materials from workshops and the website that they have used in their teaching, and they attribute substantial improvements in their teaching to the Cutting Edge professional development experience. While the differences in behavior reported in the survey results may in part reflect the choice to attend workshops by faculty inclined to improve their teaching, the combination of motivation, attitude, and information developed through the workshop experience is amplifying this effect.

  6. The influence of academic projects on the professional socialization of family medicine faculty.

    Science.gov (United States)

    Morzinski, Jeffrey A

    2005-05-01

    Successful academic physicians acquire and maintain productive colleague relationships, understand unwritten rules of academe, and effectively manage their careers. Developing these professional socialization skills are goals of some faculty development programs (FDPs), but there is scant evidence about whether such programs are effective. A nationwide retrospective, cross-sectional written survey was conducted in two phases: (1) FDP directors who received US Department of Health and Human Services, Health Resources and Services Administration support between 1994 and 1997 described program activities and provided enrollee rosters and (2) enrollees reported socialization and colleague outcomes. Instruments were developed, pilot tested, and administered for this study. Analysis utilized descriptive statistics, factor analysis, and ANOVA. Of 52 eligible directors, 37 (71%) provided FDP activity details and rosters. Of 543 eligible enrollees, 351 (65%) returned surveys. A key result of factor analysis was a seven-item scale related to academic project activities. FDPs with greater emphasis on these activities were associated with enrollees reporting higher levels of colleague relationships and professional socialization skills. This study's factor analysis indicates that certain FDP project activities are positively associated with enrollees' professional socialization outcomes.

  7. To friend or not to friend? Social networking and faculty perceptions of online professionalism.

    Science.gov (United States)

    Chretien, Katherine C; Farnan, Jeanne M; Greysen, S Ryan; Kind, Terry

    2011-12-01

    To assess faculty perceptions of professional boundaries and trainee-posted content on social networking sites (SNS). In June 2010, the Clerkship Directors in Internal Medicine conducted its annual survey of U.S. and Canadian member institutions. The survey included sections on demographics and social networking. The authors used descriptive statistics and tests of association to analyze the Likert scale responses and qualitatively analyzed the free-text responses. Of 110 institutional members, 82 (75%) responded to the survey. Of the 40 respondents who reported current or past SNS use, 21 (53%) reported receiving a "friend request" from a current student and 25 (63%) from a current resident. Of these, 4 (19%) accepted the student request and 12 (48%) accepted the resident request. Sixty-three of 80 (79%) felt it was inappropriate to send a friend request to a current student, 61 (76%) to accept a current student's request, 42 (53%) to become friends with a current resident, and 61 (81%) to become friends with a current patient. Becoming friends with a former student, former resident, or colleague was perceived as more appropriate. Younger respondents were less likely to deem specific student behaviors inappropriate (odds ratio [OR] 0.18-0.79; adjusted OR 0.12-0.86, controlling for respondents' sex, rank, and SNS use), although none reached statistical significance. Some internal medicine educators are using SNSs and interacting with trainees online. Their perceptions on the appropriateness of social networking behaviors provide some consensus for professional boundaries between faculty and trainees in the digital world.

  8. 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...

  9. Content analysis of resident evaluations of faculty anesthesiologists: supervision encompasses some attributes of the professionalism core competency.

    Science.gov (United States)

    Dexter, Franklin; Szeluga, Debra; Hindman, Bradley J

    2017-05-01

    Anesthesiology departments need an instrument with which to assess practicing anesthesiologists' professionalism. The purpose of this retrospective analysis of the content of a cohort of resident evaluations of faculty anesthesiologists was to investigate the relationship between a clinical supervision scale and the multiple attributes of professionalism. From July 1, 2013 to the present, our department has utilized the de Oliveira Filho unidimensional nine-item supervision scale to assess the quality of clinical supervision of residents provided by our anesthesiologists. The "cohort" we examined included all 13,664 resident evaluations of all faculty anesthesiologists from July 1, 2013 through December 31, 2015, including 1,387 accompanying comments. Words and phrases associated with the core competency of professionalism were obtained from previous studies, and the supervision scale was analyzed for the presence of these words and phrases. The supervision scale assesses some attributes of anesthesiologists' professionalism as well as patient care and procedural skills and interpersonal and communication skills. The comments that residents provided with the below-average supervision scores included attributes of professionalism, although numerous words and phrases related to professionalism were not present in any of the residents' comments. The de Oliveira Filho clinical supervision scale includes some attributes of anesthesiologists' professionalism. The core competency of professionalism, however, is multidimensional, and the supervision scale and/or residents' comments did not address many of the other established attributes of professionalism.

  10. Constructing a Shared Mental Model for Faculty Development for the Core Entrustable Professional Activities for Entering Residency.

    Science.gov (United States)

    Favreau, Michele A; Tewksbury, Linda; Lupi, Carla; Cutrer, William B; Jokela, Janet A; Yarris, Lalena M

    2017-06-01

    In 2014, the Association of American Medical Colleges identified 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs), which are activities that entering residents might be expected to perform without direct supervision. This work included the creation of an interinstitutional concept group focused on faculty development efforts, as the processes and tools for teaching and assessing entrustability in undergraduate medical education (UME) are still evolving. In this article, the authors describe a conceptual framework for entrustment that they developed to better prepare all educators involved in entrustment decision making in UME. This framework applies to faculty with limited or longitudinal contact with medical students and to those who contribute to entrustment development or render summative entrustment decisions.The authors describe a shared mental model for entrustment that they developed, based on a critical synthesis of the EPA literature, to serve as a guide for UME faculty development efforts. This model includes four dimensions for Core EPA faculty development: (1) observation skills in authentic settings (workplace-based assessments), (2) coaching and feedback skills, (3) self-assessment and reflection skills, and (4) peer guidance skills developed through a community of practice. These dimensions form a conceptual foundation for meaningful faculty participation in entrustment decision making.The authors also differentiate between the UME learning environment and the graduate medical education learning environment to highlight distinct challenges and opportunities for faculty development in UME settings. They conclude with recommendations and research questions for future Core EPA faculty development efforts.

  11. The Relationship of Leadership Style of the Department Head to Nursing Faculty Professional Satisfaction and Organizational Commitment

    Science.gov (United States)

    Byrne, Daria McConnell

    2011-01-01

    The purpose of this research was to determine if there was a relationship between the leadership style of the nursing department head and the level of professional satisfaction and organizational commitment by nursing faculty members. The survey instrument was a self-constructed four point Likert scale designed by the researcher to determine the…

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

    Science.gov (United States)

    Bouwma-Gearhart, Jana

    2012-01-01

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

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

    Science.gov (United States)

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

    2017-10-01

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

  14. School of Ice: An Advanced Professional Development Program for Geoscience Faculty at Minority-Serving Institutions

    Science.gov (United States)

    Huffman, L. T.

    2017-12-01

    The School of Ice (SOI) program from the US Ice Drilling Program Office (IDPO) is designed for college faculty who teach at minority-serving institutions or historically black colleges and universities, but lessons learned transfer easily to any science course based on current research. The institute builds participants' background knowledge about ice core science and climate change while also providing experiences with activities and labs for transferring information to their students. After three years of highly successful workshops, our model has provided valuable lessons for creating powerful experiences for participants. This presentation will identify some of the key ideas including pairing researchers and educators as presenters; creating leadership teams capitalizing on partner strengths; building a science community willing to participate in education and outreach; and building participants' science content background knowledge and confidence while providing them with teaching models for transferring the knowledge to their students. Another important element is to demand teacher buy-in to ensure replication and dissemination. Also, IDPO's drilling technologies make it an ideal platform for intertwining engineering concepts and practices with science research to meet new science standards. In this session, we will share results of the institute evaluations including the impact on the educators as well as longitudinal analysis of data from interviews with past participants concerning continued impacts on their teaching, their courses and their students. Faculty who have attended this institute in the last three years have reported increases in their understanding of the content and how to teach it. They also report increased confidence in their ability to teach ice core science and climate change concepts. Elements of these successful workshops can inform both the development of college professional development and student courses, as well as the creation of

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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…

  17. The CIRTL Network: A Professional Development Network for Future STEM Faculty

    Science.gov (United States)

    Herbert, B. E.

    2011-12-01

    The Center for the Integration of Research, Teaching, and Learning (CIRTL) is an NSF Center for Learning and Teaching in higher education using the professional development of graduate students and post-doctoral scholars as the leverage point to develop a national STEM faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of successful professional careers. The goal of CIRTL is to improve the STEM learning of all students at every college and university, and thereby to increase the diversity in STEM fields and the STEM literacy of the nation. The CIRTL network seeks to support change at a number of levels to support its goals: individual, classroom, institutional, and national. To bring about change, which is never easy, the CIRTL network has developed a conceptual model or change model that is thought to support the program objectives. Three central concepts, Teaching-as-Research, Learning Communities, and Learning-through-Diversity, underlie the design of all CIRTL activities. STEM faculty use research methods to systematically and reflectively improve learning outcomes. This work is done within a community of shared learning and discovery, and explicitly recognizes that effective teaching capitalizes on the rich array of experiences, backgrounds, and skills among the students and instructors to enhance the learning of all. This model is being refined and tested through a networked-design experiment, where the model is tested in diverse settings. Established in fall 2006, the CIRTL Network comprises the University of Colorado at Boulder (CU), Howard University, Michigan State University, Texas A&M University, Vanderbilt University, and the University of Wisconsin-Madison. The diversity of these institutions is by design: private/public; large/moderate size; majority-/minority-serving; geographic location. This talk will describe the theoretical constructs and efficacy of Teaching-as Research as a

  18. On the Cutting Edge Professional Development Program: Workshop and Web Resources for Current and Future Geoscience Faculty

    Science.gov (United States)

    MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

    2004-12-01

    Recognizing that many college and university faculty receive little formal training in teaching, are largely unaware of advances in research on teaching and learning, and face a variety of challenges in advancing in academic careers, the National Science Foundation-funded program On the Cutting Edge provides professional development for current and future faculty in the geosciences at various stages in their careers. The program includes a series of six multi-day workshops, sessions and one-day workshops at professional meetings, and a website with information about workshop opportunities and a variety of resources that bring workshop content to faculty (http://serc.carleton.edu/NAGTWorkshops). The program helps faculty improve their teaching and their job satisfaction by providing resources on instructional methods, geoscience content, and strategies for career planning. Workshop and website resources address innovative and effective practices in teaching, course design, delivery of instructional materials, and career planning, as well as approaches for teaching particular topics and strategies for starting and maintaining a research program in various institutional settings. Each year, special workshops for graduate students and post-doctoral fellows interested in academic careers and for early career faculty complement offerings on course design and emerging topics that are open to the full geoscience community. These special workshops include sessions on topics such as dual careers, gender issues, family-work balance, interviewing and negotiating strategies. The workshops serve as opportunities for networking and community building, with participants building connections with other participants as well as workshop leaders. Workshop participants reflect the full range of institutional diversity as well as ethnic and racial diversity beyond that of the geoscience faculty workforce. More than 40 percent of the faculty participants are female. Of the faculty

  19. 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

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

    Science.gov (United States)

    Bouwma-Gearhart, Jana

    2012-10-01

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

  1. Using a Market Ratio Factor in Faculty Salary Equity Studies. Professional File Number 103, Spring 2007

    Science.gov (United States)

    Luna, Andrew L.

    2007-01-01

    This study used two multiple regression analyses to develop an explanatory model to determine which model might best explain faculty salaries. The central purpose of the study was to determine if using a single market ratio variable was a stronger predictor for faculty salaries than the use of dummy variables representing various disciplines.…

  2. Effect of Faculty Member's Use of Twitter as Informal Professional Development during a Preservice Teacher Internship

    Science.gov (United States)

    Mills, Michael

    2014-01-01

    Educators have increasingly turned to Twitter as a means for receiving professional development and building and sustaining professional learning communities. This paper reports the results of a study of 82 undergraduate preservice teachers and their attitudes regarding Twitter as a medium for informal professional development support during their…

  3. The Use of Practitioners as Part-Time Faculty in Postsecondary Professional Education

    Science.gov (United States)

    Chan, Joseph

    2010-01-01

    Donald Schon's theory of reflective learning (1983, 1987) has been the model of professional education for decades. Yet little research is done to examine the role of practitioners as part-time teachers in professional education in light of his ideas. This research investigated four programmes of professional education in Hong Kong: (a) a master…

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

    Science.gov (United States)

    Branscome, Eric E.

    2010-01-01

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

  5. What Prevents Nurses from Entering Faculty Positions Early in Their Professional Career: A Qualitative Study

    Science.gov (United States)

    Moreland, Jack E.

    2011-01-01

    There is a nursing faculty shortage in the United States today and projections are that over the next decade nurses will retire at a rate faster than they are being replaced. The projected shortage at a time when the largest part of the population will begin to retire and enter the ranks of the elderly could potentially cause serious problems…

  6. Professional Development Amid Change: Fostering Academic Excellence and Faculty Productivity at Teaching-Intensive Universities

    Science.gov (United States)

    Carney, Mary A.; Ng, Laura E; Cooper, Tom

    2016-01-01

    The future of faculty development rests, in part, on forming guided "communities of practice" to foster the Scholarship of Teaching and Learning (SoTL), which may enhance both scholarly productivity and pedagogical effectiveness. This article will discuss University of North Georgia's SoTL Academy, which bridges geographic and scheduling…

  7. Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter.

    Science.gov (United States)

    Mahoney, James M; Vardaxis, Vassilios; Anwar, Noreen; Hagenbucher, Jacob

    2018-03-01

    This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Significant differences were identified in the professionalism domains of "build a relationship" ( P = .008), "gather information" ( P = .001), and share information ( P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the "gather information" subdomains; however, the difference in scores was significant only in the "question appropriately" ( P = .001) and "listen and clarify" ( P = .003) subdomains. This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

  8. The Role of Personalized Professional Learning as a Motivational Factor for College Faculty to Engage in Ongoing Professional Development

    Science.gov (United States)

    Hoffman, Martin A., Sr.

    2016-01-01

    Professional development is a vital activity in postsecondary educational institutions that is specifically intended to improve the participants' skill set as educators. Personalized education, differentiated instruction, and adaptive learning are widely discussed as being powerful tools to reach students, but are largely outward facing and not…

  9. On the Cutting Edge: Face-to-Face and Virtual Professional Development for Current and Future Geoscience Faculty

    Science.gov (United States)

    Macdonald, H.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.; Iverson, E. A.; Kirk, K. B.; Beane, R. J.; McConnell, D.; Wiese, K.; Wysession, M. E.

    2011-12-01

    On the Cutting Edge, a comprehensive, discipline-wide professional development program for current and future geoscience faculty, aims to develop a geoscience professoriate committed to high-quality instruction based on currency in scientific knowledge, good pedagogic practice, and research on learning. Our program provides an integrated workshop series and online teaching resources. Since 2002, we have offered more than 80 face-to-face workshops, virtual workshops and webinars, and hybrid events. Participants come from two-year colleges and four-year colleges and universities. The workshop series is designed to address the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics and create opportunities of interest to faculty. We offer workshops on course design, new geoscience research and pedagogical topics, core geoscience curriculum topics, and introductory courses as well as workshops for early career faculty and for future faculty. Our workshops are designed to model good teaching practice. We set workshop goals that guide workshop planning and evaluation. Workshops are interactive, emphasize participant learning, provide opportunities for participants to interact and share experience/knowledge, provide good resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. We emphasize the importance of adaptation in the context of their specific situations. For virtual workshops and webinars we use icebreakers and other structured interactions to build a comfortable workshop community; promote interaction through features on webinar software, chat-aided question and answer, small-group synchronous interactions, and/or discussion boards; plan detailed schedules for workshop events; use asynchronous discussions and recordings of synchronous events given that participants are busy with their

  10. Awareness Knowledge Attitude Skills of Telemedicine among Health Professional Faculty Working in Teaching Hospitals

    Science.gov (United States)

    Zayapragassarazan, Zayabalaradjane; Kumar, Santosh

    2016-01-01

    Introduction: Telemedicine is an emerging technology in health sector in India. The success of any new technology depends on many factors including the knowledge and understanding of the concept, skills acquired, attitude towards technology and working environment by the concerned professionals. Aim: The main objective of this study was to assess…

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

    Science.gov (United States)

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

    2016-01-01

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

  12. Medical students' experiences of professional lapses and patient rights abuses in a South African health sciences faculty.

    Science.gov (United States)

    Vivian, Lauraine M H; Naidu, Claudia S; Keikelame, Mpoe J; Irlam, James

    2011-10-01

    To elicit South African medical students' experiences of witnessing patient rights abuses and professional lapses during their clinical training in order to inform an appropriate and effective response. During June and July 2009 at the University of Cape Town Faculty of Health Sciences, the authors surveyed 223 fourth-, fifth-, and sixth-year medical students in selected clinical rotations concerning abuses they had observed. Volunteers were later interviewed individually. The authors coded interview transcripts for key themes using a constant-comparative grounded theory approach. Of 223 students surveyed, 183 (82%) responded, 130 (71%) of whom reported witnessing patient rights abuses and professional lapses, including physical abuse (38%), verbal abuse (37%), disrespect for patients' dignity (25%), and inadequately informing patients about their treatment (25%). Students attributed abuse to stressed health workers, overburdened facilities, and disempowered patients. Most students who witnessed abuse (59%) did not actively respond, and 64% of survey respondents felt unprepared or uncertain about challenging abuses in the future. Interviews with 28 students yielded detailed accounts of the abuses witnessed and of students' emotional reactions, coping strategies, and responses. Most students did not report abuses; they feared reprisal or doubted it would make a difference. This study demonstrates the disjunction between what these students were taught about human rights and ethics and what they witnessed in clinical settings. The high prevalence of patient rights abuses experienced by these students highlights the need to align medical ethics and human rights with medico-legal protocols in theory and clinical practice.

  13. Using egocentric analysis to investigate professional networks and productivity of graduate students and faculty in life sciences in Japan, Singapore, and Taiwan.

    Science.gov (United States)

    Hara, Noriko; Chen, Hui; Ynalvez, Marcus Antonius

    2017-01-01

    Prior studies showed that scientists' professional networks contribute to research productivity, but little work has examined what factors predict the formation of professional networks. This study sought to 1) examine what factors predict the formation of international ties between faculty and graduate students and 2) identify how these international ties would affect publication productivity in three East Asian countries. Face-to-face surveys and in-depth semi-structured interviews were conducted with a sample of faculty and doctoral students in life sciences at 10 research institutions in Japan, Singapore, and Taiwan. Our final sample consisted of 290 respondents (84 faculty and 206 doctoral students) and 1,435 network members. We used egocentric social network analysis to examine the structure of international ties and how they relate to research productivity. Our findings suggest that overseas graduate training can be a key factor in graduate students' development of international ties in these countries. Those with a higher proportion of international ties in their professional networks were likely to have published more papers and written more manuscripts. For faculty, international ties did not affect the number of manuscripts written or of papers published, but did correlate with an increase in publishing in top journals. The networks we examined were identified by asking study participants with whom they discuss their research. Because the relationships may not appear in explicit co-authorship networks, these networks were not officially recorded elsewhere. This study sheds light on the relationships of these invisible support networks to researcher productivity.

  14. MVP and Faculty Evaluation

    Science.gov (United States)

    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…

  15. An exploratory study of the relationship between faculty & residents’ current use of social media and their intention to use social media for professional development

    OpenAIRE

    Loo, May Eng; Lim, Yong Hao; Wong, Wai Ling Brenda; Lee, Yee Mun

    2017-01-01

    Background:Social media applications provide useful platforms for professional development among doctors. Given that the main determinants of doctors’ intention to use social media for development are perceived usefulness and ease of use, this study examines if these determinants are moderated by patterns of current social media use.Summary of Work187 faculty and residents (38% response rate) completed an online questionnaire on their current social media use and perception of social media fo...

  16. Two Minute Training in Class Significantly Increases the Use of Professional Formatting in Student to Faculty Email Correspondence

    Science.gov (United States)

    Aguilar-Roca, Nancy; Williams, Adrienne; Warrior, Rahul; O'Dowd, Diane K.

    2009-01-01

    Many university faculty value email as an important tool for communicating with colleagues, but express frustration with a high incidence of unprofessional email correspondence from students. The goals of this study were to document the frequency of specific formatting mistakes that contribute to faculty's unfavorable perception of student emails…

  17. Using a Market Ratio Factor in Faculty Salary Equity Studies. AIR Professional File. Number 103, Spring 2007

    Science.gov (United States)

    Luna, Andrew L.

    2007-01-01

    The purpose of this study was to determine if a market ratio factor was a better predictor of faculty salaries than the use of k-1 dummy variables representing the various disciplines. This study used two multiple regression analyses to develop an explanatory model to determine which model might best explain faculty salaries. A total of 20 out of…

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

    Directory of Open Access Journals (Sweden)

    Fatemeh Donboli Miandoab

    2017-12-01

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

  19. Using egocentric analysis to investigate professional networks and productivity of graduate students and faculty in life sciences in Japan, Singapore, and Taiwan.

    Directory of Open Access Journals (Sweden)

    Noriko Hara

    Full Text Available Prior studies showed that scientists' professional networks contribute to research productivity, but little work has examined what factors predict the formation of professional networks. This study sought to 1 examine what factors predict the formation of international ties between faculty and graduate students and 2 identify how these international ties would affect publication productivity in three East Asian countries. Face-to-face surveys and in-depth semi-structured interviews were conducted with a sample of faculty and doctoral students in life sciences at 10 research institutions in Japan, Singapore, and Taiwan. Our final sample consisted of 290 respondents (84 faculty and 206 doctoral students and 1,435 network members. We used egocentric social network analysis to examine the structure of international ties and how they relate to research productivity. Our findings suggest that overseas graduate training can be a key factor in graduate students' development of international ties in these countries. Those with a higher proportion of international ties in their professional networks were likely to have published more papers and written more manuscripts. For faculty, international ties did not affect the number of manuscripts written or of papers published, but did correlate with an increase in publishing in top journals. The networks we examined were identified by asking study participants with whom they discuss their research. Because the relationships may not appear in explicit co-authorship networks, these networks were not officially recorded elsewhere. This study sheds light on the relationships of these invisible support networks to researcher productivity.

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

    Science.gov (United States)

    Montero Hernandez, Virginia

    2010-01-01

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

  1. International Approaches to Renewable Energy Education--A Faculty Professional Development Case Study with Recommended Practices for STEM Educators

    Science.gov (United States)

    Walz, Kenneth A.; Slowinski, Mary; Alfano, Kathleen

    2016-01-01

    Calls for increased international competency in U.S. college graduates and the global nature of the renewable energy industry require an exploration of how to incorporate a global perspective in STEM curricula, and how to best develop faculty providing them with global knowledge and skills necessary to update and improve existing teaching…

  2. Employee Assistance Programs in Higher Education. Alcohol, Mental Health and Professional Development Programming for Faculty and Staff.

    Science.gov (United States)

    Thoreson, Richard W., Ed.; Hosokawa, Elizabeth P., Ed.

    The promotion of employee assistance programs (EAP) in higher education is considered in 24 chapters, with an emphasis on enhancing resources and the academic environment for faculty and staff. Seven topical areas are addressed: history of EAP; characteristics of higher education; alcoholism and other risks in the academic life-style; EAP models…

  3. 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…

  4. 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.…

  5. A Competency Model for Determining the Professional Profiles of Faculty at Teacher Preparation Schools in Southern Mexico

    Science.gov (United States)

    Mijangos-Noh, Juan Carlos; Canto-Herrera, Pedro J.; Cisneros-Cohernour, Edith J.

    2006-01-01

    In this paper we present the preliminary findings of a study focused on determining the demographic and professional profiles and competencies of professors teaching at the Normal Schools that prepare elementary school teachers in the Southeast of Mexico. Data collection involves multiple methods of data collection including focus group…

  6. Accounting Faculty Internships

    Directory of Open Access Journals (Sweden)

    Jill Christopher

    2013-06-01

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

  7. Correlation between academic motivation and professional identity in medical students in the Faculty of Medicine of the Universitas Gadjah Mada Indonesia

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    Widya Wasityastuti

    2018-01-01

    Full Text Available Background: Professionalism is a skills area that should be mastered by medical graduates. The period of formal education is essential for the formation of professionalism. The involvement of internal factors, such as academic motivation, and external factors, such as the learning environment, might play a role in the development and learning of professional identity. Aim: To determine the profiles of academic motivation and its relationship between student professional identity during their degree courses. Methods: This cross-sectional study included 531 medical students in the early, mid, and late phases of their courses in the Gadjah Mada University Faculty of Medicine. The Academic Motivation Scale of Vallerand was used to assess academic motivation, and the Professional Identity Scale of Adams to assess professional identity. Results: The mean scores of academic motivation domains including intrinsic, extrinsic, and lack of motivation among medical students in the Gadjah Mada University Faculty of Medicine were 5.02 ± 0.87, 4.86 ± 0.88, and 1.83 ± 0.96 (mean ± standard deviation, respectively. No significant differences were found between the intrinsic and extrinsic motivation scores among students in the three phases of education, while the scores on lack of motivation among students in earlier phases were lower than students in the mid and late phases (P < 0.000. The mean total score of professional identity was high and increased with the duration of training. Correlations were found in academic motivation, including internal, external, and lack of motivation, and professional identity (r = 0.257–0.607, P < 0.01. Intrinsic and extrinsic motivation correlated positively with professional identity, while lack of motivation negatively correlated with professional identity. Resumen: Antecedentes: La profesionalidad es un área de las competencias que deben dominar los médicos graduados. El período de educación formal

  8. Faculty Agency: Departmental Contexts That Matter in Faculty Careers

    Science.gov (United States)

    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…

  9. Professorship: A Faculty Development Program.

    Science.gov (United States)

    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…

  10. A Multiple Case Study Discovering Part-Time Faculties' Perceptions of Their Professional Needs, Working Conditions, Social Network, and Job Satisfaction at Three Community Colleges

    Science.gov (United States)

    Millner-Harlee, Tanya

    2010-01-01

    This study employed a multiple case study design to evaluate the perspectives of part-time faculties at three community colleges in the Northeast. The purpose of this study was to discover how needs, working conditions, and social networks influence the part-time faculties' job satisfaction. Maslow (1954), Bourdieu (1986), and Herzberg, Mausner,…

  11. 21st Century Professional Skill Training Programs for Faculty Members--A Comparative Study between Virginia Tech University, American University & King Saud University

    Science.gov (United States)

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

    2017-01-01

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

  12. 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.

  13. 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...

  14. 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…

  15. A New Take on Program Planning: A Faculty Competencies Framework

    Science.gov (United States)

    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…

  16. Neonatology faculty development using simulation.

    Science.gov (United States)

    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.

  17. 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.

  18. A Model Policy on Employment, Professional Development, Institutional Integration, and Evaluation of Part-Time Faculty in the Public Two-Year College

    Science.gov (United States)

    Ayers, Holly M.

    2014-01-01

    For years, researchers and part-time faculty advocacy organizations have addressed the distinctive circumstances surrounding the inequitable workforce situation that continues to plague higher education. Regardless of the vast research that focuses on how and why the situation remains unchanged, few institutions have been proactive in seeking a…

  19. Effect Of Accounting Lecturer Lecturer Commitment To The Development Of Professional Accounting Empirical Study Lecturer Accounting Faculty Of Economics University Of Muhammadiyah Tangerang 2013

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    Endraria

    2015-04-01

    Full Text Available Abstract The purpose of the study in which the researcher is interested in conducting research by taking the title The Effect of Commitment Against Lecturer - Lecturer in Accounting Accounting Profession Development Empirical Study of Accounting Lecturer Faculty of Economics University of Muhammadiyah Tangerang in 2013 . This research was conducted at the Faculty of Economics University of Muhammadiyah Tangerang is located at Independence Pioneer Road I No.33 Cikokol Tangerang City. The experiment was conducted at the research site easily accessible for the author. The method used in this research is descriptive quantitative methods which aim to describe the descriptive method of data distribution of each variable.There are significant accounting lecturers commitment to the development of the accounting profession Empirical Study of Accounting Lecturer Faculty of Economics University of Muhammadiyah Tangerang in 2013 this is evidenced by the results of hypothesis testing that has been done obtained tcount ttable value 5.7193 and with a significance level of 5 and df n - 2 40-2 38 is equal to 1.686 with the statement concluded that t count t table. Thus Ha Ho accepted and rejected. The conclusion was that there are significant accounting lecturers commitment to the development of the accounting profession Empirical Study of Accounting Lecturer Faculty of Economics University of Muhammadiyah Tangerang in 2013. As for advice to be conveyed in this study is the government as a regulator should be able to evaluate the development of the accounting profession especially in Indonesia with the influence of commitment accounting lecturers are expected to improve and develop the accounting profession especially in the Faculty of Economics University of Muhammadiyah Tangerang.

  20. The impact of a faculty learning community on professional and personal development: the facilitator training program of the American Academy on Communication in Healthcare.

    Science.gov (United States)

    Chou, Calvin L; Hirschmann, Krista; Fortin, Auguste H; Lichstein, Peter R

    2014-07-01

    Relationship-centered care attends to the entire network of human relationships essential to patient care. Few faculty development programs prepare faculty to teach principles and skills in relationship-centered care. One exception is the Facilitator Training Program (FTP), a 25-year-old training program of the American Academy on Communication in Healthcare. The authors surveyed FTP graduates to determine the efficacy of its curriculum and the most important elements for participants' learning. In 2007, surveys containing quantitative and narrative elements were distributed to 51 FTP graduates. Quantitative data were analyzed using descriptive statistics. The authors analyzed narratives using Burke's dramatistic pentad as a qualitative framework to delineate how interrelated themes interacted in the FTP. Forty-seven respondents (92%) identified two essential acts that happened in the program: an iterative learning process, leading to heightened personal awareness and group facilitation skills; and longevity of learning and effect on career. The structure of the program's learning community provided the scene, and the agents were the participants, who provided support and contributed to mutual success. Methods of developing skills in personal awareness, group facilitation, teaching, and feedback constituted agency. The purpose was to learn skills and to join a community to share common values. The FTP is a learning community that provided faculty with skills in principles of relationship-centered care. Four further features that describe elements of this successful faculty-based learning community are achievement of self-identified goals, distance learning modalities, opportunities to safely discuss workplace issues outside the workplace, and self-renewing membership.

  1. Professional Immigrant Women's Experiences of Managing Work and Family Conflicts: The Case of Chinese and Taiwanese Faculty in Research Intensive Universities

    OpenAIRE

    Li, Yun Ling

    2017-01-01

    This study investigates first-generation Chinese and Taiwanese immigrant women faculty's workplace experiences and their strategies for managing work and family demands. By looking at how immigration, ethnicity, gender, and work processes shape these women's ideology and practices, this study addresses the following questions: How do married Chinese and Taiwanese immigrant women in research-intensive universities handle work and family conflicts? How do they negotiate their gender-role expect...

  2. [Charles-Henri Fialon (1846-1933), creator of the Museum of the Faculty of Pharmacy of Paris. His family and professional life].

    Science.gov (United States)

    Flahaut, Jean

    2004-01-01

    Henri Fialon was pharmacist in 1871, and worked in the family apothecary, at Rueil near Paris. At 46 years, he stopped his pharmaceutical activity, and livre quietly, being specially interested by the ancient pharmaceutical pots. He realized a very important collection, which he gave to the French Society of Pharmaceutical History. A museum was installed at the Faculty of Pharmacy of Paris which is presently in the Guillaume Valette Gallery and contains more than 500 pieces.

  3. Teaching Professionalism: Passing the Torch.

    Science.gov (United States)

    Hensel, William A.; Dickey, Nancy W.

    1998-01-01

    Medical faculty must ensure that students understand the appropriate balance between financial and professional considerations. Faculty should place financial considerations in proper perspective and should teach the basic components of professionalism, how current cost-containment efforts may threaten medicine's professional status, appropriate…

  4. Creating a Curriculum for Training Health Profession Faculty Leaders

    National Research Council Canada - National Science Library

    Mitchell, Pamela H; Robins, Lynne S; Schaad, Dotiglas

    2005-01-01

    ... of physicians, nurses, and other health professional faculty leaders. Methods: Executive and advisory committees became a collaborative team, surveying and cataloguing existing educational tools and materials...

  5. Faculty Preparedness in Geriatric Optometry Education.

    Science.gov (United States)

    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…

  6. Faculty ethics: ideal principles with practical applications.

    Science.gov (United States)

    Reybold, L Earle

    2009-01-01

    Ethics in higher education is the subject of intense public attention, with considerable focus on faculty roles and responsibilities. Media reports and scholarly research have documented egregious misconduct that includes plagiarism, falsification of data, illicit teacher-student relationships, and grading bias. These accounts of wrongdoing often portray faculty ethicality as only a legal issue of obeying rules and regulations, especially in the teaching and research roles. My discussion challenges this narrow perspective and argues that characterizations of faculty ethicality should take into account broader expectations for professionalism such as collegiality, respect, and freedom of inquiry. First, I review the general principles of faculty ethics developed by the American Association of University Professors, as well as professional codes of ethics in specific professional fields. Second, I juxtapose the experiences of women and minority faculty members in relation to these general codes of ethics. This section examines three issues that particularly affect women and minority faculty experiences of ethicality: "chilly and alienating" academic climates, "cultural taxation" of minority identity, and the snare of conventional reward systems. Third, I suggest practical strategies to reconcile faculty practice with codes of ethics. My challenge is to the faculty as a community of practice to engage professional ethics as social and political events, not just legal and moral failures.

  7. Embedded Neoliberalism within Faculty Behaviors

    Science.gov (United States)

    Levin, John S.; Aliyeva, Aida

    2015-01-01

    Although there are claims that neoliberalism has not only commandeered the agenda and actions of universities and colleges but also become identified with the work of academic professionals, there is little empirical evidence to show that neoliberalism has infiltrated the work of faculty. This qualitative field work investigation of three…

  8. The Role of Experiential Learning in Nurturing Management Competencies in Hospitality and Tourism Management Students: Perceptions from Students, Faculty, and Industry Professionals

    Science.gov (United States)

    Jack, Kristen

    2011-01-01

    Previous research has revealed that industry professionals and educators in the field of Hospitality and Tourism Management (HTM) agree that classroom theory and experience in the field are essential components of undergraduate HTM education. Yet there is some disagreement on internship hour requirements, and limited data on actual outcomes. This…

  9. Dental, Dental Hygiene, and Graduate Students' and Faculty Perspectives on Dental Hygienists' Professional Role and the Potential Contribution of a Peer Teaching Program.

    Science.gov (United States)

    McComas, Martha J; Inglehart, Marita R

    2016-09-01

    The changing role of dental hygienists deserves dental and dental hygiene educators' attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students' and faculty members' perceptions of dental hygienists' roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students' experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (ppeer teaching (ppeer teaching. After experiencing dental hygiene student peer teaching, the dental students' perceptions of dental hygienists' roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students' perceptions of dental hygienists' roles and attitudes about intraprofessional care.

  10. 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.

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

    Science.gov (United States)

    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…

  12. Role Perception among Faculty Members at Teacher Education Colleges

    Science.gov (United States)

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

    2016-01-01

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

  13. Increasing Leadership Capacity for Senior Women Faculty through Mutual Mentoring

    Science.gov (United States)

    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…

  14. Students’ Perceptions on Professional Competence of Lecturers at the Department of Arabic Education, Faculty of Islamic Education and Teacher Training, State Institute for Islamic Studies IB Padang

    Directory of Open Access Journals (Sweden)

    Rehani Rehani

    2015-03-01

    Full Text Available This research examines students’ perception on professional competence of Arabic education department lecturers. It seeks to answer questions whether or not educational background, level of education, age, and gender correlate with lecturers’ professional competent. In this study, students are asked to answer questions on their lecturers’ 1 mastery of subject matters, 2 pedagogical knowledge, 3 attitudes, 4 discipline, 5 clarity on the assessment procedure, 6 the use of teaching media and students’ learning achievement. The findings of the study suggest that over 50% of students perceive their lecturers (those who teach in department of Arabic Education are qualified enough to carry out their professional responsibilities. The research also uncovers that lecturers’ background education, such as between those who graduated from local and overseas universities, does not show any significant difference in their ways of classroom practices. However, the research found that level of education indeed influences lecturer’s ways of teaching, especially on the aspects that become the focus of this research. In addition, age does not show much different but in some instances, senior lecturers are more capable at pedagogical content knowledge, assessment, and better of in term of the attitude. Finally, this research also found that gender difference does make difference. Female lecturers, for example are found to be better in all aspects measured for this study.  Copyright © 2015 by Al-Ta'lim All right reserved

  15. 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.

  16. REBUILDING THE PROFESSIONAL TEACHING CAPACITY OF UNDERGRADUATE ENGLISH EDUCATION STUDENTS OF UIN ALAUDDIN MAKASSAR (A Case Study on Student-Teachers of PBI Students of Tarbiyah Faculty

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    Mardiana Nurdin

    2014-12-01

    Full Text Available Abstrak: Penelitian ini bertujuan untuk mengeksplorasi kapasitas pengajaran yang profe­sional mahasiswa PPL PBI UIN Alauddin Makassar yang melibatkan 4 guru pamong dan 30 mahasiswa PPL. Data dikumpulkan melalui survei online, lembar pengamatan dan dokumentasi yang dianalisis dengan menggunakan metode campuran qualitatif dan kuantitatif. Penelitian ini menyimpulkan bahwa: 1 mahasiswa PPL berpendapat bahwa seorang guru bahasa Inggris seharusnya mampu melakukan tanggung jawabnya sebagai seorang guru yang memiliki kompetensi paedagogik, profesional, sosial, dan kepribadian, 2 mahasiswa PPL cenderung menerima pebelajar mandiri, kerja berpasangan dan kerja kelompok, mengadaptasi pengajaran untuk memenuhi kebutuhan siswa sebelum praktik pembelajaran, tetapi cenderung menguranginya selama proses pembelajaran; mahasiswa PPL juga cenderung menerima pengajaran grammar secara eksplisit, koreksi kesalahan, dan pengucapan seperti penutur asli, pengetahuan teknikal, dan keterampilan interpersonal sebelum praktik mengajar dan meningkatkan proporsinya selama proses mengajar, 3 Guru pamong berpendapat bahwa maha­siswa PPL PBI UIN alauddin harus meningkatkan kemampuan bahasa Inggris, penggunaan metode pengajaran yang inovatif, penilaian autentik, dan penggu­naan media yang bervariasi. Abstract: This research aims to explore the professional teaching capacity of undergraduate English education students of UIN Alauddin Makassar. It involves 4 supervising-teachers and 30 student-teachers. The data were collected through online survey questionnaires, feedback observation sheets and documentation; analyzed quanti­tatively and qualitatively. The research finds that: 1 the student-teachers perceive an EFL teacher should be able to do their responsibilities which involves peda­gogic, professional, social, and personal competences; 2 the student-teachers have a tendency to accept learner autonomy, pair/group work, adapting teaching to cater for learner needs before

  17. 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.

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

    Science.gov (United States)

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

    2010-12-15

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

  19. Factors Associated with Veterinary Clinical Faculty Attrition.

    Science.gov (United States)

    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.

  20. Analysis of Adjunct Faculty at Des Moines Area Community College: Use and Application of Herzberg's Motivation-Hygiene Theory to Predict Job Satisfaction in Teaching Improvement and Professional Development

    Science.gov (United States)

    Boord, Margi

    2010-01-01

    "During the past two decades, two-year and four-year colleges have increased their reliance on part-time faculty" (Antony & Valadez, 2002, p. 41). The hiring of part-time faculty started as a convenient way to meet the demands for instruction while remaining financially responsible during tough budgetary times. Currently…

  1. Faculty approaches to combating professional burnout.

    Science.gov (United States)

    Neidle, E A

    1984-02-01

    The peculiar stresses of the dental educator make him or her a prime candidate for burnout and at the same time offer rather special protection against this phenomenon. The dental teacher, especially the clinical teacher, is required to spend virtually all of his time in intimate contact with students, whom he instructs, and with patients in the clinic, for whom he has responsibility. In addition, this same dental educator will probably have some kind of private practice. He will also be required, if he expects to advance in academic rank, to do research, to be cognizant of the latest developments in his field, to publish, to give presentations to his peers and to the community. This adds up to a lot that is expected of one person. Many people have expectations of him, many people crowd in on him with their demands. The situation sounds ideal for burnout. Yet, I believe that if the dental educator does what is expected, if he laces this diet of teaching and patient contact with research and library work, if he sets aside time (you may ask where he is to find it) for contemplation, for good works in the community, for hobbies, for reading, for cultural activities, then in fact the chance of burnout seems lower. And finally, if the dental educator pursues the possibilities that exist for leaves, for time away, for refreshment of his career by new contacts, new ideas, new ways of doing things, and new commitments, he will push away and hold at bay the dangers of burnout.

  2. Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum

    OpenAIRE

    Murphy, Greer Alison

    2016-01-01

    This study examined how English as a Second Language (ESL) and Writing program faculty at a professional liberal arts college partnered with faculty across the curriculum to help international students learn to write from sources and avoid unintentional plagiarism. Eight participants joined a series of action research professional development workshops. In these workshops, faculty focused on defining plagiarism in both academic and professional settings, designing culturally inclusive assignm...

  3. 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,…

  4. The Faculty at Risk.

    Science.gov (United States)

    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)

  5. 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)

  6. Faculty attitudes about interprofessional education

    Directory of Open Access Journals (Sweden)

    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.

  7. Nudges, Pulls, and Serendipity: Multiple Pathways to Faculty Development

    Science.gov (United States)

    Stockley, Denise; McDonald, Jeanette; Hoessler, Carolyn

    2015-01-01

    Building on the rich faculty development literature worldwide, recent scholarship on the advancement, professionalism, and career paths of individuals entering the field has received greater attention. Through focus group discussions, faculty developers from colleges and universities around the world shared their pathways into and through faculty…

  8. Faculty Work: Moving beyond the Paradox of Autonomy and Collaboration

    Science.gov (United States)

    Hower, Mark A.

    2012-01-01

    Freedom to pursue one's intellectual interests, known as professional autonomy, is a valued and longstanding faculty tradition. Profound changes in society and the academy, however, suggest new values may be emerging. Collaboration, for example, is increasingly vital to success outside of the academy, and faculty culture, long an…

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

    Science.gov (United States)

    Snyder, Chryl A.; Terzin, Margaret A.

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

  10. Anchoring a Mentoring Network in a New Faculty Development Program

    Science.gov (United States)

    Beane-Katner, Linda

    2014-01-01

    Intentional mentoring of the next generation of faculty is critical if they are to be successful teacher-scholars. The traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and…

  11. Award-Winning Faculty at a Faith-Based Institution

    Science.gov (United States)

    Livingston, Jennifer; Jun, Alexander

    2011-01-01

    Exploring the development of excellent teachers could contribute to the revision of current practices in faculty recruitment, evaluation, workload expectations, and reward systems. This grounded theory study examined the professional careers of nine award-winning faculty members of a faith-based institution of higher education. The data, collected…

  12. Faculty and Student Affairs Collaboration in the Corporate University

    Science.gov (United States)

    Harrison, Laura M.

    2013-01-01

    Faculty, student affairs professionals, and most importantly, students, are paying the price as institutions of higher education increasingly operate in a top-down manner with an over-emphasis on the bottom line. The corporatization of higher education creates lopsided reward (and punishment) systems for faculty, unreasonably stressful…

  13. Bridging Borders: Toward a Pedagogy of Preparedness for Visiting Faculty

    Science.gov (United States)

    Mizzi, Robert C.

    2017-01-01

    This analytical article largely draws on the experiences of visiting faculty teaching at post-secondary institutions overseas. What is largely understood in the literature is that visiting faculty need to navigate the sociocultural, professional, and contextual differences that shape the work context. Drawing on the theory of border pedagogy, this…

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

    OpenAIRE

    Trulove, Susan

    2007-01-01

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

  15. Professional autonomy.

    Science.gov (United States)

    Aprile, A E

    1998-02-01

    Professional autonomy may represent the first step to implementing measures that will allow CRNAs to attain a level of independent practice consistent with their clinical and educational training. Autonomy is regarded as an essential ingredient of professionalism and confers independent function at the individual practitioner level. The principle of autonomy refers to the individual's capacity to make independent decisions based on the assumption that he or she possesses the cognitive, psychological, and emotional faculties to make rational decisions. Nursing practice meets the first two criteria of professionalism--competence and dedication to an important social good. The third criterion of professionalism, autonomy, has been a focal point for controversy since the late nineteenth century, in which obedience to supervisors and physicians remained a central focus of nursing ethics teaching until the advent of feminism in the 1970s. This article presents a thorough analysis of these concepts with some thoughts on how understanding the fundamental precepts and further research may not only help maintain the current level of CRNA professional autonomy but serve to guide us to become more autonomous in the future.

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

    Science.gov (United States)

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

    2016-01-01

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

  17. Student and Faculty Issues in Distance Education.

    Science.gov (United States)

    Fender, David L.

    Occupational safety and health faculty and occupational safety and health professionals (i.e., the potential audience for graduate level distance education programs) were surveyed to determine the considerations for a distance education-based graduate occupational safety and health program. Findings are reported related to the demand for distance…

  18. Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

    Science.gov (United States)

    Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

    2014-12-01

    The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective

  19. 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.

  20. 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

  1. Fusion of expertise among accounting accounting faculty. Towards an expertise model for academia in accounting.

    NARCIS (Netherlands)

    Njoku, Jonathan C.; van der Heijden, Beatrice; Inanga, Eno L.

    2010-01-01

    This paper aims to portray an accounting faculty expert. It is argued that neither the academic nor the professional orientation alone appears adequate in developing accounting faculty expertise. The accounting faculty expert is supposed to develop into a so-called ‘flexpert’ (Van der Heijden, 2003)

  2. Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction

    Science.gov (United States)

    Carter, Lorraine; Salyers, Vincent; Page, Aroha; Williams, Lynda; Albl, Liz; Hofsink, Clarence

    2012-01-01

    This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and…

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

    Science.gov (United States)

    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…

  4. Divided Identity: Part-Time Faculty in Public Colleges and Universities

    Science.gov (United States)

    Levin, John S.; Montero Hernandez, Virginia

    2014-01-01

    This article addresses the identity claims of part-time faculty at three types of higher education institutions. Using culture theory and professional identity theory, the article documents that part-time faculty members across institutions have a divided sense of identity. On the one hand, they perceive themselves as professionals based on their…

  5. Assessing Faculty Beliefs about the Importance of Various Marketing Job Skills

    Science.gov (United States)

    Hyman, Michael R.; Hu, Jing

    2005-01-01

    The need to improve the professional skills of those with marketing degrees has spurred surveys of current students, alumni, practitioners, and faculty about the importance of various professional skills; however, previous surveys of marketing faculty have focused only on computer skills. To address this limitation, the goals of this study were…

  6. Counter-Narratives of La Raza Voces: An Exploration of the Personal and Professional Lived Experiences of Mexican-American/Chicana/o Faculty at California Catholic Institutions of Higher Education

    Science.gov (United States)

    Serrano, Frank V.

    2013-01-01

    Faculty members of color time and again encounter the greatest number of challenges and barriers (e.g., discrimination, isolation, marginalization, tokenism, inundated with workloads and service commitments, devalued research, and delayed promotion and tenure) in both entering academia and succeeding within academia. The purpose of this study was…

  7. Faculty Handbook. Regis College.

    Science.gov (United States)

    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,…

  8. Supporting Faculty Grassroots Leadership

    Science.gov (United States)

    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…

  9. CBE Faculty and Staff

    Science.gov (United States)

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

  10. Faculty Transformation in Curriculum Transformation: The Role of Faculty Development in Campus Internationalization

    Science.gov (United States)

    Niehaus, Elizabeth; Williams, Letitia

    2016-01-01

    Curriculum transformation is often cited as one of the key strategies for internationalizing higher education in the United States, and faculty members play a central role in this process. The purpose of the study we report here was to explore the potential for professional development initiatives to foster the transformation in perspectives…

  11. Measuring faculty retention and success in academic medicine.

    Science.gov (United States)

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

    2012-08-01

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

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

    Science.gov (United States)

    Cook, David A; Steinert, Yvonne

    2013-11-01

    With the growing presence of computers and Internet technologies in personal and professional lives, it seems prudent to consider how online learning has been and could be harnessed to promote faculty development. Discuss advantages and disadvantages of online faculty development, synthesize what is known from studies involving health professions faculty members, and identify next steps for practice and future research. We searched MEDLINE for studies describing online instruction for developing teaching, leadership, and research skills among health professions faculty, and synthesized these in a narrative review. We found 20 articles describing online faculty development initiatives for health professionals, including seven quantitative comparative studies, four studies utilizing defined qualitative methods, and nine descriptive studies reporting anecdotal lessons learned. These programs addressed diverse topics including clinical teaching, educational assessment, business administration, financial planning, and research skills. Most studies enrolled geographically-distant learners located in different cities, provinces, or countries. Evidence suggests that online faculty development is at least comparable to traditional training, but learner engagement and participation is highly variable. It appears that success is more likely when the course addresses a relevant need, facilitates communication and social interaction, and provides time to complete course activities. Although we identified several practical recommendations for success, the evidence base for online faculty development is sparse and insubstantial. Future research should include rigorous, programmatic, qualitative and quantitative investigations to understand the principles that govern faculty member engagement and success.

  13. The essential value of projects in faculty development.

    Science.gov (United States)

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

    2010-09-01

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

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

    Science.gov (United States)

    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.

  15. Higher education in nursing: the faculty work process in different institutional contexts

    Directory of Open Access Journals (Sweden)

    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.

  16. Health science center faculty attitudes towards interprofessional education and teamwork.

    Science.gov (United States)

    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.

  17. Professors online: The Internet’s impact on college faculty

    OpenAIRE

    Jones, Steve; Jones, Camille

    2005-01-01

    This paper reports on findings from a nationwide survey of Internet use by U.S. college faculty. The survey asked about general Internet use, use of specific Internet technologies (e–mail, IM, Web, etc.), the Internet’s impact on teaching and research, its impact on faculty–student interactions, and about faculty perceptions of students’ Internet use. There is general optimism, though little evidence, about the Internet’s impacts on their professional lives. The findings show that institution...

  18. Research reports: 1989 NASA/ASEE Summer faculty fellowship program

    International Nuclear Information System (INIS)

    Karr, G.R.; Six, R.; Freeman, L.M.

    1989-12-01

    For the twenty-fifth consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague

  19. Fairness & Equity: Standards of Good Practice in the Employment of Part-Time/Adjunct Faculty. Item Number 36-0698

    Science.gov (United States)

    American Federation of Teachers, 2002

    2002-01-01

    Citing a decreased proportion of full-time tenured faculty at American colleges and steady increase of part-time adjunct and other nontenure-track faculty, this American Federation of Teachers' (AFT) document advocates professionalism of the manner in which part-time/adjunct faculty are employed, compensated, supported and treated in higher…

  20. Robots in Action - Professional Contest 2017

    Directory of Open Access Journals (Sweden)

    Paul Ciprian Patic

    2017-06-01

    Full Text Available The Robotics Society of Romania, Targoviste subsidiary, together with the Electrical Engineering, Electronics and Information Technology Faculty, "Valahia" University of Targoviste, held on May 30th 2017, starting from 11.00h, in the Rotonda of Engineering Faculties, the tenth edition of the professional students contest "ROBOTS IN ACTION".

  1. Socialisation and Professional Identity: Reflections of an ...

    African Journals Online (AJOL)

    of the student affairs socialisation process in the development of professional ... A benefit of this job was the opportunity to talk with faculty and staff .... support programme at a large research university with approximately 35,000 students. In.

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

    Science.gov (United States)

    Holmes, M. A.

    2015-12-01

    Together Your Promotion Packet; Balancing Service and Innovation); and/or fully promoted faculty (Professional Society Service; Successful Award Nomination Packets). One unexpected outcome from the panel discussions was the development of collaborations among faculty across departments and colleges.

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

    Science.gov (United States)

    Martin, Jennifer B; Douglas, Dianna H

    2018-04-06

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

  4. 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

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

    Science.gov (United States)

    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

  6. 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.

  7. 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.

  8. Internal dental school environmental factors promoting faculty survival and success.

    Science.gov (United States)

    Masella, Richard S

    2005-04-01

    A career in dental academics offers ample rewards and challenges. To promote successful careers in dental education, prospective and new dental faculty should possess a realistic view of the dental school work environment, akin to the informed consent so valuable to patients and doctors. Self-assessment of personal strengths and weaknesses provides helpful information in matching faculty applicants with appropriate dental schools. Essential prehiring information also includes a written job description detailing duties and responsibilities, professional development opportunities, and job performance evaluation protocol. Prehiring awareness of what constitutes excellence in job performance will aid new faculty in allotting time to productive venues. New faculty should not rely solely on professional expertise to advance careers. Research and regular peer-reviewed publications are necessary elements in academic career success, along with the ability to secure governmental, private foundation, and corporate grant support. Tactful self-promotion and self-definition to the dental school community are faculty responsibilities, along with substantial peer collaboration. The recruitment period is a singular opportunity to secure job benefits and privileges. It is also the time to gain knowledge of institutional culture and assess administrative and faculty willingness to collaborate on teaching, research, professional development, and attainment of change. Powerful people within dental schools and parent institutions may influence faculty careers and should be identified and carefully treated. The time may come to leave one's position for employment at a different dental school or to step down from full-time academics. Nonetheless, the world of dental and health professional education in 2005 is rapidly expanding and offers unlimited opportunities to dedicated, talented, and informed educators.

  9. Predictors of early faculty attrition at one Academic Medical Center.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2010-09-01

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

  11. 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…

  12. Your Faculty, Reluctantly.

    Science.gov (United States)

    Trower, Cathy A.

    2000-01-01

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

  13. EQUATING FACULTY LOADS.

    Science.gov (United States)

    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…

  14. Radiologic sciences. Faculty needs assessment.

    Science.gov (United States)

    Powers, Kevin J

    2005-01-01

    directors, 21% of full-time educators and 26% of part-time/adjunct educators indicated their salary would be higher in clinical practice. Part-time/adjunct educators reported working the most in clinical practice within the past week to month. Program directors exhibited the greatest separation from clinical practice, with more than half indicating a gap of 2 years or more from practicing in the clinical environment. While academic achievement is common among the educator populations sampled, a very low percentage of these educators are seeking an advanced academic degree. Less than a third of those surveyed indicated that they were pursuing an advanced degree. Becoming involved in research is not a requirement for many current educators, although survey participants expressed an interest in information about how to conduct a research project. A primary motivator for conducting the faculty development needs assessment was to use the data in strategic planning to set priorities for the resources available to the ASRT Education Department. The data will help maximize ASRT support for present and future educators. Services created by the ASRT Education Department will deepen the relationship with this key segment of the professional community.

  15. Research reports: The 1980 NASA/ASEE Summer Faculty Fellowship Program. [aeronautical research and development

    Science.gov (United States)

    Barfield, B. F. (Editor); Kent, M. I. (Editor); Dozier, J. (Editor); Karr, G. (Editor)

    1980-01-01

    The Summer Faculty Fellowship Research Program objectives are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants and institutions; and to contribute to the research objectives at the NASA centers. The Faculty Fellows engaged in research projects commensurate with their interests and background and worked in collaboration with a NASA/MSFC colleague.

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

    OpenAIRE

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

    2014-01-01

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

  17. 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…

  18. 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.

  19. Dental Faculty Perceptions of Workplace Environment and Job Satisfaction at a Southeastern University, College of Dentistry

    Science.gov (United States)

    Cooper, Sharon L.

    2009-01-01

    The purpose of this study was to replicate the American Dental Education Association 2007 Dental Faculty Perceptions of Workplace Environment survey at A Southeastern University, College of Dentistry. The study examined dental faculty perceptions of academic workplace variables including culture and environment, as well as professional development…

  20. The Socialization of Part-Time Faculty at Comprehensive Public Colleges

    Science.gov (United States)

    Frias, Mary Lou

    2010-01-01

    Fiscal constraints, understaffing, increased enrollments, demand for professional education, and the need for a more flexible workforce account for increases in the employment of part-time faculty in higher education. Part-time faculty tend to teach large, introductory courses for first and second-year students, who are in the "risk…

  1. What Can Happen When Business and Language Faculty Cooperate across an Ocean?

    Science.gov (United States)

    Bryant, Michael; Karney, Dennis; Vigier, Mary

    2010-01-01

    Management schools are expected to educate future professionals with the necessary skills to operate successfully in a global business environment. In this paper, the authors analyze and reflect on an experiment in interdisciplinary cooperation undertaken by business faculty at a US university and language faculty at a French School of Management.…

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

    Science.gov (United States)

    McKinsey, Elizabeth

    2016-01-01

    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…

  3. Quality of Academic Advising at UNO: Results of Student and Faculty Surveys.

    Science.gov (United States)

    ESS Reports, 1988

    1988-01-01

    This report presents the results of a student/faculty survey on the academic advising process at the University of Nebraska at Omaha, and highlights issues in improving the advising process. The survey included 195 recent graduates, 269 existing students, and 207 faculty and professional advisors. The study found that 70.8% of students were…

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

    Science.gov (United States)

    Ozcan, Kenan; Balyer, Aydin; Servi, Tayfun

    2013-01-01

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

  5. Integrating Experiential Learning and Applied Sociology to Promote Student Learning and Faculty Research

    Science.gov (United States)

    Holtzman, Mellisa; Menning, Chadwick

    2015-01-01

    Although the benefits of experiential learning for students are well documented, such courses are sometimes seen as a professional burden for faculty because they are very labor- and time-intensive endeavors. This paper suggests, however, that the time investment in experiential learning courses can be made more efficient if faculty members treat…

  6. Leading Short-Term Study Abroad Courses: Motivations and Outcomes for Community College Faculty

    Science.gov (United States)

    Hull, Melinda Leigh

    2013-01-01

    This case study explored faculty motivations for choosing to lead short-term study abroad courses and the personal and professional outcomes of the undertaking as reported by the faculty members themselves. This study also identified specific instances of internationalized practice in the development and implementation of the course. Three faculty…

  7. Health Information Management Education: A Comparison of Faculty Mentoring in Traditional vs. Distance Education Programs

    Science.gov (United States)

    Davidian, Marilyn R.

    2010-01-01

    Fifty years of research has demonstrated the value of faculty mentoring for students. The purpose of this research was to explore the faculty mentoring experiences among graduates of traditional and distance education programs in health information management professional education. The sample (n = 1039) was drawn from baccalaureate and masters…

  8. The Implicit Role of First-Years’ Higher Education Faculties

    Directory of Open Access Journals (Sweden)

    Maurice Abi-Raad

    2018-02-01

    Full Text Available The higher education experience is a challenge for first-year students. One of the challenges facing a generation of youth is attaining professional skills, academic experience and occupational training. In order to have a clear picture of the challenges involved in first-year experiences it is important to examine elements impacting first-year students' adjustment to university and in particular on the dual faculty role. This opinion paper posits that higher education faculties play an important role in the successful adjustment of first-year students, not only in facilitating their learning, but in impacting students' well-being and their growth as better citizens. The findings from this paper were drawn from various studies looking at the importance of first-year faculties in higher education, which involved extensive literature reviews and reported interviews with university stakeholders. The paper offers higher education leadership insights into the complex factors at play and the dual role faculties hold.

  9. Promoting Cultural Awareness: A Faculty Development Workshop on Cultural Competency.

    Science.gov (United States)

    Carnevale, Franco A; Macdonald, Mary Ellen; Razack, Saleem; Steinert, Yvonne

    2015-06-01

    An interdisciplinary faculty development workshop on cultural competency (CC) was implemented and evaluated for the Faculty of Medicine at McGill University. It consisted of a 4-hour workshop and 2 follow-up sessions. A reflective practice framework was used. The project was evaluated using the Multicultural Assessment Questionnaire (MAQ), evaluation forms completed by participants, and detailed field notes taken during the sessions. The workshop was attended by 49 faculty members with diverse professional backgrounds. Statistically significant improvements were measured using the MAQ. On a scale of 1 to 5 (5 = very useful) on the evaluation form, the majority of participants (76.1%) gave the workshop a score of 4 or 5 for overall usefulness. A thematic analysis of field-note data highlighted participant responses to specific activities in the workshop. Participants expressed a need for faculty development initiatives on CC such as this one. Copyright© by Ingram School of Nursing, McGill University.

  10. Faculty and Career Advising: Challenges, Opportunities, and Outcome Assessment

    Science.gov (United States)

    Vespia, Kristin M.; Freis, Stephanie D.; Arrowood, Rebecca M.

    2018-01-01

    Psychology prioritizes students' professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to…

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

    Science.gov (United States)

    Foote, Elizabeth

    1995-01-01

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

  12. Scholarship and Dental Education: New Perspectives for Clinical Faculty.

    Science.gov (United States)

    Albino, Judith E.

    1984-01-01

    Career advancement in academic dentistry appears to demand success in teaching, scholarship, and service, but foremost in research or scholarship. As a result, many dental faculty believe they are forced to choose between providing excellent professional preparation for their students or ensuring their academic careers. (MLW)

  13. Perceptions of the Workplace: Focus on Minority Women Faculty.

    Science.gov (United States)

    Aguirre, Adalberto, Jr.; And Others

    1994-01-01

    This study examined workplace satisfaction, decision making and institutional participation of minority women faculty. Findings suggest minority women are somewhat satisfied with certain dimensions of the workplace but do perceive themselves to be excluded from institutional contexts that would promote their professional advancement. (BF)

  14. The Attraction of Adjunct Faculty to Rural Community Colleges

    Science.gov (United States)

    Charlier, Hara Dracon

    2010-01-01

    As rural community colleges face mounting fiscal pressure, the ability to attract adjunct faculty members to support the institutional mission becomes increasingly important. Although the professional literature documents differences between rural, suburban, and urban community colleges, the effect of this institutional diversity on the role and…

  15. Enhancing Agency through Leadership Development Programs for Faculty

    Science.gov (United States)

    Templeton, Lindsey; O'Meara, KerryAnn

    2018-01-01

    The ADVANCE Leadership Fellows Program at the University of Maryland is a yearlong professional development program for faculty aspiring to or recently engaged in leadership roles. Data shows an increase in participants' sense of agency to become academic leaders following the program. We use a comprehensive data set, including program…

  16. Design Recommendations for Self-Paced Online Faculty Development Courses

    Science.gov (United States)

    Rizzuto, Melissa

    2017-01-01

    An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced…

  17. Writing a Professional Life on Facebook

    Science.gov (United States)

    Briggs, Timothy J.

    2013-01-01

    This video presents one academic's experiences using Facebook in service of his professional life in order to contend that Facebook can be valuable to faculty as both a site for professional conversations and a social network that enables users to create and maintain social capital.

  18. Online role-playing for faculty development.

    Science.gov (United States)

    Ladhani, Zahra; Chhatwal, Jugesh; Vyas, Rashmi; Iqbal, Mobeen; Tan, Christina; Diserens, Deborah

    2011-03-01

    There has been a rapid growth of online teaching in the past few years, yet the implementation of role-play for formal educational activities in an online setting is growing more slowly. The use of online role-playing for the development of health professions educators is virtually un-documented in the literature. In the project reported here we use role-playing as a method to motivate and increase active participation in an online web-based discussion on community-based medical education (CBME). The Foundation for Advancement of International Medical Education & Research (FAIMER(®) ) Institute hosts virtual group discussions for fellows as part of its fellowship programmes, in order to deepen their knowledge base in health professions education and research. In June 2008, a group of seven FAIMER(®) fellows and faculty members moderated an online discussion on CBME using an online role-play exercise with other fellows and faculty members. Out of a total of 102 fellows, 36 (35.3%) participated actively, which exceeded the typical percentage of list server participation. In addition, a rich discussion resulted in a comprehensive report on the goals, challenges, logistical components, role of Health Ministry policy and the possible ethical mandate of CBME in developing countries. Online role-play encouraged distributed participation among a highly diverse international group of participants, supporting the conclusion that role-playing can be used effectively with mid-career health professional faculty members in the online environment. © Blackwell Publishing Ltd 2011.

  19. Agreement Between the Board of Trustees of Middlesex County College and the Faculty Organization of Middlesex County College Local 1940, (AFK-CIO) 1972-1974.

    Science.gov (United States)

    Middlesex County Coll., Edison, NJ.

    This document presents the agreement between the Board of Trustees of Middlesex County College and the Faculty Organization County College for the period from July 1, 1972 through June 30, 1974. The articles of the agreement cover rights of the union, rights of the faculty, conditions of employment, faculty benefits, professional behavior,…

  20. NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1991

    International Nuclear Information System (INIS)

    Tiwari, S.N.

    1991-09-01

    In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spent 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. The objects were the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA center

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

    Science.gov (United States)

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

    2011-01-01

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

  2. TOWARDS DEVELOPING A SUSTAINABLE FACULTY DEVELOPMENT PROGRAM: An Initiative of an American Medical School in Lebanon.

    Science.gov (United States)

    Rahal, Boushra; Mansour, Nabil; Zaatari, Ghazi

    2015-01-01

    The American University of Beirut Faculty of Medicine (AUB-FM) strategy is to develop faculty members (fm) skills by sponsoring local and international scientific activities has been in place for over three decades, and remains dependent on individuals' efforts. In 2011-2012, Faculty Development Program (FDP) was introduced to develop faculty leadership, business skills in medicine, fulfill personal and professional goals, followed by a five-year plan to cover five themes: Management/Leadership, Marketing, Finance, Strategic Planning and Communications with the purpose of integrating these themes in medical practice. A survey was sent to all departments at AUB-FM in 2011 to assess needs and determine themes. Nine workshops were conducted, followed by post-workshop evaluation. 117 fm responded to needs assessment surveys. Respondents had on average 15 years in clinical practice, 50% with extensive to moderate administrative experience; 71% assumed administrative responsibilities at least once, 56% in leadership positions. Faculty attendance dropped midway from 69 to 19, although workshops were rated very good to excellent. Although faculty were interested in FDP, the drop in attendance might be attributed to: challenges to achieve personal and professional goals while struggling to fulfill their roles, satisfy promotion requirements and generate their income. FDP has to be aligned with FM strategic goals and faculty objectives, be complimentary to a faculty mentoring program, provide rewards, and be supported by a faculty progression tool.

  3. Integrating professional behavior development across a professional allied health curriculum.

    Science.gov (United States)

    Tsoumas, Linda J; Pelletier, Deborah

    2007-01-01

    Professional behaviors are an integral part of clinical practice in all allied health and medical fields. A systematic process for instruction, the education, and development of professional behaviors, cannot be taught in the same way that memorization of human anatomy or medical terminology is taught. One cannot expect professional behaviors to just appear in an individual upon graduation and entry into a health care field. Professional behavior development is an essential component of physical therapy professional education and is clearly defined through the guiding documents of the American Physical Therapy Association, which include 'A Normative Model of Physical Therapist Professional Education,' 'Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists,' and the 'Guide to Physical Therapist Practice.' Building a comprehensive and progressive curricular thread for professional behaviors can pose a challenge for a professional program and the core faculty. This paper will present a curricular model of weaving professional behaviors into a core entry-level professional curriculum using a specific curricular thread, activities for different levels of students, and assessment at each point in the path. This paper will demonstrate the potential for universal application of a professional behaviors.

  4. Engineering Integration: Building a Quick and Effective Faculty Seminar

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  6. Observation and assessment of faculty development learning outcomes.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Childs, Gail Schneider; Graff, Randy A

    2010-11-01

    Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development

  7. Improving the diversity climate in academic medicine: faculty perceptions as a catalyst for institutional change.

    Science.gov (United States)

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

    2009-01-01

    To assess perceptions of underrepresented minority (URM) and majority faculty physicians regarding an institution's diversity climate, and to identify potential improvement strategies. The authors conducted a cross-sectional survey of tenure-track physicians at the Johns Hopkins University School of Medicine from June 1, 2004 to September 30, 2005; they measured faculty perceptions of bias in department/division operational activities, professional satisfaction, career networking, mentorship, and intentions to stay in academia, and they examined associations between race/ethnicity and faculty perceptions using multivariate logistic regression. Among 703 eligible faculty, 352 (50.1%) returned surveys. Fewer than one third of respondents reported experiences of bias in department/division activities; however, URM faculty were less likely than majority faculty to believe faculty recruitment is unbiased (21.1% versus 50.6%, P = .006). A minority of respondents were satisfied with institutional support for professional development. URM faculty were nearly four times less likely than majority faculty to report satisfaction with racial/ethnic diversity (12% versus 47.1%, P = .001) and three times less likely to believe networking included minorities (9.3% versus 32.6%, P = .014). There were no racial/ethnic differences in the quality of mentorship. More than 80% of respondents believed they would be in academic medicine in five years. However, URM faculty were less likely to report they would be at their current institution in five years (42.6% versus 70.5%, P = .004). Perceptions of the institution's diversity climate were poor for most physician faculty and were worse for URM faculty, highlighting the need for more transparent and diversity-sensitive recruitment, promotion, and networking policies/practices.

  8. Collectively Improving Our Teaching: Attempting Biology Department-Wide Professional Development in Scientific Teaching

    Science.gov (United States)

    Owens, Melinda T.; Trujillo, Gloriana; Seidel, Shannon B.; Harrison, Colin D.; Farrar, Katherine M.; Benton, Hilary P.; Blair, J. R.; Boyer, Katharyn E.; Breckler, Jennifer L.; Burrus, Laura W.; Byrd, Dana T.; Caporale, Natalia; Carpenter, Edward J.; Chan, Yee-Hung M.; Chen, Joseph C.; Chen, Lily; Chen, Linda H.; Chu, Diana S.; Cochlan, William P.; Crook, Robyn J.; Crow, Karen D.; de la Torre, José R.; Denetclaw, Wilfred F.; Dowdy, Lynne M.; Franklin, Darleen; Fuse, Megumi; Goldman, Michael A.; Govindan, Brinda; Green, Michael; Harris, Holly E.; He, Zheng-Hui; Ingalls, Stephen B.; Ingmire, Peter; Johnson, Amber R. B.; Knight, Jonathan D.; LeBuhn, Gretchen; Light, Terrye L.; Low, Candace; Lund, Lance; Márquez-Magaña, Leticia M.; Miller-Sims, Vanessa C.; Moffatt, Christopher A.; Murdock, Heather; Nusse, Gloria L.; Parker, V. Thomas; Pasion, Sally G.; Patterson, Robert; Pennings, Pleuni S.; Ramirez, Julio C.; Ramirez, Robert M.; Riggs, Blake; Rohlfs, Rori V.; Romeo, Joseph M.; Rothman, Barry S.; Roy, Scott W.; Russo-Tait, Tatiane; Sehgal, Ravinder N. M.; Simonin, Kevin A.; Spicer, Greg S.; Stillman, Jonathon H.; Swei, Andrea; Timpe, Leslie C.; Vredenburg, Vance T.; Weinstein, Steven L.; Zink, Andrew G.; Kelley, Loretta A.; Domingo, Carmen R.; Tanner, Kimberly D.

    2018-01-01

    Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching…

  9. 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)

  10. Promoting Interdisciplinary Research among Faculty

    Science.gov (United States)

    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…

  11. Nursing Faculty and Academic Integrity

    Science.gov (United States)

    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…

  12. The Irony of Ethics: (De)coding the Lived Experience of Women and Minority Faculty

    Science.gov (United States)

    Reybold, L. Earle

    2014-01-01

    What does it mean to "be" an ethical faculty member? A number of scholars point to legal and moral issues, aligning ethics with professional codes and regulated by institutional policy. From this perspective, being ethical is a matter of knowing and following the professional rules--the goal is to avoid certain actions. On the other…

  13. 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.

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

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    Priscilla L. Agsalud

    2017-02-01

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

  15. Innovations in Nursing and Midwifery Education and Practice: New ...

    African Journals Online (AJOL)

    Innovations in Nursing and Midwifery Education and Practice: New York. University ... Background. New York University College of Nursing (NYUCN) is one of the original U.S. institutions to support the ... Results. Successful faculty recruitment and retention: Since the program's inception NYU has had 33 nursing and mid-.

  16. Professional Identity in Institutions of Higher Learning in Israel.

    Science.gov (United States)

    Moore, Michael; Hofman, John E.

    1988-01-01

    A study of faculty identification with, criticism of, and feelings about their institution in two Israeli institutions found that a strong professional identity coexists with a pronounced critical stance, consistent with Herzberg's two-factor theory of work motivation. (MSE)

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

    Science.gov (United States)

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

    2011-01-01

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

  18. Assessing the Special Education Faculty Shortage: The Crisis in California--A Statewide Study of the Professoriate

    Science.gov (United States)

    Evans, Susan; Eliot, Michael; Hood, Jolene; Driggs, Max; Mori, Ayako; Johnson, Theresa

    2005-01-01

    This article examines several questions related to the faculty shortage in special education. Using California as a case, the authors address these questions: (1) What were the personal and professional characteristics of current special education faculty preparing special education credential and doctoral candidates?; (2) What were the…

  19. Standards of Good Practice in the Employment of Full-Time Nontenure-Track Faculty. Item Number 36-0710

    Science.gov (United States)

    American Federation of Teachers, 2005

    2005-01-01

    In conjunction with efforts to make more widely known the trend towards decomposition of the tenure system in American colleges and universities, the American Federation of Teachers (AFT) has examined conditions of full-time nontenure track faculty, part-time/adjunct faculty, graduate employees and new categories of academic professional staff…

  20. New tools for systematic evaluation of teaching qualities of medical faculty: results of an ongoing multi-center survey.

    Directory of Open Access Journals (Sweden)

    Onyebuchi A Arah

    Full Text Available Tools for the evaluation, improvement and promotion of the teaching excellence of faculty remain elusive in residency settings. This study investigates (i the reliability and validity of the data yielded by using two new instruments for evaluating the teaching qualities of medical faculty, (ii the instruments' potential for differentiating between faculty, and (iii the number of residents' evaluations needed per faculty to reliably use the instruments.Multicenter cross-sectional survey among 546 residents and 629 medical faculty representing 29 medical (non-surgical specialty training programs in The Netherlands. Two instruments--one completed by residents and one by faculty--for measuring teaching qualities of faculty were developed. Statistical analyses included factor analysis, reliability and validity exploration using standard psychometric methods, calculation of the numbers of residents' evaluations needed per faculty to achieve reliable assessments and variance components and threshold analyses.A total of 403 (73.8% residents completed 3575 evaluations of 570 medical faculty while 494 (78.5% faculty self-evaluated. In both instruments five composite-scales of faculty teaching qualities were detected with high internal consistency and reliability: learning climate (Cronbach's alpha of 0.85 for residents' instrument, 0.71 for self-evaluation instrument, professional attitude and behavior (0.84/0.75, communication of goals (0.90/0.84, evaluation of residents (0.91/0.81, and feedback (0.91/0.85. Faculty tended to evaluate themselves higher than did the residents. Up to a third of the total variance in various teaching qualities can be attributed to between-faculty differences. Some seven residents' evaluations per faculty are needed for assessments to attain a reliability level of 0.90.The instruments for evaluating teaching qualities of medical faculty appear to yield reliable and valid data. They are feasible for use in medical residencies

  1. New tools for systematic evaluation of teaching qualities of medical faculty: results of an ongoing multi-center survey.

    Science.gov (United States)

    Arah, Onyebuchi A; Hoekstra, Joost B L; Bos, Albert P; Lombarts, Kiki M J M H

    2011-01-01

    Tools for the evaluation, improvement and promotion of the teaching excellence of faculty remain elusive in residency settings. This study investigates (i) the reliability and validity of the data yielded by using two new instruments for evaluating the teaching qualities of medical faculty, (ii) the instruments' potential for differentiating between faculty, and (iii) the number of residents' evaluations needed per faculty to reliably use the instruments. Multicenter cross-sectional survey among 546 residents and 629 medical faculty representing 29 medical (non-surgical) specialty training programs in The Netherlands. Two instruments--one completed by residents and one by faculty--for measuring teaching qualities of faculty were developed. Statistical analyses included factor analysis, reliability and validity exploration using standard psychometric methods, calculation of the numbers of residents' evaluations needed per faculty to achieve reliable assessments and variance components and threshold analyses. A total of 403 (73.8%) residents completed 3575 evaluations of 570 medical faculty while 494 (78.5%) faculty self-evaluated. In both instruments five composite-scales of faculty teaching qualities were detected with high internal consistency and reliability: learning climate (Cronbach's alpha of 0.85 for residents' instrument, 0.71 for self-evaluation instrument, professional attitude and behavior (0.84/0.75), communication of goals (0.90/0.84), evaluation of residents (0.91/0.81), and feedback (0.91/0.85). Faculty tended to evaluate themselves higher than did the residents. Up to a third of the total variance in various teaching qualities can be attributed to between-faculty differences. Some seven residents' evaluations per faculty are needed for assessments to attain a reliability level of 0.90. The instruments for evaluating teaching qualities of medical faculty appear to yield reliable and valid data. They are feasible for use in medical residencies, can

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

    Science.gov (United States)

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

    2017-10-01

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

  3. 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.

  4. 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.

  5. Social media in nurse education: Utilization and E-professionalism.

    Science.gov (United States)

    Duke, Valda J A; Anstey, Allan; Carter, Sandra; Gosse, Natalie; Hutchens, Karen M; Marsh, Janice A

    2017-10-01

    To explore faculty and student utilization of social media and its professional implications in nurse education. A descriptive study. Five hundred six Bachelor of Nursing students, 112 Practical Nursing students and 74 faculty members were invited to complete a questionnaire of 28 questions relating to social media. Three hundred thirty-seven students and 29 faculty responded. Students spent significantly more time using social media compared to faculty and both groups used it mainly for personal use. However, almost twice as many students used social media for educational purposes than did faculty (58.5% vs 27.6%, psocial media to talk about academic related problems, only 28% of faculty did so (psocial media to discuss academic related problems. YouTube and text messaging were popular platforms for educational purposes. While Facebook was also a popular educational site for students (95% used it for informal learning; 67% for formal learning), it was much less commonly used by faculty (45% used it for informal learning; 17% for formal learning). More students than faculty felt that they were aware of privacy features, and of the professional behavior expected when using social media. In addition, more students (90.7%) than faculty (71.43%) used these privacy features (psocial media among students and faculty. Utilization of public platforms, while potentially beneficial, can have professional implications if not used appropriately with both personal and academic use. Developing best practice approaches for using social media in nurse education is essential to ensure that faculty and students are informed of e-professionalism. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Is faculty practice valuable? The experience of Western Australian nursing and midwifery academics undertaking faculty clinical practice - A discussion paper.

    Science.gov (United States)

    Fowler, Amanda C; Baker, Melanie; Geraghty, Sadie

    2017-09-01

    The faculty clinical practice model provides dedicated time for nursing lecturers and educators in a university school of nursing to work with supervision in the clinical environments for an agreed amount of time each year. Allowing academics to partake in faculty clinical practice this way has been shown to update skills and retain clinical competency. Some nursing and midwifery academics believe it is essential to remain clinically current and up-to-date with professional issues in the clinical environments, whereas other academics believe reading current research maintains clinical competency. This discussion paper will explore the authors' own experiences of faculty clinical practice as an opportunity to enhance their learning. Narrative accounts of time spent in the clinical areas being expressed as invaluable as it allowed the authors to become part of the health professional team, refine clinical skills, gain clinical confidence, and share knowledge. This, in turn, impacted upon the academic's teaching style as well as redefined it by introducing incidents and stories from their experience. It has been concluded by the authors that faculty clinical practice allows academics to increase confidence, encourage leadership skills, and improve their teaching abilities in their clinical area of expertise. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Career transition and dental school faculty development program.

    Science.gov (United States)

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

    2013-11-01

    faculty.• Provide resident and faculty training in cultural and linguistic competency.• Develop and conduct a collaborative inter professional education project with a Pediatric Medicine department, a nursing school, and other health professions' education programs.• Provide faculty and residents with financial support to pursue a master's degree in public health; and • Provide support and assistance for dental practitioners desiring to explore a transition into the educational environment.

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

    OpenAIRE

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

    2016-01-01

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

  9. Burnout in Female Faculty Members.

    Science.gov (United States)

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

    2017-04-01

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

  10. La Facultad de Medicina en el marco de los procesos de modernización y profesionalización académica en la Universidad de Buenos Aires, 1955-1958: temas en debate y frentes de convergencias The role of the Faculty of Medicine in the process of academic modernization and professionalization at the University of Buenos Aires, 1955-1958: issues in debate and points of convergence

    Directory of Open Access Journals (Sweden)

    Lucía Romero

    2010-01-01

    Full Text Available Analiza las afinidades entre los contenidos centrales de los procesos de modernización académica en la Universidad de Buenos Aires a mediados de 1950 y las figuras que lideraron tales procesos, con las visiones, transformaciones y sujetos innovadores que intervinieron desde la Facultad de Medicina. Reconstruye los debates, propuestas de transformación y cambios allí efectuados, tendiendo, en particular, a la figura de Alfredo Lanari y a las ideas sobre investigación clínica, docencia y atención médicas que él impulsó durante el Primer Congreso de Educación Médica de la Asociación Médica Argentina (1957, las cuales mostraron la complejidad del full time para un perfil profesional como el del investigador clínico.The article analyzes the relations between the process of academic modernization at the University of Buenos Aires in the mid-1950s and the individuals who led this process, influenced by innovative views, transformations, and people from the Faculty of Medicine. This reconstruction of the debates, proposals, and actual changes at the Faculty focuses especially on Alfredo Lanari, who, at the First Congress on Medical Education, held by the Argentinean Medical Association in 1957, put forward ideas on clinical research, teaching, and health care that showed how complicated full-time work would be for someone with the professional profile of a clinical researcher.

  11. The Professional Careers of Graduates of a Management Faculty

    Science.gov (United States)

    Efendiev, Azer Gamidovich; Balabanova, Evgeniia Sergeevna

    2010-01-01

    The high demand for educational services for training in specialties of economic management, a level that has become increasingly apparent in the past decade and a half, has taken shape as a result of the population's perceptions as to which specialties are the most in demand in Russia's labor market. And yet, as experts in the field of education…

  12. Faculty Professional Development and Student Satisfaction in Online Higher Education

    Science.gov (United States)

    Kane, Robert Todd; Shaw, Melanie; Pang, Sangho; Salley, Witt; Snider, J. Blake

    2016-01-01

    With the ever-increasing availability of online education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of…

  13. Gender Differences in Business Faculty's Research Motivation

    Science.gov (United States)

    Chen, Yining; Zhao, Qin

    2013-01-01

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

  14. Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators.

    Science.gov (United States)

    Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

    2017-08-08

    This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one's personal and professional lives, concern for one's safety, and the impact of authorities' (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture.

  15. Faculty perspectives on the inclusion of work-related learning in engineering curricula

    DEFF Research Database (Denmark)

    Magnell, Marie; Geschwind, Lars Allan; Kolmos, Anette

    2017-01-01

    The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced...... into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated...... activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include...

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

    Science.gov (United States)

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

    2014-05-15

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

  17. 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

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

    Science.gov (United States)

    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…

  19. Engineering faculty forum. Final report, June 1, 1993--May 31, 1994

    Energy Technology Data Exchange (ETDEWEB)

    Baldwin, L.V.

    1994-11-01

    The goal of the project was to develop and broadcast monthly one-hour teleconferences to support the professional development of engineering faculty. The {open_quotes}Engineering Faculty Forum{close_quotes} was available nationwide over the NTU Satellite Network and was also available from a C-Band Satellite. There was no cost to participate in the live teleconferences for the two year period. The programs were developed in response to a questionnaire sent to engineering faculty members across the United States. Copies of the flyers and a print out of each course participation form has been included as a part of this report.

  20. Exploring faculty perceptions towards electronic health records for nursing education.

    Science.gov (United States)

    Kowitlawakul, Y; Chan, S W C; Wang, L; Wang, W

    2014-12-01

    component in faculty professional development policy and programmes. © 2014 International Council of Nurses.

  1. 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.

  2. A solution to the shortage of nursing faculty: awareness and understanding of the leadership style of the nursing department head.

    Science.gov (United States)

    Byrne, Daria M; Martin, Barbara N

    2014-01-01

    The purpose of this research was to determine if there was a relationship between the leadership style of the nursing department head and the level of professional satisfaction and organizational commitment by nursing faculty members. The survey instrument was designed to measure the department heads' leadership style as perceived by the nursing faculty and assess the nursing faculty members' level of professional satisfaction and organizational commitment. Five schools of nursing in 2 Midwestern states, with a total of 52 full-time baccalaureate nursing faculty, were the focus of the inquiry. Findings support statistically significant relationships between the 3 variables of department head leadership, organizational commitment, and professional satisfaction. Implications for leadership style exhibited by the nursing department head are discussed.

  3. Who's misbehaving? Perceptions of unprofessional social media use by medical students and faculty.

    Science.gov (United States)

    Kitsis, Elizabeth A; Milan, Felise B; Cohen, Hillel W; Myers, Daniel; Herron, Patrick; McEvoy, Mimi; Weingarten, Jacqueline; Grayson, Martha S

    2016-02-18

    Social media use by physicians offers potential benefits but may also be associated with professionalism problems. The objectives of this study were: 1) to examine and compare characteristics of social media use by medical students and faculty; 2) to explore the scope of self- and peer-posting of unprofessional online content; and 3) to determine what actions were taken when unprofessional content was viewed. An anonymous, web-based survey was sent to medical students and faculty in October, 2013 at the Albert Einstein College of Medicine in Bronx, New York. Three-quarters of medical students reported using social media "very frequently" (several times a day), whereas less than one-third of faculty did so (p < .001). Medical students reported using privacy settings more often than faculty (96.5 % v. 78.1 %, p < .001). Most medical students (94.2 %) and faculty (94.1 %) reported "never" or "occasionally" monitoring their online presence (p = 0.94). Medical students reported self-posting of profanity, depiction of intoxication, and sexually suggestive material more often than faculty (p < .001). Medical students and faculty both reported peer-posting of unprofessional content significantly more often than self-posting. There was no association between year of medical school and posting of unprofessional content. Medical students reported spending more time using social media and posting unprofessional content more often than did faculty.

  4. Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions.

    Science.gov (United States)

    Branch, William T; Chou, Calvin L; Farber, Neil J; Hatem, David; Keenan, Craig; Makoul, Gregory; Quinn, Mariah; Salazar, William; Sillman, Jane; Stuber, Margaret; Wilkerson, LuAnn; Mathew, George; Fost, Michael

    2014-09-01

    There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. The aggregate score favored participants over controls (P = 0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.

  5. From Burnout to Wellness: A Professional Imperative.

    Science.gov (United States)

    Golub, Justin S; Johns, Michael M

    2018-03-01

    Professional burnout is a barrier to physician wellness. Burnout is prevalent across medicine, and otolaryngology as a specialty ranks near the mean. We review burnout levels in various subgroups of otolaryngology, including academic chairs, faculty, and residents. Risk factors of burnout are discussed, which differ by subgroup. Finally, we propose measures that could help minimize burnout and promote healthy and satisfying careers.

  6. Robots in Action - Professional Contest 2016

    Directory of Open Access Journals (Sweden)

    Paul Ciprian Patic

    2016-06-01

    Full Text Available The organizers of the 9th edition of the Professional Contest "ROBOTS IN ACTION" were, as usual, the Electrical Engineering, Electronics and Information Technology Faculty, "Valahia" University of Targoviste, together with the Robotics Society of Romania, Targoviste subsidiary and the Students League.

  7. 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 ...

  8. Publication Rates of Social and Administrative Sciences Pharmacy Faculty in Non-Research Intensive Pharmacy Schools.

    Science.gov (United States)

    Weathers, Trenna; Unni, Elizabeth

    2018-04-01

    Objective. To assess the level of publication rates from 2011 through 2015 by Social and Administrative Sciences (SAS) faculty at non-research intensive pharmacy schools. Methods. The Web of Science database was searched using faculty names identified from the American Association of Colleges of Pharmacy (AACP) faculty and professional staff roster. Publication rates of SAS faculty were calculated and compared using several demographic subcategories such as public/private school, part of an academic health center, schools with PhD program, funding status, etc. Results. The 208 SAS faculty members from 59 colleges contributed to 478 publications with a mean of 95.6 publications per year and 1.62 publications per institution per year. The number of publications increased 45% over the five years from 67 publications in 2011 to 122 in 2015.The average number of publications was 0.92 per year per SAS faculty compared to 0.82 publications per year per faculty from other basic pharmaceutical sciences divisions. The most commonly published research was research articles in the area of scholarship of teaching and learning. The significant predictors of publications were being part of an academic health center, having a PhD program, and higher percent of faculty members who are SAS faculty. Conclusion. Despite being affiliated with institutions with missions less targeted on research, this study showed SAS faculty members at non-research intensive institutions consistently contribute to published literature. Further studies are needed to examine reasons for the lack of publishing by almost half of the SAS faculty and ways to increase research and publication in the field of SAS.

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

    Science.gov (United States)

    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.

  10. 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.

  11. Knox named Phoenix associate dean of faculty affairs

    Directory of Open Access Journals (Sweden)

    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 …

  12. Faculty development programs for medical teachers in India

    Directory of Open Access Journals (Sweden)

    SANJAY ZODPEY

    2016-04-01

    Full Text Available Introduction: India has the highest number of medical colleges in the world and subsequently the higher number of medical teachers. There is a dire need of adopting a systematic approach to faculty development to enhance quality education to meet health challenges for 21st Century. This manuscript provides a landscape of faculty development programs in India, identifying gaps and opportunities for reforms in faculty development. Methods: Conventionally, FDPs are organized by medical colleges and universities through Basic Courses and Advanced Courses focusing on pedagogy. Medical Council of India is facilitating FDPs through 18 selected regional centers to enable medical teachers to avail modern education technology for teaching from July 2009. Foundation for Advancement of International Medical Education and Research has three Regional Institutes in India. Results: Recommendations include the need for formulating a national strategy for faculty development to not only enhance the quantity of medical teachers but also the quality of medical education; providing support for Departments of Medical Education/Regional Centers in terms of finance and staffing and incorporation of teaching skills in postgraduate training. Conclusion: Distance learning courses focusing on educational leadership and pedagogy for medical teachers can be an option to reach a wider audience. FDPs can be an asset in recruiting and retaining teachers as they offer valued professional development opportunities.

  13. Evaluation of Social Media Use by Emergency Medicine Residents and Faculty

    Directory of Open Access Journals (Sweden)

    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

  14. Write More Articles, Get More Grants: The Impact of Department Climate on Faculty Research Productivity.

    Science.gov (United States)

    Sheridan, Jennifer; Savoy, Julia N; Kaatz, Anna; Lee, You-Geon; Filut, Amarette; Carnes, Molly

    2017-05-01

    Many studies find that female faculty in academic medicine, science, and engineering experience adverse workplace climates. This study longitudinally investigates whether department climate is associated with future research productivity and whether the associations are stronger for female than male faculty. Two waves of a faculty climate survey, institutional grant records, and publication records were collected for 789 faculties in academic medicine, science, and engineering at the University of Wisconsin-Madison between 2000 and 2010. Research productivity was measured as Number of Publications and Number of Grants awarded, and department climate was measured with scales for professional interactions, department decision-making practices, climate for underrepresented groups, and work/life balance. Ordinary least squares and negative binomial regression methods were used to assess gender differences in productivity, influences of department climate on productivity, and gender differences in effects of climate on productivity. Female faculty published fewer articles and were awarded fewer grants in the baseline period, but their productivity did not differ from male faculty on these measures in subsequent years. Number of Publications was positively affected by professional interactions, but negatively affected by positive work/life balance. Number of Grants awarded was positively affected by climate for underrepresented groups. These main effects did not differ by gender; however, some three-way interactions illuminated how different aspects of department climate affected productivity differently for men and women in specific situations. In perhaps the first study to assess the longitudinal impact of department climate on faculty research productivity, positive department climate is associated with significantly greater productivity for all faculty-women and men. However, some positive aspects of climate (specifically, work/life balance) may be associated with

  15. Faculty Library and Its Users (Interactively and Statistically

    Directory of Open Access Journals (Sweden)

    Rozalija Marinković

    2011-12-01

    Full Text Available According to popular opinion, statistics is the sum of incorrect data. However, much can be learned and concluded from statistical reports. In our example of recording statistics in the library of the Faculty of Economics in Osijek the following records are kept: user categories, the frequency of borrowing, the structure of borrowing, use of the reading room, use of the database, etc. Based on these data and statistical processing, the following can be analysed: the total number of users, the number of users by the year of study, by the content of used professional and scientific literature, by the use of serial publications in the reading room, or by the work on computers and database usage. All these data are precious for determining the procurement policy of the library, observing frequency of use of particular categories of professional and scientific literature (textbooks, handbooks, professional and scientific monographs, databases and determining operation guidelines for library staff.

  16. Professional Certification

    Science.gov (United States)

    WaterSense recognizes certification programs for irrigation professionals that meet the specification criteria. Certification programs cover three areas: irrigation system design, installation and maintenance, and system auditing.

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-08-04

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

  20. Searching for Educational Technology Faculty.

    Science.gov (United States)

    Barrow, Lloyd H.

    2003-01-01

    Identifies the types of positions available at domestic four-year institutions of higher education for faculty whose specialty is educational technology. Analyzes educational job postings listed in the "Chronicle of Higher Education" from August, 2000, through July, 2001. (Author/SOE)

  1. Faculty Workload: An Analytical Approach

    Science.gov (United States)

    Dennison, George M.

    2012-01-01

    Recent discussions of practices in higher education have tended toward muck-raking and self-styled exposure of cynical self-indulgence by faculty and administrators at the expense of students and their families, as usually occurs during periods of economic duress, rather than toward analytical studies designed to foster understanding This article…

  2. Cross-Cultural Faculty Values.

    Science.gov (United States)

    Keim, Marybelle C.

    1992-01-01

    Compares the terminal values of 24 visiting scholars from the People's Republic of China based at a midwestern community college with resident faculty values. The Chinese scholars ranked freedom, equality, and self-respect highest, whereas U.S. schools gave highest rankings to salvation, family security, and self-respect. Contrasts findings with a…

  3. Junior College Faculty Job Satisfaction.

    Science.gov (United States)

    Frankel, Joanne

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

  4. Faculty Communication with Governing Boards

    Science.gov (United States)

    Tiede, Hans-Joerg

    2013-01-01

    College and university governance works best when every constituency within the institution has a clear understanding of its role with respect to the other constituencies. It works best when communication among the governing board, the administration, and the faculty (not to mention the staff and students) is regular, open, and honest. Too often…

  5. 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,…

  6. Faculty Development through Cognitive Coaching

    Science.gov (United States)

    Bair, Mary Antony

    2017-01-01

    This paper describes a faculty development project in which 12 teacher educators used the Cognitive Coaching model to engage in critical reflections about their teaching. Each identified an aspect of their teaching they wanted to improve and a colleague to serve as coach. Participants engaged in Cognitive Coaching cycles, consisting of planning…

  7. 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

  8. E-books: nurse faculty use and concerns.

    Science.gov (United States)

    Abell, Cathy H; Garrett-Wright, Dawn

    2014-01-01

    The purpose of this study was to identify nurse educators' stage of concern regarding e-books and examine relationships between stage of concern and demographic variables. The use of e-books is growing, and nursing faculty must be prepared to use this evolving technology. A descriptive design was used with a convenience sample of 50 nurse educators attending a professional conference. Data were collected using a demographic questionnaire and the Stages of Concern (SoC) questionnaire. Sixty-four percent of participants' first high stage was Stage 0 (awareness); 22 percent had a first high stage of Stage 1 (informational). Using ordinal regression, no statistical significance was noted with the highest Stage of Concern and age (p = .431) or experience as a nurse educator (p = .893). Findings indicate low usage, faculty concerns, and the need for ongoing education regarding e-books.

  9. 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.

  10. Emergency Medicine Resident Perceptions of Medical Professionalism.

    Science.gov (United States)

    Jauregui, Joshua; Gatewood, Medley O; Ilgen, Jonathan S; Schaninger, Caitlin; Strote, Jared

    2016-05-01

    be useful to educators. Explanations for these differences are hypothesized, as are the potential implications for professionalism education. Because teaching professional behavior is taught most effectively via behavior modeling, faculty awareness of resident values and faculty development to address potential gaps may improve professionalism education.

  11. Relationships between teaching faculty and teaching librarians

    CERN Document Server

    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

  12. Methods used by accredited dental specialty programs to advertise faculty positions: results of a national survey.

    Science.gov (United States)

    Ballard, Richard W; Hagan, Joseph L; Armbruster, Paul C; Gallo, John R

    2011-01-01

    The various reasons for the current and projected shortages of dental faculty members in the United States have received much attention. Dental school deans have reported that the top three factors impacting their ability to fill faculty positions are meeting the requirements of the position, lack of response to position announcement, and salary/budget limitations. An electronic survey sent to program directors of specialty programs at all accredited U.S. dental schools inquired about the number of vacant positions, advertised vacant positions, reasons for not advertising, selection of advertising medium, results of advertising, and assistance from professional dental organizations. A total of seventy-three permanently funded full-time faculty positions were reported vacant, with 89.0 percent of these positions having been advertised in nationally recognized professional journals and newsletters. Networking or word-of-mouth was reported as the most successful method for advertising. The majority of those responding reported that professional dental organizations did not help with filling vacant faculty positions, but that they would utilize the American Dental Association's website or their specialty organization's website to post faculty positions if they were easy to use and update.

  13. Perceptions of Faculty Status among Academic Librarians

    Science.gov (United States)

    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…

  14. 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.…

  15. Faculty Recruitment in an Era of Change

    Science.gov (United States)

    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…

  16. James Madison University Survey of Faculty Activities.

    Science.gov (United States)

    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…

  17. Motivational Issues of Faculty in Saudi Arabia

    Science.gov (United States)

    Abdul-Cader, Akram; Anthony, Peter John

    2014-01-01

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

  18. Teaching professionalism in science courses: Anatomy to zoology

    Directory of Open Access Journals (Sweden)

    Cheryl C. Macpherson

    2012-02-01

    Full Text Available Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies’ trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences.

  19. Teaching professionalism in science courses: anatomy to zoology.

    Science.gov (United States)

    Macpherson, Cheryl C

    2012-02-01

    Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

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

    OpenAIRE

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

    2017-01-01

    Background 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. Methods A cross sectional survey was used to coll...

  1. Internal Revolutions: Auto-Ethnography as a Method for Faculty Who Prepare K-12 Educators and Leaders at Hispanic Serving Institutions

    Science.gov (United States)

    Aguilar, Israel

    2017-01-01

    This article reinforces the use of research for faculty who prepare K-12 educators and leaders for social justice. The author conceptualizes auto-ethnography as a form of professional development and maintains that faculty must first experience an internal revolution before they can expect to model it, especially in a Hispanic Serving Institution…

  2. Motivational Factors Affecting the Integration of a Learning Management System by Faculty

    Directory of Open Access Journals (Sweden)

    Cynthia Gautreau

    2011-01-01

    Full Text Available Online courses taught using a learning management system are common in higher education. Teaching online requires a new set of skills, knowledge, and professional growth. Faculty development programs often overlook factors that promote or inhibit the use of technologies among professors. This study identified the motivation factors that faculty consider relevant to their personal decision to adopt a learning management system. A needs assessment evaluation methodology was applied to investigate two research questions. The first question analyzed the demographics of the participants in this study including gender, age, tenure status, department, and years of experience using a technology and using an LMS. The second research question investigated the intrinsic and extrinsic factors that motivate faculty to adopt a learning management system in their instruction. Participants (N = 42 were tenured and tenure track faculty instructing at a four-year public university in California.

  3. Faculty Experiences of Merger and Organizational Change in a Social Work Program.

    Science.gov (United States)

    Adedoyin, A Christson; Miller, Monte; Jackson, Mary S; Dodor, Bernice; Hall, Kristen

    2016-01-01

    Social work programs are experiencing unprecedented organizational changes due to budget cuts, dwindling resources, global, and technological challenges. However, there is limited information in the literature about the merger experiences of faculty in social work programs. On one hand undergoing merger and reorganization provides the opportunity to reorganize, reprioritize, re-assess, develop strategies, and explore previously untapped opportunities for social work programs. Conversely, merger experiences have caused frustration, intention to quit, confusion, and loss of professional identity for social work faculty. In this article the authors utilize a journaling method and sense-making approach of the merger experiences of some of the faculty members of a social work program in the United States. The authors suggest a framework to understand how the faculty confronted the challenges, overcame the pitfalls, and maximized the opportunities offered during the merger and organizational change process.

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

    Science.gov (United States)

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

    2014-04-17

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

  5. An assessment of faculty and dental student decision-making in ethics.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Catalanotto, Frank A; Garvan, Cynthia Wilson; Hudson-Vassell, Charisse

    2014-01-01

    This study reports and compares dental student and dental faculty scores to national norms for the Defining Issues Test 2, a measure of ethical decision-making competency. The findings showed that dental students and faculty tend to make decisions that promote self-interest, paralleling the ethical orientation of business professionals. Differences associated with gender, language, and norms from previous studies were observed. The findings underscore the importance of raising dental faculty and student awareness of their own ethical decision-making approaches. More importantly, the findings highlight the need to ensure that dental faculty have both the knowledge and skills to train dental students about the central role that ethical decision-making must play in patient care.

  6. Faculty Hiring and Development at BYU: Perspectives of a Recent Hire and Department Chair

    Science.gov (United States)

    Turley, R. Steven

    2002-04-01

    I will present a personal perspective on the transition from an industrial to an academic physicist. For those planning on a similar transition, I will mention several things that were helpful in preparing myself, marketing myself, and adapting to an academic setting. For instance, a significant difference between academic and industrial physics is the responsibility of classroom teaching. Several things that proved particularly useful in improving my own teaching were mentoring teaching partnerships, student evaluations, help in the tenure and promotion process, and programs available from our Faculty Center. From my current perspective as a department chair, I will further discuss mentoring practices I have found helpful with other new faculty. These include such things as inviting mentors to participate with new faculty in development workshops and providing financial and other recognition for participation as a mentor. In addition to developing professional skills, I have found that good mentoring is particularly critical in encouraging new faculty to adapt to departmental culture. Finally, I will discuss ideas I have found helpful in successfully recruiting new faculty. This involves researching, identifying, and actively recruiting faculty we think will build our department. For us, it has not been sufficient to passively rely on responses from applicants to advertisements and word-of-mouth inquiries. Through careful hiring and effective mentoring, we have developed an excellent record of having our faculty being successful in the tenure process.

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

    Science.gov (United States)

    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.

  8. Effect of Faculty Development Activities on Dental Hygiene Faculty Perceptions of and Teaching About Motivational Interviewing: A Pilot Study.

    Science.gov (United States)

    Arnett, Michelle; Korte, Dina; Richards, Philip S; Saglik, Berna; Taichman, L Susan; Kinney, Janet S; Gwozdek, Anne E

    2017-08-01

    The aims of this pilot study were to assess dental hygiene faculty members' perceptions of the importance of motivational interviewing (MI) and their confidence in teaching students about MI and to determine the effect of MI training sessions on those perceptions. Participants were a convenience sample of all 16 dental hygiene faculty members who teach in the clinic at the University of Michigan School of Dentistry. Participants' perceptions were assessed prior to a workshop in MI (pretest), immediately after the workshop (posttest 1), and eight months after the workshop, at the end of the academic year (posttest 2). During the same period, some of the workshop participants took part in team grading sessions of audio recordings of student-patient MI interactions. The results showed that the majority of the faculty members perceived it was important to personally embrace the overall spirit of MI during patient care, and they were confident supporting students as well. Their ratings for embracing the spirit of MI increased from pretest to posttest 1, but slightly decreased at posttest 2. This trend was also seen in their assessment of the importance of and their confidence in teaching the eight MI strategies over time. Among the workshop participants, 56% were part of team grading; they reported the most helpful professional development activities overall were team grading (58%) and the workshop (25%). These results suggest the importance of making use of a variety of faculty development activities and of introducing appropriate follow-up to training sessions over time to ensure long-lasting effects. Future research using carefully designed, multi-institution, longitudinal studies is needed to determine the most effective ways to prepare dental hygiene faculty members to educate their students about MI.

  9. Engineering students' and faculty perceptions of teaching methods and the level of faculty involvement that promotes academic success

    Science.gov (United States)

    Karpilo, Lacy N.

    education professionals to gain insight into the teaching methods currently being utilized in engineering and reinforces the importance of student-faculty interaction and thus facilitating the creation of programs or initiatives to improve student academic success.

  10. Write More Articles, Get More Grants: The Impact of Department Climate on Faculty Research Productivity

    Science.gov (United States)

    Savoy, Julia N.; Kaatz, Anna; Lee, You-Geon; Filut, Amarette; Carnes, Molly

    2017-01-01

    Abstract Background: Many studies find that female faculty in academic medicine, science, and engineering experience adverse workplace climates. This study longitudinally investigates whether department climate is associated with future research productivity and whether the associations are stronger for female than male faculty. Method: Two waves of a faculty climate survey, institutional grant records, and publication records were collected for 789 faculties in academic medicine, science, and engineering at the University of Wisconsin-Madison between 2000 and 2010. Research productivity was measured as Number of Publications and Number of Grants awarded, and department climate was measured with scales for professional interactions, department decision-making practices, climate for underrepresented groups, and work/life balance. Ordinary least squares and negative binomial regression methods were used to assess gender differences in productivity, influences of department climate on productivity, and gender differences in effects of climate on productivity. Results: Female faculty published fewer articles and were awarded fewer grants in the baseline period, but their productivity did not differ from male faculty on these measures in subsequent years. Number of Publications was positively affected by professional interactions, but negatively affected by positive work/life balance. Number of Grants awarded was positively affected by climate for underrepresented groups. These main effects did not differ by gender; however, some three-way interactions illuminated how different aspects of department climate affected productivity differently for men and women in specific situations. Conclusions: In perhaps the first study to assess the longitudinal impact of department climate on faculty research productivity, positive department climate is associated with significantly greater productivity for all faculty—women and men. However, some positive aspects of climate

  11. Accounting Practitioners Reflect on Faculty Impact: Bridging the Gap between Theory and Practice

    Science.gov (United States)

    Johnson, Ryan

    2014-01-01

    A gap exists between the perception of accounting education in the classroom and accounting as it is practiced. This study explores qualitatively the perceptions and experiences of mid-career accounting professionals with respect to the impact of academic faculty on their careers in accounting. The study identifies a perception gap in the…

  12. Creating Enabling Environment for Student Engagement: Faculty Practices of Critical Thinking

    Science.gov (United States)

    Cassum, Shanaz Hussein; Gul, Raisa Begum

    2017-01-01

    Critical thinking (CT) is considered an important attribute in practice disciplines and faculty members in nursing, medicine, and education are expected to facilitate the development of CT in their graduates so that these individuals can be critical, reflective, competent, and caring professionals and service providers. When students are actively…

  13. Faculty Perspective on Competency Development in Higher Education: An International Study

    Science.gov (United States)

    Velasco, Paloma Julia; Learreta, Begoña; Kober, Claudia; Tan, Irene

    2014-01-01

    The purpose of this research is to establish common ground on how faculty development should be instituted and the needs it should address on an international level, with its major focus being the development of competencies. A survey was developed and distributed to a sample of 764 university teaching professionals. Results show that 90% find…

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

    Science.gov (United States)

    Roche, Mark W.

    2009-01-01

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

  15. Faculty Vitality in "Different Worlds": The View from Three Academic Areas. ASHE 1988 Annual Meeting Paper.

    Science.gov (United States)

    Baldwin, Roger G.

    The professional lives of "vital" professors in the areas of arts and humanities, mathematics and natural sciences, and the social sciences are examined, and common and subject-area specific factors (such as attributes, activities, and sources of support) closely associated with faculty vitality are identified. Subjects were chosen from…

  16. Liberal Arts Faculty and Co-op: Attitudes for Success at a Small Private College.

    Science.gov (United States)

    Wilson, Dawn K.

    1987-01-01

    Results of a study indicate that faculty in a small private liberal arts institution which has an established co-op program value it for its ability to enhance students' career and professional development as well as for its contribution to students' total learning process. (JOW)

  17. Supporting Faculty Efforts to Obtain Research Funding: Successful Practices and Lessons Learned

    Science.gov (United States)

    Reiser, Robert A.; Moore, Alison L.; Bradley, Terra W.; Walker, Reddick; Zhao, Weinan

    2015-01-01

    Faculty members face increasing pressure to secure external research funding, and as a result, there is a critical need for professional development in this area. This paper describes a series of tools and services that have been designed and implemented by a College of Education Office of Research at a southeastern university in order to help…

  18. "Putting in Your Time": Faculty Experiences in the Process of Promotion to Professor

    Science.gov (United States)

    Gardner, Susan K.; Blackstone, Amy

    2013-01-01

    The rank of professor or "full" professor represents the highest status possible for faculty members, and it is generally gained by attaining professional expertise and a national or international reputation. Beyond this, however, little is known about these individuals or the promotion process at this level. In this qualitative study of…

  19. Exploring Women Faculty's Experiences and Perceptions in Higher Education: The Effects of Feminism?

    Science.gov (United States)

    Midkiff, Brooke

    2015-01-01

    This study analyses women faculty's discourse about feminism, themselves, and their professional experiences as scholars in the North American university context. This case study pushes at the boundaries of what we believe we know about "the gender question" in the academy, opening a discursive space for scholars to examine university…

  20. A Comparative Study of the Perceptions of Professional Staff on Their Contribution to Student Outcomes

    Science.gov (United States)

    Regan, Julie-Anne; Dollard, Emma; Banks, Nicci

    2014-01-01

    This study examined the perceptions of professional staff on their contribution to student outcomes. An online Delphi survey method was used to collect data from two expert panels: professional staff based in faculties and professional staff based in central university departments. The aim of this method is for the panels to reach consensus. The…

  1. 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

  2. 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.

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

    Science.gov (United States)

    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.

  4. 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.

  5. REFLECTIONS ON SCREENAGERS, FACULTY DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    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.

  6. Professional development

    International Nuclear Information System (INIS)

    McAndrew-Benavidas, E.

    2007-01-01

    This presentation outlines the functions of the North American Young Generation in Nuclear. Activities of the organization include professional development, recruiting, retention, public outreach, leadership, networking, workforce issues, mentoring and communications

  7. An Evaluation of the Psychometric Properties of an Advising Survey for Medical and Professional Program Students

    Science.gov (United States)

    Royal, Kenneth D.; Gonzalez, Liara M.

    2016-01-01

    The purpose of this study was to evaluate the psychometric properties of a newly developed instrument intended to measure faculty competence as it pertains to their role as advisors, particularly in medical and professional programs. A total of 166 students completed the Faculty Advisor's Skills and Behaviors Inventory (FASBI). The psychometric…

  8. Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching

    Science.gov (United States)

    Jaipal-Jamani, Kamini; Figg, Candace; Gallagher, Tiffany; Scott, Ruth McQuirter; Ciampa, Katia

    2015-01-01

    This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced…

  9. Professional Development for iPad Integration in General Education: Staying Ahead of the Curve

    Science.gov (United States)

    Psiropoulos, Dmitri; Barr, Sandy; Eriksson, Claire; Fletcher, Shauna; Hargis, Jace; Cavanaugh, Cathy

    2016-01-01

    This faculty development case study focuses on a team of 16 General Education faculty at an urban women's college during the initial 6 months of the college's comprehensive implementation of an iPad teaching and learning environment. This article traces the effectiveness of an iPad professional development program through analyses of critical…

  10. Surveying the Landscape of Professional Development Research: Suggestions for New Perspectives in Design and Research

    Science.gov (United States)

    Manduca, Cathryn A.

    2017-01-01

    Science, technology, engineering, and mathematics (STEM) higher education is in need of improved teaching methods to increase learning for all students. Faculty professional development programs are a widespread strategy for fostering this improvement. Studies of faculty development programs have focused on program design and the impact of…

  11. The Role of Professional Identity in Patterns of Use of Multiple-Choice Assessment Tools

    Science.gov (United States)

    Johannesen, Monica; Habib, Laurence

    2010-01-01

    This article uses the notion of professional identity within the framework of actor network theory to understand didactic practices within three faculties in an institution of higher education. The study is based on a series of interviews with lecturers in each faculty and diaries of their didactic practices. The article focuses on the use of a…

  12. The research impact of school psychology faculty.

    Science.gov (United States)

    Watkins, Marley W; Chan-Park, Christina Y

    2015-06-01

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

  13. faculties

    Directory of Open Access Journals (Sweden)

    Mardanov Rustam Sh.

    2016-01-01

    Full Text Available The paper analyzes some of the psychological problems of the economic faculties’ students arising in the course of study of mathematical disciplines. These problems are primarily related with the lack of students’ awareness, misconception about the calculation methods in their future profession, low motivation and performance, math anxiety, etc. They makeadditional difficulties which impede successful mastering of sophisticated material. Based on the experience of mathematical disciplines teaching, the paper provides some possible solutions to these problems with the lecturer who has to play an important role. The lecturer should orientate students towards serious and profound knowledge of economic and mathematical methods, create conditions for students’ active participation in the educational process and provide them with comprehensive assistance in overcoming difficulties.

  14. Instructional Practices in Introductory Geoscience Courses: Results of a National Faculty Survey

    Science.gov (United States)

    MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

    2004-12-01

    The NAGT professional development program "On the Cutting Edge" recently surveyed 7000 geoscience faculty in the United States to develop a snapshot of current instructional practices in undergraduate geoscience courses, faculty strategies for learning new content and new teaching approaches, and faculty involvement in the geoscience education community. Over 2200 faculty responded to the survey which was conducted by the American Institute of Physics. Results for introductory courses (814 responses) indicate that lecture is the most common teaching strategy used in courses of all sizes. Many faculty incorporate some interactive activities in their courses. Most commonly, they use questioning, demonstrations, discussions, and in-class exercises. Less common, but not rare, are small group discussion or think-pair-share and classroom debates or role-playing. Activities involving problem solving, using quantitative skills, working with data and primarily literature, and structured collaboration are incorporated by many faculty in introductory courses, suggesting efforts to teach the process of science. Activities in which students address a problem of national or local interest, analyze their own data, or address problems of their own design are less common but not rare. Field experiences are common but not ubiquitous for students in introductory courses. A wide variety of assessment strategies are used in introductory courses of all sizes, including exams, quizzes, problem sets, papers, oral presentations, and portfolios. While papers are used for assessment more extensively in small classes, a significant number of faculty use papers in large classes (greater than 81 students). A majority of faculty use rubrics in grading. Faculty report that in the past two years, approximately one-third have made changes in the content of their introductory courses while just under half have changed the teaching methods they use. While faculty learn about both new content and

  15. Recruitment and Professional Image of Students at One of the Regional Universities in Hungary

    Directory of Open Access Journals (Sweden)

    Tímea Ceglédi

    2011-07-01

    Full Text Available In this article we study the social recruitment and professional image of students at the University of Debrecen. Social recruitment shows significant differences between the faculties and the branches. The students in the high prestige faculties come from highmiddle class and middle class families. The students of the faculties that were judged having average prestige are from the middle class and the rate of low-middle class students is significantly greater in branches with lower prestige. Important differences were found in the professional image of the students with an education major and not education majors and also in case of the „ideal professional” and the „practical, necessary knowledge”. Both are partly formed by the professional socialization of the students and partly by the stereotypes. As a consequence there are also big differences between the professional image and the future expectations of the students with an education major and with other majors attending the same faculty.

  16. Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

    Directory of Open Access Journals (Sweden)

    Christine Frazer

    2017-01-01

    Full Text Available Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided group discussion. Participants (n=11 included nurse educators from an online university with an average of 15 years of experience teaching in nursing academia and 6 years in an online environment. Teaching effectiveness, indicators of quality, and student success were three categories that emerged from the analysis of data. What materialized from the analysis was an overarching concept of a “dance” that occurs in the online environment. Effective online teachers facilitate, connect, lead, and work in synchrony with students to obtain indicators of quality such as student success, student improvement over time, and student application of knowledge to the professional role.

  17. Navigating Distance and Traditional Higher Education: Online faculty experiences

    Directory of Open Access Journals (Sweden)

    Alice G. Yick

    2005-07-01

    Full Text Available The academic culture of higher educational institutions is characterized by specific pedagogical philosophies, assumptions about rewards and incentives, and values about how teaching is delivered. In many academic settings, however, the field of distance education has been viewed as holding marginal status. Consequently, the goal of this qualitative study was to explore faculty members’ experiences in a distance education, online university while simultaneously navigating within a traditional environment of higher education. A total of 28 faculty members participated in a threaded, asynchronous discussion board that resembled a focus group. Participants discussed perceptions about online teaching, working in an institution without a traditional tenure system, and the role of research in distance education. Findings indicated that online teaching is still regarded as less credible; however, participants also noted how this perception is gradually changing. Several benchmarks of legitimacy were identified for online universities to adopt in order to be viewed as credible. The issue of tenure still remains highly debated, although some faculty felt that tenure will be less crucial in the future. Finally, recommendations regarding attitudinal shifts within academic circles are described with particular attention to professional practice, program development, and policy decision-making in academia.

  18. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) summer faculty fellowship program, 1986, Volume 1

    International Nuclear Information System (INIS)

    Mcinnis, B.; Goldstein, S.

    1987-06-01

    The Johnson Space Center (JSC) NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston. The basic objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching objectives of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. Each faculty fellow spent ten weeks at JSC engaged in a research project commensurate with his interests and background and worked in collaboration with a NASA/JSC colleague. Volume 1 contains sections 1 through 14

  19. How the Demographic Composition of Academic Science and Engineering Departments Influences Workplace Culture, Faculty Experience, and Retention Risk

    Directory of Open Access Journals (Sweden)

    Eric E. Griffith

    2018-04-01

    Full Text Available Although on average women are underrepresented in academic science, technology, engineering, and mathematics (STEM departments at universities, an underappreciated fact is that women’s representation varies widely across STEM disciplines. Past research is fairly silent on how local variations in gender composition impact faculty experiences. This study fills that gap. A survey of STEM departments at a large research university finds that women faculty in STEM are less professionally satisfied than male colleagues only if they are housed in departments where women are a small numeric minority. Gender differences in satisfaction are largest in departments with less than 25% women, smaller in departments with 25–35% women, and nonexistent in departments approaching 50% women. Gender differences in professional satisfaction in gender-unbalanced departments are mediated by women’s perception that their department’s climate is uncollegial, faculty governance is non-transparent, and gender relations are inequitable. Unfavorable department climates also predict retention risk for women in departments with few women, but not in departments closer to gender parity. Finally, faculty who find within-department mentors to be useful are more likely to have a favorable view of their department’s climate, which consequently predicts more professional satisfaction. Faculty gender and gender composition does not moderate these findings, suggesting that mentoring is equally effective for all faculty.

  20. The "zing factor"-how do faculty describe the best pediatrics residents?

    Science.gov (United States)

    Rosenbluth, Glenn; O'Brien, Bridget; Asher, Emily M; Cho, Christine S

    2014-03-01

    Faculty in graduate medical education programs may not have uniform approaches to differentiating the quality of residents, and reviews of evaluations suggest that faculty use different standards when assessing residents. Standards for assessing residents also do not consistently map to items on evaluation forms. One way to improve assessment is to reach consensus on the traits and behaviors that are (or should be) present in the best residents. A trained interviewer conducted semistructured interviews with faculty affiliated with 2 pediatrics residency programs until content saturation was achieved. Interviewees were asked to describe specific traits present in residents they identify as the best. Interviews were recorded and transcribed. We used an iterative, inductive approach to generate a coding scheme and identify common themes. From 23 interviews, we identified 7 thematic categories of traits and behaviors: personality, energy, professionalism, team behaviors, self-improvement behaviors, patient-interaction behaviors, and medical knowledge and clinical skills (including a subcategory, knowledge integration). Most faculty interviewees focused on traits like passion, enthusiasm, maturity, and reliability. Examination score or intelligence was mentioned less frequently than traits and behaviors categorized under personality and professionalism. Faculty identified many traits and behaviors in the residents they define as the best. The thematic categories had incomplete overlap with Accreditation Council for Graduate Medical Education (ACGME) and CanMEDS competencies. This research highlights the ongoing need to review our assessment strategies, and may have implications for the ACGME Milestone Project.

  1. Teaching in relationship: the impact on faculty of teaching "the Healer's Art".

    Science.gov (United States)

    Rabow, Michael W; Newman, Maya; Remen, Rachel N

    2014-01-01

    Medical teachers report both positive and negative experiences, but these impacts are not well understood. In particular, the experience of faculty in relationship-centered education is unknown. We sought to assess the benefits to teachers of the Healer's Art, a popular international medical school elective course. We performed quantitative and qualitative analyses of course evaluations completed by 2009-10 Healer's Art faculty from 17 schools. Ninety-nine of 117 faculty (84.6%) completed the evaluation. No differences in quantitative responses based on gender, specialty, medical school, or year of graduation were observed. Respondents were likely or very likely to agree that the course was useful, positively impacted clinical work and teaching, and increased overall commitment to teaching. In describing the benefits of teaching in the Healer's Art, faculty emphasized four themes: Personal Response to Medicine, Professional Growth, Greater Connection, and Greater Empathy and Respect for Students. Healer's Art faculty report personal and professional benefits, as well as increased commitment to teaching and to a relationship-centered educational process.

  2. 1997 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

    Science.gov (United States)

    Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

    1998-01-01

    Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are as follows: (1) To further the professional knowledge of qualified engineering and science faculty members, (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. Program description is as follows: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

  3. Scholarly productivity for nursing clinical track faculty.

    Science.gov (United States)

    Tschannen, Dana; Anderson, Christine; Strobbe, Stephen; Bay, Esther; Bigelow, April; Dahlem, Chin Hwa Gina Y; Gosselin, Ann K; Pollard, Jennifer; Seng, Julia S

    2014-01-01

    Recent years have yielded substantial advancement by clinical track faculty in cohort expansion and collective contributions to the discipline of nursing. As a result, standards for progression and promotion for clinical faculty need to be more fully developed, articulated, and disseminated. Our school formed a task force to examine benchmarks for the progression and promotion of clinical faculty across schools of nursing, with the goal of guiding faculty, reviewers, and decision makers about what constitutes excellence in scholarly productivity. Results from analyses of curriculum vitae of clinical professors or associate professors at six universities with high research activity revealed a variety of productivity among clinical track members, which included notable diversity in the types of scholarly products. Findings from this project help quantify types of scholarship for clinical faculty at the time of promotion. This work provides a springboard for greater understanding of the contributions of clinical track faculty to nursing practice. Copyright © 2014 Elsevier Inc. All rights reserved.

  4. Preparing Interprofessional Faculty to Be Humanistic Mentors for Medical Students: The GW-Gold Mentor Development Program.

    Science.gov (United States)

    Blatt, Benjamin; Plack, Margaret M; Simmens, Samuel J

    2018-01-01

    The GW-Gold Humanistic Mentor Development Program addresses the challenge faced by medical schools to educate faculty to prepare students for humanistic practice. Grounded in Branch's Teaching Professional and Humanistic Values model, the program prepares interprofessional faculty mentoring teams in humanistic communities of practice. The teams consist of physician-psychosocial professional pairs, each mentoring a small student group in their professional development course. Through GW-Gold workshops, faculty mentors develop interprofessional humanistic communities of practice, preparing them to lead second such communities with their students. This article describes the program and its evaluation. To assess outcomes and better understand the mentor experience, we used a mixed-method validating triangulation design consisting of simultaneous collection of quantitative (mentor and student surveys) and qualitative (open-ended survey questions and focus group) data. Data were analyzed in parallel and merged at the point of interpretation, allowing for triangulation and validation of outcomes. Mentors rated the program highly, gained confidence in their humanistic skills, and received high scores from students. Three themes emerged that validated program design, confirmed outcomes, and expanded on the mentor experience: (1) Interprofessional faculty communities developed through observation, collaboration, reflection, and dialogue; (2) Humanistic mentors created safe environments for student engagement; and (3) Engaging in interprofessional humanistic communities of practice expanded mentors' personal and professional identities. Outcomes support the value of the GW-Gold program's distinctive features in preparing faculty to sustain humanism in medical education: an interprofessional approach and small communities of practice built on humanistic values.

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

    Science.gov (United States)

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

    2018-07-01

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

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

    LENUS (Irish Health Repository)

    O'Sullivan, Eleanor M

    2010-04-23

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

  7. Peer observation of teaching as a faculty development tool

    Directory of Open Access Journals (Sweden)

    Sullivan Peter B

    2012-05-01

    Full Text Available Abstract Background Peer observation of Teaching involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching. This study employed and assessed peer observation as a constructive, developmental process for members of a Pediatric Teaching Faculty. Methods This study describes how peer observation was implemented as part of a teaching faculty development program and how it was perceived by teachers. The PoT process was divided into 4 stages: pre-observation meeting, observation, post-observation feedback and reflection. Particular care was taken to ensure that teachers understood that the observation and feedback was a developmental and not an evaluative process. Twenty teachers had their teaching peer observed by trained Faculty members and gave an e-mail ‘sound-bite’ of their perceptions of the process. Teaching activities included lectures, problem-based learning, small group teaching, case-based teaching and ward-based teaching sessions. Results Teachers were given detailed verbal and written feedback based on the observer’s and students’ observations. Teachers’ perceptions were that PoT was useful and relevant to their teaching practice. Teachers valued receiving feedback and viewed PoT as an opportunity for insight and reflection. The process of PoT was viewed as non-threatening and teachers thought that PoT enhanced the quality of their teaching, promoted professional development and was critical for Faculty development. Conclusions This study demonstrated that PoT can be used in a constructive way to improve course content and delivery, to support and encourage medical teachers, and to reinforce good teaching.

  8. Evaluation of nursing faculty through observation.

    Science.gov (United States)

    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.

  9. FACULTY DIVERSITY AND TENURE IN HIGHER EDUCATION.

    Science.gov (United States)

    Abdul-Raheem, Jalelah

    2016-01-01

    There is a need for minority faculty in higher education due to the increase in minority high school graduates and higher education enrollees. Faculty members who are tenured have the ability to advocate for cultural equality in their institutions and serve as mentors for students. Minority faculty whose tenured process is hindered by inequality may also be unable to become a proper mentor for minority students. The purpose of this paper is to identify why faculty diversity will lead to increased student success and comfort, minority mentors, minority research, and equity advocacy, and representation from all minority groups.

  10. Academic PHD School at Faculty of Agriculture in Tirana, Albania.

    Science.gov (United States)

    Bijo, B; Hoda, A; Thamaj, F

    2010-01-01

    Agricultural University of Tirana (AUT) is one of 12 public Universities in Albania. There are five Faculties within AUT. The study courses in AUT except of Faculty of Veterinary Medicine, are organized in three levels. Courses of the first level offer the fundamental knowledge. The students at the end of this cycle own 180 credits and obtain a first level diploma. In the second level study courses, the students get deeper theoretical and practical knowledge and modules are spread across 120 credits. At the end of this level the students obtain a second level diploma, according to the study course. In FVM, the study courses are organized as integrated program of second level that is spread across 300 credits. The students, who have finished the first level course, may go further in "Master of First level" for a professional training, where they do obtain 60 credits. The program of third cycle includes the courses of "Master of Second level" and the programs of PhD. The course of "Master of second level" is offered to the students who have achieved a Diploma of Second Level, and the students get deeper knowledge of scientific and professional character and do obtain at least 60 credits. PhD programs have totally an academic character. The principal aspect is the research and independent scientific activity. This program can be followed by the students who have a diploma of second level, or a diploma of "Master of Second level". The PhD program is organized in four years. The first year, consists of theoretical knowledge of the students. The second year is mainly research. The third year is research, data manipulation, publications, oral presentations and the last year is compilation of PhD thesis, its presentation and defense. Here is presented newly established doctoral school at Faculty of Agriculture and Environment.

  11. Portfolio-Associated Faculty: A Qualitative Analysis of Successful Behaviors from the Perspective of the Student

    Directory of Open Access Journals (Sweden)

    Jack Kopechek

    2016-01-01

    Full Text Available Purpose. While some aspects of what makes for an effective portfolio program are known, little is published about what students value in the faculty-student-portfolio relationship. Lack of student buy-in and faculty engagement can be significant challenges. The purpose of this study was to identify behaviors and types of engagement that students value in their relationships with portfolio-associated faculty. Methods. Medical students (174 participating in the Ohio State University College of Medicine Portfolio Program described behaviors observed in their portfolio-associated faculty in a survey completed at the end of the first year of their four-year program. Narrative responses were coded and categorized into themes, followed by member checking. Results. A total of 324 comments from 169 students were analyzed. Four themes were identified: (1 creating a supportive environment; (2 inspiring academic and professional growth; (3 investing time in students; and (4 providing advice and direction. Conclusions. The themes identified suggest that students value certain types of coaching and mentoring behaviors from their portfolio-associated faculty. The themes and their specific subcategories may be useful in making decisions regarding program development and guiding recruitment and training of these faculty coaches.

  12. A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

    Science.gov (United States)

    Mack, Michael Ryan

    Chemistry education researchers have not adequately studied teaching and learning experiences at all levels in the undergraduate chemistry curriculum leaving gaps in discipline-based STEM education communities understanding about how the upper- division curricula works (National Research Council, 2012b; Towns, 2013). This study explored faculty approaches to teaching in upper-division physical chemistry course settings using an interview-based methodology. Two conceptualizations of approaches to teaching emerged from a phenomenographic analysis of interview transcripts: (1) faculty beliefs about the purposes for teaching physical chemistry and (2) their conceptions of their role as an instructor in these course settings. Faculty who reported beliefs predominantly centered on helping students develop conceptual knowledge and problem-solving skills in physical chemistry often worked with didactic models of teaching, which emphasized the transfer of expert knowledge to students. When faculty expressed beliefs that were more inclusive of conceptual, epistemic, and social learning goals in science education they often described more student-centered models of teaching and learning, which put more responsibilities on them to facilitate students' interactive engagement with the material and peers during regularly scheduled class time. Knowledge of faculty thinking, as evinced in a rich description of their accounts of their experience, provides researchers and professional developers with useful information about the potential opportunities or barriers that exist for helping faculty align their beliefs and goals for teaching with research-based instructional strategies.

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

    Science.gov (United States)

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

    2013-05-13

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

  14. Streamlining Appointment, Promotion, and Tenure Procedures to Promote Early-Career Faculty Success.

    Science.gov (United States)

    Smith, Shannon B; Hollerbach, Ann; Donato, Annemarie Sipkes; Edlund, Barbara J; Atz, Teresa; Kelechi, Teresa J

    2016-01-01

    A critical component of the progression of a successful academic career is being promoted in rank. Early-career faculty are required to have an understanding of appointment, promotion, and tenure (APT) guidelines, but many factors often impede this understanding, thwarting a smooth and planned promotion pathway for professional advancement. This article outlines the steps taken by an APT committee to improve the promotion process from instructor to assistant professor. Six sigma's DMAIC improvement model was selected as the guiding operational framework to remove variation in the promotion process. After faculty handbook revisions were made, several checklists developed, and a process review rubric was implemented; recently promoted faculty were surveyed on satisfaction with the process. Faculty opinions captured in the survey suggest increased transparency in the process and perceived support offered by the APT committee. Positive outcomes include a strengthened faculty support framework, streamlined promotion processes, and improved faculty satisfaction. Changes to the APT processes resulted in an unambiguous and standardized pathway for successful promotion. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Teaching and educational scholarship in Tanzania: faculty initiative to improve performance of health professions' students.

    Science.gov (United States)

    Mkony, Charles A; O'Sullivan, Patricia S; Owibingire, Sirra S; Fyfe, Molly V; Omer, Selma; Freeman, Phyllis; Makubi, Abel; Mloka, Doreen A; Portillo, Carmen J; Leyna, Germana H; Tarimo, Edith; Kaaya, Ephata E; Macfarlane, Sarah B

    2012-01-01

    Well-educated and competent health professionals influence the health system in which they work to improve health outcomes, through clinical care and community interventions, and by raising standards of practice and supervision. To prepare these individuals, training institutions must ensure that their faculty members, who design and deliver education, are effective teachers. We describe the experience of the Muhimbili University of Health and Allied Sciences (MUHAS) in encouraging improvements in the teaching capacity of its faculty and postgraduate students triggered by a major institutional transition to competency-based education. We employed a multi-stage process that started by identifying the teaching and learning needs and challenges of MUHAS students and faculty. Collaborating with the University of California San Francisco (UCSF), MUHAS responded to these needs by introducing faculty to competency-based curricula and later to strategies for long term continuing improvement. We demonstrate that teaching faculty members are keen for local institutional support to enable them to enhance their skills as educators, and that they have been able to sustain a program of faculty development for their peers.

  16. Being Professional

    DEFF Research Database (Denmark)

    Jensen, Anne Winther

    professional care helper’ in the school setting but the job being closely related to daily life's routine tasks; the paper points to difficulties for students in identifying the exact content of the term ‘professional’. Furthermore students seem to be uncertain about their ‘professionalism’ in relation...

  17. 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

  18. Perception of Dental Professionals towards Biostatistics

    OpenAIRE

    Batra, Manu; Gupta, Mudit; Dany, Subha Soumya; Rajput, Prashant

    2014-01-01

    Biostatistics is becoming an integral part of dental sciences. Awareness regarding the subject is not thoroughly assessed in the field of dentistry. So the study was conducted to assess dental professionals' knowledge, attitude, and perception toward biostatistics at an academic dental institution. An anonymous cross-sectional questionnaire survey was conducted among all the faculty and postgraduate students of two dental colleges in Moradabad, Uttar Pradesh. The responses were assessed on 5-...

  19. 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…

  20. 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…

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

    Science.gov (United States)

    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…

  2. Research Resources Survey: Radiology Junior Faculty Development.

    Science.gov (United States)

    Krupinski, Elizabeth A; Votaw, John R

    2015-07-01

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

  3. Influencing Academic Motivation: The Effects of Student-Faculty Interaction

    Science.gov (United States)

    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…

  4. Medical school faculty discontent: prevalence and predictors of intent to leave academic careers.

    Science.gov (United States)

    Lowenstein, Steven R; Fernandez, Genaro; Crane, Lori A

    2007-10-14

    Medical school faculty are less enthusiastic about their academic careers than ever before. In this study, we measured the prevalence and determinants of intent to leave academic medicine. A 75-question survey was administered to faculty at a School of Medicine. Questions addressed quality of life, faculty responsibilities, support for teaching, clinical work and scholarship, mentoring and participation in governance. Of 1,408 eligible faculty members, 532 (38%) participated. Among respondents, 224 (40%; CI95: 0.35, 0.44) reported that their careers were not progressing satisfactorily; 236 (42%; CI95: 0.38, 0.46) were "seriously considering leaving academic medicine in the next five years." Members of clinical departments (OR = 1.71; CI95: 1.01, 2.91) were more likely to consider leaving; members of inter-disciplinary centers were less likely (OR = 0.68; CI95: 0.47, 0.98). The predictors of "serious intent to leave" included: Difficulties balancing work and family (OR = 3.52; CI95: 2.34, 5.30); inability to comment on performance of institutional leaders (OR = 3.08; CI95: 2.07, 4.72); absence of faculty development programs (OR = 3.03; CI95: 2.00, 4.60); lack of recognition of clinical work (OR = 2.73; CI95: 1.60, 4.68) and teaching (OR = 2.47; CI95: 1.59, 3.83) in promotion evaluations; absence of "academic community" (OR = 2.67; CI95: 1.86, 3.83); and failure of chairs to evaluate academic progress regularly (OR = 2.60; CI95: 1.80, 3.74). Faculty are a medical school's key resource, but 42 percent are seriously considering leaving. Medical schools should refocus faculty retention efforts on professional development programs, regular performance feedback, balancing career and family, tangible recognition of teaching and clinical service and meaningful faculty participation in institutional governance.

  5. Children’s Environmental Health Faculty Champions Initiative: A Successful Model for Integrating Environmental Health into Pediatric Health Care

    Science.gov (United States)

    Rogers, Bonnie; McCurdy, Leyla Erk; Slavin, Katie; Grubb, Kimberly; Roberts, James R.

    2009-01-01

    Background Pediatric medical and nursing education lack the environmental health content needed to properly prepare health care professionals to prevent, recognize, manage, and treat environmental exposure–related diseases. The need for improvements in health care professionals’ environmental health knowledge has been expressed by leading institutions. However, few studies have evaluated the effectiveness of programs that incorporate pediatric environmental health (PEH) into curricula and practice. Objective We evaluated the effectiveness of the National Environmental Education Foundation’s (NEEF) Children’s Environmental Health Faculty Champions Initiative, which is designed to build environmental health capacity among pediatric health care professionals. Methods Twenty-eight pediatric health care professionals participated in a train-the-trainer workshop, in which they were educated to train other health care professionals in PEH and integrate identified PEH competencies into medical and nursing practice and curricula. We evaluated the program using a workshop evaluation tool, action plan, pre- and posttests, baseline and progress assessments, and telephone interviews. Results During the 12 months following the workshop, the faculty champions’ average pretest score of 52% was significantly elevated (p < 0.0001) to 65.5% on the first posttest and to 71.5% on the second posttest, showing an increase and retention of environmental health knowledge. Faculty champions trained 1,559 health care professionals in PEH, exceeding the goal of 280 health care professionals trained. Ninety percent of faculty champions reported that PEH had been integrated into the curricula at their institution. Conclusion The initiative was highly effective in achieving its goal of building environmental health capacity among health care professionals. The faculty champions model is a successful method and can be replicated in other arenas. PMID:19478972

  6. Attitude of Indian dental professionals toward scientific publications: A questionnaire based study.

    Science.gov (United States)

    Verma, Pradhuman; Sachdeva, Suresh K; Verma, Kanika Gupta; Khosa, Rameen; Basavraju, Suman; Dutta, Sanjay

    2015-08-01

    Due to competitiveness and academic benefits, most dental professionals feel an urgent need to increase their publications. Hence, we explored the attitude of students and faculty members toward scientific publications through a questionnaire. A questionnaire consisting of 13 questions was sent by e-mails and posting the printed copies to dental postgraduate (PG) students (second and third year) and faculty members (n = 500 each). The returned completed questionnaires were analyzed. About 37% of dental PG faculty and 35.6% PG students responded to the questionnaire, with overall response of 72.6%. Among the PG faculty, professors (P) had more scientific publications, followed by senior lecturers (SL) and readers (R). The publications as first or corresponding author were less among both faculty and PG students while co-authorship was more among PG students compared to faculty members. Awareness about the term "plagiarism" was overall high and relatively highest among R, followed by SL, P and PG students. The percentage of publications in fee charging journals was more among PG students than faculty members and self-funding for publication was observed in 86.4% of PG students and 94-100% among faculty members. About 72.6% of dental professionals were involved in publishing of their research work and the number of publications increased steadily with an increase in their academic experience. All the dental professionals concurred publications as the criteria for academic excellence.

  7. Educating professionals

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2011-01-01

    relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts’ in accordance with the curriculum. How...... does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter ‘he’) uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.......The purpose of the professional bachelor’s degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article...

  8. How to Evaluate a Faculty Governance Structure

    Science.gov (United States)

    Cordes, John W.; Dunbar, David; Gingerich, Jeff

    2013-01-01

    During the 2010-11 academic year, Cabrini College began an evaluation of a faculty governance structure that had been implemented in fall 2007. The processes involved might serve as a roadmap for faculty members and administrators at other institutions who seek to understand the strengths and weaknesses of their governance model and improve shared…

  9. Racial and Gender Differences in Faculty Careers.

    Science.gov (United States)

    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…

  10. The Madness of Weighted Mean Faculty Salaries

    Science.gov (United States)

    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,…

  11. 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…

  12. 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

  13. 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…

  14. 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)

  15. 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

  16. Who Are the Part-Time Faculty?

    Science.gov (United States)

    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),…

  17. Factors Affecting Faculty Web Portal Usability

    Science.gov (United States)

    Bringula, Rex P.; Basa, Roselle S.

    2011-01-01

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

  18. Faculty Perceptions about Barriers to Active Learning

    Science.gov (United States)

    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…

  19. Online Faculty Development and Assessment System (OFDAS)

    Science.gov (United States)

    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…

  20. Factors Predicting Faculty Commitment to the University.

    Science.gov (United States)

    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.…

  1. 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…

  2. Faculty Development: An Imperative for the Nineties.

    Science.gov (United States)

    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)

  3. Participative Leadership in Managing a Faculty Strategy

    Science.gov (United States)

    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…

  4. Business Students' Ethical Evaluations of Faculty Misconduct

    Science.gov (United States)

    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…

  5. Motivational Issues of Faculty in Saudi Arabia

    Science.gov (United States)

    Abdul Cader, Akram

    2012-01-01

    Researchers have suggested that faculty motivation influences profitability of academic programs. The problem researched in this mixed method study was the motivational factors that reduce faculty member effectiveness in improving the profitability of their universities' academic programs. Based on Maslow's theory of needs, the purpose of the…

  6. Student versus Faculty Perceptions of Missing Class.

    Science.gov (United States)

    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…

  7. Faculty Personality: A Factor of Student Retention

    Science.gov (United States)

    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…

  8. 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…

  9. What's Driving Faculty Participation in Distance Education?

    Science.gov (United States)

    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…

  10. College Presidents' Role Performance and Faculty Satisfaction

    Science.gov (United States)

    Paxton, Dan R.; Thomas, Darwin L.

    1977-01-01

    Data gathered from 896 faculty members from two technical colleges, three community colleges, two private universities, and three public universities revealed three dimensions of the presidential role: personal-public image, faculty and student interaction with presidents, and absence of autocratic leadership style. (Author/LBH)

  11. Issues Causing Stress among Business Faculty Members

    Science.gov (United States)

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

    2014-01-01

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

  12. A Call for Faculty Reengagement in Governance

    Science.gov (United States)

    Tinberg, Nalsey

    2009-01-01

    In this article, the author, as a faculty member drawn into administrative service over the past decade, describes how economic and fiscal challenges have steadily eroded, if not entirely eliminated, the crucial tenets of shared faculty and institutional governance. She sees this development as an academic form of the "shock doctrine" eloquently…

  13. Senior Law Faculty Attitudes toward Retirement.

    Science.gov (United States)

    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)

  14. AACSB Standards and Accounting Faculty's Intellectual Contributions

    Science.gov (United States)

    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…

  15. Department Colleagues and Individual Faculty Publication Productivity.

    Science.gov (United States)

    Braxton, John M.

    1983-01-01

    A survey of male Ph.D.s in chemistry and psychology at selective liberal arts colleges showed the publication rate of department colleagues to be positively related to current publication productivity of the focal faculty member. Colleagues influenced research activity of faculty with low prior research levels, but not higher prior levels.…

  16. Enhancing Sustainability Curricula through Faculty Learning Communities

    Science.gov (United States)

    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…

  17. Smoking differences between employees in faculties of the University of Tartu, Estonia, and changes during the country's transition

    Directory of Open Access Journals (Sweden)

    Kingisepp Peet-Henn

    2011-03-01

    Full Text Available Abstract Background A previous study found marked differences in smoking between employees in various university faculties in Tartu, Estonia, soon after the disruption of communism. The present study was conducted to see whether such differences still exist and how the patterns had changed during the country's first transitional decade. Methods All employees at the University of Tartu (UT were surveyed for smoking habits by means of a questionnaire in 1992 and 2003. The present paper is based on respondents whose faculty or workplace was known (1390 people in 1992, 1790 in 2003. Smoking differences were assessed in terms of regression-based adjusted figures. Results While 20% of the male employees smoked daily in 1992, 13% did so in 2003, the figures for females being 10% and 7%, respectively. The prevalence of men's daily smoking varied between faculties and other workplaces in the range 4-30% in 1992, and 0-24% in 2003, with corresponding ranges of 3-21% and 0-10% among females. Men in the medical faculty in both surveys, and those in the faculty of philosophy in the second survey showed higher rates than men in most other faculties, as did women in the faculty of law in the first survey and those in the faculty of philosophy in the second. The figures were usually low in the faculties of sports & exercise, physics & chemistry and mathematics. The sex pattern was reversed in the faculty of law and also in that of economics, where the women smoked more than the men. Conclusions Even in this low-smoking academic community, wide smoking differences existed between the faculties and other workplaces. Faculties where physical or mental performance is of prime importance are leading the way towards a smoke-free community, while men in the faculty of philosophy and, paradoxically, men in the medical faculty are lagging behind. The reversed sex ratio in the faculties of law and economics may indicate women's intensified drive for equality in this

  18. Smoking differences between employees in faculties of the University of Tartu, Estonia, and changes during the country's transition.

    Science.gov (United States)

    Näyhä, Simo; Kivastik, Jana; Kingisepp, Peet-Henn; Heikkinen, Rauno

    2011-03-08

    A previous study found marked differences in smoking between employees in various university faculties in Tartu, Estonia, soon after the disruption of communism. The present study was conducted to see whether such differences still exist and how the patterns had changed during the country's first transitional decade. All employees at the University of Tartu (UT) were surveyed for smoking habits by means of a questionnaire in 1992 and 2003. The present paper is based on respondents whose faculty or workplace was known (1390 people in 1992, 1790 in 2003). Smoking differences were assessed in terms of regression-based adjusted figures. While 20% of the male employees smoked daily in 1992, 13% did so in 2003, the figures for females being 10% and 7%, respectively. The prevalence of men's daily smoking varied between faculties and other workplaces in the range 4-30% in 1992, and 0-24% in 2003, with corresponding ranges of 3-21% and 0-10% among females. Men in the medical faculty in both surveys, and those in the faculty of philosophy in the second survey showed higher rates than men in most other faculties, as did women in the faculty of law in the first survey and those in the faculty of philosophy in the second. The figures were usually low in the faculties of sports & exercise, physics & chemistry and mathematics. The sex pattern was reversed in the faculty of law and also in that of economics, where the women smoked more than the men. Even in this low-smoking academic community, wide smoking differences existed between the faculties and other workplaces. Faculties where physical or mental performance is of prime importance are leading the way towards a smoke-free community, while men in the faculty of philosophy and, paradoxically, men in the medical faculty are lagging behind. The reversed sex ratio in the faculties of law and economics may indicate women's intensified drive for equality in this transitional society. We assume that different professional cultures

  19. Cognitive dissonance experienced by nurse practitioner faculty.

    Science.gov (United States)

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

    2012-08-01

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

  20. Faculty Viewpoints on Teaching Quantway®

    Directory of Open Access Journals (Sweden)

    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.

  1. 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.

  2. Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment Criteria.

    Science.gov (United States)

    Armitage-Chan, Elizabeth

    Although widely accepted as an important graduate competence, professionalism is a challenging outcome to define and assess. Clinical rotations provide an excellent opportunity to develop student professionalism through the use of experiential learning and effective feedback, but without appropriate theoretical frameworks, clinical teachers may find it difficult to identify appropriate learning outcomes. The adage "I know it when I see it" is unhelpful in providing feedback and guidance for student improvement, and criteria that are more specifically defined would help students direct their own development. This study sought first to identify how clinical faculty in one institution currently assess professionalism, using retrospective analysis of material obtained in undergraduate teaching and faculty development sessions. Subsequently, a faculty workshop was held in which a round-table type discussion sought to develop these ideas and identify how professionalism assessment could be improved. The output of this session was a theoretical framework for teaching and assessing professionalism, providing example assessment criteria and ideas for clinical teaching. This includes categories such as client and colleague interaction, respect and trust, recognition of limitations, and understanding of different professional identities. Each category includes detailed descriptions of the knowledge, skills, and behaviors expected of students in these areas. The criteria were determined by engaging faculty in the development of the framework, and therefore they should represent a focused development of criteria already used to assess professionalism, and not a novel and unfamiliar set of assessment guidelines. The faculty-led nature of this framework is expected to facilitate implementation in clinical teaching.

  3. 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.

  4. Successful design and delivery of a professional poster.

    Science.gov (United States)

    Berg, Judith; Hicks, Rod

    2017-08-01

    Poster presentations are increasingly popular for dissemination of scientific and clinical knowledge at professional meetings; however, this professional skill is generally absent from advanced practice registered nurse (APRN) curricula and acquisition of the skill must occur in other arenas. The purpose of this article is to promote professional development by educating APRNs, students, and faculty on the essentials of poster development and presentation. To aid in poster presentation skill development, types of posters, advantages and disadvantages, content and design, and tips to enhance these presentations are discussed. What is known on these topics is summarized and emphasis on professional appearance and conduct is highlighted. Content and layout, use of color, imagery, and positive and negative space are crucial design elements. Poster presentation essentials include being prepared, professional appearance, and professional behavior. Designing and presenting a professional poster is an essential skill for all APRNs as the ability to communicate knowledge is central to the role. ©2017 American Association of Nurse Practitioners.

  5. 1998 NASA-ASEE-Stanford Summer Faculty Fellowship Program

    Science.gov (United States)

    1998-01-01

    This report presents the essential features and highlights of the 1998 Summer Faculty Fellowship Program at Ames Research Center and Dryden Flight Research Center in a comprehensive and concise form. Summary reports describing the fellows' technical accomplishments are enclosed in the attached technical report. The proposal for the 1999 NASA-ASEE-Stanford Summer Faculty Fellowship Program is being submitted under separate cover. Of the 31 participating fellows, 27 were at Ames and 4 were at Dryden. The Program's central feature is the active participation by each fellow in one of the key technical activities currently under way at either the NASA Ames Research Center or the NASA Dryden Flight Research Center. The research topic is carefully chosen in advance to satisfy the criteria of: (1) importance to NASA, (2) high technical level, and (3) a good match to the interests, ability, and experience of the fellow, with the implied possibility of NASA-supported follow-on work at the fellow's home institution. Other features of the Summer Faculty Fellowship Program include participation by the fellows in workshops and seminars at Stanford, the Ames Research Center, and other off-site locations. These enrichment programs take place either directly or remotely, via the Stanford Center for Professional Development, and also involve specific interactions between fellows and Stanford faculty on technical and other academic subjects. A few, brief remarks are in order to summarize the fellows' opinions of the summer program. It is noteworthy that 90% of the fellows gave the NASA-Ames/Dryden- Stanford program an "excellent" rating and the remaining 10%, "good." Also, 100% would recommend the program to their colleagues as an effective means of furthering their professional development as teachers and researchers. Last, but not least, 87% of the fellows stated that a continuing research relationship with their NASA colleagues' organization probably would be maintained. Therefore

  6. Faculty buy-in to teach alcohol and drug use screening.

    Science.gov (United States)

    Puskar, Kathy; Mitchell, Ann M; Kane, Irene; Hagle, Holly; Talcott, Kimberly S

    2014-09-01

    Educating nursing faculty about the use of an evidence-based practice to screen and intervene earlier along the continuum of alcohol and other drug use, misuse, and dependence is essential in today's health care arena. Misuse of alcohol and other drugs is a significant problem for both individual health and societal economic welfare. The purpose of this article is to describe nursing faculty buy-in for the implementation of an evidence-based addiction training program at a university-based school of nursing. Derived from an academic-community partnership, the training program results suggest implications for continuing education and curriculum innovation in schools of nursing and clinical practice. The training content presented can be used in continuing education for nursing faculty across all types of nursing school programs and professional nursing staff employed in multiple settings. The training program was funded by the Health Resources and Services Administration.

  7. Defining a mismatch: differences in usage of social networking sites between medical students and the faculty who teach them.

    Science.gov (United States)

    Brisson, Gregory E; Fisher, Matthew J; LaBelle, Mark W; Kozmic, Sarah E

    2015-01-01

    Use of social networking sites (SNS) by medical students is increasing, and some students lack awareness of pitfalls arising from the intersection of social networking and medicine. Many institutions have developed guidelines on using SNS, but they are insufficient for students. Educators need new methods to train students on the appropriate use of this technology, but more information is needed before implementing change. Differences in SNS usage between students and faculty were examined. The goal was to evaluate four content areas: SNS usage patterns, attitudes regarding activity on SNS, experience with patient interactions online, and awareness of institutional guidelines on use of SNS. A cross-sectional survey took place at Feinberg School of Medicine, Northwestern University, in 2012. Participants included all students and a cohort of faculty who teach them in a class on professionalism. The response rate was 42% by students (300/711) and 78% by faculty (31/40). Of the students, 94% use SNS, compared to 48% of faculty. Students were more likely than faculty to display content they would not want patients to see (57% vs. 27%), report seeing inappropriate content on colleagues' SNS profiles (64% vs. 42%), and ignore harmful postings by colleagues (25% vs. 7%). Faculty were more likely than students to have been approached by patients on SNS (53% vs. 3%). Most participants were unlikely to conduct Internet searches on patients. Students are more likely than faculty to use SNS and use it very differently than faculty. Students would benefit from training on appropriate use of SNS. Topics that should be addressed include editing one's online presence, managing friend requests from patients, dealing with colleagues who post harmful content, conducting Internet searches on patients, and discussion of boundaries to identify potential harms associated with SNS usage. Differences in usage between students and faculty raise questions if faculty are well suited to

  8. Professional C++

    CERN Document Server

    Gregoire, Marc

    2014-01-01

    Master complex C++ programming with this helpful, in-depth resource From game programming to major commercial software applications, C++ is the language of choice. It is also one of the most difficult programming languages to master. While most competing books are geared toward beginners, Professional C++, Third Edition, shows experienced developers how to master the latest release of C++, explaining little known features with detailed code examples users can plug into their own codes. More advanced language features and programming techniques are presented in this newest edition of the book,

  9. Professional development

    Science.gov (United States)

    Yoon, Jin Hee; Hartline, Beverly Karplus; Milner-Bolotin, Marina

    2013-03-01

    The three sessions of the professional development workshop series were each designed for a different audience. The purpose of the first session was to help mid-career physicists aspire for and achieve leadership roles. The second session brought together students, postdoctoral fellows, and early-career physicists to help them plan their career goals and navigate the steps important to launching a successful career. The final session sought to increase awareness of the results of physics education research, and how to use them to help students-especially women-learn physics better. The presentations and discussions were valuable for both female and male physicists.

  10. Knowledge and attitude towards preventive dental care among dental faculties in Bangalore city

    Directory of Open Access Journals (Sweden)

    Nikhil Ahuja

    2014-01-01

    Full Text Available Background and Objectives: Preventive approach in dental practice has been cited as a reason for the decline in oral diseases and as a predominant part of the service-mix of dental practices in the future. Dental faculty′s knowledge and attitude toward prevention are important, since they have exceptionally important direct and indirect roles in shaping student′s preventive orientation and also potentially influencing their patient′s ability to take care of their teeth. Thus, this study was conducted to assess knowledge and attitudes toward preventive dental care among dental faculties and their relation to demographic and professional characteristics. Materials and Methods: A cross-sectional study was conducted among dental faculties in Bangalore city. Of 17 dental colleges, 4 were selected by simple random sampling. A total of 218 dental faculties was individually asked to complete a pretested questionnaire. The questionnaire requested information on dental faculty′s demographic and professional characteristics and their knowledge and attitudes toward preventive dental care. Descriptive, Chi-square tests, and ANOVA were used to analyze the data. Results: The highest knowledge was seen among dental faculties regarding prevention of malocclusion (3.51 ± 1.02 followed by oral cancer (2.95 ± 1.09 and periodontal diseases (2.86 ± 1.02. The least knowledge was seen for the prevention of caries (2.63 ± 1.35. The most positive attitudes regarding preventive dentistry was characterized as being essential (6.34 ± 1.05, useful (6.32 ± 1.07 and valuable (6.27 ± 1.00. Statistically significant differences were found in relation to knowledge and attitudes for all demographic and professional characteristics except for gender and Department of Teaching. Conclusion: Dental faculty seems to have differing levels of knowledge regarding oral diseases with positive attitudes seen regarding preventive dentistry. Continuing education activities and

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

    Science.gov (United States)

    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

  12. Beginner teacher professional development: An action research and ...

    African Journals Online (AJOL)

    Tanya

    Department of Humanities Education, Faculty of Education, University of Pretoria, South ... her mentorship practice, thereby enacting the role of transformative leader ... Keywords: Action research; learning styles; mentoring practice; professional ... in an 'education sink or swim gala' be empowered to help transform society?

  13. Analyzing FCS Professionals in Higher Education: A Case Study

    Science.gov (United States)

    Hall, Scott S.; Harden, Amy; Pucciarelli, Deanna L.

    2016-01-01

    A national study of family and consumer sciences (FCS) professionals in higher education was analyzed as a case study to illustrate procedures useful for investigating issues related to FCS. The authors analyzed response rates of more than 1,900 FCS faculty and administrators by comparing those invited to participate and the 345 individuals who…

  14. Learning to Teach Online: Promoting Success through Professional Development

    Science.gov (United States)

    Hinson, Janice M.; LaPrairie, Kimberely N.

    2005-01-01

    The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional…

  15. Methods in Professional Training: Indoctrination from Step One.

    Science.gov (United States)

    Powell, Marjorie

    A preliminary classification of methods used during first-year law courses to develop a sense of professional identification among students is presented. Professors' images of lawyers conveyed to students are described based on faculty comments. In addition, informal student interviews were conducted to determine their awareness of this…

  16. Can Tablet Computers Enhance Faculty Teaching?

    Science.gov (United States)

    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.

  17. Use of the Culture Care Theory and ethnonursing method to discover how nursing faculty teach culture care.

    Science.gov (United States)

    Mixer, Sandra J

    2008-04-01

    As the world becomes increasingly multicultural, transcultural nursing education is critical to ensuring a culturally competent workforce. This paper presents a comprehensive review of literature and results of an ethnonursing pilot study using the Culture Care Theory (CCT) to discover how nursing faculty teach culture care. The literature revealed that despite 50 years of transcultural nursing knowledge development through theory, research and practice, there remains a lack of formal, integrated culture education in nursing. The importance of faculty providing generic and professional care to nursing students and using an organising framework to teach culture care was discovered. Additionally, care was essential for faculty health and well-being to enable faculty to teach culture care. This unique use of the theory and method demonstrates its usefulness in discovering and describing the complex nature of teaching culture care. Larger scale studies are predicted to further substantiate the CCT, building the discipline of nursing.

  18. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1994, volume 1

    Science.gov (United States)

    Bannerot, Richard; Sickorez, Donn G.

    1995-01-01

    The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to: (1) further the professional knowledge of qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) enrich and refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1994.

  19. National Aeronautics and Space Administration (NASA) /American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program. Volume 1

    Science.gov (United States)

    Bannerot, Richard B. (Editor); Sickorez, Donn G. (Editor)

    1997-01-01

    The 1996 JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to (1) further the professional knowledge qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1996.

  20. The Impact of Learning about Technology via Action Research as a Professional Development Activity on Higher Education: A Case Study

    Science.gov (United States)

    Premdas, Leisa

    2017-01-01

    The purpose of this mixed method study was to determine the perceived impact of learning about technology via action research as a professional development activity on faculty and students in higher education. Nine faculty members--also Teaching and Technology Fellows representing various disciplines at St. John's University--were selected based…

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

    Directory of Open Access Journals (Sweden)

    Maris Zarin Daneshvar

    2016-01-01

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

  2. Innovative online faculty development utilizing the power of social media.

    Science.gov (United States)

    Klein, Melissa; Niebuhr, Virginia; D'Alessandro, Donna

    2013-01-01

    Faculty development (FD) is important for continued professional development, but expense and distance remain challenging. These challenges could be minimized by the free and asynchronous nature of social media (SM). We sought to determine the utility and effectiveness of conducting a national online FD activity on Facebook by assessing participants' perceptions and use and facilitators' challenges. An educational activity of a national FD program was managed on a closed Facebook group. Activities included postings of educational technology goals, abstracting an article, and commenting on peers' postings. Sources of quantitative data included the Facebook postings and the survey responses. Surveys before, after, and 6 months after the activity assessed knowledge, attitudes and self-reported behaviors. Sources of qualitative data were the open-ended survey questions and the content of the Facebook postings. All participants completed the FD activity and evaluations, yielding 38 postings and 115 comments. Before the activity, 88% had a personal Facebook account, 64% were somewhat/very confident using Facebook, 77% thought SM would be useful for professional networking, and 12% had used it professionally. Six months after the activity, professional usage had increased to 35%. Continued use of Facebook for future presentations of this FD activity was recommended by 76%. Qualitative analysis yielded 12 types of Facebook postings and 7 themes related to using SM for FD. Conducting a national FD activity on Facebook yielded excellent participation rates and positive participant impressions, and it affected professional usage. Facebook may become an additional tool in the educator's toolbox for FD as a result of its acceptability and accessibility. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  3. Teaching "Out" in the University: An Investigation into the Effects of Lesbian, Bisexual, and Transgender Faculty Self-Disclosure upon Student Evaluations of Faculty Teaching Effectiveness in the USA

    Science.gov (United States)

    Jennings, Todd

    2010-01-01

    Many lesbian, gay, bisexual, and transgender (LGBT) university faculty worry about the effects of self-disclosure in their professional lives. One concern is that self-disclosure as LGBT could result in negative evaluations of one's teaching by students due to student bias against LGBT people. In order to investigate this concern, this study…

  4. Two-Year Institution Part-Time Nurse Faculty Experiences During Role Transition and Identity Development: A Phenomenological Study.

    Science.gov (United States)

    Owens, Rhoda A

    This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. A phenomenological study was used to explore the faculty role transition experiences. Findings support the proposition that six participants transitioned from their expert clinician to instructor identities; however, two continue in the process. Critical to this process are relationships with individuals in their environments, past and present experiences, the incentive to learn to be better instructors, and the importance of support and training. A model emerged, Process of Role Transition and Professional Identity Formation for Part-Time Clinical Instructors at Two-Year Institutions, that is potentially useful for administrators in developing individualized orientation and professional development programs.

  5. 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.

  6. Committee Opinion No. 715: Social Etiquette for Program Directors and Faculty.

    Science.gov (United States)

    2017-09-01

    Educators in obstetrics and gynecology work within a changing clinical learning environment. Ethnic, cultural, and social diversity among colleagues and learners have increased, and methods of communication have expanded in ever more novel ways. Clerkship, residency, and fellowship directors, in partnership with chairs and senior faculty, are urged to take the lead in setting the tone for workplace etiquette, communication, and social behavior of faculty and trainees to promote a high standard of civility and citizenship. The Council on Resident Education in Obstetrics and Gynecology (CREOG) Education Committee has promulgated recommendations that can be used to help address professional relationships, professional appearance, and social media usage. These recommendations also address communications pertinent to educational processes such as interviewing, teaching, evaluation, and mentoring.

  7. Committee Opinion No. 715 Summary: Social Etiquette for Program Directors and Faculty.

    Science.gov (United States)

    2017-09-01

    Educators in obstetrics and gynecology work within a changing clinical learning environment. Ethnic, cultural, and social diversity among colleagues and learners have increased, and μethods of communication have expanded in ever more novel ways. Clerkship, residency, and fellowship directors, in partnership with chairs and senior faculty, are urged to take the lead in setting the tone for workplace etiquette, communication, and social behavior of faculty and trainees to promote a high standard of civility and citizenship. The Council on Resident Education in Obstetrics and Gynecology (CREOG) Education Committee has promulgated recommendations that can be used to help address professional relationships, professional appearance, and social media usage. These recommendations also address communications pertinent to educational processes such as interviewing, teaching, evaluation, and mentoring.

  8. What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

    Science.gov (United States)

    Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

    2017-01-01

    Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

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

    Directory of Open Access Journals (Sweden)

    Elham Biglari

    2010-12-01

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

  10. Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

    Science.gov (United States)

    Cassidy, Wanda; Jackson, Margaret

    2017-01-01

    This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture. PMID:28786941

  11. Fleeing the Ivory Tower: Gender Differences in the Turnover Experiences of Women Faculty.

    Science.gov (United States)

    Martinez, Larry R; O'Brien, Katharine R; Hebl, Michelle R

    2017-05-01

    Prior research has established that women and men faculty have different experiences in their professional and personal lives and that academic turnover can be costly and disruptive to home institutions. However, relatively little research has examined gender differences in the antecedent events that contributed to faculty members' voluntary turnover decisions. This study aims to fill this gap. Qualitative and quantitative data were obtained in two ways: by directly contacting faculty members who had voluntarily left their positions through the human resource departments at six institutions and through more wide-scale snowball sampling. The surveys, administered via paper or web based, measured the extent to which participants' experiences with harassment/discrimination, family-related issues, and recruitment/retention offers impacted their decisions to leave. Qualitative data were coded by raters into numerical values, and mean differences based on gender were assessed for these and the quantitative data. Both the qualitative and quantitative data suggest that female academicians reported experiencing significantly more gender-based harassment/discrimination, were much more likely to cite family-related reasons for leaving, and reported receiving significantly fewer external job offers and internal retention offers than their male counterparts. Academic science departments should be keenly aware of and strive to reduce instances of harassment/discrimination against female academicians, offer more support for family-related issues and encourage faculty to take advantage of these programs, and conduct search and retention efforts fairly regardless of faculty gender.

  12. Features of Active Stress Overcoming Behavior among Civil Servants and Students of Humanities and Social Sciences Faculty

    Directory of Open Access Journals (Sweden)

    T S Pilishvili

    2014-12-01

    Full Text Available The study is devoted to the active overcoming of everyday stress by civil servants and students of Humanities and Social Sciences Faculty, focused on a similar professional activity. Different behavioral coping strategies are shown in terms of personal activity and their relationship with vitality.

  13. "I Expect to Be Engaged as an Equal": Collegiality Expectations of Full-Time, Non-Tenure-Track Faculty Members

    Science.gov (United States)

    Alleman, Nathan F.; Haviland, Don

    2017-01-01

    Nationally, non-tenure-track faculty (NTTF) represent the new majority. Efforts to move the full-time NTTF role from expendable labor to sustainable professional position have led to improvements in policy and working conditions at many institutions. Still, the profession broadly has just begun to grapple with the implications of this shifting…

  14. Anti-Racist Pedagogy: From Faculty's Self-Reflection to Organizing within and beyond the Classroom

    Science.gov (United States)

    Kishimoto, Kyoko

    2018-01-01

    This article is a synthesis of my own work as well as a critical reading of the key literature in anti-racist pedagogy. Its purpose is to define anti-racist pedagogy and what applying this to courses and the fullness of our professional lives entails. I argue that faculty need to be aware of their social position, but more importantly, to begin…

  15. Moving the Needle: The Effect of Faculty Development on Part-Time Teachers at a Technical College

    Science.gov (United States)

    Proeber, Helen R.

    2012-01-01

    In the business division of the technical college in which this study occurred, there was a need to change the way part-time faculty prepared course syllabi. The implementation of a professional development workshop that focused on the components and necessity of the syllabus provided the teachers new information they needed to be prepared for the…

  16. Re-Envisioned Contributions: Experiences of Faculty Employed at Institutional Types That Differ from Their Original Aspirations

    Science.gov (United States)

    Terosky, Aimee LaPointe; Gonzales, Leslie D.

    2016-01-01

    Guided by the theory of figured worlds, this qualitative study focuses on 18 faculty members employed at community colleges, broad access liberal arts, comprehensives, and regional research universities, who have constructed professionally and personally meaningful careers at institutions that differ from their original aspirations and/or their…

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

    Science.gov (United States)

    Brent, Rebecca; Felder, Richard

    2016-01-01

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

  18. The Environment for Professional Interaction and Relevant Practical Experience in AACSB-Accredited Accounting Programs.

    Science.gov (United States)

    Arlinghaus, Barry P.

    2002-01-01

    Responses from 276 of 1,128 faculty at Association to Advance Collegiate Schools of Business-accredited schools indicated that 231 were certified; only 96 served in professional associations; large numbers received financial support for professional activities, but only small numbers felt involvement or relevant experience (which are required for…

  19. Think "E" for Engagement: Use Technology Tools to Design Personalized Professional E-Learning

    Science.gov (United States)

    Farris, Shari

    2015-01-01

    As faculty chair of early childhood education at Vanguard University of Southern California, the author was challenged each day by questions: How to provide high-impact online professional learning to adult continuing education students? What barriers exist for adult learners seeking meaningful professional learning? How does practice as a…

  20. Balancing Culture and Professional Education: American Indians/Alaska Natives and the Helping Professions.

    Science.gov (United States)

    Weaver, Hilary N.

    2000-01-01

    Surveys of 132 American Indian social workers, nurses, psychologists, and college students in those fields examined their experiences of professional education. Themes included extent of cultural content within professional training; types of support for indigenous identities; and struggles with stereotypes, institutional and faculty insensitivity…

  1. Professionalism: A Comparative Case Study of Teachers, Nurses, and Social Workers

    Science.gov (United States)

    Bair, Mary Antony

    2016-01-01

    While there are numerous calls to enhance the professionalism of teachers, there is little empirical research in the United States that examines educators' understanding of the concept. This comparative case study compared the conceptualisation of professionalism by faculty and students in a college of education vis-à-vis the conceptualisation of…

  2. Characteristics of mentoring relationships formed by medical students and faculty

    Science.gov (United States)

    Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Meinel, Felix G.; Moder, Stefan; Reincke, Martin; Fischer, Martin R.

    2012-01-01

    Background Little is known about the characteristics of mentoring relationships formed between faculty and medical students. Individual mentoring relationships of clinical medical students at Munich Medical School were characterized quantitatively and qualitatively. Methods All students signing up for the mentoring program responded to a questionnaire on their expectations (n = 534). Mentees were asked to give feedback after each of their one-on-one meetings (n = 203). A detailed analysis of the overall mentoring process and its characteristics was performed. For qualitative text analysis, free-text items were analyzed and categorized by two investigators. Quantitative analysis was performed using descriptive statistics and Wilcoxon-test to assess differences in grades between students with and without mentors. Results High-performing students were significantly more likely to participate in the mentoring program (pmentors as counselors (88.9%), providers of ideas (85.0%), and role models (73.3%). Mentees emphasized the positive impact of the mentoring relationship on career planning (77.2%) and research (75.0%). Conclusions Medical students with strong academic performance as defined by their grades are more likely to participate in formal mentoring programs. Mentoring relationships between faculty and medical students are perceived as a mutually satisfying and effective instrument for key issues in medical students’ professional development. Practical implications Mentoring relationships are a highly effective means of enhancing the bidirectional flow of information between faculty and medical students. A mentoring program can thus establish a feedback loop enabling the educational institution to swiftly identify and address issues of medical students. PMID:22989620

  3. Professional socialisation: an influence on professional ...

    African Journals Online (AJOL)

    Professional socialisation refers to the acquisition of values, attitudes, skills and knowledge pertaining to a profession. This article reviews the definition and conceptualisation of professional socialisation through anticipatory and formal professional socialisation processes. It describes the core elements of professional ...

  4. The ASM-NSF Biology Scholars Program: An Evidence-Based Model for Faculty Development.

    Science.gov (United States)

    Chang, Amy L; Pribbenow, Christine M

    2016-05-01

    The American Society for Microbiology (ASM) established its ASM-NSF (National Science Foundation) Biology Scholars Program (BSP) to promote undergraduate education reform by 1) supporting biologists to implement evidence-based teaching practices, 2) engaging life science professional societies to facilitate biologists' leadership in scholarly teaching within the discipline, and 3) participating in a teaching community that fosters disciplinary-level science, technology, engineering, and mathematics (STEM) reform. Since 2005, the program has utilized year-long residency training to provide a continuum of learning and practice centered on principles from the scholarship of teaching and learning (SoTL) to more than 270 participants ("scholars") from biology and multiple other disciplines. Additionally, the program has recruited 11 life science professional societies to support faculty development in SoTL and discipline-based education research (DBER). To identify the BSP's long-term outcomes and impacts, ASM engaged an external evaluator to conduct a study of the program's 2010-2014 scholars (n = 127) and society partners. The study methods included online surveys, focus groups, participant observation, and analysis of various documents. Study participants indicate that the program achieved its proposed goals relative to scholarship, professional society impact, leadership, community, and faculty professional development. Although participants also identified barriers that hindered elements of their BSP participation, findings suggest that the program was essential to their development as faculty and provides evidence of the BSP as a model for other societies seeking to advance undergraduate science education reform. The BSP is the longest-standing faculty development program sponsored by a collective group of life science societies. This collaboration promotes success across a fragmented system of more than 80 societies representing the life sciences and helps

  5. A Critical Dialogue: Faculty of Color in Library and Information Science

    OpenAIRE

    Ceja Alcalá, Janet; Colón-Aguirre, Mónica; Cooke, Nicole A.; Stewart, Brenton

    2017-01-01

    Using a social justice framework, we discuss our experiences as faculty members of color working in Library and Information Science (LIS).  We present our educational trajectories as well as our professional engagement with teaching, research, and service.  This piece contributes to the growing literature on diversity in LIS by articulating African American and Latina perspectives of academia, which are underrepresented demographics in LIS and more generally in higher education in the United ...

  6. The ASM-NSF Biology Scholars Program: An Evidence-Based Model for Faculty Development

    Directory of Open Access Journals (Sweden)

    Amy L. Chang

    2016-05-01

    Full Text Available The American Society for Microbiology (ASM established its ASM-NSF (National Science Foundation Biology Scholars Program (BSP to promote undergraduate education reform by 1 supporting biologists to implement evidence-based teaching practices, 2 engaging life science professional societies to facilitate biologists’ leadership in scholarly teaching within the discipline, and 3 participating in a teaching community that fosters disciplinary-level science, technology, engineering, and mathematics (STEM reform. Since 2005, the program has utilized year-long residency training to provide a continuum of learning and practice centered on principles from the scholarship of teaching and learning (SoTL to more than 270 participants (“scholars” from biology and multiple other disciplines. Additionally, the program has recruited 11 life science professional societies to support faculty development in SoTL and discipline-based education research (DBER. To identify the BSP’s long-term outcomes and impacts, ASM engaged an external evaluator to conduct a study of the program’s 2010­–2014 scholars (n = 127 and society partners. The study methods included online surveys, focus groups, participant observation, and analysis of various documents. Study participants indicate that the program achieved its proposed goals relative to scholarship, professional society impact, leadership, community, and faculty professional development. Although participants also identified barriers that hindered elements of their BSP participation, findings suggest that the program was essential to their development as faculty and provides evidence of the BSP as a model for other societies seeking to advance undergraduate science education reform. The BSP is the longest-standing faculty development program sponsored by a collective group of life science societies. This collaboration promotes success across a fragmented system of more than 80 societies representing the life

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

    Science.gov (United States)

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

    2016-04-27

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

  8. Faculty and Staff Resources | Nova Southeastern University

    Science.gov (United States)

    Additional Benefits and Training Opportunities Health Care Compliance Library Training NSU Retirement Manager Policies and Procedures Emergency Procedures Employee Policy Manual Faculty Policy Manual Policies Managed by Enrollment and Student Services Additional Policies and Procedures Health Care Compliance Policy

  9. Education Faculty Students' Views About Use of E-Books

    Directory of Open Access Journals (Sweden)

    Murat YALMAN

    2015-01-01

    Full Text Available Parallel to technological developments, numerous new tools are now available for people’s use. Societies adapt these tools to their professional lives by learning how to use them. In this way, they try to establish more comfortable working environments. Universities giving vocational education are supposed to teach these new technologies to their students to help them become successful in their future profession. Books that serve as the basic sources of information for education faculty students are increasingly being transformed into e-books parallel to these new technologies. In line with these developments, identifying students’ approaches and preferences regarding e-book could help determine the needs regarding this type of new technologies. In line with this purpose, the present study aimed at determining the views and preferences of preservice teachers regarding e-book as well as their levels of general knowledge about this technology. The participants of the study were 1179 students attending an education faculty (660 female, 519 male. In the study, qualitative and quantitative methods were used together. The results revealed that the students did not have sufficient knowledge about e-book and that they regarded any digital source on the Internet as e-book. Of all the participating preservice teachers, only 6% of them had sufficient knowledge about e-book.

  10. Mentorship programs for faculty development in academic general pediatric divisions.

    Science.gov (United States)

    Takagishi, Jennifer; Dabrow, Sharon

    2011-01-01

    Introduction. Mentoring relationships have been shown to support academicians in areas of research, work/life balance, and promotion. Methods. General pediatric division chiefs accessed an electronic survey asking about mentorship relationships, their ability to create a mentorship program, and resources needed. Results. Dyadic mentorship programs were available at 53% of divisions. Peer mentorship programs were available at 27% of divisions. Overall, 84% of chiefs believed that dyadic mentorship would benefit their faculty. 91% of chiefs believed that peer mentorship would benefit their faculty. Chiefs were interested in starting peer (57%) or dyadic (55%) mentorship programs. Few divisions had a peer mentorship program available, whereas 24% already had a dyadic program. 43% of chiefs felt that they had the tools to start a program. Many tools are needed to create a program. Discussion. General pediatric division chiefs acknowledge the benefits of mentoring relationships, and some have programs in place. Many need tools to create them. Pediatric societies could facilitate this critical area of professional development.

  11. American Society for Engineering Education/NASA Summer Faculty Fellowship Program 1982

    Science.gov (United States)

    Spencer, J. H. (Compiler)

    1983-01-01

    A program of summer faculty fellowships for engineering and science educators is described. The program involves participation in cooperative research and study. Results of the program evaluation are summarized. The research fellows indicated satisfaction with the program. Benefits of the program cited include: (1) enhancement of professional abilities; (2) contact with professionals in a chosen area of research; (3) familiarity with research facilities; and (4) development of new research techniques and their adaptation to an academic setting. Abstracts of each of the research projects undertaken are presented.

  12. 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...

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

    Science.gov (United States)

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

    2010-01-01

    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

  14. Making it Real: Faculty Collaboration to Create Video Content

    Directory of Open Access Journals (Sweden)

    Claudia Jennifer Dold

    2012-04-01

    Full Text Available Interest in integrative health care is a growing area of health practice, combining conventional medical treatments with safe and effective complementary and alternative medicine. These modalities relate to both improving physical and psychological well-being, and enhancing conventional talk therapy. In an interdisciplinary collaboration, teaching and library faculty have created a series of sixteen on-line video interviews that introduce practitioner-relevant experiences to students as supplemental course material. These videos are available through the department web-pages to students in other related disciplines as well, including Social Work, Counselor Education, Psychology, and the Colleges of Public Health, Nursing, and Medicine. The video series was undertaken as part of the educational mission of the library, bringing to the classroom new material that is essential to the professional development of future counselors.

  15. Emergency Medicine Resident Perceptions of Medical Professionalism

    Directory of Open Access Journals (Sweden)

    Joshua Jauregui

    2016-05-01

    the relative importance of traditionally defined professional attributes and this may be useful to educators. Explanations for these differences are hypothesized, as are the potential implications for professionalism education. Because teaching professional behavior is taught most effectively via behavior modeling, faculty awareness of resident values and faculty development to address potential gaps may improve professionalism education.

  16. 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...

  17. The Faculty Web Page: Contrivance or Continuation?

    Science.gov (United States)

    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…

  18. 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...

  19. 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

  20. Marshall Space Flight Center Faculty Fellowship Program

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2012-01-01

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

  2. 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.

  3. Disrupting Faculty Service: Using Technology to Increase Academic Service Productivity

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

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

    1977-01-01

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

  5. 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…

  6. Technology Adoption in Higher Education: Overcoming Anxiety through Faculty Bootcamp

    Science.gov (United States)

    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…

  7. Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

    Science.gov (United States)

    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…

  8. [THE CANCELED FACULTY: ON THE ISSUE OF ESTABLISHMENT OF MEDICAL FACULTY OF THE PETROGRAD UNIVERSITY DURING THE FIRST WORLD WAR].

    Science.gov (United States)

    Rostovtsev, E A; Sidortchuk, I V

    2015-01-01

    The article considers history of attempts to organize medicalfaculty in the Petrograd university on the eve and during the First World War The actuality of issue is in both insufficient investigation of this page of history of national medicine and medical education and history of development of national medicine in the period of the First World War which centenary is observed this year On the basis of large spectrum of published and archive sources the article considers the prerequisites of organization of medical faculty in St. Petersburg-Petrograd The discussions around its organization, positioning and augmentation of its supporters and opponents are called to mind The attempt is cited concerning organization offaculty in context of existed relationship between professional and teaching staff corporation of the Petrograd university and authorities. The separate attention is paid to the issue of corporative aspiration of professorate which determined model of their behavior and in spite of all social politic alterations provide no permission to compromise with authorities. The similar behavior model continued and after the February Revolution and this became the cause of giving up the idea of organization of medical faculty after overthrow of czarism.

  9. Community projects based on Art & Health: A collaboration between the Faculty of Fine Arts at the Complutense University of Madrid and Madrid city council's Madrid Salud Service

    OpenAIRE

    Ávila, Noemí; Orellana, Ana M.; Claver, María Dolores; Borrego Hernando, Olga; Antúnez, Noelia; García Cano, Marta; Segura del Pozo, Javier; Belver, Manuel H.; Martínez Cortés, Mercedes; Martínez, Catalina; Jambers, Brigitte; Cortés, Fátima; Yeves, Laura; Soto, María del Carmen; Saavedra Macías, Francisco Javier (Coordinador)

    2017-01-01

    In 2011 the Faculty of Fine Arts at the Complutense University of Madrid, and Madrid City Council's Health Promotion and Prevention Service (Madrid Salud Service) signed a collaboration agreement for developing joint projects and activities. This mutual collaboration agreement has generated an extremely active working network, in which university students supported by health service professionals plus Faculty academics and researchers have designed, and developed, community projects based on ...

  10. Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

    Science.gov (United States)

    Pololi, Linda H; Evans, Arthur T

    2015-01-01

    To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  11. Professional self-concept and professional values of senior students of the nursing department.

    Science.gov (United States)

    Çöplü, Mehtap; Tekinsoy Kartın, Pınar

    2018-01-01

    This study was carried out in order to determine professional self-concept and professional values in the students, who were studying in the final year of the nursing department in schools providing undergraduate education in the Inner Anatolia Region. This cross-sectional study was conducted on a total of 619 senior students of nursing departments in the Inner Anatolia Region. Data were collected using a Student Information Form, Professional Self-Concept Scale for the Student Nurses, and The Nurses' Professional Values Scale. Descriptive statistics, the Shapiro-Wilk test, the t-test, analysis of variance, and the Bonferroni tests were used for data analysis. Ethical Considerations: A written consent was obtained from Ethics Board of Erciyes University Faculty of Medicine and from nursing schools participating in the study. Prior to data collection, students were informed about the purpose of the study and gave written and verbal consents. Participation in the study was on voluntary basis. In the study, students' total and sub-dimension scores from the Professional Self-Concept Scale for the Student Nurses and total scores from the Nurses' Professional Values Scale were moderately high. It was detected that women received higher scores than men from the sub-dimension of professional attributes; the students who had positive perception of the nursing image and voluntarily selected their department received high scores from professional satisfaction, professional competence, and professional attributes sub-dimensions of the Professional Self-Concept Scale for the Student Nurses ( p concept and professional values, it is thought that students' awareness should be increased on these topics.

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

    Directory of Open Access Journals (Sweden)

    Kristen Young

    2011-06-01

    of academic librarians in discipline-specific positions.Conclusion – It is clear that library school faculty have a strong interest in the curriculum and the future directions of librarianship. It is also clear that faculty status for academic librarians, equivalent to that of teaching faculty, will remain a contentious issue for some time. The author had five recommendations for practice: Librarians who want a faculty-status position should earn another graduate degree, in addition to the MLS; ALA-accredited library schools should require that PhD and masters students have courses in experimental and non-experimental research; ALA-accredited library schools should require that PhD and masters students have courses introducing statistics; Librarians with faculty status should be involved in university governance as well as library governance; and, Librarians with faculty status should be eligible for the same sabbatical and research leaves as other faculty.There are three recommendations for further study identified by the author. First is a qualitative study to identify the reasons behind the perceptions that faculty members have of the issues that surround faculty status for academic librarians. Second is a qualitative study to assess how faculty status affects the lives of academic librarians, both personally and professionally. Lastly, additional research should be conducted to gain a greater understanding of how faculty status impacts academic librarians within the institutions they are a part of.

  13. Professional stress

    Directory of Open Access Journals (Sweden)

    Stanojević Dragana Z.

    2011-01-01

    Full Text Available Job stress is a line, for the person at work hired adverse physiological, psychological and behavioral reactions to situations in which job requirements are not in accordance with its capabilities, abilities and needs. Sources of stress at work are numerous. Personal factors: personality types have been most studied so far, environmental changes and demographic characteristics as well. Interpersonal stress inducing factors act and influence to the occurrence of many psychosomatic diseases. Psychosocial climate and relationships which are prevented or encouraged such as: cooperation and competition, trust and suspicion certainly affect to the appearance of professional stress. The way of leadership is very important. Organizational factors are the type of work, work time, noncompliance of the job, the introduction of new ethnologies, the conflict of personal roles, fear of job loss, bad physical conditions of working environment. The consequences of stress at work are numerous: at the cognitive level, the emotional level, the production plan, the health, plan reduces the immune system that cause a variety of psychosomatic illnesses and accidents at work.

  14. Portrait professional.

    Science.gov (United States)

    Vernon, Tim

    2011-12-01

    Most medical photographers, unless working as dedicated ophthalmic photographers or retinal screeners, will shoot portraits or publicity pictures. Many will spend a proportion of their time producing brochure shots for patient information material or their Trust's Annual Report. High-quality images of staff at work are often required by the strategic planning departments of Trusts to support bids for business from service commissioners. This "non-clinical" work is in reality commercial work - the jobs that high street portrait and general practice photographers would undertake in different settings. Medical photographers use many of the same tools as their commercial cousins. They use the same DSLR cameras and lenses. They use Adobe Photoshop to manipulate images. However, one software tool extensively used by portrait and social photographers, but possibly unfamiliar to many medical photographers, is Portrait Professional. Currently in its 10th version, it is produced by Anthropics Technology ( http://www.anthropics.com ), a London-based company specialising in image manipulation software.

  15. Social Workers as Civic-Minded Professionals

    Directory of Open Access Journals (Sweden)

    Sarah E. Twill

    2014-01-01

    Full Text Available This study examined civic-mindedness among a sample of social work educators, community practitioners and new graduates. Using a web-based survey, researchers administered Hatcher’s (2008 Civic-Minded Professional scale. Results indicated that traditional and field faculty were more civic-minded than new graduates and other practitioners. Social work educators who focused on raising civic awareness in courses were more civic-minded than colleagues. New graduates who had participated in club service events were more civic-minded; however, there was no significant differences between groups based on number of community service courses completed. Social workers, whether faculty or not, who had participated in collaborative research were more civic-minded. The authors conclude that how social workers view their commitment to civic engagement has implications. Social workers need to be vigilant in our commitment to well-being in society. Intentional practices could be implemented to strengthen the partnership among groups.

  16. 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…

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

    Science.gov (United States)

    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…

  18. Mentorship perceptions and experiences among academic family medicine faculty: Findings from a quantitative, comprehensive work-life and leadership survey.

    Science.gov (United States)

    Stubbs, Barbara; Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola

    2016-09-01

    To collect information about the types, frequency, importance, and quality of mentorship received among academic family medicine faculty, and to identify variables associated with receiving high-quality mentorship. Web-based survey of all faculty members of an academic department of family medicine. The Department of Family and Community Medicine of the University of Toronto in Ontario. All 1029 faculty members were invited to complete the survey. Receiving mentorship rated as very good or excellent in 1 or more of 6 content areas relevant to respondents' professional lives, and information about demographic and practice characteristics, faculty ratings of their local departments and main practice settings, teaching activities, professional development, leadership, job satisfaction, and health. Bivariate and multivariate analyses identified variables associated with receiving high-quality mentorship. The response rate was 66.8%. Almost all (95.0%) respondents had received mentorship in several areas, with informal mentorship being the most prevalent mode. Approximately 60% of respondents rated at least 1 area of mentoring as very good or excellent. Multivariate logistic regression identified 5 factors associated with an increased likelihood of rating mentorship quality as very good or excellent: positive perceptions of their local department (odds ratio [OR] = 4.02, 95% CI 2.47 to 6.54, P teachers, family medicine faculties will need to develop strategies to support effective mentorship across a range of settings and career stages. Copyright© the College of Family Physicians of Canada.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  2. [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,…

  3. 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

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

    Science.gov (United States)

    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…

  5. Awareness of Consumer Protection Act among dental health professionals in dental schools of Ghaziabad, India.

    Science.gov (United States)

    Prasad, Sumanth; Menon, Ipseeta; Dhingra, Chandan; Anand, Richa

    2013-12-01

    The study aimed to assess the awareness of the Consumer Protection Act among dental health professionals in dental schools of Ghaziabad, India. A cross-sectional questionnaire survey was carried out on dental health professionals in dental schools of Ghaziabad, India. A total of 348 dental health professionals (170 males and 178 females) were surveyed, out of which 116 were MDS faculty, 45 were BDS faculty and 187 were pursuing post graduation. The questionnaire comprised of 24 questions about the awareness of consumer protection act. Statistical analysis was done using Chi-square test, student's t test and ANOVA. A total of 84.8% (n=295) reported to be aware of consumer protection act. Amongst them, MDS faculty showed more awareness as compared to BDS faculty and those pursuing post-graduation. Considering the present scenario, MDS faculty dental professionals have more awareness of consumer protection act compared to other dental professionals. So, we must upgrade our knowledge on consumer protection act at all levels of our profession and change our attitude by inculcating a practice to spread the message of consumer protection act for delivering quality dental care.

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

    Science.gov (United States)

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

    2014-01-01

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

  7. Interdisciplinary Professional Development: Astrolabes for Medievalists

    Science.gov (United States)

    Larsen, Kristine

    2014-06-01

    Astronomers and astronomy educators have significantly broadened the intended audience for their outreach activities, from the traditional venues of public schools, libraries and planetariums to national parks, coffee houses, and concert halls. At the same time, significant attention has been paid to improving the quality and relevance of professional development directed toward preservice and inservice science teachers. Many of our outreach and professional development programs have also become increasingly creative in their use of interdisciplinary connections to astronomy, such as cultural astronomy and the history of astronomy. This poster describes a specific example of interdisciplinary professional development directed at a different audience, humanities faculty and researchers, through hands-on workshops on the basic astronomical background and usage of an astrolabe conducted at the International Congress on Medieval Studies at Western Michigan University in 2013 and 2014. The goal was to explain the basic astronomy behind astrolabes (as well as their cultural relevance) to medieval scholars in history, literature, and other disciplines. The intention was to increase their comfort with manipulating and explaining astrolabes to a basic level where they could share their knowledge with their own college classes. In this way the relevance of astronomy to myriad human endeavors could be reinforced by humanities faculty within their own courses.

  8. Leading Change: Faculty Development through Structured Collaboration

    Directory of Open Access Journals (Sweden)

    Suzanne Painter

    2015-06-01

    Full Text Available There are relentless calls for innovation in higher education programs in response to media and policy-makers attention to such concerns as instructional quality, relevance to employment, costs, and time-to-degree. At the same time, the individual course remains the primary unit of instruction and there is little evidence of faculty development strategies to assist with changing core instructional practices. We faced that dilemma when we led an innovative doctoral program in educational leadership. Soon after beginning, we implemented a regular meeting of all faculty members teaching and advising in the program to address upcoming events and review student progress. Our retrospective analysis indicates that these meetings evolved as a practical and sustainable framework for faculty development in support of deep change for instructional practices. Here we describe the challenge of faculty development for change and draw lessons learned from our four years of leadership centered on experiential learning and community sense-making. We hope that program leaders who aspire to promote faculty development in conjunction with graduate program implementation will find these lessons useful.

  9. Women faculty: an analysis of their experiences in academic medicine and their coping strategies.

    Science.gov (United States)

    Pololi, Linda H; Jones, Sandra J

    2010-10-01

    Women represent a persistently low proportion of faculty in senior and leadership roles in medical schools, despite an adequate pipeline. This article highlights women's concerns in the context of the academic medical culture in which they work, and considers the ways in which they cope with and resist marginalizing situations. To explore the experiences of faculty in academic medicine, a multidisciplinary faculty research team conducted 96 open-ended interviews with faculty representing a broad set of disciplines at 4 different career stages (early career, leaders, plateaued, and left academic medicine) in 5 medical schools. Coded data from interview transcripts indicated situations in which women were marginalized. Experiences of marginality were examined through a systematic secondary analysis of a subset of 17 representative cases using qualitative analysis. Women had a sense of "not belonging" in the organization, perceiving themselves as cultural outsiders and feeling isolated and invisible. They described barriers to advancement, including bias and gender role expectations. Faculty from underrepresented minority groups and PhDs perceived a double disadvantage. Four strategies were identified that helped women cope with and resist professional barriers: self-silencing, creating microenvironments, balancing life and work, and simultaneously holding dual identities--being successful in the organization while trying to change the culture. Although the sample size was small, this analysis found that many women faculty perceive themselves as outsiders within academic medicine. Because of their marginalization, minority and non-minority women are more able to see the bias and exclusion that may operate in academic medical centers as well as other problematic dimensions of the culture. As cultural outsiders, women may be better able to advance change to improve academic medical culture. A next step is to leverage women's awareness to develop a broader vision of what

  10. Multimedia Bootcamp: a health sciences library provides basic training to promote faculty technology integration.

    Science.gov (United States)

    Ramsey, Ellen C

    2006-04-25

    Recent research has shown a backlash against the enthusiastic promotion of technological solutions as replacements for traditional educational content delivery. Many institutions, including the University of Virginia, have committed staff and resources to supporting state-of-the-art, showpiece educational technology projects. However, the Claude Moore Health Sciences Library has taken the approach of helping Health Sciences faculty be more comfortable using technology in incremental ways for instruction and research presentations. In July 2004, to raise awareness of self-service multimedia resources for instructional and professional development needs, the Library conducted a "Multimedia Bootcamp" for nine Health Sciences faculty and fellows. Case study. Program stewardship by a single Library faculty member contributed to the delivery of an integrated learning experience. The amount of time required to attend the sessions and complete homework was the maximum fellows had to devote to such pursuits. The benefit of introducing technology unfamiliar to most fellows allowed program instructors to start everyone at the same baseline while not appearing to pass judgment on the technology literacy skills of faculty. The combination of wrapping the program in the trappings of a fellowship and selecting fellows who could commit to a majority of scheduled sessions yielded strong commitment from participants as evidenced by high attendance and a 100% rate of assignment completion. Response rates to follow-up evaluation requests, as well as continued use of Media Studio resources and Library expertise for projects begun or conceived during Bootcamp, bode well for the long-term success of this program. An incremental approach to integrating technology with current practices in instruction and presentation provided a supportive yet energizing environment for Health Sciences faculty. Keys to this program were its faculty focus, traditional hands-on instruction, unrestricted

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

    Science.gov (United States)

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

    2016-10-01

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

  12. Team-based Learning Strategy in Biochemistry: Perceptions and Attitudes of Faculty and 1st-Year Medical Students.

    Science.gov (United States)

    Chhabra, Namrata; Kukreja, Sahiba; Chhabra, Sarah; Chhabra, Sahil; Khodabux, Sameenah; Sabane, Harshal

    2017-12-01

    Team-based learning (TBL) strategy has been widely adapted by medical schools all over the world, but the reports regarding the perceptions and the attitudes of faculty and undergraduate medical students towards TBL approach have been conflicting. The study aimed to introduce TBL strategy in curriculum of Biochemistry after evaluating its effectiveness through perceptions and attitudes of faculty and 1 st -year medical students. One hundred and fifty students of first professional M.B.B.S and five faculty members participated in the study. Their responses regarding perceptions and attitudes towards TBL strategy were collected using structured questionnaires, focus group discussions, and in-depth interviews. Data were analyzed using Wilcoxon signed-rank test, paired sample t -test, and Mann-Whitney U-test. Majority of the students expressed satisfaction with team approach and reported improvement in the academic scores, learning styles, and development of problem-solving, interpersonal, and professional skills. The faculty, however, recommended a modified TBL approach to benefit all sections of the students for the overall success of this intervention. TBL is an effective technique to enable the students to master the core concepts and develop professional and critical thinking skills; however, for the 1 st -year medical students, a modified TBL approach might be more appropriate for the effective outcomes.

  13. Social media and impression management: Veterinary medicine students’ and faculty members’ attitudes toward the acceptability of social media posts

    Directory of Open Access Journals (Sweden)

    APRIL A. KEDROWICZ

    2016-10-01

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

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

    Directory of Open Access Journals (Sweden)

    Dantala Satyanrayana

    2017-01-01

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

  15. Competence and Professional Expertise

    NARCIS (Netherlands)

    Evers, A.T.; Heijden, B.I.J.M. van der; Mulder, M.

    2017-01-01

    Theoretical and empirical controversies exist about the understanding and potentials of the concepts of competence and professional expertise. In this chapter, both concepts will be thoroughly conceptualised and discussed. Competence and professional expertise are important as all professionals need

  16. Competence and Professional Expertise

    NARCIS (Netherlands)

    Evers, Arnoud; Van der Heijden, Beatrice

    2018-01-01

    Theoretical and empirical controversies exist about the understanding and potentials of the concepts competence and professional expertise. In this chapter, both concepts will be thoroughly conceptualised and discussed. Competence and professional expertise are important as all professionals need to

  17. Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change.

    Science.gov (United States)

    Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A

    2017-10-01

    The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization

  18. One more thing: Faculty response to increased emphasis on project teams in undergraduate engineering education

    Science.gov (United States)

    Hunter, Jane

    Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a

  19. Networked professional learning

    NARCIS (Netherlands)

    Sloep, Peter

    2013-01-01

    Sloep, P. B. (2013). Networked professional learning. In A. Littlejohn, & A. Margaryan (Eds.), Technology-enhanced Professional Learning: Processes, Practices and Tools (pp. 97–108). London: Routledge.

  20. Relationships between medical student burnout, empathy, and professionalism climate.

    Science.gov (United States)

    Brazeau, Chantal M L R; Schroeder, Robin; Rovi, Sue; Boyd, Linda

    2010-10-01

    Medical student burnout is prevalent, and there has been much discussion about burnout and professionalism in medical education and the clinical learning environment. Yet, few studies have attempted to explore relationships between those issues using validated instruments. Medical students were surveyed at the beginning of their fourth year using the Maslach Burnout Inventory, the Jefferson Scale of Physician Empathy-Student Version, and the Professionalism Climate Instrument. The data were analyzed using Statistical Package for the Social Sciences, and Spearman correlation analysis was performed. Scores indicative of higher medical student burnout were associated with lower medical student empathy scores and with lower professionalism climate scores observed in medical students, residents, and faculty. Investigators observed relationships between medical student burnout, empathy, and professionalism climate. These findings may have implications for the design of curriculum interventions to promote student well-being and professionalism.