Basic science faculty in surgical departments: advantages, disadvantages and opportunities.

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Chinoy, Mala R; Moskowitz, Jay; Wilmore, Douglas W; Souba, Wiley W

2005-01-01

The number of Ph.D. faculty in clinical departments now exceeds the number of Ph.D. faculty in basic science departments. Given the escalating pressures on academic surgeons to produce in the clinical arena, the recruitment and retention of high-quality Ph.D.s will become critical to the success of an academic surgical department. This success will be as dependent on the surgical faculty understanding the importance of the partnership as the success of the Ph.D. investigator. Tighter alignment among the various clinical and research programs and between surgeons and basic scientists will facilitate the generation of new knowledge that can be translated into useful products and services (thus improving care). To capitalize on what Ph.D.s bring to the table, surgery departments may need to establish a more formal research infrastructure that encourages the ongoing exchange of ideas and resources. Physically removing barriers between the research groups, encouraging the open exchange of techniques and observations and sharing core laboratories is characteristic of successful research teams. These strategies can meaningfully contribute to developing successful training program grants, program projects and bringing greater research recognition to the department of surgery.

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

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El-Shazly, A. K.

2003-12-01

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

Article Publications, Journal Outlets, and Article Themes for Current Faculty in APA-Accredited School Psychology Programs: 1995?1999

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Carper, Robin M.; Williams, Robert L.

2004-01-01

The study addressed three major questions regarding the 1995?1999 journal publications of faculty at school psychology programs accredited by the American Psychological Association (APA) as of Sept. 1, 2000: (a) Which program faculties had the strongest records of article publications for 1995?1999? (b) What were the major school psychology and…

A Comparison of Mental Health Status between Students of Two Faculties of Alzahra University: Physical Education vs. Educational Sciences and Psychology

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Elham Baghban Baghestan

2015-07-01

Full Text Available Background and objectives : This study aimed to compare mental health status between students of two faculties of Alzahra University: physical education vs. educational sciences and psychology. Material and Methods : This cross-sectional study was conducted in physical educations and educational sciences and psychology faculties. A total number of 242 and 265 students were surveyed in these faculties respectively by GHQ-28 general health questionnaire. Data were extracted and analyzed using SPSS-17. Results : Results indicated that among 265 students, 135 participants (55.8% in physical education faculty and 170 participants in educational sciences and psychology faculty (60.3% were suspected to suffer from mental disorders. Results showed that prevalence of mental disorders in physical education faculty and faculty of educational sciences and psychology was 9.4% and 30.2% respectively (p Conclusion : The results demonstrated that students of physical education faculty significantly scored lower than students of educational sciences and psychology faculty in all four scales of mental health. They had fewer problems in terms of anxiety, depression, physical disorders and social function. Generally, they had better mental health status. ​

Scholarly Productivity and Impact of School Psychology Faculty in APA-Accredited Programs

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Grapin, Sally L.; Kranzler, John H.; Daley, Matt L.

2013-01-01

The primary objective of this study was to conduct a normative assessment of the research productivity and scholarly impact of tenured and tenure-track faculty in school psychology programs accredited by the American Psychological Association (APA). Using the PsycINFO database, productivity and impact were examined for the field as a whole and by…

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

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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

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

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Boden, Dana W. R.

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

Publication Productivity and Career Advancement by Female and Male Psychology Faculty: The Case of Italy

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D'Amico, Rita; Vermigli, Patrizia; Canetto, Silvia Sara

2011-01-01

In the United States women tend to publish less than men and to be over-represented at the lower ranks of academia. This study examined the scientific productivity and career status of female and male psychology faculty in Italian universities. Psychology was selected as a discipline because for decades it has had a female majority among its doctorates. Italy was the case-study country because it has one of the highest representations of women among university faculty. This study's questions ...

The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development

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Cook-Sather, Alison; Schlosser, Joel Alden; Sweeney, Abigail; Peterson, Laurel M.; Cassidy, Kimberly Wright; Colón García, Ana

2018-01-01

Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and…

The Influences of Leadership Style and School Climate to Faculty Psychological Contracts: A Case of S University in Taiwan

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Chu, Hui-Chin; Fu, Chi-Jung

2006-01-01

This study was to investigate the impacts of leadership style and school climate on faculty psychological contracts. Demographic variables were also tested. The findings indicated that overall perceptions of the faculties toward leadership style, school climate, and psychological contract were favorable. Moreover, leadership style and school…

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

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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

Quality of Graduate Department Origin of Faculty and Its Relationship to Undergraduate Course Examination Questions.

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Braxton, John M.; Nordvall, Robert C.

1988-01-01

Quality of a faculty member's graduate department origin and its relationship to test construction was examined. Findings indicated a tendency for faculty holding advanced degrees from higher quality graduate departments to ask more synthesis questions. (Author/MLW)

The Role Conflict Phenomenon: Implications for Department Chairmen and Academic Faculty

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Carroll, Archie B.

1976-01-01

Role conflict is a situation in which a focal person is confronted with incompatible expectations. A department chairman faces incompatible expectations from college deans, other department chairmen, higher level administrators, and faculty. Suggestions for resolution are offered. (Editor/LBH)

Work Experiences of Foreign-Born Asian Women Counseling and Psychology Faculty

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Kim, Eunha; Hogge, Ingrid; Mok, Geoffrey; Nishida, Harumi

2014-01-01

Eleven foreign-born and -raised Asian women faculty in counseling and psychology programs in the United States were interviewed about their work experiences. Analysis using consensual qualitative research revealed 7 sources of stressors, 6 emotional reactions associated with stressors, 5 coping strategies, and 4 types of intrinsic rewards gained…

Part-time physician faculty in a pediatrics department: a study of equity in compensation and academic advancement.

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Darbar, Mumtaz; Emans, S Jean; Harris, Z Leah; Brown, Nancy J; Scott, Theresa A; Cooper, William O

2011-08-01

To assess equity in compensation and academic advancement in an academic pediatrics department in which a large proportion of the physician faculty hold part-time appointments. The authors analyzed anonymized data from Vanderbilt University School of Medicine Department of Pediatrics databases for physician faculty (faculty with MD or MD/PhD degrees) employed during July 1, 2007 to June 30, 2008. The primary outcomes were total compensation and years at assistant professor rank. They compared compensation and years at junior rank by part-time versus full-time status, controlling for gender, rank, track, years since first appointment as an assistant professor, and clinical productivity. Of the 119 physician faculty in the department, 112 met inclusion criteria. Among those 112 faculty, 23 (21%) were part-time and 89 (79%) were full-time faculty. Part-time faculty were more likely than full-time faculty to be women (74% versus 28%, P part-time versus full-time status. In other adjusted analyses, faculty with part-time appointments spent an average of 2.48 more years as an assistant professor than did faculty with full-time appointments. Overall group differences in total compensation were not apparent in this department, but physician faculty with part-time appointments spent more time at the rank of assistant professor. This study provides a model for determining and analyzing compensation and effort to ensure equity and transparency across faculty.

Left Unsaid: The Role of Work Expectations and Psychological Contracts in Faculty Careers and Departure

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O'Meara, KerryAnn; Bennett, Jessica Chalk; Neihaus, Elizabeth

2016-01-01

Early career faculty bring many expectations to the door-steps of their new academic homes. Yet such expectations are often left unsaid. Unfortunately, what is left unsaid can be a major factor in faculty departure. This study makes a distinct contribution to the departure literature by examining the psychological contracts and work expectations…

Diversifying Geoscience by Preparing Faculty as Workshop Leaders to Promote Inclusive Teaching and Inclusive Geoscience Departments

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Macdonald, H.; Manduca, C. A.; Beane, R. J.; Doser, D. I.; Ebanks, S. C.; Hodder, J.; McDaris, J. R.; Ormand, C. J.

2017-12-01

Efforts to broaden participation in the geosciences require that faculty implement inclusive practices in their teaching and their departments. Two national projects are building the capacity for faculty and departments to implement inclusive practices. The NAGT/InTeGrate Traveling Workshops Program (TWP) and the Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project each prepares a cadre of geoscience educators to lead workshops that provide opportunities for faculty and departments across the country to enhance their abilities to implement inclusive teaching practices and develop inclusive environments with the goal of increasing diversity in the geosciences. Both projects prepare faculty to design and lead interactive workshops that build on the research base, emphasize practical applications and strategies, enable participants to share their knowledge and experience, and include time for reflection and action planning. The curriculum common to both projects includes a framework of support for the whole student, supporting all students, data on diversity in the geosciences, and evidence-based strategies for inclusive teaching and developing inclusive environments that faculty and departments can implement. Other workshop topics include classroom strategies for engaging all students, addressing implicit bias and stereotype threat, and attracting diverse students to departments or programs and helping them thrive. Online resources for each project provide support beyond the workshops. The TWP brings together educators from different institutional types and experiences to develop materials and design a workshop offered to departments and organizations nationwide that request the workshop; the workshop leaders then customize the workshop for that audience. In SAGE 2YC, a team of leaders used relevant literature to develop workshop materials intended for re-use, and designed a workshop session for SAGE 2YC Faculty Change Agents, who

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

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Gholamreza Fadaei

2012-02-01

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

Department of Psychology, Obafemi Awolo

African Journals Online (AJOL)

USER

2014-11-05

Accepted: November 05, 2014. Department of Psychology, Obafemi Awolowo University, Ile-Ife, Nigeria ... place attachment, a strong internal locus of control and strong and accessible ..... Scale for Turkish University students. Journal of ...

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

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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.

Pain-related psychological correlates of pediatric acute post-surgical pain

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Pagé MG

2012-11-01

Full Text Available M Gabrielle Pagé,1 Jennifer Stinson,2,3 Fiona Campbell,2,4 Lisa Isaac,2,4 Joel Katz1,4,51Department of Psychology, Faculty of Health, York University, 2Department of Anesthesia and Pain Medicine, Hospital for Sick Children, 3Lawrence S Bloomberg Faculty of Nursing, University of Toronto, 4Department of Anesthesia, Faculty of Medicine, University of Toronto, 5Department of Psychology, Hospital for Sick Children, Toronto, ON, CanadaBackground: Post-surgical pain is prevalent in children, yet is significantly understudied. The goals of this study were to examine gender differences in pain outcomes and pain-related psychological constructs postoperatively and to identify pain-related psychological correlates of acute post-surgical pain (APSP and predictors of functional disability 2 weeks after hospital discharge.Methods: Eighty-three children aged 8–18 (mean 13.8 ± 2.4 years who underwent major orthopedic or general surgery completed pain and pain-related psychological measures 48–72 hours and 2 weeks after surgery.Results: Girls reported higher levels of acute postoperative anxiety and pain unpleasantness compared with boys. In addition, pain anxiety was significantly associated with APSP intensity and functional disability 2 weeks after discharge, whereas pain catastrophizing was associated with APSP unpleasantness.Conclusion: These results highlight the important role played by pain-related psychological factors in the experience of pediatric APSP by children and adolescents.Keywords: acute post-surgical pain, children, adolescents, pain anxiety, pain catastrophizing

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

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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.

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

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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…

Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties.

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Baumann, Michèle; Ionescu, Ion; Chau, Nearkasen

2011-04-18

In accord with new European university reforms initiated by the Bologna Process, our objectives were to assess psychological quality of life (QoL) and to analyse its associations with academic employability skills (AES) among students from the Faculty of Language, Literature, Humanities, Arts and Education, Walferdange Luxembourg (F1, mostly vocational/applied courses); the Faculty of Social and Human Sciences, Liege, Belgium (F2, mainly general courses); and the Faculty of Social Work, Iasi, Romania (F3, mainly vocational/professional courses). Students who redoubled or who had studied at other universities were excluded. 355 newly-registered first-year students (145 from F1, 125 from F2, and 85 from F3) were invited to complete an online questionnaire (in French, German, English or Romanian) covering socioeconomic data, the AES scale and the QoL-psychological, QoL-social relationships and QoL-environment subscales as measured with the World Health Organisation Quality of Life short-form (WHOQoL-BREF) questionnaire. Analyses included multiple regressions with interactions. QoL-psychological, QoL-social relationships and QoL-environment' scores were highest in F1 (Luxembourg), and the QoL-psychological score in F2 (Belgium) was the lower. AES score was higher in F1 than in F3 (Romania). A positive link was found between QoL-psychological and AES for F1 (correlation coefficient 0.29, pskills that increase employability from the faculties offering vocational/applied/professional courses in Luxembourg and Romania, but not their academically orientated Belgian counterparts. In the context of developing a European Higher Educational Area, these measurements are major indicators that can be used as a guide to promoting programs geared towards counseling, improvement of the social environment, and services to assist with university work and facilitate achievement of future professional projects.

A Gender Bias Habit-Breaking Intervention Led to Increased Hiring of Female Faculty in STEMM Departments.

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Devine, Patricia G; Forscher, Patrick S; Cox, William T L; Kaatz, Anna; Sheridan, Jennifer; Carnes, Molly

2017-11-01

Addressing the underrepresentation of women in science is a top priority for many institutions, but the majority of efforts to increase representation of women are neither evidence-based nor rigorously assessed. One exception is the gender bias habit-breaking intervention (Carnes et al., 2015), which, in a cluster-randomized trial involving all but two departmental clusters ( N = 92) in the 6 STEMM focused schools/colleges at the University of Wisconsin - Madison, led to increases in gender bias awareness and self-efficacy to promote gender equity in academic science departments. Following this initial success, the present study compares, in a preregistered analysis, hiring rates of new female faculty pre- and post-manipulation. Whereas the proportion of women hired by control departments remained stable over time, the proportion of women hired by intervention departments increased by an estimated 18 percentage points ( OR = 2.23, d OR = 0.34). Though the preregistered analysis did not achieve conventional levels of statistical significance ( p power, as the cluster-randomized trial has a maximum sample size of 92 departmental clusters. These patterns have undeniable practical significance for the advancement of women in science, and provide promising evidence that psychological interventions can facilitate gender equity and diversity.

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.

Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties

Directory of Open Access Journals (Sweden)

Ionescu Ion

2011-04-01

Full Text Available Abstract Background In accord with new European university reforms initiated by the Bologna Process, our objectives were to assess psychological quality of life (QoL and to analyse its associations with academic employability skills (AES among students from the Faculty of Language, Literature, Humanities, Arts and Education, Walferdange Luxembourg (F1, mostly vocational/applied courses; the Faculty of Social and Human Sciences, Liege, Belgium (F2, mainly general courses; and the Faculty of Social Work, Iasi, Romania (F3, mainly vocational/professional courses. Method Students who redoubled or who had studied at other universities were excluded. 355 newly-registered first-year students (145 from F1, 125 from F2, and 85 from F3 were invited to complete an online questionnaire (in French, German, English or Romanian covering socioeconomic data, the AES scale and the QoL-psychological, QoL-social relationships and QoL-environment subscales as measured with the World Health Organisation Quality of Life short-form (WHOQoL-BREF questionnaire. Analyses included multiple regressions with interactions. Results QoL-psychological, QoL-social relationships and QoL-environment' scores were highest in F1 (Luxembourg, and the QoL-psychological score in F2 (Belgium was the lower. AES score was higher in F1 than in F3 (Romania. A positive link was found between QoL-psychological and AES for F1 (correlation coefficient 0.29, p Conclusions Psychological quality of life is associated with acquisition of skills that increase employability from the faculties offering vocational/applied/professional courses in Luxembourg and Romania, but not their academically orientated Belgian counterparts. In the context of developing a European Higher Educational Area, these measurements are major indicators that can be used as a guide to promoting programs geared towards counseling, improvement of the social environment, and services to assist with university work and facilitate

Counseling Health Psychology: Assessing Health Psychology Training within Counseling Psychology Doctoral Programs

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Raque-Bogdan, Trisha L.; Torrey, Carrie L.; Lewis, Brian L.; Borges, Nicole J.

2013-01-01

Training directors of American Psychological Association-approved counseling psychology doctoral programs completed a questionnaire assessing (a) student and faculty involvement in health-related research, practice, and teaching; (b) health-related research conducted by students and faculty; and (c) programs' expectations and ability to…

Promoting Writing among Psychology Students and Faculty: An Interview with Dana S. Dunn

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Goddard, Perilou

2002-01-01

Perilou Goddard is a professor of psychology at Northern Kentucky University (NKU), where she teaches introductory and abnormal psychology as well as courses in writing in psychology and drug policy. She was chosen as NKU's outstanding professor in 1999. Dana S. Dunn is a professor of psychology and former chair of the Department of Psychology at…

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

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Omer A. Agail

2017-10-01

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

Screening for psychological distress among High School Graduates Accepted for Enrollment at Alexandria Faculty of Medicine: Academic year 2016/2017

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Iman Hassan Diab

2018-06-01

Full Text Available Background: Mental and psychological health of adolescents in general and prospective medical students in particular is a priority area to investigate as it affects wellbeing of the future doctors. Objectives: The current research was conducted to screen first year medical students accepted for enrollment at Alexandria Faculty of Medicine to identify those with a high probability of having psychological distress before the start of academic courses as well as explore the sources of stress among them.Methods.A cross sectional survey of 779 high school graduates accepted for admission to Alexandria Faculty of medicine was conducted. Participants were approached on the days of obligatory pre-enrollment medical examination. The translated Arabic version of DASS 21 questionnaire was used to screen students for three negative emotional symptoms namely depression, anxiety and stress. Inquiry about age, sex, residency and type of high school was added. Results: More than a tenth of studied medical students (12.6% suffered from severe or profound stress and 29.1% of them had mild to moderate stress. Moreover, one fifth (20% of studied students were severely anxious and less than one third (29.3% had mild to moderate anxiety. Severe and profound depression was diagnosed among 14.3% of students whereas, 18.7% them were moderately depressed. No association was found between any of studied negative emotional symptoms and the students' educational background or their residency. Conclusion: Nearly half of the prospective medical students might have some sort of psychological distress before starting their study in the Faculty of Medicine. They should be investigated to verify diagnosis and start intervention to minimize its adverse effects on academic performance and advancement at the faculty. Stress management courses should be considered for all medical students. Keywords: Psychological distress, Prospective medical students, Adolescents' psychological

Quantifying faculty teaching time in a department of obstetrics and gynecology.

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Emmons, S

1998-10-01

The goal of this project was to develop a reproducible system that measures quantity and quality of teaching in unduplicated hours, such that comparisons of teaching activities could be drawn within and across departments. Such a system could be used for allocating teaching monies and for assessing teaching as part of the promotion and tenure process. Various teaching activities, including time spent in clinic, rounds, and doing procedures, were enumerated. The faculty were surveyed about their opinions on the proportion of clinical time spent in teaching. The literature also was reviewed. Based on analysis of the faculty survey and the literature, a series of calculations were developed to divide clinical time among resident teaching, medical student teaching, and patient care. The only input needed was total time spent in the various clinical activities, time spent in didactic activities, and the resident procedure database. This article describes a simple and fair database system to calculate time spent teaching from activities such as clinic, ward rounds, labor and delivery, and surgery. The teaching portfolio database calculates teaching as a proportion of the faculty member's total activities. The end product is a report that provides a reproducible yearly summary of faculty teaching time per activity and per type of learner.

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

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Forrest, Krista D.

2013-01-01

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

Computerized Laboratories in an Undergraduate Psychology Department.

Science.gov (United States)

Brazier, Mary M.

A computer project sponsored by a National Science Foundation grant was completed in the psychology department at Loyola University. The purpose of the project was to upgrade existing laboratory equipment in both the operant learning and sensation/perception laboratories, to provide equipment for a cognition laboratory, and to allow increased and…

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…

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...

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

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

2011-01-01

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

A bibliometric analysis of research in psychopharmacology by psychology departments (1987-2007).

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Portillo-Salido, Enrique F

2010-05-01

From the very outset of scientific Psychology, psychologists have shown interest for drugs and their effects on behavior. This has given rise to numerous contributions, mostly in the form of Psychopharmacology publications. The aim of this study was to quantitatively evaluate these contributions and compare them with other academic disciplines related to Psychopharmacology. Using the PubMed database, we retrieved information about articles from 15 journals included in the Pharmacology and Pharmacy category of the Journal Citation Reports database for a 21-year period (1987 to 2007). There were 37540 articles which about 52% were represented by 3 journals. About 70% of psychology publications were represented by 2 of these journals. Psychology departments accounted for the 11% of the published papers, which places Psychology third behind Psychiatry and Pharmacology, which contributed to 22.69 and 13% respectively. Psychology contributed to the greatest number of studies in 3 journals, second in 3 and third in 8. This report represents the first effort to explore the contribution of academic Psychology to the multidisciplinary science of psychopharmacology. Although leaders of production of psychopharmacology research were from Psychiatry and Pharmacology, Psychology departments are an important source of studies and thus of knowledge in the field of Psychopharmacology.

Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices

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Bailey, Sarah F.; Barber, Larissa K.; Nelson, Videl L.

2017-01-01

This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States (n = 149 responded). Overall, the majority of institutions…

Jane f. Kelly and catherine l. Ward Department of Psychology ...

African Journals Online (AJOL)

Department of Psychology, University of Cape Town, Cape Town, South Africa ... Substance abuse and criminality are critical problems in South Africa, yet ... cial behaviour can be divided into two groups ..... Primary Prevention, 23, 483-514.

A profile on the methodology courses at the ELT departments of the education faculties in Turkey

OpenAIRE

Dalkılıç, Nilüfer

1996-01-01

Ankara : Institute of Economics and Social Sciences, Bilkent Univ., 1996. Thesis (Master's) -- Bilkent University, 1996. Includes bibliographical references leaves 78-80 In this study, the methodology courses at ELT departments in Turkey were examined in terms of design, content and delivery. In order to collect data, sample ELT Departments of the Education Faculties in Turkey were chosen from different parts of Turkey. Data were collected through questionnaires administered to two ...

Access and Definition: Exploring how STEM Faculty, Department Heads, and University Policy Administrators Navigate the Implementation of a Parental Leave Policy

OpenAIRE

Schimpf, Corey T; Santiago, Marisol Mercado; Pawley, Alice L.

2012-01-01

Access and Definition: Exploring how STEM Faculty, Department Heads and University Policy Administrators Navigate the Enactment of a Parental Leave Policy A key feature in various reports exploring women’s persisting underrepresentation in STEM faculty positions in the US is the need to disseminate policy information to all stakeholders involved in issues relating to women STEM faculty underrepresentation and retention. Indeed, the National Academies of Science Beyond Barriers and Bias: Fulfi...

Are adolescent elite athletes less psychologically distressed than controls? A cross-sectional study of 966 Norwegian adolescents

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Rosenvinge JH

2018-06-01

Full Text Available Jan H Rosenvinge,1 Jorunn Sundgot-Borgen,2 Gunn Pettersen,3 Marianne Martinsen,4 Annett Victoria Stornæs,2 Anne Marte Pensgaard5 1Department of Psychology, Faculty of Health Sciences, UiT – The Arctic University of Norway, Tromsø, Norway; 2Department of Sports Medicine, Norwegian School of Sport Sciences, Oslo, Norway; 3Department of Health and Caring Sciences, Faculty of Health Sciences, University of Tromsø, Tromsø, Norway; 4Department of Mathematics, Natural Sciences, and Physical Education, Inland Norway University of Applied Sciences, Hamar, Norway; 5Department of Coaching and Psychology, Norwegian School of Sports Science, Oslo, Norway Introduction: Psychological distress is increasing among adolescents and clusters with other mental health problems such as eating problems. The aim of this study was to investigate the prevalence of psychological distress among young elite athletes and age-matched controls and whether prevalence figures may be attributed to perfectionism and eating problems. Methods: First-year athletes from all Norwegian elite sport high schools (n=711 and 500 ­students from randomly selected ordinary high schools were eligible for this cross-sectional study. In total, 611 athletes and 355 student controls provided self-report data about psychological distress, perfectionism, and eating problems (ie, body dissatisfaction and a drive for thinness, as well as their physical training/activity. Results: A significantly higher proportion of controls scored above the cutoff point for marked psychological distress. Physical activity above the recommended levels for this age group predicted psychological distress among the controls, while the opposite was found in the student elite athlete sample. In both samples, perfectionistic concerns, ie, concern over mistakes, predicted overall psychological distress. However, among elite athletes, perfectionistic concerns were particularly associated with clinically significant

Research Productivity in Top-Ranked Schools in Psychology and Social Work: Does Having a Research Culture Matter?

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Barner, John R.; Holosko, Michael J.; Thyer, Bruce A.; King, Steve, Jr.

2015-01-01

The "h"-index for all social work and psychology tenured or tenure-track faculty in the top 25 social work programs and psychology departments as ranked by "U.S. News and World Report" in 2012 and 2013, respectively, were obtained, permitting comparison of the scholarly influence between members (N = 1,939) of the two fields.…

Personal involvement as a special style of Department of Psychology, Lomonosov Moscow State University

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Takhir Yu. Bazarov

2016-09-01

Full Text Available The author, being a former student of the Department of Psychology, Lomonosov Moscow State University, and now is teacher, professor, remembers those who created and maintained such traditions of the Department as depth of knowledge and coherence of ideas, methodological clarity and dialogue, holistic view of the issue and using problem solving in teaching, and also the joint work of professors and students in the way of perceiving the truth. According to the author the 50th anniversary of the Department of Psychology is an occasion to both recall the path members of the Department went over the years, including several epochs, and to outline the prospects for further development. Considerable attention is paid to the personality of G.M. Andreeva, who is a gifted teacher, a brilliant scholar, and one of the founders of social psychology in the Russia. Particular attention is drawn to Galina Andreeva collecting the brightest staff of the Chair of Social Psychology, whose key feature was involvement in both the scientific and also collective life of the Department, which contributed to the development of the new important branch of psychology. The author also singles out the figure of the wonderful teacher L.A. Petrovskaya who encouraged the students to cherish their individuality as she believed it to be the main tool of the professional psychologist. With much gratitude the author recalls tips for organizing the teaching process received from A.U. Kharash. The paper characterizes the current state and the importance of the Department, and outlines the prospects for further development. In particular, the author speaks of the need for developing student personal involvement in professional activities, and also of creating favourable conditions at the Deaprtment for a student successful transition from training to real life.

Faculty at Work: Focus on Teaching.

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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…

Coping as a mediator of the relationship between stress mindset and psychological stress response: a pilot study

OpenAIRE

Horiuchi,Satoshi; Tsuda,Akira; Aoki,Shuntaro; Yoneda,Kenichiro; Sawaguchi,Yusuke

2018-01-01

Satoshi Horiuchi,1 Akira Tsuda,2 Shuntaro Aoki,3,4 Kenichiro Yoneda,5 Yusuke Sawaguchi6 1Faculty of Social Welfare, Iwate Prefectural University, Iwate, 2Department of Psychology, Kurume University, Fukuoka, 3Research Fellow of Japan Society for the Promotion of Science, Tokyo, 4Graduate School of Psychological Science, Health Sciences University of Hokkaido, Hokkaido, 5Graduate School of Psychology, Kurume University, Fukuoka, 6Graduate School of Social Welfare, Iwate Prefectural University,...

Application of medical psychology in the reception of nuclear medicine department

International Nuclear Information System (INIS)

Zhan Hao; Xiong Jie; Huang Daijuan; Yuan Bin; Xu Wendai; Zhang Yongxue

2003-01-01

Reception of nuclear medicine department is often ignored. In fact, it is an important part of clinical work. If the patient's psychological status is understood, and the psychological knowledge is handles and applied in practice, the quality of work can be improved. The personnel in nuclear medicine should recognize the significance of humanity in medical practice and acquire the communication skill between doctors and patients. They should also understand the four aspects of psychological need of patients: The need of being understood and respected; the need of being greeted, accepted and a sense of belonging; the need of being informed; the need of feeling safe and rehabilitated

Psychological distress, perceived stigma, and coping among caregivers of patients with schizophrenia

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Ong HC

2016-08-01

Full Text Available Hui Chien Ong,¹ Norhayati Ibrahim,² Suzaily Wahab³ ¹Biomedical Science Programme, ²Health Psychology Programme, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, ³Department of Psychiatry, Faculty of Medicine, Pusat Perubatan Universiti Kebangsaan Malaysia, Cheras, Kuala Lumpur, Malaysia Abstract: Nowadays, family members are gradually taking on the role of full-time caregivers for patients suffering from schizophrenia. The increasing burden and tasks of caretaking can cause them psychological distress such as depression or anxiety. The aim of this study was to measure the correlation between perceived stigma and coping, and psychological distress as well as determine the predictors of psychological distress among the caregivers. Results showed that 31.5% of the caregivers experienced psychological distress. “Community rejection” was found to be positively associated with psychological distress. In case of coping subscales, psychological distress had a positive correlation with substance use, use of emotional support, behavioral disengagement, venting, and self-blame, while it was negatively correlated with “positive reframing”. Behavioral disengagement was the best predictor of psychological distress among caregivers of patients with schizophrenia, followed by positive reframing, use of emotional support, self-blame, and venting. Health practitioners can use adaptive coping strategies instead of maladaptive for caregivers to help ease their distress and prevent further deterioration of psychological disorders. Keywords: family caregivers, social stigma, coping skills, psychological stress, schizophrenia

Clinical leadership, structural empowerment and psychological empowerment of registered nurses working in an emergency department.

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Connolly, Megan; Jacobs, Stephen; Scott, Karyn

2018-04-19

To examine clinical leadership of registered nurses in an emergency department, based on evidence that it is important for nurses to feel psychologically and structurally empowered in order to act as clinical leaders. Every registered nurse has the ability to act as a clinical leader. Clinical leadership is the registered nurse's behaviours that provide direction and support to patients and the team in the delivery of patient care. This study explores the connection between the need for structural and psychological empowerment and clinical leadership behaviours. A mixed method, non-experimental survey design was used to examine the psychological empowerment, structural empowerment and clinical leadership of registered nurses working in an emergency department. Emergency department nurses believe they show clinical leadership behaviours most of the time, even though their sense of being psychologically empowered is only moderate. While registered nurses believe they perform clinical leadership behaviours, it is also clear that improvements in structural and psychological empowerment would improve their ability to act as clinical leaders. The results show that for nurses to be able to provide clinical leadership to their patients and colleagues, management must create empowering environments. © 2018 John Wiley & Sons Ltd.

Making it Real: Faculty Collaboration to Create Video Content

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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.

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

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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

Research Resources Survey: Radiology Junior Faculty Development.

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Krupinski, Elizabeth A; Votaw, John R

2015-07-01

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

ike e. onyishi1 & fabian o. ugwu2 1Department of Psychology ...

African Journals Online (AJOL)

African Journal of Drug & Alcohol Studies, 11(2), 2012. Copyright © 2012 ... corresponding Author: Ike E. Onyishi Department of Psychology, University of Nigeria, Nsukka, Nigeria. E-mail: ... introDuction. Globalization and the recent increase.

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

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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…

Physics Faculty Perceptions of Research-based Assessment

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Sayre, Eleanor

2016-03-01

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

Rock climbing and acute emotion regulation in patients with major depressive disorder in the context of a psychological inpatient treatment: a controlled pilot trial

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Kleinstäuber M

2017-08-01

Full Text Available Maria Kleinstäuber,1,2 Merle Reuter,3 Norbert Doll,4 Andreas J Fallgatter4 1Division of Clinical Psychology and Psychotherapy, Faculty of Psychology, Philipps University, Marburg, Germany; 2Department of Psychological Medicine, School of Medicine, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand; 3Department of Educational Psychology, Faculty of Psychology, Eberhard Karls University, Tübingen, Germany, 4Department of General Psychiatry and Psychotherapy, University Hospital for Psychiatry and Psychotherapy, Eberhard Karls University, Tübingen, Germany Background: Major depressive disorder is characterized by deficits in emotion regulation. This study examined associations between rock climbing and acute emotion regulating effects in patients with major depression. Patients and methods: In a nonrandomized, controlled study, 40 major depressive disorder inpatients were assigned to either a climbing session (n=20 or a relaxation session (n=20. Positive and negative affect, depressiveness, and coping emotions were assessed immediately before and after the session. Results: Mixed analyses of variance and covariance revealed significant time × group interaction effects for all assessed outcomes (p≤0.012: positive affect and coping emotions significantly increased and negative affect and depressiveness significantly decreased after the climbing session (1.04≤ Cohen’s d ≤1.30, in contrast to a relaxation session (0.16≤ Cohen’s d ≤0.36. Conclusion: The results show that rock climbing is associated with acute emotion regulatory effects. These findings have to be replicated with a randomized design, and future research should pay attention to possible mechanisms of rock climbing in regard to emotion regulation. Keywords: physical activity, controlled trial, relaxation, inpatient treatment

Faculty Teaching Climate: Scale Construction and Initial Validation

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Knorek, John Kenneth

2012-01-01

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

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

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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.

Familiarity and Sex Based Stereotypes on Instant Impressions of Male and Female Faculty

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Nadler, Joel T.; Berry, Seth A.; Stockdale, Margaret S.

2013-01-01

To address the stranger-to-stranger critique of stereotyping research, psychology students (n = 139) and law students (n = 58) rated photographs of familiar or unfamiliar male or female professors on competence. Results from Study 1 indicated that familiar male psychology faculty were rated as more competent than were familiar female faculty,…

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

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

2017-03-01

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

Developing the Profession of School Psychology in Vietnam

Science.gov (United States)

Terjesen, Mark D.; Kassay, Kimberly S.; Bolger, Maria

2008-01-01

Building upon a successful prior initial trip to Vietnam in January 2008, students and faculty from St. John's University (STJ) School Psychology program returned to work with the faculty from Hanoi National University of Education (HNUE) in developing the profession of school psychology in that country. The purpose of this trip was twofold: (1)…

Study of radiation protection at the Department of Radiology and Toxicology, Faculty of Health and Social Studies of University of South Bohemia

International Nuclear Information System (INIS)

Singer, J.; Kuna, P.

2005-01-01

In this paper authors deals with study of radiation protection at the Department of Radiology and Toxicology, Faculty of Health and Social Studies of University of South Bohemia. This department providing awareness of the concept of radiation protection in persons of different professions, who will come into contact with ionizing radiation sources. These are e.g. specialists in health services, employees in defectoscopy and industry, members of police and fire fighting services, etc. For these persons, the Department of Radiology and Toxicology was established at the Faculty of Health and Social Studies of University of South Bohemia that offer their relevant education in theory and practice of radiation problems that are accredited in following direction: bachelor study in Applied radiobiology and toxicology; bachelor study in Biophysics and medical techniques; and master study in Crisis radiobiology and toxicology. These specified subjects are arranged in such a way that the student can be introduced into the teaching text based on the concept and history of relevant problems, for example: radiation physics, ionizing radiation dosimetry, clinical dosimetry. In accordance with a survey implemented in the field of health services it was found that there is a lack of people with technical education in the field of radiation at the level of Bachelors. These requirements are most properly adhered to by the specialty 'Radiological Technician' that is currently being planned at the Faculty of Health and Social Studies and that will be subjected to the accreditation process. The specialty 'Radiological Assistant' was formerly accredited at the faculty, whose activity is different from that of the 'Radiological Technician', as defined by Law of the Czech Republic No. 96/2004 Sb

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

Science.gov (United States)

Desselle, Shane P; Peirce, Gretchen L; Crabtree, Brian L; Acosta, Daniel; Early, Johnnie L; Kishi, Donald T; Nobles-Knight, Dolores; Webster, Andrew A

2011-05-10

Many factors contribute to the vitality of an individual faculty member, a department, and an entire academic organization. Some of the relationships among these factors are well understood, but many questions remain unanswered. The Joint Task Force on Faculty Workforce examined the literature on faculty workforce issues, including the work of previous task forces charged by the American Association of Colleges of Pharmacy (AACP). We identified and focused on 4 unique but interrelated concepts: organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring. Among all 4 resides the need to consider issues of intergenerational, intercultural, and gender dynamics. This paper reports the findings of the task force and proffers specific recommendations to AACP and to colleges and schools of pharmacy.

The study of personal familial and psychological characteristics and drug abuse among in bed patients with suicide intention in Shohadaye Ashayer in 1383

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mitra Safa

2007-09-01

Full Text Available Safa M1, Mohmoudi GhA2, Soultani far M3, Saki M4, Farhadi A5 1. Assistant professor, Department of psychology, Faculty of medicine, Lorestan University of medical sciences 2. Assistant professor, Department of forensic medicine, Faculty of medicine, Lorestan University of medical sciences 3. General practitioner 4. Instructor, Department of nursing, Faculty of nursing and midwifery, LorestanUniversity of medical sciences 5. Instructor, Department of psychology and health, Faculty of medicine, LorestanUniversity of medical sciences Abstract Background: Suicide is one of the social problem which brings about death of active characters in the society and it is considered as a remarkable problem for health. Suicide is the number 9 factor of death in America. Nearly 85 cases of suicide happen per day within 20 minutes each. Drug abuse is of psychiatric urgency and it is regarded as an important variable related to suicide. Materials and methods: All clients who committed suicide and were hospitalized in Shohadaye Ashayer hospital were included in this study ( from July 83 to January 83 . Results: The results showed that there is a significant relationship between drug abuse and chronic organic disease among patients with suicide intention . Among 67 suicide cases, 55.2% were male and 44.8% were female. The highest frequency (55.2% covered the age group (19–26 .Most of the cases were unmarried. 47.8% were unemployed . 79.1 % were city residents and 21.9 % were living in the country. 53.7% of the participants had elementary school and junior high school education . Conclusion: The study was to determine the frequency of personal, familial psychological characteristics and drug abuse among clients with suicide. The results emphasize on the preventive effect of the level of education in this Province. The results also showed that the more the number of people in the family, the more suicide cases in the family. Further more among married ones, cases

A narrative review of binge eating disorder in adolescence: prevalence, impact, and psychological treatment strategies

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Marzilli E

2018-01-01

Full Text Available Eleonora Marzilli,1 Luca Cerniglia,2 Silvia Cimino1 1Department of Dynamic and Clinical Psychology, Psychology and Medicine Faculty, Sapienza – University of Rome, 2Department of Psychology, Psychology Faculty, International Telematic University Uninettuno, Rome, Italy Abstract: Binge eating disorder (BED represents one of the most problematic clinical conditions among youths. Research has shown that the developmental stage of adolescence is a critical stage for the onset of eating disorders (EDs, with a peak prevalence of BED at the age of 16–17 years. Several studies among adults with BED have underlined that it is associated with a broad spectrum of negative consequences, including higher concern about shape and weight, difficulties in social functioning, and emotional-behavioral problems. This review aimed to examine studies focused on the prevalence of BED in the adolescent population, its impact in terms of physical, social, and psychological outcomes, and possible strategies of psychological intervention. The review of international literature was made on paper material and electronic databases ProQuest, PsycArticles, and PsycInfo, and the Scopus index were used to verify the scientific relevance of the papers. Epidemiological research that examined the prevalence of BED in adolescent samples in accordance with Diagnostic and Statistical Manual of Mental Disorders, 4th Edition showed a prevalence ranging from 1% to 4%. More recently, only a few studies have investigated the prevalence of BED, in accordance with the Diagnostic and Statistical Manual of Disorders, Fifth Edition criteria, reporting a prevalence of ~1%–5%. Studies that focused on the possible impact that BED may have on physical, psychological, and social functioning showed that adolescents with BED have an increased risk of developing various adverse consequences, including obesity, social problems, substance use, suicidality, and other psychological difficulties

Numbers of women faculty in the geosciences increasing, but slowly

Science.gov (United States)

Wolfe, C. J.

2001-12-01

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

Faculty Recruitment in an Era of Change

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Levine, Marilyn; Schimpf, Martin

2010-01-01

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

Annotated Bibliography on the Teaching of Psychology: 1997.

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Johnson, David E.; Schroder, Simone I.

1998-01-01

Includes materials on: (1) abnormal and clinical psychology, and personality; (2) career issues; (3) cognition and learning; (4) educational technology; (5) faculty evaluation; (6) graduate education; (7) high school instruction; (8) history of psychology; (9) introductory psychology; (10) perception, and physiological and comparative psychology;…

Suicidal ideation, suicide attempts, and psychological distress among intoxicated adolescents in the pediatric emergency department.

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Puuskari, Varpu; Aalto-Setälä, Terhi; Komulainen, Erkki; Marttunen, Mauri

2018-02-01

Studies have emphasized screening for psychiatric disorders, especially suicide risk in emergency departments. Psychiatric disorders and experimentation with alcohol increase in adolescence and intoxications among patients challenge the staff in emergency departments. This study examined the degree of suicidal ideation (SI) and suicidal behavior in adolescents, and the extent to which they differed from non-suicidal patients in terms of alcohol use, psychological distress, self-esteem, and perceived social support. The study comprised 120 adolescents, a mean age of 14.2 years. Of them 60% were females. We collected data on the clinical characteristics and assessed the patient's psychiatric status using self-report scales and analyzed blood samples for alcohol. A consulting psychiatrist interviewed each patient before discharge to evaluate potential SI or suicide attempt (SA) using structured and semi-structured scales. Of the 120 patients 20% had SI or had made a SA. High psychological distress in girls, low blood alcohol levels (BALs), as well as low scores on self-esteem, on social support and on familial support were associated with patients with SI/SA. Logistic regression showed that the most significant variables with suicidal patients included low BAL and low self-esteem and high alcohol consumption. Psychological distress had a direct and mediational role in the suicidal patients. Adolescents referred to the pediatric emergency department with intoxication displaying high psychological distress and low self-esteem represent a high-risk group of teens. In this group, careful assessment of mental health status, screening for suicidal ideation, and SAs seems warranted.

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

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Holmes, M. A.

2015-12-01

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

Exploring Job Satisfaction of Nursing Faculty: Theoretical Approaches.

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Wang, Yingchen; Liesveld, Judy

2015-01-01

The Future of Nursing report identified the shortage of nursing faculty as 1 of the barriers to nursing education. In light of this, it is becoming increasingly important to understand the work-life of nursing faculty. The current research focused on job satisfaction of nursing faculty from 4 theoretical perspectives: human capital theory, which emphasizes the expected monetary and nonmonetary returns for any career choices; structural theory, which emphasizes the impact of institutional features on job satisfaction; positive extrinsic environment by self-determination theory, which asserts that a positive extrinsic environment promotes competency and effective outcomes at work; and psychological theory, which emphasizes the proposed relationship between job performance and satisfaction. In addition to the measures for human capital theory, institutional variables (from structural theory and self-determination theory), and productivity measures (from psychological theory), the authors also selected sets of variables for personal characteristics to investigate their effects on job satisfaction. The results indicated that variables related to human capital theory, especially salary, contributed the most to job satisfaction, followed by those related to institutional variables. Personal variables and productivity variables as a whole contributed as well. The only other variable with marginal significance was faculty's perception of institutional support for teaching. Published by Elsevier Inc.

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

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

2012-01-01

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

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

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

The survey of the psychological and personality characteristics of delinquent girls and women running away from home

Directory of Open Access Journals (Sweden)

mandana Saki

2007-04-01

Full Text Available Saki M1, Safa M2, Jazayeri H3, Asti P4, Jariani M2, Saki M5 1. Instructor, Department of psychology, Faculty of nursing and midwifery, Lorestan University of medical sciences 2. Assistant professor, Department of psychology, Faculty of medicine, Lorestan University of medical sciences 3. Master of science, psychology 4. Instructor, Department of midwifery, Faculty of nursing and midwifery, Lorestan University of medical sciences 5. Instructor, Department of pediatrics, Faculty of health, Lorestan University of medical sciences Abstract Background: Family environment is the first place in which child may recognize his potentialities and talents and tries to raise those potentialities. If family fails to provide the child with an appropriate situation to grow and evolve his character, he may develop the basis of social delinquencies.All kinds of crimes may form in the family. Studies show family as a social factor and character as an inner factor can create the grounds for the criminal behavior. The present study tries to investigate the psychological and personality factors learning people to run away from their homes. Materials and methods: The present survey is a descriptive- analytical study. The cases were selected by census method. All the women and girls who were kept in the intervening centers were studied during one year. A two-section questionnaire containing demographic, family characteristics as well as the standard questionnaire named SCL 90 were used for data collection. The questionnaire was completed using clinical interview. The data was analyzed using SPSS software. Results: Among 73 cases participated in the study, 37.5% was under 20 years, 91.7% was housewife and 58.3% had elementary education, 58 % was of those who migrated from villages to towns. Most of them were among the mid born of the families. 36% had imprisonment, 30.6% had substance abuse, and 63.9% was among those who had previous crime records. 46.3% of the married

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

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Price, James H; Braun, Robert E; McKinney, Molly A; Thompson, Amy

2011-11-01

In recent years, it has become commonplace for universities to hire part-time and non-tenure track faculty to save money. This study examined how commonly part-time faculty are used in health education and how they are used to meet program needs. The American Association of Health Education's 2009 "Directory of Institutions Offering Undergraduate and Graduate Degree Programs in Health Education" was used to send a three-wave mailing to programs that were not schools of public health (n = 215). Of the 125 departments (58%) that responded, those that used part-time faculty averaged 7.5 part-time faculty in the previous academic year, teaching on average a total of 10 classes per year. A plurality of departments (38%) were currently using more part-time faculty than 10 years ago and 33% perceived that the number of part-time faculty has resulted in decreases in the number of full-time positions. Although 77% of department chairs claimed they would prefer to replace all of their part-time faculty with one full-time tenure track faculty member. As colleges downsize, many health education programs are using more part-time faculty. Those faculty members who take part-time positions will likely be less involved in academic activities than their full-time peers. Thus, further research is needed on the effects of these changes on the quality of health education training and department productivity.

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

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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

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

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Madsen, Adrian; McKagan, Sarah B.; Martinuk, Mathew Sandy; Bell, Alexander; Sayre, Eleanor C.

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the physics education research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBAs). First, many faculty are interested in using RBAs but need help with the practicalities of administering RBAs: how to find them, which ones there are, and how to administer them. Second, at the same time, many faculty think that RBAs are limited and do not measure many of the things they care about, or are not applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to better understand their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how a faculty member's role in their department and type of institution influence their perceived wants and needs around assessment.

["Psychological employees" in psychiatry. The establishment of clinical psychology at the example of Lilo Süllwolds diagnostic efforts to incipient schizophrenia].

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Rzesnitzek, Lara

2015-01-01

Lilo Süllwold (*1930) was the first psychologist in the German Federal Republic to acquire habilitation for Clinical Psychology at a Medical Faculty. However, she had already been appointed professor for Clinical Psychology following to a new University Act implementing the recommendations of the National Council of Science and Humanities. Her habilitation treatise to justify the initial professorship appointment centered on a self-made questionnaire as a diagnostic tool for beginning schizophrenia. The manner how the questionnaire together with the politico-scientific structural changes at the German Federal universities endowed the young psychologist with a carrier in psychiatry, is an illuminating example of psychology's way into psychiatry: the institutionalization and professionalization of Clinical Psychology in psychiatry since the end of the 1950s up to the end of the 1970s. In a comparative perspective on the developments of Clinical Psychology in the German Democratic Republic, the example demonstrates not only the role of new psychological theories und methods in research and clinic in enabling the entry of the new profession into psychiatry, but also the importance of initial socio-economic and socio-politic frame conditions and decisions. The negotiation of the scope or limits of competences between doctors and psychologists created more than a professional niche inside the clinic; it changed psychiatry and psychology as academic branches in their structures due to the establishment of new Clinical Psychology departments. The role of the psychologist turned from a doctor's "assistant" into a colleague at "eye level".

The Effects of Aging on Faculty Productivity. ASHE 1985 Annual Meeting Paper.

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Kallio, Ruth E.; Ging, Terry J.

The relationship between productivity and aging in the context of the college faculty roles of teaching, research, and service is considered, based on a literature review on worker and faculty productivity and on theories of aging (i.e., biological, physiological, psychological, and sociological perspectives). It is concluded that faculty…

Increasing Literacy in Quantitative Methods: The Key to the Future of Canadian Psychology

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Counsell, Alyssa; Cribbie, Robert A.; Harlow, Lisa. L.

2016-01-01

Quantitative methods (QM) dominate empirical research in psychology. Unfortunately most researchers in psychology receive inadequate training in QM. This creates a challenge for researchers who require advanced statistical methods to appropriately analyze their data. Many of the recent concerns about research quality, replicability, and reporting practices are directly tied to the problematic use of QM. As such, improving quantitative literacy in psychology is an important step towards eliminating these concerns. The current paper will include two main sections that discuss quantitative challenges and opportunities. The first section discusses training and resources for students and presents descriptive results on the number of quantitative courses required and available to graduate students in Canadian psychology departments. In the second section, we discuss ways of improving quantitative literacy for faculty, researchers, and clinicians. This includes a strong focus on the importance of collaboration. The paper concludes with practical recommendations for improving quantitative skills and literacy for students and researchers in Canada. PMID:28042199

Increasing Literacy in Quantitative Methods: The Key to the Future of Canadian Psychology.

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Counsell, Alyssa; Cribbie, Robert A; Harlow, Lisa L

2016-08-01

Quantitative methods (QM) dominate empirical research in psychology. Unfortunately most researchers in psychology receive inadequate training in QM. This creates a challenge for researchers who require advanced statistical methods to appropriately analyze their data. Many of the recent concerns about research quality, replicability, and reporting practices are directly tied to the problematic use of QM. As such, improving quantitative literacy in psychology is an important step towards eliminating these concerns. The current paper will include two main sections that discuss quantitative challenges and opportunities. The first section discusses training and resources for students and presents descriptive results on the number of quantitative courses required and available to graduate students in Canadian psychology departments. In the second section, we discuss ways of improving quantitative literacy for faculty, researchers, and clinicians. This includes a strong focus on the importance of collaboration. The paper concludes with practical recommendations for improving quantitative skills and literacy for students and researchers in Canada.

Administering an Academic Department.

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Hicks, Donald W.; Sperry, John B.

1986-01-01

Clarifies the possible forms of leadership taken by the administrator of an academic department. Discusses such elements as authoritarian leadership, faculty consensus, power and responsibility, input factors, types of decision making, faculty recruiting, and authoritarian versus democratic approach. (CT)

Scholarship in Occupational Therapy Faculty: The Interaction of Cultural Forces in Academic Departments

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Dow-Royer, Cathy A.

2010-01-01

Over the last two decades there has been heightened interest in redefining faculty scholarship in higher education (Boyer, 1990). Trends have included the development of cultural frameworks for understanding how disciplines and institutions influence faculty work and how socialization processes impact academic career development. Despite the fact…

Parental risk factors for the development of pediatric acute and chronic postsurgical pain: a longitudinal study

OpenAIRE

Pagé, Gabrielle; Campbell,Fiona; Isaac,Lisa; Stinson,Jennifer; Katz,Joel

2013-01-01

M Gabrielle Pagé,1 Fiona Campbell,2,3 Lisa Isaac,2,3 Jennifer Stinson,2,4 Joel Katz1,3,5 1Department of Psychology, Faculty of Health, York University, Toronto, ON, Canada; 2Department of Anesthesia and Pain Medicine, Hospital for Sick Children, Toronto, ON, Canada; 3Department of Anesthesia, Faculty of Medicine, University of Toronto, Toronto, ON, Canada; 4Lawrence S Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada; 5Department of Psychology, Hospital for S...

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

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

2013-12-01

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

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

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

2010-01-01

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

Faculty Response to Department Leadership: Strategies for Creating More Supportive Academic Work Environments

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Miller, Michael T.; Murry, John W., Jr.

2015-01-01

Having a strong, positive departmental chair is critical to enhancing and assuring faculty performance and student learning. Poor leadership, however, can result in increased faculty turn over, poor teaching and research performance, and even the discouragement of students from enrolling. The current study explored response strategies by faculty…

Departments as Agents of Change

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Lagowski, J. J.

1996-07-01

Higher education is changing because it has no choice. And, for the most part, outside influences are dictating the processes of change. The more fortunate institutions have had a flat budget during this period, but most have been forced to deal with a declining revenue stream as well. Legislators seem bent on micromanaging state-supported institutions, even as they cut their support. Regulators demand greater institutional accountability. Students and their parents expect more service at lower prices and increased flexibility. Technological advances have dramatically affected the availability and accessibility of extant knowledge. It is no longer a question of whether institutions will change, but rather, who will control the change. Most institutions possess long-standing academic traditions, but these are placed at risk in an increasingly competitive market that holds little sympathy for such traditions and may even see them as obstacles or barriers. As a result, the change agents will undoubtedly have a profound effect on the very nature of academic institutions. From the academic point of view, it would seem prudent to attempt to manage the changes that will inevitably occur. A number of concerned observers, notably the Pew Higher Education Roundtable and the American Association for Higher Education, argue persuasively that the academic department is the logical focus for responding to the current winds of change. Using a marketing metaphor, the academic department has been likened to a "producers' cooperative" of services that consumers seek. Thus, the department should be held accountable for the quality of teaching delivered by its members, for the coherence of its major, for its contributions to the general education curriculum, and for supervising and rewarding its individual faculty members. If departments are to be held accountable, it is surely in their best interest to act in such a way that they are accountable. Expecting academic departments to be

Do Psychology Department Mission Statements Reflect the American Psychological Association Undergraduate Learning Goals?

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Warchal, Judith R.; Ruiz, Ana I.; You, Di

2017-01-01

This study focuses on the inclusion of the American Psychological Association's learning goals in the mission statements of undergraduate psychology programs across the US. We reviewed the mission statements available on websites for 1336 psychology programs listed in the Carnegie classification. Results of a content analysis revealed that of the…

The Hot Seat: Profiling the Marketing Department Chair

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Aggarwal, Praveen; Rochford, Linda; Vaidyanathan, Rajiv

2009-01-01

The chair of the marketing department serves a critical role in balancing the needs of the university with those of the faculty. Because most department chairs are drawn from the faculty in their departments, the administrative role they take on conflicts with their desire to maintain their academic roles as teacher and researcher. Although there…

Challenges of Measuring a Faculty Member Activity in Medical Schools

OpenAIRE

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

2011-01-01

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

Not Dean School: Leadership Development for Faculty Where They Are

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

2018-01-01

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

Department of Mining and Geotechnics – 50 th Anniversary

Directory of Open Access Journals (Sweden)

Ïurove Juraj

2002-12-01

Full Text Available The Mining faculty of the Technical High School in Košice (now BERG Faculty of the Technical University of Košice was found in 1952. In the first years this school consisted only of three Faculties, namely the Faculty of Mining, Faculty of Metallurgy and Faculty of Mechanical Engineering with few of Departments. Teaching and research activities at the Mining Faculty from begining has been based on the staff members of the Mining Department (now Department of Mining and Geotechnics. During the last 50 years Department of Mining has been growing in terms of the number of subject, laboratories, staff members, students etc., and finished their diploma in total 1101 mining engineers At the begin of this period Department was ment to meet the needs of the Slovak mineral industry relating to the education of engineers and research works in the following areas:,underground mining of mineral deposits, open pit mine, stability problems , rock mechanics, design and construction of mines, but now also in computing and information technologies. At present the Department offers courses in various fields of mining and geotechnics, which cover a very wide range of technical problems arising in mining industry and geotechnical praxis, including rescue, fire and safety course. Full-time study at the Department takes five years and leads to a Master´s degree of mining engineering. The study program comprises also an obligatory practical work. The students´practical training is usually divided into 2 terms each of 2-3 weeks duration. In the last semester the students are preparing their Master´s degree thesis.

Determinants of Political Science Faculty Salaries at the University of California

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Grofman, Bernard

2009-01-01

Combining salary data for permanent non-emeritus faculty at seven departments of political science within the University of California system with lifetime citation counts and other individual-level data from the Masuoka, Grofman, and Feld (2007a) study of faculty at Ph.D.-granting political science departments in the United States, I analyze…

The relationship between faculty characteristics and the use of norm- and criteria-based grading

Directory of Open Access Journals (Sweden)

John Robst

2016-12-01

Full Text Available Norm-based grading has been associated with a reduction in student incentives to learn. Thus, it is important to understand faculty incentives for using norm-based grading. This paper used two waves of the National Study of Postsecondary Faculty to examine faculty characteristics related to the use of norm-based grading. Results suggest that norm-based grading is more likely when faculty and departments are more research oriented. Faculty who are at lower rank, male, younger, in science and social science departments are more likely to use norm-based grading, while faculty who feel that teaching should be the primary promotion criterion use criteria-based grading.

The identification, management, and prevention of conflict with faculty and fellows: A practical ethical guide for department chairs and division chiefs.

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Chervenak, Frank A; McCullough, Laurence B

2007-12-01

The relationship between chairs and divisions chiefs with faculty colleagues in departments of obstetrics and gynecology has important but heretofore unexplored ethical dimensions. Based on the ethical concept of fiduciary responsibility and contractual obligations, this paper provides ethically justified practical guidance for academic physician leaders in the identification, management, and prevention of conflicts in their relationships with faculty colleagues. The framework is developed in contrast with the fiduciary-contractual dimensions of the physician-patient relationship and is articulated in terms of the ethical principles of beneficence, respect for autonomy, and justice. The distinctive nature of the academic physician leader-colleague relationship is that beneficence-based obligations and justice-based obligations to colleagues can often justifiably override autonomy-based obligations to colleagues, about which it is crucial for academic leaders to be transparent in making and implementing leadership decisions.

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

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DiVall, Margarita V; Zgarrick, David P

2014-04-17

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

College Faculty Understanding of Hybrid Teaching Environments and Their Levels of Trainability by Departments

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Martinucci, Kenneth P.; Stein, Daniel; Wittmann, Helen C.; Morote, Elsa-Sofia

2015-01-01

We explored whether the knowledge of hybrid teaching (conceptions) or incorrect knowledge (misconceptions) or lack of knowledge differed among faculty from various teaching areas--education, social sciences, business, art and humanities, and math and sciences--in New York. One hundred twenty-eight faculty members responded to a test of their…

Research Productivity in Top-Ranked Schools in Psychology and Social Work: Research Cultures Do Matter!

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Holosko, Michael J.; Barner, John R.

2016-01-01

Objectives: We sought the answer to one major research question--Does psychology have a more defined culture of research than social work? Methods: Using "U.S. News and World Report" 2012 and 2013 rankings, we compared psychology faculty (N = 969) from their 25 top ranked programs with a controlled sample of social work faculty (N = 970)…

What Faculty Interviews Reveal about Meaningful Learning in the

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Bretz, Stacey Lowery; Fay, Michael; Bruck, Laura B.; Towns, Marcy H.

2013-01-01

Forty chemistry faculty from American Chemical Society-approved departments were interviewed to determine their goals for undergraduate chemistry laboratory. Faculty were stratified by type of institution, departmental success with regard to National Science Foundation funding for laboratory reform, and level of laboratory course. Interview…

Faculty Perception of Support to Do Their Job Well

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Charissa K. Eaton, PhD

2015-08-01

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

Psychological Approach to the Competency Model of the Head of Department of Internal Affairs in the Context of Time Management

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Vakhina V.V.,

2017-11-01

Full Text Available The paper reviews psychological rates of success and effectiveness in the work of heads and staff of Departments of Internal Affairs. Time management skills are especially important for police officers considering the specificity of their work. This study was aimed at exploring competencies of heads of Departments of Internal Affairs in terms of time management. The purpose of the study was to find out the main causes of the losses in the work time of heads of Departments of Internal Affairs; to explore the importance of optimizing time resources for achieving positive results in operational activities; to reveal the measures taken by managers to optimize the losses of official time. A questionnaire was used as a research method. 250 heads of police departments of various levels took part in the survey. The results obtained in the study enabled the authors to define the organizational and psychological bases for improving the use of time in workplace.

NextUp: Intentional Faculty Leadership Development for All Ranks and Disciplines

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Ashe, Diana L.; TenHuisen, Matthew L.

2018-01-01

While most academic leadership training focuses on department chairs and those already in or identified for those positions, the NextUp Faculty Leadership Development Fellows program includes faculty who are considering academic leadership of any kind in their careers. Sixty faculty members have joined NextUp; forty-one have graduated and 19 are…

50th Year Anniversary of Department of Anesthesiology, Faculty of Medicine Siriraj Hospital, Mahidol University.

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Lertakyamanee, Jariya

2016-05-01

Department of Anesthesiology, Faculty of Medicine Siriraj Hospital, has started to be a formal anesthesia division, divided from division of Surgery in 1965; hence our 50th year anniversary in 2015. Research is now a priority and mandatory mission, according to the vision of Mahidol University. Second mission is to teach and train, and we produce the highest number of states-of-the-art anesthesiologists and anesthetic nurses each year Curriculum and training are being continuously improved. From a small unit, now it is one of the largest departments and extends the service, our third mission, to more than only in the operating theaters. We look after pre-anesthesia assessment, inside and outside operating room anesthesia, post-operative pain relief Intensive Care Unit, and chronic pain management. The number of patients and their diseases increase; so do the complexities of surgeries. There are tremendous changes in drugs and equipment. There is the fourth mission on administration, IT and resource management. And the fifth mission which is corporate social responsibility. However, we still believe that compassion, responsibility and integrity are most important. We have taught and tried to live by the teaching of HRH the King's Father. And these will contribute to our progress and shine in the next 50 years.

Faculty Activity to Reach Consensus and Develop the SF-ROCKS Outreach Program

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Grove, K.; White, L.

2003-12-01

The Geosciences Department at San Francisco State University has prided itself on the excellent relationships among its faculty and students and on its proven ability to train students for careers in industry and academia. Yet, like many Geoscience departments, it recognized a need to generate higher enrollments in the undergraduate majors programs and to increase collaborations among departmental disciplines (in our case, geology, meteorology, and oceanography). To address these concerns, the department created a new outreach program that involves a majority of the faculty and that aims to increase the number of students (particularly those from underrepresented groups) who pursue a career in Geosciences at SFSU and who appreciate the role of the geosciences in their daily lives. The outreach idea was generated at a retreat of departmental faculty in January 2001. The department chair (Grove) used a classroom teaching technique to have faculty brainstorm ideas about increasing student enrollments and to reach consensus about actions to be taken. The faculty was divided into 4 groups of 3 members. Each group member spent 10 minutes brainstorming ideas and writing each idea on a post-it note. Group members then convened for 15 minutes to cluster their post-it note ideas into affinity groups. Each group subsequently had 10-15 minutes to present their ideas to the larger group, who then proceeded to decide on action items. From this activity came a clear consensus about the need for more outreach activities, and the faculty decided to submit a request for funding to a newly created NSF Geosciences program (OEDG---Opportunities for Enhancing Diversity in the Geosciences). Our proposal was successful and we received a 5-year grant to fund SF-ROCKS (Reaching out to Communities and Kids with Science in San Francisco), a program now in its second year and directed by the current department chair (White). The multi-layered program involves faculty and students from SFSU and

Acceptance of Moodle as a Teaching/Learning Tool by the Faculty of the Department of Information Studies at Sultan Qaboos University, Oman based on UTAUT

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E. Saleem Naifa

2016-12-01

Full Text Available This research aims to explore the acceptance of Moodle as a teaching and learning tool by the faculty of the Department of Information Studies (IS at Sultan Qaboos University (SQU in the Sultanate of Oman. The researchers employed the Unified Theory of Acceptance and Use of Technology (UTAUT to examine the effects of performance expectancy, effort expectancy, social influence and facilitating conditions on the behav-ioural intention of SQU faculty members to employ Moodle in their instruction. Data were collected by the interview method. Results showed the emergence of two faculty groups: one uses Moodle and one does not use Moodle. In group that uses Moodle, performance expectancy, effort expectancy, social influence, facilitating conditions and behavioural intention are positively related, thereby influencing the faculty members’use behavior. In addition to the aforementioned UTAUT constructs, four additional factors affect Moodle’s adoption. These moderators are gender, age, experience and the voluntariness of use, amongst which gender exhibits the least influence on Moodle adoption. That is, male and female faculty generally both use the learning platform. Although some members of the group that does not use Moodle exhibit optimistic performance expectancy for technology, the overall perception in this regard for Moodle is negative. The other UTAUT constructs exert no influence on this group’s adoption of the learning platform.

An Investigation of Psychological Counselling and Guidance Department Students' Perceptions of Inclusive Education Related Competence

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Efilti, Erkan; Arslan, Coskun

2017-01-01

The purpose of the present research is investigating psychological counseling and guidance department students' perceptions of their inclusive education related competence. The work group of the present research consists of 1st, 2nd, 3rd and 4th year undergraduate students, who studied at Konya Necmettin Erbakan University Ahmet Kelesoglu Faculty…

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

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Colbeck, Carol L.

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

Faculty at Work: Focus on Research, Scholarship, and Service.

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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 research, scholarship, and service. Faculty were from eight liberal arts and sciences departments in a range of institution types. For all institutional types, self-valuation motivators significantly accounted for the…

Association of psychological factors, patients’ knowledge, and management among patients with erectile dysfunction

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Huri HZ

2016-05-01

Full Text Available Hasniza Zaman Huri,1,2 Nurul Diyana Mat Sanusi,1 Azad Hassan Abdul Razack,3 Raymond Mark1 1Department of Pharmacy, 2Clinical Investigation Center, University of Malaya Medical Centre, 3Department of Surgery, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia Background: Erectile dysfunction (ED is one of the most common health problems in men. ED can significantly affect a man’s psychological well-being and overall health. Purpose: To investigate the association of psychological factors, patients’ knowledge, and management among ED patients. Patients and methods: A total of 93 patients with an age range from 31 to 81 years who have undergone treatment for ED were included in this study. Results: It was found that the feeling of blame (P=0.001, guilt (P=0.001, anger or bitterness (P=0.001, depression (P=0.001, feeling like a failure (P=0.001, and the feeling of letting down a partner during intercourse (P=0.001 were significantly associated with ED. Age was also found to be significantly associated with patients’ psychological scale (P=0.004. In addition, the majority of patients in this study practice the right method of administration of ED therapy. However, no significant correlation was found between patients’ knowledge of ED therapy and demographic characteristics. Conclusion: This study concluded that ED does affect psychological well-being of people. In addition, patient’s knowledge about ED and its management is also crucial in ensuring that the patient achieves optimal therapeutic outcomes from ED therapy. Keywords: erectile dysfunction, psychological factors, patients’ knowledge, management

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.

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

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Tyszkiewicz-Bandur, Monika

2013-01-01

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

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.

Increasing Research Productivity and Professional Development in Psychology With a Writing Retreat.

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Stanley, Ian H; Hom, Melanie A; Chu, Carol; Joiner, Thomas E

2017-09-01

Writing is a core feature of the training requirements and career demands of psychology faculty members and graduate students. Within academic psychology, specifically, writing is vital for the generation of scientific knowledge through manuscripts and grant applications. Although resources exist regarding how to improve one's writing skills, few models have been described regarding how to promote a culture of writing productivity that realizes tangible deliverables, such as manuscripts and grant applications. In this article, we discuss the rationale, model, and initial outcome data of a writing retreat developed and implemented to increase research productivity among psychology faculty and trainees. We also review best practices for conducting writing retreats and identify key areas for future SoTL on advancing writing.

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

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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…

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

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

2015-03-01

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

Quality of life during orthopaedic training and academic practice. Part 1: orthopaedic surgery residents and faculty.

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Sargent, M Catherine; Sotile, Wayne; Sotile, Mary O; Rubash, Harry; Barrack, Robert L

2009-10-01

A pilot study of two academic training programs revealed concerning levels of resident burnout and psychological dysfunction. The purpose of the present study was to determine the quality of life of orthopaedic residents and faculty on a national scale and to identify risk factors for decompensation. Three hundred and eighty-four orthopaedic residents and 264 full-time orthopaedic faculty members completed a voluntary, anonymous survey consisting of three validated instruments (the Maslach Burnout Inventory, the General Health Questionnaire-12, and the Revised Dyadic Adjustment Scale) and question sets assessing demographic information, relationship issues, stress reactions/management, and work/life balance. High levels of burnout were seen in 56% of the residents and 28% of the faculty members. Burnout risk was greatest among second-postgraduate-year residents and residents in training programs with six or more residents per postgraduate year. Sixteen percent of residents and 19% of faculty members reported symptoms of psychological distress. Sleep deprivation was common among the residents and correlated positively with every distress measure. Faculty reported greater levels of stress but greater satisfaction with work and work/life balance. A number of factors, such as making time for hobbies and limiting alcohol use, correlated with decreased dysfunction for both residents and faculty. Despite reporting high levels of job satisfaction, orthopaedic residents and faculty are at risk for burnout and distress. Identification of protective factors and risk factors may provide guidance to improve the quality of life of academic orthopaedic surgeons in training and beyond.

Burnout and Quality of Life among Healthcare Research Faculty

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Enders, Felicity; West, Colin P.; Dyrbye, Liselotte; Shanafelt, Tait D.; Satele, Daniel; Sloan, Jeff

2015-01-01

Burnout is increasingly recognized as a problem in the workplace--30% to 50% of physicians experience burnout, but no assessment of burnout has been done among healthcare research faculty. A cross-sectional survey of burnout, quality of life, and related factors was sent to all doctoral-level faculty in a large department of healthcare research.…

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

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

2010-01-01

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

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

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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,…

Psychology, Counseling and the Seminarian.

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Wister, Robert, Ed.

These 11 essays address the importance of psychological assessments for prospective seminary students. The articles are primarily for seminary officials who make admission decisions based on testing and the analysis of test results. The chapters also discuss questions and issues that all seminary faculty address on a daily basis: maturity of…

Linking Undergraduate Geoscience and Education Departments

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Ireton, F. W.; McManus, D. A.

2001-05-01

In many colleges and universities students who have declared a major in one of the geosciences are often ineligible to take the education courses necessary for state certification. In order to enroll in education courses to meet the state's Department of Education course requirements for a teaching credential, these students must drop their geoscience major and declare an education major. Students in education programs in these universities may be limited in the science classes they take as part of their degree requirements. These students face the same problem as students who have declared a science major in that course work is not open to them. As a result, universities too often produce science majors with a weak pedagogy background or education majors with a weak Earth and space sciences background. The American Geophysical Union (AGU) formed a collaboration of four universities with strong, yet separate science and education departments, to provide the venue for a one week NSF sponsored retreat to allow the communication necessary for solutions to these problems to be worked out by faculty members. Each university was represented by a geoscience department faculty member, an education department faculty member, and a K-12 master teacher selected by the two faculty members. This retreat was followed by a second retreat that focused on community colleges in the Southwest United States. Change is never easy and Linkages has shown that success for a project of this nature requires the dedication of not only the faculty involved in the project, but colleagues in their respective schools as well as the administration when departmental cultural obstacles must be overcome. This paper will discuss some of the preliminary work accomplished by the schools involved in the project.

Motivational Implications of Faculty Performance Standards

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Hardre, Patricia L.; Kollmann, Sherry L.

2012-01-01

Expectations and how they are communicated influence employees' motivation, effort, goals, efficacy and performance. This study examined faculty performance evaluation standards and processes of 60 academic departments in research universities for motivationally relevant elements. Characteristics were systematically analysed to understand their…

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, ...

On the 40th anniversary of the Post graduate studies faculty of state establishment "Dnipropetrovsk Medical Academy of Health Ministry of Ukraine"

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Snysar V.I.

2013-12-01

Full Text Available In 2013 post graduate studies faculty of SE "Dnipropetrovsk Medical Academy of the Health Ministry of Ukraine" celebrates the 40th anniversary. By Decree of the Council of Ministers of USSR and Ministry of Health of USSR № 124 from March 24, 1973 (rector’s order № 38 from 30.03.1973. Doctors’ advanced training faculty was founded on the basis of Dnipropetrovsk Medical Institute of Order of the Red Banner of Labor. For the first time in the Soviet Union it was situated at a distance of 150 km from the main base in the city of Krivoy Rog. Four departments in the main branches: therapy, surgery, pediatrics, obstetrics and gynecology were opened and began successful work. Further, the departments of clinical laboratory diagnostics (1974, traumatology and orthopedics (1975, three departments of stomatology (1976 were organized. Starting from 1979 the departments of Doctors’ advanced training faculty have been organized on the basis of Dnipropetrovsk medical institutions of. The Department of gastroenterology was established in 1979, the department of obstetrics, gynecology and perinatology was founded in 1989, the department of psychiatry - in 1986. The department of medical and social expertise of the Post graduate studies faculty was opened in 1979 by the initiative of the Rector of Dnipropetrovsk Medical Institute Prof. I.I. Krizhanovskaya. Since 1997 one of the departments of therapy has moved to the Post graduate studies faculty and was named "department of therapy of interns and family medicine". In 2005 it was renamed to the department of family medicine. In 1983 the qualification upgrading courses of health care managers were reformed in the department of social hygiene and public health organization of the Post graduate studies faculty. The department of anesthesiology, intensive care and emergency states of the Post graduate studies Faculty separated from the department of anesthesiology and intensive Care in 1986. The department

Obstacles Faced by Heads of Departments and Faculty Members in the Jordanian Public Universities in the Implementation of Vocational and Technical Education Programs from Their Perspective

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Hammad, Heba Ibraheem; Airout, Mostafa Mohammad

2016-01-01

The purpose of the study is to find out the obstacles faced by heads of departments and faculty members at Jordanian public universities in the implementation of vocational and technical education programs from their perspective, and to find out the effect of gender, experience, and academic rank on their perspective. To achieve the aim of the…

Recognition of Famous Names in Psychology by Students and Staff.

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Bunnell, Julie K.

1992-01-01

Presents results of a name recognition questionnaire testing the historical awareness of psychology majors and faculty members. Reports that students showed a low level of name recognition prior to taking a course in the history of psychology. Concludes that explicit instruction is required to impart knowledge of the history of the discipline. (DK)

The Evaluation of Music Faculty in Higher Education: Current Practices

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Parkes, Kelly A.

2015-01-01

The purpose of this research was to ascertain the methods used to evaluate music faculty and whether achievement measures, or student progress, impact the evaluations made about teacher effectiveness for music faculty in the higher education context. The author surveyed Chairs of Departments or Directors of Schools of Music (n = 412) listed as…

Predictors of early faculty attrition at one Academic Medical Center.

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

2014-02-10

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

Toward a Rhetoric for English Department Curricular Debates.

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Bialostosky, Don

1993-01-01

Identifies the ideas of the good that organize the professional lives of English college faculty. Discusses how these ideas should help faculty to constitute their departments, colleagues, and students. Applies insights from Aristotle's "Rhetoric" to departmental discussions. (HB)

1980 Survey of Faculty Teaching in Departments of Medicinal/Pharmaceutical Chemistry at American Colleges of Pharmacy.

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Matuszak, Alice Jean; Sarnoff, Darwin

1981-01-01

An American Association of Colleges of Pharmacy survey of medicinal/pharmaceutical chemistry faculty is reported. Data, including academic and experience backgrounds of faculty and their teaching load, are presented. Differences in training are noted in comparing the average chemistry professor to the average assistant professor. (Author/MLW)

Mentorship in an academic department of family medicine.

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Riley, Margaret; Skye, Eric; Reed, Barbara D

2014-01-01

Lack of quality mentorship has been identified as an impediment to a successful academic career. This study serves as a needs assessment to understand baseline mentoring among faculty in an academic department of family medicine and the existing relationships between mentorship, job satisfaction, and academic productivity before the department begins a structured mentorship program. All faculty received an anonymous online survey inquiring about their current mentorship and their perception of the importance of mentorship, in addition to measures of job satisfaction and academic productivity. Of 62 faculty members completing the survey (83% of faculty), almost all indicated it is very or somewhat important to have a mentor (97%, n=60), although only 45% (n=28) reported having a current mentor. Junior faculty were less likely than senior faculty to be satisfied with their mentorship, particularly if they did not have a current mentor. Job satisfaction was high and was not associated with having a mentor. Faculty members with mentors were more likely to have presented a talk or poster nationally, to have taken on a new educational or leadership role, and to have had a greater volume of academic activities overall. Although faculty believe mentorship is important, less than half have a current mentor. Junior faculty are disproportionately dissatisfied by lack of mentorship. Mentorship was associated with some elements of academic productivity but not with job satisfaction. Further study of the impact of a more structured mentorship program is needed.

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

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Amador Kane, Suzanne

2008-03-01

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

Developing a Personal-Learning-Portfolio (PLP) for 1st year students at Department of Psychology

DEFF Research Database (Denmark)

Johnsen, Anna Thit; Beck Hansen, Nina; Andersen, Mette Elmose

Abstract title: Developing a Personal-Learning-Portfolio (PLP) for 1st year students at Department of Psychology Learning outcome of activity: B01 is the first module of the education in Psychology at University of Southern Denmark (SDU). The aim of B01 is to give the students a ‘map...... different strategies: first the overall framework of the PLP is discussed and second we conduct cognitive interviews evaluating the comprehensibility and relevance of the questions posed in the PLP. The PLP is then adapted based on the comments from the students. The development and initial testing...... be an inspiration to others who wish to develop and implements PLPs. Second, we will show the format of our particular Personal-Learning-Portfolio together with reflections on why it was developed in such a way. This includes the students’ opinions about the PLP and the results of the cognitive interviews....

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

Science.gov (United States)

Al-Sarrani, Nauaf

two revealed that there was a statistically significant difference between science faculty's use of technology in teaching by department and their attitudes towards technology integration in the Science curriculum. Lambda MANOVA test result was sig =.019 at the alpha = .05 level. Follow up ANOVA result indicated that Chemistry department was significant in the use of computer-based technology (sig =.049) and instructional technology use (sig =.041). Therefore, null hypothesis 2.1 was rejected (There are no statistically significant differences between science faculty's attitudes towards technology integration in the Science curriculum and faculty's use of technology in teaching by department). The data also revealed that there was no statistically significant difference (ptechnology in teaching by department and their instructional technology use on pedagogy. Therefore, null hypothesis 2.2 was accepted (There are no statistically significant differences between science faculty's perceptions of the effects of faculty IT use on pedagogy and faculty's use of technology in teaching by department). The data also revealed that there was a statistically significant difference between science faculty's use of technology in teaching by department and their professional development needs in adopting BL. Lambda MANOVA test result was .007 at the alpha = .05 level. The follow up ANOVA results showed that the value of significance of Science faculty's professional development needs for adopting BL was smaller than .05 in the Chemistry department with sig =.001 in instructional technology use. Therefore, null hypothesis 2.3 was rejected (There are no statistically significant differences between Science faculty's perceptions of technology professional development needs and faculty's use of technology in teaching by department). Qualitative measures included analyzing data based on answers to three open-ended questions, numbers thirty-six, seventy-four, and seventy-five. These three

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.

Perceptions of Active Learning between Faculty and Undergraduates: Differing Views among Departments

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Patrick, Lorelei E.; Howell, Leigh Anne; Wischusen, William

2016-01-01

There have been numerous calls recently to increase the use of active learning in university science, technology, engineering, and math (STEM) classrooms to more actively engage students and enhance student learning. However, few studies have investigated faculty and student perceptions regarding the effectiveness of active learning or the…

Capacity Building to Improve Interprofessional Collaboration through a Faculty Learning Community

Directory of Open Access Journals (Sweden)

Shannon L. McMorrow

2017-07-01

Full Text Available Though much has been written on Interprofessional Education (IPE and Faculty Learning Communities (FLCs independently, there is limited literature devoted to examining the use of FLCs to enhance IPE for the health professions. A FLC dedicated to building capacity for IPE in a small, private midwestern university comprised of faculty representing occupational therapy, physical therapy, nursing, public health, gerontology, medical anthropology, psychology, social work, and exercise science was conducted over the course of one semester. This article details the implementation process for the IPE FLC; describes outcomes related to teaching, scholarship, and service of faculty from a qualitative evaluation conducted 18 months after the completion of the FLC; and concludes with a discussion based on lessons learned from the process and experience of conducting an IPE FLC.

Timetabling an Academic Department with Linear Programming.

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Bezeau, Lawrence M.

This paper describes an approach to faculty timetabling and course scheduling that uses computerized linear programming. After reviewing the literature on linear programming, the paper discusses the process whereby a timetable was created for a department at the University of New Brunswick. Faculty were surveyed with respect to course offerings…

Sex Differences in Workplace Satisfaction and Engagement of Academic Pathologists: Opportunities to Enhance Faculty Diversity.

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Howell, Lydia Pleotis; Lyons, Mary Lipscomb; Thor, Ann; Dandar, Valerie

2015-07-01

There is attrition of women across professorial ranks in academic pathology. Women are underrepresented as leaders; 15.4% of academic pathology departments are chaired by women, according to the Association of American Medical Colleges (AAMC). To identify areas for targeted interventions that can advance academic and leadership development of women faculty by examining (1) sex differences in career satisfaction in US medical school pathology departments participating in the AAMC's Faculty Forward Engagement Survey, and (2) findings from a survey of the Association of Pathology Chairs (APC). The AAMC Faculty Forward Engagement Survey data are from 14 US medical schools participating in the 2011-2012 survey. Pathologists' response rate was 66% (461 of 697). To investigate sex differences, t tests and χ(2) analyses were used. The APC survey, administered to academic department chairs, had a 55% response rate (104 of 189). According to the Faculty Forward Engagement Survey, women report more time in patient care and less time in research. Women consider formal mentorship, feedback, and career advancement more important than men do and are less satisfied with communication and governance. The APC survey shows that 20% to 40% of nonchair department leaders are women. More than half of chairs report satisfaction with the sex diversity of their departmental leaders. Opportunities exist for department chairs and professional organizations to create targeted interventions to support career satisfaction, recruitment, retention, and career and leadership development for women in academic pathology. Although chairs report satisfaction with diversity within department leadership, responses of women faculty indicate there is work to be done to grow more women leaders.

The Motivate Effect of Higher Education Institutions' Compensation System on Faculties

Institute of Scientific and Technical Information of China (English)

GU Qing-liang; SU Jun

2007-01-01

Based on the questionnaire survey, this article reveals the effects of the current university compensation system on faculties in three psychological aspects, namely performance exam effect, work pressure and endurance capability. The results indicate that university faculties have a strong pursuit for self-fulfillment and successful career. Most of them love their teaching career and wish to further improve the fairness and efficiency of university management system by deepening the management systemic reform. Multi-leveled, multi-purposed and multi-modeled managing strategy of university compensation system is proved to be the main methods of improving fairness and efficiency.

Effects of gaps in priorities between ideal and real lives on psychological burnout among academic faculty members at a medical university in Japan: a cross-sectional study.

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Chatani, Yuki; Nomura, Kyoko; Horie, Saki; Takemoto, Keisuke; Takeuchi, Masumi; Sasamori, Yukifumi; Takenoshita, Shinichi; Murakami, Aya; Hiraike, Haruko; Okinaga, Hiroko; Smith, Derek

2017-04-04

Accumulating evidence from medical workforce research indicates that poor work/life balance and increased work/home conflict induce psychological distress. In this study we aim to examine the existence of a priority gap between ideal and real lives, and its association with psychological burnout among academic professionals. This cross-sectional survey, conducted in 2014, included faculty members (228 men, 102 women) at a single medical university in Tokyo, Japan. The outcome of interest was psychological burnout, measured with a validated inventory. Discordance between ideal- and real-life priorities, based on participants' responses (work, family, individual life, combinations thereof), was defined as a priority gap. The majority (64%) of participants chose "work" as the greatest priority in real life, but only 28% chose "work" as the greatest priority in their conception of an ideal life. Priority gaps were identified in 59.5% of respondents. A stepwise multivariable general linear model demonstrated that burnout scores were associated positively with respondents' current position (P life was associated with an increased risk of burnout, and the presence of children, which is a type of "family" social support, had a mitigating effect on burnout among those reporting priority gaps.

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

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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.

The misleading narrative of the canonical faculty productivity trajectory.

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Way, Samuel F; Morgan, Allison C; Clauset, Aaron; Larremore, Daniel B

2017-10-31

A scientist may publish tens or hundreds of papers over a career, but these contributions are not evenly spaced in time. Sixty years of studies on career productivity patterns in a variety of fields suggest an intuitive and universal pattern: Productivity tends to rise rapidly to an early peak and then gradually declines. Here, we test the universality of this conventional narrative by analyzing the structures of individual faculty productivity time series, constructed from over 200,000 publications and matched with hiring data for 2,453 tenure-track faculty in all 205 PhD-granting computer science departments in the United States and Canada. Unlike prior studies, which considered only some faculty or some institutions, or lacked common career reference points, here we combine a large bibliographic dataset with comprehensive information on career transitions that covers an entire field of study. We show that the conventional narrative confidently describes only one-fifth of faculty, regardless of department prestige or researcher gender, and the remaining four-fifths of faculty exhibit a rich diversity of productivity patterns. To explain this diversity, we introduce a simple model of productivity trajectories and explore correlations between its parameters and researcher covariates, showing that departmental prestige predicts overall individual productivity and the timing of the transition from first- to last-author publications. These results demonstrate the unpredictability of productivity over time and open the door for new efforts to understand how environmental and individual factors shape scientific productivity. Published under the PNAS license.

Faculty Wellness: Educator Burnout among Otolaryngology Graduate Medical Educators.

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Kavanagh, Katherine R; Spiro, Jeffrey

2018-06-01

Objectives Burnout is a well-described psychological construct with 3 aspects: exhaustion, depersonalization, and lack of personal accomplishment. The objective of this study was to assess whether faculty members of an otolaryngology residency program exhibit measurable signs and symptoms of burnout with respect to their roles as medical educators. Study Design Cross-sectional survey. Setting Otolaryngology-head and neck surgery residency program. Subjects and Methods Faculty members from an otolaryngology residency program, all of whom are involved in resident education, completed the Maslach Burnout Inventory-Educators Survey (MBI-ES). The surveys were completed anonymously and scored with the MBI-ES scoring key. Results Twenty-three faculty members completed the MBI-ES, and 16 (69.6%) showed symptoms of burnout, as evidenced by unfavorable scores on at least 1 of the 3 indices (emotional exhaustion, depersonalization, or low personal accomplishment). The faculty consistently reported moderate to high personal accomplishment and low depersonalization. There were variable responses in the emotional exhaustion subset, which is typically the first manifestation of the development of burnout. Conclusion To our knowledge, this is the first application of the MBI-ES to investigate burnout among otolaryngology faculty members as related to their role as medical educators. Discovering symptoms of burnout at an early stage affords a unique and valuable opportunity to intervene. Future investigation is underway into potential causes and solutions.

Successful ADVANCE Initiatives for Junior Women Faculty in STEM

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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.

Internationalizing undergraduate psychology education: Trends, techniques, and technologies.

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Takooshian, Harold; Gielen, Uwe P; Plous, Scott; Rich, Grant J; Velayo, Richard S

2016-01-01

How can we best internationalize undergraduate psychology education in the United States and elsewhere? This question is more timely than ever, for at least 2 reasons: Within the United States, educators and students seek greater contact with psychology programs abroad, and outside the United States, psychology is growing apace, with educators and students in other nations often looking to U.S. curricula and practices as models. In this article, we outline international developments in undergraduate psychology education both in the United States and abroad, and analyze the dramatic rise of online courses and Internet-based technologies from an instructional and international point of view. Building on the recommendations of the 2005 APA Working Group on Internationalizing the Undergraduate Psychology Curriculum, we then advance 14 recommendations on internationalizing undergraduate psychology education--for students, faculty, and institutions. (c) 2016 APA, all rights reserved).

Academic Departments: Problems, Variations, and Alternatives.

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McHenry, Dean E.; And Others

Do academic departments promote scholarship, protect higher learning from stagnation and interference, and provide a sound basis for hiring and advancing faculty? Or do they stifle teaching and research, foster parochialism, and limit the development of professors and students? There exist operating alternatives to conventional departments. Those…

Leadership and management of academic anesthesiology departments in the United States.

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Mets, Berend; Galford, Jennifer A

2009-03-01

To characterize the approach of academic chairs of anesthesiology in leading and managing their departments, and to gain insights into what they considered the most difficult challenges as chairs. Internet-based survey instrument conducted during July and August of 2006. Academic medical center. Department chairs of 132 academic anesthesiology programs who were listed on the Society of Academic Anesthesiology Chairs Listserv, were surveyed. The overall number of respondents were reported. However, as all questions were voluntary, not all were answered by each respondent. Observations are therefore reported as absolute numbers and percentages on a question-by-question basis. Respondents were asked to rank responses to some questions in order of importance (eg, 1 = most important). These data are presented as rank ordered median values, determined by the Kruskal-Wallis Test. Significant differences between groups were determined by Dunn's post test. A P-value Visionary and Coaching styles of leadership as most important. Seventy-nine percent had developed "Vision" statements for the department and 64% of respondents had set goals for divisions. To communicate within departments, 74% of Chairs had at least monthly faculty meetings and 50% held at least yearly faculty retreats. Chairs preferred communicating contentious issues face to face. Ninety-five percent of Chairs held at least yearly performance appraisals and 85% had an established incentive system in the department. Academic productivity (73%) and clinical time (68%) were the most common components of the incentive system. In 65% of departments, Chairs delegated the program directorship and in 73%, the running of the National Residency Matching Program. The financial state of the department was shared at least annually in 93% of departments. In most departments (77%), faculty salary ranges were known but individual faculty salaries were not shared. Chairs considered the most important leadership challenge to

The Effect of Using a Program Based on Cooperative Learning Strategy on Developing some Oral Communication Skills of Students, at English Department, Faculty of Education, Sana'a University

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Zuheer, Khaled Mohsen Mohammed

2008-01-01

The purpose of study is to investigate the effective of using a cooperative learning strategy STAD-based program on developing some oral communication skills of second level students, English Department, Faculty of Education, Sana'a University. Based on literature review, related studies and a panel of jury members' point of view, a list of 5 oral…

Intervention Research Productivity from 2005 to 2014: Faculty and University Representation in School Psychology Journals

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Villarreal, Victor; Umaña, Ileana

2017-01-01

The purpose of this study was to identify authors and training programs making the most frequent contributions to intervention research published in six school psychology journals ("School Psychology Review," "School Psychology Quarterly," "Journal of School Psychology," "Psychology in the Schools,"…

Dual Career Faculty Appointments: A Successful Model from ADVANCE-Nebraska

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Holmes, M.; Advance-Nebraska Evaluation Team

2011-12-01

At the University of Nebraska-Lincoln (UNL), 20% of short list candidates for faculty openings in science, engineering and mathematics (STEM) brought an academic partner into the hiring picture between 2008 and 2010, with a peak of 38% in 2010. Having a process in place to address dual career opportunities is a key component in an overall strategy to increase the number of women STEM faculty: 83% of academic scientist women's partners are also academics in STEM, according to a 2009 Stanford report, and 54% of academic scientist men's are. Offering two positions to qualified couples benefits the institution by increasing the chances of recruitment and retention of both candidates. UNL's ADVANCE program, ADVANCE-Nebraska, developed a process to take advantage of dual career opportunities. Nine dual career couples have been hired in the last three years; we expected to hire eight during the five-year life of the grant. We increased the proportion of women in the Engineering College by twenty percent (from n=10 to n=12). The success of the program arises from four key components: early notification to short-list candidates of the dual career program, a point person to coordinate dual career requests across the campus, flexible faculty appointments that provide a variety of opportunities for the partner, and a funding stream to support the partner hire. The point person, the ADVANCE Program Director, was created by the provost through the ADVANCE program. The Director communicates with every short list candidate for each open faculty position and with department and search committee chairs across STEM colleges as soon as the candidate is selected. When there is an eligible partner of the candidate who receives the job offer, if there is approval from the Office of Academic Affairs, the Dean of the target college, and the chair and faculty of the partner's target department, the partner is brought to UNL to interview, and the faculty of the partner's target department

Lest we forget that industrial and organisational psychology is psychology

Directory of Open Access Journals (Sweden)

DJW Strümpfer

2007-10-01

Full Text Available The tie between industrial/organisational psychology (IOP and general psychology should be taken seriously. The origin of the split into separate academic departments is discussed. Four IOP topics are presented which are rooted in psychology or where the psychological quality is strong, making the tie-in clear: motivation, leadership, assessment, and appreciative inquiry; by way of illustration, proponents are referred to. Specialisation and professionalisation often bring undue emphasis on technology. IOP cannot be human resource management. Suggestions are made about bringing IOP and psychology closer within teaching programmes and internships. Appreciative images of what IOP, hand-in-hand with psychology, could be like, are put forward.

The mediating role of psychological symptoms on falls risk among older adults with osteoarthritis

Directory of Open Access Journals (Sweden)

Mat S

2017-11-01

Full Text Available Sumaiyah Mat,1 Chin Teck Ng,1–3 Farhana Fadzil,4 Faizatul Izza Rozalli,4 Maw Pin Tan1,5 1Ageing and Age-Associated Disorders Research Group, University of Malaya, Kuala Lumpur, Malaysia; 2Department of Rheumatology and Immunology, Singapore General Hospital, 3Duke-NUS Medical School, National University Singapore, Singapore; 4Department of Radiology, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia; 5Geriatric Division, Department of Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia Abstract: The purpose of this study was to investigate the role of fear of falling (FoF and psychological symptoms in explaining the relationship between osteoarthritis (OA symptom severity and falls. Individuals aged ≥65 years with ≥2 falls or ≥1 injurious fall over the past 12 months were included in the falls group, while volunteers aged ≥65 years with no history of falls over 12 months were recruited as controls. The presence of lower extremity OA was determined radiologically and clinically. Severity of symptoms was assessed using the Western Ontario and McMaster Universities Arthritis Index (WOMAC questionnaire. FoF and psychological status were measured with the shortened version of the Falls Efficacy Scale-International and the 21-item Depression, Anxiety and Stress Scale (DASS-21, respectively. Of 389 (229 fallers, 160 non-fallers potential participants, mean (SD age: 73.74 (6.60 years, 141 had clinical OA and 171 had radiological OA. Fallers with both radiological OA and clinical OA had significantly higher FoF and DASS-21 scores than non-fallers. FoF was significantly positively correlated with symptom severity in fallers and non-fallers with radiological and clinical OA. Depression, anxiety, and stress scores were only significantly correlated with symptom severity among fallers but not non-fallers in both clinical and radiological OA. The relationship between mild symptoms and reduced risk of falls

USAF/SCEEE Summer Faculty Research Program (1979). Volume 2

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1979-12-01

K. Schwarzschild , Math. Phys, Kiasse, Grottingen Nachrichten, p. 41 (1906). . 28-21 I -. 4; 1979 USAF - SCEEE SUMMER FACULTY RESEARCH PROGRAM...Wollam, 1968, p. 57. 22. Richard H. Hall, Organizations Structure and Process (New Jersey: Prentice-Hall, Inc., 2nd ed., 1978). 23. Karl E. Weick, The...The Analysis of the U.S. Army Aircraft Maintenance System, Battelle Memorial Institute, 1970. (AD703839) Weick, Karl E. The Social Psychology of

Marshall Space Flight Center Faculty Fellowship Program

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

2017-01-01

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

Considering context in academic medicine: differences in demographic and professional characteristics and in research productivity and advancement metrics across seven clinical departments.

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Warner, Erica T; Carapinha, René; Weber, Griffin M; Hill, Emorcia V; Reede, Joan Y

2015-08-01

To understand the disciplinary contexts in which faculty work, the authors examined demographics, professional characteristics, research productivity, and advancement across seven clinical departments at Harvard Medical School (HMS) and nationally. HMS analyses included faculty from seven clinical departments-anesthesiology, medicine, neurology, pediatrics, psychiatry, radiology, and surgery-in May 2011 (N = 7,304). National analyses included faculty at 141 U.S. medical schools in the same seven departments as of December 31, 2011 (N = 91,414). The authors used chi-square and Wilcoxon Mann-Whitney tests to compare departmental characteristics. Heterogeneity in demographics, professional characteristics, and advancement across departments was observed in HMS and national data. At HMS, psychiatry had the highest percentage of underrepresented minority faculty at 6.6% (75/1,139). In anesthesiology, 24.2% (128/530) of faculty were Asian, whereas in psychiatry only 7.9% (90/1,139) were (P advancement across clinical departments at HMS and nationally. The context in which faculty work, of which department is a proxy, should be accounted for in research on faculty career outcomes and diversity inclusion in academic medicine.

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

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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.

Faculty's Perception of Faculty Development

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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…

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.

Survey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamics in Capstone Courses

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Solnosky, Ryan; Fairchild, Joshua

2017-01-01

Many engineering faculty have limited skills and/or assessment tools to evaluate team dynamics in multidisciplinary team-based capstone courses. Rapidly deployable tools are needed here to provide proactive feedback to teams to facilitate deeper learning. Two surveys were developed based on industrial and organizational psychology theories around…

Examining Workplace Ostracism Experiences in Academia: Understanding How Differences in the Faculty Ranks Influence Inclusive Climates on Campus.

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Zimmerman, Carla A; Carter-Sowell, Adrienne R; Xu, Xiaohong

2016-01-01

Research on the retention of women in academia has focused on challenges, including a "chilly climate," devaluation, and incivility. The unique consequences of workplace ostracism - being ignored and excluded by others in an organizational setting - require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee's specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1) and perceived information sharing (Study 2) among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia.

Examining Workplace Ostracism Experiences in Academia: Understanding How Differences in the Faculty Ranks Influence Inclusive Climates on Campus

Directory of Open Access Journals (Sweden)

Carla A. Zimmerman

2016-05-01

Full Text Available Research on the retention of women in academia has focused on challenges, including a chilly climate, devaluation, and incivility. The unique consequences of workplace ostracism – being ignored and excluded by others in an organizational setting – require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee’s specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1 and perceived information sharing (Study 2 among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia.

Examining Workplace Ostracism Experiences in Academia: Understanding How Differences in the Faculty Ranks Influence Inclusive Climates on Campus

Science.gov (United States)

Zimmerman, Carla A.; Carter-Sowell, Adrienne R.; Xu, Xiaohong

2016-01-01

Research on the retention of women in academia has focused on challenges, including a “chilly climate,” devaluation, and incivility. The unique consequences of workplace ostracism – being ignored and excluded by others in an organizational setting – require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee’s specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1) and perceived information sharing (Study 2) among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia. PMID:27303322

Psychology students from Leiden University

DEFF Research Database (Denmark)

Singla, Rashmi

2017-01-01

We are glad to share with our department that a group of 41 Psychology students from Leiden university, Holland were on a three hours visit to RUC Psychology department on Friday , 10.3.2017. The department is a valuable partner for students’ exchange , almost every semester there are RUC students...... travelling to Leiden. The trip was planned by Study Association Labyrint Leiden, and consisted of students at all levels from the bachelor as well as masters programs. A group of RUC psychology students Wiebke Sandermann; Emma Stinne Engstrøm; Mikkel Brilner Lund were in the organising group along...... with the study director Hans Sønderstrup Hansen and Rashmi Singla. It was an enriching experience for the RUC organizing group. International coordinator for Psychology Dieuwerke de Groot in Leiden reciprocated by writing: “A very enthusiastic mail from our students telling me they had such a wonderful time...

Usage of Cosmetics in Female Students Training in Different Departments of the Same Faculty

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Yesim Kaymak

2007-06-01

Full Text Available Objective: Consumption of cosmetic products depends on age, sex, socioeconomic status and underlying medical illness. The aim of this study was to investigate the attitudes and behaviors affecting the consumption of cosmetic products, and also to investigate side effects of such products.\tMethod: One hundred and sixty girls from three different departments of the same faculty were enrolled in this study. All subjects were requested to complete a questionnaire consisting of sociodemographic data, attitutes and behaviors related to the consumption of cosmetic products and their side effects.\tResults: Of the subjects, 98.8% declared to use cosmetic products. The most common region for the application of cosmetic products were the face (67.5% and hands (67.5%. The most commonly used products were hand cream (80% and facial moisturizer (76.3%. The decision affecting the choice of cosmetic products were: themselves (78.1%, friend's advice (20%, a beauty specialist (14.4% and a dermatologist (11.9%. Of the 160 subjects, 25 (15.6% experienced side effects related to cosmetic products. The most common side effects were erythema (36% and allergic reactions (16% on the face. Conclusion: Consumption of cosmetic products needs consultation by specialists and youngs should be informed by visual and written media, and also by their families regarding the correct consumption of cosmetic products.

Playing Soccer on the Football Field: The Persistence of Gender Inequities for Women Faculty

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Cress, Christine M.; Hart, Jeni

2009-01-01

Sports metaphor is employed as an epistemic tool for describing psychological, sociocultural, and organizational factors that contribute to enduring gender bias, inequalities, and discrimination faced by women faculty at colleges and universities. Quantitative and qualitative data from two comprehensive institutional campus climate studies show…

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

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

2015-01-01

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

Identification of pain-related psychological risk factors for the development and maintenance of pediatric chronic postsurgical pain

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Pagé MG

2013-03-01

Full Text Available M Gabrielle Pagé,1 Jennifer Stinson,2,3 Fiona Campbell,2,4 Lisa Isaac,2,4 Joel Katz1,4,51Department of Psychology, York University, 2Department of Anesthesia and Pain Medicine, Hospital for Sick Children, 3Lawrence S Bloomberg Faculty of Nursing, 4Department of Anesthesia, University of Toronto, 5Department of Psychology, Hospital for Sick Children, Toronto, ON, CanadaBackground: The goals of this study were to examine the trajectory of pediatric chronic postsurgical pain (CPSP over the first year after surgery and to identify acute postsurgical predictors of CPSP.Methods: Eighty-three children aged 8–18 years (mean 13.8, standard deviation 2.4 who underwent major orthopedic or general surgery completed pain and pain-related psychological measures at 48–72 hours, 2 weeks (pain anxiety and pain measures only, and 6 and 12 months after surgery.Results: Results showed that 1 year after surgery, 22% of children developed moderate to severe CPSP with minimal functional disability. Children who reported a Numeric Rating Scale pain-intensity score ≥ 3 out of 10 two weeks after discharge were more than three times as likely to develop moderate/severe CPSP at 6 months and more than twice as likely to develop moderate/severe CPSP at 12 months than those who reported a Numeric Rating Scale pain score < 3 (6-month relative risk 3.3, 95% confidence interval 1.2–9.0 and 12-month relative risk 2.5, 95% confidence interval 0.9–7.5. Pain unpleasantness predicted the transition from acute to moderate/severe CPSP, whereas anxiety sensitivity predicted the maintenance of moderate/severe CPSP from 6 to 12 months after surgery.Conclusions: This study highlights the prevalence of pediatric CPSP and the role played by psychological variables in its development/maintenance. Risk factors that are associated with the development of CPSP are different from those that maintain it.Keywords: chronic postsurgical pain, children, adolescents, anxiety sensitivity

Establishing a good dentist-patient relationship: skills defined from the dental faculty perspective.

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Orsini, Cesar A; Jerez, Oscar M

2014-10-01

The importance of developing good dentist-patient relationships has been well documented, but previous studies have focused on social techniques, not considering the psychological and behavioral characteristics of patients, and have used definitions and instruments that were not dental-specific. Therefore, the aims of this study were to propose a definition of dentist-patient relationship skills, derived from dental faculty members' criteria and informed by Emotional Intelligence concepts, and to propose a preliminary dental-specific, face-valid, and reliable self-assessment instrument. The study was conducted in three phases. Phases I and II defined dentist-patient relationship competence through literature analysis and semi-structured interviews with expert key informants, establishing the outcome skills. In Phase III, the instrument was constructed and piloted. Communication skills and basic psychological tools resulted in core topics for use in practice. The definition both specifies and broadens social interactions in dentistry by including dental faculty members' criteria and topics such as psychological tools and pre-, intra-, and postoperative topics appropriate for use during consultation, examination, and treatment. The instrument was found suitable, reasonable, and accessible with a Cronbach's alpha level of 0.95. Future studies are needed to confirm the definition, as well as the instrument's validity, reliability, transference, and sensitivity to the dental educational environment.

From networking to next-working: how an academic department "retreated" and advanced at the same time.

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Yager, Joel; Kenna, Heather; Hantke, Mindy

2015-04-01

Department-wide retreats conducted at periods of transition can enrich and benefit academic departments in several ways. Here, the authors describe the organization, conduct, and immediate outcomes of a department-wide retreat in a university department of psychiatry intended to (1) foster networking and communication among faculty who often work in "silos" and (2) invite the faculty to provide "internal consultations" regarding aspirational strategic goals and recommendations for short-term actionable tactics to address these goals. The retreat featured an evening networking and socializing poster session followed by a day-long event consisting of small group and large group interactive sessions. Participants were 120 faculty members including 44 new and younger faculty members who prepared and presented posters about themselves and their work. A variety of aspirational goals and specific recommendations for follow-up emerged from small groups were discussed in plenary sessions and were subsequently summarized and distributed to the faculty to be addressed by ongoing workgroups. Immediate informal feedback suggests that conducting and acting on recommendations ensuing from academic department retreats can foster at least a short-term sense of shared community and purpose, network faculty, identify commonly held values and aspirational goals, and potentially stimulate formation of innovative affinity groups and collaborations. Longer-term workgroup efforts and outcome assessments are required to assess the enduring results and value of such undertakings.

Exploring sustainable behavior structure in higher education a socio-psychology confirmatory approach

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Juárez-Nájera, Margarita

2015-01-01

This book presents a social-psychology model delineating the factors that may influence in an altruistic manner sustainable behaviour (SB) of students, faculty and administrators in four higher education institutions (HEI) with very different economic and social characteristics. It presents the areas where these individuals work (education and community management), and in which of them education for sustainability is promoted, focusing on four alternative methods of learning: play, art, group therapy, and personnel management. The book is intended for bachelors and graduated students, as well as researchers in social psychology, environmental psychology, conservation psychology, environmental education, education for sustainable development, cross-cultural psychology, and social sciences.

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

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Joseph House

2015-11-01

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

Developing Sport Psychology in a girls' sport academy curriculum

African Journals Online (AJOL)

then their self-respect and social interaction skills in preparation for .... Generally Sport Psychology is not presented in teacher education faculties (Le Roux, .... from smaller groups of approximately 10 to larger groups of 20 participants. ..... and scaffolding the cognitive and metacognitive developmental phases that charac-.

LITERACY AND FOREIGN LANGUAGE TEACHING AS KEY FACTORS FOR SOCIO-ECONOMIC ADAPTATION OF STUDENTS’ POPULATION - CHARACTERISTICS OF LITERACY AMONG DIFFERENT DEPARTMENTS AT THE FACULTY OF MEDICINE

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Boris Djindjic

2007-01-01

Full Text Available Language and communication are at the heart of the human experience. Reading and writing are the most powerful modes of formal learning and they are fundamental to intellectual inquiry and creativity in all disciplines. Literacy comprises not only reading and writing skills but also understanding of human communication needs and the way of social functioning. The aim of this study was to determine the importance of foreign language learning for students’ socio-economic adaptation. The study investigated the relationship between students’ foreign language literacy and their achievements in medical studies.The investigation is a prospective study carried out among students of the Faculty of Medicine in Nis during June, 2006. The investigation included 312 students of all departments (medicine, dentistry, pharmacy and nursing and was conducted by means of a questionnaire. We determined students’ socio-economic adaptation, literacy in the mother tongue and foreign language (reading, writing, speaking and listening, and the ability of using modern technological achievements (computer work, Internet and SMS correspondence.Writing and listening skills of the mother tongue are significantly lower at the Department of Nursing. There is no difference in using post-correspondence among groups, whereby dentistry students most often used modern means of communication. The percentage of students satisfied with their social status is the highest among students of medicine and pharmacy and the lowest among students at the Department of Nursing. The percentage of students satisfied with the economic status is the highest among students of medicine, slightly lower among students of dentistry and pharmacy, and the lowest among nurses. The average grade of achievements at the Faculty is the highest in the group of nurses, slightly lower in the group of pharmacy, and the lowest in the group of medicine and dentistry. Generally, the grades for foreign language

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

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Simy Joy

2015-09-01

Full Text Available Unlike the doctoral programs in places where students are paired with advisors at the time of admission itself, most US programs require the students to choose their advisors, and the advisors to formally accept the students as advisees. Little research has been done to understand how students and faculty approach this mutual selection and pairing process. This paper examines this process in STEM departments (Science, Technology, Engineering and Mathematics, with specific focus on factors influencing the decisions. Based on focus groups and interviews of doctoral students and faculty from STEM departments in an American university, we identify criteria applied by students and faculty in making their choices. Students were found to assess faculty on available funding, area of research, personality, ability to graduate students fast, and career prospects for students, and faculty to assess students on their qualifications/credentials and perceived ability to contribute to research. We also found that this mutual assessment was not objective, but influenced by perceptions associated with faculty gender and career stage, and student nationality. In the end, whether students and faculty were actually paired with persons of their choice depended on departmental factors including prevalent pairing practices, restrictions on student numbers per faculty, and reward structure. We discuss implications of the findings for research and practice.

Recent self-harm and psychological measures in the emergency department

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Jason R. Randall

2014-11-01

Full Text Available The assessment of self-harm risk is a common, difficult, and perplexing task for many physicians, especially those working in emergency departments (ED. Attempts have been made to determine objective methods for assessing patients with suicidal ideation or self-harm though there is still a lack of knowledge about objective assessments of these patients. A study was conducted where 181 suicidal patients were enrolled in two EDs within the city of Edmonton, Canada. Initial interviews were conducted in the ED which collected basic demographics and medical history as well as psychometric measures including the Beck Hopelessness Scale, Barratt Impulsiveness Scale, Brief Symptom Inventory, Drug Abuse Screening Test 10, and CAGE questionnaire. The results of these measures were compared between those who presented to the ED with self-harm and those who presented only with ideation. Those with recent self-harm scored lower on many of the scales and subscales of distress and impulsivity measured compared to those with no recent self-harm. Possible explanations for this difference include differences in psychological traits between the two groups and possible cathartic effects of self-harm. The lower scores obtained by those that present with self-harm may complicate attempts to use psychometric tools to determine future self-harm risk.

Background experiences, time allocation, time on teaching and perceived support of early-career college science faculty

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Sagendorf, Kenneth S.

The purposes of this research were to create an inventory of the research, teaching and service background experiences of and to document the time allocation and time spent on teaching by early-career college science faculty members. This project is presented as three distinct papers. Thirty early-career faculty in the science disciplines from sixteen different institutions in their first year of employment participated in this study. For the first two papers, a new survey was developed asking participants to choose which experiences they had acquired prior to taking their current faculty position and asking them to document their time allocation and time spent on teaching activities in an average work week. In addition, a third component documents the support early-career college faculty in the sciences are receiving from the perspective of faculty members and their respective department chairpersons and identifies areas of disagreement between these two different groups. Twenty early-career college science faculty and their respective department chairpersons completed a newly-designed survey regarding the support offered to new faculty. The survey addressed the areas of feedback on performance, clarity of tenure requirements, mentoring, support for teaching and scholarship and balancing faculty life. This dissertation presents the results from these surveys, accounting for different demographic variables such as science discipline, gender and institutional category.

Psychology Degrees: Employment, Wage, and Career Trajectory Consequences.

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Rajecki, D W; Borden, Victor M H

2011-07-01

Psychology is a very popular undergraduate major. Examining wage data from a range of degree holders reveals much about the expected career trajectories of those with psychology degrees. First, regarding baccalaureates, psychology and other liberal arts graduates-compared with those from certain preprofessional and technical undergraduate programs-generally fall in relatively low tiers of salary levels at both starting and later career points. Salary levels among baccalaureate alumni groups correlate with averaged measures of salary satisfaction, repeated job seeking, and perceptions of underemployment. These patterns seem to stem from the specific occupational categories (job titles) entered by graduates in psychology compared with other graduates, calling into question the employability advantage of so-called generic liberal arts skills. Second, psychology master's degree holders also generally fall in a low tier of salary among their science, engineering, and health counterparts. Third, psychology college faculty (including instructors) fall in low tiers of salary compared with their colleagues from other academic fields. Such broadly based indications of the relative economic disadvantages of psychology degrees have implications for career counseling in the field. © The Author(s) 2011.

THE STRUCTURE AND FUNCTION OF DEPARTMENTS OF MEDICINE.

Science.gov (United States)

Landefeld, C Seth

2016-01-01

The structure and function of departments of medicine are important for several reasons. First, departments of medicine are the biggest departments in virtually every medical school and in most universities with a medical school, and they are the largest professional units in most academic medical centers. In fact, Petersdorf described them as "the linchpins of medical schools" (1). Departments of medicine account for one-fourth or more of the academic medical enterprise: they include about one-fourth of the faculty of medical school, account for roughly one-fourth of the patient care and clinical revenue of academic medical centers, and their faculty perform a disproportionate share of teaching and research, accounting for up to 45% of National Institutes of Health (NIH) - funded research in some medical schools. Second, the department's ability to fulfill its role and advance its mission depends on its structure and function. Finally, lessons learned from examining the structure and function of departments of medicine may guide other departments and schools of medicine themselves in improving their structure and function. This paper describes the issues that face departments of medicine in 2016. I begin by providing the context for these issues with a definition of a department of medicine, describing briefly the history of departments, and stating their mission.

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

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

2014-04-17

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

Faculty of Nuclear and Physical Engineering, Czech Technical University, Prague - 25 years of existence

International Nuclear Information System (INIS)

Kraus, I.; Marsak, Z.

1980-03-01

A collection is presented of articles on the occasion of the 25th anniversary fo the Faculty of Nuclear Science and Physical Engineering. The list is shown of the departments including their subject matter and the teaching, socio-political and research and scientific activities of the Faculty are described. (M.S.)

Assessment of Outcome-Focused Library Instruction in Psychology.

Science.gov (United States)

Daugherty, Timothy K.; Carter, Elizabeth W.

1997-01-01

A sample of 49 non-psychology majors taking a course integrating library research skills with social science research showed increases in skill level, efficiency, and positive attitudes toward the library after a semester of outcome-focused instruction. The results suggest that co-development between course and library faculty can be an effective…

Issues and Opportunities on Implementing an Online Faculty Review System.

Science.gov (United States)

Erstad, Brian L; Oxnam, Maliaca G; Miller, Tom P; Draugalis, JoLaine R

2018-04-01

Intensifying accountability pressures have led to an increased attention to assessments of teaching, but teaching generally represents only a portion of faculty duties. Less attention has been paid to how evaluations of faculty members can be used to gather data on teaching, research, clinical work, and outreach to integrate clinical and academic contributions and fill in information gaps in strategic areas such as technology transfer and commercialization where universities are being pressed to do more. Online reporting systems can enable departments to gather comprehensive data on faculty activities that can be aggregated for accreditation assessments, program reviews, and strategic planning. As detailed in our case study of implementing such a system at a research university, online annual reviews can also be used to publicize faculty achievements, to document departmental achievements, foster interdisciplinary and community collaborations, recognize service contributions (and disparities), and provide a comprehensive baseline for salary and budgetary investments.

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

Science.gov (United States)

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

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

The psychological well-being manifesting among master’s students in Industrial and Organisational Psychology

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Frans Cilliers

2016-06-01

Full Text Available Orientation: Psychological well-being among master’s students is seen as a contributing factor towards having a meaningful, enjoyable and productive experience as a student. Research purpose: The purpose of this study was to provide a qualitative description of the psychological well-being experiences of first-year students in a part-time coursework master’s degree in Industrial and Organisational Psychology (IOP in order to foster an empathetic understanding of their experiences. Motivation for the study: The understanding of their master’s students’ psychological wellbeing experiences will assist university IOP departments in facilitating the appropriate psychological containment to students and the optimisation of their resilience towards meaningfully completing their first year and perhaps also their master’s degree. Research design, approach and method: Qualitative research was conducted within a hermeneutic interpretive stance. Data were gathered from a focus group with 10 conveniently chosen participants. Thematic content analysis provided eight themes, which were interpreted and linked to the literature on psychological well-being. Main findings: Student distress caused by job demands leads to languishing and feeling overwhelmed. In contrast, student eustress resulting from job resources leads to flourishing, consisting of self-efficacy, locus of control and optimism. Practical implications: University IOP departments can use the information towards understanding their master’s students’ psychological well-being experiences, which could assist in the students’ successful and timeous completion of their studies. Contribution: The study contributes to the literature on master’s students’ real negative and positive experiences and psychological well-being, which university departments often deny or dismiss as idiosyncratic. Keywords: positive organisational behaviour; job demands; job resources; multiple roles; support

Development of a psychological test to measure ability-based emotional intelligence in the Indonesian workplace using an item response theory

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Fajrianthi

2017-11-01

Full Text Available Fajrianthi,1 Rizqy Amelia Zein2 1Department of Industrial and Organizational Psychology, 2Department of Personality and Social Psychology, Faculty of Psychology, Universitas Airlangga, Surabaya, East Java, Indonesia Abstract: This study aimed to develop an emotional intelligence (EI test that is suitable to the Indonesian workplace context. Airlangga Emotional Intelligence Test (Tes Kecerdasan Emosi Airlangga [TKEA] was designed to measure three EI domains: 1 emotional appraisal, 2 emotional recognition, and 3 emotional regulation. TKEA consisted of 120 items with 40 items for each subset. TKEA was developed based on the Situational Judgment Test (SJT approach. To ensure its psychometric qualities, categorical confirmatory factor analysis (CCFA and item response theory (IRT were applied to test its validity and reliability. The study was conducted on 752 participants, and the results showed that test information function (TIF was 3.414 (ability level = 0 for subset 1, 12.183 for subset 2 (ability level = -2, and 2.398 for subset 3 (level of ability = -2. It is concluded that TKEA performs very well to measure individuals with a low level of EI ability. It is worth to note that TKEA is currently at the development stage; therefore, in this study, we investigated TKEA’s item analysis and dimensionality test of each TKEA subset. Keywords: categorical confirmatory factor analysis, emotional intelligence, item response theory 

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

Science.gov (United States)

Killingsworth, M. Jimmie; And Others

1989-01-01

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

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.

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.

588 Department of Water Resources and Environmental

African Journals Online (AJOL)

USER

2017-06-06

Jun 6, 2017 ... Department of Civil Engineering, Faculty of Engineering and Technology, University of ... Health Organization (WHO) and Nigerian Standard for Drinking Water Quality (NSDWQ) .... discharges of industrial contaminants into.

Determining the Drivers of Academic Success in Surgery: An Analysis of 3,850 Faculty.

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Nakul P Valsangkar

Full Text Available Determine drivers of academic productivity within U.S. departments of surgery.Eighty academic metrics for 3,850 faculty at the top 50 NIH-funded university- and 5 outstanding hospital-based surgical departments were collected using websites, Scopus, and NIH RePORTER.Mean faculty size was 76. Overall, there were 35.3% assistant, 27.8% associate, and 36.9% full professors. Women comprised 21.8%; 4.9% were MD-PhDs and 6.1% PhDs. By faculty-rank, median publications/citations were: assistant, 14/175, associate, 39/649 and full-professor, 97/2250. General surgery divisions contributed the most publications and citations. Highest performing sub-specialties per faculty member were: research (58/1683, transplantation (51/1067, oncology (41/777, and cardiothoracic surgery (48/860. Overall, 23.5% of faculty were principal investigators for a current or former NIH grant, 9.5% for a current or former R01/U01/P01. The 10 most cited faculty (MCF within each department contributed to 42% of all publications and 55% of all citations. MCF were most commonly general (25%, oncology (19%, or transplant surgeons (15%. Fifty-one-percent of MCF had current/former NIH funding, compared with 20% of the rest (p<0.05; funding rates for R01/U01/P01 grants was 25.1% vs. 6.8% (p<0.05. Rate of current-NIH MCF funding correlated with higher total departmental NIH rank (p < 0.05.Departmental academic productivity as defined by citations and NIH funding is highly driven by sections or divisions of research, general and transplantation surgery. MCF, regardless of subspecialty, contribute disproportionally to major grants and publications. Approaches that attract, develop, and retain funded MCF may be associated with dramatic increases in total departmental citations and NIH-funding.

The Perceived Relevance and Efficacy of a Graduate School Journal among Graduate Faculty and Training Directors

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Doran, Jennifer M.; Antonius, Daniel; Brown, Adam D.; Kriss, Alexander; Lehr, Evangeline Y. C.; Evans, Jason; Steele, Howard

2012-01-01

A total of 35 psychology department members from 21 universities assessed the relevance and efficacy of the "New School Psychology Bulletin" ("NSPB"), a graduate student journal, to training in psychology. Overall, a small sample of psychology department members viewed "NSPB" as an effective vehicle for student training. Perceptions among faculty…

Violence toward physicians in emergency departments of Morocco: prevalence, predictive factors, and psychological impact

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Zekraoui Aicha

2010-09-01

Full Text Available Abstract Introduction Anyone working in the hospital may become a victim of violence. The effects of violence can range in intensity and include the following: minor physical injuries, serious physical injuries, temporary or permanent physical disability, psychological trauma, and death. The aim of this study was to determine the frequency of exposure, characteristics, and psychological impact of violence toward hospital-based emergency physicians in Morocco. Methods This was a survey including emergency physicians who ensured emergency service during the last fortnight. The variables studied were those related to the victim (age and gender, and those related to aggression: assaulter gender, number, time, reason (delay of consultation and/or care, acute drunkenness, neuropsychiatric disease, and type (verbal abuse, verbal threat and/or physical assault. After the questionnaire was completed, State-Trait Anxiety Inventory (STAI of Spielberg was applied to all participants. Results A total of 60 physicians have achieved permanence in emergency department during the 15 days preceding the questionnaire response. The mean age was 24 ± 1 year and 57% were male. A total of 42 (70% had been exposed to violence. The violence occurred at night n = 16 (27%, afternoon n = 13 (22%, evening n = 7 (12% and morning n = 6 (10%. Reasons for violence were: the delay of consultation or care in n = 31 (52% cases, acute drunkenness in n = 10 (17% cases and neuropsychiatric disease in n = 3 (5% cases. Twenty eight (47% participants stated that they experienced verbal abuse, n = 18 (30% verbal threat and n = 5 (8.3% physical assault. Exposure to some form of violence was related to a higher median [interquartile range, IQR] state anxiety point (SAP; (51 [46-59] vs 39 [34-46]; P P = 0,01. Conclusions This study revealed a high prevalence (70% of violence toward doctors in Morocco emergency departments. The exposure of physicians to some form of violence is greater

An Investigation of the Overlap Among Disinhibited Eating Behaviors in Children and Adolescents

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2013-09-01

development of bulimia . Journal of Clinical Psychology , 47(1), 3-9. Herman, C. P., & Polivy, J. (1980). Restrained eating. In A. J. Stunkard (Ed...Faculty of the Department of Medical and Clinical Psychology Graduate Program of the Uniformed Services University ofthe Health Sciences in...acknowledged and, beyond brief excerpts, is with the permission of the copyright owner. Anna Vannucci Department of Medical and Clinical Psychology

Accounting Faculty Internships

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Jill Christopher

2013-06-01

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

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.

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

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

2016-01-01

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

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

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

2017-08-01

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

Career transition and dental school faculty development program.

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

2013-11-01

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.

Adding faculty in transportation areas : research progress on geomaterials and non-destructive sensor technology.

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2014-08-01

This funding was provided to help departments build up their faculty in the transportation field over the next years. Broad areas will : be considered as listed in the UTC mission or other areas that relate to State Departments of Transportation and ...

Interprofessional faculty development: integration of oral health into the geriatric diabetes curriculum, from theory to practice

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Dounis G

2013-12-01

Full Text Available Georgia Dounis,1 Marcia Ditmyer,2 Susan VanBeuge,3 Sue Schuerman,4 Mildred McClain,1 Kiki Dounis,1,5 Connie Mobley21Department of Clinical Sciences, 2Department of Biomedical Sciences, 3Department of Physiological Nursing, 4Department of Physical Therapy, University of Nevada Las Vegas School of Dental Medicine, Las Vegas, NV, USA; 5Department of Family Medicine, University of Nevada School of Medicine, Reno, NV, USABackground: Health care workforce shortages and an increase demand for health care services by an older demographic challenged by oral–systemic conditions are being recognized across health care systems. Demands are placed on health care professionals to render coordinated delivery of services. Management of oral–systemic conditions requires a trained health care workforce to render interprofessional patient-centered and coordinated delivery of health care services. The purpose of this investigation was to evaluate the effectiveness of an interprofessional health care faculty training program.Methods: A statewide comprehensive type 2 diabetes training program was developed and offered to multidisciplinary health care faculty using innovative educational methods. Video-recorded clinically simulated patient encounters concentrated on the oral–systemic interactions between type 2 diabetes and comorbidities. Post-encounter instructors facilitated debriefing focused on preconceptions, self-assessment, and peer discussions, to develop a joint interprofessional care plan. Furthermore, the health care faculty explored nonhierarchical opportunities to bridge common health care themes and concepts, as well as opportunities to translate information into classroom instruction and patient care.Results: Thirty-six health care faculty from six disciplines completed the pre-research and post-research assessment survey to evaluate attitudes, knowledge, and perceptions following the interprofessional health care faculty training program. Post

[History of the 4th Department of Internal Medicine of the First Faculty of Medicine at Charles University and the General University Hospital in Prague].

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Bartůněk, Petr

In 2015, the doctors and nurses of the 4th Department of Internal Medicine of the First Faculty of Medicine, Charles University and the General University Hospital in Prague celebrated the 70th anniversary of its founding. The article summarizes the clinics contribution to the field of internal medicine, and particularly to angiology, hepatogastroenterology and lipidology. It comments the clinics current activities and the possibilities of its further development. Attention is also paid to the tradition of high ethical and professional standards of medical care in accordance with the norms established by the clinic's founder, prof. MUDr. Bohumil Prusík.

Carleton College Geology Department: Seventy Years of Planning for Change

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Savina, M. E.; Davidson, C.

2003-12-01

On the back of a fire door leading to the Carleton geology lounge and classroom, students have painted a geologic time scale representing the history of the geology department from its establishment in 1933 to its present configuration. Along the way, Laurence McKinley Gould, George Gibson, Duncan Stewart VII, Leonard Wilson, Eiler Henrickson, Ed Buchwald, Shelby Boardman, Mary Savina, David Bice, Clem Shearer, Bereket Haileab, Clint Cowan, Cam Davidson, Jenn Macalady and a host of other faculty have contributed to an excellent undergraduate program. Features that have maintained the strength of the program over the years include: Outstanding support staff (Betty Bray and Tim Vick); Weekly department meetings that include discussion of department goals and pedagogy, including attention to giving students the tools to complete the major and capstone project; Regular department retreats that allow more comprehensive discussion; Encouraging different teaching styles among the faculty; A curriculum that emphasizes active learning from day one in introductory geology through the senior capstone experience; Involving students in the department, from planning field trips to hiring to TAs; Increasing student role models by having sophomore, junior and senior majors in most courses; Emphasizing the liberal arts character of geology, rather than pre-professional; Bringing alumni back to campus on a regular basis; Publishing an annual alumni newsletter and maintaining a department web site; Creating a social and intellectual space within the department for students and faculty; Making a particular effort to be welcoming and affirming to people of all colors, ethnicities, affectional orientations and gender identities;

The Department That Fell to Earth: The Deflation of Duke English.

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Yaffe, David

1999-01-01

Recounts the rapid rise and recent decline of the once highly regarded Duke University (North Carolina) English department, characterized by disaffection and defection to other institutions of a large proportion of the faculty, disorganized teaching, and an unsettled curriculum. The perceptions of a number of the faculty involved are presented.…

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

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

2018-01-01

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

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

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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.

«Psychology is becoming a truly efficient science of studying a person»

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A.G. Asmolov

2016-09-01

Full Text Available The author emphasizes the increasing role of psychology in the life of modern society, entering into the social life in a variety of forms. Psychology is a truly «effective» science of studying a person. The most significant achievements of modern psychology are considered: the development of practical educational psychology, the creation of system activity approach to cognition, the occurrence of psychology in the world of cognitive science, psychology of emergencies, etc. Psychology has become a reality and its various areas are treated as «the architect» of mental and economic life throughout the world, including Russia, psychology turns into a efficient reconstructing science that can be observed not only in the construction program standards of modern education, but also in the programs of tolerance development in the society as a support of diversity standards. Considerable attention is paid to the activities of the Department of Psychology, Lomonosov Moscow State University, as a center of psychological science with all its increasing diversity and development. On the eve of the 50th anniversary of the Department of Psychology, A.G. Asmolov, whose life was closely connected with the educational and research center, examines successes and accomplishments of the Department, contribution to the world of psychology. A.G. Asmolov lists the names of the most outstanding graduates of the Department who have achieved impressive results in various branches of psychology and are now in different parts of the Russian Federation and of the world working in the sphere of psychology. The Department is said to be a «trendsetter» in psychology. Such interesting areas as psychology of uncertainty, psychology of complexity, psychology of diversity, etc. are being developed. The ideas that emerge at the Department of psychology are becoming the ideas known in the whole world.

Predictors of workplace satisfaction for U.S. medical school faculty in an era of change and challenge.

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Bunton, Sarah A; Corrice, April M; Pollart, Susan M; Novielli, Karen D; Williams, Valerie N; Morrison, Leslie A; Mylona, Elza; Fox, Shannon

2012-05-01

To examine the current state of satisfaction with the academic medicine workplace among U.S. medical school faculty and the workplace factors that have the greatest influence on global satisfaction. The authors used data from the 2009 administration of a medical school faculty job satisfaction survey and used descriptive statistics and χ analyses to assess levels of overall satisfaction within faculty subgroups. Multiple regressions used the mean scores of the 18 survey dimensions and demographic variables to predict three global satisfaction measures. The survey was completed by 9,638 full-time faculty from 23 U.S. medical schools. Respondents were mostly satisfied on global satisfaction measures including satisfaction with their department (6,506/9,128; 71.3%) and medical school (5,796/9,124; 63.5%) and whether they would again choose to work at their medical school (5,968/8,506; 70.2%). The survey dimensions predicted global satisfaction well, with the final models explaining 51% to 67% of the variance in the dependent measures. Predictors across models include organization, governance, and transparency; focus of mission; recruitment and retention effectiveness; department relationships; workplace culture; and nature of work. Despite the relatively unpredictable environmental challenges facing medical schools today, leaders have opportunities to influence and improve the workplace satisfaction of their faculty. Examples of opportunities include fostering a culture characterized by open communication and occasions for faculty input, and remaining vigilant regarding factors contributing to faculty burnout. Understanding what drives faculty satisfaction is crucial for medical schools as they continue to seek excellence in all missions and recruit and retain high-quality faculty.

Faculty and Student Teams and National Laboratories: Expanding the Reach of Research Opportunities and Workforce Development

Energy Technology Data Exchange (ETDEWEB)

Blackburn,N.; White, K.; Stegman, M.

2009-08-05

The Faculty and Student Teams (FaST) Program, a cooperative effort between the US Department of Energy (DOE) Office of Science and the National Science Foundation (NSF), brings together collaborative research teams composed of a researcher at Brookhaven National Laboratory, and a faculty member with two or three undergraduate students from a college or university. Begun by the Department of Energy in 2000 with the primary goal of building research capacity at a faculty member's home institution, the FaST Program focuses its recruiting efforts on faculty from colleges and universities with limited research facilities and those institutions that serve populations under-represented in the fields of science, engineering and technology, particularly women and minorities. Once assembled, a FaST team spends a summer engaged in hands-on research working alongside a laboratory scientist. This intensely collaborative environment fosters sustainable relationships between the faulty members and BNL that allow faculty members and their BNL colleagues to submit joint proposals to federal agencies, publish papers in peer-reviewed journals, reform local curriculum, and develop new or expand existing research labs at their home institutions.

Impact of dissociation on treatment of depressive and anxiety spectrum disorders with and without personality disorders

OpenAIRE

Prasko, Jan; Grambal, Ales; Kasalova, Petra; Kamardova, Dana; Ociskova, Marie; Holubova, Michaela; Vrbova, Kristyna; Sigmundova, Zuzana; Latalova, Klara; Slepecky, Milos; Zatkova, Marta

2016-01-01

Jan Prasko,1 Ales Grambal,1 Petra Kasalova,1 Dana Kamardova,1 Marie Ociskova,1 Michaela Holubova,1,2 Kristyna Vrbova,1 Zuzana Sigmundova,1 Klara Latalova,1 Milos Slepecky,3 Marta Zatkova3 1Department of Psychiatry, Faculty of Medicine and Dentistry, Palacky University in Olomouc, University Hospital Olomouc, Olomouc, 2Psychiatric Department, Hospital Liberec, Liberec, Czech Republic; 3Department of Psychology Sciences, Faculty of Social Science and Health Care, Constantine the Philosopher Un...

A Decision Tree for Psychology Majors: Supplying Questions as Well as Answers.

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Poe, Retta E.

1988-01-01

Outlines the development of a psychology careers decision tree to help faculty advise students plan their program. States that students using the decision tree may benefit by learning more about their career options and by acquiring better question-asking skills. (GEA)

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

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William L. Anderson

2002-11-01

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

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

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Virick, Meghna; Strage, Amy

2016-01-01

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

The impact of mindfulness-based interventions on symptom burden, positive psychological outcomes, and biomarkers in cancer patients

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Rouleau CR

2015-06-01

Full Text Available Codie R Rouleau,1 Sheila N Garland,2 Linda E Carlson3 1Department of Psychology, Faculty of Arts, University of Calgary, Calgary, AB, Canada; 2Department of Family Medicine and Community Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA; 3Department of Oncology, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada Abstract: Research on the use of mindfulness-based stress reduction and related mindfulness-based interventions (MBIs in cancer care has proliferated over the past decade. MBIs have aimed to facilitate physical and emotional adjustment to life with cancer through the cultivation and practice of mindfulness (ie, purposeful, nonjudgmental, moment-to-moment awareness. This descriptive review highlights three categories of outcomes that have been evaluated in MBI research with cancer patients – namely, symptom reduction, positive psychological growth, and biological outcomes. We also examine the clinical relevance of each targeted outcome, while describing recently published original studies to highlight novel applications of MBIs tailored to individuals with cancer. Accumulating evidence suggests that participation in a MBI contributes to reductions in psychological distress, sleep disturbance, and fatigue, and promotes personal growth in areas such as quality of life and spirituality. MBIs may also influence markers of immune function, hypothalamic–pituitary–adrenal axis regulation, and autonomic nervous system activity, though it remains unclear whether these biological changes translate to clinically important health benefits. We conclude by discussing methodological limitations of the extant literature, and implications of matching MBIs to the needs and preferences of cancer patients. Overall, the growing popularity of MBIs in cancer care must be balanced against scientific evidence for their impact on specific clinical outcomes. Keywords: mindfulness-based intervention

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

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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.

Violence toward health care workers in emergency departments in Denizli, Turkey.

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Boz, Bora; Acar, Kemalettin; Ergin, Ahmet; Erdur, Bulent; Kurtulus, Ayse; Turkcuer, Ibrahim; Ergin, Nesrin

2006-01-01

This study sought to determine the frequency and types of violence that occurred during the previous year against health care workers in emergency departments in Denizli, Turkey, and to discern the views of workers on the prevention of such aggressive behavior. This study was conducted from March 1 to April 15, 2003, and included a group of 79 health care workers from the emergency departments of 3 hospitals in Denizli, namely, the Hospital of Pamukkale University Medical Faculty, the City Hospital of Denizli, and the Hospital of the Social Insurance Foundation. Data were collected from a self-administered questionnaire. In all, 88.6% of participants had been subjected to or had witnessed verbal violence, and 49.4% of them had been subjected to or had witnessed physical violence during the previous year. The most frequent reason (31.4%) for violence was abuse of alcohol and drugs by perpetrators. The second most frequent reason (24.7%) was the long waiting times typical of emergency departments. The most common type of violence was loud shouting; swearing, threatening, and hitting were the next most frequent violent behaviors. In all, 36.1% of subjects who had experienced violence reported that they developed psychological problems after the incident. Most participants commented on the insufficiency of currently available security systems within emergency departments and on the need for further training about violence. All health care personnel within emergency departments should be aware of the risk of violence and should be prepared for unpredictable conditions and events; in addition, security systems should be updated so that violence within emergency departments can be prevented.

Summary of Research 2000, Department of Operations Research

National Research Council Canada - National Science Library

Eagle, James

2001-01-01

.... Thesis abstracts of students advised by faculty in the Department are also included. The research program at the Naval Postgraduate School exists to support the graduate education of our students...

ANALISIS SITIRAN JURNAL PSIKOLOGI UGM TAHUN 1997-2006 Citation Analysis of Gadjah Mada University Psychology Journal dating from 1997 to 2006.

Directory of Open Access Journals (Sweden)

Pergola Irianti

2015-12-01

Full Text Available The study aims: (1 to discover the foreign journal referred by the Gadjah Mada University Psychology Journal dating from 1997 to 2006, (2 to know the percentage of use of the subscribed foreign journal by the Faculty Library of Psychology, Gadjah Mada University founded in Gadjah Mada University Psychology Journal from 1997 to 2006, (3 to know the relevancy and use of foreign journal by the scientific article in the Gadjah Mada University Psychology Journal dating from 1997 to 2006, (4 to know the currency of the foreign journal referred by Gadjah Mada University Psychology Journal dating from 1997 to 2006. The study is a descriptive research with the Gadjah Mada University Psychology Journal by 1997-2006 as a subject, and the foreign journals referred in Gadjah Mada University Psychology Journal by 1997-2006 as an object. Documentation, and interview are used as methods of collecting data, and citation analysis as an data analysis. The result of study: (1 There are 148 titles offoreign journal cited in Gadjah Mada University Journal of Psychology dating from 1997-2006, including 14 titles of the journal subscribed by Faculty Library of Gadjah Mada University, (2 The freguence of the citation of the 14 titles was that: Journal of Personality and Social Psychology by 68 times (39,76%, Journal of Consulting and Clinical Psychology by 23 (13,45%, Journal of Applied Psychology by 21 (12,28%, Psychological Bulletin by 11 (6,43%, Journal of Abnormal Psychology and Journal of Counseling Psychology by 9 respectively ( 5,26%, Journal of Educational Psychology by 8 (4,67%, Developmental Psychology by 7 (4,09%, Journal of Occupational Psychology by 5 (2,92%, Journal of Cross Cultural Psychology and Psychological Review by 3 respectively (1,75%, Journal of Experimental Psychology by 2 (1,16%, American Psychologist and Health Psychology by 1 each (0,58%. (3 There are also a relevancy between the scientific article and the foreign journal referred, in the

A QUALITATIVE RESEARCH ON THE UNEMPLOYMENT EXPERIENCES OF GRADUATES OF SPORT SCIENCES FACULTIES

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Muazzez Şaşmaz Ataçocuğu

2017-12-01

Full Text Available Unemployment has been recognized as an important indicator of economies of the countries. Unemployment which expresses the status of complete unavailability of “labor” as the main factor of production, is a multidimensional problem, which can be encountered in all countries from less developed countries to developed countries. It is emerging in all sectors with various proportions and features. The research question of this paper was created by issues in the context of unemployment of graduates of the faculties of sports sciences which are raising labor supply to sports sector which is growing with every passing day. In the study, it was intended to analyze the unemployment experiences of faculty of sports sciences graduates (former words, the “PES” and to put the variables about the causes and consequences of this experience forward. In this context, the study sample was selected from people who were graduated from 4 separate departments of relevant faculties and have experienced unemployment. The sample consists of 20 participants for a total, 7 Physical Education and Sports Teaching Department, 5 Sports Management Department, 4 Coaching Education Department, 4 Recreation Department graduates. In the study, “Semi-structured in-depth interview” which is a specific research technique peculiar to “Qualitative Method” was applied. Interviews were recorded on a voice recorder, transferred to the “Word” text. Related findings (text subjected to content analysis, were classified under 5 themes that reflect the primary problematics relevant to the subject: 1. Unemployment Duration and Job Search Practices of Graduates, 2. The Perception of Employment in Anatolian Cities, 3. Pedagogic Formation Certificate as a Business Opportunity, 4. Effective Elements in Finding a Job, 5. The Perception of the Profession. From the results of the research, in general, the following tips were obtained: It appeared that those who have graduated from

Detachment, Fear, and Expectation: A Faculty's Response to the Impending Succession of Its Principal.

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Fauske, Janice R.; Ogawa, Rodney T.

1987-01-01

Describes how an elementary school coped with its principal's impending departure and extends R. Gephart's grounded theory of leader succession--that faculty collectively degrade the departing principal's status. This study finds individual degradation attitudes prevalent among teachers lacking meaningful contact with the departing principal.…

Safety leadership in the teaching laboratories of electrical and electronic engineering departments at Taiwanese Universities.

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Wu, Tsung-Chih

2008-01-01

Safety has always been one of the principal goals in teaching laboratories. Laboratories cannot serve their educational purpose when accidents occur. The leadership of department heads has a major impact on laboratory safety, so this study discusses the factors affecting safety leadership in teaching laboratories. This study uses a mail survey to explore the perceived safety leadership in electrical and electronic engineering departments at Taiwanese universities. An exploratory factor analysis shows that there are three main components of safety leadership, as measured on a safety leadership scale: safety controlling, safety coaching, and safety caring. The descriptive statistics also reveals that among faculty, the perception of department heads' safety leadership is in general positive. A two-way MANOVA shows that there are interaction effects on safety leadership between university size and instructor age; there are also interaction effects between presence of a safety committee and faculty gender and faculty age. It is therefore necessary to assess organizational factors when determining whether individual factors are the cause of differing perceptions among faculty members. The author also presents advice on improving safety leadership for department heads at small universities and at universities without safety committees.

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

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Elif Bugra KUZU DEMIR

2017-07-01

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

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

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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.

Self-management and psychological-sexological interventions in patients with endometriosis: strategies, outcomes, and integration into clinical care

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Buggio L

2017-05-01

Full Text Available Laura Buggio,1,2 Giussy Barbara,3 Federica Facchin,4 Maria Pina Frattaruolo,1,2 Giorgio Aimi,2 Nicola Berlanda2 1Department of Clinical Sciences and Community Health, Università degli Studi di Milano, 2Departmental Operating Unit of Surgical Gynecology and Endometriosis, Fondazione Istituto di Ricovero e Cura a Carattere Scientifico Ca’ Granda Ospedale Maggiore Policlinico, 3Department of Obstetrics and Gynecology and Service for Sexual and Domestic Violence (SVSeD, Fondazione Istituto di Ricovero e Cura a Carattere Scientifico Ca’ Granda, Ospedale Maggiore Policlinico, 4Faculty of Psychology, Catholic University of Milan, Milan, Italy Abstract: Endometriosis has a multifactorial etiology. The onset and progression of the disease are believed to be related to different pathogenic mechanisms. Among them, the environment and lifestyle may play significant roles. Diet, dietary supplements, physical exercise, osteopathy, massage, acupuncture, transcutaneous electrical nerve stimulation, and Chinese herbal medicine may represent a complementary and feasible approach in the treatment of symptoms related to the disease. In this narrative review, we aimed to examine the most updated evidence on these alternative approaches implicated in the self-management of the disease. In addition, several studies have demonstrated that endometriosis may negatively impact mental health and quality of life, suggesting that affected women may have an increased risk of developing psychological suffering as well as sexual problems due to the presence of pain. In light of these findings, we discuss the importance of integrating psychological interventions (including psychotherapy and sexual therapy in endometriosis treatment. Keywords: sexual therapy, diet, physical activity, alternative medicine, psychotherapy 

A Study of Corporate Entrepreneurship in a Department of Defense Organization

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2011-03-01

A STUDY OF CORPORATE ENTREPRENUERSHIP IN A DEPARTMENT OF DEFENSE ORGANIZATION THESIS Wade W. Brower, Civilian AFIT/GEM/ENV...CORPORATE ENTREPRENUERSHIP IN A DEPARTMENT OF DEFENSE ORGANIZATION THESIS Presented to the Faculty Department of Systems and Engineering...2011 APPROVED FOR PUBLIC RELEASE; DISTRIBUTION UNLIMITED AFIT/GEM/ENV/11-M01 A STUDY OF CORPORATE ENTREPRENUERSHIP IN A DEPARTMENT OF

Psychological Factors Influencing Life Satisfaction of Undergraduates

OpenAIRE

Ajayi, Olubukola; Adewumi, Bukunmi

2017-01-01

This study was designed to assess the psychological factors influencing life satisfaction of undergraduates. The instruments used were Perceived Stress Scale (PSS), Wong and Law Emotional Intelligence Scale (WLEIS), Rosenberge Self-esteem Scale (RSS), and Satisfaction with Life Scale (SWLS). A total number of 190 participants were purposively selected across various faculties in Ekiti State University. Four hypotheses were tested using Independent t-test to find the effects of perceived stres...

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

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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 ...

Asset-Based or Burden-Based Views of Senior and Retired Faculty: How Values Translate into Culture and Shape Practice and Policies

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Kezar, Adrianna

2018-01-01

This chapter reviews discourses about "senior" and retired faculty. These discourses suggest a deficit or burden-based view that shapes the values and practices of faculty and department chairs. Yet retired faculty can be valuable resources and help with teaching, service, and research. A process for changing departmental views to create…

Preparing for Graduate-Level Training in Professional Psychology: Comparisons across Clinical PhD, Counseling PhD, and Clinical PsyD Programs

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Karazsia, Bryan T.; Smith, Lena

2016-01-01

In the present study, faculty who teach in clinical and counseling doctor of philosophy (PhD) or doctor of psychology (PsyD) programs completed surveys regarding preferences for prospective student preparations to graduate programs. Faculty expectations of minimum and ideal undergraduate training were highest for scientific methods, though…

Open source in Experimental Psychology

OpenAIRE

Dalmaijer, Edwin

2015-01-01

Talk on using open-source software in experimental psychology. Presented on 3 March 2015, at the Attention, Brain and Cognitive Development group (http://www.psy.ox.ac.uk/research/attention-brain-and-cognitive-development-group) at the University of Oxford's Department of Experimental Psychology.

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

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Adams, D A

1995-10-01

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

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

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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.

The impact of witnessing other people's trauma: The resilience and coping strategies of members of the Faculty of Forensic and Legal Medicine.

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Horvath, Miranda A H; Massey, Kristina

2018-04-01

The coping strategies, resilience and psychological distress of members of the Faculty of Forensic and Legal Medicine (FFLM) were measured in an attempt to establish how they are affected by, and accommodate potentially traumatic encounters with patients. Belief in a just world was also measured as it was deemed to be a mediating factor in the psychological distress exhibited in the medical practitioners who participated in this study. 120 members of the FFLM (65 females, 54 males and 1 undisclosed) volunteered to complete an online survey. Data was collected using Survey Monkey. Participants filled out the Personal Belief in a Just World Scale and General Belief in a Just World Scale, as well as the Connor-Davidson Resilience Scale 25, the COPE and the Brief Symptom Inventory. A multiple regression with stepwise entry was carried out. Personal belief in a just world, coping strategies and resilience were all identified as having a significant relationship with psychological distress. Although this is only a preliminary study into this phenomenon, findings suggest the personal belief in a just world, coping strategies and resilience are useful predictors of psychological distress amongst forensic medical practitioners. However they did not predict the majority of the variance and as such, more detailed investigations are needed to identify which other factors are important in order to design interventions and support for members of the Faculty of Forensic and Legal Medicine and other forensic medical practitioners. Copyright © 2018 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

Emotional Intelligence, Cognitive Flexibility and Psychological Symptoms in Pre-Service Teachers

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Gunduz, Bulent

2013-01-01

The purpose of this study is to examine the relationship between emotional intelligence, cognitive flexibility and psychological symptoms in pre-service teachers. The study included 414 pre-service teachers at the Faculty of Education, Mersin University, Turkey. Pearson product-moment correlation and multiple regression analyses were used to…

Faculty Members in Ad/PR Perceive Discrimination in Academia.

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Fedler, Fred; Smith, Ron F.

This study examined whether faculty in advertising and public relations feel they are being treated fairly in their departments and in the Association for Education in Journalism and Mass Communication (AEJMC). A three-page questionnaire was mailed to 460 people belonging to either the Advertising Division or the Public Relations Division of the…

The faculty of language: what is it, who has it, and how did it evolve?

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Hauser, Marc D; Chomsky, Noam; Fitch, W Tecumseh

2002-11-22

We argue that an understanding of the faculty of language requires substantial interdisciplinary cooperation. We suggest how current developments in linguistics can be profitably wedded to work in evolutionary biology, anthropology, psychology, and neuroscience. We submit that a distinction should be made between the faculty of language in the broad sense (FLB) and in the narrow sense (FLN). FLB includes a sensory-motor system, a conceptual-intentional system, and the computational mechanisms for recursion, providing the capacity to generate an infinite range of expressions from a finite set of elements. We hypothesize that FLN only includes recursion and is the only uniquely human component of the faculty of language. We further argue that FLN may have evolved for reasons other than language, hence comparative studies might look for evidence of such computations outside of the domain of communication (for example, number, navigation, and social relations).

A Comparative Assessment of Knowledge Management Leadership Approaches within the Department of Defense

Science.gov (United States)

2007-03-01

A COMPARATIVE ASSESSMENT OF KNOWLEDGE MANAGEMENT LEADERSHIP APPROACHES WITHIN THE DEPARTMENT OF DEFENSE... MANAGEMENT LEADERSHIP APPROACHES WITHIN THE DEPARTMENT OF DEFENSE THESIS Presented to the Faculty Department of Systems and Engineering...KNOWLEDGE MANAGEMENT LEADERSHIP APPROACHES WITHIN THE DEPARTMENT OF DEFENSE Tommy V. S. Marshall II, BS Captain, USAF Approved

A Desire for Growth: Online Full-Time Faculty's Perceptions of Evaluation Processes

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Meredith DeCosta

2015-07-01

Full Text Available Post-secondary educational institutions use various means to evaluate the teaching performance of faculty members. There are benefits to effective faculty evaluation, including advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader community (Boyer, 1990; Glassick, Huber, & Maeroff, 1997. While there is a body of research related to the evaluation of faculty in traditional settings, there have been fewer studies examining online faculty members’ perceptions of evaluation processes. Further, due to the growth of online education, the existing evaluation scales, including those used in traditional settings, have been questioned (Berk, 2013; Hathorn & Hathorn, 2010; Rothman, Romeo, Brennan, & Mitchell, 2011. This qualitative study examines one university’s online full-time faculty and their perceptions of the tools and processes used to evaluate their teaching. Through a systematic content analysis of survey data, findings indicate that online faculty members have a desire to grow as instructors, infrequently focusing on modality or job expectations as a means for growth. Participants expressed an interest in holistic, descriptive evaluation feedback by a range of stakeholders, particularly those with content knowledge. Study findings have implications for administrators and other stakeholders related to online full-time faculty, including the processes and documents through which they are evaluated.

A Desire for Growth: Online Full-Time Faculty's Perceptions of Evaluation Processes

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Meredith DeCosta

2016-07-01

Full Text Available College and universities evaluate the teaching performance of faculty members in a variety of ways. Benefits to effective faculty evaluation include advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader community (Boyer, 1990; Glassick, Huber, & Maeroff, 1997. While there is ample research related to the evaluation of faculty in traditional settings, there have been fewer studies examining online faculty members’ perceptions of evaluation processes. Further, due to the growth of online education, the existing evaluation scales, including those used in traditional settings, have been called into question (Berk, 2013; Hathorn & Hathorn, 2010; Rothman, Romeo, Brennan, & Mitchell, 2011. This qualitative study examines one university’s online full-time faculty and their perceptions of the tools and processes used to evaluate their teaching. Through a systematic qualitative content analysis of survey data, findings indicate that online faculty members have a desire to grow as instructors, focusing little on modality or task-oriented expectations as a means for growth. Participants expressed an interest in holistic, descriptive evaluation feedback by a range of stakeholders, particularly those with content knowledge. Study findings have implications for administrators and other stakeholders related to online full-time faculty, including the processes and documents through which they are evaluated.

Communication Faculty Internships.

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Gibson, Dirk C.

2001-01-01

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

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

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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.

Police Departments Connect to School District Camera Feeds to Aid Incident Response

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Pittman, Elaine

2010-01-01

School systems and police departments are community partners, and ensuring student, faculty, and officer safety is a high priority for both. In Pennsylvania, police departments are being both innovative and proactive by using wireless technology to handle school safety. If there's an emergency, local police departments can increase situational…

Examination of Plagiarism Tendency of Faculty of Education Students

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Adem DAĞAŞAN

2017-12-01

Full Text Available This research examines the tendency among students of the Faculty of Education to commit plagiarism. The research was conducted using a screening model, and was made on a sample of 1,136 students studying Classroom Teaching, Mathematics Teaching, Preschool Teaching, Social Sciences Teaching, Turkish Teaching, and Science Teaching at the Faculty of Education of Kafkas University, Kars, Turkey, during the 2016-2017 academic year. The Academic Fraud Tendency Scale (ASEÖ developed by Eminoğlu and Nartgün (2009 was used for data collection. From the findings of the research it was concluded that the plagiarism tendencies among students studying in the Faculty of Education were at low levels; male students were found to be more likely to commit plagiarism than female students; students who study in the science departments were found to be more likely to commit plagiarism than those studying in the social sciences departments; the tendency to plagiarize becomes greater as the grade level increases; the students who believe they are unsuccessful were found to have higher tendencies towards plagiarism than those who believe they are successful; students who are anxious about failure were found to have higher tendencies towards plagiarism than those who are not anxious about failure; and students who were not in the habit of studying on a regular basis were found to have higher tendencies towards plagiarism than those who were.

LONGITUDINAL EVALUATION OF ACADEMIC DEPARTMENTS USING DATA ENVELOPMENT ANALYSIS

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Rodrigo Meleu das Neves

2016-11-01

Full Text Available Corresponding to the smallest structure in a University for educational-academic, administrative and personnel allocation purposes, the academic department is currently a sui generis entity. The research proposes a temporal analysis of the relative efficiency of 93 academic departments at Federal University of Rio Grande do Sul (UFRGS over the period of 1998 through 2007, using the mathematical modeling technique called data envelopment analysis, as well as indicators equally related to education, research and extension. Among other conclusions, it can be observed that adding a professor to the faculty does not proportionally impact productivity; actually, the synergy may bring even better results. Likewise, removing a professor may not proportionally decrease department output. Furthermore, the research traces a relationship between the results obtained in the replicated model and the model practiced to establish a criteria of faculty position distribution: the department index. The authors present their findings by means of a mixed method technique. The homogeneity of those departments more dedicated to research and the increasing investment on the part of UFRGS in extension evidence the contrast between models, even considering that reorganizations in the system employed for this analysis may leave room for questioning.

Faculty development programs for medical teachers in India

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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.

Sleep characteristics, sleep problems, and associations of self-efficacy among German university students

OpenAIRE

Schlarb, Angelika A; Kulessa, Dominika; Gulewitsch, Marco D

2012-01-01

Angelika A Schlarb1,2, Dominika Kulessa1,*, Marco D Gulewitsch1,*1Faculty of Science, Department of Psychology, University of Tübingen, 2Faculty of Psychology, University of Koblenz-Landau, Germany*These authors contributed equally to this workBackground: Sleep problems, especially insomnia, are a common complaint among adults. International studies on university students have shown prevalence rates between 4.7% and 36.2% for sleep difficulties, and 13.1% and 28.1% for insomnia. Slee...

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

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Martinez GF

2014-12-01

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

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

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

2010-12-15

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

On teaching computer ethics within a computer science department.

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Quinn, Michael J

2006-04-01

The author has surveyed a quarter of the accredited undergraduate computer science programs in the United States. More than half of these programs offer a 'social and ethical implications of computing' course taught by a computer science faculty member, and there appears to be a trend toward teaching ethics classes within computer science departments. Although the decision to create an 'in house' computer ethics course may sometimes be a pragmatic response to pressure from the accreditation agency, this paper argues that teaching ethics within a computer science department can provide students and faculty members with numerous benefits. The paper lists topics that can be covered in a computer ethics course and offers some practical suggestions for making the course successful.

A Case Study for Evaluating the Diffusion of Computing Technology in Teaching Undergraduates by a Faculty in a Journalism and Mass Communication Program.

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Terry, Janet L.; Geske, Joel

A case study investigated how journalism and mass communication faculty members diffused and used computing technology in teaching. Subjects, 21 tenured and tenure-track faculty members in a mid-sized journalism and mass communication department, completed an indepth questionnaire designed to measure the general attitude of the faculty towards…

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.

Development of Leadership Skills in Community College Department Chairs

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Sirkis, Jocelyn Eager

2011-01-01

The role of a community college department chairperson is not well defined and the job is often perceived as more of a burden than an honor. Faculty come to the position frequently by "default" and without a ready set of management and leadership skills. The matter is of concern since chairs influence academic department strategy, culture, and…

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

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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.

The impact of new-generation physicians on the function of academic anesthesiology departments.

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Kapur, Patricia A

2007-12-01

Academic departments of anesthesiology have had to adapt a wide variety of clinical and educational work functions to the viewpoints, values and normative expectations of the newer generations of physicians who now present themselves for training as well as for faculty employment. This commentary will elaborate on key points that academic departments must recognize and incorporate into their functional and organizational imperatives in order to remain successful with regard to physician recruitment and retention. Recognition of differences between newer-generation vs. established physician issues and concerns include differences in: learning style, teaching style, approach to clinical schedules and the concept of life-work balance, academic and personal motivation, desire for control of their work experience, effective productivity incentives, as well as communication style issues and implications thereof. The spectrum of physicians who contribute to the impact of these factors on contemporary academic anesthesiology departments include faculty, nonfaculty staff physicians, residents and medical students. Academic departments of anesthesiology which can successfully incorporate the changes and most importantly the functional and organizational flexibility needed to respond to the newer generations' worldview and so-called balanced goals will be able to best attract high-caliber housestaff and future faculty.

The Perceived Benefits of a Preparing Future Faculty Program and Its Effect on Job Satisfaction, Confidence, and Competence

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Wurgler, Emily; VanHeuvelen, Jane S.; Rohrman, Shawna; Loehr, Annalise; Grace, Matthew K.

2014-01-01

The training of effective instructors and future faculty members is a critical component of doctoral programs in sociology. Many universities and departments have instituted a single course, course sequence, or certification program dedicated to the preparation of future academic faculty. This article evaluates the efficacy of one such program,…

The new Medical College Admission Test: Implications for teaching psychology.

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Mitchell, Karen; Lewis, Richard S; Satterfield, Jason; Hong, Barry A

2016-01-01

This year's applicants to medical school took a newly revised version of the Medical College Admission Test. Unlike applicants in the past, they were asked to demonstrate their knowledge and use of concepts commonly taught in introductory psychology courses. The new Psychological, Social, and Biological Foundations of Behavior Test asked applicants to demonstrate the ways in which psychological, social, and biological factors influence perceptions and reactions to the world; behavior and behavior change; what people think about themselves and others; the cultural and social differences that influence well-being; and the relationships among social stratification, access to resources, and well-being. Building from the classic biopsychosocial model, this article provides the rationale for testing psychology concepts in application to medical school. It describes the concepts and skills that the new exam tests and shows how they lay the foundation for learning in medical school about the behavioral and sociocultural determinants of health. This article discusses the implications of these changes for undergraduate psychology faculty and psychology curricula as well as their importance to the profession of psychology at large. (c) 2016 APA, all rights reserved).

Theology and psychology – the interdisciplinary work of Fraser Watts

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Willem J. Smith

2005-10-01

Full Text Available In the preface to his book, Theology and Psychology, Fraser Watts, a lecturer in Theology and Natural Science at the University of Cambridge, states that he approaches “… the interface between theology and psychology by looking at each discipline from the perspective of the other. This includes a religious perspective on several current hot topics in psychology, such as evolution, neuroscience, and computer intelligence. I also consider theological topics like divine action, salvation history and eschatology, in each case using the psychological perspective in a different way”. By taking an interdisciplinary approach, Watts aims at proposing a psychology of religious experience. He considers theology to be the rational reflection on the Christian tradition. When exponents of this tradition are in dialogue with exponents of psychology, the focus falls on human nature. Watts admits that a certain lack of competence in one of the two disciplines can be a problem when working in an interdisciplinary way. However, he is willing to take the risk. Watts worked in psychology for 25 years and was also involved with a medical research council, before taking up a position at the Faculty of Divinity, University of Cambridge.

Assessing gender equity in a large academic department of pediatrics.

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Rotbart, Harley A; McMillen, Deborah; Taussig, Heather; Daniels, Stephen R

2012-01-01

To determine the extent of gender inequity in a large academic pediatrics department and to demonstrate an assessment methodology other departments can use. Using deidentified data, the authors evaluated all promotion track faculty in the University of Colorado School of Medicine's Department of Pediatrics in 2009 by five parameters: promotion, tenure, leadership roles, faculty retention, and salary. Outcome metrics included time to promotion and at rank; awards of tenure, time to tenure, and time tenured; departmental leadership positions in 2009; attrition rates from 2000 to 2009; and salary in academic year 2008-2009 compared with national benchmarks. Women constituted 54% (60/112) of assistant professors and 56% (39/70) of associate professors but only 23% (19/81) of professors. Average years to promotion at each rank and years at assistant and associate professor were identical for men and women; male professors held their rank six years longer. Only 18% (9/50) of tenured faculty were women. Men held 75% (18/24) of section head and 83% (6/7) of vice chair positions; women held 62% (13/21) of medical director positions. More women than men retired as associate professors and resigned/relocated as professors. Women's pay (98% of national median salary) was lower than men's (105% of median) across all ranks and specialties. These gender disparities were due in part to women's later start in academics and the resulting lag time in promotion. Differences in the awarding of tenure, assignment of leadership roles, faculty retention, and salary may also have played important roles.

Examination of Psychological Counselor Candidates' University Satisfaction: The Case of Uludag University

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Duran, Nagihan Oguz; Gökçe, Feyyat

2017-01-01

In the present study, Uludag University, Faculty of Education, Guidance and Psychological Counseling (GPC) undergraduate program students' expectations and satisfaction levels regarding the services and facilities provided by the university were investigated in a sample of 354 students (227 females and 127 males). The data collected by the…

The Voices Project: Reducing White Students' Racism in Introduction to Psychology

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Nordstrom, Alicia H.

2015-01-01

This study examined the impact of an assignment involving intergroup contact (The Voices Project [TVP]) on student racism toward Muslims, African Americans, Asians, and Hispanics in Introduction to Psychology. TVP students interviewed members from racial groups and wrote autobiographical memoirs of their lives. A faculty-writing team integrated…

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

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

2018-02-01

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

New Start of “Psychological Thought”

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Stanislava Stoyanova

2012-05-01

Full Text Available The history and the mission of Psychological Thought are presented. The scientific journal “Psychological Thought” started its existence as an idea of the colleagues at the Department of Psychology at South-West University “Neofit Rilski” in 2006. Seven print issues were published from 2006 to 2009 (2 issues per year. Each issue included average ten articles published in Bulgarian or in English.

Psychological rejection of the transplanted organ and graft dysfunction in kidney transplant patients

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Látos M

2016-06-01

Full Text Available Melinda Látos,1 György Lázár,1 Zoltán Horváth,1 Victoria Wittmann,1 Edit Szederkényi,1 Zoltán Hódi,1 Pál Szenohradszky,1 Márta Csabai2 1Department of Surgery, Faculty of Medicine, 2Psychology Institute, University of Szeged, Szeged, Hungary Abstract: Interdisciplinary studies suggest that the mental representations of the transplanted organ may have a significant effect on the healing process. The objective of this study was to examine the representations of the transplanted organ and their relationship with emotional and mood factors, illness perceptions, and the functioning of the transplanted organ. One hundred and sixty-four kidney transplant patients were assessed using the Spielberger Anxiety Inventory, the Beck’s Depression Scale, the Posttraumatic Growth Inventory, the Brief Illness Perception Questionnaire, and the Transplanted Organ Questionnaire. Medical parameters were collected from the routine clinical blood tests (serum creatinine and estimated glomerular filtration rate levels and biopsy results. Our most outstanding results suggest that kidney-transplanted patients’ illness representations are associated with health outcomes. The Transplanted Organ Questionnaire “psychological rejection” subscale was connected with higher serum creatinine and estimated glomerular filtration rate levels. Logistic regression analysis showed that psychological rejection subscale, Brief Illness Perception Questionnaire, and Posttraumatic Growth Questionnaire total scores were associated with graft rejection. These results may serve as a basis for the development of complex treatment interventions, which could help patients to cope with the bio-psycho-social challenges of integrating the new organ as part of their body and self. Keywords: anxiety, depression, illness representations, posttraumatic growth, psychological rejection, renal transplantation

Influence of Personality on Perception of Psychological Contract Breach

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Hassan Jafri

2014-10-01

Full Text Available The present research aimed to investigate the influence of personality (Five-Factor Model on Psychological Contract Breach. Using random sampling procedure, data were collected from 90 faculties of colleges of Royal University of Bhutan. Personality scales by John, Naumann, and Soto (2008 and Robinson and Morrison’s (2000 Psychological Contract Breach scale were used in this study. Correlation and regression analysis were carried out to analyze the obtained data. Results revealed that Extraversion and Neuroticism dimensions of the personality model have been found to be positively associated with the perception of breach. Employees who are by nature Agreeable and Conscientiousness are less likely to perceive breach in their psychological contract. Organization should look into the personality aspect while recruiting employees. If employees are hired with certain personality traits, they may focus on their performance and organizational growth.

Industrial-Organizational and Human Factors Graduate Program Admission: Information for Undergraduate Advisors

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Shoenfelt, Elizabeth L.; Stone, Nancy J.; Kottke, Janet L.

2015-01-01

Many psychology departments do not have industrial-organizational (IO) or human factors (HF) faculty members. As such, potential IO and HF graduate students may miss career opportunities because faculty advisors are unfamiliar with the disciplines and their graduate programs. To assist advisors, this article highlights the content of IO and HF…

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

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Fulgham, Julie Cordell

2014-01-01

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

Adding faculty in transportation areas - year 2 & 3 : research progress on behavior and design of concrete structures.

Science.gov (United States)

2012-05-01

The NUTC provides funds to help departments build up their faculty in the transportation field over the next five years. Broad : areas will be considered as listed in the UTC mission or other areas that relate to State Departments of Transportation a...

Investigating the Effect of Sympathetic Skin Response Parameters on the Psychological Test Scores in Patients with Fibromyalgia Syndrome by Using ANNS

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Murat Yıldız

2013-01-01

Full Text Available In this study, psychological tests such as Visual Analogue Pain Scale, Verbal Pain Scale, Beck Depression Inventory, Beck Anxiety Inventory, Hamilton Depression Rating Scale and Hamilton Anxiety Scale were applied to the selected healthy subjects and patients with Fibromyalgia Syndrome (FMS in Suleyman Demirel University, Faculty of Medicine, Department of Physical Medicine and Rehabilitation and the scores were recorded. A measurement system was established in the same department of the university to measure the sympathetic skin response (SSR from the subjects. The SSR was measured and recorded. The parameters such as latency time, maximum amplitude and the elapsed time were calculated by using Matlab software from the recorded SSR data. SSR parameters were added to the scores and diagnosis accuracy percentages of the FMS calculated by using artificial neural networks (ANNs. Obtained results from the simulations showed that the specified parameters of the SSR and FMS were concerned and these parameters can be used as a diagnostic method in FMS.

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

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Karpilo, Lacy N.

Student academic success is a top priority of higher education institutions in the United States and the trend of students leaving school prior to finishing their degree is a serious concern. Accountability has become a large part of university and college ratings and perceived success. Retention is one component of the accountability metrics used by accreditation agencies. In addition, there are an increasing number of states allocating funds based in part on retention (Seidman, 2005). Institutions have created initiatives, programs, and even entire departments to address issues related to student academic success to promote retention. Universities and colleges have responded by focusing on methods to retain and better serve students. Retention and student academic success is a primary concern for high education institutions; however, engineering education has unique retention issues. The National Science Board (2004) reports a significant decline in the number of individuals in the United States who are training to become engineers, despite the fact that the number of jobs that utilize an engineering background continues to increase. Engineering education has responded to academic success issues by changing curriculum and pedagogical methods (Sheppard, 2001). This descriptive study investigates the perception of engineering students and faculty regarding teaching methods and faculty involvement to create a picture of what is occurring in engineering education. The population was the engineering students and faculty of Colorado State University's College of Engineering. Data from this research suggests that engaging teaching methods are not being used as often as research indicates they should and that there is a lack of student-faculty interaction outside of the classroom. This research adds to the breadth of knowledge and understanding of the current environment of engineering education. Furthermore, the data allows engineering educators and other higher

Characteristics of Programs That Maximize Psychology Major Success

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Stoloff, Michael L.; Good, Megan Rodgers; Smith, Kristen L.; Brewster, JoAnne

2015-01-01

We conducted a national survey of psychology department chairs, and, based on their responses, we concluded that psychology programs differ in the number of students enrolled in various types of classes; the degree of focus on each of the goals recommended by the "American Psychological Association (APA) Guidelines for an Undergraduate…

Caldwell University's Department of Applied Behavior Analysis.

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Reeve, Kenneth F; Reeve, Sharon A

2016-05-01

Since 2004, faculty members at Caldwell University have developed three successful graduate programs in Applied Behavior Analysis (i.e., PhD, MA, non-degree programs), increased program faculty from two to six members, developed and operated an on-campus autism center, and begun a stand-alone Applied Behavior Analysis Department. This paper outlines a number of strategies used to advance these initiatives, including those associated with an extensive public relations campaign. We also outline challenges that have limited our programs' growth. These strategies, along with a consideration of potential challenges, might prove useful in guiding academicians who are interested in starting their own programs in behavior analysis.

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

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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…

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

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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…

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

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Masood Ziaie

2009-02-01

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

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

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Elzubeir, Margaret

2011-01-01

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

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

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

2010-10-01

assessments involving department chairs and are specifically aimed at fostering more effective mentoring relationships and increasing the opportunities available for career advancement activities such as research work. Our findings show that these strategies can have significant impacts on job satisfaction and the retention of clinical track faculty members. © Blackwell Publishing Ltd 2010.

Promoting Instructional Change: Using Social Network Analysis to Understand the Informal Structure of Academic Departments

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Quardokus, Kathleen; Henderson, Charles

2015-01-01

Calls for improvement of undergraduate science education have resulted in numerous initiatives that seek to improve student learning outcomes by promoting changes in faculty teaching practices. Although many of these initiatives focus on individual faculty, researchers consider the academic department to be a highly productive focus for creating…

Pre-Class Coming Attractions: Interest and Program Awareness in the Classroom

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Nadler, Joel T.; Clark, M. H.

2010-01-01

Slides similar to "Coming Attractions" shown in cinemas were displayed prior to classes at a mid-western university over three semesters. More than 140 PowerPoint slides, featuring humor, psychology content, and department/faculty information were presented immediately prior to undergraduate psychology class lectures. The primary goals were to…

Psychological variables involved in teacher’s job performance

OpenAIRE

Torres Valladares, Manuel; Lajo Lazo, Rosario

2014-01-01

The purpose of this study is to analyze the casual relations that can exist between some psychological variables (Personality Type A, Stress facing and Burnout Syndrome) and the labour performance of university teachers from  five faculties of medicine of Lima Metropolitana. The instruments used were: Blumenthal’s inventory of auto report of behaviour type A, COPE, Maslasch’s Burnout inventory and the teacher’s labour performance made by Manuel Fernández Arata. All these instruments were subj...

Faculty Agency: Departmental Contexts That Matter in Faculty Careers

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Campbell, Corbin M.; O'Meara, KerryAnn

2014-01-01

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

MVP and Faculty Evaluation

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Theall, Michael

2017-01-01

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

The Faculty at Risk.

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Schuster, Jack H.; Bowen, Howard R.

1985-01-01

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

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

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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.

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

Science.gov (United States)

Hilborn, Robert

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

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

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Zilian, Fred

2012-01-01

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

Psychometric Properties of the Psychological Needs Satisfaction Frustration Scale (BPNFS) in Chilean University Students

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Del Valle, Milenko; Matos, Lennia; Díaz, Alejandro; Pérez, María Victoria; Vergara, Jorge

2018-01-01

This research work aims to analyze the psychometric properties of the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS)--autonomy, competence and relatedness--identified by the self-determination theory (Deci & Ryan, 2000b), in a sample of 297 university students from different faculties and programs belonging to a Chilean…

Anesthesiology resident personality type correlates with faculty assessment of resident performance.

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Schell, Randall M; Dilorenzo, Amy N; Li, Hsin-Fang; Fragneto, Regina Y; Bowe, Edwin A; Hessel, Eugene A

2012-11-01

To study the association between anesthesiology residents' personality preference types, faculty evaluations of residents' performance, and knowledge. Convenience sample and prospective study. Academic department of anesthesiology. Consenting anesthesiology residents (n = 36). All participants completed the Myers Briggs Type Indicator® (MBTI®). All residents' 6-month summation of daily focal evaluations completed by faculty [daily performance score (DPS); 1 = unsatisfactory, 2 = needs improvement, 3 = meets expectations, 4 = exceeds expectations], as well as a global assessment of performance (GAP) score based on placement of each resident into perceived quartile compared with their peers (ie,1 = first, or top, quartile) by senior faculty (n = 7) who also completed the MBTI, were obtained. The resident MBTI personality preferences were compared with the DPS and GAP scores, the United States Medical Licensing Examination (USMLE) I and II scores, and faculty MBTI personality type. There was no association between personality preference type and performance on standardized examinations (USMLE I, II). The mean GAP score was better (higher quartile score) for Extraverts than Introverts (median 2.0 vs 2.6, P = 0.0047) and for Sensing versus Intuition (median 2.0 vs 2.6, P = 0.0206) preference. Faculty evaluator MBTI preference type did not influence the GAP scores they assigned residents. Like GAP, the DPS was better for residents with Sensing versus Intuition preference (median 3.5 vs 3.3, P = 0.0111). No difference in DPS was noted between Extraverts and Introverts. Personality preference type was not associated with resident performance on standardized examinations, but it was associated with faculty evaluations of resident performance. Residents with Sensing personality preference were evaluated more favorably on global and focal faculty evaluations than those residents who chose the Intuition preference. Extraverted residents were evaluated more favorably on

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.

Ten Timeless Tips for Keeping on Top of Teaching Technology

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Poling, Devereaux A.; LoSchiavo, Frank M.

2014-01-01

We provide tips for helping psychology faculty effectively seek, select, and place new technology into pedagogical practice. We also provide tips to help psychology departments position themselves for a future that includes teaching technologies that have not yet been created. Instead of discussing today's top innovations in teaching (which…

Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

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Schreurs, Marie-Louise; Huveneers, Wilma; Dolmans, Diana

2016-08-01

The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment. We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions. This UTQ programme spanned one year and covered 185 hours of formal and informal learning and training activities and formal coaching. After having obtained their UTQ, teachers reported that coaching enhances reflection and feedback, to participate more frequently in educational networks, which enhances consultation among teachers, increased awareness of organizational educational policies and more confidence in fulfilling educational tasks and activities. The evaluation of the UTQ programme demonstrated to enhance the development of a community of teachers at the workplace who share a passion for education and provide each other with support and feedback, which triggered a change in culture enhancing improvement of education. However, this did not hold for all teachers. Inhibiting factors hold sway, such as a prevailing commitment to research over education in some departments and a lack of interest in education by some department chairs.

Surgical resident education: what is the department's price for commitment?

Science.gov (United States)

Meara, Michael P; Schlitzkus, Lisa L; Witherington, Mitzi; Haisch, Carl; Rotondo, Michael F; Schenarts, Paul J

2010-01-01

The current recession has impacted all aspects of our economy. Some residency programs have experienced faculty salary cuts, furlough days, and cessation of funding for travel to academic meetings. This milieu forced many residency programs to reevaluate their commitment to resident education, particularly for those expenses not provided for by Direct Medical Education (DME) and Indirect Medical Education (IME) funds. The purpose of this study was to determine what price a Department of Surgery pays to fulfill its commitment to resident education. A financial analysis of 1 academic year was performed for all expenses not covered by DME or IME funds and is paid for by the faculty practice plan. These expenses were categorized and further analyzed to determine the funds required for resident-related scholarly activity. A university-based general surgery residency program. Twenty-eight surgical residents and a program coordinator. The departmental faculty provided $153,141 during 1 academic year to support the educational mission of the residency. This amount is in addition to the $1.6 million in faculty time, $850,000 provided by the federal government in terms of DME funds, and $14 million of IME funds, which are distributed on an institutional basis. Resident presentations at scientific meetings accounted for $49,672, and program coordinator costs of $44,190 accounted for nearly two-thirds of this funding. The departmental faculty committed $6400 per categorical resident. In addition to DME and IME funds, a department of surgery must commit significant additional monies to meet the educational goals of surgical residency. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Student Expectations of Course Content Affect Faculty Evaluations in an Abnormal Psychology Course.

Science.gov (United States)

Bock, Frances A.

1979-01-01

Describes a study measuring how student expectations of an abnormal psychology course affect their rating of professors. Findings showed a significant impact, especially in relation to popularized topics. Recommends evaluative instruments separating course-related factors from instructor ratings. (CK)

Implementing a comprehensive relative-value-based incentive plan in an academic family medicine department.

Science.gov (United States)

Cramer, J S; Ramalingam, S; Rosenthal, T C; Fox, C H

2000-12-01

The authors describe the implementation and first three years (1997-1999) of a department-wide incentive plan of the Department of Family Medicine at the State University of New York at Buffalo School of Medicine and Biomedical Sciences. By using a consensus approach, a representative elected committee designed a clinical relative value unit (explained in detail) that could be translated to equally value and reward faculty efforts in patient care, education, and research and which allowed the department to avoid the imposition of a model that could have undervalued scholarship and teaching. By 1999, the plan's goal of eight patient-care-equivalent points per four-hour session had been exceeded for pure clinical care. Clearly, only a small financial incentive was necessary (in 1999, an incentive pool of 4% of providers' gross salary) to motivate the faculty to be more productive and to self-report their efforts. Long-term productivity for pure clinical care rose from 9.8 points per session in 1997 to 10.4 in 1999. Of the mean total of 3,980 points for the year 1999, the contribution from teaching was 1,146, or 29%, compared with 25% in 1997. For scholarship, the number of points was 775, or 20%, in 1999, compared with 11% in 1997. The authors describe modifications to the original plan (e.g., integration of quality measures) that the department's experience has fostered. Problems encountered included the lack of accurate and timely billing information from the associated teaching hospitals, the inherent problems of self-reported information, difficulties of gaining buy-in from the faculty, and inherent risks of a pay-for-performance approach. But the authors conclude that the plan is fulfilling its goal of effectively and fairly quantifying all areas of faculty effort, and is also helping the department to more effectively demonstrate clinical productivity in negotiations with teaching hospitals.

Attitudes towards students who plagiarize: a dental hygiene faculty perspective.

Science.gov (United States)

Patel-Bhakta, Hemali G; Muzzin, Kathleen B; Dewald, Janice P; Campbell, Patricia R; Buschang, Peter H

2014-01-01

The purpose of this study was to examine baccalaureate dental hygiene faculty members' attitudes and practices regarding student plagiarism. An email containing a link to a thirty-two-item survey was sent to fifty-two baccalaureate dental hygiene program directors in the United States; thirty of those agreed for their faculty members to participate. Of the 257 faculty members who received the survey link, 106 completed the survey, for a response rate of 41.2 percent. The responding faculty members reported thinking plagiarism is a rising concern in their dental hygiene programs (54.5 percent, 54/99). The majority said they check for plagiarism on student class assignment/projects (67.1 percent, 53/79). For those who did not check for plagiarism, 45.8 percent (11/24) stated it took "too much time to check" or it was "too hard to prove" (16.6 percent, 4/24). The most frequent form of student plagiarism observed by the respondents was "copying directly from a source electronically" (78.0 percent, 39/50). Most respondents reported checking for plagiarism through visual inspection (without technological assistance) (73.0 percent, 38/52). Of those who said they use plagiarism detection software/services, 44.4 percent (16/36) always recommended their students use plagiarism detection software/services to detect unintentional plagiarism. For those faculty members who caught students plagiarizing, 52.9 percent (27/51) reported they "always or often" handled the incident within their dental hygiene department, and 76.5 percent (39/51) said they had never reported the student's violation to an academic review board.

Empirical psychology, common sense, and Kant's empirical markers for moral responsibility.

Science.gov (United States)

Frierson, Patrick

2008-12-01

This paper explains the empirical markers by which Kant thinks that one can identify moral responsibility. After explaining the problem of discerning such markers within a Kantian framework I briefly explain Kant's empirical psychology. I then argue that Kant's empirical markers for moral responsibility--linked to higher faculties of cognition--are not sufficient conditions for moral responsibility, primarily because they are empirical characteristics subject to natural laws. Next. I argue that these markers are not necessary conditions of moral responsibility. Given Kant's transcendental idealism, even an entity that lacks these markers could be free and morally responsible, although as a matter of fact Kant thinks that none are. Given that they are neither necessary nor sufficient conditions, I discuss the status of Kant's claim that higher faculties are empirical markers of moral responsibility. Drawing on connections between Kant's ethical theory and 'common rational cognition' (4:393), I suggest that Kant's theory of empirical markers can be traced to ordinary common sense beliefs about responsibility. This suggestion helps explain both why empirical markers are important and what the limits of empirical psychology are within Kant's account of moral responsibility.

Annual Review of Psychology, Vol. 29, 1978.

Science.gov (United States)

Rosenzweig, Mark R., Ed.; Porter, Lyman W., Ed.

The volume contains 20 scholarly essays on current research in representative areas of the field of psychology. Most of the authors are professors and researchers at universities in the United States, representing departments of psychology, management, social ecology, human development, education, psychiatry, and medicine. A few private research…

Diversification of School Psychology: Developing an Evidence Base from Current Research and Practice

Science.gov (United States)

Blake, Jamilia J.; Graves, Scott; Newell, Markeda; Jimerson, Shane R.

2016-01-01

Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of…

Research Productivity and Scholarly Impact of APA-Accredited School Psychology Programs: 2005-2009

Science.gov (United States)

Kranzler, John H.; Grapin, Sally L.; Daley, Matt L.

2011-01-01

This study examined the research productivity and scholarly impact of faculty in APA-accredited school psychology programs using data in the PsycINFO database from 2005 to 2009. We ranked doctoral programs on the basis of authorship credit, number of publications, and number of citations. In addition, we examined the primary publication outlets of…

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

Directory of Open Access Journals (Sweden)

Azizi Nejad B

2015-04-01

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

Does Academic Blogging Enhance Promotion and Tenure? A Survey of US and Canadian Medicine and Pediatric Department Chairs.

Science.gov (United States)

Cameron, Christian Blake; Nair, Vinay; Varma, Manu; Adams, Martha; Jhaveri, Kenar D; Sparks, Matthew A

2016-06-23

Electronic educational (e-learning) technology usage continues to grow. Many medical journals operate companion blogs (an application of e-learning technology) that enable rapid dissemination of scientific knowledge and discourse. Faculty members participating in promotion and tenure academic tracks spend valuable time and effort contributing, editing, and directing these medical journal blogs. We sought to understand whether chairs of medicine and pediatric departments acknowledge blog authorship as academic achievement. The authors surveyed 267 chairs of US and Canadian medicine and pediatric departments regarding their attitudes toward the role of faculty participation in e-learning and blogging in the promotion and tenure process. The survey completion rate was 22.8% (61/267). A majority of respondents (87%, 53/61) viewed educational scholarship as either important or very important for promotion. However, only 23% (14/61) perceived importance to faculty effort in producing content for journal-based blogs. If faculty were to participate in blog authorship, 72% (44/61) of surveyed chairs favored involvement in a journal-based versus a society-based or a personal (nonaffiliated) blog. We identified a "favorable group" of chairs (19/59, 32%), who rated leadership roles in e-learning tools as important or very important, and an "unfavorable group" of chairs (40/59, 68%), who rated leadership roles in e-learning tools as somewhat important or not important. The favorable group were more likely to be aware of faculty bloggers within their departments (58%, 11/19 vs 25%, 10/40), viewed serving on editorial boards of e-learning tools more favorably (79%, 15/19 vs 31%, 12/39), and were more likely to value effort spent contributing to journal-based blogs (53%, 10/19 vs 10%, 4/40). Our findings demonstrate that although the majority of department chairs value educational scholarship, only a minority perceive value in faculty blogging effort.

The association of departmental leadership gender with that of faculty and residents in radiology.

Science.gov (United States)

Shah, Anand; Braga, Larissa; Braga-Baiak, Andresa; Jacobs, Danny O; Pietrobon, Ricardo

2007-08-01

Although the number of women graduating from medical school continues to increase, their representation in radiology residency programs has not increased over the past 10 years. We examined whether the gender of radiology faculty and residents differed according to the gender of the departmental leadership. We issued an anonymous Web-based survey via e-mail to all 188 radiology residency program directors listed in the Fellowship and Residency Electronic Interactive Database (FREIDA Online). Data regarding the gender of the department chairperson, residency program director, faculty, and residents were collected. The institutional review board granted a waiver for this study, and all subjects provided informed consent. Of the 84 program directors who responded, 9 (10.7%) were chaired by females and 75 (89.3%) by males; residency program director positions were held by 36 (42.9%) females and 48 (57.1%) males. More programs were located in the northeastern United States (n = 31, 36.9%) than in any other region, and more were self-described as academic (n = 36, 42.9%) than any other practice type. Programs that were led by a male chairperson had a similar proportion of female faculty (25.2% versus 27.3%; P = .322) and residents (26.2% versus 27.4%; P = .065) compared with those led by a female. Similarly, radiology departments with a male residency program director had a similar proportion of female residents (24.8% versus 28.7%; P = .055) compared with programs with a female residency program director. The gender composition of radiology faculty and residents does not differ significantly according to the gender of the departmental chairperson or residency program director. Nevertheless, there continues to be a disparity in the representation of women among radiology faculty and residents.

Psychology's contribution to the well-being of older americans.

Science.gov (United States)

Gatz, Margaret; Smyer, Michael A; DiGilio, Deborah A

2016-01-01

In concert with 6 decennial White House Conferences on Aging, psychologists have considered how developments in psychological science can contribute to the well-being of older Americans. We suggest 5 illustrative areas of psychological research: Advances in neuroscience elucidate ways to promote healthy cognitive aging; associated developments in neuropsychological assessment can help in protecting older Americans with cognitive losses from financial exploitation, abuse, and neglect. Psychological research on decision making and behavioral economics has much to offer to planning for retirement security and reducing vulnerability to financial abuse. Psychological research on self-management and behavior change can contribute importantly to enhancing good health behaviors among older adults; similarly the power of context on behavior can be harnessed in long-term care settings. Psychological research on attitudes and stereotypes gives insight into age bias that can be detrimental to healthy aging. Adaptive technologies and information technologies are beginning to transform assessment in research and clinical settings; technology also holds the promise of improving long-term support for older adults in both institutional and community-based settings. Finally, with 1 in 7 Americans now ages 65 and older, compared with 1 in 11 50 years ago, the psychology workforce-including health services providers and faculty to train those providers-is insufficient to meet the challenge of the aging population. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Strong Geoscience Departments in Research-Intensive Universities: How do you Know you are One and how Much Planning is Needed to Stay One?

Science.gov (United States)

Richardson, R. M.; Beck, S. L.

2003-12-01

How do you know your geoscience department is strong? Can it stay that way without conscious planning, relying instead primarily upon day-to-day decisions? The University of Arizona is a member of the American Association of Universities (AAU), a self-selected group of 63 of the most research-intensive public and private institutions in the United States. We will present results of a concentrated look at our own department from both the perspective of the department head (SLB) and a newly reunited member of the department (RMR), returning from an extended stint in administration. In addition, we will present the results of a survey of selected geoscience departments at other AAU institutions. The survey will include demographic data on these departments in terms of numbers of faculty and students, and grant dollars if available, as well as what department heads see as the largest threats and opportunities for their departments in the next five years. We will also seek information on departmental efforts to recruit and retain both faculty and students, and efforts to integrate/balance research and education within the department and the institution. Finally, we will ask departments the extent to which they rely upon, or value, departmental planning efforts. As a beginning, the Department of Geosciences at the University currently has 27 tenure/tenure eligible faculty, 84 graduate students, and 68 undergraduate majors. Approximate annual grant dollars are on the order of \\$4M. The department head (SLB) feels that faculty retention and lack of space are among the largest threats to the department. Faculty retention is critical in an environment where funding is chronically short, and budget cuts have been significant over the last two years. Retention efforts typically involve collaborative efforts with the dean and/or provost. Among the opportunities for the department are the ability to extend and diversify funding within and beyond the NSF, typically multi- and

Psychology's Replication Crisis and the Grant Culture: Righting the Ship.

Science.gov (United States)

Lilienfeld, Scott O

2017-07-01

The past several years have been a time for soul searching in psychology, as we have gradually come to grips with the reality that some of our cherished findings are less robust than we had assumed. Nevertheless, the replication crisis highlights the operation of psychological science at its best, as it reflects our growing humility. At the same time, institutional variables, especially the growing emphasis on external funding as an expectation or de facto requirement for faculty tenure and promotion, pose largely unappreciated hazards for psychological science, including (a) incentives for engaging in questionable research practices, (b) a single-minded focus on programmatic research, (c) intellectual hyperspecialization, (d) disincentives for conducting direct replications, (e) stifling of creativity and intellectual risk taking, (f) researchers promising more than they can deliver, and (g) diminished time for thinking deeply. Preregistration should assist with (a), but will do little about (b) through (g). Psychology is beginning to right the ship, but it will need to confront the increasingly deleterious impact of the grant culture on scientific inquiry.

Outline of scientific and research activities of the Faculty of Nuclear Science and Physical Engineering

International Nuclear Information System (INIS)

Loncar, G.

1982-01-01

A survey is presented of scientific and research activities carried out in the departments of the Faculty of Nuclear Science and Physical Engineering of the Czech Technical University in Prague. The first section lists the principal results achieved in the course of the 6th Five-Year Plan in Physical Electronics, Solid State Engineering, Materials Structure and Properties, Nuclear Physics, Theory and Technology of Nuclear Reactors, Dosimetry and Application of Ionizing Radiation and Nuclear Chemistry. The second part gives a summary of scientific and research work carried out in the Faculty of Nuclear Science and Physical Engineering in the 7th Five-Year Plan in all branches of science represented. The Faculty's achievements in international scientific cooperation are assessed. (author)

Night shift preparation, performance, and perception: are there differences between emergency medicine nurses, residents, and faculty?

Science.gov (United States)

Richards, John R; Stayton, Taylor L; Wells, Jason A; Parikh, Aman K; Laurin, Erik G

2018-04-30

Determine differences between faculty, residents, and nurses regarding night shift preparation, performance, recovery, and perception of emotional and physical health effects. Survey study performed at an urban university medical center emergency department with an accredited residency program in emergency medicine. Forty-seven faculty, 37 residents, and 90 nurses completed the survey. There was no difference in use of physical sleep aids between groups, except nurses utilized blackout curtains more (69%) than residents (60%) and faculty (45%). Bedroom temperature preference was similar. The routine use of pharmacologic sleep aids differed: nurses and residents (both 38%) compared to faculty (13%). Residents routinely used melatonin more (79%) than did faculty (33%) and nurses (38%). Faculty preferred not to eat (45%), whereas residents (24%) preferred a full meal. The majority (>72%) in all groups drank coffee before their night shift and reported feeling tired despite their routine, with 4:00 a.m. as median nadir. Faculty reported a higher rate (41%) of falling asleep while driving compared to residents (14%) and nurses (32%), but the accident rate (3% to 6%) did not differ significantly. All had similar opinions regarding night shift-associated health effects. However, faculty reported lower level of satisfaction working night shifts, whereas nurses agreed less than the other groups regarding increased risk of drug and alcohol dependence. Faculty, residents, and nurses shared many characteristics. Faculty tended to not use pharmacologic sleep aids, not eat before their shift, fall asleep at a higher rate while driving home, and enjoy night shift work less.

Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties.

Science.gov (United States)

Bush, Seth D; Rudd, James A; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy S

2016-01-01

Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments.

75 FR 39697 - Indians Into Psychology Program; Correction

Science.gov (United States)

2010-07-12

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Indian Health Service Indians Into Psychology Program; Correction AGENCY: Indian Health Service, HHS. ACTION: Notice correction. SUMMARY: The Indian Health Service...-IHS-2010-INPSY-0001, for the Indians Into Psychology Program. The document contained an incorrect...

Portraits of PBL: Course Objectives and Students' Study Strategies in Computer Engineering, Psychology and Physiotherapy.

Science.gov (United States)

Dahlgren, Madeleine Abrandt

2000-01-01

Compares the role of course objectives in relation to students' study strategies in problem-based learning (PBL). Results comprise data from three PBL programs at Linkopings University (Sweden), in physiotherapy, psychology, and computer engineering. Faculty provided course objectives to function as supportive structures and guides for students'…

Strategies for Success of Women Faculty in Science: The ADVANCE Program at the University of Rhode Island

Science.gov (United States)

Wishner, K.; Silver, B.; Boudreaux-Bartels, F.; Harlow, L.; Knickle, H.; Mederer, H.; Peckham, J.; Roheim, C.; Trubatch, J.; Webster, K.

2004-12-01

The NSF-funded ADVANCE program seeks to increase the recruitment and retention of women faculty in science, technology, engineering, and mathematics (STEM) disciplines as part of a national goal of creating a broad-based scientific workforce able to effectively address societal demands. The University of Rhode Island, a recipient of an Institutional Transformation ADVANCE grant in 2003, has begun a campus-wide initiative. The 5 goals are (1) to increase the numbers of women STEM faculty, (2) to provide faculty development opportunities, (3) to improve networks of professional and social support, (4) to assess the academic work environment for all faculty, and (5) to implement long-term changes throughout the university that promote a supportive work environment for women STEM faculty. Accomplishments during the first year include (1) hiring several ADVANCE Assistant Professors, (2) developing workshops on critical skills for junior faculty (grant writing, negotiations, mentoring), (3) initiating a series of lunch meetings where pertinent topical and work-family issues are discussed informally, (4) awarding small Incentive grants for research and other projects that enhance the careers of women STEM faculty, (5) developing and modifying university policies on family leave and dual career couple recruitment, (6) developing and implementing quantitative and qualitative assessment tools for baseline and ongoing campus-wide work climate surveys within the context of a theoretical model for change, and (7) offering directed self-study workshops for entire departments using a trained facilitator. The ADVANCE Assistant Professor position, unique to URI's program, allows a new hire to spend the first 2-3 years developing a research program without teaching obligations. ADVANCE pays their salary during this time, at which point they transition to a regular faculty position. During this first of five years of NSF funding, the ADVANCE program has been met with campus wide

Pinnipedia belonging to collection of Department of Paleontology of the Science Faculty

International Nuclear Information System (INIS)

Perez Garcia, M.

1998-01-01

Pinnipedia belonging to collection of Department of Paleontology, Facultad de Ciencias, are shown. They are an astragalus and partial humerus, found the former in the coast of Departamento of San Jose and the latter in Rocha Department. The astragalus is assigned to Arctocephalus (southern fur seal) and humerus to Phocidae. (author)

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.

Department-Specific Writing Centres Linked to Tutorial Programmes: The Quest for Quality

Science.gov (United States)

Boughey, J.

2012-01-01

In response to perceived academic unpreparedness on the part of first year students, in the second semester of 2010 a number of departments in the Faculties of Arts, Commerce, Administration and Law (CAL), and Science at the University of Zululand (Unizulu) opted to use the Department of Higher Education and Training's Teaching Development Grant…

A case study in Gantt charts as historiophoty: A century of psychology at the University of Alberta.

Science.gov (United States)

Dawson, Michael R W

2013-05-01

History is typically presented as historiography, where historians communicate via the written word. However, some historians have suggested alternative formats for communicating and thinking about historical information. One such format is known as historiophoty, which involves using a variety of visual images to represent history. The current article proposes that a particular type of graph, known as a Gantt chart, is well suited for conducting historiophoty. When used to represent history, Gantt charts provide a tremendous amount of information. Furthermore, the spatial nature of Gantt charts permits other kinds of spatial operations to be performed on them. This is illustrated with a case study of the history of a particular psychology department. The academic year 2009-2010 marked the centennial of psychology at the University of Alberta. This centennial was marked by compiling a list of its full-time faculty members for each year of its history. This historiography was converted into historiophoty by using it as the source for the creation of a Gantt chart. The current article shows how the history of psychology at the University of Alberta is revealed by examining this Gantt chart in a variety of different ways. This includes computing simple descriptive statistics from the chart, creating smaller versions of the Gantt to explore departmental demographics, and using image processing methods to provide measures of departmental stability throughout its history. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

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…

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.

The Impact of Activity-Based Oral Expression Course on Speech Self-Efficacy of Students

Science.gov (United States)

Altunkaya, Hatice

2018-01-01

The objective of the present study was to examine the effect of the activity-based oral expression course on the speech self-efficacy of psychological counseling and guidance students. The study group included 80 freshmen students in the Psychological Counseling and Guidance Department in the Faculty of Education of a university located in western…

What Determines Faculty-Engaged Scholarship?

Science.gov (United States)

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

2010-01-01

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

Work-Life Resources for Faculty

OpenAIRE

Layne, Peggy

2013-01-01

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

Faculty development and organizational systems behavior.

Science.gov (United States)

Henley, C E; Magelssen, D

1990-06-01

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

Does Internal Quality Management Contribute to More Control or to Improvement of Higher Education?: A Survey on Faculty's Perceptions

Science.gov (United States)

Kleijnen, Jan; Dolmans, Diana; Willems, Jos; van Hout, Hans

2011-01-01

Purpose: The purpose of this paper is to explore faculty's perceptions of quality management activities (QMA) within their departments, attention being paid to relevant quality aspects and whether quality management contributes to control or improvement of higher education. Furthermore, it examines differences between departments and relationships…

the influence of dwelling place and self- efficacy on career decision

African Journals Online (AJOL)

Ada

Results were discussed in context relating to theories and previous findings ... O. O. Umoh, Department of Psychology, Faculty of Social Sciences, University of Uyo, Uyo .... Bandura's (1977) self-efficacy theory. ..... Learning Contracts sandwich.

Learning Styles of the Students of Biology Department and Prospective Biology Teachers in Turkey and Their Relationship with Some Demographic Variables

Science.gov (United States)

Günes, M. Handan

2018-01-01

This study has been carried out with the aim of researching dominant learning styles of the students studying at the biology departments of the faculty of science or the faculty of arts and sciences as well as the dominant learning styles of the prospective biology teachers studying at the faculty of education of universities in Turkey, by taking…

Psychological predictors of reproductive attitudes among medical students

Directory of Open Access Journals (Sweden)

Popkov V.M.

2017-09-01

Full Text Available The goal was to determine psychological predictors of reproductive attitudes among medical students. Material and Methods. The survey of 84 students (of the 3rd and the 5th year of medical faculty of Saratov State Medical University n.a. V. I. Razumovsky was carried out using a combination of methods (questionnaire, testing aimed to achieve the research goal. Results. Features of reproductive attitudes and reproductive intentions of students, as well as psychological characteristics of youth, such as personal maturity, belief in people and value orientations were studied. Psy- chological predictors of reproductive attitudes among medical students were determined. Conclusion. It was revealed that reproductive attitudes among students of the 5th year were higher than those of the 3rd year. There were gender differences in psychological predictors of reproductive attitudes among students. It was experimentally established that existence of faith in people, high level of personal maturity, high importance of personal values, altruistic values and values of acceptance of others had a positive impact on reproductive attitudes among young people. Based on the results of the study, recommendations were developed with the aim to improve reproductive attitudes and psychological readiness for parenting of medical students.

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…

Die Departement Godsdiens- en Sendingwetenskap (Afd A, Universiteit van Pretoria, 1917-1978

Directory of Open Access Journals (Sweden)

P. J. van der Merwe

1992-01-01

Full Text Available The Department of Science of Religion and Missiology (Sec A, University of Pretoria, 1917-1978 The Transvaal University College began its Faculty of Theology in 1917 in co-operation with the Presbyterian Church and the Nederduitsch Hervormde Kerk. A Presbyterian minister, Prof E MacMillan, lectured from 1917 till 1934. This marked the end of Presbyterian participation. In the next period, 1935-1937, the Department suffered from a controversy between the Nederduitsch Hervormde Kerk and its new partner, the Nederduitsch Hervormde of Gereformeerde Kerk. The issue was solved when the Faculty divided into two sections, Section A for the Nederduitsch Hervormde Kerk and Section B for the Nederduitsch Hervormde of G ereformeerde Kerk. Prof H P Wolmarans was appointed to the chair of Science of Religion (Sec A in 1938 and served as head of the Department till 1959. He was succeeded by Prof F J van Zyl in 1960, who served till 1978.

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

Science.gov (United States)

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

2014-07-01

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

Faculty diversity programs in U.S. medical schools and characteristics associated with higher faculty diversity.

Science.gov (United States)

Page, Kathleen Raquel; Castillo-Page, Laura; Wright, Scott M

2011-10-01

To describe diversity programs for racial and ethnic minority faculty in U.S. medical schools and identify characteristics associated with higher faculty diversity. The authors conducted a cross-sectional survey study of leaders of diversity programs at 106 U.S. MD-granting medical schools in 2010. Main outcome measures included African American and Latino faculty representation, with correlations to diversity program characteristics, minority medical student representation, and state demographics. Responses were obtained from 82 of the 106 institutions (77.4%). The majority of the respondents were deans, associate and assistant deans (68.3%), members of minority ethnic/racial background (65.9% African American, 14.7% Latino), and women (63.4%). The average time in the current position was 6.7 years, with approximately 50% effort devoted to the diversity program. Most programs targeted medical trainees and faculty (63.4%). A majority of programs received monetary support from their institutions (82.9%). In bivariate analysis, none of the program characteristics measured were associated with higher than the mean minority faculty representation in 2008 (3% African American and 4.2% Latino faculty). However, minority state demographics in 2008, and proportion of minority medical students a decade earlier, were significantly associated with minority faculty representation. Medical student diversity 10 years earlier was the strongest modifiable factor associated with faculty diversity. Our results support intervening early to strengthen the minority medical student pipeline to improve faculty diversity. Schools located in states with low minority representation may need to commit additional effort to realize institutional diversity.

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

Science.gov (United States)

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

2007-12-01

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

G. Stanley Hall and The Journal of Genetic Psychology: A Note.

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Hogan, John D

2016-01-01

The Journal of Genetic Psychology (originally called The Pedagogical Seminary) has a complicated history. Known primarily as a journal of development psychology, it was originally intended to be a journal of higher education. In addition, G. Stanley Hall created it, at least in part, to curry favor with Jonas Clark, the benefactor of Clark University. The journal had a cumbersome start, with irregular issues for most of its first decade. Hall was a hands-on editor, often contributing articles and reviews as well as the texts of many of his speeches. A substantial number of additional articles were written by Clark University faculty and fellows where Hall was president. After Hall.s death, the editor became Carl Murchison who eventually left Clark University with the journal and continued to publish it privately until his death. Through the years, the journal has been the source for many classic articles in developmental psychology.

The Report on Part-Time Faculty Compensation and Salary Survey, House Bill 384

Science.gov (United States)

New Mexico Higher Education Department, 2007

2007-01-01

In the 2007 Legislative Session, House Bill 384 (HB 384) directed the New Mexico Higher Education Department to produce an Annual Accountability Report in collaboration with each public postsecondary educational institution in the state of New Mexico. The report contains information pertaining to: (1) faculty compensation and benefits practices;…

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

AFRREV IJAH, Vol.3 (2) April, 2014

African Journals Online (AJOL)

Austin

2014-04-10

Apr 10, 2014 ... Department of Educational Psychology, Guidance and Counselling. Faculty of .... and adequate attention in the academic arena. Among such .... secondary school adolescents in favour of high stress level. Also students with ...

An analysis of the Canadian cognitive psychology job market (2006-2016).

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Pennycook, Gordon; Thompson, Valerie A

2018-06-01

How accomplished does one need to be to compete in the Canadian cognitive psychology job market? We looked at the publication record of everyone who was hired as an assistant professor in Canadian cognitive psychology divisions with PhD programs between 2006 and 2016 (N = 64). Individuals who were hired from 2006 to 2011 averaged 10 journal-article publications up to and including the year they were hired. However, this number increased by 57% to 18 publications between 2012 and 2016. Notably, this increase (a) occurred despite an increase in the number of positions since 2010, (b) was not restricted to top-ranked institutions, (c) did not come at the cost of decreasing quality in research (based on citations), and (d) was not driven by longer postdoctoral fellowships. To supply context, we obtained data on the publication records of 98 eminent and early-career award-winning cognitive psychologists when they obtained their first faculty positions. The correlation between year of hire and publication number in the full sample was strongly positive (r = .47) and driven primarily by a substantial increase in recent years, which suggests that the increasingly competitive job market is not specific to Canada. Finally, we found that behaviour (as opposed to neuroscience) researchers and those who obtained their PhDs from Canadian universities may be at particular risk in the job market. At a time when increasing numbers of PhDs are graduating from cognitive psychology programs, it has likely never been more difficult to obtain a faculty position. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Development and Implementation of an Online Careers Seminar in Psychology

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Brinthaupt, Thomas M.

2010-01-01

Psychology departments are increasing their attention to providing career options and guidance for majors. I review the literature on the use of career courses in psychology and describe the development and implementation of an online careers seminar that provides psychology majors and minors with a wide range of information and resources. Student…

Academic Health Center Psychology Representation to the Council of Faculty and Academic Societies (CFAS) of the Association of American Medical Colleges (AAMC).

Science.gov (United States)

Cubic, Barbara A; Shaffer, Laura A

2017-06-01

This paper outlines the perspectives of the two currently appointed representatives of the Association of Psychologists in Academic Health Centers (APAHC) to the Council of Faculty and Academic Societies (CFAS) of the Association of American Medical Colleges (AAMC). The authors focus on why it is important for psychologists, especially those in academic health centers (AHCs), to be part of CFAS. The goal of the paper is to demonstrate how involvement in organizations like the AAMC helps AHC psychologists serve as ambassadors for psychology in AHCs and assists AHC psychologists in staying fluent regarding hot topics within academic medicine. The first author is a more senior member of APAHC, and so reflects the perspective of long-serving APAHC members; the second author reflects the perspectives of newer generations of APAHC members, those who have been active in APAHC for 10 years or less. The authors discuss their experiences being at national CFAS meetings. They describe meeting events including presentations such as those by national policy experts and scholars; and speed mentoring with medical residents from the AAMC Organization of Resident Representatives. Of special importance has been their opportunities for informal conversations with the AAMC's President and CEO, Board Chair, and Chief Public Policy Officer. They also have participated in networking functions that encourage interdisciplinary knowledge sharing and relationship building.

DENTAL STUDENTS' PSYCHOLOGICAL WELL-BEING DURING EXAMINATION PERIOD AND HOLIDAY.

Science.gov (United States)

Preoteasa, Cristina Teodora; Imre, Marina; Preoteasa, Elena

2015-01-01

Psychological well-being is recognized as an important health component, which influences the behavior, ability to cope with stressful events, work performance, and generally the ability to achieve one's full potential. To comparatively assess the psychological well-being of dental students during the summer semester examination period and summer holiday. A single-arm, prospective study was conducted in second year dental students from the Faculty of Dental Medicine, Bucharest. The psychological well-being was assessed using the WHO-Five Well-being Index. Students' psychological well-being was statistically significantly better during the summer holiday (median=19) than during the summer semester examination period (median = 11.5), Z = 3.69, p holiday, but it was significantly correlated with the WHO-Five Well-being Index score corresponding to the summer holiday, and no association was observed with the WHO-Five Well-being Index score corresponding to the summer semester examination period. Within the limits of this study, psychological well-being is likely to be negatively influenced, on a fairly large scale, by the semester examination period. Therefore, it is recommended to identify the most appropriate methods of examination with regards to the psychological load that might be a threat to the validity of students' evaluation. Additionally, training students about adequate coping strategies, designed as interventions at individual or group level, may be required.

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.

Stressors and psychological symptoms in students of medicine and allied health professions in Nigeria.

Science.gov (United States)

Omigbodun, Olayinka O; Odukogbe, Akin-Tunde A; Omigbodun, Akinyinka O; Yusuf, O Bidemi; Bella, Tolulope T; Olayemi, Oladopo

2006-05-01

Studies suggest that high levels of stress and psychological morbidity occur in health care profession students. This study investigates stressors and psychological morbidity in students of medicine, dentistry, physiotherapy and nursing at the University of Ibadan. The students completed a questionnaire about their socio-demographic characteristics, perceived stressors and the 12-item General Health Questionnaire. Qualitative methods were used initially to categorise stressors. Data was then analysed using univariate and logistic regression to determine odds ratios and 95% confidence intervals. Medical and dental students were more likely to cite as stressors, overcrowding, strikes, excessive school work and lack of holidays while physiotherapy and nursing students focused on noisy environments, security and transportation. Medical and dental students (1.66; SD: 2.22) had significantly higher GHQ scores than the physiotherapy and nursing students (1.22; SD: 1.87) (t = 2.3; P = 0.022). Socio-demographic factors associated with psychological morbidity after logistic regression include being in a transition year of study, reporting financial distress and not being a 'Pentecostal Christian'. Although males were more likely to perceive financial and lecturer problems as stressors and females to perceive faculty strikes and overcrowding as source of stress, gender did not have any significant effect on psychological morbidity. Stressors associated with psychological distress in the students include excessive school work, congested classrooms, strikes by faculty, lack of laboratory equipment, family problems, insecurity, financial and health problems. Several identified stressors such as financial problems, academic pressures and their consequent effect on social life have an adverse effect on the mental health of students in this environment especially for students of medicine and dentistry. While stressors outside the reach of the school authorities are difficult to

5 February 2010: Romanian Former Minister of Justice V. Stoica (4th from left) visiting SM18 with, from left to right, University of Bucharest Faculty of Physics A. Costescu, DESY Hamburg C. Diaconu; Mrs Valeriu Stoica; Université de Montpellier II S. Ciulli; Technology Department Vacuum, Surfaces and Coatings group S. Ilie; Technology Department Head F. Bordry and Adviser for Russian Federation, Central and Eastern Europe T. Kurtyka.

CERN Multimedia

Maximilien Brice

2010-01-01

5 February 2010: Romanian Former Minister of Justice V. Stoica (4th from left) visiting SM18 with, from left to right, University of Bucharest Faculty of Physics A. Costescu, DESY Hamburg C. Diaconu; Mrs Valeriu Stoica; Université de Montpellier II S. Ciulli; Technology Department Vacuum, Surfaces and Coatings group S. Ilie; Technology Department Head F. Bordry and Adviser for Russian Federation, Central and Eastern Europe T. Kurtyka.

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

Science.gov (United States)

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

2015-08-01

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

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

Science.gov (United States)

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

2015-01-01

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

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…

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Centre for the Study of Resilience and Department of Educational Psychology, Faculty of ... Single case studies are prolific in South African education research. ...... 59th year book on teacher education. Japan: ... MA: Harvard University Press.

OPEN-ENDED NARRATIVE AND MORAL FORMATION

African Journals Online (AJOL)

Dr John Klaasen, Faculty of Arts Ethics, Religion and Theology Department .... worship, democratic models relate our innermost psychological depth with the broadest ... are discussed in some detail in my doctoral thesis entitled “The interplay.

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

Reflections from a chair: Leadership of a clinical department at an academic medical center.

Science.gov (United States)

Willett, Christopher G

2015-11-01

The leadership position of an academic departmental chair can be a positive and rewarding opportunity. These rewards principally stem from the success of the faculty, residents, other trainees, nurses, and everyone supporting the department. With health care reform and the constraints of the federal budget, increasing attention and time has become directed toward administrative management. There are multiple and often competing constituencies and agendas requiring thoughtful strategies to achieve departmental goals. The objectives of a chair are advancing patient care, education, and research. True excellence of a department is achieved by the innovation of its faculty. © 2015 The Authors. Cancer published by Wiley Periodicals, Inc. on behalf of American Cancer Society.

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…

Referral for psychological therapy of people with long term conditions improves adherence to antidepressants and reduces emergency department attendance: Controlled before and after study

Science.gov (United States)

de Lusignan, Simon; Chan, Tom; Tejerina Arreal, Maria C.; Parry, Glenys; Dent-Brown, Kim; Kendrick, Tony

2013-01-01

Background Referral to psychological therapies is recommended for people with common mental health problems (CMHP) however its impact on healthcare utilisation in people with long term conditions (LTCs) is not known. Method Routinely collected primary care, psychological therapy clinic and hospital data were extracted for the registered population of 20 practices (N = 121199). These data were linked using the SAPREL (Secure and Private Record Linkage) method. We linked the 1118 people referred to psychological therapies with 6711 controls, matched for age, gender and practice. We compared utilisation of healthcare resources by people with LTCs, 6 months before and after referral, and conducted a controlled before and after study to compare health utilisation with controls. We made the assumption that collection of a greater number of repeat prescriptions for antidepressants was associated with greater adherence. Results Overall 21.8% of people with an LTC had CMHP vs. 18.8% without (p < 0.001). People with LTCs before referral were more likely to use health care resources (2-tailed t-test p < 0.001). Cases with LTCs showed referral to the psychological therapies clinic was associated with increased antidepressant medication prescribing (mean differences 0.62, p < 0.001) and less use of emergency department than controls (mean difference −0.21, p = 0.003). Conclusions Referral to improved access to psychological therapies (IAPT) services appears of value to people with LTC. It is associated with the issue of a greater number of prescriptions for anti-depressant medicines and less use of emergency services. Further studies are needed to explore bed occupancy and outpatient attendance. PMID:23639304

The relationships between the achievement motivations and temperaments of psychology students with different lateral organization profiles.

Directory of Open Access Journals (Sweden)

Vorobyeva E.V.

2015-03-01

Full Text Available The objective of this research was to assess the motivational potential of psychology students using an egoskopiya method. Heart rate and EEG data were recorded while the participants performed the Mehrabian achievement motivation test. Thirty students of the Faculty of Psychology of Southern Federal University who were aged between 20 and 30 years participated. The psychodiagnostic study involved 136 students from the Faculty of Psychology of Southern Federal University who were aged between 18 and 49 years. To determine the lateral organization profiles of sensory and motor functions, a computer-based testing program termed “Profile” was used. The Compact Russian Structure of Temperament Questionnaire (STQ-77 was used to evaluate the features of temperament. The results revealed that people with a strong motivation to succeed exhibited a predominance of right features in their lateral organization profiles. Their cardiovascular systems were in more activated states than those of the people who were extremely motivated to avoid failure. The observed temperament features of psychology students with different levels of achievement motivation indicated that the level of achievement motivation is related to the properties of temperament such that students with lower levels of achievement motivation (i.e., motivation to avoid failure exhibited the temperament traits of Neuroticism and Impulsivity in addition to low values on the scales for the Sensitivity to Sensations, Intellectual Ergonicity, and Sensitivity to Probabilities. High levels of achievement motivation (i.e., motivation to strive toward success corresponded to the psychology students’ propensities for Sensitivity to Sensations, high levels of Intellectual Ergonicity, high levels of Sensitivity to Probabilities and low values on the scales of Impulsivity and Neuroticism.

Cohesion assessment of student groups from the faculty of dentistry at Burdenko Voronezh State Medical University

Directory of Open Access Journals (Sweden)

Pashkov A. N.

2017-10-01

Full Text Available the article presents data on the study of the cohesion of 115 students from the faculty of dentistry at Burdenko Voronezh State Medical University. The study revealed that students have high and medium favorable psychological climate. 99 of them have the average level of group cohesion, and 16 revealed a low level of this indicator. To improve the educational process and interpersonal relations, these results must be taken into account when forming groups.

GLOBAL JOURNAL OF SOCIAL SCIENCES VOL 8, NO

African Journals Online (AJOL)

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Akwa Ibom State, Nigeria. O. O. Umoh, Department of Psychology, Faculty of Social Sciences, University of Uyo, Akwa Ibom. State, Nigeria .... research may be lost through misunderstanding ..... advertisement, the media also should be used to ...

Education in the responsible conduct of research in psychology: methods and scope.

Science.gov (United States)

DiLorenzo, Terry A; Becker-Fiegeles, Jill; Gibelman, Margaret

2014-01-01

In this mixed-method study of education in the responsible conduct of research (RCR) in psychology, phase one survey respondents (n = 141) reported that faculty and students were familiar with RCR standards and procedures to educate them were believed to be adequate. However, educational methods varied widely. In phase two, seven survey respondents completed in-depth interviews assessing RCR training and education and research review procedures. Educational methods through which RCR content was presented included the following ones: traditional (lectures), technical (web-based), and experiential (internships), but RCR was often minimally considered in the formal curriculum. Our results suggest that psychology training programs might benefit from more formal consideration of RCR education and training in the curriculum.

Applying the Three C’s of Sustainable Development to Defense Department Planning

Science.gov (United States)

2012-04-30

opportunity. For example, Coca - Cola aggressively pursued the water market by using its superior buyer value analysis and signaling capabilities to create a...company is to understand and communicate with its target market —smokers. Indeed, we would expect that they would understand the psychological profile of...to seek NPS faculty research supporting the interests of our program sponsors. Finally, we serve as a “broker” to market specific research topics

A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

Science.gov (United States)

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

2016-01-01

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

Mendengarkan Murattal Al-Qur'an Untuk Menurunkan Tingkat Insomnia

OpenAIRE

Wulandari, Etik Dwi; Trimulyaningsih, Nita

2015-01-01

This research aimed to understand the effect of listening murattal Al-Qur'an to insomnia score. The hypothesis of this research is listening murattal Al-Qur'an can reduce insomnia level. Subjects participated in this research were two university students from Faculty of Psychology and Social Culture, major Psychology, Department of Psychology at the Islamic University of Indonesia, who were diagnosed with insomnia. The data was collected with KSPBJ - Insomnia Rating Scale, monitoring scale an...

Mendengarkan Murattal Al-Qur'an untuk Menurunkan Tingkat Insomnia

OpenAIRE

Wulandari, Etik Dwi; Trimulyaningsih, Nita

2015-01-01

This research aimed to understand the effect of listening murattal Al-Qur'an to insomnia score. The hypothesis of this research is listening murattal Al-Qur'an can reduce insomnia level. Subjects participated in this research were two university students from Faculty of Psychology and Social Culture, major Psychology, Department of Psychology at the Islamic University of Indonesia, who were diagnosed with insomnia. The data was collected with KSPBJ - Insomnia Rating Scale, monitoring scale an...

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

OpenAIRE

Awando, Maxwell Omondi

2014-01-01

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

Benchmarking in academic pharmacy departments.

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Bosso, John A; Chisholm-Burns, Marie; Nappi, Jean; Gubbins, Paul O; Ross, Leigh Ann

2010-10-11

Benchmarking in academic pharmacy, and recommendations for the potential uses of benchmarking in academic pharmacy departments are discussed in this paper. Benchmarking is the process by which practices, procedures, and performance metrics are compared to an established standard or best practice. Many businesses and industries use benchmarking to compare processes and outcomes, and ultimately plan for improvement. Institutions of higher learning have embraced benchmarking practices to facilitate measuring the quality of their educational and research programs. Benchmarking is used internally as well to justify the allocation of institutional resources or to mediate among competing demands for additional program staff or space. Surveying all chairs of academic pharmacy departments to explore benchmarking issues such as department size and composition, as well as faculty teaching, scholarly, and service productivity, could provide valuable information. To date, attempts to gather this data have had limited success. We believe this information is potentially important, urge that efforts to gather it should be continued, and offer suggestions to achieve full participation.

Gender Differences in Academic Medicine: Retention, Rank, and Leadership Comparisons From the National Faculty Survey.

Science.gov (United States)

Carr, Phyllis L; Raj, Anita; Kaplan, Samantha E; Terrin, Norma; Breeze, Janis L; Freund, Karen M

2018-01-30

Prior studies have found that women in academic medicine do not advance or remain in their careers in parity with men. The authors examined a national cohort of faculty from the 1995 National Faculty Survey to identify predictors of advancement, retention, and leadership for women faculty. The authors followed 1,273 faculty at 24 medical schools in the continental United States for 17 years to identify predictors of advancement, retention, and leadership for women faculty. Schools were balanced for public or private status and the four Association of American Medical Colleges geographic regions. The authors used regression models to adjust for covariates: seniority, department, academic setting, and race/ethnicity. After adjusting for significant covariates women were less likely than men to achieve the rank of professor (OR = 0.57; 95% CI, 0.43-0.78) or to remain in academic careers (OR = 0.68; 95% CI, 0.49-0.94). When number of refereed publications were added to the model, differences by gender in retention and attainment of senior rank were no longer significant. Male faculty were more likely to hold senior leadership positions after adjusting for publications (OR = 0.49; 95% CI, 0.35-0.69). Gender disparities in rank, retention, and leadership remain across the career trajectories of the faculty cohort in this study. Women were less likely to attain senior-level positions than men, even after adjusting for publication-related productivity. Institutions must examine the climate for women to ensure their academic capital is fully utilized and equal opportunity exists for leadership.

Qualitative analysis on the field training program for clinical school counselling―Interview survey on psychology department of the universities having post graduate field training program―

OpenAIRE

岡本, 淳子; 佐藤, 秀行; 金, 亜美; 水﨑, 光保

2016-01-01

　In this study, we have interviewed 20 universities with psychology departments that have the postgraduate field training programs of clinical school counselling for more than a year to find out the currentsituation. The results of the study revealed that the field training programs are implementedthrough various channels, largely categorized into the following types: 1）counselling support to thelocal schools through the board of education; 2）counselling support to the individual students thr...

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…

Academic impact and rankings of American and Canadian neurosurgical departments as assessed using the h index.

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Ponce, Francisco A; Lozano, Andres M

2010-09-01

The authors undertook a study to estimate the relative academic impact of neurosurgical departments in Canada and the US using the h index, a measure of the number of citations received by a collection of work. The study included 99 departments of neurosurgery with residency programs participating in the US National Residency Matching Program, and the 14 analogous Canadian programs. Three types of h indices were determined-one reflecting the cumulative work attributed to a neurosurgical department, h(c); one restricted to the cumulative work published over the past 10 years, h(10); and one limited to work published in 2 major North American neurosurgical journals, h(NS)(10). For an article to be included, attribution to a neurosurgical department had to appear in the address field in the database Thomson's ISI Web of Science. The three h indices were compared with each other, and their relation to other measures such as size of the department, degrees held by the faculty, and research funding was examined. Significant correlations were found between the citation indices and faculty size, number of publications and the types of degrees held by the faculty, and funding by the US NIH. Three types of authorship were identified: neurosurgeon, nonclinician researcher, and nonneurosurgeon clinical affiliate. The degree to which the latter 2 nonneurosurgeon categories contributed to the departmental h index varied among departments and can confound interdepartmental comparison. Limiting articles to those published in neurosurgical journals appeared to correct for the influence of nonneurosurgeons in departmental impact and reflect neurosurgeon-driven scholarship. The h index may be useful in evaluating output across neurosurgery departments.

Research Motives of Faculty in Academic STEM: Measurement Invariance of the Research Motivation Scale

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Deemer, Eric D.; Mahoney, Kevin T.; Ball, Jacqueline Hebert

2012-01-01

The authors examined the psychometric properties of the Research Motivation Scale (RMS) in a sample of faculty members (N = 337) in university science departments. It was hypothesized that the RMS would evidence partial measurement invariance across tenure status and noninvariance across gender, given the different sociocultural factors (e.g.,…

Biblické příběhy v hagioterapii a pastoraci.

OpenAIRE

Kynclová, Dana

2013-01-01

KYNCLOVÁ, Dana. Biblical Stories in Hagiotherapy and Pastoral Care. Praha, 2013. Master's thesis. Charles University. Faculty of Education. Department of Psychology. Supervisor M. Kucera. Keywords: pastoral care, hagiotherapy, Christianity, integrated approach, psychology, theology, spirituality, religion, psychotherapy, Bible, Bible stories, exegesis, existential psychotherapy This thesis deals with the relationship of hagiotherapy and pastoral care on the basis of their approach to work wit...

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

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Wallin, Desna C.

2003-01-01

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

Science Ideals and Science Careers in a University Biology Department

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Long, David E.

2014-01-01

In an ethnographic study set within a biology department of a public university in the United States, incongruity between the ideals and practice of science education are investigated. Against the background of religious conservative students' complaints about evolution in the curriculum, biology faculty describe their political intents for…

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

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Wood, Jennifer J.

2013-01-01

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

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

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Deegan, W. L.; And Others

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

Perceptions of the Dilemma--Order versus Freedom at Managing Faculty: A Literature Review

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Karaferye, Figen; Agaoglu, Esmahan

2017-01-01

This study aims to examine the perceptions of the middle management (deans and heads of departments) and academicians on the dilemma order versus freedom at faculty management. It discusses how this dilemma is seen at an operational level and how it can be managed at university where both parties--with a managerial role or not--are…

The Impact of Community for Part-Time Doctoral Students: How Relationships in the Academic Department Affect Student Persistence

Directory of Open Access Journals (Sweden)

Sarah Zahl

2015-08-01

Full Text Available This study examines the ways that part-time Ph.D. students develop community within the academic department and how a sense of community is related to persistence. This study included 12 participants (ten students and two program chairs in two academic departments at one urban research institution. This qualitative study followed a descriptive case study design and provided three levels of data: the institution is the bounded system; the academic departments are the cases; and the participants are embedded cases. Positive relationships with peers and faculty served as a source of encouragement and supported persistence, particularly during challenging semesters and later phases of the doctoral program. However, it was often difficult for the participants to develop and/or maintain relationships, due to limited proximity, limited access to faculty, and changing cohorts. Participants did not consider full-time doctoral students to be part of their community, due to perceived differences between part-time and full-time students. The participants also perceived that faculty catered to full-time students and preferred to conduct research with them rather than part-time students.

Undergraduate study in psychology: Curriculum and assessment.

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Norcross, John C; Hailstorks, Robin; Aiken, Leona S; Pfund, Rory A; Stamm, Karen E; Christidis, Peggy

2016-01-01

The undergraduate curriculum in psychology profoundly reflects and shapes the discipline. Yet, reliable information on the undergraduate psychology curriculum has been difficult to acquire due to insufficient research carried out on unrepresentative program samples with disparate methods. In 2014, APA launched the first systematic effort in a decade to gather national data on the psychology major and program outcomes. We surveyed a stratified random sample of department chairs/coordinators of accredited colleges and universities in the United States that offer undergraduate courses and programs in psychology. A total of 439 undergraduate psychology programs (45.2%) completed the survey. This article summarizes, for both associate and baccalaureate programs, the results of the Undergraduate Study in Psychology. Current practices concerning the introductory course, the courses offered, core requirements, the psychology minor, and tracks/concentrations are presented. The frequency of formal program reviews and program-level assessment methods are also addressed. By extending prior research on the undergraduate curriculum, we chronicle longitudinal changes in the psychology major over the past 20 years. (c) 2016 APA, all rights reserved).

Julio J. Ramirez: Award for Distinguished Career Contributions to Education and Training in Psychology.

Science.gov (United States)

2014-11-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2014 recipient of this award is Julio J. Ramirez, for "creating a national infrastructure to support education and training in behavioral neuroscience and biological psychology, for playing a seminal role in creating an undergraduate neuroscience education journal, and for creating a nationally recognized mentoring program for junior faculty in the neurosciences, particularly with underrepresented groups." Ramirez's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.

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

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

2016-01-01

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

Alleged Death Threats, a Hunger Strike, and a Department at Risk Over a Tenure Decision.

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Leatherman, Courtney

2000-01-01

Reports on a tenure controversy within the Indiana University department of Near Eastern Languages and Cultures that has involved possible death threats, a hunger strike, and controversy over the department's continued existence. For now the professor, an expert on Islamic philosophy, remains at the institution, other faculty have left, and…

CBE Faculty and Staff

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

International Journal of Arts and Humanities(IJAH) Ethiopia

African Journals Online (AJOL)

Nneka Umera-Okeke

1991-12-03

Dec 3, 1991 ... Saale, Lazarus Baribiae, Ph.D. ... In the Ogoni traditional religion, it is a taboo and a .... economic, socio-cultural, religious and psychological laws that control his existence. ..... Ph.D Thesis Department of Religion, Faculty of.

Female science faculty in liberal arts colleges and research universities: A case study of building careers

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McCartney, Kerry Michelle

2001-07-01

This study investigates the lives of twelve female science faculty in higher education, in both the Liberal Arts College and the Research University environments. The study focuses on two areas---the gender issue and women's positive experiences in being science faculty. The methods used are qualitative, including interviews and self-esteem, achievement-motivation, and self-descriptive word ranking scales, which were used to determine success and determination to understand the desire to continue in the field of academic science. The central findings of the study focused on the rampant gender and sexual discrimination that was apparent at the Liberal Arts College science department, and the desire to balance a family with a career. The common misperception that a woman cannot be an academic science and have a family appeared to have troubled most of the subjects in the study. It appeared that the support of a spouse and family are two factors that have led to the continuation of the majority of the women to want to remain in academic science. The issue of gender touched on the lack of financial compensation among some of the female science faculty in the study, as well as the need for more institutional and structural support for human relations within the science departments.

Outcomes of Introduction to the Psychology Major: Careers and Opportunities Course

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Roscoe, Lauren J.; McMahan, Ethan A.

2014-01-01

University career courses have become a more standard offering at many colleges and universities over the past few decades. Similarly, there has been an increase in the number of psychology departments offering a careers course for psychology majors or an introduction to the psychology major course. This study examines the outcomes of a course…

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

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

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

2010-01-01

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

Women Accuse Rutgers Political-Science Department of Bias and Hostility

Science.gov (United States)

Moser, Kate

2008-01-01

Female faculty members and graduate students at Rutgers University in New Brunswick's political-science department feel unfairly compensated and shut out of leadership positions by their male counterparts, says an internal university report obtained by "The Chronicle." In at least one case, a woman has been afraid to complain about…

Parental risk factors for the development of pediatric acute and chronic postsurgical pain: a longitudinal study

Directory of Open Access Journals (Sweden)

Pagé MG

2013-09-01

Full Text Available M Gabrielle Pagé,1 Fiona Campbell,2,3 Lisa Isaac,2,3 Jennifer Stinson,2,4 Joel Katz1,3,5 1Department of Psychology, Faculty of Health, York University, Toronto, ON, Canada; 2Department of Anesthesia and Pain Medicine, Hospital for Sick Children, Toronto, ON, Canada; 3Department of Anesthesia, Faculty of Medicine, University of Toronto, Toronto, ON, Canada; 4Lawrence S Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada; 5Department of Psychology, Hospital for Sick Children, Toronto, ON, Canada Background: The goal of this longitudinal study was to examine the associations among psychological factors and pain reports of children and their parents over the 12 month period after pediatric surgery. Materials and methods: Included in the study were 83 children aged 8–18 years undergoing major surgery. In each case, the child and one of their parents completed measures of pain intensity and unpleasantness, psychological function, and functional disability at 48–72 hours, 2 weeks (child only, 6 months, and 12 months after surgery. Results: The strength of the correlation coefficients between the psychological measures of the parent and their child increased significantly over time. There was a fair level of agreement between parent ratings of child acute and chronic pain (6 months after surgery and the child's actual ratings. Parent and child pain anxiety scores 48–72 hours after surgery interacted significantly to predict pain intensity, pain unpleasantness, and functional disability levels 2 weeks after discharge from hospital. Parent pain catastrophizing scores 48–72 hours after surgery predicted child pain intensity reports 12 months later. Conclusion: These results raise the possibility that as time from surgery increases, parents exert greater and greater influence over the pain response of their children, so that by 12 months postsurgery mark, parent pain catastrophizing (measured in the days after surgery is the

Coping as a mediator of the relationship between stress mindset and psychological stress response: a pilot study

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Horiuchi S

2018-03-01

Full Text Available Satoshi Horiuchi,1 Akira Tsuda,2 Shuntaro Aoki,3,4 Kenichiro Yoneda,5 Yusuke Sawaguchi6 1Faculty of Social Welfare, Iwate Prefectural University, Iwate, 2Department of Psychology, Kurume University, Fukuoka, 3Research Fellow of Japan Society for the Promotion of Science, Tokyo, 4Graduate School of Psychological Science, Health Sciences University of Hokkaido, Hokkaido, 5Graduate School of Psychology, Kurume University, Fukuoka, 6Graduate School of Social Welfare, Iwate Prefectural University, Iwate, Japan Background: Coping, the cognitive and behavioral effort required to manage the effects of stressors, is important in determining psychological stress responses (ie, the emotional, behavioral, and cognitive responses to stressors. Coping was classified into categories of emotional expression (eg, negative feelings and thoughts, emotional support seeking (eg, approaching loved ones to request encouragement, cognitive reinterpretation (eg, reframing a problem positively, and problem solving (eg, working to solve the problem. Stress mindset refers to the belief that stress has enhancing (stress-is-enhancing mindset or debilitating consequences (stress-is-debilitating mindset. This study examined whether coping mediated the relationship between stress mindset and psychological stress responses. Psychological stress responses were conceptualized as depression-anxiety, irritability-anger, and helplessness. The following two hypotheses were tested: 1 a stronger stress-is-enhancing mindset is associated with less frequent use of emotional expression, emotional support seeking, and problem solving, which in turn is associated with lower levels of depression-anxiety, irritability-anger, and helplessness; 2 a stronger stress-is-debilitating mindset is associated with more frequent use of these coping strategies, which in turn is associated with higher levels of these psychological stress responses. Materials and methods: The participants were 30 male and

AAS, growth hormone, and insulin abuse: psychological and neuroendocrine effects

Directory of Open Access Journals (Sweden)

Michael R Graham

2008-06-01

Full Text Available Michael R Graham1, Peter Evans2, Bruce Davies1, Julien S Baker11Health and Exercise Science Research Unit, Faculty of Health Sport and Science, University of Glamorgan, Pontypridd, Wales, United Kingdom; 2Royal Gwent Hospital, Newport, Gwent, United KingdomAbstract: The nontherapeutic use of prescription medicines by individuals involved in sport is increasing. Anabolic-androgenic steroids (AAS are the most widely abused drug. Much of our knowledge of the psychological and physiological effects of human growth hormone (hGH and insulin has been learned from deficiency states. As a consequence of the Internet revolution, previously unobtainable and expensive designer drugs, particularly recombinant human growth hormone (rhGH and insulin, have become freely available at ridiculously discounted prices from countries such as China and are being abused. These drugs have various physiological and psychological effects and medical personnel must become aware that such prescription medicine abuse appears to be used not only for performance and cosmetic reasons, but as a consequence of psychological pre-morbidity.Keywords: AAS, cosmesis, growth hormone, insulin, performance, strength

Straddling Cultures, Identities, and Inconsistencies: Voices of Pre-Tenure Faculty of Color in Educational Leadership

Science.gov (United States)

Martinez, Melissa A.; Welton, Anjalé D.

2017-01-01

Drawing on the notions of biculturalism, or double consciousness, and hybridity, this qualitative study explored how 12 pre-tenure faculty of color (FOC) in the field of educational leadership working at universities in the United States negotiated their self-identified cultural identities within their predominantly White departments. Results…

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

Science.gov (United States)

Awando, Maxwell

2014-01-01

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

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,…

The emergence and evolution of school psychology literature: A scientometric analysis from 1907 through 2014.

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Liu, Shuyan; Oakland, Thomas

2016-03-01

The objective of this current study is to identify the growth and development of scholarly literature that specifically references the term 'school psychology' in the Science Citation Index from 1907 through 2014. Documents from Web of Science were accessed and analyzed through the use of scientometric analyses, including HistCite and Pajek software, resulting in the identification of 4,806 scholars who contributed 3,260 articles in 311 journals. Whereas the database included journals from around the world, most articles were published by authors in the United States and in 20 journals, including the Journal of School Psychology, Psychology in the Schools, School Psychology Review, School Psychology International, and School Psychology Quarterly. Analyses of the database from the past century revealed that 20 of the most prolific scholars contributed 14% of all articles. Contributions from faculty and students at University of Minnesota-Twin Cities, University of Nebraska-Lincoln, University of South Carolina, University of Wisconsin-Madison, and University of Texas-Austin represented 10% of all articles including the term school psychology in the Science Citation Index. Relationships among some of the most highly cited articles are also described. Collectively, the series of analyses reported herein contribute to our understanding of scholarship in school psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Physical activity and self-esteem: testing direct and indirect relationships associated with psychological and physical mechanisms

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Zamani Sani SH

2016-10-01

Full Text Available Seyed Hojjat Zamani Sani,1 Zahra Fathirezaie,1 Serge Brand,2 Uwe Pühse,3 Edith Holsboer-Trachsler,2 Markus Gerber,3 Siavash Talepasand4 1Department of Motor Behavior, Faculty of Physical Education and Sport Science, University of Tabriz, Tabriz, Iran; 2Psychiatric Clinics of the University of Basel, Center for Affective, Stress and Sleep Disorders (ZASS, 3Department of Sport, Exercise and Health, Sport Science Section, University of Basel, Basel, Switzerland; 4Department of Psychology and Educational Sciences, Semnan University, Semnan, Iran Abstract: In the present study, we investigated the relationship between physical activity (PA and self-esteem (SE, while introducing body mass index (BMI, perceived physical fitness (PPF, and body image (BI in adults (N =264, M =38.10 years. The findings indicated that PA was directly and indirectly associated with SE. BMI predicted SE neither directly nor indirectly, but was directly associated with PPF and both directly and indirectly with BI. Furthermore, PPF was directly related to BI and SE, and a direct association was found between BI and SE. The pattern of results suggests that among a sample of adults, PA is directly and indirectly associated with SE, PPF, and BI, but not with BMI. PA, PPF, and BI appear to play an important role in SE. Accordingly, regular PA should be promoted, in particular, among adults reporting lower SE. Keywords: physical activity, self-esteem, physical fitness, body image, adults

Factors associated with academic performance in psychology students of UNMSM

OpenAIRE

García Ampudia, Lupe; Orellana Manrique, Oswaldo; Canales Quevedo, Isaac

2014-01-01

In the present job is studied the factors related to the academic performance in to university group of students of the Faculty of Psychology of the UN MSM, among the factors has been considered the motivation, the strategies of learning and the self-esteem and in it pertaining to the academic performance the average of notices there is been considered obtained by the students in the three first cycles of study. The sample studied was constituted by the ingresantes in the year 1,999 to the Fa...

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…

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

Science.gov (United States)

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.

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.

Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

Science.gov (United States)

Hooper, E. J.; Pfund, C.; Mathieu, R.

2010-08-01

A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate

WinTask : Using Microsoft Windows (TM) for realtime psychological experiments

NARCIS (Netherlands)

Bos, J; Hoekstra, E; Mulder, LJM; Ruiter, JA; Smit, [No Value; Wybenga, D; Veldman, JBP; Maarse, FJ; Akkerman, AE; Brand, AN; Mulder, LJM

2003-01-01

In the department of Psychology at the university of Groningen, a development toolkit for building real time experiments called Taskit has been used for many years. This development toolkit offers the possibility to create psychological experiments in a MsDos environment using Turbo Pascal.

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…

Lessons from the Zagorsk Experiment for Deaf-Blind Psychology

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Suvorov, A. V.

2016-01-01

This work outlines the historical background and implications for deaf-blind psychology of the so-called Zagorsk Experiment, which was conducted in the USSR in the early-to-mid-1970s. Pioneered by the Department of Psychology at Moscow State University, the experiment involved conducting extensive fundamental research and deploying a comprehensive…

Forty years of the Department of Nuclear Physics, 1961-2001

International Nuclear Information System (INIS)

Anon

2001-01-01

A brief report of activities of the Department of Nuclear Physics and Biophysics, Faculty of Mathematics, Physics and Informatics, Comenius University, Bratislava during forty years of history is given. A review o personnel, research programmes, graduates and master thesis, curriculum of the master study, as well as of important scientific projects is given

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.

Can Tablet Computers Enhance Faculty Teaching?

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

2015-06-01

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

Burnout in Female Faculty Members.

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.

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.

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

Directory of Open Access Journals (Sweden)

Mehdi Saberi-Firoozi

2009-02-01

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

Social and psychological problems of nuclear power: perception of NPP construction and environmental risk

International Nuclear Information System (INIS)

Malenchenko, A.F.; Sushko, S.N.; Saltanova, I.V.; Tushin, N.N.; Kozlovskaya, A.V.; Bortnovskij, V.N.; Dorofeeva, S.M.; Gapanovich-Kajdalov, N.V.; Gapanovich-Kajdalova, E.V.

2013-01-01

The paper presents the analysis of questioning about perception of nuclear power plant construction in Belarus and about concomitant environmental risk. The opinion poll has been conducted among students of: Department of Environmental Monitoring of the International A. Sakharov Environmental University, Physics Department of Belarus State University, Department of General Hygienic and Environmental Medicine of Gomel State Medical University, Faculty of Mechanical Engineering of Minsk Polytechnic College. (authors)

Witnessing Interparental Violence, Parenting Practices, and Children´s Long-Term Psychological Distress

Directory of Open Access Journals (Sweden)

Manuel Gámez-Guadix

2011-07-01

Full Text Available The first objective of this study was to examine the relationship between witnessing interparental violence and children´s long-term psychological distress, and the extent to which this relation is mediated by deteriorating parenting practices (i.e., harsh discipline, affection/support, interparental and intraparental consistency. The second objective was to analyze the possible gender differences in the relationships specified. The sample comprised 680 Spanish university students (62.4% females selected by random, stratified, and proportional sampling (by faculty and sex. Participants retrospectively reported the physical and psychological violence perpetrated by one of his or her parents against the other, the parenting practices when they were preadolescents, and the psychological distress during the past two weeks. Results revealed that harsh discipline and the level of affection and affection/support partially mediated the association between children´s witnessing interparental violence and their long-term psychological distress. These relationships were not significantly different as a function of participants´ sex. Lastly, we discuss the implications of these findings for the planning and development of intervention programs.

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

Science.gov (United States)

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

2016-01-01

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

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…

Psychological conditions analysis of clinical doctor and nurse of psychiatry department%精神科临床医护人员心理状况分析

Institute of Scientific and Technical Information of China (English)

李美花; 吕伟; 王保红

2015-01-01

Objective:To understand the psychological health level of clinical doctor and nurse of psychiatry department to provide related empirical basis for giving corresponding social support.Methods:80 cases of clinical doctor and nurse of psychiatry department were assessed with self-rating depression scale(SDS),self-rating anxiety scale(SAS) and 90 items of symptom check list(SCL-90) and performed comparison with domestic norm.Results:The SAS scores of doctor and nurse of psychiatry department were obviously higher than that of the domestic norm(P<0.01).The SDS score had no statistical difference compared with domestic norm.The total score of SCL-90,hostile factor,forcing factors score,interpersonal relationship factors score,anxiety factors score were significantly higher than the domestic norm(P<0.01).Conclusion:The clinical doctor and nurse of psychiatry department had psychological problems,such as hostile,anxiety,force,interpersonal relationship,and the relevant personnel and departments should attach importance to them.%目的：了解精神科临床医护人员的心理健康水平，为给予相应的社会支持提供相关实证依据。方法：采用抑郁自评量表(SDS)、焦虑自评量表(SAS)及90项症状清单(SCL-90)对80名精神科临床医护人员进行评定，并与国内常模比较。结果：精神科临床医护人员的 SAS 评分明显高于国内常模(P＜0.01)。SDS 评分与国内常模相比无统计学差异。SCL-90总分、敌对因子、强迫因子、人际关系因子、焦虑因子分显著高于常模(P＜0.01)。结论：精神科临床医护人员存在敌对、焦虑、强迫、人际关系等心理问题，相关人员及部门应予以重视。

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.

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

Science.gov (United States)

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

2013-05-01

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

Assessment that Matters: Integrating the "Chore" of Department-Based Assessment with Real Improvements in Political Science Education

Science.gov (United States)

Deardorff, Michelle D.; Folger, Paul J.

2005-01-01

Assessment requirements often raise great concerns among departments and faculty: fear of loss of autonomy, distraction from primary departmental goals, and the creation of alien and artificial external standards. This article demonstrates how one political science department directly responded to their own unique circumstances in assessing their…

Faculty Retirement Transitions Revitalized

Science.gov (United States)

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