Role of Faculty Development Forums in Virtual Teaching Environment: A Case Study of Marketing Research & Case Group

Directory of Open Access Journals (Sweden)

Rizwan Saleem Sandhu

2016-12-01

Full Text Available The online learning has broadened the teaching spectrum from Face-to-Face to virtual environment, and this move has brought traditional teacher-centered instruction to learner-centered instruction. This paradigm shift appears to place demands on faculty to modify faculty’s instruction roles that are different from those encountered in Face-to-Face teaching. This study explores the role of faculty development forum in improving the virtual teaching skills of academic staff members in an online university. The study has used single holistic case study approach, and the data from nine respondents have been collected through an interview schedule divided into four sections of 1 Basic Information, 2 Presentation Skills, 3 Subject Knowledge and 4 Research Orientation as per the objectives of the study. It can be theorized from the findings of the study that in virtual environments where faculty members lack the learning opportunities and exposure available in the conventional environments such forums prove to be very effective in capacity building of the faculty.

The 2004 NASA Faculty Fellowship Program Research Reports

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Pruitt, J. R.; Karr, G.; Freeman, L. M.; Hassan, R.; Day, J. B. (Compiler)

2005-01-01

This is the administrative report for the 2004 NASA Faculty Fellowship Program (NFFP) held at the George C. Marshall Space Flight Center (MSFC) for the 40th consecutive year. The NFFP offers science and engineering faculty at U.S. colleges and universities hands-on exposure to NASA s research challenges through summer research residencies and extended research opportunities at participating NASA research Centers. During this program, fellows work closely with NASA colleagues on research challenges important to NASA's strategic enterprises that are of mutual interest to the fellow and the Center. The nominal starting and .nishing dates for the 10-week program were June 1 through August 6, 2004. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama, The University of Alabama in Huntsville, and Alabama A&M University. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The primary objectives of the NFFP are to: Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to the Agency s space aeronautics and space science mission. Engage faculty from colleges, universities, and community colleges in current NASA research and development. Foster a greater public awareness of NASA science and technology, and therefore facilitate academic and workforce literacy in these areas. Strengthen faculty capabilities to enhance the STEM workforce, advance competition, and infuse mission-related research and technology content into classroom teaching. Increase participation of underrepresented and underserved faculty and institutions in NASA science and technology.

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.

Advancing a Program of Research within a Nursing Faculty Role

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

2008-01-01

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

Imagine Something Different: How a Group Approach to Scholarly Faculty Development Can Turn Joy-Stealing Competition Into Scholarly Productivity.

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Heinrich, Kathleen T

As academic institutions across the country raise the scholarly bar for retention, promotion, and tenure, academic leaders are being asked to scholar-ready nursing faculty. With the retirement of senior scholars and too few scholar-mentors to go around, leaders often find themselves squeezed between scholarly expectations on the rise and faculty groups less than ready to meet those expectations. Today's nursing faculty present a formidable scholarly development challenge. A diverse mix of master's-prepared clinicians and recent graduates from doctor of philosophy and doctor of nursing practice programs, they come with a broad range of scholarly learning needs. These inequities not only leave many faculty feeling like scholar-impostors but also they can breed competitions that erode collegial bonds and sow the seeds of incivilities that steal scholarly joy, slow scholarly progress, and stress academic workplaces. What if leaders began imagining something different for themselves and with faculty groups? This is what can happen when leaders expand their perspective on scholarly faculty development from individual challenge to collective responsibility. More essay than research paper, this article describes how scholarly joy-stealing patterns can infiltrate faculty groups, shares thought leaders' visions for supportive scholarly communities, and offers strategies leaders can use to invite faculty groups to co-create cultures of scholarly caring. Copyright © 2016 Elsevier Inc. All rights reserved.

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

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

1980-01-01

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

Research group librarian – a cooperating partner in research?

Directory of Open Access Journals (Sweden)

Heidi Kristin Olsen

2012-11-01

Full Text Available Academic libraries encounter many challenges when providing services for researchers and it is evident that use of the library in information searches has reduced significantly over time and continues to decrease.However, a study in Norway in 2007, at Vestfold University College (VUC, demonstrated that there is great potential to increase faculty staff’s use of the library’s digital resources with the right form of engagement. The findings led VUC’s library to focus on its services for this particular user group.In 2009, VUC library initiated a study to investigate the possible effects of a librarian participating as a ‘Research Group Librarian’.The research project, in which this new role was tried out, was called ‘Kindergarten space, materiality, learning and meaning-making’. This was a three year project, funded by the Research Council of Norway. There were eight part time researchers involved in this project, two senior researchers and the research group librarian.The study adopted an ethnographic approach. The research group librarian was a fully participating member of the research team throughout the project.The empirical sources for the study included:semi-structured interviews with the project leader and the participating researchers: short individual interviews at the beginning of the project with each of the research group participants; several group interviews with the majority of the research team midway in the project;observation and field notesThe results are presented under the following categories:implications for the researcher; emphasising behaviour in relation to information search and reference management skills;communication and information within, and evolving from, the project;collaboration in writing a review article;implications for the library – internal, and at VUC in general;the librarian’s role – a ‘boundary worker’?The study demonstrated that as a member of a research group a librarian can

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

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Grimes, Catherine Leimkuhler; White, Harold B

2015-01-01

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

Multidisciplinary Mentoring Programs to Enhance Junior Faculty Research Grant Success.

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

2017-10-01

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

Social Media and Mentoring in Biomedical Research Faculty Development

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Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

2014-01-01

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

Research reports: 1989 NASA/ASEE Summer faculty fellowship program

International Nuclear Information System (INIS)

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

1989-12-01

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

Research Productivity of Sports Medicine Fellowship Faculty

OpenAIRE

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

2016-01-01

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

Outreach to Science Faculty and Students through Research Exhibitions

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Chan, Tina; Hebblethwaite, Chris

2014-01-01

Penfield Library at the State University of New York at Oswego (SUNY Oswego) has a gallery exhibit space near the front entrance that is used to showcase student-faculty research and art class projects. This article features the library's outreach efforts to science faculty and students through research exhibitions. The library held an exhibition…

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

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 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…

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,…

Faculty research productivity and organizational structure in schools of nursing.

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Kohlenberg, E M

1992-01-01

The purpose of this study was to identify the relationship between faculty research productivity and organizational structure in schools of nursing. The need for nursing research has been widely recognized by members of the nursing profession, yet comparatively few engage in conducting research. Although contextual variables have been investigated that facilitate or inhibit nursing research, the relationship between organizational structure and nursing research productivity has not been examined. This problem was examined within the context of the Entrepreneurial Theory of Formal Organizations. A survey methodology was used for data collection. Data on individual faculty research productivity and organizational structure in the school of nursing were obtained through the use of a questionnaire. A random sample of 300 faculty teaching in 60 master's and doctoral nursing schools in the United States was used. The instruments for data collection were Wakefield-Fisher's Adapted Scholarly Productivity Index and Hall's Organizational Inventory. The data were analyzed using Pearson Product-Moment Correlation Coefficients and multiple correlation/regression techniques. The overall relationship between faculty research productivity and organizational structure in schools of nursing was not significant at the .002 level of confidence. Although statistically significant relationships were not identified, scholarly research productivity and its subscale prepublication and research activities tended to vary positively with procedural specifications in a highly bureaucratic organizational structure. Further research may focus on identification of structural variables that support highly productive nurse researchers.

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

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Chen, Yining; Gupta, Ashok; Hoshower, Leon

2006-01-01

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

Mentoring doctoral students for qualitative research: interviews with experienced nursing faculty in Japan.

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Kayama, Mami; Gregg, Misuzu F; Asahara, Kiyomi; Yamamoto-Mitani, Noriko; Okuma, Keiko; Ohta, Kikuko; Kinoshita, Yasuhito

2013-05-01

This study aimed to describe the process of mentoring doctoral students for qualitative research in Japanese graduate programs in nursing. Nine experienced faculty-seven nurse researchers and two sociologists-were interviewed. Participants were asked about their process of mentoring students for qualitative nursing dissertations. Data analysis was conducted using a qualitative descriptive method. Participants' age ranged from 48 to 60 years. The first theme in the mentoring process is about the individualized, one-on-one mentorship process. The second theme occurs in a group process. The third theme is coordinating mentors and establishing a network to support the evaluation system. The mentoring processes identified in this study will be useful for future faculty development. The study elucidated much room for improvement in doctoral education programs for qualitative research methods in nursing science. Copyright 2013, SLACK Incorporated.

A Causal Model of Faculty Research Productivity.

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Bean, John P.

A causal model of faculty research productivity was developed through a survey of the literature. Models of organizational behavior, organizational effectiveness, and motivation were synthesized into a causal model of productivity. Two general types of variables were assumed to affect individual research productivity: institutional variables and…

The teaching researcher: faculty attitudes towards the teaching and research roles

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Alpay, E.; Verschoor, R.

2014-07-01

Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of various work-life factors. Factors such as academic freedom, an intellectual work environment, flexible work hours, inspirational colleagues, and work diversity are found to be highly valued. Support from peers and colleagues is also seen as a key in learning to manage the different academic roles. A relatively low value is attributed to teaching achievements. Likewise, there is often little utilisation of teaching opportunities to support research work (other than senior-year research projects). Female faculty were found to give marginally a higher importance to teaching recognition and collaborative teaching opportunities. Based on the findings, general recommendations for supporting the teaching researcher are presented.

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…

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

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Hardre, Patricia; Cox, Michelle

2009-01-01

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

The Teaching Researcher: Faculty Attitudes towards the Teaching and Research Roles

Science.gov (United States)

Alpay, E.; Verschoor, R.

2014-01-01

Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of…

Expanding Library Support of Faculty Research: Exploring Readiness

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Brown, Jeanne M.; Tucker, Cory

2013-01-01

The changing research and information environment requires a reexamination of library support for research. This study considers research-related attitudes and practices to identify elements indicating readiness or resistance to expanding the library's role in research support. A survey of faculty conducted at the University of Nevada Las Vegas…

Accounting Faculty Internships

Directory of Open Access Journals (Sweden)

Jill Christopher

2013-06-01

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

Key Strategies for Building Research Capacity of University Faculty Members.

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

2017-12-01

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

Building Interdisciplinary Qualitative Research Networks: Reflections on Qualitative Research Group (QRG) at the University of Manitoba

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Roger, Kerstin Stieber; Halas, Gayle

2012-01-01

As qualitative research methodologies continue to evolve and develop, both students and experienced researchers are showing greater interest in learning about and developing new approaches. To meet this need, faculty at the University of Manitoba created the Qualitative Research Group (QRG), a community of practice that utilizes experiential…

Faculty Employment and R&D Expenditures at Research Universities

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Zhang, Liang; Ehrenberg, Ronald G.

2010-01-01

This study uses panel data to examine the relationship between faculty employment and external R&D expenditures at Research and Doctoral institutions over a 15-year period of time. On average, a 1% increase in the number of full-time faculty is associated with about 0.2% increase in total R&D expenditure. Further, a one percentage point increase…

Reciprocal Engagement: The Process of Pedagogical Innovation among Faculty at Research Universities

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Boden, Karen E.

2012-01-01

Research Universities: very high research activity (RU/VH) faculty often emphasize research compared with teaching or service in their work. However, some faculty still intentionally endeavor to be excellent teachers by innovating pedagogy to enhance student learning. This qualitative study focused on developing a theory to describe the process…

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

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Olatokunbo Christopher Okiki

2013-12-01

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

The Doktabörse – an innovative online platform for research projects at the medical faculty of the LMU Munich

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Nicolai, Leo

2017-08-01

Full Text Available Introduction: One of the most important extracurricular aspects of medical studies in Germany is a research thesis completed by most students. This research project often times conveys relevant competencies for the physician’s role as scientist. Nevertheless, the choice of the right project remains a challenge. Reasons for this are among others, missing structures for a comprehensive overview of research groups and their respective projects.Description of the project: We developed the online platform as an online marketplace for doctoral research projects. The platform enables authorized researchers to create working groups and upload, deactivate and change research projects within their institute. For interested students, a front end with integrated search function displays these projects in a structured and well-arranged way. In parallel, the provides for a comprehensive overview of research at the medical faculty. We evaluated Researchers‘ and students‘ use of the platform. Results: 96,6% of students participating in the evaluation (n=400 were in favor of a centralized research platform at the medical faculty. The platform grew at a steady pace and included 120 research groups in June 2016. The students appreciated the structure and design of the Two thirds of all uploaded projects matched successfully with doctoral students via the platform and over 94% of researchers stated that they did not need technical assistance with uploading projects and handling the platform. Discussion: The represents an innovative and well accepted platform for doctoral research projects. The platform is perceived positively by researchers and students alike. However, students criticized limited extent and timeliness of offered projects.In addition, the platform serves as databank of research at the medical faculty of the LMU Munich. The future potential of this platform is to provide for an integrated management solution of doctoral thesis projects

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

Science.gov (United States)

Thompson, Dennis F; Nahata, Milap C

2012-11-12

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

The Geosciences Division of the Council on Undergraduate Research (GeoCUR): Supporting Faculty that Mentor Undergraduate Researchers

Science.gov (United States)

Fox, L. K.; Guertin, L. A.; Manley, P. L.; Fortner, S. K.

2012-12-01

Undergraduate research is a proven effective pedagogy that has a number of benefits including: enhancing student learning through mentoring relationships with faculty; increasing retention; increasing enrollment in graduate programs; developing critical thinking, creativity, problem solving and intellectual independence; and, developing an understanding of research methodology. Undergraduate research also has been demonstrated in preparing students for careers. In addition to developing disciplinary and technical expertise, participation in undergraduate research helps students improve communication skills (written, oral, and graphical) and time management. Early involvement in undergraduate research improves retention and, for those engaged at the 2YC level, helps students successfully transfers to 4YC. The Geosciences Division of the Council on Undergraduate Research (GeoCUR) supports faculty in their development of undergraduate research programs at all levels. GeoCUR leads workshops for new and future faculty covering all aspects of undergraduate research including incorporating research into coursework, project design, mentoring students, sustaining programs, and funding sources. GeoCUR members support new faculty by providing a range of services including: peer-review of grant proposals; advice on establishing an undergraduate research program; balancing teaching and research demands; and networking with other geoscientist. GeoCUR has also developed web resources that support faculty and departments in development of undergraduate research programs (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). This presentation will describe the services provided by GeoCUR and highlight examples of programs and resources available to geoscientists in all career stages for effective undergraduate research mentoring and development.

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

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Bank, C.; Rotzien, J.

2007-12-01

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

Group functioning of a collaborative family research team.

Science.gov (United States)

Johnson, S K; Halm, M A; Titler, M G; Craft, M; Kleiber, C; Montgomery, L A; Nicholson, A; Buckwalter, K; Cram, E

1993-07-01

Collaborative research teams are an attractive means of conducting nursing research in the clinical setting because of the many opportunities that collaboration can supply. These opportunities include a chance to: (1) network with other nurses who have similar interests, (2) share knowledge and expertise for designing clinical studies that directly affect daily practice, (3) develop instruments, (4) write grant proposals, (5) collect and analyze data, and (6) prepare manuscripts for publication. The effectiveness of research teams, however, is strongly influenced by group functioning. This article describes the functioning of a collaborative family interventions research team of nursing faculty members and CNSs at a large Midwestern university setting. The formation of the group and membership characteristics are described, along with strategies used to identify the research focus and individual and group goals. Aspects related to the influence of the group on members and the internal operations of the group are also addressed. Future strategies to be explored will focus on the size of the group and joint authorship issues. The authors also set forth a number of recommendations for development of collaborative research groups.

Motivational Issues of Faculty in Saudi Arabia

Science.gov (United States)

Abdul-Cader, Akram; Anthony, Peter John

2014-01-01

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

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

Science.gov (United States)

Weathers, Trenna; Unni, Elizabeth

2018-04-01

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

Citation ranking versus peer evaluation of senior faculty research performance

DEFF Research Database (Denmark)

Meho, Lokman I.; Sonnenwald, Diane H.

2000-01-01

The purpose of this study is to analyze the relationship between citation ranking and peer evaluation in assessing senior faculty research performance. Other studies typically derive their peer evaluation data directly from referees, often in the form of ranking. This study uses two additional...... indicator of research performance of senior faculty members? Citation data, book reviews, and peer ranking were compiled and examined for faculty members specializing in Kurdish studies. Analysis shows that normalized citation ranking and citation content analysis data yield identical ranking results....... Analysis also shows that normalized citation ranking and citation content analysis, book reviews, and peer ranking perform similarly (i.e., are highly correlated) for high-ranked and low-ranked senior scholars. Additional evaluation methods and measures that take into account the context and content...

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

Science.gov (United States)

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

2014-01-01

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

Funded Research of Faculty at 2-Year Institutions by Geographic Locations and Funding Sources

Science.gov (United States)

Boyer, Patricia

2007-01-01

Little is known about how faculty at 2-year institutions secure grants. Although the mission of community colleges focuses more on teaching than research, many of the faculty desire to pursue grants and some actually engage in this activity. The purpose of this research was to better understand faculty at 2-year institutions regarding several…

Theory-Informed Research Training and Mentoring of Underrepresented Early-Career Faculty at Teaching-Intensive Institutions: The Obesity Health Disparities PRIDE Program.

Science.gov (United States)

Beech, Bettina M; Bruce, Marino A; Thorpe, Roland J; Heitman, Elizabeth; Griffith, Derek M; Norris, Keith C

2018-01-01

Mentoring has been consistently identified as an important element for career advancement in many biomedical and health professional disciplines and has been found to be critical for success and promotion in academic settings. Early-career faculty from groups underrepresented in biomedical research, however, are less likely to have mentors, and in general, receive less mentoring than their majority-group peers, particularly among those employed in teaching-intensive institutions. This article describes Obesity Health Disparities (OHD) PRIDE, a theoretically and conceptually based research training and mentoring program designed for early-career faculty who trained or are employed at Historically Black Colleges and Universities (HBCUs).

Relationships of Research and Teaching: Implications for Faculty Evaluation

Science.gov (United States)

Jauch, Lawrence R.

1976-01-01

Research involving 23 hard science disciplines at a midwestern university indicates that research and teaching are complementary but that time allocation tradeoffs are necessary between the two functions. Administratively, evaluations tend to influence the direction faculty choose to follow. (Author/LBH)

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

Latino Faculty in STEM Disciplines: Motivation to Engage in Research Activities

Science.gov (United States)

Lechuga, Vicente M.

2012-01-01

The scarcity of underrepresented faculty members in the science, technology, engineering, and mathematics (STEM) disciplines is an issue of great concern to education researchers and scholars alike. Despite their low representation, many minority faculty are able to remain motivated, even when facing barriers due to their ethnicity. I present…

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

Science.gov (United States)

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

2013-04-01

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

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

Science.gov (United States)

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

2013-01-01

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

Faculty Research Productivity: Why Do Some of Our Colleagues Publish More than Others?

Science.gov (United States)

Hesli, Vicki L.; Lee, Jae Mook

2011-01-01

The justification for studying faculty research productivity is that it affects individual advancement and reputation within academe, as well as departmental and institutional prestige (Creamer 1998, iii). Publication records are an important factor in faculty performance evaluations, research grant awards, and promotion and salary decisions. The…

Faculty Perceptions of Students in Life and Physical Science Research Labs

Science.gov (United States)

Gonyo, Claire P.; Cantwell, Brendan

2015-01-01

This qualitative study involved interviews of 32 faculty principle investigators at three research institutions and explored how they view the role of students within physical and life science labs. We used socialization theory and student engagement literature to analyze faculty views, which can contribute to student investment in STEM fields.…

Transforming Roles: Canadian Academic Librarians Embedded in Faculty Research Projects

Science.gov (United States)

Bedi, Shailoo; Waldie, Christine

2017-01-01

Academic librarians have always played an important role in providing research services and research-skills development to faculty in higher education. But that role is evolving to include the academic librarian as a unique and necessary research partner, practitioner, and participant in collaborative, grant-funded research projects. This article…

Key Strategies for Building Research Capacity of University Faculty Members

Science.gov (United States)

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

2017-01-01

Universities are under pressure to increase external research funding, and some federal agencies offer programs to expand research capacity in certain kinds of institutions. However, conflicts within faculty roles and other aspects of university operations influence the effectiveness of particular strategies for increasing research activity. We…

Role of Faculty Development Forums in Virtual Teaching Environment: A Case Study of Marketing Research & Case Group

Science.gov (United States)

Sandhu, Rizwan Saleem; Hussain, Sajid

2016-01-01

The online learning has broadened the teaching spectrum from Face-to-Face to virtual environment, and this move has brought traditional teacher-centered instruction to learner-centered instruction. This paradigm shift appears to place demands on faculty to modify faculty's instruction roles that are different from those encountered in Face-to-Face…

African American Faculty Expressing Concerns: Breaking the Silence at Predominantly White Research Oriented Universities

Science.gov (United States)

Ross, Henry H.; Edwards, Willie J.

2016-01-01

A Delphi method was used with a panel of 24 African American faculty employed at 43 predominantly white doctoral extensive universities to arrive at a group consensus on a list of concerns that African American faculty in general experienced or held. Using the Delphi method a panel of African American faculty initially worked from a list of eight…

Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty.

Science.gov (United States)

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

2016-01-01

This article reports the findings of a study that examined the research and scholarship productivity of doctorally prepared nursing faculty teaching and mentoring doctoral students and the conflicting demands on them to maintain programs of research and scholarship. The specific aims were to (a) examine the research productivity and scholarship of faculty members teaching in doctoral programs and mentoring doctoral students to examine the perceived effectiveness of existing institutional mechanisms to support scholarship, (b) explore institutional features and personal practices used by doctoral program faculty to develop and maintain research and scholarship productivity, and (c) analyze predictors of scholarship productivity. Data were collected via an on-line researcher-developed survey that examined doctoral faculty roles/responsibilities and their relationship to their scholarly productivity, overall research productivity, and institutional features and personal practices to support research/scholarship activities. Survey respondents reported spending a large amount of time engaged in research-related activities with 58.9% (n = 326) spending anywhere from 6 to 20 hours per week conducting research, writing research-based papers, giving presentations, grant writing, or conducting evidence-based improvement projects. Scholar productivity among the respondents was robust. Personal practices that most strongly supported faculty members' scholarship productivity were the belief that engaging in scholarship made them better teachers and the personal gratification in experiencing doctoral students' successes. A multiple regression analysis conducted to determine predictors of productivity indicated that the strongest predictor was the average number of hours spent on research/scholarship-related activities, followed by time bought out from teaching and other responsibilities of the faculty role for research. Copyright © 2016 Elsevier Inc. All rights reserved.

Research report of the faculty of physics 1974-1976

International Nuclear Information System (INIS)

1977-01-01

This research report for the years 1974 to 1976 is the 4th of its kind and gives a short summary of the scientific publications published by the Institutes of Physics. In the 1st part of this report, the institutes of the faculty and their main fields of activity are listed. This part gives a short survey of the fields of physics and will also give laymen an idea of the research work carried out in Karlsruhe. The second part, which is longer, gives a more detailed description of the work of the faculties, prouped according to subjects. Each chapter is followed by a list of papers published in the period under report. Thus experts will be able to obtain detailed information on special research projects carried out in Karlsruhe. The lists of publications do not give theses for diplomas or state examinations; the same applies to short papers on DGP meetings and colloquia. (orig./HK) [de

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

Science.gov (United States)

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

2012-07-01

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

View of academics of Faculty of Medicine of Semnan University of Medical Sciences towards student research

Directory of Open Access Journals (Sweden)

S Mehr Alizadeh

2012-02-01

Results: Findings indicated that most of faculty members relatively satisfied with their profession. There was a significant association between job satisfaction level and tendency to research activities. Around 20% of responders showed high interest and about 66% had an average interest in advising students’ research activities. Faculty members believed students showing little inclination toward research works as well as lacking knowledge on research principles. Low income, extended hours of teaching, engagement in private practice, administrative duties, excessive bureaucracy and insufficient research funding are the most frequent challenges in doing students’ research. Conclusion: It is concluded that most medical faculty members possessed a high inclination toward research activities. Students' needs to receive detailed instructions on research methodology and should be encouraged to consider research as part of their educational programs. Faculty members should be motivated to devote more time and energy towards students’ research activities.

Comparison of Scientific Research Projects of Education Faculties

Science.gov (United States)

Altunay, Esen; Tonbul, Yilmaz

2015-01-01

Many studies indicate that knowledge and knowledge production are the main predictors of social development, welfare and the ability to face the future with confidence. It could be argued that knowledge production is mainly carried out by universities. This study compares 1266 scientific research projects (SRPs) completed by faculties of education…

The Support-Stress Paradigm and Faculty Research Publication.

Science.gov (United States)

Neumann, Yorem; Finaly-Neumann, Edith

1990-01-01

A study developed and tested a model that examines the relative powers of support and work stress indicators in explaining faculty research productivity. Empirical examination indicates the model is most influential in physics, least in education, and that different indicators are significant in determining publication in hard and soft sciences.…

Raising the Bar on External Research Funding: Infrastructure and Strategies for Enhancing Faculty Productivity

Science.gov (United States)

Chval, Kathryn B.; Nossaman, Larry D.

2014-01-01

Administrators seek faculty who have the expertise to secure external funding to support their research agenda. Administrators also seek strategies to support and enhance faculty productivity across different ranks. In this manuscript, we describe the infrastructure we established and strategies we implemented to enhance the research enterprise at…

How Prepared Are MSW Graduates for Doctoral Research? Views of PhD Research Faculty

Science.gov (United States)

Drisko, James W.; Evans, Kristin

2018-01-01

This national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research…

FACULTY DIVERSITY AND TENURE IN HIGHER EDUCATION.

Science.gov (United States)

Abdul-Raheem, Jalelah

2016-01-01

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

Delivery of core medical training: the role of a local faculty group.

Science.gov (United States)

Black, David; Dewhurst, Graeme

2011-10-01

All physicians who are training young doctors of the future recognise the current challenge of doing this in the NHS. The recently published Temple Report documents the challenge and some of the solutions. For Kent, Surrey and Sussex (KSS) Deanery, one of the responses was to implement a new structure and process at local level--the local faculty groups (LFGs)--to ensure appropriate curriculum delivery. This paper sets out the history, structure and purpose of LFGs, describes what happens during a LFG meeting in both open and closed sessions and presents feedback of learning from two years in action across 11 acute trusts in the South East Coast (SEC) strategic health authority area. The experience of trainers in SEC is that the local faculty group structure and associated processes is one strand in the more effective delivery of education in the current NHS environment.

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

Science.gov (United States)

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

2008-09-01

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

Cross-sectional online survey of research productivity in young Japanese nursing faculty.

Science.gov (United States)

Oyama, Yumiko; Fukahori, Hiroki; Miyashita, Mitsunori; Narama, Miho; Kono, Ayumi; Atogami, Fumi; Kashiwagi, Masayo; Okaya, Keiko; Takamizawa, Emiko; Yoshizawa, Toyoko

2015-07-01

To investigate the factors affecting the research productivity of young nursing faculty in Japan. An online survey targeting young nursing scholars (aged ≤ 39 years) who were members of the Japan Academy of Nursing Science was conducted from October to November 2012. Of 1634 potential respondents, 648 completed the survey (39.7%), and 400 full-time faculty of a baccalaureate degree program were selected for the analysis. The numbers of English-language and Japanese publications in the past 3 years were regressed onto personal characteristics, such as academic degree and type of university. The mean numbers of publications in English and Japanese in the past 3 years were 0.41 and 1.63, respectively. Holding a doctoral degree was significantly related to a higher number of publications in English and Japanese (e(β) = 5.78 and e(β) = 1.89, respectively). Working at a national university (e(β) = 2.15), having a research assistant (e(β) = 2.05), and the ability to read research articles in English (e(β) = 2.27) were significantly related to more English-language publications. Having the confidence to conduct quantitative research (e(β) = 1.67) was related to a larger number of Japanese publications. The lack of mentoring (e(β) = 0.97) and university workload (e(β) = 0.96) were associated with a lesser number of Japanese publications. The research productivity of young nursing faculty appeared to be quite low. Strategies to enhance research productivity in young nursing faculty, such as encouraging the achievement of a doctoral degree or enrichment of research resources, should be undertaken. © 2014 The Authors. Japan Journal of Nursing Science © 2014 Japan Academy of Nursing Science.

Perceptions of Pre-Service Teachers on Student Burnout, Occupational Anxiety and Faculty Life Quality

Science.gov (United States)

Türkoglu, Muhammet Emin; Cansoy, Ramazan

2017-01-01

Perceptions of pre-service teachers on burnout, occupational anxiety and faculty life quality were investigated in this research. The research group consisted of 461 pre-service teachers in total studying at Afyon Kocatepe University faculty of education. "Maslach Burnout Inventory-Student Form," "Faculty Life Quality Scale"…

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

Science.gov (United States)

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

2014-01-01

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

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.

Understanding Faculty and Trainee Needs Related to Scholarly Activity in a Large, Nonuniversity Graduate Medical Education Program.

Science.gov (United States)

Becker, Davida; Garth, Hanna; Hollander, Rachel; Klein, Felice; Klau, Marc

2017-01-01

Graduate medical education (GME) programs must develop curriculum to ensure scholarly activity among trainees and faculty to meet accreditation requirements and to support evidence-based medicine. Test whether research-related needs and interests varied across four groups: primary care trainees, specialty trainees, primary care faculty, and specialty faculty. We surveyed a random sample of trainees and faculty in Kaiser Permanente Southern California's GME programs. We investigated group differences in outcomes using Fisher exact and Kruskal-Wallis tests. Research experiences, skills, barriers, motivators, and interests in specific research skills development. Participants included 47 trainees and 26 faculty (response rate = 30%). Among primary care faculty, 12 (71%) reported little or no research experience vs 1 (11%) for specialty faculty, 14 (41%) for primary care trainees, and 1 (8%) for specialty trainees (p work roles taking priority; desire for work-life balance; and lack of managerial support, research equipment, administrative support, and funding. Faculty and trainees in primary care and specialties have differing research-related needs that GME programs should consider when designing curricula to support scholarly activity. Developing research skills of primary care faculty is a priority to support trainees' scholarly activity.

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

Science.gov (United States)

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

2017-08-01

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

Work-life balance of nursing faculty in research- and practice-focused doctoral programs.

Science.gov (United States)

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

2015-01-01

The growing shortage of nursing faculty and the need for faculty to teach doctoral students to address the shortage call for examination of factors that may contribute to the shortage, including those that are potentially modifiable, including work-life balance.This descriptive study examined work-life balance of a national sample of nursing faculty teaching in research-focused and practice-focused doctoral programs. Data were collected through an online survey of 554 doctoral program faculty members to identify their perceptions of work-life balance and predictors of work-life balance. Work-life balance scores indicated better work-life balance than expected. Factors associated with good work-life balance included higher academic rank, having tenure, older age, years in education, current faculty position, and no involvement in clinical practice. Current faculty position was the best predictor of work-life balance. Although work-life balance was viewed positively by study participants, efforts are needed to strengthen factors related to positive work/life in view of the increasing workload of doctoral faculty as the numbers of doctoral students increase and the number of seasoned faculty decrease with anticipated waves of retirements. Copyright © 2015 Elsevier Inc. All rights reserved.

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

Directory of Open Access Journals (Sweden)

farzad Ebrahimzadeh

2016-05-01

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

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

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McKinsey, Elizabeth

2016-01-01

Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and…

"Mentoring Is Sharing the Excitement of Discovery": Faculty Perceptions of Undergraduate Research Mentoring

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Vandermaas-Peeler, Maureen; Miller, Paul C.; Peeples, Tim

2015-01-01

Although an increasing number of studies have examined students' participation in undergraduate research (UR), little is known about faculty perceptions of mentoring in this context. The purpose of this exploratory study was to investigate four aspects of mentoring UR, including how faculty define high-quality UR mentoring and operationalize it in…

Teaching, Research, and Service: Are These Role Functions Satisfying to Venezuelan Faculty Women?

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Serafin, Ana Gil

This study examined the job satisfaction of female Venezuelan faculty members in their teaching, research and service functions. Using the Faculty Satisfaction Questionnaire, the study compared the responses of 107 full-time males and 100 full-time females at seven Venezuelan teacher colleges. Findings revealed: (1) that teaching as a role…

Faculty Time Allocations and Research Productivity: Gender, Race, and Family Effects.

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Bellas, Marcia L.; Toutkoushian, Robert K.

1999-01-01

A study using data from 14,614 full-time faculty examined total work hours, research productivity, and allocation of work time among teaching, research, and service. The study found variation in time expenditures and research output influenced by gender, race/ethnicity, and marital/parental status, but findings were also sensitive to definitions…

Faculty Activity Analysis in the Universidad Tecnica Del Estado Campuses.

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Karadima, Oscar

An analysis of academic activities of college faculty at the eight campuses of Chile's Universidad Tecnica del Estado was conducted. Activities were grouped into seven categories: direct teaching, indirect teaching, research, community services, faculty development, academic administration, and other activities. Following the narrative…

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

Directory of Open Access Journals (Sweden)

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.

Foreign-Born Women Faculty Work Roles and Productivity at Research Universities in the United States

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Mamiseishvili, Ketevan

2010-01-01

Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women faculty members' work roles and productivity in the areas of teaching, research, and service in comparison with their US-born counterparts at research universities in the US. The findings provided some evidence to suggest…

How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

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Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who were self-reported users of, former users of, or knowledgeable nonusers of the research-based instructional strategy Peer Instruction. Interview questions included in this analysis focused on the faculty's experiences, knowledge, and use of Peer Instruction, along with general questions about current and past teaching methods used by the interviewee. The primary findings include the following: (i) Faculty self-reported user status is an unreliable measure of their actual practice. (ii) Faculty generally modify specific instructional strategies and may modify out essential components. (iii) Faculty are often unaware of the essential features of an instructional strategy they claim to know about or use. (iv) Informal social interactions provide a significant communication channel in the dissemination process, in contrast to the formal avenues of workshops, papers, websites, etc., often promoted by change agents, and (v) experience with research-based strategies as a graduate student or through curriculum development work may be highly impactful. These findings indicate that educational transformation can be better facilitated by improving communication with faculty, supporting effective modification by faculty during implementation, and acknowledging and understanding the large impact of informal social interactions as a mode of dissemination.

Analysis of final year DVM research projects submitted to the Faculty ...

African Journals Online (AJOL)

This study analyzed the intellectual output of the undergraduate final year students. research projects submitted to the Faculty of Veterinary Medicine, Usmanu Danfodiyo University, Sokoto, from 1994 to 2004. The findings of the study show that a total of 194 research projects were produced within the period under study.

To What Degree Does the Promotion System Reward Faculty Research Productivity?

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Tien, Flora F.

2007-01-01

This study explores the research question: Does the promotion system in Taiwan reward faculty research productivity? By conducting event history analyses, I have demonstrated that the simple answer to the question is "yes." After controlling for the effects of demography, education, institutions and seniority, the discrete-time logit…

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

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Barrett, Thomas Gregory; Smith, Theophus

2008-01-01

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

Faculty Research Productivity and Organizational Structure in Schools of Nursing.

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Kohlenberg, Eileen Mieras

1992-01-01

A sample of 128 of 221 nursing faculty completed a scholarly productivity index and organizational inventory, which did not yield significant relationships between productivity and organizational structure. Productivity and prepublication research activities varied positively with procedural specifications in a highly bureaucratic organizational…

Variations in the Characteristics of Part-Time Faculty by General Fields of Instruction and Research.

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Benjamin, Ernst

1998-01-01

Data from the 1993 National Study of Postsecondary Faculty are analyzed for patterns in part-time faculty characteristics in vocationally oriented and liberal arts-oriented two- and four-year colleges, by discipline group. Characteristics examined include qualifications, job satisfaction, economic condition (income, additional employment), reasons…

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...

Analysis of educational research at a medical faculty in Germany and suggestions for strategic development - a case study.

Science.gov (United States)

Prediger, Sarah; Harendza, Sigrid

2016-01-01

Background: Evidence-based medical education is playing an increasingly important role in the choice of didactic methods and the development of medical curricula and assessments. In Germany, a growing number of educational research projects has accompanied an ongoing change in the medical education process. The aim of this project was to assess medical education research activities at one medical faculty to develop procedural recommendations for the support and development of best evidence medical education. Methods: Using a newly developed online questionnaire, the 65 institutes and departments of the medical faculty of Hamburg University at Hamburg University Medical-Center (UKE) were asked to report their medical education research and service projects, medical education publications, medical education theses, financial support for educational projects, and supportive structures that they would consider helpful in the future. The data were grouped, and a SWOT analysis was performed. Results: In total, 60 scientists who were involved in 112 medical education research publications between 1998 and 2014 were identified at the UKE. Twenty-five of them had published at least one manuscript as first or last author. Thirty-three UKE institutions were involved in educational service or research projects at the time of the study, and 75.8% of them received internal or external funding. Regular educational research meetings and the acquisition of co-operation partners were mentioned most frequently as beneficial supportive structures for the future. Conclusion: An analysis to define the status quo of medical education research at a medical faculty seems to be a helpful first step for the development of a strategy and structure to further support researchers in medical education.

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.,…

Interrelations for Teaching, Research, and Service: The Faculty Satisfaction Dilemma.

Science.gov (United States)

Serafin, Ana Gil

This study investigated the extent of the interrelations of faculty satisfaction with the position functions of teaching, research, and service across Venezuelan teacher college campuses. In particular the study concerned the extent to which the variations in the variable teaching satisfaction were associated with the variations in the variables…

Librarian-Faculty Collaboration on a Library Research Assignment and Module for College Experience Classes

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Keyes, Anne; Barbier, Pat

2013-01-01

A librarian and faculty member collaborated on creating a library research module for students in the faculty member's college success classes to help them learn the fundamentals of information literacy. Using the assignment "My Ideal Job," the students met four or more times with the librarian in a computer classroom to learn how to do…

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

OpenAIRE

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

2017-01-01

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

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

Directory of Open Access Journals (Sweden)

Elizabeth McKinsey

2016-03-01

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

The lived experience of part-time baccalaureate nursing faculty.

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Gazza, Elizabeth A; Shellenbarger, Teresa

2010-01-01

Hiring part-time nursing faculty may impact students, faculty careers, and the institution. Yet, little has been studied, particularly in nursing, regarding the experiences of these faculty. This hermeneutic phenomenological study seeks to understand the lived experience of being a part-time faculty member in a baccalaureate nursing program. Through purposive and snowball sampling, nine nursing faculty in part-time positions in northeastern baccalaureate nursing programs participated in in-depth personal interviews. Four themes were uncovered during data analysis, including achieving the dream, a group divided, for the love of the students, and jump in and figure it out. Results of the study seem to indicate that the experience of being a part-time faculty differs in several ways from being a full-time faculty. Understanding part-time faculty experiences provides insight into faculty needs, issues, and concerns while facilitating the development of research-based recruitment and retention strategies. Recommendations for those involved in nursing education, including nursing faculty and administrators, are provided. Copyright © 2010 Elsevier Inc. All rights reserved.

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

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

2015-01-01

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

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

Science.gov (United States)

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

2015-06-01

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

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

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Kauser Samreen

2009-11-01

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

Group-Effort Applied Research (GEAR): Expanding Opportunities for Undergraduate Research Through Original, Class-Based Research Projects

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Moore, Sean D.; Teter, Ken

2014-01-01

Undergraduate research clearly enriches the educational development of participating students, but these experiences are limited by the inherent inefficiency of the standard one student - one mentor model for undergraduate research. Group-Effort Applied Research (GEAR) was developed as a strategy to provide substantial numbers of undergraduates with meaningful research experiences. The GEAR curriculum delivers concept-driven lecture material and provides hands-on training in the context of an active research project from the instructor's lab. Because GEAR is structured as a class, participating students benefit from intensive, supervised research training that involves a built-in network of peer support and abundant contact with faculty mentors. The class format also ensures a relatively standardized and consistent research experience. Furthermore, meaningful progress toward a research objective can be achieved more readily with GEAR than with the traditional one student - one mentor model of undergraduate research because sporadic mistakes by individuals in the class are overshadowed by the successes of the group as a whole. Three separate GEAR classes involving three distinct research projects have been offered to date. In this paper, we provide an overview of the GEAR format and review some of the recurring themes for GEAR instruction. We propose GEAR can serve as a template to expand student opportunities for life science research without sacrificing the quality of the mentored research experience. PMID:24898007

A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate–Postgraduate–Faculty Triads

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Aikens, Melissa L.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T.; Dolan, Erin L.

2016-01-01

Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as “postgraduates”) and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate’s research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates’ research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The “closed triad,” in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist. PMID:27174583

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

Science.gov (United States)

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

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

The Transformative Impact of Undergraduate Research Mentoring on Students and the Role of the Council on Undergraduate Research (CUR) in Supporting Faculty Mentors

Science.gov (United States)

Fox, L. K.; Singer, J.

2015-12-01

Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.

Writing for publication in medical education: the benefits of a faculty development workshop and peer writing group.

Science.gov (United States)

Steinert, Yvonne; McLeod, Peter J; Liben, Stephen; Snell, Linda

2008-01-01

Although educational innovations in medical education are increasing in number, many educators do not submit their ideas for publication. The goal of this initiative was to assist faculty members write about their educational innovations. Twenty-four faculty members participated in this intervention, which consisted of a half-day workshop, three peer writing groups, and independent study. We assessed the impact of this intervention through post-workshop evaluations, a one-year follow-up questionnaire, tracking of manuscript submissions, and an analysis of curriculum vitae. The workshop evaluations and one-year follow-up demonstrated that participants valued the workshop small groups, self-instructional workbook, and peer support and feedback provided by the peer writing groups. One year later, nine participants submitted a total of 14 manuscripts, 11 of which were accepted for publication. In addition, 10 participants presented a total of 38 abstracts at educational meetings. Five years later, we reviewed the curriculum vitae of all participants who had published or presented their educational innovation. Although the total number of publications remained the same, the number of educationally-related publications and presentations at scientific meetings increased considerably. A faculty development workshop and peer writing group can facilitate writing productivity and presentations of scholarly work in medical education.

Training HBCU Faculty and Students in Prostate Cancer (PC) Research: Signal Transduction and Receptor-Inhibitor Interactions in the Progress of PC

National Research Council Canada - National Science Library

Wiese, Thomas E; Klassen, R. B

2007-01-01

.... One new project has been developed and is involving students. (3) To establish a long-term collaborative relationship between Xavier University and the TCC in PC research. XU faculty in the program are now members of the Tulane Cancer Center and involved in weekly seminars and focus group meetings.

Training HBCU Faculty and Students in Prostate Cancer (PC) Research: Signal Transduction and Receptor-Inhibitor Interactions in the Progress of PC

National Research Council Canada - National Science Library

Wiese, Thomas E; Klassen, R. B

2008-01-01

.... One new project has been developed and is involving students. (3) To establish a long-term collaborative relationship between Xavier University and the TCC in PC research. XU faculty in the program are now members of the Tulane Cancer Center and involved in weekly seminars and focus group meetings.

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

Directory of Open Access Journals (Sweden)

Kristen Young

2011-06-01

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

Contingent Faculty Perceptions of Organizational Support, Workplace Attitudes, and Teaching Evaluations at a Public Research University

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Min Young Cha

2016-03-01

Full Text Available This research examines contingent faculty’s perception of organizational support, workplace attitudes, and Student Ratings of Teaching (SRT in a large public research university to investigate their employee-organization relationship. According to t-tests and regression analyses for samples of 2,229 faculty and instructional staff who answered the survey and had SRT data (tenured and tenure-track faculty: 1,708, 76.6% of total; contingent faculty: 521, 23.4% of total, employment relationship of contingent faculty in this institution was closer to a combined economic and social exchange model than to a pure economic exchange model or underinvestment model. Contingent faculty’s satisfaction with work, satisfaction with coworkers, perception of being supported at work, and affective organizational commitment were higher than tenured and tenure-track faculty at a statistically significant level. In addition, contingent faculty had higher SRT mean results in all areas of SRT items in medium-size (10-30 classes and in ‘class presentation,’ ‘feedback,’ ‘deeper understanding,’ and ‘interest stimulated’ in large-size (30-50 classes than Tenured and Tenure-track Faculty. These results not only refute the misconception that contingent faculty have too little time to provide students with feedback but also support that they provide students with good teaching, at least in medium-size and large-size classes. Whereas these results might be partially attributable to the relatively stable status of contingent faculty in this study (who work for more than 50 percent FTE, they indicate that, as a collective, contingent faculty also represent a significant contributor to the university, who are satisfied with their work, enjoy the community they are in, and are committed to their institution.

Analysis of educational research at a medical faculty in Germany and suggestions for strategic development – a case study

Science.gov (United States)

Prediger, Sarah; Harendza, Sigrid

2016-01-01

Background: Evidence-based medical education is playing an increasingly important role in the choice of didactic methods and the development of medical curricula and assessments. In Germany, a growing number of educational research projects has accompanied an ongoing change in the medical education process. The aim of this project was to assess medical education research activities at one medical faculty to develop procedural recommendations for the support and development of best evidence medical education. Methods: Using a newly developed online questionnaire, the 65 institutes and departments of the medical faculty of Hamburg University at Hamburg University Medical-Center (UKE) were asked to report their medical education research and service projects, medical education publications, medical education theses, financial support for educational projects, and supportive structures that they would consider helpful in the future. The data were grouped, and a SWOT analysis was performed. Results: In total, 60 scientists who were involved in 112 medical education research publications between 1998 and 2014 were identified at the UKE. Twenty-five of them had published at least one manuscript as first or last author. Thirty-three UKE institutions were involved in educational service or research projects at the time of the study, and 75.8% of them received internal or external funding. Regular educational research meetings and the acquisition of co-operation partners were mentioned most frequently as beneficial supportive structures for the future. Conclusion: An analysis to define the status quo of medical education research at a medical faculty seems to be a helpful first step for the development of a strategy and structure to further support researchers in medical education. PMID:27990467

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

Science.gov (United States)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

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

Science.gov (United States)

Blondy, Laurie C

2011-03-01

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

Research productivity of doctor of physical therapy faculty promoted in the southeastern United States.

Science.gov (United States)

Littman, Marissa A; Sonne, James W; Smith, Gerald V

2017-01-01

Little information exists on the research productivity of successfully promoted tenure-track Doctor of Physical Therapy (DPT) faculty. To determine the research productivity that typically results in successful promotion. We collected publicly available curriculum vitae (CVs) from faculty currently in accredited DPT programs and who had been successfully promoted from an institution in the southeastern USA from 2000 through 2016. Total publication count, journal impact factor, funding, citations, and other metrics were analysed from 45 subjects of 22 of the 64 CAPTE-accredited DPT programs in the southeast. None of the studied metrics were normally distributed with time to promotion as determined by a Shapiro-Wilk test. These faculty exhibited a median publication count of 4, range 0 to 43; median of average citation count of 12.4, range 0 to 87.25; median of average journal impact factor of 2.866, range 0 to 6.280; median external funding received of $9910, range $0.00 to $19 543 198; and median author h-index of 3, range 0 to 17. The median number of years before promotion was 6, ranging from 3 to 13 years. Linear regression analysis indicates a poor fit with no significant correlation between years before promotion and any of the studied metrics. No correlation between journal impact factor and number of citations was observed (m = -0.22, p = 0.728, R 2  = 0.0003). Prior to promotion 31% (14 of 45) did not receive external funding and 24% (11 of 45) had a 0 h-index. The Carnegie Classification of the institution did not significantly correlate with research productivity metrics in this dataset (p = 0.213). While faculty unsuccessful in promotion were not identifiable using this method, this research can be used by faculty and committees to evaluate research productivity against regional data and promote competitive standards with peer institutions. CAPTE: Commission on Accreditation in Physical Therapist Education; DPT: Doctor of Physical Therapy.

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)

A Summer Research Program of NASA/Faculty Fellowships at the Jet Propulsion Laboratory

Science.gov (United States)

Albee, Arden

2004-01-01

The NASA Faculty Fellowship Program (NFFP) is designed to give college and university faculty members a rewarding personal as well as enriching professional experience. Fellowships are awarded to engineering and science faculty for work on collaborative research projects of mutual interest to the fellow and his or her JPL host colleague. The Jet Propulsion Laboratory (JPL) and the California Institute of Technology (Caltech) have participated in the NASA Faculty Fellowship Program for more than 25 years. Administrative offices are maintained both at the Caltech Campus and at JPL; however, most of the activity takes place at JPL. The Campus handles all fiscal matters. The duration of the program is ten continuous weeks. Fellows are required to conduct their research on-site. To be eligible to participate in the program, fellows must be a U.S. citizen and hold a teaching or research appointment at a U.S. university or college. The American Society of Engineering Education (ASEE) contracts with NASA and manages program recruitment. Over the past several years, we have made attempts to increase the diversity of the participants in the NFFP Program. A great deal of attention has been given to candidates from minority-serving institutions. There were approximately 100 applicants for the 34 positions in 2002. JPL was the first-choice location for more than half of them. Faculty from 16 minority-serving institutions participated as well as four women. The summer began with an orientation meeting that included introduction of key program personnel, and introduction of the fellows to each other. During this welcome, the fellows were briefed on their obligations to the program and to their JPL colleagues. They were also given a short historical perspective on JPL and its relationship to Caltech and NASA. All fellows received a package, which included information on administrative procedures, roster of fellows, seminar program, housing questionnaire, directions to JPL, maps of

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

Science.gov (United States)

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

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.

Online role-playing for faculty development.

Science.gov (United States)

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

2011-03-01

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

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

Science.gov (United States)

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

2017-06-01

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

Guiding curriculum development of a national research training program in thrombosis medicine: A needs assessment involving faculty and trainees.

Science.gov (United States)

Skeith, Leslie; Carrier, Marc; Shivakumar, Sudeep; Langlois, Nicole; Le Gal, Gregoire; Harris, Ilene; Gonsalves, Carol

2018-02-01

Several barriers exist for training and retention of clinician scientists, including difficulty in navigating research-related tasks in the workplace and insufficient mentorship. Our aim was to identify what core research knowledge and skills are important for the success of clinician scientists in thrombosis research, and trainees' perceived confidence in those skills, in order to develop a targeted educational intervention. A pre-tested online survey was administered to trainees and research faculty of the Canadian thrombosis research network, CanVECTOR, between September 2016 and June 2017. The importance (research faculty) and confidence (trainees) of 45 research knowledge/skills were measured using a 5-point Likert scale. The survey response rate was 49% (28/57) for research faculty and 100% (10/10) for trainees. All research faculty rated developing a good research question, grant writing and writing strategies for successful publication as 'very' or 'extremely' important for trainees to learn to better transition in becoming independent researchers. Other important areas included practical aspects of research. A qualitative thematic analysis of open text responses identified 'time management' and 'leadership and teamwork' as additional important research skills. Confidence reported for each topic varied across trainees. There were three research knowledge and/or skills that ≥75% of research faculty deemed highly important and ≥50% of trainees reported lacking confidence in: grant writing, the peer-review grant process, and knowledge translation strategies. Developing a good research question, communicating research ideas and results and the practical aspects of research are important areas to focus future efforts in thrombosis research training. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

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

2015-01-01

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

The NSF Undergraduate ALFALFA Team: Partnering with Arecibo Observatory to Offer Undergraduate and Faculty Extragalactic Radio Astronomy Research Opportunities

Science.gov (United States)

Ribaudo, Joseph; Koopmann, Rebecca A.; Haynes, Martha P.; Balonek, Thomas J.; Cannon, John M.; Coble, Kimberly A.; Craig, David W.; Denn, Grant R.; Durbala, Adriana; Finn, Rose; Hallenbeck, Gregory L.; Hoffman, G. Lyle; Lebron, Mayra E.; Miller, Brendan P.; Crone-Odekon, Mary; O'Donoghue, Aileen A.; Olowin, Ronald Paul; Pantoja, Carmen; Pisano, Daniel J.; Rosenberg, Jessica L.; Troischt, Parker; Venkatesan, Aparna; Wilcots, Eric M.; ALFALFA Team

2017-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 20 institutions across the US and Puerto Rico, founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. The objective of the UAT is to provide opportunities for its members to develop expertise in the technical aspects of observational radio spectroscopy, its associated data analysis, and the motivating science. Partnering with Arecibo Observatory, the UAT has worked with more than 280 undergraduates and 26 faculty to date, offering 8 workshops onsite at Arecibo (148 undergraduates), observing runs at Arecibo (69 undergraduates), remote observing runs on campus, undergraduate research projects based on Arecibo science (120 academic year and 185 summer projects), and presentation of results at national meetings such as the AAS (at AAS229: Ball et al., Collova et al., Davis et al., Miazzo et al., Ruvolo et al, Singer et al., Cannon et al., Craig et al., Koopmann et al., O'Donoghue et al.). 40% of the students and 45% of the faculty participants have been women and members of underrepresented groups. More than 90% of student alumni are attending graduate school and/or pursuing a career in STEM. 42% of those pursuing graduate degrees in Physics or Astronomy are women.In this presentation, we summarize the UAT program and the current research efforts of UAT members based on Arecibo science, including multiwavelength followup observations of ALFALFA sources, the UAT Collaborative Groups Project, the Survey of HI in Extremely Low-mass Dwarfs (SHIELD), and the Arecibo Pisces-Perseus Supercluster Survey (APPSS). This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, AST-121105, and AST-1637339.

A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate-Postgraduate-Faculty Triads

Science.gov (United States)

Aikens, Melissa L.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T.; Dolan, Erin L.

2016-01-01

Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as "postgraduates") and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the…

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

Science.gov (United States)

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

2010-10-01

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

Knowledge processing and faculty engagement in multicultural university settings

DEFF Research Database (Denmark)

Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

2014-01-01

In educational studies much attention has been directed to engagement as a precondition for positive student outcomes. Very few studies, however, have focused on the engagement of the faculty members. This is a regrettable omission because engagement has been argued to lead to more satisfied, more...... – and faculty engagement. Our hypotheses are based on social learning theory and social exchange theory predicting that increased knowledge sharing activities could facilitate an environment in which faculty engagement thrives. In order to test our hypotheses we use multiple regression analysis. We assessed...... indicators of behavioural, cognitive and emotional engagement. Results showed consistent positive associations between group knowledge processing and all the studied faculty engagement indicators. Implications and suggestions for future research are discussed in detail....

Focus group interview: an underutilized research technique for improving theory and practice in health education.

Science.gov (United States)

Basch, C E

1987-01-01

The purpose of this article is to increase awareness about and stimulate interest in using focus group interviews, a qualitative research technique, to advance the state-of-the-art of education and learning about health. After a brief discussion of small group process in health education, features of focus group interviews are presented, and a theoretical framework for planning a focus group study is summarized. Then, literature describing traditional and health-related applications of focus group interviews is reviewed and a synthesis of methodological limitations and advantages of this technique is presented. Implications are discussed regarding: need for more inductive qualitative research in health education; utility of focus group interviews for research and for formative and summative evaluation of health education programs; applicability of marketing research to understanding and influencing consumer behavior, despite notable distinctions between educational initiatives and marketing; and need for professional preparation faculty to consider increasing emphasis on qualitative research methods.

Modern International Research Groups: Networks and Infrastructure

Science.gov (United States)

Katehi, Linda

2009-05-01

In a globalized economy, education and research are becoming increasing international in content and context. Academic and research institutions worldwide try to internationalize their programs by setting formal or informal collaborations. An education that is enhanced by international experiences leads to mobility of the science and technology workforce. Existing academic cultures and research structures are at odds with efforts to internationalize education. For the past 20-30 years, the US has recognized the need to improve the abroad experience of our scientists and technologists: however progress has been slow. Despite a number of both federally and privately supported programs, efforts to scale up the numbers of participants have not been satisfactory. The exchange is imbalanced as more foreign scientists and researchers move to the US than the other way around. There are a number of issues that contribute to this imbalance but we could consider the US academic career system, as defined by its policies and practices, as a barrier to internationalizing the early career faculty experience. Strict curricula, pre-tenure policies and financial commitments discourage students, post doctoral fellows and pre-tenure faculty from taking international leaves to participate in research abroad experiences. Specifically, achieving an international experience requires funding that is not provided by the universities. Furthermore, intellectual property requirements and constraints in pre-tenure probationary periods may discourage students and faculty from collaborations with peers across the Atlantic or Pacific or across the American continent. Environments that support early career networking are not available. This presentation will discuss the increasing need for international collaborations and will explore the need for additional programs, more integration, better conditions and improved infrastructures that can encourage and support mobility of scientists. In addition

Perceptions of Faculty toward Integrating Technology in Undergraduate Higher Education Traditional Classrooms at Research-Focused Regional Universities in South Texas

Science.gov (United States)

Shipman, Cheri Deann

2017-01-01

This qualitative study examined the perceptions of faculty members who use technology in undergraduate higher education traditional classrooms in research-focused regional universities in South Texas. Faculty members at research-focused regional universities are expected to divide time judiciously into three major areas: research, service, and…

Use of Research-Based Instructional Strategies: How to Avoid Faculty Quitting

Science.gov (United States)

Wieman, Carl; Deslauriers, Louis; Gilley, Brett

2013-01-01

We have examined the teaching practices of faculty members who adopted research-based instructional strategies (RBIS) as part of the Carl Wieman Science Education Initiative (CWSEI) at the University of British Columbia (UBC). Of the 70 that adopted such strategies with the support of the CWSEI program, only one subsequently stopped using these…

Specters in the Archive: Faculty Digital Image Collections and the Problems of Invisibility

Science.gov (United States)

Beaudoin, Joan E.

2011-01-01

This paper presents the findings of a research study which investigated the digital preservation practices among two faculty user groups, archeologists and art historians. This faculty's knowledge of digital preservation practices and their perceptions and emotions concerning the digital images they had created and, or collected to support their…

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

Latina Faculty Transcending Barriers: Peer Mentoring in a Hispanic-Serving Institution

Science.gov (United States)

Murakami, Elizabeth T.; Núñez, Anne-Marie

2014-01-01

In this article, the authors conducted a research metasynthesis of publications by a group of Latina tenure-track faculty participating in a peer mentoring group, the Research for the Educational Advancement of Latin@s (REAL) collaborative, housed in one Hispanic Serving Institution. Due to the small representation of Latinas in the academy, the…

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

Science.gov (United States)

Adams, D A

1995-10-01

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

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

Science.gov (United States)

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

2017-06-28

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

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.…

Responsible Conduct of Research in Communication Sciences and Disorders: Faculty and Student Perceptions

Science.gov (United States)

Minifie, Fred D.; Robey, Randall R.; Horner, Jennifer; Ingham, Janis C.; Lansing, Charissa; McCartney, James H.; Alldredge, Elham-Eid; Slater, Sarah C.; Moss, Sharon E.

2011-01-01

Purpose: Two Web-based surveys (Surveys I and II) were used to assess perceptions of faculty and students in Communication Sciences and Disorders (CSD) regarding the responsible conduct of research (RCR). Method: Survey questions addressed 9 RCR domains thought important to the responsible conduct of research: (a) human subjects protections; (b)…

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

Science.gov (United States)

Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

2017-08-08

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

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

Science.gov (United States)

Cassidy, Wanda; Jackson, Margaret

2017-01-01

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

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

Science.gov (United States)

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

2010-01-01

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

A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate-Postgraduate-Faculty Triads.

Science.gov (United States)

Aikens, Melissa L; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T; Dolan, Erin L

2016-01-01

Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as "postgraduates") and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate's research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates' research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The "closed triad," in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist. © 2016 M. L. Aikens et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Good Research and Faculty Buy-in: 2 Keys to Effective Marketing

Science.gov (United States)

Blumenstyk, Goldie

2008-01-01

Effective marketing requires more than a sleek new logo. This article presents excerpts of an online discussion on the dos and don'ts of college marketing with Mary R. Stagaman, associate vice president for external relations at the University of Cincinnati. In this discussion, she noted that good research and faculty buy-in are the two keys to…

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

Directory of Open Access Journals (Sweden)

Valéria Marli Leonello

2014-12-01

Full Text Available Objective To analyze the characteristics of faculty work in nursing higher education. Method An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. Results The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Conclusion Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.

Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes.

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Widder-Prewett, Rebecca; Draime, Juanita A; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M H

2017-08-01

Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice.

Correlates of Work-Life Balance for Faculty across Racial/Ethnic Groups

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Denson, Nida; Szelényi, Katalin; Bresonis, Kate

2018-01-01

Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University's Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of…

The Workplace Environment for African-American Faculty Employed in Predominately White Institutions.

Science.gov (United States)

Whitfield-Harris, Lisa; Lockhart, Joan Such

2016-01-01

Diversity in academia requires attention, especially with the expected increase in minority populations in the United States (American Association of Colleges of Nursing, (AACN) 2014). Despite theoretical papers that suggest that several challenges are encountered by minority faculty employed in predominately White institutions, a dearth of research on this topic has been published. The purpose of this literature review was to analyze the published research that addressed the workplace environment of African-American faculty employed in predominately White institutions. In utilizing the keywords in various combinations, 236 articles were retrieved through multiple databases. After applying inclusion and exclusion criteria, 15 studies were reviewed with only three related to nursing. Two themes were extracted from the review: 1) the cultural climate of the workplace environment and, 2) underrepresentation of African-American faculty. It is apparent from this review that additional research is needed to understand the experiences of this group of faculty to target effective recruitment and retention strategies.

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

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

2015-12-01

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

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.

Science.gov (United States)

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

2018-02-01

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

Factors Affecting Research Environment at Syrian Business Faculties: A Student-Perceived Model

Directory of Open Access Journals (Sweden)

Bayan Khalifa

2016-12-01

Full Text Available This study aims at investigating the factors that affect the research environment of business postgraduate students, particularly master students, from the perspective of these students. From the same perspective, it also aims at assessing these factors together with the quality of research environment. A questionnaire survey method was employed. The questionnaire was developed by academics from five business faculties based on relevant studies and was distributed to graduate students enrolled in all of the research business programs at the Faculty of Economics, Damascus University, ending up with 88 valid responses. To explore the factors that may affect research environment, exploratory factor analysis was employed. In addition, multiple regression analysis and t-test were applied to respond to the study purposes. Facilities and industry linkage come to be significant factors in the research environment. However, the results show insignificant impact for each of the research courses, networking, and research skills in the overall research environment. Variations in regard to the availability of these factors were identified with low level of availability for the facilities and industry linkage. The study is one of a kind that investigates factors affecting research environment of postgraduate students and particularly master students. Further and to the best of our knowledge, it is the first study that examines such factors in war conditions, which enables us to understand what students perceive as critical factors influencing their research performance in these conditions. Recommendations to policy makers are presented to develop strategies that respond to students’ concerns for a better research environment.

Influences of Creative Personality and Working Environment on the Research Productivity of Business School Faculty

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Kim, Kihwan; Choi, Suk Bong

2017-01-01

Previous research on creative working environments has focused on business organizations. This study examined the influence of creative personality and creative working environment on the research productivity of business faculty. It was hypothesized that creative personality, family support, colleague support, research resources, and workload…

Research reports: 1990 NASA/ASEE Summer faculty fellowship program

International Nuclear Information System (INIS)

Freeman, L.M.; Chappell, C.R.; Six, F.; Karr, G.R.

1990-10-01

Reports on the research projects performed under the NASA/ASEE Summer faculty fellowship program are presented. The program was conducted by The University of Alabama and MSFC during the period from June 4, 1990 through August 10, 1990. Some of the topics covered include: (1) Space Shuttles; (2) Space Station Freedom; (3) information systems; (4) materials and processes; (4) Space Shuttle main engine; (5) aerospace sciences; (6) mathematical models; (7) mission operations; (8) systems analysis and integration; (9) systems control; (10) structures and dynamics; (11) aerospace safety; and (12) remote sensing

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…

Group Work

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Wilson, Kristy J.; Brickman, Peggy; Brame, Cynthia J.

2018-01-01

Science, technology, engineering, and mathematics faculty are increasingly incorporating both formal and informal group work in their courses. Implementing group work can be improved by an understanding of the extensive body of educational research studies on this topic. This essay describes an online, evidence-based teaching guide published by…

Determining Data Information Literacy Needs: A Study of Students and Research Faculty

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Carlson, Jacob; Fosmire, Michael; Miller, C. C.; Nelson, Megan Sapp

2011-01-01

Researchers increasingly need to integrate the disposition, management, and curation of their data into their current workflows. However, it is not yet clear to what extent faculty and students are sufficiently prepared to take on these responsibilities. This paper articulates the need for a data information literacy program (DIL) to prepare…

The Ripple Effect: Lessons from a Research and Teaching Faculty Learning Community

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Hershberger, Andrew; Spence, Maria; Cesarini, Paul; Mara, Andrew; Jorissen, Kathleen Topolka; Albrecht, David; Gordon, Jeffrey J.; Lin, Canchu

2009-01-01

Building upon a related 2005 panel presentation at the 25th annual Lilly Conference on College Teaching, Miami University, Oxford, Ohio, the authors, several tenure-track assistant professors and tenured associate professors who have participated in a Research and Teaching Faculty Learning Community at Bowling Green State University, share their…

Faculty application of the American Psychological Association style.

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Morse, Gwen Goetz

2009-10-01

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

The Teacher-Scholar Project: how to help faculty groups develop scholarly skills.

Science.gov (United States)

Heinrich, Kathleen T; Hurst, Helen; Leigh, Gwen; Oberleitner, Melinda Granger; Poirrier, Gail P

2009-01-01

Nursing education's challenge in the new millennium is to prepare all nurses as scholars. With many nurse educators feeling like impostors when it comes to scholarship, this is no small task. Turning the millenial challenge into an opportunity, this article describes how a collaborative faculty development initiative is turning a National League for Nursing Center of Excellence school's "scholar-impostors" into teacher-scholars. This Teacher-Scholar Project will interest those in teaching intensive schools of nursing or in teaching tracks in research-intensive institutions.

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

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

2017-12-01

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

Educational Transfers in Postcolonial Contexts: Preliminary Results from Comparative Research on Workers' Faculties in Vietnam, Cuba, and Mozambique

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Kaiser, Tim; Kriele, Tobias; Miethe, Ingrid; Piepiorka, Alexandra

2015-01-01

Worker's Faculties, which have been widespread in the Soviet Union up until 1941, combined the two goals of preparing adult workers and peasants for university entrance through the provision of general education, as well as creating a new socialist intelligentsia from among these groups. After World War II, Workers' Faculties were also established…

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

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

2010-09-01

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

Overview of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

Science.gov (United States)

Campbell, Jacquelyn; Ladden, Maryjoan D; McBride, Angela Barron; Cimino, Andrea; Kostas-Polston, Elizabeth; Deming, Katie

The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing faculty shortage and thereby decrease the nursing shortage. The purpose of the study was to describe the program development, implementation, and ongoing outcome evaluation. Data on scholarly productivity, impact of research, research funding, and leadership positions were compiled, including an h-index (impact of publications) comparison with a comparison group of other interdisciplinary faculty at the same institutions of the 90 current and alumni scholars. There is evidence of the achievements of the individual scholars; however, the effect of the synergy of the multiple components of the program is difficult to capture in traditional evaluation strategies. The sense of possibility and responsibility (to the profession, to improving the health of all Americans, and to one's school of nursing and university) was a significant outcome of the program. Lessons learned from the program are important for the leadership development and retention of nursing faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

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

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Bouwma-Gearhart, Jana

2012-10-01

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

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.

A RESEARCH ON CORPORATE SOCIAL RESPONSIBILITY PERCEPTIONS OF MARITIME FACULTY STUDENTS

OpenAIRE

KAYA ÖZBAĞ, Gönül

2017-01-01

Corporate Social Responsibility(CSR) concept has attracted considerable interest in recent years byresearchers and practitioners. Due to an increased awareness of theneed for CSR this study examines corporate social responsibility perceptions ofmaritime faculty students (MFS).  MFSwere chosen for this research since these students are usually employed by aninternational organization and have diffuculties in interpreting ethical issuesin a business context because of...

A National Initiative of Teaching, Researching, and Dreaming: Community College Faculty Research in "Achieving the Dream" Colleges

Science.gov (United States)

Hagedorn, Linda Serra

2015-01-01

Dating back to 2004, the Achieving the Dream initiative was established to promote evidence-based programs and interventions to produce and sustain student success. Achieving the Dream has created a new environment and new forms of thinking among the faculty that have spurred some to action research within their classrooms and beyond. Using three…

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.

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

Science.gov (United States)

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

2014-04-01

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

Disciplinary differences in faculty research data management practices and perspectives

Directory of Open Access Journals (Sweden)

Katherine G. Akers

2013-11-01

Full Text Available Academic librarians are increasingly engaging in data curation by providing infrastructure (e.g., institutional repositories and offering services (e.g., data management plan consultations to support the management of research data on their campuses. Efforts to develop these resources may benefit from a greater understanding of disciplinary differences in research data management needs. After conducting a survey of data management practices and perspectives at our research university, we categorized faculty members into four research domains—arts and humanities, social sciences, medical sciences, and basic sciences—and analyzed variations in their patterns of survey responses. We found statistically significant differences among the four research domains for nearly every survey item, revealing important disciplinary distinctions in data management actions, attitudes, and interest in support services. Serious consideration of both the similarities and dissimilarities among disciplines will help guide academic librarians and other data curation professionals in developing a range of data-management services that can be tailored to the unique needs of different scholarly researchers.

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

Science.gov (United States)

Wood, Jennifer J.

2013-01-01

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

Research Faculty Development: An Historical Perspective and Ideas for a Successful Future

Science.gov (United States)

Brutkiewicz, Randy R.

2012-01-01

What does it take to be successful as a tenure-track research faculty member in a School of Medicine? What are the elements necessary to run a successful laboratory? How does one find the resources and help to know what is important for promotion and tenure? Most training in graduate school or in clinical fellowships does not answer these…

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

Science.gov (United States)

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.

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.

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.

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

Science.gov (United States)

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

Annual report of Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo, fiscal year 1996

International Nuclear Information System (INIS)

1997-08-01

This report summarizes research and educational activities, operation status of the research facilities of the Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo on fiscal year 1996. This facility has four major research facilities such as fast neutron source reactor 'Yayoi', electron Linac, fundamental experiment facility for nuclear fusion reactor blanket design and high fluence irradiation facility(HIT). Education and research activities are conducted in a wide fields of nuclear engineering using these facilities. The former two facilities are available for various studies by universities all over Japan, facility for nuclear fusion reactor blanket design is utilized for research within the Faculty of Engineering and HIT is used for the research within the University of Tokyo. The facility established a plan to reorganized into a nation wide research collaboration center in fiscal year 1995 and after further discussion of a future program it is decided to hold 'Nuclear energy symposium' periodically after fiscal year 1997 as a part of the activity for appealing the research results to the public. (G.K.)

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.

Commentary: Racism and Bias in Health Professions Education: How Educators, Faculty Developers, and Researchers Can Make a Difference.

Science.gov (United States)

Karani, Reena; Varpio, Lara; May, Win; Horsley, Tanya; Chenault, John; Miller, Karen Hughes; O'Brien, Bridget

2017-11-01

The Research in Medical Education (RIME) Program Planning Committee is committed to advancing scholarship in and promoting dialogue about the critical issues of racism and bias in health professions education (HPE). From the call for studies focused on underrepresented learners and faculty in medicine to the invited 2016 RIME plenary address by Dr. Camara Jones, the committee strongly believes that dismantling racism is critical to the future of HPE.The evidence is glaring: Dramatic racial and ethnic health disparities persist in the United States, people of color remain deeply underrepresented in medical school and academic health systems as faculty, learner experiences across the medical education continuum are fraught with bias, and current approaches to teaching perpetuate stereotypes and insufficiently challenge structural inequities. To achieve racial justice in HPE, academic medicine must commit to leveraging positions of influence and contributing from these positions. In this Commentary, the authors consider three roles (educator, faculty developer, and researcher) represented by the community of scholars and pose potential research questions as well as suggestions for advancing educational research relevant to eliminating racism and bias in HPE.

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

Science.gov (United States)

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

2010-01-01

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

"I Couldn't Wait to Leave the Toxic Environment": A Mixed Methods Study of Women Faculty Satisfaction and Departure from One Research Institution

Science.gov (United States)

Gardner, Susan K.

2012-01-01

A mixed methods analysis of women faculty departure at one research institution was conducted using Hagedorn's model of faculty job satisfaction. Findings from an institution-wide survey and interviews with women faculty who had left the institution resulted in several themes: (a) a lack of resources to support faculty work, (b) a lack of…

[Factors forming opnion on marijuana legalization in Poland among group of students from medical and technical college faculty].

Science.gov (United States)

Suwała, Małgorzata; Gerstenkorn, Andrzej; Szewczyk, Anna

2015-01-01

Marijuana is the most popular illegal drug in the world. In 2010 17.6% of polish adult population (age 15-64) and 37.3% of youth (age 17-18) declared use of marijuana at least once in their lifetime. Recent years in Poland brought back public discussion regarding decriminalization and legalization of marijuana. The main goal of the study was to reveal the opinion about legalization of marijuana in Poland among students of medical and technical faculty in correlation with chosen socio-demographic factors, college major, attitude to tobacco smoking, use of drugs and religious practice. Study included 230 students (110 from Medical University of Lodz and 120 from Technical University of Lodz). Women consisted on 56.1% of surveyed and men on 43.9%. Study used audit survey as a research method. Results. 40.4% of students considered marijuana as "soft" drug and in majority (65.7%) are convinced that it is not addictive. The main part of studied group (83%) claimed that marijuana is easily accessible in Poland. The majority of the group (38.75%) was against marijuana legalization, a little bit less (35.2%) approved its legalization in Poland and 26.1% had no opinion. Type of college faculty had not been detected as a factor influencing support for legalization. Important factors influencing positive opinion on legalization was: living in the city, tobacco smoking, socializing with legalization supporters, lack of regular religious practice, drug use. CONCLUSION. Young people's diversified opinion regarding legalization of marijuana in Poland should encourage further discussion. Educational and preventive activities within different social groups are necessary to form a conscious opinion on legalization of marijuana in Poland based on the knowledge of actual scientific facts.

The Lived Experience of Black Nurse Faculty in Predominantly White Schools of Nursing.

Science.gov (United States)

Whitfield-Harris, Lisa; Lockhart, Joan Such; Zoucha, Richard; Alexander, Rumay

2017-03-01

This study explored the experiences of Black nurse faculty employed in predominantly White schools of nursing. High attrition rates of this group were noted in previous literature. Understanding their experiences is important to increase nurse diversity. Hermeneutic phenomenology was used to explore the experiences of 15 Black nurse faculty using interviews. Four themes were extracted as the following: cultural norms of the workplace, coping with improper assets, life as a "Lone Ranger," and surviving the workplace environment. The study provided insight to understand the meaning that Black faculty members give to their experiences working in predominantly White schools of nursing. Findings exemplify the need to improve culturally competent work environments and mentoring programs. Results suggest that better communication and proper respect from students, colleagues, and administrators are necessary. The limited research on this topic illustrates that Black nurse faculty remain under investigated; research is necessary to determine effective change strategies.

Marshall Space Flight Center Faculty Fellowship Program

Science.gov (United States)

Six, N. F. (Compiler)

2015-01-01

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

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

Science.gov (United States)

Holmes, M. A.

2015-12-01

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

Teaching, Research, and Service: The Satisfiers of Education Faculty at Western Michigan University.

Science.gov (United States)

Serafin, Ana Gil

This report investigated a random sample of 54 (divided equally between male and female) full-time regular education faculty actively engaged in classroom activities at Western Michigan University in Venezuelan postsecondary education to learn: (1) their satisfaction levels with their role functions of teaching, research, and service; and (2) if…

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

Science.gov (United States)

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

2010-12-15

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

Use of an international faculty/student exchange program as a process to establish and improve graduate education and research within an allied health discipline.

Science.gov (United States)

Gallicchio, V S; Kirk, P; Birch, N J

1998-01-01

It has been recognized in the allied health professions that allied health disciplines must enhance and increase their research and scholarly activity. If faculty/staff are to be judged in the academic environment in which they work, their efforts to conduct research must be supported. Recognition for academic scholarship measured by the performance of research and scholarly activity is often difficult for faculty/staff to attain because of increased demands for scheduled time devoted to classroom instruction and student advising. This inability for faculty/staff to engage in research and scholarly activity often is enhanced by the lack of proper and adequate facilities and equipment. Also important is the role of graduate education, which itself, provides a stimulus for the performance of research and scholarly activity. This article reports outcomes achieved by an international faculty/staff-student program that provides an opportunity for faculty/staff and students within an allied health discipline to conduct research and scholarly activity. This program could serve as a model to identify the strengths and benefits that can be achieved by such programs. This program is capable of improving the research and scholarly activity of all academic units within an allied health discipline.

Perceptions of Faculty Status among Academic Librarians

Science.gov (United States)

Galbraith, Quinn; Garrison, Melissa; Hales, Whitney

2016-01-01

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

Nursing doctoral faculty perceptions of factors that affect their continued scholarship.

Science.gov (United States)

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

2014-01-01

This focus group study was undertaken as part of a larger investigation of how the demand for increased production of nurses with doctorates affects doctoral faculty's scholarly productivity. This study provided a basis for development of the national survey questionnaire. Two focus groups that included 29 faculty teaching in doctor of philosophy and/or doctor of nursing practice programs took place at one of two national conferences. The focus group interviews were transcribed and content analyzed for the identification of themes; all members of the research team reached consensus. The three major themes were the demands of teaching, the importance of institutional structure and climate, and the sustainability of one's self, the institution, and the discipline. Participants identified strategies for enhancing scholarly productivity. Findings are limited by the small sample size and the voluntary participation of conference attendees. The strength of emotion that participants revealed underscores the need for nursing leaders to address the increasing academic expectations for faculty. If the profession does not address the needs of its current and future faculty, goals explicated by the Institute of Medicine in The Future of Nursing cannot be achieved, and the health of the nation will suffer. Copyright © 2014 Elsevier Inc. All rights reserved.

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Science.gov (United States)

Henderson, Charles; Dancy, Melissa; Niewiadomska-Bugaj, Magdalena

2012-12-01

During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Directory of Open Access Journals (Sweden)

Charles Henderson

2012-07-01

Full Text Available During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate. This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS. The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

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

Science.gov (United States)

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

2016-09-01

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

Using Data in the Classroom: Resources for Undergraduate Faculty

Science.gov (United States)

Manduca, C. A.

2003-12-01

On-line access to geoscience data and tools for data visualization and analysis are creating exciting new opportunities for engaging undergraduate students with data. The National Science Digital Library (NSDL) and DLESE both include access to data and tools as fundamental aspects of their vision and are currently striving to support faculty in using data in their courses. The Using Data in the College/University Classroom Workgroup at the 2003 DLESE Annual meeting brought together data providers, resource developers, and faculty to discuss issues surrounding data access and use in the undergraduate classroom. In order to improve understanding among these diverse viewpoints, workgroup participants created concept maps showing the relationships between data and education. These maps and other highlights of the working group discussion are available at http://swiki.dlese.org/ReportOut2003/26. The working group discussions built on substantial existing resources including: 2001 Report of the DLESE Data Access Working Group bringing together data providers and tool developers (www.dlese.org/documents/reports/meeting/Feb_01/dawg20801 _outcomes.html); 2002 Using Data in the Classroom workshop bringing together faculty from across the disciplines (serc.carleton.edu/research_education/usingdata/workshop02/); 2003 Using Data in the Classroom report describing current uses of data in undergraduate science courses and faculty needs for data access and tools (serc.carleton.edu/ research_education/usingdata/report.html); NSDL Using Data in the Classroom Portal providing access to data, tools, teaching materials, and a discussion of pedagogic and development issues and opportunites for community contribution to these collections (serc.carleton.edu/research_education/usingdata/); Starting Point "Teaching with Models" site supporting faculty teaching at the entry level in using mathematical, statistical, and other types of models in their courses (serc

Expert clinician to clinical teacher: developing a faculty academy and mentoring initiative.

Science.gov (United States)

Reid, Tina P; Hinderer, Katherine A; Jarosinski, Judith M; Mister, Brenda J; Seldomridge, Lisa A

2013-07-01

The lack of sufficient numbers of qualified nursing faculty to prepare nursing students for entry into the field of nursing is of national and international concern. Recruiting expert clinicians and preparing them as clinical teachers is one approach to addressing the faculty shortage. Adequate training for the new role is paramount to promote job satisfaction and reduce attrition. Various models for orienting and preparing expert nurse clinicians as clinical educators are reported in the literature with little consensus or research to support a single approach. This paper describes a collaborative effort to prepare experienced registered nurse clinicians for new roles as part-time clinical faculty. Using a blend of learning strategies (face-to-face, online, simulation, and group mentoring sessions), this training experience was designed to cover content while promoting discussion of issues and challenges and providing much-needed mentorship. Outcomes include 12 new clinical faculty, 25% from groups underrepresented in nursing, with nine newly employed as part-time clinical teachers. Copyright © 2013 Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

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

2016-09-01

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

The 1989 NASA-ASEE Summer Faculty Fellowship Program in Aeronautics and Research

Science.gov (United States)

Boroson, Harold R.; Soffen, Gerald A.; Fan, Dah-Nien

1989-01-01

The 1989 NASA-ASEE Summer Faculty Fellowship Program at the Goddard Space Flight Center was conducted during 5 Jun. 1989 to 11 Aug. 1989. The research projects were previously assigned. Work summaries are presented for the following topics: optical properties data base; particle acceleration; satellite imagery; telemetry workstation; spectroscopy; image processing; stellar spectra; optical radar; robotics; atmospheric composition; semiconductors computer networks; remote sensing; software engineering; solar flares; and glaciers.

Engineering Faculty Indicate High Levels of Awareness and Use of the Library but Tend to Consult Google and Google Scholar First for Research Resources

Directory of Open Access Journals (Sweden)

Elaine Sullo

2016-09-01

Full Text Available A Review of: Zhang, L. (2015. Use of library services by engineering faculty at Mississippi State University, a large land grant institution. Science & Technology Libraries, 34(3, 272-286. http://dx.doi.org/10.1080/0194262X.2015.1090941 Objective – To investigate the engineering faculty’s information-seeking behaviour, experiences, awareness, and use of the university library. Design – Web-based survey questionnaire. Setting – The main campus of a state university in the United States of America. Subjects – 119 faculty members within 8 engineering departments. Methods – An email invitation to participate in a 16-item electronic survey questionnaire, with questions related to library use, was sent in the spring of 2015 to 119 engineering faculty members. Faculty were given 24 days to complete the survey, and a reminder email was sent 10 days after the original survey invitation. Main Results – Thirty-eight faculty members responded to the survey, representing a response rate of 32%. Overall, faculty had a high level of use and awareness of both online and physical library resources and services, although their awareness of certain scholarly communication services, such as data archiving and copyright advisory, was significantly lower. Faculty tend to turn to Google and Google Scholar when searching for information rather than turning to library databases. Faculty do not use social media to keep up with library news and updates. The library website, as well as liaison librarians, were cited as the primary sources for this type of information. Conclusions – The researcher concludes that librarians need to do a better job of marketing library resources, such as discipline-specific databases, as well as other library search tools. Because faculty use web search engines as a significant source of information, the author proposes further research on this behaviour, and suggests more action to educate faculty on different search tools

Professorship: A Faculty Development Program.

Science.gov (United States)

Davis, Todd M.; Davis, Jane F.

1987-01-01

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

Influencing Academic Motivation: The Effects of Student-Faculty Interaction

Science.gov (United States)

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

2016-01-01

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

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

Directory of Open Access Journals (Sweden)

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

Marshall Space Flight Center Faculty Fellowship Program

Science.gov (United States)

Six, N. F.; Karr, G.

2017-01-01

The research projects conducted by the 2016 Faculty Fellows at NASA Marshall Space Flight Center included propulsion studies on propellant issues, and materials investigations involving plasma effects and friction stir welding. Spacecraft Systems research was conducted on wireless systems and 3D printing of avionics. Vehicle Systems studies were performed on controllers and spacecraft instruments. The Science and Technology group investigated additive construction applied to Mars and Lunar regolith, medical uses of 3D printing, and unique instrumentation, while the Test Laboratory measured pressure vessel leakage and crack growth rates.

Evaluating Competitiveness of Faculties of Higher Educational Establishments in Slovakia

Directory of Open Access Journals (Sweden)

Rayevnyeva Olena V.

2016-02-01

Full Text Available The problem of competitiveness of higher education, efficiency of its functioning and training graduates of higher educational establishments according to the current and future needs of the market are among the key issues of socio-economic development strategy in EU countries. The aim of the study is to determine the competitiveness of faculties of major higher educational establishments based on the use of the cluster analysis and rating evaluations provided by national experts. The paper describes the methodology of rating evaluation of faculties of higher educational establishments in Slovakia on the basis of such components as: educational process; attractiveness of the program; science and research activities; doctoral studies; attracted grants. Shortcomings of the approach to faculty rating evaluations based on the averaged value have been determined. In order to improve analysis of the competitive positions of individual faculties of higher educational establishments in Slovakia, the cluster analysis was used and the results of breaking the faculties into five groups were presented. To forecast changes in the competitive positions of faculties of higher educational establishments in Slovakia, discriminant functions enabling to determine possible qualitative changes in the state of the faculties’ competitiveness due to external or internal factors have been built.

Motivational Issues of Faculty in Saudi Arabia

Science.gov (United States)

Abdul Cader, Akram

2012-01-01

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

The Challenge of Finding Faculty Time for Applied Research Activities in Ontario Colleges

Science.gov (United States)

Rosenkrantz, Otte

2013-01-01

The purpose of this study was to explore how the role of Ontario college faculty has evolved since the advent of the Post-Secondary Education Choice and Excellence Act of 2000 and the Colleges of Applied Arts and Technology Act of 2002 in terms of whether or not the decision to create a research culture at the colleges included making time…

Bibliometric Analysis of Publication Output Patterns of Faculty ...

African Journals Online (AJOL)

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

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

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Hong Bin Kim

2016-09-01

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

Faculty ethics: ideal principles with practical applications.

Science.gov (United States)

Reybold, L Earle

2009-01-01

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

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.

Explaining Research Utilization Among 4-H Faculty, Staff, and Volunteers: The Role of Self-Efficacy, Learning Goal Orientation, Training, and Previous Experience

Directory of Open Access Journals (Sweden)

Julianne Tillman

2014-06-01

Full Text Available An investigation of factors that facilitate the utilization of research evidence among faculty, staff, and volunteers in the 4-H Youth Development Program is presented in this paper. Participants (N= 368; 86 4-H faculty, 153 staff, and 129 volunteers represented 35 states; structural equation modeling was utilized in the analyses. Results of the path analysis explained 56% of variance in research utilization and 28% in research utilization self-efficacy. Among the factors impacting research utilization, self-efficacy played the most important role. In turn, self-efficacy for research utilization was positively influenced by participants’ learning goal orientation, frequency of 4-H training during the last 12 months, education in research-related areas, and investigative career interests. In addition, 4-H staff who were exposed to research at higher levels reported higher research utilization self-efficacy. The findings reinforce the importance of fostering research utilization self-efficacy among 4-H faculty, staff, and volunteers. Among the suggestions presented are regular 4-H training opportunities and on-going exposure to program evaluation and program improvement experiences.

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.

Faculty in Governance at the University of Minnesota.

Science.gov (United States)

Deegan, William L.; Mortimer, Kenneth P.

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

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

Science.gov (United States)

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

2010-09-01

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

Marshall Space Flight Center Faculty Fellowship Program

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

Mulnix, Amy B.

2016-01-01

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

Department Colleagues and Individual Faculty Publication Productivity.

Science.gov (United States)

Braxton, John M.

1983-01-01

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

Academic faculty governance and recruitment decisions

NARCIS (Netherlands)

Prüfer, J.; Walz, U.

2013-01-01

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

Academic Faculty Governance and Recruitment Decisions

NARCIS (Netherlands)

Prüfer, J.; Walz, U.

2009-01-01

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

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

Science.gov (United States)

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

2011-01-01

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

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

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Maris Zarin Daneshvar

2016-01-01

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

Faculty Perception of Support to Do Their Job Well

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

2015-01-01

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

The development, implementation, and assessment of an innovative faculty mentoring leadership program.

Science.gov (United States)

Tsen, Lawrence C; Borus, Jonathan F; Nadelson, Carol C; Seely, Ellen W; Haas, Audrey; Fuhlbrigge, Anne L

2012-12-01

Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multispecialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women's Hospital developed the Faculty Mentoring Leadership Program as a peer learning experience for midcareer and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring and create a supportive community of mentors. A planning group representing key administrative, educational, clinical, and research mentorship constituencies designed the nine-month course.Participants met monthly for an hour and a half during lunchtime. Two cofacilitators engaged the diverse group of 16 participants in interactive discussions about cases based on the participants' experiences. While the cofacilitators discussed with the participants the dyadic mentor-mentee relationship, they specifically emphasized the value of engaging multiple mentors and establishing mentoring networks. In response to postsession and postcourse (both immediately and after six months) self-assessments, participants reported substantive gains in their mentoring confidence and effectiveness, experienced a renewed sense of enthusiasm for mentoring, and took initial steps to build a diverse network of mentoring relationships.In this article, the authors describe the rationale, design, implementation, assessment, and ongoing impact of this innovative faculty mentoring leadership program. They also share lessons learned for other institutions that are contemplating developing a similar faculty mentoring program.

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

Science.gov (United States)

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

2010-10-11

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

Predicting the Satisfaction and Loyalty of Adjunct Faculty

Science.gov (United States)

Hoyt, Jeff E.

2012-01-01

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

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

Science.gov (United States)

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.

Predictors of Job Satisfaction amongst Baccalaureate Nurse Faculty

Science.gov (United States)

Overstreet, Lori M.

2017-01-01

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

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.

Internationalization of Higher Education and the Impacts on Academic Faculty Members

Science.gov (United States)

Bedenlier, Svenja; Zawacki-Richter, Olaf

2015-01-01

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

Coaching to Augment Mentoring to Achieve Faculty Diversity: A Randomized Controlled Trial.

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Williams, Simon N; Thakore, Bhoomi K; McGee, Richard

2016-08-01

The Academy for Future Science Faculty (the Academy) is a novel coaching intervention for biomedical PhD students designed to address limitations in previous efforts to promote faculty diversity. Unlike traditional research mentoring, the Academy includes both group and individual coaching, coaches have no research or evaluation roles with the students, and it is based on social science theories. The authors present a qualitative case study of one of the coaching groups and provide statistical analyses indicating whether one year in the Academy effects students' perceptions of the achievability and desirability of an academic career. The authors tested (July 2012-July 2013), with Northwestern University ethical approval, the Academy via a longitudinal randomized controlled trial. Participants were 121 latter-stage biomedical PhD students. The authors collected data via questionnaires, interviews, and meeting recordings. The case study shows how group career coaching can effectively supplement traditional one-to-one research mentoring; provide new role models for underrepresented minority students; and provide theory-based lenses through which to engage in open conversations about race, gender, and science careers. Repeated-measures analysis of variance showed that perceived achievability increased in the Academy group from baseline to one-year follow-up (mean, 5.75 versus 6.39) but decreased in the control group (6.58 versus 5.81). Perceived desirability decreased significantly less (P coaching model can effectively supplement traditional research mentoring and promote persistence toward academic careers.

Faculty Teaching Climate: Scale Construction and Initial Validation

Science.gov (United States)

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…

Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

Directory of Open Access Journals (Sweden)

Christine Frazer

2017-01-01

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

University Faculty and the Value of Their Intellectual Property: Comparing IP in Teaching and Research

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Hentschke, Guilbert C.

2017-01-01

This chapter describes the protectionist and access functions of intellectual property for the teaching and research work of university faculty. The degree to which an individual piece of IP is protected or made accessible to others depends in large measure on its market-related characteristics, including costs of production, availability of…

Annual report of Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo, fiscal year 1995

International Nuclear Information System (INIS)

1996-08-01

This is an annual report prepared on research education action, operation state of research instruments and others in FY 1995 at Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo. The laboratory has four large instruments such as high speed neutron source reactor, 'Yayoi', electron linac, fundamentally experimental equipment for blanket design of nuclear fusion reactor, and heavy radiation research equipment (HIT), of which former two are used for cooperative research with universities in Japan, and the next blanket and the last HIT are also presented for cooperative researches in Faculty of Engineering and in University of Tokyo, respectively. FY 1995 was the beginning year of earnest discussion on future planning of this facility with concentrated effort. These four large research instruments are all in their active use. And, their further improvement is under preparation. In this report, the progress in FY 1995 on operation and management of the four large instruments are described at first, and on next, research actions, contents of theses for degree and graduation of students as well as research results of laboratory stuffs are summarized. These researches are constituted mainly using these large instruments in the facility, aiming at development of advanced and new field of atomic energy engineering and relates to nuclear reactor first wall engineering, nuclear reactor fuel cycle engineering, electromagnetic structure engineering, thermal-liquid engineering, mathematical information engineering, quantum beam engineering, new type reactor design and so on. (G.K.)

Annual report of Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo, fiscal year 1995

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-08-01

This is an annual report prepared on research education action, operation state of research instruments and others in FY 1995 at Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo. The laboratory has four large instruments such as high speed neutron source reactor, `Yayoi`, electron linac, fundamentally experimental equipment for blanket design of nuclear fusion reactor, and heavy radiation research equipment (HIT), of which former two are used for cooperative research with universities in Japan, and the next blanket and the last HIT are also presented for cooperative researches in Faculty of Engineering and in University of Tokyo, respectively. FY 1995 was the beginning year of earnest discussion on future planning of this facility with concentrated effort. These four large research instruments are all in their active use. And, their further improvement is under preparation. In this report, the progress in FY 1995 on operation and management of the four large instruments are described at first, and on next, research actions, contents of theses for degree and graduation of students as well as research results of laboratory stuffs are summarized. These researches are constituted mainly using these large instruments in the facility, aiming at development of advanced and new field of atomic energy engineering and relates to nuclear reactor first wall engineering, nuclear reactor fuel cycle engineering, electromagnetic structure engineering, thermal-liquid engineering, mathematical information engineering, quantum beam engineering, new type reactor design and so on. (G.K.)

Scoping Review on Research on Food conducted in the Faculty of Social Sciences. Including other Institutions in the Norwich Research Park and Beyond

OpenAIRE

Howard Wilsher, Stephanie

2014-01-01

Executive summary The scoping review was commissioned to examine what research on food has been conducted in the Faculty of Social Sciences (SSF) at the University of East Anglia (UEA) since 2005. The aim of the report is to facilitate collaborative research between SSF and the rest of the Norwich Research Park (NRP), in particular, the Institute of Food Research (IFR). However, it is important to contextualise this beyond the NRP as the Eastern Academic Research Consortium (EARC) provides fu...

Group formation in early clinical project

DEFF Research Database (Denmark)

Østergaard, Gert Værge

Research shows that getting involved is a key aspect of learning, and a way of getting involved is through study groups [1]. Forming groups are always a theme that is discussed, both amongst faculty and students. There is a different approach at different semesters regarding this formation...

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

Science.gov (United States)

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.

Cognitive dissonance experienced by nurse practitioner faculty.

Science.gov (United States)

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

2012-08-01

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

Realizing Student, Faculty, and Institutional Outcomes at Scale: Institutionalizing Undergraduate Research, Scholarship, and Creative Activity within Systems and Consortia

Science.gov (United States)

Malachowski, Mitchell; Osborn, Jeffrey M.; Karukstis, Kerry K.; Ambos, Elizabeth L.

2015-01-01

This chapter reviews the evidence for the effectiveness of undergraduate research as a student, faculty, and institutional success pathway, and provides the context for the Council on Undergraduate Research's support for developing and enhancing undergraduate research in systems and consortia. The chapter also provides brief introductions to each…

Factors Contributing to Job Satisfaction and Dissatisfaction among Non-Tenure-Track Faculty

Science.gov (United States)

Waltman, Jean; Bergom, Inger; Hollenshead, Carol; Miller, Jeanne; August, Louise

2012-01-01

While scholars have investigated the recent influx of non-tenure-track faculty (NTTF), few have talked extensively with NTTF to understand their perspectives. Using Herzberg's motivation-hygiene theory, we present focus group findings about job satisfaction of NTTF at 12 research universities. We highlight policies supporting teaching, job…

How Faculty Learn about and Implement Research-Based Instructional Strategies: The Case of Peer Instruction

Science.gov (United States)

Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-01-01

The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who…

Project-based faculty development for e-learning.

Science.gov (United States)

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

2016-12-01

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

Course-based undergraduate research experiences in molecular biosciences-patterns, trends, and faculty support.

Science.gov (United States)

Wang, Jack T H

2017-08-15

Inquiry-driven learning, research internships and course-based undergraduate research experiences all represent mechanisms through which educators can engage undergraduate students in scientific research. In life sciences education, the benefits of undergraduate research have been thoroughly evaluated, but limitations in infrastructure and training can prevent widespread uptake of these practices. It is not clear how faculty members can integrate complex laboratory techniques and equipment into their unique context, while finding the time and resources to implement undergraduate research according to best practice guidelines. This review will go through the trends and patterns in inquiry-based undergraduate life science projects with particular emphasis on molecular biosciences-the research-aligned disciplines of biochemistry, molecular cell biology, microbiology, and genomics and bioinformatics. This will provide instructors with an overview of the model organisms, laboratory techniques and research questions that are adaptable for semester-long projects, and serve as starting guidelines for course-based undergraduate research. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The role of the faculty mentor to the REU experience: insights from an international REU

Science.gov (United States)

Houser, C.; Cahill, A. T.; Lemmons, K.

2012-12-01

The Texas A&M REU in Costa Rica provides students with an opportunity to participate in research on the ecohydrology of a tropical pre-montane forest. The international and field components of this program require both that students to work in research clusters of several faculty and students, and that each of the clusters contribute to a primary research question of closing the water budget for a small watershed. Specifically, students and faculty participate in precipitation (P), evapotranspiration (E), hydrology (Q) or subsurface storage (DS) research clusters. It is argued that having the students at a central research station location and focusing their research on a common research problem is an important aspect of an international REU program to avoid a feeling of isolation and to ensure that the students remain safe in their research and during their free time. However, this shared experience and research question can highlight differences among the faculty mentors and make the students evaluate their individual experience more critically. To better understand the relationship between the REU student and their faculty mentor(s), we have been conducting pre- and post-surveys, interviews, and focus groups to understand their experience in the REU and the manner in which the faculty mentor can affect that experience and the desire to continue in research. Results of the pre-trip survey suggest that the undergraduate students are most concerned about their projects and show little no concern about the faculty mentor with whom they will be completing their research. Post-trip results from 2011 and 2012 suggest that mentors had a much greater impact on the experience than expected. Many students said that their future research/graduate school plans were significantly affected by their REU mentor relationship. One student said that by working closely with mentors, "you know that what you are doing and learning is pertinent because you are learning it from actual

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

Science.gov (United States)

Cook, David A; Steinert, Yvonne

2013-11-01

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

Faculty Perceptions about Barriers to Active Learning

Science.gov (United States)

Michael, Joel

2007-01-01

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

Obstacles of Scientific Research with Faculty of University of Jadara from Their Point of View

Science.gov (United States)

Hatamleh, Habes Moh'd

2016-01-01

This study aimed to estimate the existence of the scientific research obstacles' degree from the point of faculty at the University of Jadara from their point of view. The number of members that responded to the study reached 100 samples, and this number accounts for 80% of the study society. To achieve the objectives of the study, the researcher…

Solving the nurse faculty shortage: exploring retention issues.

Science.gov (United States)

Berent, Georgine R; Anderko, Laura

2011-01-01

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

Student and faculty perceptions of effective clinical instructors in ADN programs.

Science.gov (United States)

Gignac-Caille, A M; Oermann, M H

2001-11-01

The purpose of this study was to identify the perceptions of associate degree nursing (ADN) students and faculty of characteristics of effective clinical teachers and determine whether there were differences between these two groups. A survey was conducted of 292 students in various levels of their ADN programs and 59 faculty members from the same five programs, which were randomly selected from across Michigan. Data were collected using the Nursing Clinical Effectiveness Inventory, which includes 48 characteristics of effective clinical instructors arranged in five subscales. Students identified "demonstrates clinical skills and judgment" as the most important characteristic of effective clinical instructors, while faculty identified "explains clearly" as the most important characteristic. There was agreement on 6 of the top 10 characteristics identified by both groups. Both groups rated "directs student to useful literature in nursing" as the least important characteristic of effective clinical instructors. The students' and faculty's perceptions of effective clinical instructors differed by subscales, with students identifying evaluation characteristics as most important (mean = 4.73, SD = .42) and faculty identifying interpersonal relationships as most important (mean = 4.72, SD = .31). A t test indicated a significant difference between student and faculty means for the interpersonal relationships subscales, with faculty rating this group of characteristics as more important than students did (t = 2.49, p = .0 14).

Small Group Research

Science.gov (United States)

McGrath, Joseph E.

1978-01-01

Summarizes research on small group processes by giving a comprehensive account of the types of variables primarily studied in the laboratory. These include group structure, group composition, group size, and group relations. Considers effects of power, leadership, conformity to social norms, and role relationships. (Author/AV)

The 1975 NASA/ASEE summer faculty fellowship research program. [research in the areas of aerospace engineering, aerospace systems, and information systems

Science.gov (United States)

1975-01-01

A research program was conducted to further the professional knowledge of qualified engineering and science faculty members, to stimulate an exchange of ideas between participants and NASA engineers and scientists, and to enrich the research activities of the participants' institutions. Abstracts of reports submitted at the end of the program are presented. Topics investigated include multispectral photography, logic circuits, gravitation theories, information systems, fracture mechanics, holographic interferometry, surface acoustic wave technology, ion beams in the upper atmosphere, and hybrid microcircuits.

Race, Disadvantage and Faculty Experiences in Academic Medicine

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Cooper, Lisa A.; Carr, Phyllis

2010-01-01

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

Race, disadvantage and faculty experiences in academic medicine.

Science.gov (United States)

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

2010-12-01

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

Classroom management of situated group learning: A research study of two teaching strategies

Science.gov (United States)

Smeh, Kathy; Fawns, Rod

2000-06-01

Although peer-based work is encouraged by theories in developmental psychology and although classroom interventions suggest it is effective, there are grounds for recognising that young pupils find collaborative learning hard to sustain. Discontinuities in collaborative skill during development have been suggested as one interpretation. Theory and research have neglected situational continuities that the teacher may provide in management of formal and informal collaborations. This experimental study, with the collaboration of the science faculty in one urban secondary college, investigated the effect of two role attribution strategies on communication in peer groups of different gender composition in three parallel Year 8 science classes. The group were set a problem that required them to design an experiment to compare the thermal insulating properties of two different materials. This presents the data collected and key findings, and reviews the findings from previous parallel studies that have employed the same research design in different school settings. The results confirm the effectiveness of social role attribution strategies in teacher management of communication in peer-based work.

African American Social Work Faculty: Overcoming Existing Barriers and Achieving Research Productivity

Science.gov (United States)

Allen, Junior Lloyd; Huggins-Hoyt, Kimberly Y.; Holosko, Michael J.; Briggs, Harold E.

2018-01-01

Purpose: This study explored the scholarship experiences of top-ranked African American faculty in schools of social work. Method: Qualitative interviews were conducted with N = 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship. Findings: Four major themes were identified, each of…

Faculty's Perception of Faculty Development

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

Bouwma-Gearhart, Jana

2012-01-01

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

Content Analysis of a Computer-Based Faculty Activity Repository

Science.gov (United States)

Baker-Eveleth, Lori; Stone, Robert W.

2013-01-01

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

Mentored peer reviewing for PhD faculty and students.

Science.gov (United States)

Xu, Jiayun; Kim, Kyounghae; Kurtz, Melissa; Nolan, Marie T

2016-02-01

There is a need for scholars to be prepared as peer reviewers in order to ensure the continual publication of quality science. However, developing the skills to craft a constructive critique can be difficult. In this commentary, we discuss the use of a group peer review mentoring model for PhD students to gain experience in peer review from a faculty member who is experienced in peer review. Central to this model, was the opportunity for each student and faculty mentor to openly discuss their critique of the manuscript. Through this enriching experience, novice researchers were able to learn the elements of a good peer review, better determine a manuscript's substantive contribution to science, and advance the quality of their own manuscript writing. Copyright © 2015 Elsevier Ltd. All rights reserved.

What's Driving Faculty Participation in Distance Education?

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Cook, Ruth Gannon; Ley, Kathryn

2004-01-01

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

AACSB Standards and Accounting Faculty's Intellectual Contributions

Science.gov (United States)

Lee, B. Brian; Quddus, Munir

2008-01-01

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

Enhancing Sustainability Curricula through Faculty Learning Communities

Science.gov (United States)

Natkin, L. W.; Kolbe, Tammy

2016-01-01

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

Measuring faculty retention and success in academic medicine.

Science.gov (United States)

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

2012-08-01

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

A Snapshot of Organizational Climate: Perceptions of Extension Faculty

Science.gov (United States)

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

2011-01-01

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

Professionalism of Lecturers at Faculty of Education

Science.gov (United States)

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

2018-02-01

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

Promoting Academic Physicists, Their Students, and Their Research through Library Partnerships

Science.gov (United States)

Rozum, B.; Wesolek, A.

2012-12-01

At many institutions, attracting and mentoring quality students is of key importance. Through their developing careers, typically under the tutelage of one primary faculty member, students build portfolios, prepare for graduate school, and apply to post-doc programs or faculty positions. Often though, the corpus of that primary faculty member's work is not available in a single location. This is a disadvantage both for current students, who wish to highlight the importance of their work within the context of a research group and for the department, which can miss opportunities to attract high-quality future students. Utah State University Libraries hosts a thriving institutional repository, DigitalCommons@USU, which provides open access to scholarly works, research, reports, publications, and journals produced by Utah State University faculty, staff, and students. The Library and the Physics Department developed a partnership to transcend traditional library repository architecture and emphasize faculty research groups within the department. Previously, only student theses and dissertations were collected, and they were not associated with the department in any way. Now student presentations, papers, and posters appear with other faculty works all in the same research work space. This poster session highlights the features of the University's repository and describes what is required to establish a similar structure at other academic institutions. We anticipate several long-term benefits of this new structure. Students are pleased with the increased visibility of their research and with having an online presence through their "Selected Works" personal author site. Faculty are pleased with the opportunity to highlight their research and the potential to attract new students to their research groups. This new repository model also allows the library to amplify the existing scientific outreach initiatives of the physics department. One example of this is a recent

The Information-Seeking Habits of Architecture Faculty

Science.gov (United States)

Campbell, Lucy

2017-01-01

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

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

OpenAIRE

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

2015-01-01

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

Scholarly productivity for nursing clinical track faculty.

Science.gov (United States)

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

2014-01-01

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

Career transition and dental school faculty development program.

Science.gov (United States)

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

2013-11-01

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

Mentoring for Responsible Research: The Creation of a Curriculum for Faculty to Teach RCR in the Research Environment.

Science.gov (United States)

Plemmons, Dena K; Kalichman, Michael W

2018-02-01

Despite more than 25 years of a requirement for training in the responsible conduct of research (RCR), there is still little consensus about what such training should include, how it should be delivered, nor what constitutes "effectiveness" of such training. This lack of consensus on content, approaches and outcomes is evident in recent data showing high variability in the development and implementation of RCR instruction across universities and programs. If we accept that one of the primary aims of instruction in RCR/research ethics is "to foster a community of social responsibility" (Antes et al. 2009: 398), then it makes sense to consider the research environment itself-where learning one's science happens where one also engages in social interaction around that science. In order to take the best advantage of that already existing/naturally occurring research environment, the authors, through a deliberative, collaborative, and integrative process, crafted a workshop curriculum meant to arm research faculty with concrete and specific tools to effectively introduce research ethics in the context of the research environment.

Innovation of University Teaching Faculty Management Mode

Science.gov (United States)

Han, Yuzheng; Wang, Boyu

2015-01-01

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

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

Science.gov (United States)

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

2011-02-01

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

New Faculty Members' Emotions: A Mixed-Method Study

Science.gov (United States)

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

2016-01-01

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

Examination of cell phone usage habits and purposes of education faculty students

OpenAIRE

Ahmet Arslan; Aylin Tutgun Ünal

2013-01-01

In this research, the cell phone usage habits and purposes of education faculty students were examined. Research was conducted with 952 students (532 fist year students, 218 second year students, 157 third year students and 45 forth year students) from Marmara University Education Faculty and Maltepe University Education Faculty in İstanbul. For the collection of data, “cell phone usage determination survey” which was developed by the researchers, was used. In the research, various results we...

Stress and coping among orthopaedic surgery residents and faculty.

Science.gov (United States)

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

2004-07-01

Evaluations of physicians and residents have revealed concerning levels of psychosocial dysfunction. The purposes of this study were to determine the quality of life of orthopaedic residents and faculty and to identify the risk factors for decompensation. Twenty-one orthopaedic residents and twenty-five full-time orthopaedic faculty completed a 102-question voluntary, anonymous survey. The survey consisted of three validated instruments, i.e., the Maslach Burnout Inventory, the General Health Questionnaire-12, and the Revised Dyadic Adjustment Scale; and three novel question sets addressing background and demographic information, stress reaction and management, and the balance between work and home life. Descriptive statistics, pairwise correlations, simple t tests, and Pearson and nonparametric Spearman correlations were calculated. The simple correlation coefficient was used to assess bivariate relationships. The mean overall quality-of-life score, on a scale of 0 to 4 points, was 2.5 points for residents compared with 3.6 points for faculty members. Residents reported considerable burnout, showing a high level of emotional exhaustion and depersonalization and an average level of personal achievement, whereas faculty reported minimal burnout, showing a low level of emotional exhaustion (p burnout and psychiatric morbidity correlated with weekly work hours; conflict between the commitments of work and home life; discord with faculty, nursing staff, and senior residents; debt load; and work-related stress. Protective factors included being a parent, spending time with a spouse, having a physician father, and deriving satisfaction from discussing concerns with colleagues, friends, and family. In pursuit of our goal of determining the quality of life of orthopaedic residents and faculty, we identified a large disparity between the two groups. The resident group reported much greater levels of dysfunction particularly with regard to burnout and psychiatric morbidity

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 20: Engineers as information processors: A survey of US aerospace engineering faculty and students

Science.gov (United States)

Holland, Maurita Peterson; Pinelli, Thomas E.; Barclay, Rebecca O.; Kennedy, John M.

1991-01-01

U.S. aerospace engineering faculty and students were surveyed as part of the NASA/DoD Aerospace Knowledge Research Project. Faculty and students were viewed as information processors within a conceptual framework of information seeking behavior. Questionnaires were received from 275 faculty members and 640 students, which were used to determine: (1) use and importance of information sources; (2) use of specific print sources and electronic data bases; (3) use of information technology; and (4) the influence of instruction on the use of information sources and the products of faculty and students. Little evidence was found to support the belief that instruction in library or engineering information use has significant impact either on broadening the frequency or range of information products and sources used by U.S. aerospace engineering students.

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

Science.gov (United States)

Lee, Sharon M.

2002-01-01

Evaluated the glass ceiling hypothesis in relation to Asian American faculty using data from the 1993 National Study of Post-Secondary Faculty for 1,019 Asian American faculty members. Data limitations prevent concluding that such faculty do or do not face a glass ceiling; however, baseline findings for future research are established. (SLD)

A New Take on Program Planning: A Faculty Competencies Framework

Science.gov (United States)

Sanford, Rania; Kinch, Amy Fowler

2016-01-01

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

Study of Faculty and Information Technology, 2014

Science.gov (United States)

Dahlstrom, Eden; Brooks, D. Christopher

2014-01-01

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

Work and Life Integration: Faculty Balance in the Academy

Science.gov (United States)

Ehrens, Holly

2016-01-01

Faculty work life integration has evolved as an important area of research in the academic workplace. The evolution in thinking about faculty work life integration has progressively shifted focus from the problems of women and parents to research that considers both men and women, married and single, with or without children as participants in the…

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

Science.gov (United States)

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

2015-02-02

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

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

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

2015-02-25

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

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

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

2013-09-01

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

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

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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

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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. PMID:27303322

Browsing of E-Journals by Engineering Faculty

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Bennett, Denise Beaubien; Buhler, Amy G.

2010-01-01

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

Effects of assessing the productivity of faculty in academic medical centres: a systematic review

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Akl, Elie A.; Meerpohl, Joerg J.; Raad, Dany; Piaggio, Giulia; Mattioni, Manlio; Paggi, Marco G.; Gurtner, Aymone; Mattarocci, Stefano; Tahir, Rizwan; Muti, Paola; Schünemann, Holger J.

2012-01-01

Background: Many academic medical centres have introduced strategies to assess the productivity of faculty as part of compensation schemes. We conducted a systematic review of the effects of such strategies on faculty productivity. Methods: We searched the MEDLINE, Healthstar, Embase and PsycInfo databases from their date of inception up to October 2011. We included studies that assessed academic productivity in clinical, research, teaching and administrative activities, as well as compensation, promotion processes and satisfaction. Results: Of 531 full-text articles assessed for eligibility, we included 9 articles reporting on eight studies. The introduction of strategies for assessing academic productivity as part of compensation schemes resulted in increases in clinical productivity (in six of six studies) in terms of clinical revenue, the work component of relative-value units (these units are nonmonetary standard units of measure used to indicate the value of services provided), patient satisfaction and other departmentally used standards. Increases in research productivity were noted (in five of six studies) in terms of funding and publications. There was no change in teaching productivity (in two of five studies) in terms of educational output. Such strategies also resulted in increases in compensation at both individual and group levels (in three studies), with two studies reporting a change in distribution of compensation in favour of junior faculty. None of the studies assessed effects on administrative productivity or promotion processes. The overall quality of evidence was low. Interpretation: Strategies introduced to assess productivity as part of a compensation scheme appeared to improve productivity in research activities and possibly improved clinical productivity, but they had no effect in the area of teaching. Compensation increased at both group and individual levels, particularly among junior faculty. Higher quality evidence about the benefits

Effects of assessing the productivity of faculty in academic medical centres: a systematic review.

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Akl, Elie A; Meerpohl, Joerg J; Raad, Dany; Piaggio, Giulia; Mattioni, Manlio; Paggi, Marco G; Gurtner, Aymone; Mattarocci, Stefano; Tahir, Rizwan; Muti, Paola; Schünemann, Holger J

2012-08-07

Many academic medical centres have introduced strategies to assess the productivity of faculty as part of compensation schemes. We conducted a systematic review of the effects of such strategies on faculty productivity. We searched the MEDLINE, Healthstar, Embase and PsycInfo databases from their date of inception up to October 2011. We included studies that assessed academic productivity in clinical, research, teaching and administrative activities, as well as compensation, promotion processes and satisfaction. Of 531 full-text articles assessed for eligibility, we included 9 articles reporting on eight studies. The introduction of strategies for assessing academic productivity as part of compensation schemes resulted in increases in clinical productivity (in six of six studies) in terms of clinical revenue, the work component of relative-value units (these units are nonmonetary standard units of measure used to indicate the value of services provided), patient satisfaction and other departmentally used standards. Increases in research productivity were noted (in five of six studies) in terms of funding and publications. There was no change in teaching productivity (in two of five studies) in terms of educational output. Such strategies also resulted in increases in compensation at both individual and group levels (in three studies), with two studies reporting a change in distribution of compensation in favour of junior faculty. None of the studies assessed effects on administrative productivity or promotion processes. The overall quality of evidence was low. Strategies introduced to assess productivity as part of a compensation scheme appeared to improve productivity in research activities and possibly improved clinical productivity, but they had no effect in the area of teaching. Compensation increased at both group and individual levels, particularly among junior faculty. Higher quality evidence about the benefits and harms of such assessment strategies is

GSBPP Faculty Perceptions of Synchronous Distance Learning Technologies

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2008-12-01

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

Navigating Distance and Traditional Higher Education: Online faculty experiences

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Alice G. Yick

2005-07-01

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

Planning for Internationalization By Investing in Faculty

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Lisa K. Childress

2009-11-01

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

International Education in the 21st Century: The Importance of Faculty in Developing Study Abroad Research Opportunities

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Giedt, Todd; Gokcek, Gigi; Ghosh, Jayati

2015-01-01

This paper argues for a reimagining of education abroad that fuses short-term programming with some kind of experiential research component led by home campus disciplinary faculty, especially those in the sciences, technology, engineering, and math (STEM) fields, in order to better integrate the study abroad program into the core undergraduate…

Excellence in teaching for promotion and tenure in animal and dairy sciences at doctoral/research universities: a faculty perspective.

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Wattiaux, M A; Moore, J A; Rastani, R R; Crump, P M

2010-07-01

In this study, animal or dairy sciences faculty from doctoral/research universities were surveyed to clarify teaching performance expectations for the purpose of promotion and tenure of assistant professors. A survey tool including 15 evaluation criteria was available online and at the registration desk of the 2005 Joint Annual Meeting of the American Dairy Science Association and the American Society of Animal Science. The analyzed data set included 47 faculty (41 tenured and 6 tenure-track) with a substantial teaching responsibility from 27 different departments in 25 states. Four criteria were perceived as currently overemphasized: student evaluation of the instructor, student evaluation of the course, authoring peer-reviewed publications, and authoring an undergraduate textbook or book chapter. Nevertheless, more than 50% of respondents reported that these criteria should be used. One criterion emerged as being currently underemphasized: documentation of personal assessment of one's own teaching by preparing a portfolio. The lack of consensus for the remaining 10 items may have reflected substantial differences in institutional practices. The significance of overemphasis or underemphasis of certain criteria varied substantially depending on the respondent's perceived institutional mission. When asked about recognition within their department, 68% of respondents indicated that efforts in teaching improvement were properly rewarded. Respondents doubted the meaningfulness and appropriateness of student ratings tools as currently used. Results also suggested that animal and dairy science faculty placed a higher value on criteria recognizing excellence in teaching based on intradepartmental recognition (e.g., interactions with close-up peers and students) rather than recognition within a broader community of scholars as evidenced by authorship or success in generating funding for teaching. Proposed improvements in the evaluation of teaching for promotion and tenure

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

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

2015-02-01

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

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.

Overview of Faculty Development Programs for Interprofessional Education.

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

2017-06-01

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

Faculty Satisfaction Questionnaire: Development, Validity, and Reliability.

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Serafin, Ana Gil

This study sought to design and test a survey instrument which examined college faculty satisfaction with their roles of teaching, research, and service. A panel of experts reviewed the Spanish and English versions of the 39 item survey for quality of items and grammatical accuracy. Thirty randomly selected faculty members from a population of 234…

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.

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

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

2016-12-01

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

iUTAH Summer Research Institutes: Supporting the STEM Pipeline Through Engagement of High School, Undergraduate and Graduate Students, Secondary Teachers, and University Faculty in Authentic, Joint Research Experiences

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Stark, L. A.; Malone, M.

2015-12-01

Multiple types of programs are needed to support the STEM workforce pipeline from pre-college through graduate school and beyond. Short-term, intensive programs provide opportunities to participate in authentic scientific research for students who may not be sure of their interest in science and for teachers who may be unable to devote an entire summer to a research experience. The iUTAH (innovative Urban Transitions and Aridregion Hydro-Systainability) Summer Research Institute utilizes an innovative approach for a 5-day program that engages high school and undergraduate students as well as middle and high school teachers in conducting research projects led by graduate students and faculty members. Each Institute involves 3-4 half to full-day research projects. Participants collect (usually in the field) and analyze data for use in on-going research or that is related to a current research project. The participants work in groups with the graduate students to create a poster about each research project. They present their posters on the last day of the Institute at the state-wide meeting of all researchers and involved in this EPSCoR-funded program. In addition to introducing participants to research, one of the Institute's goals is to provide opportunities for meaningful near-peer interactions with students along the STEM pipeline from high school to undergraduate to graduate school. On the end-of-Institute evaluations, almost all students have reported that their discussions with other participants and with graduate students and faculty were a "Highly effective" or "Effective" part of the Institute. In response to a question about how the Institute will impact their course choices or their plans to pursue a career in science, many high school and undergraduate students have noted that they plan to take more science courses. Each year several undergraduates who were previously unsure about a career in science have indicated that they now intend to pursue a

Drawing method can improve musculoskeletal anatomy comprehension in medical faculty student.

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Joewono, Muliani; Karmaya, I Nyoman Mangku; Wirata, Gede; Yuliana; Widianti, I Gusti Ayu; Wardana, I Nyoman Gede

2018-03-01

The Chinese philosophy of Confucianism said "What I heard I forgot, what I see, I remember, what I do, I understand." During this time, most of the teaching and learning process relies on viewing and listening modalities only. As a result, much information does not last long in memory as well as the material understanding achieves became less deep. In studying anatomy science, drawing is one of effective important methods because it is an integration of ideas and knowledge of vision thereby increasing comprehension and learning motivation of college students. The purpose of this research is to know the musculoskeletal anatomy comprehension by drawing learning method in Medical Faculty student. This research uses observational analytic design with the cross-sectional design. Total sampling was done to the entire student of Physiotherapy Study Program in 2012, 2013, and 2014, Medical Faculty of Udayana University. The average value of musculoskeletal anatomy of the student in 2012, 2013, and 2014 sequentially are 31.67, 33.57, and 45.00, respectively. Normality test with Shapiro-Wilk and homogeneity with Levene's test showed normal results and homogeneous. One-way ANOVA test between groups showed a significant result that is 11.00 ( P drawing method can improve the musculoskeletal anatomy comprehension in Medical Faculty student.

Computer Self-Efficacy of University Faculty in Lebanon

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Saleh, Hanadi Kassem

2008-01-01

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

Knox named Phoenix associate dean of faculty affairs

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Robbins RA

2016-12-01

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

Mentorship Efforts to Support Part-Time Social Work Faculty Members

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

2014-01-01

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

Faculty Time Allocation: A Study of Change over Twenty Years.

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Milem, Jeffrey F.; Berger, Joseph B.; Dey, Eric L.

2000-01-01

Examined changes in amounts of time faculty spent in teaching, advising, and research activities over the past 20 years. Found institutions are becoming more similar in their patterns of faculty time allocation, particularly regarding time spend on research. However, time spent advising and interacting informally with students appears to be…

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

International Nuclear Information System (INIS)

Tiwari, S.N.

1991-09-01

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

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.

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

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Stockley, Denise; McDonald, Jeanette; Hoessler, Carolyn

2015-01-01

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

Increasing Leadership Capacity for Senior Women Faculty through Mutual Mentoring

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List, Karen; Sorcinelli, Mary Deane

2018-01-01

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

The Effects of the Practice of the Newstart Health Regimen on Faculty Stress among Faculty at Seventh-Day Adventist Colleges and Universities

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Ashley, George; Cort, Malcolm

2007-01-01

Utilizing an availability sample of (n = 124) faculty from three postsecondary Seventh-day Adventists institutions that promote a healthy lifestyle philosophy encapsulated in the acronym NEWSTART, this study explored effects of this health/religious regimen on faculty stress among this group. The findings reported in this paper indicate that three…

Nursing Faculty's Experience with Disruptive Work Environments: A Mixed Method Study of the Phenomenon of Bullying Behaviors among Nursing Faculty and Their Intent to Stay in Academe

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Shugart, Kelli Palmer

2017-01-01

Because of the limited research on the perceptions of nursing faculty on horizontal violence, this convergent mixed method study investigated the phenomenon of bullying behaviors among nursing faculty and the faculty's intent to stay in academe following exposure to bullying. 300 nursing faculty members of the Nursing Educator Discussion list…

Preoperative learning goals set by surgical residents and faculty.

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

2011-09-01

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

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

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Holtzman, Mellisa; Menning, Chadwick

2015-01-01

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

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

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

2013-05-13

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

Promoting human subjects training for place-based communities and cultural groups in environmental research: curriculum approaches for graduate student/faculty training.

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Quigley, Dianne

2015-02-01

A collaborative team of environmental sociologists, community psychologists, religious studies scholars, environmental studies/science researchers and engineers has been working together to design and implement new training in research ethics, culture and community-based approaches for place-based communities and cultural groups. The training is designed for short and semester-long graduate courses at several universities in the northeastern US. The team received a 3 year grant from the US National Science Foundation's Ethics Education in Science and Engineering in 2010. This manuscript details the curriculum topics developed that incorporate ethical principles, particularly for group protections/benefits within the field practices of environmental/engineering researchers.

Impact of Subspecialty Fellowship Training on Research Productivity Among Academic Plastic Surgery Faculty in the United States.

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Sood, Aditya; Therattil, Paul J; Chung, Stella; Lee, Edward S

2015-01-01

The impact of subspecialty fellowship training on research productivity among academic plastic surgeons is unknown. The authors' aim of this study was to (1) describe the current fellowship representation in academic plastic surgery and (2) evaluate the relationship between h-index and subspecialty fellowship training by experience and type. Academic plastic surgery faculty (N = 590) were identified through an Internet-based search of all ACGME-accredited integrated and combined residency programs. Research output was measured by h-index from the Scopus database as well as a number of peer-reviewed publications. The Kruskal-Wallis test, with a subsequent Mann-Whitney U test, was used for statistical analysis to determine correlations. In the United States, 72% (n = 426) of academic plastic surgeons had trained in 1 or more subspecialty fellowship program. Within this cohort, the largest group had completed multiple fellowships (28%), followed by hand (23%), craniofacial (22%), microsurgery (15%), research (8%), cosmetic (3%), burn (2%), and wound healing (0.5%). Higher h-indices correlated with a research fellowship (12.5; P productivity compared with their colleagues. Craniofacial-trained physicians also demonstrated a higher marker for academic productivity than multiple other specialties. In this study, we show that the type and number of fellowships influence the h-index and further identification of such variables may help improve academic mentorship and productivity within academic plastic surgery.

Initiation of a Nuclear Research Program at Fisk University in Cooperation with the Nuclear Physics Group at Vanderbilt University, August 15, 1997 - January 14, 2000

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Collins, W.E.; Hamilton, J.H.

2002-10-01

Carrying a spirit of a long history of cooperation in physics education and research between Fisk University and Vanderbilt University, the Nuclear Research Program in the Department of Physics at Fisk University was proposed in 1996 in cooperation with the Nuclear Physics Group at Vanderbilt University. An initial NRP program was commissioned in 1997 with the financial support from DOE. The program offers a great opportunity for students and faculty at Fisk University to directly access experimental nuclear data and analyzing facilities within the Nuclear Physics Group at Vanderbilt University for a quick start. During the program Fisk Faculty and students (along with the colleagues at Vanderbilt University) have achieved progress in a few areas. We have (a) established an in-house nuclear data processing and analysis program at Fisk University, (b) conducted hands-on nuclear physics experiments for a Fisk undergraduate student at Vanderbilt University, (c) participated in the UNIRIB research with radioactive ion beam and Recoil Mass Spectrometer at Oak Ridge National Laboratory, and (d) studied {sup 252}Cf spontaneous fission and in-beam nuclear reactions for exotic nuclei. Additionally, this work has produced publication in conference proceedings as well as referred journals. [2-7].

Globalization, Internationalization and the Faculty: Culture and Perception of Full-Time Faculty at a Research University

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Hirano, Alison Izawa

2012-01-01

The processes of globalization have an impact on society in numerous ways. As a result, higher education institutions around the world attempt to adjust to these changes through internationalization efforts. Amongst the key stakeholders who play an important role in assuring that these efforts are successful is the faculty because it is this body…

Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring

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Núñez, Anne-Marie; Murakami, Elizabeth T.; Gonzales, Leslie D.

2015-01-01

As an alternative to typical top-down mentoring models, the authors advance a conception of peer mentoring that is based on research about collectivist strategies that Latina faculty employ to navigate the academy. The authors advance recommendations for institutional agents to support mentoring for faculty who are members of historically…

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.

Faculty and student perceptions of effective study strategies and materials.

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Suda, Katie J; Bell, Gillian C; Franks, Andrea S

2011-12-15

To evaluate faculty members' and students' perceptions of study strategies and materials. Focus groups were conducted with course directors and first- and second-year students to generate ideas relating to use of course materials, technology, class attendance, and study strategies for mastering class concepts. Students and faculty members differed in their opinions about the utility of textbooks and supplemental resources. The main learning method recommended by students and faculty members was repeated review of course material. Students recommended viewing classroom lectures again online, if possible. Course directors reported believing that class attendance is important, but students based their opinions regarding the importance of attendance on their perceptions of lecture and handout quality. Results did not differ by campus or by student group (first-year vs. second-year students). Students and faculty members have differing opinions on the process that could influence learning and course design. Faculty members should understand the strategies students are using to learn course material and consider additional or alternative course design and delivery techniques based on student feedback.

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

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

2016-03-01

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

Peer support of a faculty "writers' circle" increases confidence and productivity in generating scholarship.

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Brandon, Catherine; Jamadar, David; Girish, Gandikota; Dong, Qian; Morag, Yoav; Mullan, Patricia

2015-04-01

Publishing is critical for academic medicine career advancement. Rejection of manuscripts can be demoralizing. Obstacles faced by clinical faculty may include lack of time, confidence, and optimal writing practices. This study describes the development and evaluation of a peer-writing group, informed by theory and research on faculty development and writing. Five clinical-track radiology faculty members formed a "Writers' Circle" to promote scholarly productivity and reflection on writing practices. Members decided to work with previously rejected manuscripts. After members' initial meeting, interactions were informal, face to face during clinical work, and online. After the first 6 months, an anonymous survey asked members about the status of articles and evaluations of the writing group. Ten previously rejected articles, at least one from each member, were submitted to the Circle. In 6 months, four manuscripts were accepted for publication, five were in active revision, and one was withdrawn. All participants (100%) characterized the program as worth their time, increasing their motivation to write, their opportunities to support scholarly productivity of colleagues, and their confidence in generating scholarship. Peer-support writing groups can facilitate the pooling of expertise and the exchange of recommended writing practices. Our peer-support group increased scholarly productivity and provided a collegial approach to academic writing. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

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

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

2015-12-01

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

Homogeneous group, research, institution

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Francesca Natascia Vasta

2014-09-01

Full Text Available The work outlines the complex connection among empiric research, therapeutic programs and host institution. It is considered the current research state in Italy. Italian research field is analyzed and critic data are outlined: lack of results regarding both the therapeutic processes and the effectiveness of eating disorders group analytic treatment. The work investigates on an eating disorders homogeneous group, led into an eating disorder outpatient service. First we present the methodological steps the research is based on including the strong connection among theory and clinical tools. Secondly clinical tools are described and the results commented. Finally, our results suggest the necessity of validating some more specifical hypothesis: verifying the relationship between clinical improvement (sense of exclusion and painful emotions reduction and specific group therapeutic processes; verifying the relationship between depressive feelings, relapses and transition trough a more differentiated groupal field.Keywords: Homogeneous group; Eating disorders; Institutional field; Therapeutic outcome

Community College Faculty Recruitment Practices: The Effects of Applicant Gender, Instructional Programs, and Job Attributes.

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Winter, Paul A.

1998-01-01

Describes a study that applied marketing and advertising theory to recruit community-college business faculty. The reactions of male and female target applicants to recruitment advertisements and job descriptions were assessed, with differences found between the two groups. Discusses results, and implications for practice, theory and research. (36…

A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

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Mack, Michael Ryan

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

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

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Fujii, Stephanie J.

2014-01-01

This qualitative study investigated ethnic/racial diversity in the community college faculty search process. The researcher interviewed 12 participants--administrators and faculty members at three community colleges in a large district in the southwestern United States--who served on faculty search committees from 2006-2009. Analysis of the…

Health researchers in Alberta: an exploratory comparison of defining characteristics and knowledge translation activities

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Birdsell Judy M

2007-01-01

Full Text Available Abstract Background Canadian funding agencies are no longer content to support research that solely advances scientific knowledge, and key directives are now in place to promote research transfer to policy- and decision-makers. Therefore, it is necessary to improve our understanding of how researchers are trained and supported to facilitate knowledge translation activities. In this study, we investigated differences in health researcher characteristics and knowledge translation activities. Methods Our sample consisted of 240 health researchers from three Alberta universities. Respondents were classified by research domain [basic (n = 72 or applied (n = 168] and faculty [medical school (n = 128 or other health science (n = 112]. We examined our findings using Mode I and Mode II archetypes of knowledge production, which allowed us to consider the scholarly and social contexts of knowledge production and translation. Results Differences among health researcher professional characteristics were not statistically significant. There was a significant gender difference in the applied researcher faculty group, which was predominantly female (p p p = .01; Mode II, p p = .025 and number of publications (medical school > other faculties; p = .004. There was an interaction effect for research domain and faculty group for number of publications (p = .01, in that applied researchers in medical faculties published more than their peers in other faculty groups. Conclusion Our findings illustrate important differences between health researchers and provide beginning insights into their professional characteristics and engagement in Mode I and Mode II activities. A future study designed to examine these dimensions in greater detail, including potential covariates across more varied institutions, would yield richer insights and enable an examination of relative influences, needs and costs of each mode of activity.

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.

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

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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

Improving faculty feedback to resident trainees during a simulated case: a randomized, controlled trial of an educational intervention.

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Minehart, Rebecca D; Rudolph, Jenny; Pian-Smith, May C M; Raemer, Daniel B

2014-01-01

Although feedback conversations are an essential component of learning, three challenges make them difficult: the fear that direct task feedback will harm the relationship with the learner, overcoming faculty cognitive biases that interfere with their eliciting the frames that drive trainees' performances, and time pressure. Decades of research on developmental conversations suggest solutions to these challenges: hold generous inferences about learners, subject one's own thinking to test by making it public, and inquire directly about learners' cognitive frames. The authors conducted a randomized, controlled trial to determine whether a 1-h educational intervention for anesthesia faculty improved feedback quality in a simulated case. The primary outcome was an analysis of the feedback conversation between faculty and a simulated resident (actor) by using averages of six elements of a Behaviorally Anchored Rating Scale and an objective structured assessment of feedback. Seventy-one Harvard faculty anesthesiologists from five academic hospitals participated. The intervention group scored higher when averaging all ratings. Scores for individual elements showed that the intervention group performed better in maintaining a psychologically safe environment (4.3 ± 1.21 vs. 3.8 ± 1.16; P = 0.001), identifying and exploring performance gaps (4.1 ± 1.38 vs. 3.7 ± 1.34; P = 0.048), and they more frequently emphasized the professionalism error of failing to call for help over the clinical topic of anaphylaxis (66 vs. 41%; P = 0.008). Quality of faculty feedback to a simulated resident was improved in the interventional group in a number of areas after a 1-h educational intervention, and this short intervention allowed a group of faculty to overcome enough discomfort in addressing a professionalism lapse to discuss it directly.

No Talent Left Behind: Attracting and Retaining a Diverse Faculty

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Van Ummersen, Claire A.

2005-01-01

One of the major issues for higher education in the early years of the 21st century is ensuring the continued excellence of its faculty. This responsibility falls most heavily on research universities as the producers of future faculty and as the major sites of the cutting-edge research that powers U.S. competitiveness in a global economy and…

Overcoming Barriers in Access to High Quality Education after Matriculation: Promoting Strategies and Tactics for Engagement of Underrepresented Groups in Undergraduate Research via Institutional Diversity Action Plans

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Pierszalowski, Sophie; Vue, Rican; Bouwma-Gearhart, Jana

2018-01-01

Considerable work is still required to eliminate disparities in postsecondary STEM persistence and success across student groups. Engagement in faculty-mentored research has been employed as one strategy to promote personal, professional, and academic gains for undergraduate students, although barriers exist that make it more difficult for some to…

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

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

2018-03-28

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

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

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

1998-01-01

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

From Theory to Practice: Faculty Training in Business Ethics.

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Boatright, John R.

1991-01-01

Claims that training business faculty in ethics is a critical component of including ethics in the business curriculum. Includes suggestions concerning what business faculty should know about ethical theory, how to include theory, and curricular and teaching issues. Describes research projects, publications, and workshops. (DK)

A qualitative inquiry into the challenges and complexities of research supervision: viewpoints of postgraduate students and faculty members.

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Yousefi, Alireza; Bazrafkan, Leila; Yamani, Nikoo

2015-07-01

The supervision of academic theses at the Universities of Medical Sciences is one of the most important issues with several challenges. The aim of the present study is to discover the nature of problems and challenges of thesis supervision in Iranian universities of medical sciences. The study was conducted with a qualitative method using conventional content analysis approach. Nineteen faculty members, using purposive sampling, and 11 postgraduate medical sciences students (Ph.D students and residents) were selected on the basis of theoretical sampling. The data were gathered through semi-structured interviews and field observations in Shiraz and Isfahan universities of medical sciences from September 2012 to December 2014. The qualitative content analysis was used with a conventional approach to analyze the data. While experiencing the nature of research supervision process, faculties and the students faced some complexities and challenges in the research supervision process. The obtained codes were categorized under 4 themes Based on the characteristics; included "contextual problem", "role ambiguity in thesis supervision", "poor reflection in supervision" and "ethical problems". The result of this study revealed that there is a need for more attention to planning and defining the supervisory, and research supervision. Also, improvement of the quality of supervisor and students relationship must be considered behind the research context improvement in research supervisory area.

A primer for undergraduate research from groups and tiles to frames and vaccines

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Peterson, Valerie; Lee, Christopher

2017-01-01

This highly readable book aims to ease the many challenges of starting undergraduate research. It accomplishes this by presenting a diverse series of self-contained, accessible articles which include specific open problems and prepare the reader to tackle them with ample background material and references. Each article also contains a carefully selected bibliography for further reading. The content spans the breadth of mathematics, including many topics that are not normally addressed by the undergraduate curriculum (such as matroid theory, mathematical biology, and operations research), yet have few enough prerequisites that the interested student can start exploring them under the guidance of a faculty member. Whether trying to start an undergraduate thesis, embarking on a summer REU, or preparing for graduate school, this book is appropriate for a variety of students and the faculty who guide them. .

A comparison of millennial dental hygiene student and faculty classroom expectations.

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Henry, Rachel K; Gibson-Howell, Joan

2011-01-01

Research has shown that Millennial students are different than students in previous generations. This study compares the expectations of the didactic environment of faculty and students in a baccalaureate dental hygiene program. Expectations of faculty and students were examined, and comparisons between Millennial and non-Millennial students and faculty were made in order to improve the educational experience of dental hygiene students. Students and faculty completed a survey adapted from McCargar's role expectations survey. Items were chosen from the survey to cover such areas as technology, group work and authority. The survey consisted of a Likert-type scale including strongly agree, agree, neutral, disagree and strongly disagree. Data was entered into SPSS 15.0 database. Scoring on negative questions was reversed so that the score would be positive. Individual answers are given the following scoring assignments: Strongly Agree (+2), Agree (+1), Neutral (0), Disagree (-1) and Strongly Disagree (-2). Scores were added together to create a summative score for each item. Descriptive statistics and an unpaired t-test comparing responses were used to analyze data. Cronbach's alpha was run to measure the internal consistency of the instrument. Twelve faculty and 94 students returned surveys. Students felt strongly that copies of course notes should be available online and faculty should return emails within 24 hours. Statistically significant differences in the expectations of Millennial and non-Millennial students were found in regards to issues of authority, community service, attendance and evaluation. The majority of significant differences were found between Millennial students and faculty. Significant differences were found in interaction, community service, technology and homework. Faculty should examine the expectations of their students and should use the findings to create learning experiences that are more effective for students. Expectations change with

Quality of Faculty Life and Lifelong Learning Tendencies of University Students

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Beytekin, Osman Ferda; Kadi, Aysegül

2014-01-01

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

Promoting the teaching of critical thinking skills through faculty development.

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Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

2009-06-01

Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development.

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

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irdous Jahan

2016-05-01

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

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

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S. S Mazloomy Mahmoodabad

2012-11-01

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

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

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

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Gary Brown

2004-01-01

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

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

Assessment of self-perceived and normative dental needs among teaching faculty of Visveswarapura Group of Institutions: A cross-sectional study

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Verma Shikha

2014-01-01

Full Text Available Introduction: The purpose of this cross-sectional study was to assess and compare self-perceived and normative dental needs among teaching faculty of Visveswarapura Group of Institutions, Bangalore, India. Materials and Methods: The study population included 217 teaching faculty from four Visveswarapura Group of Institutions namely Arts and Commerce, Law, Science College and Engineering College. The study population was subjected to a self-administered closed-ended questionnaire inquiring about their socioeconomic status, Oral health status and treatment needs. Clinical examinations, employing WHO dentition status and community periodontal index were performed to determine normative status and needs. Perceived and normative assessments were compared for sensitivity, specificity, positive and negative predictive values using Kappa statistics. Results: The degree of agreement (κ values and sensitivity was seen in filled teeth (0.839, 80%, missing teeth (0.696, 85.2%, and mobile teeth (0.57, 55.6%. However, the disagreement was seen with all other questions with average κ = 0.20. Regarding overall proportions, a large discrepancy was found between self-perceived and normative needs for both dental and periodontal health status. Conclusion: Self-assessment questionnaires were of low value in evaluating oral health status and treatment needs compared with clinical examination.

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

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

2008-07-01

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

Ethical Questions Regarding Joint Authorship: Business and Nonbusiness Faculty Perceptions on Noncontributing Authorship.

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Hamilton, J. Brooke, III; And Others

1997-01-01

Survey responses from 36 of 61 business faculty and 53 of 139 nonbusiness faculty found that both groups considered it unethical to give noncontributors authorship credit. However, business faculty reported the practice to be more prevalent and considered their colleagues more likely to do it. (SK)

A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

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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

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

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Ellis, Peggy A

2013-01-01

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

[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

Radiologic sciences. Faculty needs assessment.

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Powers, Kevin J

2005-01-01

A total of 326 programs are represented in the data collected. Based on the average number of full- and part-time faculty members reported per program, this survey represents more than 1500 faculty positions. Based on the forecast of retirement and career change for all faculty members, there will be a turnover of 700 to 800 positions over the next 5 to 10 years. Part-time/adjunct faculty vacancies are expected to create the greatest number of opportunities for technologists to make the transition to education, with approximately one third of current part-time/adjunct educators planning on leaving radiologic sciences education within 5 years. To encourage retention of part-time/adjunct educators, annual evaluations should be modified to recognize the important educational role these instructors play. There is a need to create enthusiasm and interest in education as a career pathway for radiologic technologists. Resources are needed that help radiologic technologists make the transition to teaching. Finally, the retention of educators must be emphasized. Program applicant trends indicate radiologic technology students are older, have prior postsecondary education experience or are making a career change. This data emphasizes the need for educators, both full time and part time, to understand the characteristics and needs of the adult learner. Adult learners bring a wealth of education, experience and life skills that create both opportunities and challenges in the classroom and clinical setting. All categories of respondents indicated that their current salaries were greater than those of program graduates in their firstjob. Of interest is that 1 in 5 (20%) of part-time/adjunct educators indicated the opposite--that program graduates earn more in their firstjob than educators earn. When asked about salaries if working full time in clinical practice, the majority of all groups indicated their salary would be about the same or would decrease. Only 20% of program

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

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

2010-01-01

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

A Community of Practice Model for Introducing Mobile Tablets to University Faculty

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Drouin, Michelle; Vartanian, Lesa Rae; Birk, Samantha

2014-01-01

We examined the effectiveness of a community of practice (CoP) model for introducing tablets to 139 faculty members at a higher education institution. Using a CoP within a systems model, we used large- and small-group mentorship to foster collaboration among faculty members. Most faculty members agreed that the project was well organized and…

Academic Faculty in University Research Centers: Neither Capitalism's Slaves nor Teaching Fugitives

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Bozeman, Barry; Boardman, Craig

2013-01-01

This study addresses university-industry interactions for both educational and industrial outcomes. The results suggest that while academic faculty who are affiliated with centers are more involved with industry than non-affiliated faculty, affiliates are also more involved with and supportive of students at the undergraduate, graduate, and…

Gender Disparities in Faculty Rank: Factors that Affect Advancement of Women Scientists at Academic Medical Centers

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Cristina M. López

2018-04-01

Full Text Available While a significant portion of women within academic science are employed within medical schools, women faculty in these academic medical centers are disproportionately represented in lower faculty ranks. The medical school setting is a critical case for both understanding and advancing women in basic sciences. This study highlights the findings from focus groups conducted with women faculty across Assistant, Associate, and Full Professor ranks (n = 35 in which they discussed barriers and facilitators for advancement of women basic scientists at an academic medical center. Qualitative analysis demonstrated several emergent themes that affect women’s advancement, including gendered expectation norms (e.g., good citizenship, volunteerism, work-life balance, mentorship/sponsorship, adoption of a team science approach, tenure process milestones, soft money research infrastructure, institution specific policies (or lack thereof, and operating within an MD-biased culture. These findings are compared with the extant literature of women scientists in STEM institutions. Factors that emerged from these focus groups highlight the need for evidence-based interventions in the often overlooked STEM arena of academic medical centers.

Assisting in the Management of Faculty Role Stress: Recommendations for Faculty Developers

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Richards, K. Andrew R.; Levesque-Bristol, Chantal

2016-01-01

Role theory is a sociological perspective that examines the ways in which interactions with others in a social environment can lead to role-related stress. Faculty may suffer from role-related stressors such as role conflict, ambiguity, and overload as they navigate the job facets of research, engagement, and teaching. This role stress can result…

A Three-Pronged Approach to Evaluating Salary Equity among Faculty, Administrators, and Staff at a Metropolitan Research University.

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Armacost, Robert L.

A study was conducted to evaluate inequalities in salary for all regular faculty, administrative, and staff employees with respect to gender and ethnicity at a major metropolitan research university. In all, there were 648 minorities in the study and 1,443 women. Three approaches were used to test for inequalities: (1) a multiple regression…

Mediation Works: An Action Research Study Evaluating the Peer Mediation Program from the Eyes of Mediators and Faculty

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Cook, Jacqueline Yvonne; Boes, Susan R.

2013-01-01

A literature review was conducted to understand how mediators and faculty view a Peer Mediation Program (PMP). The review identified four subgroups: mediators, teachers, administrators, and school counselors as well as their views on the success or lack of success of PMPs. The research also reflects how to best engage stakeholders in the mediation…

Facilitating peer learning in study groups

DEFF Research Database (Denmark)

Adriansen, Hanne Kirstine; Madsen, Lene Møller

2009-01-01

In 2008 University of Aarhus, Denmark, issued a report concerning student experience with the study environment. Among the university's eight faculties, the Danish School of Education (DPU) held the sad record of having the lowest student well-being. This led to an action research project...... 'Facilitating study environment' at one of DPU's educations in spring 2009. The pilot project consisted of three elements: Facilitated study groups, a student bar with facilitated activities, and academic identity events. Subsequently, we have studied students' experiences with the project. This paper outlines...... the preliminary results from the facilitated study groups. After one term (February-May), student satisfaction with both the social and the disciplinary environment had increased. The project shows how academic and social integration can be achieved with minimum faculty member involvement. This is done by relying...

Organization of an undergraduate research group

International Nuclear Information System (INIS)

Hill, J.; Noteboom, E.

1995-01-01

Traditionally, research groups consist of senior physicists, staff members, and graduate students. The physics department at Creighton University has formed a Relativistic Heavy Ion physics research group consisting primarily of undergraduate students. Although senior staff and graduate students are actively involved, undergraduate research and the education of undergraduates is the focus of the group. The presentation, given by two undergraduate members of the group, will outline progress made in the group's organization, discuss the benefits to the undergraduate group members, and speak to the balance which must be struck between education concerns and research goals

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...

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

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

2014-10-01

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

Family Policies and Institutional Satisfaction: An Intersectional Analysis of Tenure-Track Faculty

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Schneller, Heather Lee

2012-01-01

Gender and faculty career advancement have been examined with a focus on academic work environment, including faculty workloads, mentoring relationships, access to research networks, and work-life balance. Previous studies concerned with gender, employment, and care work only have considered child care. Additionally, the exploration of faculty and…

Decoding Ourselves: An Inquiry into Faculty Learning about Reciprocity in Service-Learning

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Miller-Young, Janice; Dean, Yasmin; Rathburn, Melanie; Pettit, Jennifer; Underwood, Margot; Gleeson, Judy; Lexier, Roberta; Calvert, Victoria; Clayton, Patti

2015-01-01

Faculty learning about service-learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn…

Student narratives of faculty incivility.

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Lasiter, Sue; Marchiondo, Lisa; Marchiondo, Kathleen

2012-01-01

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

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

Science.gov (United States)

Rogotzke, Kathy

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

Analyzing Citation and Research Collaboration Characteristics of Faculty in Aerospace, Civil and Environmental, Electrical and Computer, and Mechanical Engineering

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Zhang, Li

2018-01-01

This article investigates citation and research collaboration habits of faculty in four engineering departments. The analysis focuses on similarities and differences among the engineering disciplines. Main differences exist in the use of conference papers and technical reports. The age of cited materials varies by discipline and by format.…

Academic Integrity, Remix Culture, Globalization: A Canadian Case Study of Student and Faculty Perceptions of Plagiarism

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Evans-Tokaryk, Tyler

2014-01-01

This article presents the results of a case study at a Canadian university that used a combination of surveys and focus groups to explore faculty members' and students' perceptions of plagiarism. The research suggests that the globalization of education and remix culture have contributed to competing and contradictory understandings of plagiarism…

Estimation of Citation-Based Scholarly Activity Among Radiation Oncology Faculty at Domestic Residency-Training Institutions: 1996-2007

International Nuclear Information System (INIS)

Choi, Mehee; Fuller, Clifton D.; Thomas, Charles R.

2009-01-01

Purpose: Advancement in academic radiation oncology is largely contingent on research productivity and the perceived external influence of an individual's scholarly work. The purpose of this study was to use the Hirsch index (h-index) to estimate the research productivity of current radiation oncology faculty at U.S. academic institutions between 1996 and 2007. Methods and Materials: We performed bibliometric citation database searches for available radiation oncology faculty at domestic residency-training institutions (n = 826). The outcomes analyzed included the total number of manuscripts, total number of citations, and the h-index between 1996 and 2007. Analysis of overall h-index rankings with stratification by academic ranking, junior vs. senior faculty status, and gender was performed. Results: Of the 826 radiation oncologists, the mean h-index was 8.5. Of the individuals in the top 10% by the h-index, 34% were chairpersons, 88% were senior faculty, and 13% were women. A greater h-index was associated with a higher academic ranking and senior faculty status. Recursive partitioning analysis revealed an h-index threshold of 15 (p <0.0001) as an identified breakpoint between the senior and junior faculty. Overall, women had lower h-indexes compared with men (mean, 6.4 vs. 9.4); however, when stratified by academic ranking, the gender differential all but disappeared. Conclusion: Using the h-index as a partial surrogate for research productivity, it appears that radiation oncologists in academia today comprise a prolific group, however, with a highly skewed distribution. According to the present analysis, the h-index correlated with academic ranking. Thus, it potentially has utility in the process of promotion decisions. Overall, women in radiation oncology were less academically productive than men; the possible reasons for the gender differential are discussed.

Reflections on a decade of research by ASEAN dental faculties: analysis of publications from ISI-WOS databases from 2000 to 2009.

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Sirisinha, Stitaya; Koontongkaew, Sittichai; Phantumvanit, Prathip; Wittayawuttikul, Ruchareka

2011-05-01

This communication analyzed research publications in dentistry in the Institute of Scientific Information Web of Science databases of 10 dental faculties in the Association of South-East Asian Nations (ASEAN) from 2000 to 2009. The term used for the "all-document types" search was "Faculty of Dentistry/College of Dentistry." Abstracts presented at regional meetings were also included in the analysis. The Times Higher Education System QS World University Rankings showed that universities in the region fare poorly in world university rankings. Only the National University of Singapore and Nanyang Technological University appeared in the top 100 in 2009; 19 universities in the region, including Indonesia, Malaysia, the Philippines, Singapore, and Thailand, appeared in the top 500. Data from the databases showed that research publications by dental institutes in the region fall short of their Asian counterparts. Singapore and Thailand are the most active in dental research of the ASEAN countries. © 2011 Blackwell Publishing Asia Pty Ltd.

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

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AMEER ALI SHAHANI

2017-07-01

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

Issues and Opportunities on Implementing an Online Faculty Review System.

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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.

A Study of Burnout among Faculty at Fullerton College

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Khan, Tanzil

2012-01-01

The purpose of this study was to analyze the extent of burnout among full-time faculty at Fullerton College. This study reviewed research on burnout at the community college level and gives insight into burnout's major contributors to. It provides suggestions for intervention to reduce the phenomenon of faculty burnout and recommendations for…

Work and Family Balance: How Community College Faculty Cope

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Sallee, Margaret W.

2008-01-01

Although work-family balance policies are slowly becoming the norm at four-year institutions, they are not equally common at community colleges. In part, this discrepancy is due to the cost of providing assistance to faculty. Unlike community colleges, research institutions tend to have sufficient resources to offer accommodations for faculty,…

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.

The Effectiveness of Entrepreneurship Teaching Materials for Engineering Students at Faculty of Engineering of Universitas Negeri Semarang

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Rina Rachmawati

2016-12-01

Full Text Available This research aims to test the effectiveness of entrepreneurship teaching materials for students majoring on Family Wealth Education Department at Faculty of Engineering, Universtas Negeri Semarang. Entrepreneurship teaching materials were developed by researchers by using ADDIE model, and the research only focused on the effectiveness of entrepreneurship teaching materials. It was a quasi-experimental study with a before-after or one group pretest-posttest technique. The research was conducted for 4th semester students of Family Wealth Education Department who studied entrepreneurship subject. In the experimental group, students were taught by teaching materials which were developed by the references of entrepreneurship subject on Higher Education and also was adapted by the conditions of students. Data were collected by using test, questionnaires and learning observation sheets. To test the hypothesis, it used paired t-test analysis and gain-score testing to measure the effectiveness of teaching materials in supporting the Entrepreneurship subject at Family Wealth Education Department of Faculty of Engineering. Findings  show that the entrepreneurship teaching materials are effective and the results of other analysis show that students’ scores are increased from pre-test to post-test who were taught with Entrepreneurship teaching materials.

Group dynamics and social interaction in a South Asian online learning forum for faculty development of medical teachers.

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Anshu; Sharma, M; Burdick, W P; Singh, T

2010-04-01

Group dynamics of online medical faculty development programs have not been analyzed and reported in literature. Knowledge of the types of content of posted messages will help to understand group dynamics and promote participation in an asynchronous learning environment. This paper assesses group dynamics and social interactivity in an online learning environment for medical teachers in the South Asian context. Participants of a medical education fellowship program conducted by the Foundation for Advancement of International Medical Education and Research (FAIMER) Regional Institute at Christian Medical College, Ludhiana (CMCL) in India interact on a listserv called the Mentoring-Learning Web (ML-Web). Monthly topics for online discussion are chosen by fellows through a standard tool called "multi-voting". Fellows volunteer to moderate sessions and direct the pace of the discussion. We analyzed the content and process of the discussion of one particular month. The emails were categorized as those that reflected cognitive presence (dealing with construction and exploration of knowledge), teacher presence (dealing with instructional material and learning resources), and social presence, or were administrative in nature. Social emails were further classified as: affective, cohesive and interactive. Social emails constituted one-third of the total emails. Another one-quarter of the emails dealt with sharing of resources and teacher presence, while cognitive emails comprised 36.2% of the total. More than half of the social emails were affective, while a little less than one-third were cohesive. Social posts are an inevitable part of online learning. These posts promote bonding between learners and contribute to better interaction and collaboration in online learning. Moderators should be aware of their presence and use them as tools to promote interactivity.

Integration of Educational and Research Activities of Medical Students (Experience of the Medical Faculty of Saint Petersburg State University).

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Balakhonov, Aleksei V; Churilov, Leonid P; Erman, Mikhail V; Shishkin, Aleksandr N; Slepykh, Lyudmila A; Stroev, Yuri I; Utekhin, Vladimir J; Basantsova, Natalia Y

2017-12-01

The article is devoted to the role of research activity of the medical students in higher education of physicians. The teaching of physicians in classical universities and specialized medical schools is compared. The history of physicians' training in Russia in imperial, Soviet and post-Soviet periods is reviewed and compared to development of higher medical education in other countries. Article gives the the description of all failed attempts to establish a Medical Faculty within oldest classical university of Russia, crowned by history of last and successful attempt of its establishment. Authors' experience of adjoining education and research in curriculum and extra-curricular life of this Medical Faculty is discussed. The problems of specialization and fundamentalization of medical education are subjected to analysis. Clinical reasoning and reasoning of scholar-experimentalist are compared. The article reviews the role of term and course papers and significance of self-studies and graduation thesis in education of a physician. The paper gives original definition of interactive learning, and discusses the methods and pathways of intermingling the fundamental science and clinical medicine in medical teaching for achievement of admixed competencies of medical doctor and biomedical researcher.

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