WorldWideScience

Sample records for students faculty administrators

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

    OpenAIRE

    Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

    2017-01-01

    This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impact...

  2. 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.

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

    Science.gov (United States)

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

    2013-05-13

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

  4. Communication and Student Unrest: A Report to the President of the University of New Mexico; Part I: Student-Administration Channels, Student Faculty Channels.

    Science.gov (United States)

    Goldhaber, Gerald M.

    This initial segment of a three-part study (Communication and Student Unrest) is an examination of the various communication channels--informal and formal, vertical and horizontal--which exist for student-administration and student-faculty interaction. Student-administration and student-faculty communication channels are discussed separately, and…

  5. Negative Impact of Employment on Engineering Student Time Management, Time to Degree, and Retention: Faculty, Administrator, and Staff Perspectives

    Science.gov (United States)

    Tyson, Will

    2012-01-01

    Interviews with faculty, administrators, staff, and students at four engineering programs reveal the role of undergraduate student employment on retention and timely degree completion among engineering students. Dueling narratives reveal how student approaches to earning an engineering degree differ greatly from faculty, administrator, and staff…

  6. 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

  7. Sexual Harassment in the 1990s: A University-Wide Survey of Female Faculty, Administrators, Staff, and Students.

    Science.gov (United States)

    Kelley, Michelle L.; Parsons, Beth

    2000-01-01

    A survey of all female employees (n=446) and a sample of students (n=319) at a southeastern university with a published policy regarding sexual harassment found 19-43 percent of female staff, faculty, administrators, and students had experienced sexual harassment. Reported perpetrators were most often other employees (by employees), other students…

  8. K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

    Science.gov (United States)

    Slattery, W.; Antonucci, C.; Myers, R. J.

    2013-12-01

    The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

  9. Faculty Tort Liability for Libelous Student Publications

    Science.gov (United States)

    Stevens, George E.

    1976-01-01

    Examines recent court cases to determine whether a school administrator or faculty advisor may be legally responsible for defamation in a student publication. Concludes that the legal position of faculty members is unclear and recommends application of the U.S. Supreme Court's guidelines in Gertz v. Robert Welch, Inc. (JG)

  10. Characteristics of Social and Administrative Sciences graduate programs and strategies for student recruitment and future faculty development in the United States.

    Science.gov (United States)

    Westrick, Salisa C; Kamal, Khalid M; Moczygemba, Leticia R; Breland, Michelle L; Heaton, Pamela C

    2013-01-01

    The rising demand of faculty in Social and Administrative Sciences (SAS) in pharmacy in the United States heightens the need to increase the number of Doctor of Philosophy (PhD) graduates in SAS who choose to pursue an academic career. To describe the characteristics of SAS graduate programs and graduate students and identify strategies for student recruitment and future faculty development. An Internet survey (phase I) with key informants (graduate program officers/department chairs) and semistructured telephone interviews (phase II) with phase I respondents were used. Items solicited data on recruitment strategies, number of students, stipends, support, and other relevant issues pertaining to graduate program administration. Descriptive statistics were tabulated. Of the 40 SAS graduate programs identified and contacted, 24 completed the Internet survey (response rate [RR]=60.0%) and, of these, 16 completed the telephone interview (RR=66.7%). At the time of the survey, the median number of graduate students with a U.S.-based PharmD degree was 3. An average annual stipend for graduate assistants was $20,825. The average time to PhD degree completion was 4.57 years, and approximately 31% of PhD graduates entered academia. Various strategies for recruitment and future faculty development were identified and documented. Findings allow SAS graduate programs to benchmark against other institutions with respect to their own achievement/strategies to remain competitive in student recruitment and development. Additional research is needed to determine the success of various recruitment strategies and identify potential new ones. Published by Elsevier Inc.

  11. Faculty: Thy Administrator's Keeper? Some Evidence

    Science.gov (United States)

    Cunningham, Brendan M.

    2009-01-01

    Colleges and universities face a principal-agent problem. There are information asymmetries over the actions chosen by administrators. Because non-profit constraints limit the financial stake of trustees there may be insufficient monitoring of administrators and, consequentially, shirking. It is conceivable that faculty will serve as "delegated…

  12. Legal Issues Affecting Faculty and Administration in Higher Education.

    Science.gov (United States)

    Peach, Larry E.; Reddick, Thomas L.

    Legal aspects of college teaching and administration are discussed. The faculty and college are liable by tort law for students in three ways: intentional acts or interference, strict liability, and negligence. Intentional acts include improperly installed or dangerous equipment, while strict liability cases usually occur where fault is not…

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

    Science.gov (United States)

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

    2018-02-01

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

  14. Student narratives of faculty incivility.

    Science.gov (United States)

    Lasiter, Sue; Marchiondo, Lisa; Marchiondo, Kathleen

    2012-01-01

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

  15. Guiding Principles for Student Leadership Development in the Doctor of Pharmacy Program to Assist Administrators and Faculty Members in Implementing or Refining Curricula

    Science.gov (United States)

    Boyle, Cynthia J.; Janke, Kristin K.

    2013-01-01

    Objective. To assist administrators and faculty members in colleges and schools of pharmacy by gathering expert opinion to frame, direct, and support investments in student leadership development. Methods. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define doctor of pharmacy (PharmD) student leadership instruction. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes to begin the generation of student leadership development guiding principles and competencies. Statements were identified as guiding principles when they were perceived as foundational to the instructional approach. Round 2 grouped responses for agreement rating and comment. Group consensus with a statement as a guiding principle was set prospectively at 80%. Round 3 allowed rating and comment on guidelines, modified from feedback in round 2, that did not meet consensus. The principles were verified by identifying common contemporary leadership development approaches in the literature. Results. Twelve guiding principles, related to concepts of leadership and educational philosophy, were defined and could be linked to contemporary leadership development thought. These guiding principles describe the motivation for teaching leadership, the fundamental precepts of student leadership development, and the core tenets for leadership instruction. Conclusions. Expert opinion gathered using a Delphi process resulted in guiding principles that help to address many of the fundamental questions that arise when implementing or refining leadership curricula. The principles identified are supported by common contemporary leadership development thought. PMID:24371345

  16. Guiding principles for student leadership development in the doctor of pharmacy program to assist administrators and faculty members in implementing or refining curricula.

    Science.gov (United States)

    Traynor, Andrew P; Boyle, Cynthia J; Janke, Kristin K

    2013-12-16

    To assist administrators and faculty members in colleges and schools of pharmacy by gathering expert opinion to frame, direct, and support investments in student leadership development. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define doctor of pharmacy (PharmD) student leadership instruction. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes to begin the generation of student leadership development guiding principles and competencies. Statements were identified as guiding principles when they were perceived as foundational to the instructional approach. Round 2 grouped responses for agreement rating and comment. Group consensus with a statement as a guiding principle was set prospectively at 80%. Round 3 allowed rating and comment on guidelines, modified from feedback in round 2, that did not meet consensus. The principles were verified by identifying common contemporary leadership development approaches in the literature. Twelve guiding principles, related to concepts of leadership and educational philosophy, were defined and could be linked to contemporary leadership development thought. These guiding principles describe the motivation for teaching leadership, the fundamental precepts of student leadership development, and the core tenets for leadership instruction. Expert opinion gathered using a Delphi process resulted in guiding principles that help to address many of the fundamental questions that arise when implementing or refining leadership curricula. The principles identified are supported by common contemporary leadership development thought.

  17. A Qualitative Exploration of the DIGCOMP Digital Competence Framework: Attitudes of students, academics and administrative staff in the health faculty of a UK HEI

    Directory of Open Access Journals (Sweden)

    George Evangelinos

    2015-07-01

    Full Text Available This paper reports upon findings of a series of semi-structured interviews with students, academics and administrative staff from a health care faculty in a UK Higher Education Institution (HEI. Exploring their experiences of mapping to the EU DIGCOMP Digital Competence Framework, a hermeneutic lens enables a more nuanced approach to attitudes towards Digital Competence (DC. One of the eight lifelong learning key-competences required for managers, doctors, nurses and other health-related professionals, DC is crucial to professional development. Defined by 14 themes, the findings express the participants’ experiences, knowledge and level of comprehension of the subject. Our findings indicate students are conflating digital social media skills with their skills for the workplace, resulting in over-confidence; academics raising concerns about work/private life balance offered by the affordances of handheld devices; administrative staff that are far more confident and managing a range of technology’s effectively. The research further reveals that the DIGICOMP framework is applicable as a generic framework for professional practice.

  18. Comparing Community College Student and Faculty Perceptions of Student Engagement

    Science.gov (United States)

    Senn-Carter, Darian

    2017-01-01

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

  19. Student versus Faculty Perceptions of Missing Class.

    Science.gov (United States)

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

    2002-01-01

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

  20. Private Cloud Communities for Faculty and Students

    Directory of Open Access Journals (Sweden)

    Daniel R. Tomal

    2015-09-01

    Full Text Available Massive open online courses (MOOCs and public and private cloud communities continue to flourish in the field of higher education. However, MOOCs have received criticism in recent years and offer little benefit to students already enrolled at an institution. This article advocates for the collaborative creation and use of institutional, program or student-specific private cloud communities developed as a way to promote academic identity, information dissemination, social discourse, and to form a bridge between faculty, administration and students. Concrete steps to build a private cloud are described. Placing a greater emphasis on meeting the needs of enrolled students versus engaging the masses in a MOOC for “edutainment” purposes is recommended.

  1. Business Students' Ethical Evaluations of Faculty Misconduct

    Science.gov (United States)

    Valentine, Sean; Kidwell, Roland E.

    2008-01-01

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

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

    Science.gov (United States)

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

    2017-12-13

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

  3. Faculty Personality: A Factor of Student Retention

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2010-10-11

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

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

    Science.gov (United States)

    Fulgham, Julie Cordell

    2014-01-01

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

  6. 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…

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

    NARCIS (Netherlands)

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

    2012-01-01

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

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

    Science.gov (United States)

    Deegan, W. L.; And Others

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

  9. How Supplemental Instruction Benefits Faculty, Administration, and Institutions

    Science.gov (United States)

    Zerger, Sandra; Clark-Unite, Cathy; Smith, Liesl

    2006-01-01

    This chapter offers a case study of the Nelson Mandela Metropolitan University, South Africa, where SI has acted as more than a student academic development program by also addressing faculty and curriculum development.

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

    OpenAIRE

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

    2017-01-01

    Background Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman. Methods A cross sectional survey was used to coll...

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

    Science.gov (United States)

    Atan, Tülin

    2016-01-01

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

  12. Accounting Students' Perceptions of Effective Faculty Attributes

    Science.gov (United States)

    Alfraih, Mishari M.; Alanezi, Faisal S.

    2016-01-01

    Purpose: This study aims to explore the attributes of an effective accounting faculty from the student perspective. It also examines similarities and differences in the perceived importance of these attributes between bachelor's and associate's accounting degree students in two public higher education institutions in Kuwait, namely, Kuwait…

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

    Science.gov (United States)

    El-Shazly, A. K.

    2003-12-01

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

  14. Administrators Confront Student "Sexting"

    Science.gov (United States)

    Manzo, Kathleen Kennedy

    2009-01-01

    Cellphone-savvy students have created instructional and disciplinary challenges for educators for years. But the recent emergence of "sexting" by adolescents over their mobile phones caught many school administrators off guard, and the practice is prompting efforts around the country to craft policy responses. Students' sharing of nude or…

  15. Using Personal Selling Techniques to Influence Student Evaluation of Faculty Instruction

    Science.gov (United States)

    Adrian, C. Mitchell; Phelps, Lonnie D.; Totten, Jeffery W.

    2017-01-01

    Use of Student Evaluation of Instruction (SEI) in higher education was originally intended as a source of feedback to faculty, but it has developed into a significant part of faculty performance evaluations. Administrators supporting the use of SEI's as a performance indicator assume students recognize and reward "good teaching." It is…

  16. Faculty ratings of retention strategies for minority nursing students.

    Science.gov (United States)

    Baker, Barbara H

    2010-01-01

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

  17. Students Computer Skills in Faculty of Education

    OpenAIRE

    Mehmet Caglar; Mukaddes Sakalli Demirok

    2010-01-01

    Nowadays; the usage of technology is not a privilege but an obligation. Technological developments influence structures andfunctions of educational institutions. It is also expected from the teachers that they integrate technology in their lessons inorder to educate the individuals of information society. This research has covered 145(68 female, 78 male) students, studying inNear East University Faculty of Education. The Computer Skills Scale developed by Güçlü (2010) was used as a data colle...

  18. Student evaluation of teaching enhances faculty professional development

    Directory of Open Access Journals (Sweden)

    Betty McDonald

    2013-01-01

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

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

    Science.gov (United States)

    White, A W

    2000-01-01

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

  20. 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.

  1. Students' Involvement in Faculty Research: Ethical and Methodological Issues

    Directory of Open Access Journals (Sweden)

    Linda M. Ferguson

    2004-12-01

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

  2. Faculty as Sources of Support for LGBTQ College Students

    Science.gov (United States)

    Linley, Jodi L.; Nguyen, David; Brazelton, G. Blue; Becker, Brianna; Renn, Kristen; Woodford, Michael

    2016-01-01

    This study, drawn from a subset of qualitative data from a national study of LGBTQ (lesbian, gay, bisexual, transgender, queer) student success, explores the role of faculty support in promoting LGBTQ student success. Six aspects of faculty support are identified and illuminated within formal and informal contexts. Students' voices show how LGBTQ…

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

    Science.gov (United States)

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

    2014-07-01

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

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

    Science.gov (United States)

    Bank, C.; Rotzien, J.

    2007-12-01

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

  5. A Comparison of Faculty and Student Perceptions of Cyberbullying

    Science.gov (United States)

    Molluzzo, John C.; Lawler, James P.

    2014-01-01

    Cyberbullying is a concern for any college or university. Digital harassment incidents continue to be featured frequently in the news. The authors of this study compare the perceptions of faculty and students on cyberbullying at an urban university. From the findings of surveys distributed to faculty and students in all schools of the university,…

  6. Part-Time Faculty and Community College Student Success

    Science.gov (United States)

    Rogers, Gregory S.

    2015-01-01

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

  7. Outreach to Science Faculty and Students through Research Exhibitions

    Science.gov (United States)

    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…

  8. Perceptions about Plagiarism between Faculty and Undergraduate Students

    Science.gov (United States)

    Pritchett, Serene

    2010-01-01

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

  9. Faculty and Student Affairs Collaboration in the Corporate University

    Science.gov (United States)

    Harrison, Laura M.

    2013-01-01

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

  10. Student Perceptions of Faculty Credibility Based on Email Addresses

    Science.gov (United States)

    Livermore, Jeffrey A.; Scafe, Marla G.; Wiechowski, Linda S.

    2010-01-01

    The purpose of this study was to evaluate students' perceptions of faculty credibility based on email addresses. The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses. The survey results show that a faculty member's selection of an email address does…

  11. Student Press Protected by Faculty Academic Freedom under Contract Law at Private Colleges.

    Science.gov (United States)

    Gray, John; Ciofalo, Andrew

    1989-01-01

    Absent the constitutional rights enjoyed by the student press at state institutions of higher education, the administration at a private institution is legally free to control the content of its student press. Explores a theory that shifts the focus to academic freedom protected by contracts between faculty and institutions. (MLF)

  12. Faculty Salary as a Predictor of Student Outgoing Salaries from MBA Programs

    Science.gov (United States)

    Hamlen, Karla R.; Hamlen, William A.

    2016-01-01

    The authors' purpose was to investigate the predictive value of faculty salaries on outgoing salaries of master of business administration (MBA) students when controlling for other student and program variables. Data were collected on 976 MBA programs using Barron's "Guide to Graduate Business Schools" over the years 1988-2005 and the…

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

    Science.gov (United States)

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

    2015-08-01

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

  14. 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

  15. Administrator and Faculty Perceptions of Institutional Support for Online Education in Florida's College System

    Science.gov (United States)

    Thompson, Gerene M.

    2017-01-01

    Approximately 30% of Florida's college system (FCS) students are enrolled in distance learning courses (FLDOE, 2015). As FCS institutions continue to grow their online programs to meet demand, a lack of support from, and consensus among administrator and faculty stakeholders could undermine institutional efforts to sustain growth and quality…

  16. Impacts of Sustained Institutional Participation in Service-Learning: Perspectives from faculty, staff and administrators

    Directory of Open Access Journals (Sweden)

    Amanda L. Vogel

    2011-11-01

    Full Text Available The movement for greater civic engagement in higher education in the United States has taken hold across the core academic missions of teaching, research and service. One manifestation of this movement has been growing participation in service-learning, a teaching method grounded in community-university partnerships in which students provide services that simultaneously address community-identified concerns and meet key learning objectives. In order to assess the benefits of long-term sustained institutional involvement in service-learning, in 2007–2008 we interviewed 23 faculty members, staff and administrators from 16 academic institutions that had participated in a national demonstration program for service-learning, which ended in 1998. We found that 15 of these institutions had sustained service-learning to some degree and 12 had integrated service-learning into the curriculum, with varying degrees of institutional support. Interview participants described five main impacts of their institutions’ sustained participation in service-learning: 1 increased community engagement and community-engaged scholarship, and increased valuation of both, among participating faculty members; 2 greater capacity for community-university partnerships among academic and community partners; 3 improved community-university relations; 4 diffusion of service-learning and/or principles of community-university partnerships to other departments and schools; and 5 recruitment of students seeking community engagement opportunities. This study provides evidence that sustained institutional participation in service-learning can foster an understanding of the scholarly value of community-engaged teaching and research among participating faculty, and increase community-engaged activities at participating academic institutions. These findings suggest that funding agencies, faculty members and academic administrators can use service-learning as a strategy to foster a

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

    Science.gov (United States)

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

    2009-01-01

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

  18. The Relationship Between Student and Faculty Attitudes Toward Technology

    Science.gov (United States)

    Donnell, Virginia

    2009-01-01

    The purpose of this study was to examine student and faculty attitudes toward computer technology in advanced arts classes at a southeastern university in the United States. This one semester study was focused on the traditional arts disciplines of art, dance, music, and theatre. This correlational analysis limited to faculty members and students…

  19. Students Computer Skills in Faculty of Education

    Directory of Open Access Journals (Sweden)

    Mehmet Caglar

    2010-09-01

    Full Text Available Nowadays; the usage of technology is not a privilege but an obligation. Technological developments influence structures andfunctions of educational institutions. It is also expected from the teachers that they integrate technology in their lessons inorder to educate the individuals of information society. This research has covered 145(68 female, 78 male students, studying inNear East University Faculty of Education. The Computer Skills Scale developed by Güçlü (2010 was used as a data collectingtool. Data were analysed using SPSS software program. In this study, students’ computer skills were investigated; the variationsin the relationships between computer skills and (a gender, (b family’s net monthly income, (c presence of computers athome, (d presence of a computer laboratory at school and (e parents’ computer skills were examined. Frequency analysis,percentage and mean calculations were used. In addition, t-test and multi-variate analysis were used to look at the relationshipbetween different variables. As a result of this study, a statistically significant relationship between computer skills of studentswho had a computer at home and computer skills of those who didn’t have a computer at home were found.

  20. Faculty and student perceptions of effective study strategies and materials.

    Science.gov (United States)

    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.

  1. Multidisciplinary Training to Undergraduate Students in the Faculty ...

    African Journals Online (AJOL)

    Multidisciplinary Training to Undergraduate Students in the Faculty of Health ... other disciplines in order to achieve an effective and cohesive working relationship. ... theoretical knowledge regarding blood pressure measurement and exercise, ...

  2. 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.

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

    Science.gov (United States)

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

    2017-06-01

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

  4. Faculty Perceptions of Student Credibility Based on Email Addresses

    Science.gov (United States)

    Livermore, Jeffrey A.; Wiechowski, Linda S.; Scafe, Marla G.

    2011-01-01

    The purpose of this study was to evaluate faculty perceptions of student credibility based on email addresses. The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses. The survey results show that a student's selection of an email address does influence the…

  5. How Faculty can Affect Student Texting, Distraction, Grades, and Attitudes

    Science.gov (United States)

    Duncan, Douglas K.; Hoekstra, A.; Wilcox, B.

    2014-01-01

    There is considerable pressure on faculty members to use technology in teaching. Students also bring technology into class in the form of laptop computers, smart phones, and iPads. Does this technology increase or decrease learning? We report two years of data studying 14 different classes with a total of approximately 1200 students. We find that, on the average, approximately 70% of students use their own digital devices during class and 30% do not. The grades earned by the former group average nearly half a grade point average lower than the non-use group. Faculty policies are found to dramatically influence student behavior. Extensive student interview data will be reported that shows that students expect faculty members to set technology policies and summarizes their attitudes about technology use.

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

    Science.gov (United States)

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

    2015-12-01

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

  7. Dental Student, Resident, and Faculty Attitudes Toward Treating Medicaid Patients.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Feng, Xiaoying

    2017-11-01

    Failure to receive proper oral health care including both prevention and maintenance is influenced by myriad and complex social, economic, and dental factors, including access to care. Reducing oral health disparities requires changes in the preparation of future dentists as well as measuring and influencing the attitudes and knowledge of practicing dentists. The aim of this study was to determine the likelihood that future dentists (students and residents) and faculty members at one U.S. dental school would treat Medicaid participants. Attitudes were measured using the Deamonte Driver scenario survey, which assesses factors affecting dentists' participation in Medicaid. In October 2012, all 113 full-time faculty members were invited to participate, and 60 completed the survey, for a response rate of 53.1%. In January and February 2013, all 18 residents in the dental clinics and university hospital were invited to participate, and 16 completed the survey, for a response rate of 88.9%. From 2013 to 2015, all 267 students in three classes were invited to participate: first-year students in the Classes of 2017 and 2018 and fourth-year students in the Class of 2015. A total of 255 students completed the survey, for an overall student response rate of 95.5%. The results showed that the students were more likely to participate in caring for Medicaid patients than the faculty and residents. The white and male students had stronger negative stereotypes about Medicaid patients than the females and underrepresented minority students, while residents had stronger negative stereotypes about Medicaid patients than the students and faculty. Overall, the cultural competency skills, beliefs, and attitudes of these faculty members and residents were less developed than those of their students, signaling a need for broad educational and faculty development programs to fully prepare the future dental workforce to care for these patients.

  8. Academic Administrator Leadership Styles and the Impact on Faculty Job Satisfaction

    Science.gov (United States)

    Bateh, Justin; Heyliger, Wilton

    2014-01-01

    This article examines the impact of three leadership styles as a predictor of job satisfaction in a state university system. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector's Job Satisfaction Survey was used to assess a faculty member's level of job…

  9. Faculty and Administrative Strategies for the Effective Implementation of Distance Education.

    Science.gov (United States)

    Milheim, William

    2001-01-01

    Discussion of distance education focuses on strategies for administrators and faculty to use to support the appropriate use of this educational format. Considers some of the advantages and disadvantages of distance education, financial support for the development and delivery of distance education courses, and needed faculty training. (Author/LRW)

  10. Student and Faculty Issues in Distance Education.

    Science.gov (United States)

    Fender, David L.

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

  11. "That Truly Meant a Lot to Me": A Qualitative Examination of Meaningful Faculty-Student Interactions

    Science.gov (United States)

    Grantham, Ashley; Robinson, Emily Erin; Chapman, Diane

    2015-01-01

    The majority of research on faculty-student interaction has been primarily quantitative to date and has focused primarily on determining what kinds of interactions students have with faculty. This study furthers the literature on faculty-student interaction, taking a qualitative approach to examine what types of interactions with faculty students…

  12. Servant Leadership: Faculty and Student Perceptions among Council for Christian Colleges and Universities (CCCU) Nursing Programs

    Science.gov (United States)

    Coffman, Tammie J.

    2017-01-01

    Servant leadership characteristics and caring converged in exploration of faculty and students of private, Christian nursing schools. Faculty assessed their servant leadership behaviors while students disclosed their perceptions of faculty as caring persons. Students evaluated faculty positively on a six-point Likert scale (mean 5.26).…

  13. Faculty support for ESL nursing students: action plan for success.

    Science.gov (United States)

    Hansen, Eileen; Beaver, Shirley

    2012-01-01

    Nursing students whose first language is not English have lower retention and NCLEX-RN pass rates. This review identifies four areas of difficulty and recommends strategies that can be employed by supportive faculty to assist these students and help ensure a more diverse nursing workforce to care for our increasingly diverse patient population.

  14. Transparency in Teaching: Faculty Share Data and Improve Students' Learning

    Science.gov (United States)

    Winkelmes, Mary-Ann

    2013-01-01

    The Illinois Initiative on Transparency in Learning and Teaching is a grassroots assessment project designed to promote students' conscious understanding of how they learn and to enable faculty to gather, share, and promptly benefit from data about students' learning by coordinating their efforts across disciplines, institutions, and countries.…

  15. The Student Role in Faculty Selection, Evaluation And Retention.

    Science.gov (United States)

    Jenks, R. Stephen; And Others

    Arguing that it is difficult to discuss the student's role in faculty selection, evaluation and retention outside the broader context of the student's role in decision making (see Jenks, HE 001 251), the author describes the new unicameral system at the University of New Hampshire and some of the processes the institution went through in achieving…

  16. The Impact of International Students on American Students and Faculty at an Appalachian University

    Science.gov (United States)

    Jourdini, My Mustapha

    2012-01-01

    This study examined the effects of exposure to international students on American student and faculty perceptions at a regional Appalachian University. A revised and improved version of Jaleh Shabahang's (1993) "International Education Opinionnaire" was used to survey American students and faculty regarding their perceptions of the…

  17. STEM Faculty and Indirect Costs: What Administrators Need to Know

    Science.gov (United States)

    Gossman, Susan

    2016-01-01

    The focus of this single site, qualitative case study was on public research university STEM (science, technology, engineering and mathematics) faculty and their perspectives on, and behavior towards, indirect cost recovery. The explanatory scheme was derived from anthropological theory and incorporated organizational culture, resource dependency…

  18. 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.

  19. Students’ Perceptions about Role of Faculty and Administrative Staff in Business Education Service Quality Assessment

    Directory of Open Access Journals (Sweden)

    Maja Arslanagić-Kalajdžić

    2014-06-01

    Full Text Available This paper focuses on dimensions of the perceived service quality measurement for business schools. We propose an adapted SERVQUAL measure of expected and perceived quality, where employees at business schools are split into two groups: faculty and administrative staff, and assessed separately. This measure represents a tool for comparable service quality assessment at business schools. Empirical data were collected among undergraduate students in a developing economy. A total of 282 respondents were used to assess the overall fit of the proposed model and to test the differences between the expectations and the perceptions of service quality in a business school. The results support usability of the proposed adapted SERVQUAL measure. Therefore, the study contributes to the existing literature reporting the findings on service quality in an educational context.

  20. DIFFERENCES IN RESULTS OBTAINED BY STUDENTS OF DIFFERENT FACULTIES

    Directory of Open Access Journals (Sweden)

    OTAVOVÁ, Miroslava

    2016-03-01

    Full Text Available The paper presents and discusses the results of statistical analysis of differences among scores obtained by students of different faculties of the University of Economics in Prague. The analysed dataset contains the scores for 2256 students that took basic mathematics course during the academic year 2013/2014. A two way analysis of variance was performed with semester and faculty as main factors. The interaction between these two factors was also considered. Students have to take two tests. At first, the sum of the scores obtained from both tests is analysed and then, the two tests are analysed separately. It turns out that the significance of factors is the same in the three analyses. The assumptions of linear models are verified. Due to problem of heteroscedasticity, weighted least squares are used and the possibility of using Box-Cox transformation is also discussed, as the errors are not normally distributed. Finally, the differences between the faculties are described.

  1. The Evaluation of Burnout Levels of Sports Sciences Faculty Students

    Science.gov (United States)

    Kocaeksi, Serdar

    2016-01-01

    The aim of this research is to evaluate the burnout levels of sports sciences faculty students in terms of some other variables. 46 Female (Age, M: 20.88 ± 1.86) and 107 male (Age, M: 22.15 ± 2.15) in total 153 students participated in this research. Maslach Burnout Inventory-Student Form (MBI-SF) was used for data collection. Descriptive…

  2. Examination of Plagiarism Tendency of Faculty of Education Students

    Directory of Open Access Journals (Sweden)

    Adem DAĞAŞAN

    2017-12-01

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

  3. An Investigation of Electronic versus Face-to-Face Interpersonal Communication between Administrators and Faculty in Higher Education

    Science.gov (United States)

    Kdouh, Abdallah M.

    2017-01-01

    Globally, university faculty report difficulties communicating with administrators. In the United States faculty have a need for effective communication. The problem addressed in this study is that communications between faculty and administrators has long been a concern in higher education, and more recently, the rise of online communications…

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

    Science.gov (United States)

    Surratt, Christopher K; Kamal, Khalid M; Wildfong, Peter L D

    2011-06-01

    Persistent faculty shortages at US pharmacy schools make faculty recruitment and retention a perennial priority. The literature indicates that a key retention issue is whether the faculty member's scholarship is compromised because of a heavy teaching or service workload. Assess US pharmacy faculty perceptions concerning their views of appropriate expectations of research grant support given their teaching/administrative workloads. Data and opinions were collected using a multiple-choice, cross-sectional survey instrument (SurveyMonkey®; Menlo Park, CA), e-mailed to 1047 faculty members, randomly selected from all Accreditation Council of Pharmacy Education (ACPE)-accredited US pharmacy schools. Statistical analyses were performed using SPSS® (Chicago, IL) for Windows, Version 17.0. Of the researcher respondents, a majority felt that the amount of teaching expected was too much to be a competitive researcher. Teaching commitment was found more likely to increase than decrease after achieving tenure. Reported new faculty start-up funding was well below that typically found at nonpharmacy research schools. This information is anticipated to help pharmacy faculty members gauge their workload and productivity relative to a national peer group, and to help pharmacy schools improve in faculty recruitment and retention. The survey findings may assist pharmacy schools in clarifying reasonable teaching and funding expectations for pre- and post-tenure faculty, which in turn may help attract more pharmaceutical scientists to academic pharmacy positions. Copyright © 2011 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Mangold, Kara

    2007-01-01

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

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

    Science.gov (United States)

    Kuhn, Kristine L.

    2016-01-01

    The purpose of this basic qualitative study was to understand how faculty perceive and experience students' use of coercive power in faculty-student relationships. Interviews were used to gather data from faculty members who had experienced students' use of coercive power. Data reveal that students' use of coercive power can negatively impact…

  8. Quality of Faculty Life and Lifelong Learning Tendencies of University Students

    Science.gov (United States)

    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…

  9. Triple jump examination evaluation of faculty examiners by dental student examinees.

    Science.gov (United States)

    Navazesh, Mahvash; Rich, Sandra K; Keim, Robert G

    2014-05-01

    The triple jump examination (TJE) is an oral examination that poses challenges for objective assessment. Student satisfaction levels with faculty assessment can provide information on quality of teaching and students' perceptions of the learning environment. The purpose of this study was to determine scale and interrater reliability of an instrument used by approximately 576 first-year dental students at one U.S. dental school for assessment of their faculty evaluators following midterm and final TJEs over a three-year period. One hundred and one faculty members served as administrators of the TJE with a range of one to 187 times (mean=44.10, median=29, mode=11). The grand mean for six items on a six-point Likert scale was 5.39 with a pooled standard deviation of 1.01. Results indicate positive agreement toward performance of examiners with strong interrater reliability (Average Measures ICC=0.936, Single Measures ICC=0.708) (F5,23475 = 51.564, pperform acceptable assessment from the students' perspective. Overall, these students expressed a high level of satisfaction with TJE faculty performance.

  10. Students Union, University Administration and Political Development ...

    African Journals Online (AJOL)

    Students Union, University Administration and Political Development of Nations. ... African Research Review ... resting on the reciprocal determinism of the social learning theory, that students union makes university administration smooth.

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

    Science.gov (United States)

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

    2014-01-01

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

  12. Types of Student Intertextuality and Faculty Attitudes

    Science.gov (United States)

    Pecorari, Diane; Shaw, Philip

    2012-01-01

    Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use…

  13. Faculty and Student Assessment of the Citadel Library User Services.

    Science.gov (United States)

    Maynard, J. Edmund

    The focus of this study was a survey of faculty and student use/needs of library services and user education at Daniel Library, the Citadel, the Military College of South Carolina. More specifically, the study sought to determine user information needs and how the library staff should adapt for meeting the educational and research needs of its…

  14. Perceptions of Education Faculty Students on Teaching Methods and Materials

    Science.gov (United States)

    Esmer, Elif; Güven, Gülçin; Aydin, Oktay; Özden, Bülent; Efe, Kadriye; Sener, Nurcan

    2016-01-01

    Individual differences have an influence on a wide range of education fields. These differences can range from organizing teaching environments to the techniques and strategies that the teacher uses. This study focused on individual differences of pre-service teachers and aimed to investigate the perceptions of Education Faculty students on…

  15. Social Media Use in Journalism Education: Faculty and Student Expectations

    Science.gov (United States)

    Kothari, Ammina; Hickerson, Andrea

    2016-01-01

    Social media use has become essential for journalists. Although previous research has explored how journalists use social media, less is known about how journalism and mass communication programs incorporate social media in their coursework. Based on our survey of 323 students and 125 faculty in American universities, this study offers a…

  16. Comparing Veterinary Student and Faculty Perceptions of Academic Misconduct

    Science.gov (United States)

    Royal, Kenneth D.; Schoenfeld-Tacher, Regina M.; Flammer, Keven

    2016-01-01

    A study was conducted to assess veterinary students' and faculty perceptions of a variety of academic and classroom behaviors, and the degree to which these are acceptable or not. Two instruments were developed for this purpose: 1) The Exams and Assignments Scale (EAS), consisted of 23 items measuring the extent to which a variety of examination…

  17. Orientation of student entrepreneurial practices based on administrative techniques

    Directory of Open Access Journals (Sweden)

    Héctor Horacio Murcia Cabra

    2005-07-01

    Full Text Available As part of the second phase of the research project «Application of a creativity model to update the teaching of the administration in Colombian agricultural entrepreneurial systems» it was decided to re-enforce student planning and execution of the students of the Agricultural business Administration Faculty of La Salle University. Those finishing their studies were given special attention. The plan of action was initiated in the second semester of 2003. It was initially defined as a model of entrepreneurial strengthening based on a coherent methodology that included the most recent administration and management techniques. Later, the applicability of this model was tested in some organizations of the agricultural sector that had asked for support in their planning processes. Through an investigation-action process the methodology was redefined in order to arrive at a final model that could be used by faculty students and graduates. The results obtained were applied to the teaching of Entrepreneurial Laboratory of ninth semester students with the hope of improving administrative support to agricultural enterprises. Following this procedure more than 100 students and 200 agricultural producers have applied this procedure between June 2003 and July 2005. The methodology used and the results obtained are presented in this article.

  18. 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.

  19. Effective Evaluation of Teaching: A Guide for Faculty and Administrators

    Science.gov (United States)

    Kite, Mary E., Ed.

    2012-01-01

    This book compiles several essays about effective evaluation of teaching. Contents of this publication include: (1) Conducting Research on Student Evaluations of Teaching (William E. Addison and Jeffrey R. Stowell); (2) Choosing an Instrument for Student Evaluation of Instruction (Jared W. Keeley); (3) Formative Teaching Evaluations: Is Student…

  20. Psychoactive Substance Use among Medical/Health Faculty Undergraduate Students

    Directory of Open Access Journals (Sweden)

    P Whitehorne-Smith

    2015-03-01

    Full Text Available Objective: This study sought to explore the drug use practices of undergraduate students within the Faculty of Medical Sciences, The University of the West Indies, Mona, Jamaica. Method: This study was a multicentre study carried out in Jamaica and six Latin American countries. The study utilized a cross-sectional design using a survey method of data collection. A list of compulsory classes for first- and second-year undergraduate students in the Faculty of Medical Sciences was retrieved by researchers and then cluster sampling was used to choose lectures to carry out data collection. The instrument utilized for the study was a self-report questionnaire which consisted of 58 questions which enquired about sociodemographic information, psychoactive substance use and associated consequences. Results: A total of 380 students (78 males, 302 females participated in the study; 115 (30.3% reported a past year prevalence of psychoactive substance use. Roughly half (50.8% reported that they first used substances when they were 15−19 years old. Students also reported a past month prevalence of alcohol use (16.6%, prescription drugs without a prescription (4.5%, tobacco (2.4% and cannabis (2.1% use. Conclusion: These preliminary results on substance use patterns among students in the Faculty of Medical Sciences indicate urgent need for further research among this population. Such research should be used to inform prevention and treatment programmes that will directly target this student population.

  1. Student-Faculty Partnership in Explorations of Pedagogical Practice: A Threshold Concept in Academic Development

    Science.gov (United States)

    Cook-Sather, Alison

    2014-01-01

    Student-faculty partnerships position students as informants, participants, and change agents in collaboration with faculty members. Enacting one form of such collaboration, Bryn Mawr College's SaLT program pairs faculty members and undergraduate students in explorations of pedagogical practice. The program provides both context and case study for…

  2. Connecting to the Professor: Impact of the Student-Faculty Relationship in a Highly Challenging Course

    Science.gov (United States)

    Micari, Marina; Pazos, Pilar

    2012-01-01

    While many factors play into college student success, interaction with faculty has been identified as a key component. In highly challenging and anxiety-provoking courses, the student-faculty relationship may be all the more important. This study uses organic chemistry as a case example to investigate the role of the student-faculty relationship…

  3. What's in a Name … Or a Face? Student Perceptions of Faculty Race

    Science.gov (United States)

    Mendez, Jeanette Morehouse; Mendez, Jesse Perez

    2018-01-01

    Utilizing Critical Race Theory (CRT) as a conceptual framework, this study examines student perception of faculty of color in academia from student professor preference. Using an experimental design to test the effect of race on selection of faculty with whom to take a course, we showed student participants two types of pairings of faculty: first,…

  4. Evaluation of Medical Faculty Students's Time Management Skills

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    Umit Yavas

    2012-02-01

    Full Text Available SUMMARY AIM: This study was carried out in order to determine medical faculty students� time management skills. METHOD: This is a cross sectional study and was carried out between 13 -31 May 2010. The universe of the study comprised 513 medical faculty students and data collection was performed by using the Time Management Inventory (TMI from 420 students (%81,9 of the universe. For statistical analyses of data percentage, Kruskal-Wallis, One-way Anova, Mann-Whitney U, Student-t test and Pearson correlation analysis were used. RESULTS: Students� total time management points were minimum 44 and maximum 122. Total points� mean was 79,06±14,07 and also the median was 78 of Time Management Inventory. Total time management points of the fifth class students were higher than the others. There was no correlation between total time management points and ages of the students. Also there is no statistically significant difference between the males and females at the TMI points. CONCLUSION: According to the other studies the medical faculty students� total TMI mean points are low. The reason of this situation may be the pension school that someone else is planning most of students� time and inadequacy of awareness, knowledge and skills about time management. Enhancing awareness with useful knowledge and being full of resource about time management is essential. [TAF Prev Med Bull 2012; 11(1.000: 5-10

  5. Private Cloud Communities for Faculty and Students

    Science.gov (United States)

    Tomal, Daniel R.; Grant, Cynthia

    2015-01-01

    Massive open online courses (MOOCs) and public and private cloud communities continue to flourish in the field of higher education. However, MOOCs have received criticism in recent years and offer little benefit to students already enrolled at an institution. This article advocates for the collaborative creation and use of institutional, program…

  6. Develop Training Standards for Undergraduate Students with Major Public Administration at King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia

    Science.gov (United States)

    Al-Sehiemy, Zainab Abdul-Rahman; Gheith, Nervana Abdul-Rahman

    2015-01-01

    Recently, public administration graduates are exposed to new set of challenges because of globalization, virtual world and using modern technology as a base of all today's dealings. It imposes PAD at faculty of economic and administration faculty to prepare its students to confront these changes in organizations in the community. Therefore, the…

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

    Science.gov (United States)

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

    2012-01-01

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

  8. 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...

  9. Similarity of Students' Experiences and Accuracy of Faculty and Staff Perceptions: Issues for Student Retention.

    Science.gov (United States)

    Heinemann, Allen W.; And Others

    Research on attrition of university students has recently examined "dropping out" as the culmination of a complex interactive process. In order to examine differences between successful students (persisters) and students who officially withdrew from a major university, and to examine the accuracy of faculty and staff perceptions of students'…

  10. Faculty Integration of Technology into Instruction and Students' Perceptions of Computer Technology to Improve Student Learning

    Science.gov (United States)

    Keengwe, Jared

    2007-01-01

    There has been a remarkable improvement in access and rate of adoption of technology in higher education. Even so, reports indicate that faculty members are not integrating technology into instruction in ways that make a difference in student learning (Cuban, 2001; McCannon & Crews, 2000). To help faculty make informed decisions on student…

  11. 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.

  12. The Faculty Promotion Process. An Empirical Analysis of the Administration of Large State Universities.

    Science.gov (United States)

    Luthans, Fred

    One phase of academic management, the faculty promotion process, is systematically described and analyzed. The study encompasses three parts: (l) the justification of the use of management concepts in the analysis of academic administration; (2) a descriptive presentation of promotion policies and practices in 46 large state universities; and (3)…

  13. Cultivating the Next Generation of Academic Leaders: Implications for Administrators and Faculty

    Science.gov (United States)

    DeZure, Deborah; Shaw, Allyn; Rojewski, Julie

    2014-01-01

    With many baby boomers preparing to retire, higher education is facing an anticipated shortage of academic administrators. Compounding this challenge, many mid-career faculty are reluctant to fill these important positions, concerned that academic leadership is incompatible with work-life balance, that it detracts from their commitments to…

  14. Volunteer Administration Leadership Proficiency and Leadership Styles: Perceptions of Southern Region 4-H County Faculty

    Science.gov (United States)

    Stedman, Nicole L. P.; Rudd, Rick D.

    2005-01-01

    Volunteers play an integral role in supporting the mission of 4-H programs in the southern region. For this reason their proficiency in volunteer administration competence and perceived leadership style is important. The researchers sought to examine both the perceived proficiency of 4-H faculty in the southern region in seven competencies…

  15. Perceived Online Education Barriers of Administrators and Faculty at a U.S. University in Lebanon

    Science.gov (United States)

    El Turk, Sahar; Cherney, Isabelle D.

    2016-01-01

    The purpose of this quantitative study was to identify the perceived barriers obstructing the implementation of online education by administrators and faculty at the School of Arts and Sciences of a U.S. university located in Lebanon. The aim of this study was to offer a solution to the most important perceived barriers to online education that…

  16. Mentoring, Leadership Behaviors, and Career Success, of African American Female Faculty and Administrators in Higher Education

    Science.gov (United States)

    Adedokun, Aderemi D.

    2014-01-01

    The purpose of this quantitative study is to examine the relationship between the variables of career mentoring, leadership behaviors, and career success of African American female faculty and administrators in higher education positions. The aim is to determine whether mentoring is related to leadership behavior and career success of African…

  17. Mass Communication and Journalism Faculty and Their Electronic Communication with College Students: A Nationwide Examination

    Science.gov (United States)

    Brunner, Brigitta R.; Yates, Bradford L.; Adams, Jennifer Wood

    2008-01-01

    Nearly 700 U.S. journalism and mass communication faculty reported their perceptions of student e-mail use via a Web-based survey. This nationwide study focused on content of e-mail received by faculty and made comparisons based on faculty gender. Nearly half of the respondents reported that they occasionally receive e-mails from students before a…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Mahmoud A.R. Assaf

    2017-08-01

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

  20. Student Response to Faculty Instruction (SRFI): An Empirically Derived Instrument to Measure Student Evaluations of Teaching

    Science.gov (United States)

    Beitzel, Brian D.

    2013-01-01

    The Student Response to Faculty Instruction (SRFI) is an instrument designed to measure the student perspective on courses in higher education. The SRFI was derived from decades of empirical studies of student evaluations of teaching. This article describes the development of the SRFI and its psychometric attributes demonstrated in two pilot study…

  1. An Exploration of Policies Governing Faculty-to-Student Consensual Sexual Relationships on University Campuses: Current Strategies and Future Directions

    Science.gov (United States)

    Richards, Tara N.; Crittenden, Courtney; Garland, Tammy S.; McGuffee, Karen

    2014-01-01

    Consensual sexual relationships between students and faculty have traditionally been viewed as private matters and have been ignored by university administrators except in cases that resulted in sexual harassment claims. Due to increasing sexual harassment litigation and the liabilities associated with such relationships, universities have…

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

    Science.gov (United States)

    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.

  3. Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses.

    Science.gov (United States)

    Claywell, Lora; Wallace, Cara; Price, Jill; Reneau, Margaret; Carlson, Kathleen

    2016-01-01

    This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.

  4. Challenges of the Administrative Consultation Wiki Research Project as a Learning and Competences Development Method for MPA Students

    Science.gov (United States)

    Kovac, Polonca; Stare, Janez

    2015-01-01

    Administrative Consultation Wiki (ACW) is a project run under the auspices of the Faculty of Administration and the Ministry of Public Administration in Slovenia since 2009. A crucial component thereof is the involvement of students of Master of Public Administration (MPA) degree programs to offer them an opportunity to develop competences in…

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

    Directory of Open Access Journals (Sweden)

    Murat YALMAN

    2015-01-01

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

  6. Hospitalist workload influences faculty evaluations by internal medicine clerkship students.

    Science.gov (United States)

    Robinson, Robert L

    2015-01-01

    internal medicine clerkship student evaluations of hospitalist faculty are negatively influenced by high clinical service intensity measured in terms of annual work RVUs, patient encounters, and duty days.

  7. Medical student and medical school teaching faculty perceptions of conflict of interest.

    Science.gov (United States)

    Andresen, Nicholas S; Olson, Tyler S; Krasowski, Matthew D

    2017-07-11

    Attitudes towards conflict of interest (COI) and COI policy are shaped during medical school and influence both the education of medical students and their future medical practice. Understanding the current attitudes of medical students and medical school teaching faculty may provide insight into what is taught about COI and COI policy within the 'hidden' medical curriculum. Differences between medical student and medical school teaching faculty perceptions of COI and COI policy have not been compared in detail. The authors surveyed first year medical students and medical school teaching faculty at one academic medical center. The response rate was 98.7% (150/152) for students and 34.2% (69/202) for faculty. Students were less likely than faculty to agree that lecturers should disclose COI to any learners (4.06 vs. 4.31, p = 0.01), but more likely to agree that COI disclosure decreases the presentation of biased material (3.80 vs. 3.21, p < 0.001). Student and faculty responses for all other questions were not different. Many of these responses suggest student and faculty support for stronger COI policy at academic medical centers. Students and faculty perceptions regarding COI and COI policy are largely similar, but differ in terms of the perceived effectiveness of COI disclosure. This study also suggests that medical students and medical school teaching faculty support for stronger COI policy at academic medical centers.

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

    Directory of Open Access Journals (Sweden)

    Eamon C. Tewell

    2014-09-01

    Full Text Available A Review of: Reinsfelder, T.L., & Anderson, J.A. (2013. Observations and perceptions of academic administrator influence on open access initiatives. Journal of Academic Librarianship, 39(6: 481-487. http://dx.doi.org/10.1016/j.acalib.2013.08.014 Abstract Objective – To better understand the roles and influence of senior-level academic administrators, such as provosts, on open access (OA activities at the institutional level, including whether librarians perform these activities regardless of administrative interest. Design – Web-based survey questionnaire combined with multiple regression analysis. Settings – The research was conducted online using surveys emailed to potential participants at not-for-profit public and private academic institutions in the United States with a FTE of greater than 1000. Subjects – Academic library directors at selected colleges and universities. Methods – Using directory information from the National Center for Education Statistics (NCES and filtering institutions according to not-for-profit status, size, and special focus, a survey sample of 1135 colleges and universities was obtained. Library websites were used to acquire contact information for library directors. In summer 2012 the 43-item survey questionnaire was distributed to respondents online using Qualtrics. The four primary variables were each comprised of multiple questionnaire items and validated using factor analysis, and the data was explored using multiple regression. Main Results – The survey received 298 respondents for a 26% response rate, though the number of incomplete responses is not stated. Among four stakeholder groups (faculty, publishers, librarians, and senior academic administrators, library directors perceived librarians as having the greatest influence in regards to the adoption of open access (mean = .7056, followed by faculty (.3792, administrators (.1881, and publishers as having a negative impact (–.3684. A positive

  9. Shared Faculty-Student Lifestyle Habits and Their Implications for College Student Retention

    Science.gov (United States)

    Boateng, Kwasi; Plopper, Bruce L.; Keith, David M.

    2016-01-01

    Previous research confirms that first-semester grade-point average (GPA) is related to college student persistence, retention, and graduation. Thus, it is important to identify factors related to enhancing first-semester GPA. In this study, researchers asked faculty and students in the disciplines of journalism, strategic communication or public…

  10. On Doctoral Student Development: Exploring Faculty Mentoring in the Shaping of African American Doctoral Student Success

    Science.gov (United States)

    Felder, Pamela

    2010-01-01

    This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information…

  11. Instant Messaging between Students and Faculty: A Tool for Increasing Student-Faculty Interaction

    Science.gov (United States)

    Hickerson, Corey A.; Giglio, Matt

    2009-01-01

    This study explores the pedagogical potential of instant messaging in a communication course. Two instructors made themselves available to students via instant messaging as a supplement to other modes of communication (e.g., e-mail, office hours). In order to gauge students' reactions to and use of the technology, the researchers kept logs of…

  12. 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.…

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

    Science.gov (United States)

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

    2000-01-01

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

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

    Science.gov (United States)

    ESS Reports, 1988

    1988-01-01

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

  15. Faculty-Graduate Student Mentoring Relationships: Mentors' Perceived Roles and Responsibilities

    Science.gov (United States)

    Lechuga, Vicente M.

    2011-01-01

    Scholars have demonstrated that one of the most important factors that graduate students use to ascertain the quality of their educational experience is their relationship with faculty. Research on faculty-graduate student mentoring relationships has provided valuable insights about effective practices that foster the success of graduate students.…

  16. Student and Faculty Beliefs about Learning in Higher Education: Implications for Teaching

    Science.gov (United States)

    Dandy, Kristina L.; Bendersky, Karen

    2014-01-01

    Beliefs about learning can influence whether or not a student learns course material. However, few studies in higher education have compared student and faculty beliefs about learning. In the current study, students and faculty agreed on many aspects of learning--including the definition of learning, which most hinders learning and where learning…

  17. The Effect of Reticence on College Students' Use of Electronic Mail To Communicate with Faculty.

    Science.gov (United States)

    Kelly, Lynne; Duran, Robert L.; Zolten, J. Jerome

    2001-01-01

    Investigates the effect of reticence on college students' use of electronic mail to communication with faculty. Notes the difference in the frequency of using electronic mail by reticent and non-reticent students. Considers how reticent students prefer to use electronic mail over speaking to faculty at their offices. (SG)

  18. 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"…

  19. LEISURE TIME OF TEACHERS’ TRAINING FACULTY STUDENTS IN SUBOTICA

    Directory of Open Access Journals (Sweden)

    Josip Lepeš

    2015-05-01

    Full Text Available Physical activity contributes to physical, mental and social health and improves the quality of life of people of all ages. Physical inactivity and sedentary lifestyle are a public health problems in Serbia. The purpose of study was to collect a data from students of Teachers’ Training Faculty on Hungarian (TTFH in Subotica about behaving at their free time, focusing on physical activities and sedentary behavior.The TTFH carried out a survey to assess the leisure time habits of their students in academic year 2013/2014. This study included a total of 116 voluntary undergraduated students (male:23, female:93. The questionnaire included 31 items, distributed in 5 blocks: descriptive data (3 items, healthy habits (5 items, feeding habits (5 items, sedentary behavior (14 items and unhealthy behaviors (4 items. The anthropometric measures body mass and body height were taken using standard procedures and instruments, and accordingly, BMI (height/weight2 values were calculated. Surveyed male students reported greater participation in healthy habits than did female students, and they also spent more time with sedentary behavior, but the difference weren’t significant. Students spent little time on physical activities in their free time and a lot of time with sedentary behaviour. It has to be changed, because by time they will become teachers and if they are bad examples to children we can’t expect from the society to be healthier

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

    Science.gov (United States)

    Karpilo, Lacy N.

    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

  1. Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

    Directory of Open Access Journals (Sweden)

    Lawton Shaw

    2013-12-01

    Full Text Available Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU science project courses allow distance education students to complete research project courses by working with research supervisors in their local area, coordinated at a distance by AU faculty. This paper presents demographics and course performance for 155 students over five years. Pass rates were similar to other distance education courses. Research students were surveyed by questionnaire, and external supervisors and AU faculty were interviewed, to examine the outcomes of these project courses for each group. Students reported high levels of satisfaction with the course, local supervisors, and faculty coordinators. Students also reported that the experience increased their interest in research, and the probability that they would pursue graduate or additional certification. Local supervisors and faculty affirmed that the purposes of project courses are to introduce the student to research, provide opportunity for students to use their cumulative knowledge, develop cognitive abilities, and independent thinking. The advantages and challenges associated with this course model are discussed.

  2. Faculty and student perceptions about attendance policies in baccalaureate nursing programs.

    Science.gov (United States)

    Ruth-Sahd, Lisa A; Schneider, Melissa A

    2014-01-01

    To understand perceptions of faculty and students about attendance policies in baccalaureate nursing programs. Classroom attendance is an issue of debate across academic disciplines. A mixed-methods study was conducted using qualitative data from a stratified random sample of 65 accredited baccalaureate nursing programs; 591 students and 91 faculty from 19 schools responded. Sixty-two percent of faculty thought students who missed class exhibited unprofessional behavior; 69 percent believed students who missed class were less successful in the clinical setting. Students (57 percent) and faculty (66 percent) believed there should be an attendance policy. Twenty-nine students reported needing a break in workload (16.8 percent) or did not find class time valuable (11.8 percent). Variability exists in student and faculty beliefs regarding attendance policies. Understanding these viewpoints and utilizing creative teaching approaches will facilitate learning and create an environment of teamwork and mutual respect.

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

    Science.gov (United States)

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

    2014-05-15

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

  4. Performance Pay Preferences of College of Education Faculty and Administrators at One Historically Black University: A Case Study

    Science.gov (United States)

    Jones, Corey Lee

    2012-01-01

    The purpose of this study was to determine the attitudes and perceptions College of Education faculty and administrators have about performance pay at a Historically Black University (HBCU). A secondary purpose of the study was to determine the performance pay plan and specific measures of faculty productivity preferred by College of Education…

  5. Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

    Science.gov (United States)

    Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

    2011-12-01

    The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

  6. Hospitalist workload influences faculty evaluations by internal medicine clerkship students

    Directory of Open Access Journals (Sweden)

    Robinson RL

    2015-02-01

    with sharing knowledge/skills and encouraging student initiative. Higher work RVUs and total patient encounters were negatively correlated with timely feedback and constructive criticism. Conclusion: The results suggest that internal medicine clerkship student evaluations of hospitalist faculty are negatively influenced by high clinical service intensity measured in terms of annual work RVUs, patient encounters, and duty days. Keywords: work relative value units, patient encounters, duty days, clinical service intensity, medical students

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

    Directory of Open Access Journals (Sweden)

    saeideh Abzan

    2009-11-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  9. Measure of Development for Student Conduct Administration

    Science.gov (United States)

    Nelson, Adam Ross

    2017-01-01

    Student Conduct Administration (SCA) is one of many names for the processes and procedures through which colleges and universities manage student behavior. Despite the accessibility of quasi-experimental design (QED) in the study of education (Schlotter, Schwerdt, & Woessman, 2011), the existing scholarship has yet to generate strong empirical…

  10. A Critical-Holistic Analysis of Nursing Faculty and Student Interest in International Health.

    Science.gov (United States)

    Wright, Maria da Gloria Miotto; Korniewicz, Denise M.; Zerbe, Melissa

    2001-01-01

    Responses from 211 undergraduate and 23 graduate nursing students and 38 faculty revealed substantial interest in international health. Faculty had numerous international experiences; many students had traveled abroad and one-third considered international health a career priority. The need for a broad interdisciplinary framework rather than…

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

    Science.gov (United States)

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

    2016-02-18

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

  12. Beliefs about Meditating among University Students, Faculty, and Staff: A Theory-Based Salient Belief Elicitation

    Science.gov (United States)

    Lederer, Alyssa M.; Middlestadt, Susan E.

    2014-01-01

    Objective: Stress impacts college students, faculty, and staff alike. Although meditation has been found to decrease stress, it is an underutilized strategy. This study used the Reasoned Action Approach (RAA) to identify beliefs underlying university constituents' decision to meditate. Participants: N = 96 students, faculty, and staff at a large…

  13. Communicating in a Multicultural Classroom: A Study of Students' Nonverbal Behavior and Attitudes toward Faculty Attire

    Science.gov (United States)

    Okoro, Ephraim; Washington, Melvin

    2011-01-01

    Economic and market globalization in the United States has engendered a multicultural learning environment that challenges both faculty and students. Diversity in the classroom is further complicated by nonverbal communication, which impacts on students' attitudes toward faculty members. Because today's classrooms are changing and undergoing rapid…

  14. Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept

    Science.gov (United States)

    Cole, Darnell

    2007-01-01

    The purpose of this longitudinal, multi-institution study was to examine through multilevel analyses the influence of: (1) interracial interactions on student-faculty interactions; and (2) interracial interactions and student-faculty interactions on intellectual self-concept. Social participation and involvement theory, as they are constructed…

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

    Science.gov (United States)

    Ozcan, Kenan; Balyer, Aydin; Servi, Tayfun

    2013-01-01

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

  16. Efficiency in Assessment: Can Trained Student Interns Rate Essays as Well as Faculty Members?

    Science.gov (United States)

    Cole, Tracy L.; Cochran, Loretta F.; Troboy, L. Kim; Roach, David W.

    2012-01-01

    What are the most efficient and effective methods in measuring outcomes for assurance of learning in higher education? This study examines the merits of outsourcing part of the assessment workload by comparing ratings completed by trained student interns to ratings completed by faculty. Faculty evaluation of students' written work samples provides…

  17. Engineers as Information Processors: A Survey of US Aerospace Engineering Faculty and Students.

    Science.gov (United States)

    Holland, Maurita Peterson; And Others

    1991-01-01

    Reports on survey results from 275 faculty and 640 students, predominantly in the aerospace engineering field, concerning their behaviors about the appropriation and dissemination of information. Indicates that, as information processors, aerospace faculty and students are "information naive." Raises questions about the efficacy of…

  18. Social Networking in School Psychology Training Programs: A Survey of Faculty and Graduate Students

    Science.gov (United States)

    Pham, Andy V.; Goforth, Anisa N.; Segool, Natasha; Burt, Isaac

    2014-01-01

    The increasing use of social networking sites has become an emerging focus in school psychology training, policy, and research. The purpose of the current study is to present data from a survey on social networking among faculty and graduate students in school psychology training programs. A total of 110 faculty and 112 graduate students in school…

  19. Creating a High-Touch Recruitment Event: Utilizing Faculty to Recruit and Yield Students

    Science.gov (United States)

    Freed, Lindsey R.; Howell, Leanne L.

    2018-01-01

    The following article describes the planning and implementation of a university student recruitment event that produced a high (new) student yield. Detailed descriptions of how staff and faculty worked together to plan and implement this event are described.

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

    Directory of Open Access Journals (Sweden)

    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

  1. 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…

  2. Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

    Science.gov (United States)

    Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

    2011-04-11

    To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.

  3. Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

    Science.gov (United States)

    Schumacher, Christie; Arif, Sally

    2016-01-01

    Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

  4. Student Attitudes towards Group Work among Undergraduates in Business Administration, Education and Mathematics

    Science.gov (United States)

    Gottschall, Holli; Garcia-Bayonas, Mariche

    2008-01-01

    Group work is a widely used teaching technique in higher education. Faculty find themselves utilizing this method in their classes more and more, yet few studies examine what students actually think about group work. The current study surveyed Mathematics, Education, and Business Administration majors at a mid-sized southeastern university in…

  5. Should Student Evaluation of Teaching Play a Significant Role in the Formal Assessment of Dental Faculty? Two Viewpoints: Viewpoint 1: Formal Faculty Assessment Should Include Student Evaluation of Teaching and Viewpoint 2: Student Evaluation of Teaching Should Not Be Part of Formal Faculty Assessment.

    Science.gov (United States)

    Rowan, Susan; Newness, Elmer J; Tetradis, Sotirios; Prasad, Joanne L; Ko, Ching-Chang; Sanchez, Arlene

    2017-11-01

    Student evaluation of teaching (SET) is often used in the assessment of faculty members' job performance and promotion and tenure decisions, but debate over this use of student evaluations has centered on the validity, reliability, and application of the data in assessing teaching performance. Additionally, the fear of student criticism has the potential of influencing course content delivery and testing measures. This Point/Counterpoint article reviews the potential utility of and controversy surrounding the use of SETs in the formal assessment of dental school faculty. Viewpoint 1 supports the view that SETs are reliable and should be included in those formal assessments. Proponents of this opinion contend that SETs serve to measure a school's effectiveness in support of its core mission, are valid measures based on feedback from the recipients of educational delivery, and provide formative feedback to improve faculty accountability to the institution. Viewpoint 2 argues that SETs should not be used for promotion and tenure decisions, asserting that higher SET ratings do not correlate with improved student learning. The advocates of this viewpoint contend that faculty members may be influenced to focus on student satisfaction rather than pedagogy, resulting in grade inflation. They also argue that SETs are prone to gender and racial biases and that SET results are frequently misinterpreted by administrators. Low response rates and monotonic response patterns are other factors that compromise the reliability of SETs.

  6. Results of a study assessing teaching methods of faculty after measuring student learning style preference.

    Science.gov (United States)

    Stirling, Bridget V

    2017-08-01

    Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). This study took place at the College of Nursing a large all-female university in Saudi Arabia. 24 female nursing faculty volunteered to participate in the project. A cross-sectional design was used. Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Student and faculty perceptions of lecture recording in a doctor of pharmacy curriculum.

    Science.gov (United States)

    Maynor, Lena M; Barrickman, Ashleigh Landis; Stamatakis, Mary K; Elliott, David P

    2013-10-14

    To describe students' and faculty members' perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Second- and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (pstudents reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance.

  8. Informal Learning in Academic Student Organizations: An Exploratory Examination of Student-Faculty Interactions and the Relationship to Leadership

    Science.gov (United States)

    Holzweiss, Peggy C.; Parrott, Kelli Peck; Cole, Bryan R.

    2013-01-01

    This exploratory study examined informal learning opportunities that exist within student organizations. The researchers specifically isolated academic organizations and the interactions between students and faculty that may occur in this context. Findings indicate that 81% of participants experienced interactions with faculty within the context…

  9. University faculty preparation of students in using natural environment practices with young children.

    Science.gov (United States)

    Dunst, Carl J; Bruder, Mary Beth

    2005-02-01

    155 university faculty teaching students in physical therapy, occupational therapy, speech and language pathology, early childhood special education, or multidisciplinary studies programs were surveyed to assess how the students were taught how to use everyday family and community activities as natural learning opportunities for young children. Analysis showed that the faculty provided very little training in using community activity settings as contexts for children's learning and that physical therapy faculty provided less training in using natural environments as sources of children's learning opportunities than faculty in the other disciplines.

  10. faculties

    Directory of Open Access Journals (Sweden)

    Mardanov Rustam Sh.

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Masood Ziaie

    2009-02-01

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

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

    Science.gov (United States)

    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

  13. Faculty Perceptions of Conflict with Administrators: An Analysis of the Associations between the Nature of Conflict and Positive and Negative Outcomes

    Science.gov (United States)

    Hancks, Meredith L.

    2013-01-01

    This study examines the perceptions of faculty members regarding conflict experiences with administrators. It is driven by the question, "To what extent are faculty perceptions of positive and negative outcomes of faculty-administrator conflict associated with domain, nature and disciplinary context of the conflict," where domain refers…

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

    Science.gov (United States)

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

    2013-05-13

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

  15. 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).

  16. SPORTS AND TEHNICAL EDUCATION FOR TZHE STUDENTS OF TEACHING FACULTY

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    Goran Šekeljić

    2012-09-01

    Full Text Available The aim of this study was to examine the effects of physical education after primary and secondary education. An assessment of sports-technical education in the basic elements of gymnastics, volleyball and basketball was conducted on the sample of 104 students of the Faculty of Education in Uzice. The results indicate that about 80% of evaluated motor skills were performed error-free or with only minor errors in technique and posture, 15% of those covered by the survey performed the required elements with significant errors in technique and posture, and only a few percent do not have these skills. This means that the quality of teaching in primary and secondary schools, as far as men are concerned ,was such as to meet one of the main goals of education - the acquisition of basic sports and technical education. The results are significant because in this case it is about the students who will teach physical education to children of junior school age, and survey results indicate that they will be able to demonstrate the basic elements of gymnastics and sports games correctly.

  17. Mass Communication and Journalism Faculty's Perceptions of the Effectiveness of Email Communication with College Students: A Nationwide Study

    Science.gov (United States)

    Yates, Bradford L.; Adams, Jennifer Wood; Brunner, Brigitta R.

    2009-01-01

    Nearly 700 US journalism and mass communication faculty (all teaching personnel) reported their perceptions of student email use via a web-based survey. This nationwide study focused on the content of email sent by faculty to students, email's effectiveness, and email's effect on student learning. Comparisons were made based on faculty gender,…

  18. The Flip Side of the Attrition Coin: Faculty Perceptions of Factors Supporting Graduate Student Success

    Directory of Open Access Journals (Sweden)

    Joanna A Gilmore

    2016-12-01

    Full Text Available Doctoral attrition consistently hovers around 50% with relevant literature identifying several mediating factors, including departmental culture, student demographics, and funding. To advance this literature, we interviewed 38 graduate faculty advisors in science, engineering, or mathematics disciplines at a research-extensive university to capture their perceptions of factors supporting graduate student success. Using a constant-comparison method, we found that faculty perceptions aligned within three major categories, termed: motivated student behaviors, formative student learning experiences, and essential student knowledge and skills. Student motivation was most prominently represented in findings. This aligns with prior studies showing that faculty tend to identify the cause of graduate student failure as lying within the students themselves and rarely discuss their role or the department’s contribution to attrition. Thus findings offer an opportunity to reflect and improve upon practice. The study also highlights actions graduate students can take to increase success, such as developing collegial relationships and early involvement in research and scholarly writing. We encourage graduate faculty advisors and others to identify ways to help graduate students overcome common obstacles to enduring and succeeding within graduate programs. Faculty perceptions are also examined by discipline and faculty rank, and directions for future research are offered.

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  1. Responsive and Responsible: Faculty Encouragement of Civic Engagement

    Science.gov (United States)

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

    2016-01-01

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

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

    OpenAIRE

    Murphy, Greer Alison

    2016-01-01

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

  3. Using the Virtual World of Second Life in Veterinary Medicine: Student and Faculty Perceptions.

    Science.gov (United States)

    Mauldin Pereira, Mary; Artemiou, Elpida; McGonigle, Dee; Conan, Anne; Sithole, Fortune; Yvorchuk-St Jean, Kathleen

    2018-01-01

    Virtual worlds are emerging technologies that can enhance student learning by encouraging active participation through simulation in immersive environments. At Ross University School of Veterinary Medicine (RUSVM), the virtual world of Second Life was piloted as an educational platform for first-semester students to practice clinical reasoning in a simulated veterinary clinical setting. Under the supervision of one facilitator, four groups of nine students met three times to process a clinical case using Second Life. In addition, three groups of four clinical faculty observed one Second Life meeting. Questionnaires using a 4-point Likert scale (1=strongly disagree to 4=strongly agree) and open-ended questions were used to assess student and clinical faculty perceptions of the Second Life platform. Perception scores of students (M=2.7, SD=0.7) and clinical faculty (M=2.7, SD=0.5) indicate that Second Life provides authentic and realistic learning experiences. In fact, students (M=3.4, SD=0.6) and clinical faculty (M=2.9, SD=1.0) indicate that Second Life should be offered to future students. Moreover, content analyses of open-ended responses from students and faculty support the use of Second Life based on reported advantages indicating that Second Life offers a novel and effective instructional method. Ultimately, results indicate that students and clinical faculty had positive educational experiences using Second Life, suggesting the need for further investigation into its application within the curriculum.

  4. Does Academic Discipline Moderate the Relationship between Student-Faculty Interaction and College Outcomes?

    Science.gov (United States)

    Kim, Young K.; Armstrong, Cameron L.; Edwards, Sarah R.

    2015-01-01

    This study examined whether and how the effects of student-faculty interaction on a range of student outcomes--such as college GPA, critical thinking and communication skills, academic satisfaction, and cultural appreciation and social awareness--vary by students' academic disciplines. The study utilized data on 37,977 undergraduate students who…

  5. Self-Concept of Students in Higher Education: Are There Differences by Faculty and Gender?

    Science.gov (United States)

    Rubie-Davies, C. M.; Lee, K.

    2013-01-01

    Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The…

  6. Experiences of faculty and students using an audience response system in the classroom.

    Science.gov (United States)

    Thomas, Christine M; Monturo, Cheryl; Conroy, Katherine

    2011-07-01

    The advent of innovative technologies, such as the audience response system, provides an opportunity to engage students and enhance learning. Based on their experiences, three nursing faculty evaluated the use of an audience response system in four distinct nursing courses through the use of informal survey results. When using the audience response system, the faculty experienced an increased perception of student attentiveness and engagement, high level of class attendance, and enhanced learning. Faculty feelings were mixed concerning the burden in adapting to increased classroom time and increased preparation time. Students' perception of the value of audience response system use was mostly positive, except when responses were included as part of the grade. The majority of the students indicated that use of the audience response system enhanced learning and was a helpful learning method when used with NCLEX-style questions. Overall, faculty believed that the benefits of student engagement and enhanced learning outweighed the burdens of incorporating this new technology in the classroom.

  7. Internet use by students in selected departments of the faculty of ...

    African Journals Online (AJOL)

    The study investigated the use to which the internet is put by students of the faculty of Agriculture, University of Benin, Benin City, Nigeria. A simple random sampling technique was used in selecting four departments from six departments in the faculty. Data were gathered with the use of a structured questionnaire from a ...

  8. Assuring Student Learning Outcomes Achievement through Faculty Development: An Online University Example

    Science.gov (United States)

    Lewis, Shelia; Ewing, Christopher

    2016-01-01

    Asynchronous discussions in the online teaching and learning environment significantly contributes to the achievement of student learning outcomes, which is dependent upon qualified and engaged faculty members. The discourse within this article addresses how an online university conducted faculty development through its unique Robust Learning…

  9. Student and Faculty Inter-Generational Digital Divide: Fact or Fiction?

    Science.gov (United States)

    Salajan, Florin D.; Schonwetter, Dieter J.; Cleghorn, Blaine M.

    2010-01-01

    This article analyzes the digital native-digital immigrant dichotomy based on the results of a small-scale study conducted at the University of Toronto, Faculty of Dentistry, regarding students' and faculty members' perceptions toward the implementation of digital learning technologies in the curriculum. The first element chosen for measurement…

  10. A Study of Faculty Views of Statistics and Student Preparation beyond an Introductory Class

    Science.gov (United States)

    Doehler, Kirsten; Taylor, Laura; Smith, Jessalyn

    2013-01-01

    The purpose of this research is to better understand the role of statistics in teaching and research by faculty from all disciplines and their perceptions of the statistical preparation of their students. This study reports the findings of a survey administered to faculty from seven colleges and universities regarding the use of statistics in…

  11. Peer and Faculty Mentoring for Students Pursuing a PhD in Gerontology

    Science.gov (United States)

    Webb, Alicia K.; Wangmo, Tenzin; Ewen, Heidi H.; Teaster, Pamela B.; Hatch, Laurie R.

    2009-01-01

    The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed…

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

    Science.gov (United States)

    Zakri, Ali; Qablan, Yahya

    2015-01-01

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

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

    Science.gov (United States)

    Holtzman, Mellisa; Menning, Chadwick

    2015-01-01

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

  14. The Relationship between Faculty's Pedagogical Content Knowledge and Students' Knowledge about Diversity in Online Courses

    Science.gov (United States)

    Chaudhery, Mitali

    2012-01-01

    The purpose of this proposed study will be to examine the relationship between faculty's pedagogical content knowledge and the design of online curriculum to teach students about diversity in a higher education environment. One hundred twenty-seven faculty teaching online courses at a Midwestern state will be selected on non-random sampling to…

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

    Directory of Open Access Journals (Sweden)

    Jack Kopechek

    2016-01-01

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

  16. Student learning or the student experience: the shift from traditional to non-traditional faculty in higher education

    Directory of Open Access Journals (Sweden)

    Carlos Tasso Eira de Aquino

    2016-10-01

    Full Text Available Trends in higher education indicate transformations from teachers to facilitators, mentors, or coaches. New classroom management requires diverse teaching methods for a changing population. Non-traditional students require non-traditional faculty. Higher education operates similar to a traditional corporation, but competes for students, faculty, and funding to sustain daily operations and improve academic ranking among peers (Pak, 2013. This growing phenomenon suggests the need for faculty to transform the existing educational culture, ensuring the ability to attract and retain students. Transitions from student learning to the student experience and increasing student satisfaction scores are influencing facilitation in the classroom. On-line facilitation methods are transforming to include teamwork, interactive tutorials, media, and extending beyond group discussion. Faculty should be required to provide more facilitation, coaching, and mentoring with the shifting roles resulting in transitions from traditional faculty to faculty-coach and faculty mentor. The non-traditional adult student may require a more hands on guidance approach and may not be as self-directed as the adult learning theory proposes. This topic is important to individuals that support creation of new knowledge related to non-traditional adult learning models.

  17. Student-Faculty Trust and Its Relationship with Student Success in Pre-Licensure BSN Nursing Education

    Science.gov (United States)

    Scarbrough, John E.

    2011-01-01

    Objective: Student-faculty trust and related concept characteristics have been shown to be factors associated with successful student learning. Research investigating the role of trust in communications and education has been conducted with students in other disciplines but not with nursing students. The purpose of the research is to investigate…

  18. Academic Self-Efficacy, Faculty-Student Interactions, and Student Characteristics as Predictors of Grade Point Average

    Science.gov (United States)

    Gosnell, Joan C.

    2012-01-01

    The purpose of the study was to explore student characteristics, academic self-efficacy, and faculty-student interactions as predictors of grade point average for upper-division (college level third and fourth year) education students at a public 4-year degree-granting community college. The study examined the effects of student characteristics…

  19. Student and faculty perceptions of problem-based learning on a family medicine clerkship.

    Science.gov (United States)

    McGrew, M C; Skipper, B; Palley, T; Kaufman, A

    1999-03-01

    The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship. Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed. Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation. Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress.

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2015-06-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  4. School climate factors contributing to student and faculty perceptions of safety in select Arizona schools.

    Science.gov (United States)

    Bosworth, Kris; Ford, Lysbeth; Hernandaz, Diley

    2011-04-01

    To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected from a stratified sample to vary in location, proximity to Indian reservations, size, and type. The data analysis was based on grounded theory. In 9 of 11 schools, neither faculty nor students voiced overwhelming concerns about safety. When asked what makes school safe, students tended to report physical security features. School climate and staff actions also increased feelings of safety. Faculty reported that relationships and climate are key factors in making schools safe. High student performance on standardized tests does not buffer students from unsafe behavior, nor does living in a dangerous neighborhood necessarily lead to more drug use or violence within school walls. School climate seemed to explain the difference between schools in which students and faculty reported higher versus lower levels of violence and alcohol and other drug use. The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders. © 2011, American School Health Association.

  5. Faculty and second-year medical student perceptions of active learning in an integrated curriculum.

    Science.gov (United States)

    Tsang, Alexander; Harris, David M

    2016-12-01

    Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills. Copyright © 2016 The American Physiological Society.

  6. International medical students--a survey of perceived challenges and established support services at medical faculties.

    Science.gov (United States)

    Huhn, D; Junne, F; Zipfel, S; Duelli, R; Resch, F; Herzog, W; Nikendei, C

    2015-01-01

    Medical students with a non-German background face several challenges during their studies. Besides support given by foreign student offices further specific projects for international students have been developed and are offered by medical faculties. However, so far, neither a systematic survey of the faculties' perceived problems nor of the offered support exists. All study deaneries of medical faculties in Germany were contacted between April and October 2013 and asked for their participation in a telephone interview. Interview partners were asked about 1.) The percentage of non-German students at the medical faculty; 2.) The perceived difficulties and problems of foreign students; 3.) The offers for non-German students; and 4.) The specification of further possibilities of support. Given information was noted, frequencies counted and results interpreted via frequency analysis. Only 39% of the medical faculties could give detailed information about the percentage of non-German students. They reported an average share of 3.9% of students with an EU migration background and 4.9% with a non-EU background. Most frequently cited offers are student conducted tutorials, language courses and tandem-programs. The most frequently reported problem by far is the perceived lack of language skills of foreign students at the beginning of their studies. Suggested solutions are mainly the development of tutorials and the improvement of German medical terminology. Offers of support provided by medical faculties for foreign students vary greatly in type and extent. Support offered is seen to be insufficient in coping with the needs of the international students in many cases. Hence, a better coverage of international students as well as further research efforts to the specific needs and the effectiveness of applied interventions seem to be essential.

  7. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995. Volume 1

    Science.gov (United States)

    Hyman, William A. (Editor); Sickorez, Donn G. (Editor)

    1996-01-01

    The objectives of the JSC NASA/ASEE Summer Faculty Fellowship Program, which began nationally in 1964 and at JSC in 1965, 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. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. In addition to the faculty participants, the 1995 program included five students. This document is a compilation of the first fifteen of twenty-seven final reports on the research projects completed by the faculty fellows and visiting students during the summer of 1995. The reports of two of the students are integral with that of the respective fellow. Three students wrote separate reports included in Volume 2.

  8. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995.. Volume 2

    Science.gov (United States)

    Hyman, William A. (Editor); Sickorez, Donn G. (Editor)

    1996-01-01

    The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted at JSC, including the White Sands Test Facility, by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, 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. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. In addition to the faculty participants, the 1995 program included five students. This document is a compilation of the final reports on the research projects completed by the faculty fellows and visiting students during the summer of 1995. The reports of two of the students are integral with that of the respective fellow. Three students wrote separate reports.

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

    Science.gov (United States)

    Strouse, Susan M; Nickerson, Carolyn J

    2016-05-01

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

  10. High Expectations, Strong Support: Faculty Behaviors Predicting Latina/o Community College Student Learning

    Science.gov (United States)

    Lundberg, Carol A.; Kim, Young K.; Andrade, Luis M.; Bahner, Daniel T.

    2018-01-01

    In this study we investigated the extent to which faculty interaction contributed to Latina/o student perceptions of their learning, using a sample of 10,071 Latina/o students who took the Community College Survey of Student Engagement. Findings were disaggregated for men and women, but results were quite similar between the 2 groups. Frequent…

  11. When Nontraditional Is Traditional: A Faculty Dialogue with Graduating Community College Students about Persistence

    Science.gov (United States)

    Clark, Lisa

    2012-01-01

    Nontraditional characteristics of community college students contribute to a sense of belonging and a sense of common struggle, uniting students in their uniqueness to persist. These diverse students, combined with faculty and peer encouragement, provide a learning environment conducive to completion. As community college educators, we have the…

  12. Correlation between the Physical Activity Level and Grade Point Averages of Faculty of Education Students

    Science.gov (United States)

    Imdat, Yarim

    2014-01-01

    The aim of the study is to find the correlation that exists between physical activity level and grade point averages of faculty of education students. The subjects consist of 359 (172 females and 187 males) under graduate students To determine the physical activity levels of the students in this research, International Physical Activity…

  13. THE LINK BETWEEN STUDENTS' SATISFACTION WITH FACULTY, OVERALL STUDENTS' SATISFACTION WITH STUDENT LIFE AND STUDENT PERFORMANCES

    Directory of Open Access Journals (Sweden)

    Zoran Mihanović

    2016-03-01

    Full Text Available Customer satisfaction has long been recognized as a central concept of all business activities. Satisfaction can serve as an indicator of success of the company, both in the past and present, as well as an indicator of future performance. High quality service to students is a prerequisite of maintaining competitiveness in the market of higher education. A relationship that is created between the expectations of students and their satisfaction with the quality of service that provides educational institution plays an important role in shaping the reputation of academic institutions. Academic institutions are becoming aware of the importance of student satisfaction, because satisfaction positively influences their decision to continue their education at this institution, and the positive word of mouth that will attract prospective students. Satisfaction will affect student motivation, and therefore their performance. This paper provides insight into the marketing aspects of customer satisfaction, primarily insight into the satisfaction of students in the educational sector. The aim is to establish the influence of satisfaction various factors related to the university and higher education to the satisfaction of student life, and does student life satisfaction affect the overall happiness and student performance. The research was conducted on the student population of the University of Split, on a sample of 191 respondents. The research was conducted with the help of online survey questionnaire. The claim that student’s satisfactions with housing affect the satisfaction with the quality of student life is rejected. The results confirmed that the student’s satisfaction with university contents, university bodies and services, teaching, teaching methods and academic reputation affects the satisfaction of student life and student life satisfaction affect the student performance.

  14. Development and Implementation of an Electronic Clinical Formative Assessment: Dental Faculty and Student Perspectives.

    Science.gov (United States)

    Kirkup, Michele L; Adams, Brooke N; Meadows, Melinda L; Jackson, Richard

    2016-06-01

    A traditional summative grading structure, used at Indiana University School of Dentistry (IUSD) for more than 30 years, was identified by faculty as outdated for assessing students' clinical performance. In an effort to change the status quo, a feedback-driven assessment was implemented in 2012 to provide a constructive assessment tool acceptable to both faculty and students. Building on the successful non-graded clinical evaluation employed at Baylor College of Dentistry, IUSD implemented a streamlined electronic formative feedback model (FFM) to assess students' daily clinical performance. An important addition to this evaluation tool was the inclusion of routine student self-assessment opportunities. The aim of this study was to determine faculty and student response to the new assessment instrument. Following training sessions, anonymous satisfaction surveys were examined for the three user groups: clinical faculty (60% response rate), third-year (D3) students (72% response rate), and fourth-year (D4) students (57% response rate). In the results, 70% of the responding faculty members preferred the FFM over the summative model; however, 61.8% of the D4 respondents preferred the summative model, reporting insufficient assessment time and low faculty participation. The two groups of students had different responses to the self-assessment component: 70.2% of the D4 respondents appreciated clinical self-assessment compared to 46% of the D3 respondents. Overall, while some components of the FFM assessment were well received, a phased approach to implementation may have facilitated a transition more acceptable to both faculty and students. Improvements are being made in an attempt to increase overall satisfaction.

  15. Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach.

    Science.gov (United States)

    Addy, Tracie Marcella; Hafler, Janet; Galerneau, France

    2016-01-01

    Clinical reasoning is a necessary skill for medical students to acquire in the course of their education, and there is evidence that they can start this process at the undergraduate level. However, physician educators who are experts in their given fields may have difficulty conveying their complex thought processes to students. Providing faculty development that equips educators with tools to teach clinical reasoning may support skill development in early medical students. We provided faculty development on a modified Bayesian method of teaching clinical reasoning to clinician educators who facilitated small-group, case-based workshops with 2nd-year medical students. We interviewed them before and after the module regarding their perceptions on teaching clinical reasoning. We solicited feedback from the students about the effectiveness of the method in developing their clinical reasoning skills. We carried out this project during an institutional curriculum rebuild where clinical reasoning was a defined goal. At the time of the intervention, there was also increased involvement of the Teaching and Learning Center in elevating the status of teaching and learning. There was high overall satisfaction with the faculty development program. Both the faculty and the students described the modified Bayesian approach as effective in fostering the development of clinical reasoning skills. Through this work, we learned how to form a beneficial partnership between a clinician educator and Teaching and Learning Center to promote faculty development on a clinical reasoning teaching method for early medical students. We uncovered challenges faced by both faculty and early learners in this study. We observed that our faculty chose to utilize the method of teaching clinical reasoning in a variety of manners in the classroom. Despite obstacles and differing approaches utilized, we believe that this model can be emulated at other institutions to foster the development of clinical

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

    Science.gov (United States)

    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…

  17. Applying Representative Bureaucracy Theory to Academia: Representation of Women in Faculty and Administration and Title IX Compliance in Intercollegiate Athletics

    Science.gov (United States)

    Lee, Young-joo; Won, Doyeon

    2016-01-01

    The representative bureaucracy theory posits that the passive representation of women in an organization leads to their active representation in terms of gender equity in policy implementation. The present study examines how women's representation in administration and faculty positions may explain gender equity-oriented policy outcomes, focusing…

  18. International medical students – a survey of perceived challenges and established support services at medical faculties

    Directory of Open Access Journals (Sweden)

    Huhn, D.

    2015-02-01

    Full Text Available Introduction: Medical students with a non-German background face several challenges during their studies. Besides support given by foreign student offices further specific projects for international students have been developed and are offered by medical faculties. However, so far, neither a systematic survey of the faculties’ perceived problems nor of the offered support exists.Method: All study deaneries of medical faculties in Germany were contacted between April and October 2013 and asked for their participation in a telephone interview. Interview partners were asked about 1. The percentage of non-German students at the medical faculty; 2. The perceived difficulties and problems of foreign students; 3. The offers for non-German students; and 4. The specification of further possibilities of support. Given information was noted, frequencies counted and results interpreted via frequency analysis.Results: Only 39% of the medical faculties could give detailed information about the percentage of non-German students. They reported an average share of 3.9% of students with an EU migration background and 4.9% with a non-EU background. Most frequently cited offers are student conducted tutorials, language courses and tandem-programs. The most frequently reported problem by far is the perceived lack of language skills of foreign students at the beginning of their studies. Suggested solutions are mainly the development of tutorials and the improvement of German medical terminology.Discussion: Offers of support provided by medical faculties for foreign students vary greatly in type and extent. Support offered is seen to be insufficient in coping with the needs of the international students in many cases. Hence, a better coverage of international students as well as further research efforts to the specific needs and the effectiveness of applied interventions seem to be essential.

  19. International medical students – a survey of perceived challenges and established support services at medical faculties

    Science.gov (United States)

    Huhn, D.; Junne, F.; Zipfel, S.; Duelli, R.; Resch, F.; Herzog, W.; Nikendei, C.

    2015-01-01

    Introduction: Medical students with a non-German background face several challenges during their studies. Besides support given by foreign student offices further specific projects for international students have been developed and are offered by medical faculties. However, so far, neither a systematic survey of the faculties’ perceived problems nor of the offered support exists. Method: All study deaneries of medical faculties in Germany were contacted between April and October 2013 and asked for their participation in a telephone interview. Interview partners were asked about 1.) The percentage of non-German students at the medical faculty; 2.) The perceived difficulties and problems of foreign students; 3.) The offers for non-German students; and 4.) The specification of further possibilities of support. Given information was noted, frequencies counted and results interpreted via frequency analysis. Results: Only 39% of the medical faculties could give detailed information about the percentage of non-German students. They reported an average share of 3.9% of students with an EU migration background and 4.9% with a non-EU background. Most frequently cited offers are student conducted tutorials, language courses and tandem-programs. The most frequently reported problem by far is the perceived lack of language skills of foreign students at the beginning of their studies. Suggested solutions are mainly the development of tutorials and the improvement of German medical terminology. Discussion: Offers of support provided by medical faculties for foreign students vary greatly in type and extent. Support offered is seen to be insufficient in coping with the needs of the international students in many cases. Hence, a better coverage of international students as well as further research efforts to the specific needs and the effectiveness of applied interventions seem to be essential. PMID:25699112

  20. Changes in nursing students' expectations of nursing clinical faculties' competences: A longitudinal, mixed methods study.

    Science.gov (United States)

    Lovrić, Robert; Prlić, Nada; Milutinović, Dragana; Marjanac, Igor; Žvanut, Boštjan

    2017-12-01

    Changes in nursing students' expectations of their clinical nursing faculty competences over the course of time are an insufficiently researched phenomenon. To explore what competences BSc nursing students expect from their clinical faculties during their clinical training, and whether their expectations changed during their three-year studies. Furthermore, to survey factors which influenced their expectations and whether the fulfilment levels of their expectations influenced their feelings, learning, and behaviour. A two-phase, mixed-methods design was used. The Higher Nursing Education Institution in Osijek, Croatia, European Union. A cohort of 34 BSc nursing students, who were followed over the course of their three-year studies. In Phase I, in each year, prior to their clinical training, participants responded to the same modified Nursing Clinical Teacher Effectiveness Inventory questionnaire about their expectations of clinical faculties' competences (52 items representing six categories of competences). In Phase II, seven days after their graduation, participants wrote reflections on the aforementioned expectations during their studies. The results show that Clinical faculties' evaluation of student was the category in which participants had the highest expectations in all three years. Results of Wilcoxon signed rank test indicate a significant increase of participants' expectations in all categories of clinical nursing faculties' competences during their study. Participants' reflections confirm these results and indicate that actual competences of clinical faculties and behaviour have the most significant effects on the change in these expectations. Participants reported that expectations, if fulfilled, facilitate their learning and motivation for better performance. BSc nursing students' expectations of clinical nursing faculty competences represent an important concept, as they obviously determine the quality of faculty practice. Hence, they should be

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

    Science.gov (United States)

    Christie, Carole; Bowen, Denise; Paarmann, Carlene

    2007-08-01

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

  2. THE LINK BETWEEN STUDENTS' SATISFACTION WITH FACULTY, OVERALL STUDENTS' SATISFACTION WITH STUDENT LIFE AND STUDENT PERFORMANCES

    OpenAIRE

    Mihanović, Zoran; Batinić, Ana Barbara; Pavičić, Jurica

    2016-01-01

    Customer satisfaction has long been recognized as a central concept of all business activities. Satisfaction can serve as an indicator of success of the company, both in the past and present, as well as an indicator of future performance. High quality service to students is a prerequisite of maintaining competitiveness in the market of higher education. A relationship that is created between the expectations of students and their satisfaction with the quality of service that provides educatio...

  3. Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: a focus group study.

    Science.gov (United States)

    Kim, Mi Ja; Lee, Hyeonkyeong; Kim, Hyun Kyung; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

    2010-03-01

    The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea. To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources. Focus group. Fourteen Korean nursing doctoral programs that are research focused and include coursework. Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years. Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources. Faculty strengths were universities' recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students' weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components. The quality characteristics of faculty

  4. 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.

  5. New England Faculty and College Students Differ in Their Views About Evolution, Creationism, Intelligent Design, and Religiosity

    Science.gov (United States)

    Paz-y-Miño C, Guillermo

    2016-01-01

    Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n=244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n=161), private secular (n=298), and religious (n=185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only 3% of the faculty vs. 23% of the students thought that evolution and creationism are in harmony. Although 92% of faculty and students thought that evolution relies on common ancestry, one in every four faculty and one in every three students did not know that humans are apes; 15% of the faculty vs. 34% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution, and 30% of the faculty vs. 72% of the students was Lamarckian (believed in inheritance of acquired traits). Notably, 91% of the faculty was very concerned (64%) or somehow concerned (27%) about the controversy evolution vs creationism vs ID and its implications for science education: 96% of the faculty vs. 72% of the students supported the exclusive teaching of evolution while 4% of the faculty vs. 28% of the students favored equal time to evolution, creationism and ID; 92% of the faculty vs. 52% of the students perceived ID as not scientific and proposed to counter evolution or as doctrine consistent with creationism. Although ≈30% of both faculty and students considered religion to be very important in their lives, and ≈20% admitted to praying daily, the faculty was less religious (Religiosity Index faculty=0.5 and students=0.75) and, as expected, more knowledgeable about science (Science Index faculty=2.27 and

  6. Interdisciplinary Integration of the CVS Module and Its Effect on Faculty and Student Satisfaction as Well as Student Performance

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    Ayuob Nasra N

    2012-07-01

    Full Text Available Abstract Background Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia. Methods This interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness. Results Many challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores. Conclusion The fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable.

  7. Faculty and Student Perceptions of Outstanding University Teachers in the USA and Russia

    Science.gov (United States)

    Lammers, William John; Savina, Elena; Skotko, David; Churlyaeva, Maria

    2010-01-01

    The majority of research that relates teacher characteristics to student learning in the university has come from Western universities. Using various methodologies, research continues to examine the characteristics of outstanding university teachers. Much of that research in the USA assesses faculty and student perspectives. However, there are…

  8. Relations with Faculty as Social Capital for College Students: Evidence from Puerto Rico

    Science.gov (United States)

    Dika, Sandra L.

    2012-01-01

    In this study, a social capital framework was adopted to investigate the extent to which academically focused interactions with faculty and other institutional agents serve as social capital for college students, using National Survey of Student Engagement data from a large, science, technology, engineering and math-focused institution in Puerto…

  9. Examining the Relationship between Faculty-Librarian Collaboration and First-Year Students' Information Literacy Abilities

    Science.gov (United States)

    Douglas, Veronica Arellano; Rabinowitz, Celia E.

    2016-01-01

    Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary's College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students' demonstrated information literacy (IL) abilities. In gathering information on the…

  10. Want to Improve Undergraduate Thesis Writing? Engage Students and Their Faculty Readers in Scientific Peer Review

    Science.gov (United States)

    Reynolds, Julie A.; Thompson, Robert J.

    2011-01-01

    One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring. We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department—not only those teaching the course—to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significantly better on all higher-order writing and critical-thinking skills assessed. PMID:21633069

  11. Comparing Faculty and Students Perceptions on Clinical Competency Achievement in Rehabilitation Programs

    Directory of Open Access Journals (Sweden)

    Foroozan Shokooh

    2009-10-01

    Full Text Available Objectives: Clinical competencies are learning outcomes the student should display by the end of the program and competency based instruction measures what participants have learned as opposed to what instructors think they have thought. Objective of this study was to compare student and faculty perceptions of the importance and achievement of clinical competencies in rehabilitation programs. Methods: The survey instrument was a dual-response 5-point Likert-type questionnaire consisting of 29 competencies based on content and skill areas in the management of patient with chronic illnesses. The instrument was administered to all faculty members and final year undergraduate students of three rehabilitation programs including Speech therapy, physiotherapy and occupational therapy at the University of Rehabilitation and Social Welfare in Iran. Results: 45 students and 19 faculty members participated in the study. Overall, most of the students (81% rated themselves as moderately competent (mean between 2 to 4. Perceived self-efficacy of male students was significantly higher than female students. (P=0.014 Differences between perceived importance and perceived achievement were statistically significant in each subject group. (P=0.000. Discussion: Faculty members and students shared very similar perceptions on the importance & achievement of competencies. Difference between importance and achievement of competencies may suggest a failure in consideration of required competencies or successful implementation of them in the current curriculum.

  12. Study abroad programs: Using alumni and graduate students as affiliate faculty.

    Science.gov (United States)

    Palmer, Sheri; Wing, Debra; Miles, Leslie; Heaston, Sondra; de la Cruz, Karen

    2013-01-01

    To expand student appreciation of global health and diversity, many schools of nursing offer study abroad programs. However, this type of labor-intensive program can be difficult in light of faculty shortages and constrained resources. The authors discuss how these issues were addressed using alumni and graduate students as affiliate teachers in 3 clinical study abroad settings.

  13. Inclusive Instruction: Perceptions of Community College Faculty and Students Pertaining to Universal Design

    Science.gov (United States)

    Gawronski, Michael; Kuk, Linda; Lombardi, Allison R.

    2016-01-01

    This study examined community college faculty (n = 179) and student (n = 449) attitudes and actions toward inclusive teaching practices based on tenets of Universal Design. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a medium-sized…

  14. Impact of Information Technologies on Faculty and Students in Distance Education.

    Science.gov (United States)

    Zhao, Jensen J.; Alexander, Melody W.; Perreault, Heidi; Waldman, Lila

    2003-01-01

    A survey of distance education technologies received responses from 81 business faculty and 153 students, who indicated that e-mail, Internet lectures/assignments, and discussion groups were most frequently used. There were few differences between teachers and students. A technology's frequent usage and positive impact on productivity did not…

  15. Improving Student Retention in Online College Classes: Qualitative Insights from Faculty

    Science.gov (United States)

    Russo-Gleicher, Rosalie J.

    2014-01-01

    This article provides qualitative insights into addressing the issue of student retention in online classes in higher education. Semi-structured, in-depth interviews were conducted at random with 16 faculty who teach online courses at a large community college in the Northeast about how to improve online student retention. Qualitative analysis…

  16. Using Learning Analytics to Predict (and Improve) Student Success: A Faculty Perspective

    Science.gov (United States)

    Dietz-Uhler, Beth; Hurn, Janet E.

    2013-01-01

    Learning analytics is receiving increased attention, in part because it offers to assist educational institutions in increasing student retention, improving student success, and easing the burden of accountability. Although these large-scale issues are worthy of consideration, faculty might also be interested in how they can use learning analytics…

  17. Developing Effective Guidelines for Faculty Teaching First-Year University Students

    Science.gov (United States)

    Carter, Irene; Leslie, Donald; Moore, Sarah

    2010-01-01

    First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and…

  18. Are College Faculty and First-Generation, Low-Income Students Ready for Each Other?

    Science.gov (United States)

    Schademan, Alfred R.; Thompson, Maris R.

    2016-01-01

    Utilizing current research on college readiness as well as the role of cultural agents as a conceptual framework, this qualitative study investigates student and faculty beliefs about readiness and the pedagogical practices that allow instructors to effectively serve as cultural agents for first-generation, low-income students. Three major…

  19. Comparison of Cell Phone Usage Frequencies and Brand Preferences of Public and Private University Education Faculty Students

    OpenAIRE

    Aylin TUTGUN ÜNAL; Ahmet ARSLAN

    2013-01-01

    In this research, cell phone usage frequencies and brand preferences of the education faculty students were examined. Research was conducted with 985 students from Marmara University Ataturk Education Faculty and Maltepe University Education Faculty in Istanbul. For the collection of data, “cell phone usage frequency and brand preference determination survey” was used. In the research, various results were obtained and some of which are as follows: a) Students use cell phone intensively for a...

  20. "Your Professor Will Know You as a Person": Evaluating and Rethinking the Relational Boundaries between Faculty and Students

    Science.gov (United States)

    Chory, Rebecca M.; Offstein, Evan H.

    2017-01-01

    Over the past 30 years, several management educators have urged faculty to reexamine their relationships with students. To do this, many have proposed novel metaphors to reconceptualize the faculty-to-student relationship. These include embracing students not as pupils to be taught but rather as clients, consumers, and even employees. At the heart…

  1. Building Rapport between International Graduate Students and Their Faculty Advisors: Cross- Cultural Mentoring Relationships at the University of Guelph

    Science.gov (United States)

    Omar, Faiza; Mahone, James P.; Ngobia, Jane; FitzSimons, John

    2016-01-01

    Mentoring graduate students is very challenging, even when both the student and faculty have similar cultural values. Many international students have a different culture from that of Canadian. Their challenge is adapting to their new environment, and for their faculty advisors to understand and work well with them. This research explored the…

  2. Differences in Student Evaluations of Principles and Other Economics Courses and The Allocation of Faculty across Courses

    Science.gov (United States)

    Ragan, James F., Jr.; Walia, Bhavneet

    2010-01-01

    The authors analyze 19 semesters of student evaluations at Kansas State University. Faculty member fixed effects are sizable and indicate that among faculty members who teach both types of courses, the best principles teachers also tend to be the best nonprinciples teachers. Estimates that ignore faculty effects are biased because principles…

  3. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1987, volume 2

    Science.gov (United States)

    Jones, William B., Jr. (Editor); Goldstein, Stanley H. (Editor)

    1987-01-01

    The 1987 Johnson Space Center (JCS) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of ASEE. The basic objectives of the program 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' institutions; and to contribute to the research objective of the NASA Centers. This document is a compilation of the final reports on the research projects done by the faculty fellows during the summer of 1987.

  4. [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].

    Science.gov (United States)

    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

  5. Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings.

    Science.gov (United States)

    Bernard, Aaron W; Ceccolini, Gabbriel; Feinn, Richard; Rockfeld, Jennifer; Rosenberg, Ilene; Thomas, Listy; Cassese, Todd

    2017-01-01

    Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. How often students choose to review this data and how review impacts future performance has not been documented. We suspect student review of F-OSCE performance data is variable. We hypothesize that students who review this data have better performance on subsequent F-OSCEs compared to those who do not. We also suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings. Simulation recording software tracks and time stamps student review of performance data. We investigated a cohort of first- and second-year medical students from the 2015-16 academic year. Basic descriptive statistics were used to characterize frequency of data review and a linear mixed-model analysis was used to determine relationships between data review and future F-OSCE performance. Students reviewed scores (64%), checklists (42%), and videos (28%) in decreasing frequency. Frequency of review of all metric and modalities improved when student-faculty debriefing meetings were conducted (p<.001). Among 92 first-year students, checklist review was associated with an improved performance on subsequent F-OSCEs (p = 0.038) by 1.07 percentage points on a scale of 0-100. Among 86 second year students, no review modality was associated with improved performance on subsequent F-OSCEs. Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student's review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this

  6. Faculty and student perceptions of academic integrity at U.S. and Canadian dental schools.

    Science.gov (United States)

    Andrews, Kenneth G; Smith, Linda A; Henzi, David; Demps, Elaine

    2007-08-01

    The issues of cheating and plagiarism in educational settings have received a large amount of attention in recent years. The purpose of this study was to assess the degree to which academic integrity issues currently exist in the dental schools throughout the United States and Canada. An online survey was developed to gather data pertaining to this topic from two key groups in dental education: faculty and students. Responses were obtained from 1,153 students and 423 faculty members. The results of the survey clearly reveal that cheating is a significant problem in dental schools and that significant differences exist between students' and faculty members' perceptions of academic integrity. The challenge for dental schools is to identify effective strategies to prevent cheating opportunities and to implement and enforce effective means of dealing with specific examples of cheating.

  7. Supporting College and University Students with Invisible Disabilities: A Guide for Faculty and Staff Working with Students with Autism, AD/HD, Language Processing Disorders, Anxiety, and Mental Illness

    Science.gov (United States)

    Oslund, Christy

    2013-01-01

    With increasing numbers of students with invisible disabilities attending college and university, faculty and staff find themselves faced with new challenges. This practical handbook provides lecturers, tutors, disability services, and administrative staff with an overview of the invisible disabilities they may encounter, dispelling common myths…

  8. Faculty and Students’ Perceptions of Student Experiences in a Medical School Undergoing Curricular Transition in the United Arab Emirates

    Directory of Open Access Journals (Sweden)

    Syed I Shehnaz

    2012-02-01

    Full Text Available Objectives: In 2008, the Gulf Medical College in the United Arab Emirates underwent a curricular change from a discipline-based to an organ-system-based integrated curriculum. In this context, this study aimed to compare the faculty and students’ perceptions of the student experiences with the new curriculum. Methods: Data were collected from faculty and second-year students in the integrated curriculum using the Dundee Ready Education Environment Measure (DREEM. Data collected were transferred to Predictive Analytics Software, Version 18. Global and domain scores were assessed with the Wilcoxon Rank-Sum Test. Percentage agreement, disagreement and uncertainty were assessed by the z-test for proportion. Results: There were no significant differences between the total DREEM scores of faculty (139/200 and students (135/200. The faculty perceived that the students were experiencing significantly more positive learning as indicated by the domain score of “Students' Perceptions of Learning”. Proportions of agreement between faculty and students showed that more faculty members than students perceived the need for increased feedback to students and a greater emphasis on long term learning. Conclusion: The study showed that the faculty and students had similar perceptions about the student experiences in the integrated curriculum. Areas necessitating remedial measures were the need for faculty to learn constructive feedback techniques and an emphasis on long term learning in the new curriculum.

  9. Near-peer mentoring to complement faculty mentoring of first-year medical students in India.

    Science.gov (United States)

    Singh, Satendra; Singh, Navjeevan; Dhaliwal, Upreet

    2014-01-01

    The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]). Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors' and near-peers' demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves. Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.

  10. Near-peer mentoring to complement faculty mentoring of first-year medical students in India

    Directory of Open Access Journals (Sweden)

    Satendra Singh

    2014-06-01

    Full Text Available Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52, near-peers (n=57, and new entrants (n=148 admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]. Results: Many respondent faculty (27, 96% and mentees (65, 88% believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33% to 34/74 (46%. Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees; 23 mentees (82% wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.

  11. Near-peer mentoring to complement faculty mentoring of first-year medical students in India

    Science.gov (United States)

    2014-01-01

    Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]). Results: Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness. PMID:24980428

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

    Science.gov (United States)

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

    2012-01-01

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

  13. Connecting with health science students and faculty to facilitate the design of a mobile library website.

    Science.gov (United States)

    Grabowsky, Adelia; Wright, Melissa

    2013-01-01

    Observing increasing usage of smartphones by students and faculty of the University of Mississippi Medical Center, librarians at Rowland Medical Library decided to explore student and faculty interest in a mobile website for the library. Focus groups were held to examine interest in a site, essential resources to include on a site, and format of the site itself. The study found significant interest in the development of a mobile library website; additionally, participants believed it essential that the site be simple and easy to use and that only certain library resources should be included on the site.

  14. Introduction to Computing: Lab Manual. Faculty Guide [and] Student Guide.

    Science.gov (United States)

    Frasca, Joseph W.

    This lab manual is designed to accompany a college course introducing students to computing. The exercises are designed to be completed by the average student in a supervised 2-hour block of time at a computer lab over 15 weeks. The intent of each lab session is to introduce a topic and have the student feel comfortable with the use of the machine…

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

    Science.gov (United States)

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

    2016-04-27

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

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

    Science.gov (United States)

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

    2015-01-01

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

  17. Measuring Engineering Faculty Views about Benefits and Costs of Using Student-Centered Strategies

    Directory of Open Access Journals (Sweden)

    Eugene Judson

    2017-06-01

    Full Text Available Dispositions of 286 engineering faculty members were assessed to determine views about three student-centered classroom strategies and how frequently faculty used those strategies. The student-centered classroom strategies examined were: using formative feedback to adjust instruction, integrating real-world applications, and promoting student-to-student discussions during formal class time. The Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS, based on expectancy theory, was designed, tested, and validated for this purpose. Results indicate using strategies, such as formative feedback, are significantly tied to perceived benefits and expectation of success. Using student-centered strategies is inversely related to the perceived cost of implementation – with more frequent users perceiving lower cost of time and materials.

  18. A faculty-led mock residency interview exercise for fourth-year doctor of pharmacy students.

    Science.gov (United States)

    Koenigsfeld, Carrie F; Wall, Geoffrey C; Miesner, Andrew R; Schmidt, Ginelle; Haack, Sally L; Eastman, Darla K; Grady, Sarah; Fornoff, Anisa

    2012-02-01

    To determine whether a faculty-led mock-interview activity enhanced pharmacy student preparation for the residency interview process and increased match rates. Twenty-eight doctor of pharmacy students volunteered for a 40-minute mock-interview session with 2-person faculty teams. A standard roster of 12 interview questions was derived from published literature and the faculty members' experience. Feedback on the student's interview performance was provided verbally during the session. Following the interview, students were given a 2-part survey instrument. The first part of the survey was administered immediately following the mock-interview session and the second part was administered after the standard date for residency program results (known as "Match Day"). Participant match rates were compared to American Society of Health-System Pharmacists (ASHP) national rates. 82.5% (23 of 27) of students in the mock-interview group matched a postgraduate year 1 (PGY1) program. Compared to national rates (61.9%), more students in our surveyed mock-interview group matched a PGY1 residency (P = .015; odds ratio [OR] 3.546, 95% CI 1.161-12.116). Higher match rates were seen in the students completing the mock residency interview compared to ASHP national rates. In general, students completing the mock interview found the process helpful and felt better prepared for their residency interviews.

  19. Simulation Pedagogy With Nurse Practitioner Students: Impact of Receiving Immediate Individualized Faculty Feedback.

    Science.gov (United States)

    Grossman, Sheila; Conelius, Jaclyn

    2015-01-01

    Family nurse practitioner (FNP) students must achieve basic competency in managing patients' primary care needs across the lifespan. Students in the FNP program have simulations integrated throughout their clinical theory courses to increase practice time with various patient cases. Students who received individualized faculty feedback immediately after self-evaluation of simulation performance showed statistically significantly increased knowledge (as evidenced by higher grades in course examinations and preceptor evaluations) than a control group of students who received feedback in a group class via a rubric grading guide 2-4 weeks after all students completed their individual simulations.

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

    OpenAIRE

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

    2012-01-01

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

  1. Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

    Science.gov (United States)

    Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

    2016-01-01

    Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

  2. Students and Libraries: The Perspectives of Faculty in a Pakistani University

    Directory of Open Access Journals (Sweden)

    Muhammad Kashif

    2011-06-01

    Full Text Available The purpose of this study is to explore student library use from the perspective of the faculty. An already developed instrument was used to collect data from full-time faculty members working in a private university located in the province of Punjab, Pakistan. The faculty strongly supported the idea of library based learning, student library use, assigning library-based tasks, and the crucial role of librarians in promoting a library culture. The respondents were not satisfied with the students’ library use skills, availability of relevant and current data or the promotion of library use by the institution’s top management. The current research is first of its kind in Pakistan and is based on data collected from a single university. Future research might be extended to other universities in the Pakistani or South Asian higher education sector. The study could be helpful to higher education policy to design customerdriven marketing strategies while marketing libraries to stakeholders.

  3. How Academic Libraries Help Faculty Teach and Students Learn: The 2005 Colorado Academic Library Impact Study. A Closer Look

    Science.gov (United States)

    Dickenson, Don

    2006-01-01

    This study examined academic library usage and outcomes. The objective of the study was to understand how academic libraries help students learn and assist faculty with teaching and research. From March to May 2005, nine Colorado institutions administered two online questionnaires--one to undergraduate students and another to faculty members who…

  4. (Mis)Use of Email in Student-Faculty Interaction: Implications for University Instruction in Germany, Saudi Arabia, and Japan

    Science.gov (United States)

    Danielewicz-Betz, Anna

    2013-01-01

    This paper examines student-faculty communication by email and the lack of clear guidelines that leads to misuse of email in student-faculty interaction, whereby status-incongruent pragmatic markers are employed, resulting in impoliteness and inappropriateness. The main objective is to bridge the gap in research on other than requestive speech…

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

    Science.gov (United States)

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

    2009-01-01

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

  6. The Relationship between the Levels of Alienation of the Education Faculty Students and Their Attitudes towards the Teaching Profession

    Science.gov (United States)

    Caglar, Caglar

    2013-01-01

    It was intended in this study to ascertain the relationship between the levels of alienation of the education faculty students, and their attitudes towards the teaching profession. The sample of the research was composed of the 875 students appointed via simple random sampling out of the total population of 2600 of the Education Faculty of…

  7. IMPROVING STUDENT PERFORMANCE AND FACULTY EVALUATION: A TRANSACTIONAL RELATIONSHIP STRATEGY

    OpenAIRE

    Wade, Mark A.

    2000-01-01

    As in any relationship between buyer and seller, the educational transaction between learner and teacher requires that a level of receptivity be created so that features, advantages and benefits of the transaction can be examined. Student responses to instructor efforts to create a vested covenant in the classroom were evaluated. Teaching methods were altered in two of four course sessions taught by the instructor. When efforts were made to gain student ownership of the class, both student gr...

  8. Metaphoric Perceptions of the Students of the Sports Sciences Faculty Regarding the Concept of Fair-Play

    Science.gov (United States)

    Çaglayan, Hakan Salim; Gül, Özgür

    2017-01-01

    The objective of this study is to reveal the perceptions of the students of the sports sciences faculty regarding the concept of "Fair-Play" by means of metaphors. 275 students [male[subscript (n = 173)], female [subscript (n = 102)

  9. National Aeronautics and Space Administration (NASA)/American Society of Engineering Education (ASEE) Summer Faculty Fellowship Program - 2000

    Science.gov (United States)

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

    2003-01-01

    The 2000 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and 1964 nationally, are to (1) further the professional knowledge of qualified engineering and science faculty, (2) stimulate an exchange of ideas between participants and NASA, (3) enrich and refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA Centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project commensurate with her/his interests and background, and worked in collabroation with a NASA/JSC colleague. This document is a compilation of the final reports on the research projects done by the faculty fellows during the summer of 2000.

  10. Statistics anxiety among undergraduate students in the faculty of ...

    African Journals Online (AJOL)

    The purpose of the study was to determine the level of statistics anxiety among undergraduate students, and whether the level of influenced by factor e.g gender and age. A sample of 100 third year students who enrolled for basic statistics in the University of Calabar was used for the study. A series of t-tests revealed that the ...

  11. Students' Perceptions of Communications and Course Motivation Provided by Faculty

    Science.gov (United States)

    Evert, Amanda; Blackwell, Cindy; Tilley, Daniel; Weckler, Paul; Holcomb, Rodney

    2013-01-01

    Because innovation is essential to the future of our society and because there is a need to prepare college students to succeed in business organizations, it has become increasingly important to investigate the factors that enhance or discourage creativity and innovation. College professors have a vital role in introducing students to the…

  12. Automotive Technology Student Learning Styles and Their Implications for Faculty

    Science.gov (United States)

    Threeton, Mark D.; Walter, Richard A.

    2009-01-01

    In an effort to provide Career and Technical Education (CTE) professionals with additional insight on how to better meet the educational needs of the learner, this study sought to identify the preference for learning of postsecondary automotive technology students. While it might appear logical to naturally classify auto-tech students as primarily…

  13. Alcohol consumption in college students from the pharmacy faculty.

    Science.gov (United States)

    Miquel, Laia; Rodamilans, Miquel; Giménez, Rosa; Cambras, Trinitat; Canudas, Ana María; Gual, Antoni

    2016-09-15

    Alcohol consumption is highly prevalent in university students. Early detection in future health professionals is important: their consumption might not only influence their own health but may determine how they deal with the implementation of preventive strategies in the future. The aim of this paper is to detect the prevalence of risky alcohol consumption in first- and last-degree year students and to compare their drinking patterns.Risky drinking in pharmacy students (n=434) was assessed and measured with the AUDIT questionnaire (Alcohol Use Disorders Identification Test). A comparative analysis between college students from the first and fifth years of the degree in pharmacy, and that of a group of professors was carried to see differences in their alcohol intake patterns.Risky drinking was detected in 31.3% of students. The highest prevalence of risky drinkers, and the total score of the AUDIT test was found in students in their first academic year. Students in the first academic level taking morning classes had a two-fold risk of risky drinking (OR=1.9 (IC 95%1.1-3.1)) compared with students in the fifth level. The frequency of alcohol consumption increases with the academic level, whereas the number of alcohol beverages per drinking occasion falls.Risky drinking is high during the first year of university. As alcohol consumption might decrease with age, it is important to design preventive strategies that will strengthen this tendency.

  14. Attitudes of University of Botswana Faculty of Humanities students ...

    African Journals Online (AJOL)

    We administered a questionnaire to undergraduate students at the University of Botswana to find out the languages the students speak, and their attitudes towards minority languages spoken in their country as well as to determine what their views were towards including the said languages in the curriculum. We found out ...

  15. Faculty Women as Models for Women Students: How Context Matters

    Science.gov (United States)

    van Mens-Verhulst, Janneke; Woertman, Liesbeth; Radtke, Lorraine

    2015-01-01

    We explored how frequently academic staff serve as role models for women undergraduate students, how this compares to the family context, and the qualities associated with potential role models in both contexts. Participants were 138 psychology students at a Dutch university. They completed a self-administered, online survey about inspirational…

  16. Multidisciplinary training of undergraduate students in the Faculty of ...

    African Journals Online (AJOL)

    related to hypertension management, during a formal didactic lecture attended by ... in practice the theoretical knowledge regarding blood pressure measurement and ... Students had to report their findings and perceptions of the session by completing data forms. ... of the big groups performed the exercise on two students.

  17. Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations among Doctoral Students

    Science.gov (United States)

    Curtin, Nicola; Malley, Janet; Stewart, Abigail J.

    2016-01-01

    We know little about the role of faculty mentoring in the development of interest in pursuing an academic career among doctoral students. Drawing on Social Cognitive Career Theory, this study examined the relationships between different kinds of mentoring (instrumental, psychosocial, and sponsorship) and academic career self-efficacy, interests,…

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

    Science.gov (United States)

    AL-Masoud, Fawzeah A.

    2012-01-01

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

  19. Teaching Business Classes Abroad: How International Experience Benefits Faculty, Students, and Institutions

    Science.gov (United States)

    Miglietti, Cynthia

    2015-01-01

    International educational experiences can provide benefits for faculty members as well as higher education institutions and their students. The opportunity to lecture and conduct research with colleagues at universities in other countries can foster the globalization or internationalization of academic teaching, the advancement of knowledge, and…

  20. Connection between Organizational Culture and Development of Achievement Motive of Students of the Faculty of Management

    Science.gov (United States)

    Bubulj, Milan; Arsenijevi, Olja; Simic, Jelena

    2011-01-01

    The authors of this paper are engaged in studying the organizational culture and achievement motive, by carrying out their studies among the students of the Faculty of Management in Novi Sad, AP Vojvodina, Serbia. The problem of this paper's research was set by the question: is there a connection of a dominantly present organizational culture and…

  1. Non-Academic Service Quality: Comparative Analysis of Students and Faculty as Users

    Science.gov (United States)

    Sharif, Khurram; Kassim, Norizan Mohd

    2012-01-01

    The research focus was a non-academic service quality assessment within higher education. In particular, non-academic service quality perceptions of faculty and students were evaluated using a service profit chain. This enabled a comparison which helped understanding of non-academic service quality orientation from a key users' perspective. Data…

  2. Student and Faculty Perceptions of Service Quality: The Moderating Role of the Institutional Aspects

    Science.gov (United States)

    Duževic, Ines; Ceh Casni, Anita

    2015-01-01

    The purpose of this study was to explore key attributes of service quality in the Croatian higher education system. In particular, the study aims to compare student and faculty perceptions of service quality and to identify institutional aspects that may affect the perceptions of these two customers. Principal component analysis is used to define…

  3. Two Sides of the Same Coin: Student-Faculty Perspectives of the Course Syllabus

    Science.gov (United States)

    McDonald, Jeanette; Siddall, Gillian; Mandell, Deena; Hughes, Sandy

    2010-01-01

    Course syllabi play an important role in teaching, learning, and course design. They serve multiple functions and audiences and represent the end product of a scholarly process. In the following article, select findings from a mixed methods study examining how faculty and students conceptualize course syllabi are presented, specifically the design…

  4. Examination of "Art Literacy" Levels of Students Studying in the Education Faculties

    Science.gov (United States)

    Koksoy, Aylin Mentis

    2018-01-01

    Art literacy refers to achieving artistic knowledge, evaluating this knowledge and integrating it with experiences. The aim of the study is to examine the ''art literacy'' levels of the students attending the educational faculty in terms of grade level, gender, the fact that they love art books, the fact that they love doing research in library,…

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

    Science.gov (United States)

    Cassum, Shanaz Hussein; Gul, Raisa Begum

    2017-01-01

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

  6. Students as agents – connecting faculty with industry and creating collaborative projects

    DEFF Research Database (Denmark)

    Jensen, Lotte Bjerregaard

    2015-01-01

    Collaborative projects between partners in the building industry and students constitute important means for addressing more advanced parts of the CDIO Syllabus 4. In this paper an existing internship program is revised in order to enhance collaboration between industry and faculty...

  7. Pain management knowledge and attitudes of baccalaureate nursing students and faculty.

    Science.gov (United States)

    Duke, Gloria; Haas, Barbara K; Yarbrough, Susan; Northam, Sally

    2013-03-01

    Pain affects approximately 76 million adults in the US. Though pain management has been targeted as a top priority, it continues to be inadequately addressed. Nursing faculty are in a unique position to significantly address the problem through facilitating the acquisition and utilization of knowledge by student nurses. The purpose of this study was to determine the knowledge of and attitudes toward pain in baccalaureate nursing students and faculty to establish a foundation for a systematic and comprehensive integration of pain content in the curricula. The descriptive design included a sample of 162 junior and senior students enrolled in a baccalaureate nursing program in Texas and 16 nursing faculty. The Knowledge and Attitudes Survey Regarding Pain (KASRP) was used to measure knowledge and attitudes toward pain. A direct correlation was found between the level of education and the percentage correct score. Differences found in knowledge and attitudes among the three levels of students and faculty were significant (df = 3.173; F = 14.07, p pain through case scenarios of a patient who was smiling and talking as compared to a patient who was lying quietly and grimacing (X2 = 37.13, p pain assessment and treatment are taught is indicated. Further studies are needed to assess changes in knowledge and attitudes toward pain as curricular revisions are made. Copyright © 2013 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

  8. Critical Thinking Dispositions of Undergraduate Nursing Students and Nursing Faculty in Southwestern Nigeria

    Science.gov (United States)

    Ojewole, Foluso O.

    2013-01-01

    The purpose of this quantitative research study was to identify the critical thinking dispositions of undergraduate nursing students and nursing faculty in Southwestern Nigeria. Critical thinking dispositions are required for critical thinking skills. People who have critical thinking disposition exhibit seven traits: truth-seeking,…

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

    Science.gov (United States)

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

    2012-01-01

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

  10. Stereotype Threat-Based Diversity Programming: Helping Students While Empowering and Respecting Faculty

    Science.gov (United States)

    Artze-Vega, Isis; Richardson, Leslie; Traxler, Adrienne

    2014-01-01

    As college student populations grow increasingly diverse, centers for teaching and learning are often charged with promoting inclusive teaching practices. Yet faculty cite many affective barriers to diversity training, and we often preach to the choir. These challenges led us to seek alternate routes for diversity programming, and stereotype…

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

    Science.gov (United States)

    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…

  12. Encouraged or Weeded Out: Perspectives of Students of Color in the STEM Disciplines on Faculty Interactions

    Science.gov (United States)

    McCoy, Dorian L.; Luedke, Courtney L.; Winkle-Wagner, Rachelle

    2017-01-01

    For this multisite qualitative case study, framed in Bourdieu's social reproduction theory, we examined mentoring experiences among Students of Color majoring in science, technology, engineering and mathematics (STEM) disciplines at both a predominantly White institution and a historically Black institution. Findings revealed that faculty served…

  13. 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)…

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

    Science.gov (United States)

    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…

  15. uCollaborator: Framework for STEM Project Collaboration among Geographically-Dispersed Student/Faculty Teams

    Science.gov (United States)

    Fiore, Stephen M.; Rodriguez, Walter E.; Carstens, Deborah S.

    2012-01-01

    This paper presents a framework for facilitating communication among STEM project teams that are geographically dispersed in synchronous or asynchronous online courses. The framework has been developed to: (a) improve how engineering and technology students and faculty work with collocated and geographically-dispersed teams; and (b) to connect the…

  16. Understanding the Use of Educational Technology among Faculty, Staff, and Students at a Medical University

    Science.gov (United States)

    Kazley, Abby Swanson; Annan, Dustin L.; Carson, Nancy E.; Freeland, Melissa; Hodge, Ashley B.; Seif, Gretchen A.; Zoller, James S.

    2013-01-01

    A college of health professions at a medical university located in the southeastern United States is striving to increase the use of educational technology among faculty, staff, and students. A strategic planning group was formed and charged with enhancing the use of educational technology within the college. In order to understand the current…

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

    Science.gov (United States)

    Grigg, Alan

    2016-01-01

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

  18. A Delphi Study: Exploring Faculty Perceptions of the Best Practices Influencing Student Persistence in Blended Courses

    Science.gov (United States)

    Manning, Kim Elise

    2010-01-01

    This Delphi study explored the instructional practices of community college faculty who were teaching blended or Web-assisted courses and how these practices influenced student persistence. The Delphi method provided qualitative data in the form of expert advice through consensus building on the instructional practices most likely to influence…

  19. An Integrated Interdisciplinary Faculty-Student Learning Community Focused on Water Issues: A Case Study

    Science.gov (United States)

    Willermet, Cathy; Drake, Eron; Mueller, Anja; Juris, Stephen J.; Chhetri, Pratik; Upadhaya, Samik

    2014-01-01

    In response to a request from a campus student organization, faculty from three fields came together to develop and teach an integrated interdisciplinary course on water issues and social activism. This course, "Water as Life, Death, and Power," brought together topics from the fields of anthropology, biology and chemistry to explore…

  20. 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.

  1. 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.

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

    Directory of Open Access Journals (Sweden)

    soraia Siabani

    2009-07-01

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

  3. 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...

  4. 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.

  5. Admitting international graduate nursing students: what faculty need to know.

    Science.gov (United States)

    Genovese, S Kim; Schmidt, Nola A; Brown, Janet M

    2015-01-01

    The number of international applicants to US nursing graduate programs is increasing. Modifying standard admission criteria, such as RN licensure, graduate record examination, validation of BSN degree, criminal background check, letters of recommendation, and personal statements, is necessary because of unique complexities. Addressing admission requirements unique to international students, such as English proficiency, visas, and proof of financial resources, is critical. Managing complexities of admitting international students is necessary to facilitate their success.

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

    Science.gov (United States)

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

    2014-02-01

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

  7. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1989, volume 2

    Science.gov (United States)

    Jones, William B., Jr. (Editor); Goldstein, Stanley H. (Editor)

    1989-01-01

    The 1989 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began nationally in 1964 and at JSC in 1965, 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 participants' institutions; and (4) to contribute to the research objective of the NASA Centers.

  8. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1988, volume 2

    Science.gov (United States)

    Bannerot, Richard B.; Goldstein, Stanley H.

    1989-01-01

    The 1988 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JCS. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and in 1964 nationally, 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 participants' institutions; and (4) to contribute to the research objectives of the NASA Centers.

  9. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1989, volume 1

    Science.gov (United States)

    Jones, William B., Jr. (Editor); Goldstein, Stanley H. (Editor)

    1989-01-01

    The 1989 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began nationally in 1964 and at JSC in 1965, 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 participants' institutions; and (4) to contribute to the research objective of the NASA Centers.

  10. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1988, volume 1

    Science.gov (United States)

    Bannerot, Richard B. (Editor); Goldstein, Stanley H. (Editor)

    1989-01-01

    The 1988 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and in 1964 nationally, 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 participants' institutions; and (4) to contribute to the research objectives of the NASA Centers.

  11. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1992, volume 2

    Science.gov (United States)

    Bannerot, Richard B. (Editor); Goldstein, Stanley H. (Editor)

    1992-01-01

    The 1992 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters Washington, DC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, 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 participants' institutions; and (4) to contribute to the research objective of the NASA Centers. This document contains reports 13 through 24.

  12. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1992, volume 1

    Science.gov (United States)

    Bannerot, Richard B. (Editor); Goldstein, Stanley H. (Editor)

    1992-01-01

    The 1992 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, Washington, DC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, 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 participants' institutions; and (4) to contribute to the research objective of the NASA Centers. This document is a compilation of the final reports 1 through 12.

  13. Diversifying the Faculty across Gender Lines: Do Trustees and Administrators Matter?

    Science.gov (United States)

    Ehrenberg, Ronald G.; Jakubson, George H.; Martin, Mirinda L.; Main, Joyce B.; Eisenberg, Thomas

    2012-01-01

    Our paper focuses on the role that the gender composition of the leaders of American colleges and universities--trustees, presidents, and provosts--play in influencing the rate at which academic institutions diversify their faculty across gender lines. Our analyses make use of institutional level panel data that we have collected for a large…

  14. Do Trustees and Administrators Matter?: Diversifying the Faculty across Gender Lines. Revised

    Science.gov (United States)

    Ehrenberg, Ronald G.; Jakubson, George H.; Martin, Mirinda L.; Main, Joyce B.; Eisenberg, Thomas

    2010-01-01

    Our paper focuses on the role that the gender composition of the leaders of American colleges and universities--trustees, presidents/chancellors, and provosts/academic vice presidents--plays in influencing the rate at which academic institutions diversify their faculty across gender lines. Our analyses make use of institutional level panel data…

  15. Do Trustees and Administrators Matter? Diversifying the Faculty across Gender Lines. NBER Working Paper No. 15606

    Science.gov (United States)

    Ehrenberg, Ronald G.; Jakubson, George H.; Martin, Mirinda L.; Main, Joyce B.; Eisenberg, Thomas

    2009-01-01

    Our paper focuses on the role that the gender composition of the leaders of American colleges and universities--trustees, presidents/chancellors, and provosts/academic vice presidents--plays in influencing the rate at which academic institutions diversify their faculty across gender lines. Our analyses make use of institutional level panel data…

  16. 美国卫生管理专业教员的多样性及给中国的建议%Health Administration faculty Diversity in the United states with Recommendations to china

    Institute of Scientific and Technical Information of China (English)

    Frankline Augustin; Louis Rubino; Donghai Wei

    2016-01-01

    Research hospitals/academic medical centers have a threefold mission of patient care, research and education. The meaning of education is to train students with both clinical and administrative personnel in order to better suit themselves in the health care industry. Health administration programs are proliferating in China and the United States due to the influence of their recent health reform movements. In China, health administration programs are staffed with faculty from clinical medicine and management, mostly from their university afifliated medical centers. However, health administration program faculty in the United States have a diverse set of industry backgrounds and bring an invaluable wealth of experience into the classroom. The authors provide a literature background on the often-followed paths that a person in the U.S. might take while pursuing a full time teaching career in higher education. A health administration faculty typology has been well developed, and concentrating on the following professional roles: a healthcare operator, an academic/educational administrator, a consultant, a clinician and a researcher. Thus, the authors discuss anecdotal data that they have collected on the perceived positives and negatives associated for each type. The authors conclude with providing recommendations to both Chinese and American programs to produce a more collegial and collaborative academic environment.

  17. A Collaboration of School Administrators and a University Faculty to Advance School Administrator Practices Using Appreciative Inquiry

    Science.gov (United States)

    Calabrese, Raymond

    2015-01-01

    Purpose: An appreciative inquiry (AI) collaborative study with 11 school administrators in a highly diverse suburban school district sought to understand if observing and sharing successful school practices/events in a whole group setting led to change in their perceptions, attitudes, and administrative practice. The paper aims to discuss these…

  18. The effects of undergraduate nursing student-faculty interaction outside the classroom on college grade point average.

    Science.gov (United States)

    Al-Hussami, Mahmoud; Saleh, Mohammad Y N; Hayajneh, Ferial; Abdalkader, Raghed Hussein; Mahadeen, Alia I

    2011-09-01

    The effects of student-faculty interactions in higher education have received considerable empirical attention. However, there has been no empirical study that has examined the relation between student-faculty interaction and college grade point average. This is aimed at identifying the effect of nursing student-faculty interaction outside the classroom on students' semester college grade point average at a public university in Jordan. The research was cross-sectional study of the effect of student-faculty interaction outside the classroom on the students' semester college grade point average of participating juniors and seniors. Total interaction of the students was crucial as it is extremely significant (t = 16.2, df = 271, P ≤ 0.001) in relation to students' academic scores between those students who had ≥70 and those who had <70 academic scores. However, gender differences between students, and other variables were not significant either to affect students' academic scores or students' interaction. This study provides some evidence that student-faculty interactions outside classrooms are significantly associated with student's academically achievements. Copyright © 2011 Elsevier Ltd. All rights reserved.

  19. STUDENT DISCONTINUOUS TRAJECTORIES IN THE FACULTY OF SOCIAL SCIENCES

    Directory of Open Access Journals (Sweden)

    Jenny Segovia Bustos

    2015-12-01

    Full Text Available The aim of this study is to quantify the proportion of students who have behavior postponement of compulsory surrender at the beginning of a college degree subjects , analyzing socio-demographic profile . The methodology is quantitative, through a longitudinal design . The results show that the behaviors associated with the postponement of surrender of activities generally occur in male students, who come from households with high educational capital average level, most do not have children and not working. These data indicate that procrastination behavior to inadequate time management are linked to the organization of academic tasks.

  20. Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods

    Science.gov (United States)

    Delahoyde, Theresa

    Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.

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

    Science.gov (United States)

    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.

  2. Project-Based Learning Courses: The Relationship Between Faculty-Intended Course Implementation and Students' Perceptions

    Science.gov (United States)

    Simonovich, Jennifer A.; Towers, Emily; Zastavker, Yevgeniya V.

    2012-02-01

    Project-based learning (PjBL) has been shown to improve students' performance and satisfaction with their coursework, particularly in science and engineering courses. Specific aspects of PjBL that contribute to this improvement are student autonomy, course scaffolding, and instructor support. This study investigates two PjBL courses required for engineering majors at a small technical school, Introductory Mechanics Laboratory and Introductory Engineering Design. The three data sources used in this work are classroom observations (one laboratory and four design sessions) and semi-structured in-depth interviews with twelve students and six faculty. Grounded theory approach is used in a two-step fashion by (1) analyzing each data set individually and (2) performing full triangulation of all three data sets. In this talk, we demonstrate the relationship between faculty intentions and student perceptions regarding the three PjBL aspects -- student autonomy, course scaffolding, and instructor support -- within the context of these two courses. We further discuss implications for the course design and professional development of faculty.

  3. Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

    Science.gov (United States)

    Napier, Nannette P.; Dekhane, Sonal; Smith, Stella

    2011-01-01

    This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the…

  4. Managing Global Virtual Teams across Classrooms, Students and Faculty

    Science.gov (United States)

    Shea, Timothy P.; Sherer, Pamela D.; Quilling, Rosemary D.; Blewett, Craig N.

    2011-01-01

    Virtual teams are becoming commonplace in business today so our business school students should have experience in effectively working in virtual teams. Based on a month-long virtual team project conducted by the authors between classes in South Africa and the United States, this paper discusses the opportunities and challenges of using global…

  5. Final Year Faculty of Education Students' Views Concerning Parent Involvement

    Science.gov (United States)

    Lindberg, E. Nihal

    2014-01-01

    This study has aimed to determine the knowledge, skills, and views held by pre-service teachers attending different teacher training programs about parent involvement. A total of 520 4th year students receiving education in primary school teaching and in branch teaching programs participated in the study. Data were collected by the "Parent…

  6. Classroom Seating Considerations for 21st Century Students and Faculty

    Science.gov (United States)

    Harvey, Eugene J.; Kenyon, Melaine C.

    2013-01-01

    This quantitative, cross-sectional research study explored students' perceptions of five different seating styles within typical classrooms in an urban public higher education institution. The five seating styles included: modern mobile chairs, tablet arm chairs, fixed tiered seating with tablet arms, rectangle tables with standard chairs, and…

  7. Compliance with hygiene procedures among medical faculty students

    Directory of Open Access Journals (Sweden)

    Anna Kawalec

    2014-10-01

    Full Text Available Background: Many of the healthcare-associated infections (HCAIs are transmitted by healthcare workers’ hands, which actively contributes to transferring pathogens from patient to patient and within the healthcare environment. Hand hygiene is the easiest and cheapest method for preventing HCAIs. The article presents the compliance with hygiene procedures in a group of medical students of the Wroclaw Medical University. Material and Methods: The anonymous survey was conducted among 112 students. The survey included questions about the frequency of disinfection of hands and stethoscopes, changing clothes into clean ones, compliance with recommendations for healthcare workers, as well as subjective assessment of the availability of disinfectants in the hospital. Results: The results of the survey revealed that 35.7% of students did not disinfect their hands before each patient’s examination, 90% of them indicated limited access to disinfectants as the most important reason. The majority (93.8% of respondents were trained in hand hygiene. In 34.82% the availability of disinfectants in hospitals was assesed as good, 62.5% of respondents drew attention to the fact that the dispensers were often empty. Compliance with recommendations for healthcare workers: 66.9% posessed white coat with short sleeves, 52.68% wore wristwatch or jewelery on their hands, 50% of students laundered white coat less frequently than once a week, 9.82% did not disinfect their stethoscope at all, 15.18% did that before each patient’s examination. Conclusions: Students compliance with hand hygiene now and in their future work as doctors is the easiest method for preventing HCAIs. Providing easy access to disinfectants in the hospital environment and shaping hygiene habits during clinical activities play an essential role. Med Pr 2014;65(5:593–599

  8. Satisfaction of Dental Students, Faculty, and Patients with Tooth Shade-Matching Using a Spectrophotometer.

    Science.gov (United States)

    Ballard, Erin; Metz, Michael J; Harris, Bryan T; Metz, Cynthia J; Chou, Jang-Ching; Morton, Dean; Lin, Wei-Shao

    2017-05-01

    The aims of this study were to evaluate dental students' clinical shade-matching outcomes (from subjective use of shade guide) with an objective electronic shade-matching tool (spectrophotometer); to assess patients', students', and supervising faculty members' satisfaction with the clinical shade-matching outcomes; and to assess clinicians' support for use of the spectrophotometer to improve esthetic outcomes. A total of 103 volunteer groups, each consisting of patient, dental student, and supervising faculty member at the University of Louisville, were recruited to participate in the study in 2015. Using the spectrophotometer, clinical shade-matching outcome (ΔE clinical ) and laboratory shade-matching outcome (ΔE laboratory ) were calculated. Two five-point survey items were used to assess the groups' satisfaction with the clinical shade-matching outcome and support for an objective electronic shade-matching tool in the student clinic. The results showed that both ΔE clinical (6.5±2.4) and ΔE laboratory (4.3±2.0) were outside the clinical acceptability threshold ΔE values of 2.7, when visual shade-matching method (subjective usage of shade guide) was used to fabricate definitive restorations. Characteristics of the patients, dental students, supervising faculty members, and restorations had minimal to no effect on the ΔE clinical The patients, dental students, and supervising faculty members generally had positive opinions about the clinical shade-matching outcome, despite the increased ΔE clinical observed. Overall, clinical shade-matching outcomes in this school need further improvement, but the patients' positive opinions may indicate the need to revisit the acceptability threshold ΔE value of 2.7 in the academic setting.

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

    Directory of Open Access Journals (Sweden)

    Azizi Nejad B

    2015-04-01

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

  10. How do Perceptions of Autonomy Differ in General Surgery Training Between Faculty, Senior Residents, Hospital Administrators, and the General Public? A Multi-Institutional Study.

    Science.gov (United States)

    Kempenich, Jason W; Willis, Ross E; Rakosi, Robert; Wiersch, John; Schenarts, Paul Joseph

    2015-01-01

    Identify barriers to resident autonomy in today's educational environment as perceived through 4 selected groups: senior surgical residents, teaching faculty, hospital administration, and the general public. Anonymous surveys were created and distributed to senior residents, faculty, and hospital administrators working within 3 residency programs. The opinions of a convenience sample of the general public were also assessed using a similar survey. Keesler Medical Center, Keesler AFB, MS; the University of Texas Health Science of San Antonio, TX; and the University of Nebraska Medical Center, Omaha, NE. A total of 169 responses were collected: 32 residents, 50 faculty, 20 administrators, and 67 general public. Faculty and residents agree that when attending staff grant more autonomy, residents' self-confidence and sense of ownership improve. Faculty felt that residents should have less autonomy than residents did (p autonomy at their institution, 47% of residents felt that they had too little autonomy and 38% of faculty agreed. No resident or faculty felt that residents had too much autonomy at their institution. The general public were more welcoming of resident participation than faculty (p = 0.002) and administrators (p = 0.02) predicted they would be. When the general public were asked regarding their opinions about resident participation with complex procedures, they were less welcoming than faculty, administrators, and residents thought (p autonomy as important for resident development. The general public are more receptive to resident participation than anticipated. However, with increasing procedural complexity and resident independence, they were less inclined to have residents involved. The general public also had more concerns regarding quality of care provided by residents than the other groups had. Published by Elsevier Inc.

  11. Do Trustees and Administrators Matter? Diversifying the Faculty Across Gender Lines

    OpenAIRE

    Ronald G. Ehrenberg; George H. Jakubson; Mirinda L. Martin; Joyce B. Main; Thomas Eisenberg

    2009-01-01

    Our paper focuses on the role that the gender composition of the leaders of American colleges and universities -trustees, presidents/chancellors, and provosts/academic vice presidents - plays in influencing the rate at which academic institutions diversify their faculty across gender lines. Our analyses make use of institutional level panel data that we have collected on for a large sample of American academic institutions. We find that, other factors held constant including our estimate of t...

  12. Dental School Administrators' Attitudes Towards Providing Support Services for LGBT-Identified Students.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Morris, Dustin R

    2015-08-01

    A lack of curriculum time devoted to teaching dental students about the needs of lesbian, gay, bisexual, and transgendered (LGBT) health care patient needs and biases against LGBT students and faculty have been reported. Understanding dental school administrators' attitudes about LGBT students' needs might provide further insight into these long-standing issues. The aims of this study were to develop a survey to assess dental administrators' attitudes regarding the support services they believe LGBT-identified students need, to identify dental schools' current diversity inclusion policies, and to determine what types of support dental schools currently provide to LGBT students. A survey developed with the aid of a focus group, cognitive interviewing, and pilot testing was sent to 136 assistant and associate deans and deans of the 65 U.S. and Canadian dental schools. A total of 54 responses from 43 (66%) schools were received from 13 deans, 29 associate deans, and 11 assistant deans (one participant did not report a position), for a 40% response rate. The findings suggest there is a considerable lack of knowledge or acknowledgment of LGBT dental students' needs. Future studies are needed to show the importance of creating awareness about meeting the needs of all dental student groups, perhaps through awareness campaigns initiated by LGBT students.

  13. Reasons of Choosing Recreation Management Departments within the Body of Tourism Faculties and Expectations of Students

    Directory of Open Access Journals (Sweden)

    Ercan YAVUZ

    2016-12-01

    Full Text Available It is seen that the students graduating from Recreation department work in tourism sectors, but on the other hand, Recreation students can also work in industry and domestic administrations, school recreation, therapeutic recreation etc. This paper presents some solutions by determining that the Recreation administration program’s students’ expectations of future and sufficiency of their education and their happiness

  14. The incidence of smoking and risk factors for smoking initiation in medical faculty students: cohort study

    Directory of Open Access Journals (Sweden)

    Turkay Mehtap

    2006-05-01

    Full Text Available Abstract Background Medical education requires detailed investigation because it is a period during which the attitudes and behaviors of physicians develop. The purpose of this study was to calculate the yearly smoking prevalence and incidence rates of medical faculty students and to identify the risk factors for adopting smoking behaviour. Methods This is a cohort study in which every student was asked about their smoking habits at the time of first registration to the medical faculty, and was monitored every year. Smoking prevalence, yearly incidence of initiation of smoking and average years of smoking were calculated in analysis. Results At the time of registration, 21.8% of the students smoked. At the end of six years, males had smoked for an average of 2.6 ± 3.0 years and females for 1.0 ± 1.8 years (p Conclusion The first 3 years of medical education are the most risky period for initiation of smoking. We found that factors such as being male, having a smoking friend in the same environment and having a high trait anxiety score were related to the initiation of smoking. Targeted smoking training should be mandatory for students in the Medical Faculty.

  15. Faculty-Student Caring Interaction in Nursing Education: An Integrative Review.

    Science.gov (United States)

    Salehian, Maryam; Heydari, Abbas; Aghebati, Nahid; Karimi Moonaghi, Hossein

    2017-09-01

    Introduction: Faculty- student caring relationship in nursing education has been offered as enhancing students' learning experiences to care , desire to care for others and self-actu-alization. This review therefore was carried out to analyze faculty-student caring interactions in nursing education. Methods: This concept analysis of caring in the nursing education was conducted based on Broom methodology of integrative review. The literature was consisted of two books from two known theorists, and 47 relevant articles. They retrieved from English data bases including MEDLINE, CINAHL, ERIC, SCOPUS, and SID, with based on the keywords of caring and "nursing education", during the period 2005-2014. Results: Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process. This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. Conclusion: The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs.

  16. [Stays in Paris of professors and students from the Faculty of Pharmacy of Santiago de Compostela (Spain), 1900-1936].

    Science.gov (United States)

    Beatriz Arias, Brasa; Landín Pérez, Mariana

    2011-10-01

    In the early twentieth century, if there were an European Capital of biomedical research, it was definitely Paris. It was in this city where microbiology was born in the 19th century due to the crucial influence of Louis Pasteur. In 1888 he founded the Pasteur Institute in Paris where the rabies vaccine, that Pasteur himself had discovered in 1885, was administrated. This institution was also a place to continue his research on infectious diseases and to disseminate its findings. It is a private non-profit state-approved foundation that has attracted along the years many scientists from France and abroad who have been traditionally called "pasteuriens". So it was a world reference centre which has produced important scientific discoveries at a rapid pace and where resources both material and human, were abundant. The Pasteur institute therefore became one of the favourite research facilities of teachers and students from Spanish universities during the first third of the twentieth century, thanks to new regulations that encouraged training abroad. Scholarship policy promoted by the Spanish Government by an organization called Junta para la Ampliación de Estudios e Investigaciones Científicas (Council for Higher Studies and Scientific Research from, 1907 to 1936) formed scientists abroad. The Faculty of Pharmacy of Santiago de Compostela sent some of its members to the French capital between 1905 and 1933. We found that the vast majority chose the Pasteur Institute to conduct the studies of biological chemistry and drug synthesis, but always dependent of the Faculty of Pharmacy of Paris. Our study focuses on teachers and students who went to Paris, the dates, the course of their scientific stay and how these studies influenced their later work, once they returned to the Faculty of Pharmacy of Santiago de Compostela.

  17. Format as a False Judge of Credibility: Messages from Librarians and Faculty and Student Responses

    Directory of Open Access Journals (Sweden)

    Amy E. Mark

    2011-11-01

    Full Text Available The purpose of this case study is to explore how students make sense of and respond to messages about information in higher education. This study identifies the messages students in higher education receive about information gathering, conducting research, and the credibility and authority of information sources. This research revealed that students are receiving the message from faculty that format is a stand-in for credibility. Research to date focuses on how to steer students to information privileged by the academy: academic, peer reviewed articles, and books. The voice of students is often absent. This study employs the critical framework of Paulo Freire in order to give voice to student perceptions of information.

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

    Science.gov (United States)

    Metz, Michael J.

    2014-01-01

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

  19. Exploring Electronic Communication Modes Between Iraqi Faculty and Students of Pharmacy Schools Using the Technology Acceptance Model.

    Science.gov (United States)

    Al-Jumaili, Ali Azeez; Al-Rekabi, Mohammed D; Alsawad, Oday S; Allela, Omer Q B; Carnahan, Ryan; Saaed, Hiwa; Naqishbandi, Alaadin; Kadhim, Dheyaa J; Sorofman, Bernard

    2017-06-01

    Objective. To explore for the first time the extent to which Iraqi pharmacy students and faculty use Facebook and university email for academic communications, and to examine factors influencing utilization within the framework of the Technology Acceptance Model (TAM). Methods. An electronic survey was administered to convenience samples of students and faculty of six Iraqi public schools and colleges of pharmacy in 2015. Results. Responses included 489 student and 128 faculty usable surveys. Both students and faculty use Facebook more than university email for academic communications. Less than a third of the faculty used university email. Students used Facebook for academic purposes twice as much as faculty. Conclusion. Absence of university email in Iraqi schools and colleges of pharmacy makes Facebook essential for faculty-student communications. The majority (71.1% to 82%) of respondents perceived that Facebook was easy to use. Three TAM variables (intention to use, attitude toward use and perceived usefulness) had significant positive associations with actual use of both Facebook messaging and university email.

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

    Science.gov (United States)

    Miller, Cynthia J; Metz, Michael J

    2014-09-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  2. Contingent Commitments: Bringing Part-Time Faculty into Focus. A Special Report from the Center for Community College Student Engagement

    Science.gov (United States)

    Center for Community College Student Engagement, 2014

    2014-01-01

    Part-time faculty teach approximately 58% of U.S. community college classes and thus manage learning experiences for more than half (53%) of students enrolled in community colleges (JBL Associates, 2008). Often referred to as "contingent faculty," their work is conditional; the college typically has no obligation to them beyond the…

  3. Attitudes of Select Music Performance Faculty toward Students Teaching Private Lessons after Graduation: A USA Pilot Study

    Science.gov (United States)

    Fredrickson, William E.; Moore, Christopher; Gavin, Russell

    2013-01-01

    The present study was designed to pilot test an adjusted version of a questionnaire, used in earlier studies with college music students, to determine opinions of college music faculty on the topic of private lesson teaching. Full-time tenure-track college music faculty, with primary appointments in applied music at two universities in the United…

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

    Science.gov (United States)

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

    2016-01-01

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

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

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    Dantala Satyanrayana

    2017-01-01

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

  6. Exacerbating Staff Shortages and Student Dissatisfaction? The Impact of AACSB Accreditation on Faculty Recruitment in Australia

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    Margaret Lightbody

    2010-09-01

    Full Text Available Australian accounting schools are widely perceived to be experiencing a staffing shortage. Many accountingschools are now seeking AACSB accreditation. There has been no consideration in the accounting literatureof how such accreditation might impact on the future ability of accounting schools to attract the ex-practiceaccountants that have traditionally comprised the majority of their faculty recruits. To examine suchimplications, this paper presents an interpretive case study of an Australian business school which is in theprocess of applying for AACSB accreditation. The paper argues that an implication of the increasinglyinflexible work environment driven by AACSB accreditation may be that academia becomes a less attractiveworkplace for ex-practitioner faculty. This may further exacerbate existing academic staff shortages andreduce diversity and professional knowledge within accounting schools, with consequent implications forteaching, student engagement, and industry engagement. This in turn may have long term ramifications forthe ability of the universities to attract students and thus earn the tuition fees on which they currently rely.

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

    Science.gov (United States)

    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.

  8. Texas A&M Physics Festival: bringing together the community, faculty, and students

    Science.gov (United States)

    Erukhimova, Tatiana

    Texas A&M Physics Festival started in 2003 with a dozen of hands-on exhibits and an inaugural lecture by Stephen Hawking. Over the years it evolved into one of the largest STEM outreach events in the area. The Festival attracts over 4000 visitors annually from all over Texas and other states. It features over 100 interactive exhibits displayed by faculty and students, public lectures by world-renowned scientists and astronauts, professional bubble shows, and many other activities. I will report on the structure of the Festival as well as strategies for involving undergraduate and graduate students and faculty in public outreach. I will further discuss the results of an independent evaluation of the 2015 Festival by the NSF-funded EvalFest program.

  9. Beliefs about meditating among university students, faculty, and staff: a theory-based salient belief elicitation.

    Science.gov (United States)

    Lederer, Alyssa M; Middlestadt, Susan E

    2014-01-01

    Stress impacts college students, faculty, and staff alike. Although meditation has been found to decrease stress, it is an underutilized strategy. This study used the Reasoned Action Approach (RAA) to identify beliefs underlying university constituents' decision to meditate. N=96 students, faculty, and staff at a large midwestern university during spring 2012. A survey measured the RAA global constructs and elicited the beliefs underlying intention to meditate. Thematic and frequency analyses and multiple regression were performed. Quantitative analyses showed that intention to meditate was significantly predicted (R2=.632) by attitude, perceived norm, and perceived behavioral control. Qualitative analyses revealed advantages (eg, reduced stress; feeling calmer), disadvantages (eg, takes time; will not work), and facilitating circumstances (eg, having more time; having quiet space) of meditating. Results of this theory-based research suggest how college health professionals can encourage meditation practice through individual, interpersonal, and environmental interventions.

  10. A Comparison of Self - Esteem of Sports Sciences and Theology Faculty Students

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    Şaban ÜNVER

    2014-08-01

    Full Text Available The purpose of this study is to compare the differences in university students‟ self - esteem and psychosomatic symptoms in terms of some demographic variables. A total of 660 students - 334 female and 326 male - , who were randomly chosen from the students of Sport Sciences and Theology Faculties studying in Ondokuz Mayıs University during the academic year 2013 - 2014, participated in the study voluntarily. The data was collected through a “Demographic Information Form” developed by the researcher and “Rosenberg Self - Esteem Scale” which was developed in 1963, checked for validity and reliability in 1965 in USA by Morris Rosenberg and checked for validity and reliability in Turkey by Çuhadaroğlu (1986. The data was statistically analyzed by Kolmogorov Smirnov, Ma nn Whitney U, Kruskal Vallis and Bonferronni correction test. The level of significance was taken as 0.05. The finding that there was no significant difference in the self - esteem levels of Sports Sciences Faculty students is in parallel with the findings o f Yüksekkaya (1995:48 who reported that the variable of gender did not cause a significant difference on self - esteem. In the other result, it was seen a significant difference in sport science faculty students‟ scores when students‟ self - esteem compared t o the level of the class variables but hasn‟t seen in the faculty of theology. However, as noted in studies similar to our study, students' grade level progresses, levels of self - esteem increased. These findings were discussed in the light of literature an d suggestions were made for future studies.

  11. Faculty-Student Caring Interaction in Nursing Education: An Integrative Review

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    Maryam Salehian

    2017-09-01

    Full Text Available Introduction: Faculty- student caring relationship in nursing education has been offered as enhancing students’ learning experiences to care , desire to care for others and self-actu­alization. This review therefore was carried out to analyze faculty-student caring interactions in nursing education. Methods: This concept analysis of caring in the nursing education was conducted based on Broom methodology of integrative review. The literature was consisted of two books from two known theorists, and 47 relevant articles. They retrieved from English data bases including MEDLINE, CINAHL, ERIC, SCOPUS, and SID, with based on the keywords of caring and "nursing education", during the period 2005-2014. Results: Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process. This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. Conclusion: The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs.

  12. Physical activity practice´s characteristics of students of Faculty of Education (University of Seville

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    Carolina Castañeda Vázquez

    2012-02-01

    Full Text Available The aim of this research is to know about students´ physical activity from Faculty of Education of University of Seville, and its characteristics.The sample (N=409 is constituted for students from the different degrees of this Faculty (±4.8%; 95%CI. A specific questionnaire, built to that effect, was used to obtain dates. This instrument was validated by different experts on this area of studies, and statistic tests was done to check its reliability (Alpha Cronbach: .78 using SPSS V.15. The main results showed that 62.19% of students do physical activity regularly. Students prefer recreational activities or exercise aimed at being fit or watching health instead competitive games. Activities done by students inside University are very similar to activities done out of this. They also do exercise during all academic year, preferably along the all week or from Monday to Friday, and especially in the afternoon. This group usually practice with friends, classmates or workmates, but lonely too, and they prefer public areas and public or private sport facilities for their sport practice.Key Words: University students, physical activity practice, leisure time.

  13. The BERG faculty students readiness for information technologies study

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    Horovèák Pavel

    2002-12-01

    Full Text Available The contribution deals with the reconnaissance of our students’ readiness to study information technologies, its interpretation, comparison with some published data as well as with a completion and evaluation of the reconnaissance. It specifies methods and processes of evaluation, structure, sections and questions of the reconnaissance. The reconnaissance was oriented particularly to the evaluation of knowledge in the information technologies area acquired at secondary schools. It was completed in a classical paper form as a preparation for the realization and utilization of questionnaire in the electronic form. The following is constructed using modern internet and database technologies and presents extensive possibilities of evaluation answers respondents. The results of the reconnaissance are presented in the form distribution (sex, domicile, secondary school, secondary school influence, work with a computer, operating and exploitation of internet technologies, familiarity with operating systems and typical applications software and programming languages as well as the interest in information technologies of respondents. The results are compared with some other published data and future perspectives of completion and its evaluation of completion are outlined.

  14. "Students at the Margins": Student Affairs Administrators Creating Inclusive Campuses for LGBTQ Students in the South

    Science.gov (United States)

    Martin, Georgianna; Broadhurst, Christopher; Hoffshire, Michael; Takewell, William

    2018-01-01

    Activism by student affairs administrators can provide powerful methods for change within higher education for LGBTQ students. Though the LGBTQ community has experienced improvements in campus climates, marginalizing policies for members of that community are still prevalent in higher education. Using the tempered radicals theory to guide this…

  15. Qualities attributed to an ideal educator by medical students: should faculty take cognizance?

    Science.gov (United States)

    McLean, Michelle

    2001-07-01

    Since teaching is a fundamental activity of tertiary institutions, measures need to be in place to assess the teaching quality of individual academic staff members. Few faculties, however, have objective criteria for assessing this quality. In the present study, for second-year medical students, being a good communicator was identified as the most important asset a teacher could have. Personal qualities, such as being approachable, helpful and friendly, were more highly regarded than technical issues such as being punctual and having organized lectures. This suggests that students value the teacher-learner relationship. Since the global trend of medical education is towards a more humanistic approach to patient care, medical teachers need to become educators, interacting with individual students. Educators might also have to become role models for students in terms of attitudes and ethics. Students will therefore be in the best position to judge the impact of individual educators on their development.

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

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    Omer Faruk ISLIM

    2017-04-01

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

  17. Faculty experiences with rapid integration of male nursing students within a patriarchal societal context.

    Science.gov (United States)

    Kulakac, Ozen; Arslan, Ilkay; Sucu Dag, Gülten; O'Lynn, Chad

    2015-11-01

    In 2007, reforms by the Turkish government forced a rapid integration of male nursing students into previously all-female schools. The minimal amount of time for faculty preparation, little guidance from nursing leaders and the extant literature, and a societal context of patriarchy created unique challenges for faculty. The purpose of this qualitative study was to explore and interpret the experiences of nursing faculty as they adapted to the sudden inclusion of men in schools of nursing. A qualitative descriptive study Nine schools from six regions across Turkey 99 nursing faculty who were 22 to 55years of age, primarily female (97.8%), married (65.6%). Focus groups were used to collect data. Data were analyzed using constant comparison and tripartite discussion. Analysis yielded three categories, seven themes, and seven subthemes describing variable experiences, perceptions, and adaptive strategies. The findings presented contradictions characterized by both optimism and concern following the rapid infusion of men into schools of nursing. Concerns primarily centered on the state of gender relations in a larger patriarchal society. The findings foster reflection and discourse as societies characterized by relatively rigid and traditional gender roles confront rapid cultural change and growing calls for diversity within nursing. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

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    Monica Claassen‐Wilson

    2009-12-01

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

  19. Distance Education in Dental Hygiene Bachelor of Science Degree Completion Programs: As Perceived by Students and Faculty

    Science.gov (United States)

    Tsokris, Maureen

    2010-01-01

    This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took…

  20. Enhancing Faculty Pedagogy and Student Outcomes in Developmental Math and English through an Online Community of Practice

    Science.gov (United States)

    Khoule, Alioune; Pacht, Michelle; Schwartz, Jesse W.; van Slyck, Phyllis

    2015-01-01

    One of the most important topics for faculty in public higher education, especially at community colleges, is how to help developmental students succeed. Students requiring basic mathematics and English courses are the most at-risk college students in public education today. The authors received a grant from the Kresge Foundation that funded the…

  1. Career advising in family medicine: a theoretical framework for structuring the medical student/faculty advisor interview

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    Melissa Bradner

    2013-08-01

    Full Text Available Background: There are unique challenges to recruiting students into the specialty of family medicine within academic medical centers. Methods: At Virginia Commonwealth University, we developed an advising framework to help students address institutional and personal obstacles to choosing family medicine as a career. Results: The role of a faculty advisor is not to direct the student to a career choice but rather to foster a mentor relationship and help the student come to his or her own realizations regarding career choice. The faculty advisor/medical student interview is conceptualized as five discussion topics: self-knowledge, perception, organizational voice, cognitive dissonance, and anticipatory counseling. Conclusion: This framework is intended to assist faculty in their efforts to encourage students to consider a career in family medicine.

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

    Science.gov (United States)

    Del Prato, Darlene

    2013-03-01

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

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

    Science.gov (United States)

    AZIZI, KOUROSH; AGHAMOLAEI, TEAMUR; PARSA, NADER; DABBAGHMANESH, TAHEREH

    2014-01-01

    Introduction: The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students’ evaluation of the performance of the faculty members at these levels. Methods: The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students’ evaluation of the faculty members’ performance and the professors’ self-assessment. Results: The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students’ evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students’ evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Conclusions: Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students’ performance and understanding especially in the undergraduate level. PMID:25512930

  4. Improvements Needed in Administration of the Guaranteed Student Loan Program.

    Science.gov (United States)

    General Accounting Office, Washington, DC.

    This report identifies improvements needed in administration of the guaranteed student loan program. Improvements needed are based on the fact that that lenders are not informed when student borrowers drop out of school. Alternatives for providing lenders with timely information on enrollment terminations are indicated. Additional administrative…

  5. Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students

    Science.gov (United States)

    Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.

    2010-01-01

    Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…

  6. University students and faculty have positive perceptions of open/alternative resources and their utilization in a textbook replacement initiative

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    Nicole Delimont

    2016-06-01

    Full Text Available This is contribution no. 16-114-J from the Kansas Agricultural Experiment Station.The Kansas State University Open/Alternative Textbook Initiative provides grants to faculty members to replace textbooks with open/alternative educational resources (OAERs that are available at no cost to students. Open educational resources are available for anyone to access, while alternative educational resources are not open. The objective of this study was to determine the perceptions towards OAERs and the initiative, of students enrolled in, and faculty members teaching, courses using OAERs. A survey was sent out to 2,074 students in 13 courses using the OAERs. A total of 524 (25.3% students completed the survey and a faculty member from each of the 13 courses using OAERs was interviewed. Students rated the OAERs as good quality, preferred using them instead of buying textbooks for their courses, and agreed that they would like OAERs used in other courses. Faculty felt that student learning was somewhat better and it was somewhat easier to teach using OAERs than when they used the traditional textbooks. Nearly all faculty members preferred teaching with OAERs and planned to continue to do so after the funding period. These results, combined with the tremendous savings to students, support the continued funding of the initiative and similar approaches at other institutions.

  7. The Value of Student Ratings: Perceptions of Students, Teachers, and Administrators

    Science.gov (United States)

    Campbell, Judith Prugh; Bozeman, William C.

    2008-01-01

    Colleges and universities invest time, personnel, and money into the process of student evaluations of faculty. These data provide only one measure of evaluating the quality and effectiveness of instruction. This research responded to the lack of emphasis on more effective use of the data for the purpose of improving teaching effectiveness by…

  8. Administrative, Faculty, and Staff Perceptions of Organizational Climate and Commitment in Christian Higher Education

    Science.gov (United States)

    Thomas, John Charles

    2008-01-01

    Findings of 957 surveyed employees from four evangelical higher education institutions found a negative correlation for climate and commitment and staff members. Administrators were found to have a more favorable view of their institutional climate than staff. Employee age, tenure, and classification had predictive value for organizational…

  9. Status limbo: analysis of nurse faculty member reports of administrator response to workplace bullying complaints.

    Science.gov (United States)

    Dzurec, Laura Cox

    2013-01-01

    Increasing concern about bullying among adults in workplaces is notable internationally. Unlike blatant physical bullying, workplace bullying often involves bullies' dismissive, demeaning, and typically surreptitious, one-on-one communications with their intended victims. These communications challenge recognition when they are examined beyond the interpersonal margins of the bully-victim dyad. Thus, they tend to elude formal, administrative reproach, despite the negative, long-term outcomes they herald for workplace employees--those immediately involved as victims and those who are bystanders--and for employing organizations and the consumers they serve. This article offers a hermeneutic analysis of workplace bullying victims' narrative reports of administrator responses to their complaints of having been bullied at work. Analysis demonstrated respondent perceptions of the variability and unevenness of administrative responses to their reports and, more broadly, respondents' collective sense of administrative abandonment. That sense is characterized in this report as status limbo, a term employed by Facebook users to represent a state of perceived neglect and oblivion. © 2013 Elsevier Inc. All rights reserved.

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

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    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.

  11. Frequency of Foot Deformity Among Students of Faculty for Sport and Physical Education

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    Aldijana Muratović

    2016-10-01

    Full Text Available The main objective of this study was to determine possible foot deformities students of the Faculty of Sport and Physical Education. Obesity is one of the main causes of flat feet, which is directly associated with reduced physical activity (Khalid, Rai, Mobeen, & Amjad, 2015. The research was conducted at the Faculty of Sport and Physical Education in Niksic, on a sample of 116 respondents. The sample of variables consisted of a total of two foot deformities: flat feet (pes planus and carved feet (pes cavus divided into three levels according to the severity of the deformity, from the lightest to the heaviest, including foot without deformity. For determining the status of the foot, was applied orthopaedy on the basis of which is considered plantar side of the foot. It was used appliance brand PODOSKOPIO LUX 02990. The results are presented in tables in the percentage and numerical representation of the assessment deformities flat and hollowed foot. According to the results it is evident that out of 116 respondents, 53 students (45.7% were without deformities. Numerical and percentage estimates flatfoot deformity is: 16 students (13.8%-level I; 6 students (5.2%-level II; Numerical and percentage estimates hollowed foot deformity is: 28 students (24.1%-level I; 7 students (6%–level II; 6 students (5.2%-level III. The highest percentage shows deformity "hollowed foot" of the first degree (24.1%, which is often the case with people athletic type. Some studies have shown that people with recessed feet in some sports disciplines, achieve the same results as people with normal feet (Jovovic, 2008. Accordingly, foot deformity may occur not only in the period of growth and development, but also in later years (Zivkovic, 2009.

  12. Assessment of Student Outcomes in Undergraduate Health Information Administration Programs

    OpenAIRE

    Smith, Jody

    2006-01-01

    The purpose of this research was to a) determine what assessment methods are being used in undergraduate health information administration programs to assess student learning and the usefulness of those methods, b) determine to what extent programs have incorporated good student learning assessment practices. Programs use a variety of assessment tools to measure student learning; the most useful include assessments by the professional practice supervisor, course tests, assignments, presentati...

  13. Integrating Character Education In Teaching Speaking For Business Administration Students

    OpenAIRE

    Woro Prastiwi, Chyntia Heru

    2016-01-01

    Globalization along with the advancement of information and communication technology has brought tremendous effects on students' character. Education field as a place of community has to contribute in developing students' character traits. Integrating character education in curriculum is the key for qualified education. This research aimed to describe the way to integrate character education in teaching speaking for Business Administration students. The data was obtained from teaching and lea...

  14. Faculty Workload: An Analytical Approach

    Science.gov (United States)

    Dennison, George M.

    2012-01-01

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

  15. Faculty Communication with Governing Boards

    Science.gov (United States)

    Tiede, Hans-Joerg

    2013-01-01

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

  16. Safety in Academic Chemistry Laboratories: Volume 2. Accident Prevention for Faculty and Administrators, 7th Edition.

    Science.gov (United States)

    American Chemical Society, Washington, DC.

    This book contains volume 2 of 2 and describes safety guidelines for academic chemistry laboratories to prevent accidents for college and university students. Contents include: (1) "Organizing for Accident Prevention"; (2) "Personal Protective Equipment"; (3) "Labeling"; (4) "Material Safety Data Sheets (MSDSs)"; (5) "Preparing for Medical…

  17. The (Mis)interpretation of Teaching Evaluations by College Faculty and Administrators

    Science.gov (United States)

    Boysen, Guy A.; Kelly, Timothy J.; Raesly, Holly N.; Casner, Robert W.

    2014-01-01

    Student evaluations of teaching are ubiquitous and impactful on the careers of college teachers. However, there is limited empirical research documenting the accuracy of people's efforts in interpreting teaching evaluations. The current research consisted of three studies documenting the effect of small mean differences in teaching…

  18. How Faculty Learn to Teach Online: What Administrators Need to Know

    Science.gov (United States)

    Schmidt, Steven W.; Tschida, Christina M.; Hodge, Elizabeth M.

    2016-01-01

    Research shows most teachers teach as they were taught. However, distance educators lack a model or benchmark for online teaching because many of them have not taken online courses as students. Indeed, many studies on teaching online point to the importance of training for online instructors. Few studies go into specifics about exactly what that…

  19. Assessing Interprofessional education in a student-faculty collaborative practice network.

    Science.gov (United States)

    Young, Grace J; Cohen, Marya J; Blanchfield, Bonnie B; Jones, Meissa M; Reidy, Patricia A; Weinstein, Amy R

    2017-07-01

    Although interprofessional relationships are ubiquitous in clinical practice, undergraduate medical students have limited opportunities to develop these relationships in the clinical setting. A few student-faculty collaborative practice networks (SFCPNs) have been working to address this issue, but limited data exist examining the nature and extent of these practices. A systematic survey at a Harvard-affiliated SFCPN is utilised to evaluate the quantity and quality of interprofessional interactions, isolate improvements, and identify challenges in undergraduate interprofessional education (IPE). Our data corroborate previous findings in which interprofessional clinical learning was shown to have positive effects on student development and align with all four domains of Interprofessional Education Collaborative core competencies, including interprofessional ethics and values, roles and responsibilities, interprofessional communication, and teams and teamwork. These results highlight the unique opportunity and growing necessity of integrating IPE in SFCPNs to endorse the development of collaborative and professional competencies in clinical modalities of patient care.

  20. Designing an accompanying ecosystem for entrepreneurship students of agronomic and forestry engineering. Opinion and commitment of the faculty

    Science.gov (United States)

    Ortiz, Leovigilda; Fernández-Ahumada, Elvira; Lara-Vélez, Pablo; Taguas, Encarnación V.; Gallardo-Cobos, Rosa; Campillo, M. Carmen; Guerrero-Ginel, José E.

    2014-05-01

    The current context has called attention to the need of training engineers with new skills beyond the purely technical. Among others, fostering the entrepreneurial spirit has gained special prominence. In the Higher School of Agronomic and Forestry Engineering of the University of Cordoba, a 12-year-experience of an entrepreneurship program for undergraduate students concluded that, for an adequate consolidation and evolution of the program, is important to establish a robust network with active participation of all actors involved. With this antecedent, a collective project conceived as an "ecosystem of support and accompaniment for entrepreneurs" is the approach proposed. The objective is to perform an evaluation of this model in terms of viability, usefulness, actions to be taken and degree of commitment. The key actors identified (undergraduate students, faculty, alumni, local and regional entrepreneurs, enterprises, public administration) have been involved in the evaluation process. This study focuses on the academic staff. For that aim, a survey to the entire faculty (N=128, response rate = 45%) and semi-structured interviews to 20 members have been performed. Data have been treated by means of univariate and multivariate analysis. Results suggest that there exists an agreement concerning the appropriateness of a collective project; there is a critical mass of teachers willing to be engaged; guidelines need to be incorporated in order to facilitate taking on tasks; main restrictions concern the existing asymmetry between formal requirements and those necessary for establishing the ecosystem. ACKNOWLEDGMENT: This research work has been developed in the framework of the ALFA III programme financed by the European Union.

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

    Science.gov (United States)

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

    2018-01-01

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

  2. Developing a Medical School Curriculum for Psychological, Moral, and Spiritual Wellness: Student and Faculty Perspectives.

    Science.gov (United States)

    Mitchell, Christine M; Epstein-Peterson, Zachary D; Bandini, Julia; Amobi, Ada; Cahill, Jonathan; Enzinger, Andrea; Noveroske, Sarah; Peteet, John; Balboni, Tracy; Balboni, Michael J

    2016-11-01

    Although many studies have addressed the integration of a religion and/or spirituality curriculum into medical school training, few describe the process of curriculum development based on qualitative data from students and faculty. The aim of this study is to explore the perspectives of medical students and chaplaincy trainees regarding the development of a curriculum to facilitate reflection on moral and spiritual dimensions of caring for the critically ill and to train students in self-care practices that promote professionalism. Research staff conducted semiscripted and one-on-one interviews and focus groups. Respondents also completed a short and self-reported demographic questionnaire. Participants included 44 students and faculty members from Harvard Medical School and Harvard Divinity School, specifically senior medical students and divinity school students who have undergone chaplaincy training. Two major qualitative themes emerged: curriculum format and curriculum content. Inter-rater reliability was high (kappa = 0.75). With regard to curriculum format, most participants supported the curriculum being longitudinal, elective, and experiential. With regard to curriculum content, five subthemes emerged: personal religious and/or spiritual (R/S) growth, professional integration of R/S values, addressing patient needs, structural and/or institutional dynamics within the health care system, and controversial social issues. Qualitative findings of this study suggest that development of a future medical school curriculum on R/S and wellness should be elective, longitudinal, and experiential and should focus on the impact and integration of R/S values and self-care practices within self, care for patients, and the medical team. Future research is necessary to study the efficacy of these curricula once implemented. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

  3. Administrator Perspectives of Advantages and Challenges of Employing Part-Time Faculty in Nursing Education Programs: Two Sides of the Same Coin.

    Science.gov (United States)

    Meyer, Jacqueline Rose

    The purpose of this qualitative research was to explore perspectives of administrators (n = 581) regarding advantages and challenges of employing part-time nurse faculty (PTNF) in schools of nursing in the United States. The nursing faculty shortage has resulted in increased reliance on PTNF who are clinical experts but often inexperienced as educators. A broader evidence base is necessary to develop effective strategies to support and retain these faculty members. Deans and directors of schools of nursing were invited to complete an online survey with two open-ended questions about the use of PTNF. Five themes emerged from the qualitative descriptive analysis: clinical practice as primary role, diversity of educational approaches, effects on full-time faculty role, economic impact, and contracted educator role. Both positive and negative aspects of each theme were identified. Results of this study support specific efforts to provide professional development and support to PTNF.

  4. Original article University students with learning disabilities at the Faculty of Education, Charles University in Prague

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    Anna Kucharská

    2014-05-01

    Full Text Available BACKGROUND The paper deals with learning disabilities (LD of university students in the Czech Republic. The first part describes most common trends in professional care of students with LD in historical context, the second part analyses contemporary situation of support of students with LD during their university studies. Pivotal part of the text describes the situation at Faculty of Education, Charles University in Prague, from the perspective of state LD students, their difficulties and means of possible support. PARTICIPANTS AND PROCEDURE Qualitative analysis of functional diagnostics took place in the frame of evidence of 15 students with learning disabilities. Focal point of the functional diagnostics is a structured interview in which an identification of needed modification for studying with specific educational needs of students with LD takes place. RESULTS From our analyses it can be stated, that students with LD apply for registration basing on their experience with high school status of a student with SD, or that their decision is influenced by their current study problems or the fact that they went through a modified entrance exam. We have also discovered the fact, that except for the difficulties which result from the type and degree of the disability and which can be compensated by specific approaches, students also need an emotional and social support. Learning disability is not, however, perceived only as a disadvantage, many students have stated that it has motivated them in their further development. CONCLUSIONS Achieved results point to general specifics to the perceived difficulties, to the specifics of the concrete degrees and to the further personal (emotional, social characteristics of LD students and they support recommended modification for successful studies.

  5. Perceptions of Undergraduate Students and Faculty Regarding the Impact of Electronic Communication on the Written-Communication Skills of Undergraduate Students

    Science.gov (United States)

    Houser, Laura Ann Camlet

    2012-01-01

    This narrative-qualitative study investigated the perceived impact that electronic communication has on the written-communication skills of undergraduate students. Open-ended survey questions queried the experiences of undergraduate students who use electronic communication, as well as the perceptions of faculty who teach undergraduate students.…

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

    OpenAIRE

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

    2016-01-01

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

  7. Making Meaning of Student Activism: Student Activist and Administrator Perspectives

    Science.gov (United States)

    Harrison, Laura M.; Mather, Peter C.

    2017-01-01

    College campuses have experienced a recent resurgence of student activism, particularly in response to some of President Donald Trump's executive orders as well as controversial speakers like Ann Coulter and Milo Yiannopoulous. Student activism presents both challenges and opportunities for higher education leaders seeking to engage productively…

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

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    Dickson, Martina; Tennant, Lilly

    2018-01-01

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

  9. Evaluation of a Community College's Nursing Faculty Advising Program Relative to Students' Satisfaction and Retention

    Science.gov (United States)

    Harrell, Johnna C.; Reglin, Gary

    2018-01-01

    Problem was the community college recognized a decline in student retention rates from 2009 to 2012 in the School of Nursing. Purpose of this program evaluation was to evaluate a faculty advising program (FAP) in the School of Nursing at a community college in regard to students' satisfaction and retention. Evaluation period was from Fall 2012 to…

  10. Investigation of Entrepreneurship Trends and General Competency Levels of University Students Studying at Faculty of Sports Sciences

    Science.gov (United States)

    Karabulut, Ebru Olcay; Dogan, Pinar Karacan

    2018-01-01

    The aim of this study is to determine the general competency beliefs and entrepreneurial levels of undergraduate students studying at faculty of sports sciences by different demographic variables. The sample group consists of total 1230 students, 541 women and 689 men, who have been educated in the sport sciences of five different universities and…

  11. Pedagogical Benefits of Fieldwork of the Students at the Faculty of Geography in the Light of the Bologna Process

    Science.gov (United States)

    Andelkovic, Sladana; Dedjanski, Vojislav; Pejic, Biljana

    2018-01-01

    Students' opinion and assessment of the quality of teaching presents an important segment of the evaluation of the quality of teaching at university level in accordance with the principles of the Bologna Process. In this study, we have examined opinion of students at the Faculty of Geography, University of Belgrade on the pedagogical benefits of…

  12. Monitoring the Effect of Internet Use on Students Behavior Case Study: Technical Faculty Bor, University of Belgrade

    Science.gov (United States)

    Niculovic, Milica; Zivkovic, Dragana; Manasijevic, Dragan; Strbac, Nada

    2012-01-01

    A large number of criteria for evaluating Internet addiction have been developed recently. The research of Internet addiction among students of the Technical faculty in Bor, University of Belgrade has been conducted and its results are presented in this paper. The study included 270 students using criteria of Young's Internet Addiction Test. In…

  13. The relation between executing of thesis policies and medical student's theses quality in type medical faculties of Iran

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    Kolahi A.A

    2004-10-01

    Full Text Available Background: Medical students' thesis is equal to six units, which is mandatory for graduation. The purpose of preparing thesis is to familiarize students with research process, methodology, and scientific report writing skill. Purpose: The objective of this study is to determine the relation between executing of thesis policies and medical students' theses quality in type I medical faculties of Iran Methods: To perform this study first, we randomly chose 36 (Total sample=396 medical students' theses in each 11 medical faculties, which completed in 1998-99 academic year. The original theses were evaluated by using a questionnaire. Second, for evaluation of operationalization of thesis policies we use four criteria including, the presence of performance regulations, the proposals approving process, final approving course and presence of a defence session to evaluate thesis in the same medical faculty. Results: In medical faculties that thesis policies were completed, the score of theses was high. In contrast medical faculties with weak policies had low students’ theses scores. Conclusion: Thesis policies are considered as one of the ways to improve the quality of thesis. it is advise at the same time as we should be plan to provide the effective factors for improvement quality of thesis consider strongly the regulations related thesis should be considerate. Keywords: MEDICAL STUDENTS, THESES, REGULATION, and SCORES

  14. Near-peer teaching in an anatomy course with a low faculty-to-student ratio.

    Science.gov (United States)

    Durán, Claudia Elisa Pámanes; Bahena, Eduardo Navarro; Rodríguez, María de Los Ángeles García; Baca, Guillermo Jacobo; Uresti, Antonio Sánchez; Elizondo-Omaña, Rodrigo Enrique; López, Santos Guzmán

    2012-01-01

    Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios. Copyright © 2012 American Association of Anatomists.

  15. Risks of Metabolic Syndrome in Students of the Faculty of Health Sciences

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    Ersin Öğüş

    2013-09-01

    Full Text Available Background: Metabolic syndrome is highly prevalent in the adult population worldwide. Education may play an important role in preventing metabolic syndrome in young adults, especially those who are attending university. Such adults are at a critical point in their lives and make their own lifestyle choices that can affect their future health. Aims: The aims of this study were to determine the metabolic syndrome risk levels of students from the Faculty of Health Sciences. Study Design: Survey design study. Methods: In a questionnaire developed by the researchers to collect data in accordance with the relevant literature, the scale of the risk of metabolic syndrome was assessed. A stepwise logistic regression analysis was performed to determine the risks. Results: Important risk factors for metabolic syndrome were found to be gender, weight gain, “stress eating” excessive amounts of food, sleeping for more than 8 hours a day, feeling tired after sleep, belonging to a divided family, and eating whilst working on the computer. Conclusion: The students from the Faculty of Health Sciences, particularly because they are trained in the health sector, are expected to have more information about the risk factors of metabolic syndrome, and take necessary precautions to prevent it.

  16. University-Industry Interaction: Reserach and Career Opportunities - Good for Industry, Faculty and Students

    Science.gov (United States)

    Schneider, John

    1997-03-01

    Industry sponsorship of research at universities is growing and becoming more important as funding resources change. In addition, re-engineering at industries has forced them to review how and what they sponsor at universities. Well thought out and understood "partnerships" between companies and universities can be good for everyone. Students receive scholarships, research opportunities, exposure to industry life and career/job opportunities. Faculty receive funds for their research, exposure to real-world problems, equipment, consulting opportunities and more. . Universities receive funds for research, scholarships, etc. In addition, there are opportunities for royalties and donations that help everyone. . The public gains trained students, research advances that lead to better and lower cost products, and economic growth. A concern faculty often express is that they would have to do "applied" and not leading edge research. It is true that industry will not fund "any" research; they want to support research that solves their current needs or could lead to break-throughs in products they can commercialize. Many industrial scientists counter academic concerns by stating that doing practical research can and usually is fundamental and discovery oriented. University-Industry collaboration research has been good for all and can continue to be so. Leading organizations such as the National Science Foundation and the Council on Competitiveness are stressing the need for collaborative partnerships. Universities are creating education programs that bring the basic sciences in contact with the applied world.

  17. Diversity characteristics and the experiences of nursing students during clinical placements: A qualitative study of student, faculty and supervisors' views.

    Science.gov (United States)

    Koch, Jane; Everett, Bronwyn; Phillips, Jane; Davidson, Patricia M

    2014-01-01

    Abstract Background: Little is known about which diversity characteristics if any, impact on nursing students' clinical placements or how these may affect the quality of their learning experiences. There is therefore a need to better understand these effects not only from the student's perspective but also from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. To describe the clinical experiences of nursing students and the diversity characteristics that affect this learning experience. Data were collected from a series of open-ended questions embedded within a larger anonymous web-based survey, from August 2011 to March 2012. Participants included first, second and third year undergraduate Bachelor of Nursing students (N = 704) and faculty members involved in the clinical learning environment (N = 165) from seven Australian universities. Qualitative findings were clustered into three main themes: differences, difficulty and discrimination, each with three sub-themes. FINDINGS suggest a need to offer appropriate support for nursing students who feel different because of diversity characteristics. Whilst some of the participant perceptions are confronting they provide valuable insights for universities developing curricula and the clinical placement facilities where students obtain their experience.

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

    Science.gov (United States)

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

    2017-12-01

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

  19. Comparison of Cell Phone Usage Frequencies and Brand Preferences of Public and Private University Education Faculty Students

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    Aylin TUTGUN ÜNAL

    2013-06-01

    Full Text Available In this research, cell phone usage frequencies and brand preferences of the education faculty students were examined. Research was conducted with 985 students from Marmara University Ataturk Education Faculty and Maltepe University Education Faculty in Istanbul. For the collection of data, “cell phone usage frequency and brand preference determination survey” was used. In the research, various results were obtained and some of which are as follows: a Students use cell phone intensively for and ratio for usage more than 1 hour is over the average(56.5%. b When the made / received calls were examined it is interesting that 20 and more calls are received (8% and more than 40, 50, 100 calls are made even in little ratios. c Students receive (31.7% and send (31.5% more than 100 messages. d Students mostly prefer Turkcell operator, Young Tariff and mostly prefer Nokia brand. It was understood that usage frequencies and brand preferences of state and foundation universities are significantly different from each other. In the research the intensive cell phone usage of Education Faculty students were emphasized and at the end of the research discussions and suggestions took place related with arranging cell phone usage habits of the students

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

    Science.gov (United States)

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

    2015-01-01

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

  1. Who would become a successful Dean of Faculty of Medicine: academic or clinician or administrator?

    Science.gov (United States)

    Lee, Albert; Hoyle, Eric

    2002-11-01

    It has been a long tradition that the medical school dean is an expert in a specialist field with a well-established reputation in research and clinical services. Medical education is no longer simply disease orientated; it is required to put an emphasis on prevention, the need for better management of the health care system, and the need for a better understanding of the sociopolitical aspects of medical care. The deans of medical schools must appreciate the social role of medical education, and the social contract with the community. Although doctors might have difficulties with leadership because they are trained to work as individuals and to value highly their independence and autonomy, good communication skills are an asset for clinicians in management roles. It does not matter whether the background of the dean is academic, clinical or administrative; the most important thing is to possess the managerial skills to tackle the three-way tension between management, academic leadership and professional leadership. The job should be open to people with a good knowledge of and background in health and fiscal expertise, and also a high degree of management, diplomatic and interpersonal skills. Those skills should also be emphasized in the medical curriculum.

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

    Science.gov (United States)

    Moeder Stowe, Susan A.

    2013-01-01

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

  3. Student and faculty perspective toward the role and value of integration of natural product information into the pharmacy curriculum.

    Science.gov (United States)

    Kostka-Rokosz, Maria D; Dvorkin-Camiel, Lana; Asabigi, Amina-Louise

    2011-03-01

    Consumer use of natural products is a mainstay in our society and continues to grow in prevalence. As pharmacists are viewed as drug experts and are easily accessible to patients, it is important for them to have basic knowledge of natural products. Students and faculty members participating in a natural product elective were surveyed upon completion of the course about their perspectives regarding incorporation of covered information into the required curriculum. The majority of students and faculty members agree with the necessity of natural product content in the pharmacy curriculum. Their ideas for ways of incorporating this information, however, differ. Healthcare students and faculty are beginning to recognize the need for incorporation of Natural Product information into the curriculum and healthcare programs in the country should begin to rise to the occasion.

  4. Physical activity practice´s characteristics of students of Faculty of Education (University of Seville

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    Carolina Castañeda Vázquez

    2012-02-01

    The sample (N=409 is constituted for students from the different degrees of this Faculty (±4.8%; 95%CI. A specific questionnaire, built to that effect, was used to obtain dates. This instrument was validated by different experts on this area of studies, and statistic tests was done to check its reliability (Alpha Cronbach: .78 using SPSS V.15. The main results showed that 62.19% of students do physical activity regularly. Students prefer recreational activities or exercise aimed at being fit or watching health instead competitive games. Activities done by students inside University are very similar to activities done out of this. They also do exercise during all academic year, preferably along the all week or from Monday to Friday, and especially in the afternoon. This group usually practice with friends, classmates or workmates, but lonely too, and they prefer public areas and public or private sport facilities for their sport practice. Key Words: University students, physical activity practice, leisure time.

  5. Self-Driven Service Learning: Community-Student-Faculty Collaboratives Outside of the Classroom

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    Veronica A. Segarra

    2015-08-01

    Full Text Available Service learning is a community engagement pedagogy often used in the context of the undergraduate classroom to synergize course-learning objectives with community needs.  We find that an effective way to catalyze student engagement in service learning is for student participation to occur outside the context of a graded course, driven by students’ own interests and initiative.  In this paper, we describe the creation and implementation of a self-driven service learning program and discuss its benefits from the community, student, and faculty points of view.  This experience allows students to explore careers in the sciences as well as identify skill strengths and weaknesses in an environment where mentoring is available but where student initiative and self-motivation are the driving forces behind the project’s success.  Self-driven service learning introduces young scientists to the idea that their careers serve a larger community that benefits not only from their discoveries but also from effective communication about how these discoveries are relevant to everyday life.

  6. A Chronic Disease Management Student-Faculty Collaborative Practice: Educating Students on Innovation in Health Care Delivery.

    Science.gov (United States)

    Remus, Kristin E; Honigberg, Michael; Tummalapalli, Sri Lekha; Cohen, Laura P; Fazio, Sara; Weinstein, Amy R

    2016-07-01

    In the current transformative health care landscape, it is imperative that clinician educators inspire future clinicians to practice primary care in a dynamic environment. A focus on patient-centered, goal-oriented care for patients with chronic conditions is critical. In 2009, Harvard Medical School founded the Crimson Care Collaborative, a student-faculty collaborative practice (SFCP) network. With the aim of expanding clinical and educational opportunities for medical students and improving patient control of chronic disease (i.e., hypertension, obesity, and diabetes) in an innovative learning environment, in 2012, the authors developed a novel SFCP at their hospital-based academic primary care practice. In this SFCP, students learn to explore patient priorities, provide focused counseling and education, and assist patients with self-management goals during clinical visits. From 2012 to 2014, 250 student volunteers participated in the SFCP as clinicians, innovators, educators, and leaders, with between 80 and 95 medical students engaging each semester. Between January 2012 and March 2014, there were 476 urgent care or chronic disease management visits. Patients with chronic diseases were seen at least twice on average, and by 2014, chronic disease management visits accounted for approximately 74% of visits. Work is under way to create assessment tools to evaluate the practice's educa tional impact and student understanding of the current health care system, develop interdisciplinary care teams, expand efforts in registry management and broaden the patient recruitment scope, further emphasize patient engage ment and retention, and evaluate chronic disease management and patient satisfaction effectiveness.

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

    Science.gov (United States)

    Amos, Kimberly S.

    2013-01-01

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

  8. Web-Based Administrative Supports for University Students.

    Science.gov (United States)

    McClelland, Robert J.

    2001-01-01

    Evaluates development and effectiveness of a Web-based administration support for business students at Liverpool John Moores University. Considers whether the strategic planning and individual school developments have influenced the development and usefulness of the campus-wide information system. Discusses action research findings on student…

  9. Medication Administration: Measuring Associate Degree Nursing Student Knowledge

    Science.gov (United States)

    Crowell, Debra L.

    2016-01-01

    The American Nurse Association's (ANA) provisions outline the commitment expected of nurses to protect the community from harm. Medication administration coincides with patient safety as a compelling obligation in nursing practice. The study's purpose was to examine retention of medication safety knowledge among first year nursing students, after…

  10. Self Evaluations of Educational Administration and Supervision Graduate Students in Turkey

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    Ferudun SEZGİN,

    2011-01-01

    Full Text Available This study aimed to examine the self evaluations of educational administration and supervision graduate students about their own qualifications in the context of National Qualifications Framework for Higher Education in Turkey (NQF-HETR in a descriptive way. In this respect, this study was designed as a qualitative research. Participants consisted of 15 master and 6 doctoral students who had completed the courses at educational administration and supervision graduate program. To collect the data, a semi-structured interview form developed by researchers was used. The results demonstrated that graduate students had problems especially with associating theory and practice, using research methods and techniques, designing interdisciplinary studies and studies capable of providing solutions for country problems, sharing knowledge in national and international platforms, and using foreign language. In addition, it was determined that participants had great expectations from course advisor faculty members in terms of overcoming the deficiencies expressed in the study. In the light of the results, some suggestions have been made in order to make graduate programs more capable of providing necessary knowledge, skills and competence expressed in NQF-HETR.

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

    Science.gov (United States)

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

    2016-11-08

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

  12. Computer Self-Efficacy of University Faculty in Lebanon

    Science.gov (United States)

    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…

  13. Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

    Science.gov (United States)

    Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

    2010-01-01

    Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully

  14. An active learning curriculum improves fellows' knowledge and faculty teaching skills: a medical student perspective

    Directory of Open Access Journals (Sweden)

    Ahmad M

    2017-08-01

    Full Text Available Mubariz Ahmad, Nourah AlHennawi, Maaham AhmedManchester Medical School, The University of Manchester, Manchester, UKWe read with great interest the article by Inra et al1 which discusses the benefits of using an active learning curriculum to improve faculty teaching skills and help fellows retain more knowledge compared to traditional teaching methods. As current medical students, we can vouch for the effectiveness of this approach in improving the way material can be taught, hence would like to offer our perspective on this.  Authors’ replyJennifer A Inra,1,2 Stephen Pelletier,2 Navin L Kumar,1,2 Edward L Barnes,3,4 Helen M Shields1,21Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women’s Hospital, 2Harvard Medical School, Boston, MA, 3Division of Gastroenterology and Hepatology, University of North Carolina, Chapel Hill, NC, 4University of North Carolina School of Medicine, Chapel Hill, NC, USAWe appreciate the thoughtful comments received from Ahmed et al regarding our article “An active learning curriculum improves fellows’ knowledge and faculty teaching”.1 The educational literature supports the recommendation that the optimal timing for a lecture is 10-15 minutes, as a student’s attention may wander or wane after that time.2 This ideal time limit stems from a paperby Hartley in 1978, which recommends this optimal time frame.3View the original paper by Inra and colleagues  

  15. Epistemic Beliefs about Justification Employed by Physics Students and Faculty in Two Different Problem Contexts

    Science.gov (United States)

    Çağlayan Mercan, Fatih

    2012-06-01

    This study examines the epistemic beliefs about justification employed by physics undergraduate and graduate students and faculty in the context of solving a standard classical physics problem and a frontier physics problem. Data were collected by a think-aloud problem solving session followed by a semi-structured interview conducted with 50 participants, 10 participants at freshmen, seniors, masters, PhD, and faculty levels. Seven modes of justification were identified and used for exploring the relationships between each justification mode and problem context, and expertise level. The data showed that justification modes were not mutually exclusive and many respondents combined different modes in their responses in both problem contexts. Success on solving the standard classical physics problem was not related to any of the justification modes and was independent of expertise level. The strength of the association across the problem contexts for the authoritative, rational, and empirical justification modes fell in the medium range and for the modeling justification mode fell in the large range of practical significance. Expertise level was not related with the empirical and religious justification modes. The strength of the association between the expertise level and the authoritative, rational, experiential, and relativistic justification modes fell in the medium range, and the modeling justification mode fell in the large range of practical significance. The results provide support for the importance of context for the epistemic beliefs about justification and are discussed in terms of the implications for teaching and learning science.

  16. Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change.

    Science.gov (United States)

    Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A

    2017-10-01

    The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization

  17. Attitudes of Students and Faculty toward Using Computer Technology and Twitter for Online Learning and Student Engagement: A Cross-Sectional Analysis

    Science.gov (United States)

    Ramirez, Dulce M.

    2017-01-01

    The increasing use of online pedagogy in higher education has revealed a need to analyze factors contributing to student engagement in online courses. Throughout the past decade, social media has been a growing influence in higher education. This quantitative cross-sectional study examined the attitudes of students and faculty towards computer…

  18. Entrepreneurship in Cyberspace Research of Mru Management and Administration Students

    Directory of Open Access Journals (Sweden)

    Mindaugas Kiškis

    2012-07-01

    Full Text Available Youth entrepreneurship is one of the European Union’s public policy priorities. Student entrepreneurship in this context is particularly important as academic studies at the university shall develop an entrepreneurial personality.Student entrepreneurship is not widely examined in Lithuanian scholarly work. This phenomenon tends to be analyzed in the context of development of general entrepreneurial skills. There is no prior work on student entrepreneurship in cyberspace—most notably there is no empirical research in this area. This situation emphasizes the need for empirical studies of student entrepreneurship.The purpose of this article is to analyze student entrepreneurship in cyberspace status quo at Mykolas Romeris University (MRU. This research objective was chosen in order to determine the current status and to enable a reference for further research of student entrepreneurship in cyberspace. Additional practical goals are adopted, namely—based on the results of this study, to identify development guidelines for study programs as well as the “Entrepreneurship in Cyberspace” discipline taught in a postgraduate studies at MRU in order to focus them on the needs of future postgraduate students.The research was conducted using a survey method. Before the research three hypotheses were proposed:1 MRU students are more enterprising than the statistical resident of Lithuania;2 student entrepreneurship education in Management and Administration studies is inadequate;3 students need specialized knowledge of entrepreneurship in cyberspace.After the analysis of gathered data from students all three hypotheses were confirmed: students are more entrepreneurial then the general population of Lithuania, entrepreneurial education at the university is insufficient and there is a need among students for specialized knowledge in the field of e-business.Follow-up study of the negative dynamics of student entrepreneurship should be carried out in the

  19. The attitude of the faculty of sport and physical education students toward cross-country running

    Directory of Open Access Journals (Sweden)

    Juhas Irina

    2011-01-01

    Full Text Available The syllabus of the track and field subject at the Faculty of Sport and Physical Education includes cross-country running - running in nature. The main objective of this study was to determine the structure and intensity of students' attitude toward the cross-country running. Besides, the objective was to check the connection of the students' attitude towards the cross-country running and the achieved results of cross-country running, as well as of doing sport and recreational running. The sample comprised 69 students of the second year of studies who attended the cross-country running classes. For measuring the attitude toward the cross-country running, the Connotative differential instrument was used consisting of 15 pairs of opposite adjectives presented in a form of seven-part bipolar scale grouped into three dimensions: affective, cognitive and conative. This instrument was applied within an extensive questionnaire which included questions about doing sports, jogging, as well as the results of cross-country running at the end of the teaching period. The descriptive analysis has shown that students have a positive attitude of moderate intensity toward cross-country running, observed through all three dimensions of attitude. The correlation analysis between the dimensions of attitude toward cross country running and the results achieved at cross country running showed that the correlations are negative and statistically significant, suggesting that if the result of running is better, the students' attitude toward cross country running is more positive. Competitive sport is not connected with the quality of attitude toward cross-country running. The results obtained by the study give grounds for assuming that, given that attitudes are an important component of the motivational aspect of personality, it can be expected that the students' positive attitude toward cross country running would contribute to cross country running application in

  20. Predictors of Faculty-Student Engagement for Black Men in Urban Community Colleges: An Investigation of the Community College Survey of Men

    Science.gov (United States)

    Wood, J. Luke; Newman, Christopher B.

    2017-01-01

    This research focuses on factors predicting faculty-student engagement for Black male collegians. In this study, the authors investigated whether students' perceptions of racial/gender stereotypes had a moderating effect on the determinants of engagement with faculty. The sample population was derived from 16 urban community colleges located…

  1. Entrepreneurship in Cyberspace Research of Mru Management and Administration Students

    Directory of Open Access Journals (Sweden)

    Mindaugas Kiškis

    2013-01-01

    Full Text Available Youth entrepreneurship is one of the European Union’s public policy priorities. Student entrepreneurship in this context is particularly important as academic studies at the university shall develop an entrepreneurial personality. Student entrepreneurship is not widely examined in Lithuanian scholarly work. This phenomenon tends to be analyzed in the context of development of general entrepreneurial skills. There is no prior work on student entrepreneurship in cyberspace—most notably there is no empirical research in this area. This situation emphasizes the need for empirical studies of student entrepreneurship. The purpose of this article is to analyze student entrepreneurship in cyberspace status quo at Mykolas Romeris University (MRU. This research objective was chosen in order to determine the current status and to enable a reference for further research of student entrepreneurship in cyberspace. Additional practical goals are adopted, namely—based on the results of this study, to identify development guidelines for study programs as well as the “Entrepreneurship in Cyberspace” discipline taught in a postgraduate studies at MRU in order to focus them on the needs of future postgraduate students. The research was conducted using a survey method. Before the research three hypotheses were proposed: 1 MRU students are more enterprising than the statistical resident of Lithuania; 2 student entrepreneurship education in Management and Administration studies is inadequate; 3 students need specialized knowledge of entrepreneurship in cyberspace. After the analysis of gathered data from students all three hypotheses were confirmed: students are more entrepreneurial then the general population of Lithuania, entrepreneurial education at the university is insufficient and there is a need among students for specialized knowledge in the field of e-business. Follow-up study of the negative dynamics of student entrepreneurship should be carried

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

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    Elizabeth McKinsey

    2016-03-01

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

  3. Diverse Millennial Students in College: Implications for Faculty and Student Affairs

    Science.gov (United States)

    Bonner, Fred A., II, Ed.; Marbley, Aretha F., Ed.; Howard-Hamilton, Mary F., Ed.

    2011-01-01

    While many institutions have developed policies to address the myriad needs of Millennial college students and their parents, inherent in many of these initiatives is the underlying assumption that this student population is a homogeneous group. This book is significant because it addresses and explores the characteristics and experiences of…

  4. Student Learning Outcomes: Communication among a State College Faculty and Students

    Science.gov (United States)

    Gabbard, Billie

    2017-01-01

    Without intervention, higher education will continue to struggle with measuring student learning, thus creating challenges associated with accrediting body standards to prove that students learn. Although there is much literature on learning in higher education and accreditation struggles, the problem of clarity and effectiveness of communication…

  5. Perception of risks from radiation by faculty and students of Nagasaki University

    International Nuclear Information System (INIS)

    Miura, Miwa; Yoshida, Masahiro; Takao, Hideaki; Matsuda, Naoki

    2008-01-01

    Although a variety of radiation-related education courses are provided in universities, information on faculty and student perceptions of radiation risk is limited. To obtain quantitative data on this issue, we conducted a written questionnaire survey at Nagasaki University on the perceived risks of 13 health hazards, of which six related to radiation exposure. The respondents were asked to estimate the risk of the various items to health on a rating scale of 1 to 5. 'Living near a nuclear plant' received the highest rating of 4, followed by 'not using solar UV protection in midsummer'. 'X-ray diagnostic tests' were rated at only 2, which was lower than the rating for 'air travel'. Among the respondents, undergraduate students showed the highest average risk rating across all items followed by nurses, and staff and graduate students, with doctors and dentists producing the lowest scores. These results suggest that level of specialist knowledge is associated with risk perception, and therefore that radiation education should be carefully planned to improve levels of understanding. (author)

  6. Association between Internet addiction and depression in Thai medical students at Faculty of Medicine, Ramathibodi Hospital.

    Science.gov (United States)

    Boonvisudhi, Thummaporn; Kuladee, Sanchai

    2017-01-01

    To study the extent of Internet addiction (IA) and its association with depression in Thai medical students. A cross-sectional study was conducted at Faculty of Medicine, Ramathibodi Hospital. Participants were first- to fifth-year medical students who agreed to participate in this study. Demographic characteristics and stress-related factors were derived from self-rated questionnaires. Depression was assessed using the Thai version of Patient Health Questionnaire (PHQ-9). A total score of five or greater derived from the Thai version of Young Diagnostic Questionnaire for Internet Addiction was classified as "possible IA". Then chi-square test and logistic regression were used to evaluate the associations between possible IA, depression and associated factors. From 705 participants, 24.4% had possible IA and 28.8% had depression. There was statistically significant association between possible IA and depression (odds ratio (OR) 1.92, 95% confidence interval (CI): 1.34-2.77, P-value depression in possible IA group was 1.58 times of the group of normal Internet use (95% CI: 1.04-2.38, P-value = 0.031). Academic problems were found to be a significant predictor of both possible IA and depression. IA was likely to be a common psychiatric problem among Thai medical students. The research has also shown that possible IA was associated with depression and academic problems. We suggest that surveillance of IA should be considered in medical schools.

  7. EXAMINING THE ACADEMIC ACHIEVEMENT OF SPORTS SCIENCES FACULTY STUDENTS: THE CASE OF FIRAT UNIVERSITY

    Directory of Open Access Journals (Sweden)

    Cemal GÜNDOĞDU

    2015-07-01

    Full Text Available The most emphasised aspect of teaching is student achievement. It is the reason for teaching and the product teaching produces. The potential of a well - qualified workforce with high academic achievement is thought to be the primary factor in the development of a society. This study was designed to examine the academic achievement of students studying at the Sports Sciences Faculty of Fırat University in terms of a set of variables. The entire population was included, and the study was conducted with 684 students (80.1%. A que stionnaire developed by the researchers was used as the data - gathering instrument. The data were evaluated using a statistical package program, and presented as frequency, percentage and means. The Kruskal Wallis and Mann - Whitney U tests were used to analy se the data. This research found that there was a significant relationship between the students’ academic achievement scores and their age, gender, mothers' state of employment, place of residence, departments, year of study and type of education (p<0.05.

  8. Lean Belt Certification: Pathway for Student, Resident, and Faculty Development and Scholarship.

    Science.gov (United States)

    Elghouche, Alhasan N; Lobo, Brian C; Wannemuehler, Todd J; Johnson, Kimberly E; Matt, Bruce H; Woodward-Hagg, Heather K; Kokoska, Mimi S

    2016-05-01

    Since July 2013, 20 trainee participants have completed the quality improvement curriculum within the Indiana University Department of Otolaryngology-Head & Neck Surgery, including 7 otolaryngology residents, 6 otolaryngology-bound medical students, and 7 psychiatry residents. Nine faculty and staff attended. Participants were highly satisfied with the quality and effectiveness of the program. Following program implementation, 2 otolaryngology residents and 2 medical students initiated their own quality improvement projects. Lean training directly resulted in oral and poster presentations at national conferences, journal publications, and institutional research and quality awards. Students completing the program established a local affiliate group of an international health care quality organization. Quality improvement training can be successfully incorporated into residency training with overwhelming program satisfaction and results in greater scholarly and professional development for motivated participants. The skillset acquired by participants leads to projects that improve patient care, increase value, and justify equipment and personnel retention and expansion. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2016.

  9. Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

    Science.gov (United States)

    Bozpolat, Ebru

    2016-01-01

    The purpose of this study was to reveal whether the low, medium, and high level self-regulated learning strategies of third year students at the Education Faculty of Cumhuriyet University can be predicted by the variables of gender, academic self-efficacy, and general academic average. The study uses the Relational Screening Model. The dependent…

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

    Science.gov (United States)

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

    2016-10-01

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

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

    Directory of Open Access Journals (Sweden)

    T S Pilishvili

    2014-12-01

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

  12. A Faculty Development Program Integrating Cross-Cultural Care into a Gastrointestinal Pathophysiology Tutorial Benefits Students, Tutors, and the Course

    Science.gov (United States)

    Shields, Helen M.; Leffler, Daniel A.; Peters, Antoinette S.; Llerena-Quinn, Roxana; Nambudiri, Vinod E.; White, Augustus A., III; Hayward, Jane N.; Pelletier, Stephen R.

    2015-01-01

    A specific faculty development program for tutors to teach cross-cultural care in a preclinical gastrointestinal pathophysiology course with weekly longitudinal followup sessions was designed in 2007 and conducted in the same manner over a 6-yr period. Anonymous student evaluations of how "frequently" the course and the tutor were…

  13. The Public Good and Academic Capitalism: Science and Engineering Doctoral Students and Faculty on the Boundary of Knowledge Regimes

    Science.gov (United States)

    Szelényi, Katalin; Bresonis, Kate

    2014-01-01

    This article examines the research-related experiences of 48 doctoral students and 22 faculty in science and engineering fields at three research universities, with specific emphasis on the intersection of the public good and academic capitalism. Identifying an expansive, intersecting organizational space between the public good and academic…

  14. An Investigation of the Variables Predicting Faculty of Education Students' Speaking Anxiety through Ordinal Logistic Regression Analysis

    Science.gov (United States)

    Bozpolat, Ebru

    2017-01-01

    The purpose of this study is to determine whether Cumhuriyet University Faculty of Education students' levels of speaking anxiety are predicted by the variables of gender, department, grade, such sub-dimensions of "Speaking Self-Efficacy Scale for Pre-Service Teachers" as "public speaking," "effective speaking,"…

  15. Making a Difference: Library and Teaching Faculty Working Together to Develop Strategies in Dealing with Student Plagiarism

    Science.gov (United States)

    Sciammarella, Susan

    2009-01-01

    Student plagiarism is a problem affecting all colleges. Various strategies have been developed to deal with this situation. But, the collaborative efforts of subject faculty and librarians in creating a team approach towards plagiarism can produce positive results. Research shows that these relationships can provide structure to assignments…

  16. Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students.

    Science.gov (United States)

    Hemmer, Paul A; Dadekian, Gregory A; Terndrup, Christopher; Pangaro, Louis N; Weisbrod, Allison B; Corriere, Mark D; Rodriguez, Rechell; Short, Patricia; Kelly, William F

    2015-09-01

    Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008-2009 academic year. The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives. Single-teacher written and transcribed verbal comments about student performance were masked and reviewed by a panel of experts who, by consensus, (1) determined whether RIME was used, (2) counted the number of RIME utterances, and (3) assigned a grade based on the comments. Analysis included descriptive statistics and Pearson correlation coefficients. The authors reviewed 293 individual teacher narratives regarding the performance of 49 students. Attendees explicitly used RIME more frequently than non-attendees (69.8 vs. 40.4 %; p sessions used RIME terminology more frequently and provided more accurate grade recommendations than teachers who did not attend. Formal evaluation sessions may provide frame-of-reference training for the RIME framework, a method that improves the validity and reliability of workplace assessment.

  17. Campus Microclimates for LGBT Faculty, Staff, and Students: An Exploration of the Intersections of Social Identity and Campus Roles

    Science.gov (United States)

    Vaccaro, Annemarie

    2012-01-01

    This ethnographic study of lesbian, gay, bisexual, and transgender (LGBT) faculty, staff, graduate students, and undergraduates expands the higher education conversation about campus climate beyond the traditional organizational-level paradigm. Findings suggest that LGBT individuals with similar organizational roles shared common experiences and…

  18. Problematizing the Critical Thinking Concept: Perspectives of Chinese Undergraduate Students and Their U.S. University Faculty

    Science.gov (United States)

    Chen, Lei

    2017-01-01

    This qualitative study examined reflections of 12 Chinese students who studied in a U.S. college, and 10 of their U.S. faculty in terms of their conceptualization of critical thinking. Throughout the study, a situated cognitive framework was applied to analyze the interview data and explore the concept of critical thinking. The participants of…

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

    Science.gov (United States)

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

    2016-01-01

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

  20. An Investigation of Task and Ego Oriented Goals of the Students Majoring at the Faculty of Sport Sciences

    Science.gov (United States)

    Belli, Emre

    2015-01-01

    The aim of this study is to explore the task and ego oriented goals of the students majoring at the Faculty of Sports Sciences at Ataturk University. For data collection, "The Task and Ego Orientation in Sport Questionnaire", which was developed by Duda (1) and adapted into Turkish by Toros and Yetim (2), was used in the current study to…

  1. 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…

  2. Empowering the crowd: faculty discourse strategies for facilitating student reasoning in large lecture

    Science.gov (United States)

    Demaree, Dedra

    2012-02-01

    Oregon State University (OSU) has restructured its introductory calculus-based sequence including reformed curriculum modeled after the Interactive Science Learning Environment (ISLE). ISLE is driven by an experimental cycle roughly summarized as: observe phenomena, find patterns and devise explanations, test explanations, develop a model, apply the model to new observations. In implementing ISLE at OSU we have chosen to focus on student scientific reasoning, specifically student ability to develop and test models, make explicit judgments on how to approach open-ended tasks, and take an authoritative role in knowledge development. In order to achieve these goals, the lecture course heavily utilizes social engagement. During large-lecture group work, emphasis is placed on facilitating student discourse about issues such as what systems to choose or how to define an open-ended problem. Instructional strategies are aimed at building off the group discourse to create a full-class community where knowledge is developed through collaboration with peers. We are achieving these goals along with an increase in measured student conceptual knowledge and traditional problem solving abilities, and no loss of content coverage. It is an ongoing effort to understand ``best'' instructional strategies and to facilitate new faculty when they teach the curriculum. Our research has focused on understanding how to facilitate activities that promote this form of discourse. We have quantitative analysis of engagement based on video data, qualitative analysis of dialogue from audio data, classroom observations by an external researcher, and survey data. In this session we share a subset of what we have learned about how to engage students in scientific reasoning discourse during large lecture, both at the group-work and full-class level.

  3. Perception and attitudes towards street sexual harassment among female students of a private Human Medicine Faculty.

    Directory of Open Access Journals (Sweden)

    Ruth Corazón Llerena Benites

    2016-01-01

    Full Text Available Objective: Determinate the perception and attitudes towards street sexual harassment among female students of the Human Medicine Faculty at San Martin de Porres University. Methods: Descriptive and transversal study in which the previously validated “Likert” questionnaires, “Scale of Acceptance of Modern Myths about Sexual Aggression” and “Street Harassment Scale” where applied in a virtual way to 227 female students from the 4th, 5th, 6th academic year of the Human Medicine Faculty at San Martin de Porres University. The analysis was made in the SPSS v22 program using descriptive statistics like media, mode, tables of frequency and percentage to determine the prevalence of street harassment and the level of acceptance of beliefs about sexual harassment. Results: We found that 91% of the participants considered that they had been (sexually harassed at least once in the last year. 48% of participants were absolutely disagree with the statements about the myths of sexual aggression. The th percentage of students that mentioned never have been harassed lowered for every year of study, from 13% in the 4 year th to 7.9% in the 6 year. Most of the students came from Central South Lima of which 88% were harassed at least once the past year. Approximately, about half of the participants, independent of the mean of transport they have used, said that they had been harassed once last year. The group of 22 years old was the most affected Conclusion: Even though the participants considered that the Street harassment only happened a few times the past year, we didn't underestimate the fact that for almost everyone this harassment had happened at least once. Also, the majority considered to be strongly disagree regarding the myths about sexual harassment. So, it appears that street harassment, despite acting as a social problem that affects the physical and mental well-being of the Young female community, hasn't been properly managed by the

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

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    Elham Baghban Baghestan

    2015-07-01

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

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

    Science.gov (United States)

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

    2016-09-01

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

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

    International Nuclear Information System (INIS)

    Mcinnis, B.; Goldstein, S.

    1987-06-01

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

  7. Elements of distance learning in the course of chemistry for engineering faculty students of People's Friendship University of Russia

    Directory of Open Access Journals (Sweden)

    О А Егорова

    2015-12-01

    Full Text Available At the Department of General Chemistry RUDN a program control and consulting activities is developed.. This program is conducted with the use of Internet technology and is used for training students of evening and correspondence departments of the Faculty of Engineering of PFUR in the study course "Chemistry". Application of this technology can improve the quality of student learning. In article the received results are stated.

  8. Assessment of the relationship between the engagement in leisure time and academic motivation among the students of faculty of education

    OpenAIRE

    SARI, Ihsan; CETIN, Mehmet; KAYA, Erdi; GULLE, Mahmut; KAHRAMANOĞLU, Recep

    2014-01-01

    The aim of the study was to determine the relationship between leisure time motivation and academic motivation among the students who studied at the Faculty of Education of Mustafa Kemal University. 260 students (Xyears: 21.29±2.11) constituted the sample of the study. For the analyses of the data; Leisure Motivation Scale and Academic Motivation Scale were employed. The data were analyzed using descriptive statistics, Pearson's correlation test and regression analysis. According to the ...

  9. Gender Differences in Computer Ethics among Business Administration Students

    Directory of Open Access Journals (Sweden)

    Ali ACILAR

    2010-12-01

    Full Text Available Because of the various benefits and advantages that computers and the Internet offer, these technologies have become an essential part of our daily life. The dependence on these technologies has been continuously and rapidly increasing. Computers and the Internet use also has become an important part for instructional purposes in academic environments. Even though the pervasive use of computers and the Internet has many benefits for almost everyone, but it has also increased the use of these technologies for illegal purposes or unethical activities such as spamming, making illegal copies of software, violations of privacy, hacking and computer viruses. The main purpose of this study is to explore gender differences in computer ethics among Business Administration students and examine their attitudes towards ethical use of computers. Results from 248 students in the Department of Business Administration at a public university in Turkey reveal that significant differences exist between male and female students’ attitudes towards ethical use of computers

  10. Living with students: Lessons learned while pursuing tenure, administration, and raising a family.

    Science.gov (United States)

    Humphrey, Michael; Callahan, Janet; Harrison, Geoff

    2015-01-01

    An emerging promising practice in many universities has been the development of faculty-in-residence programs, in which university faculty members and their family moved into university student residences, sharing common living spaces with students. This case study is centered on two faculty-in-residence living in university residence halls. One was an assistant professor pursuing tenure while raising a young child, while the second was a tenured full professor and associate dean raising two teens. This case study offers the post-experience conclusions of these two faculty-in-residence individuals, noting the benefits and challenges each experienced while living -and working closely with these students outside of the university classroom, all while striving for an optimal balance in managing professional and familial obligations.

  11. EVALUATION OF THE ENVIRONMENTAL CONSCIOUSNESS OF THE STUDENTS IN A MEDICAL FACULTY IN ANKARA

    Directory of Open Access Journals (Sweden)

    Songul VAIZOÐLU

    2005-08-01

    Full Text Available Objectives: The reseach is conducted to evaluate the environmental consciousness of the students in a medical faculty in Ankara. Materials and Methods: Of the 412 students, 342 (83.0% participated this cross-sectional study. Data were collected in August 2000 with ?Environmental Consciousness Research Form?, the questionnaire prepared by the researchers and analysed using EPI INFO 6.0, a statistical package programme. Results: Mean age of the study group was 23.71 and 54.7% were male. Most of the students (74.4% reported that they would go to school/work by bycle, bus or on foot, and 87.1 percent of them told they would prefer train. Of the participants, 72.3% think environmental problems are not the issues only governments would care about. While most of them (81.8% reported that they would give up buying the products harmful to the environment, only 18.8% told they would want to deliver brochures about environment to each house. Nearly half of the students reported that they wouldn?t spend their money for the solution of environmental problems. Most of the students reported that they didn?t admit to any official institution to get information on environmental pollution (90.3%, never attended a meeting on environment (85.6% and never subscribed to a publication about the environment (91.4%. The students knew the products containing mercury, the substances which do not dissepear in the ocean and about the ozone layer depletion. Environmental consciousness scores are calculated by grading the questions about environmental consciousness. Mean score was 27.47. Nearly half of the students (53.2% had a score over 28. Students reported that deforestation (10.1%, air pollution (8.0%, population explosion (7.8%, nuclear weapons (7.3% and industrial wastes (7.1% would be the most important problems in 21. century. Conclusion: Complementing the lack of knowledge determined in the study by planning educational programmes, considering the environmental

  12. EVALUATION OF THE ENVIRONMENTAL CONSCİOUSNESS OF THE STUDENTS IN A MEDICAL FACULTY IN ANKARA

    Directory of Open Access Journals (Sweden)

    Çağatay GÜLER

    2005-07-01

    Full Text Available Objectives: The reseach is conducted to evaluate the environmental consciousness of the students in a medical faculty in Ankara. Materials and Methods: Of the 412 students, 342 (83.0% participated this cross-sectional study. Data were collected in August 2000 with ?Environmental Consciousness Research Form?, the questionnaire prepared by the researchers and analysed using EPI INFO 6.0, a statistical package programme. Results: Mean age of the study group was 23.71 and 54.7% were male. Most of the students (74.4% reported that they would go to school/work by bycle, bus or on foot, and 87.1 percent of them told they would prefer train. Of the participants, 72.3% think environmental problems are not the issues only governments would care about. While most of them (81.8% reported that they would give up buying the products harmful to the environment, only 18.8% told they would want to deliver brochures about environment to each house. Nearly half of the students reported that they wouldn?t spend their money for the solution of environmental problems. Most of the students reported that they didn?t admit to any official institution to get information on environmental pollution (90.3%, never attended a meeting on environment (85.6% and never subscribed to a publication about the environment (91.4%. The students knew the products containing mercury, the substances which do not dissepear in the ocean and about the ozone layer depletion. Environmental consciousness scores are calculated by grading the questions about environmental consciousness. Mean score was 27.47. Nearly half of the students (53.2% had a score over 28. Students reported that deforestation (10.1%, air pollution (8.0%, population explosion (7.8%, nuclear weapons (7.3% and industrial wastes (7.1% would be the most important problems in 21. century. Conclusion: Complementing the lack of knowledge determined in the study by planning educational programmes, considering the environmental

  13. Obstacles of Search Engines Used by Graduate Students at The Faculty of Education, The Islamic University in Gaza

    Directory of Open Access Journals (Sweden)

    Fayez Kamal Shaladan

    2018-03-01

    Full Text Available This study aimed to identify obstacles of search engines used by graduate students at the Faculty of Education, the Islamic University in Gaza, and to overcome them. The researchers utilized the analytical descriptive approach to achieve the goal of the study. They used the interview tool and designed a questionnaire to collect data for the study. The sample of the study was (164 male and female postgraduate students enrolled in the College of Education. The study results were as follows: The degree of obstacles to the use of search engines among postgraduate students at the Faculty of Education at the Islamic University in Gaza was high with a percentage of (%71.05.There were no statistically significant differences between the averages of the study sample for the obstacles of the use of the search engines among the postgraduate students in the Faculty of Education, the Islamic University due to the gender and academic variables, the cumulative average. An exception to this was the third theme which was personal constraints which had differences in favor of students whose cumulative rates were less than (%85. The study concluded with these recommendations: The university should subscribe to various search engines revise admission terms and conditions for postgraduate studies whereby English and computer courses can be included. Keywords: Search engines, Students, Postgraduate studies, Islamic University.

  14. The study perception of social sciences and law faculty students for hoax in social media

    Science.gov (United States)

    Suyanto, T.; Zen, IM.; Prasetyo, K.; Isbandono, P.; Gamaputra, G.; Purba, IP.

    2018-01-01

    News in the information age is currently supported by advanced equipment in the field of information and communication. Digital skills are required to use social media responsibly and ethically. According to citizenship perspective, this is a category of citizen skills. This research is done to four departments of education. It is named Bachelor Program of Pancasila and Citizenship Education and Bachelor Program Education of Geography. The rest are non education department. It is named Bachelor Program Public Administration and Diploma Program of Public administration. Fifty (50) students was taken from each department. There are 200 students totally were obtained. Data collection techniques used questionnaire and interviews. Data analysis technique was used in research is descriptive statistics. The results of this study indicate that freshman FISH 2017 has a negative perception of hoax in social media. The average number earned is 84% of FISH new students in 2017 have media awareness, media literacy skills, and high social responsibilities. Thus the improvement of student character in the form of social responsibility as a student needs to be done continuously as an effort to realize smart and good citizenship citizens.

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

    Science.gov (United States)

    Bannerot, Richard; Sickorez, Donn G.

    1995-01-01

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

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

    Science.gov (United States)

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

    1997-01-01

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

  17. Fostering Integrated Learning and Faculty Collaboration through Curriculum Design: A Case Study

    Science.gov (United States)

    Routhieaux, Robert L.

    2015-01-01

    Designing and implementing innovative curricula can enhance student learning while simultaneously fostering faculty collaboration. However, innovative curricula can also surface numerous challenges for faculty, staff, students, and administration. This case study documents the design and implementation of an innovative Master of Business…

  18. Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions

    Directory of Open Access Journals (Sweden)

    Anita Acai

    2017-06-01

    Full Text Available Partnerships with students are considered one of the principles of good Scholarship of Teaching and Learning (SoTL practice. However, not all partnerships are equally successful. What characteristics are common to successful partnerships and what preparatory elements can lead toward more successful partnerships? In this article, our team of graduate students, educational developers, and faculty members engage in detailed self-reflection on our past and ongoing SoTL projects as an inquiry into what it means to be in a successful student-faculty/staff partnership. Using thematic analysis, we identify and describe four distinct domains that can shape partnerships: (1 motivations to participate, (2 challenges, (3 power, and (4 definitions of success. The article concludes with a set of questions to stimulate initial and ongoing conversations between partners to guide new partnerships in defining the parameters for success in their proposed collaboration. Les partenariats avec les étudiants sont considérés comme l’un des principes de bonne pratique de l’Avancement des connaissances en enseignement et en apprentissage (ACEA. Toutefois, tous les partenariats ne connaissent pas le même succès. Quelles sont les caractéristiques communes des partenariats réussis et quels sont les éléments préparatoires qui peuvent aboutir à des partenariats mieux réussis? Dans cet article, notre groupe, consistant d’étudiants de cycles supérieurs, de conseillers pédagogiques et de professeurs, se lance dans une auto-réflexion détaillée sur nos projets passés et présents en ACEA qui constitue une enquête sur ce que cela signifie de faire partie d’un partenariat réussi entre étudiants, professeurs et membres du personnel. Par le biais de l’analyse thématique, nous identifions et décrivons quatre domaines distincts qui façonnent les partenariats : 1 la motivation à participer, 2 les défis, 3 le pouvoir et 4 les définitions de la r

  19. Learning Clinical Procedures Through Internet Digital Objects: Experience of Undergraduate Students Across Clinical Faculties

    Science.gov (United States)

    Li, Tse Yan; Wong, Kin; Tse, Christine Shuk Kwan; Chan, Ying Yee

    2015-01-01

    Background Various digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students’ acquisition of clinical competence. Objective This study aimed to understand the experience of undergraduate students across clinical disciplines—medicine, dentistry, and nursing—in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning. Methods Mid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong—Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups. Results Among 439 respondents, 97.5% (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7%) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0%) and dental students (43/96, 45%) having learned them this way (both Pstudents accessed DLOs through public search engines, whereas 93.2% (409/439) accessed them by watching YouTube videos. Students often shared DLOs with classmates (277/435, 63.7%), but rarely discussed them with teachers (54/436, 12.4%). The accuracy, usefulness, and importance of Internet DLOs were rated as 6.85 (SD 1.48), 7.27 (SD 1.53), and 7.13 (SD 1.72), respectively, out of a high score of 10. Conclusions Self-exploration of DLOs in the unrestricted Internet environment is extremely common among current e-generation learners and was regarded by students across clinical faculties as an important

  20. [Tobacco smoking amongst students in the Medical Faculty of Wroclaw Medical University].

    Science.gov (United States)

    Kurpas, Donata; Jasińska, Ajicja; Wojtal, Mariola; Sochocka, Lucyna; Seń, Mariola

    2007-01-01

    The main aim of health promotion and diseases profilaxis is a struggle with smoking, which is a well known factor in many disorders, i.e. malignant carcinomas, noncarcinomatous diseases of respiratory system and cardiovascular diseases. The aim of the study was the analysis of the smoking level amongst the students of 6th year of the Medical Faculty of Wroclaw Medical University. Amongst 131 polled women--116 were non-smoking persons (88.5%), 15 smoking (11.5%). Amongst 55 polled men--43 these are non-smoking persons (78%), 12 smoking (22%). Out of smoking women, the most women (6) is smoking from 11 to 15 cigarettes per day, out of smoking men, the most (5 men)--6-10 cigarettes per day. Smoking women began smoking during the secondary school the most often. 8 of men began the smoking in the secondary school. The majority of examined didn't try to limit smoking. Respondents would expect the biggest support from close persons during giving up smoking Only 59% of women and 64% of men disagree definitely to smoking in their presence. In the consequence of above results surprising seems still high percentage of smokers amongst examined, scantiness of taking attempts of giving up smoking and indifference of non-smoking medical students towards smoking in their presence.

  1. Challenges and issues facing the future of nursing education: implications for ethnic minority faculty and students.

    Science.gov (United States)

    Davis, Sheila P; Davis, Danyetta D

    2010-01-01

    Current trends in higher education in the United States demand that nursing take stock of how it is prepared or being prepared to face challenges and issues impacting on its future. The intense effort made to attract students to pursue advanced training in science and engineering in the United States pales in comparison to the numbers of science and engineering majors produced yearly in international schools. As a result, more and more jobs are being outsourced to international markets. Could international outsourcing become a method of nursing education? Authors submit that to remain competitive, the nursing profession must attract a younger cohort of technologically savvy students and faculty reflective of the growing diverse population in the United States. Additionally, nursing programs in research universities face even more daunting challenges as it relates to mandates for funded research programs of educational units. This article offers suggestions and recommendations for nursing programs in higher education institutions on ways to attract and retain ethnic minorities and of how to harness the power of research to address burgeoning societal health challenges.

  2. Relationships between Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes

    Science.gov (United States)

    Gase, Lauren Nichol; Gomez, Louis M.; Kuo, Tony; Glenn, Beth A.; Inkelas, Moira; Ponce, Ninez A.

    2018-01-01

    BACKGROUND School climate is an integral part of a comprehensive approach to improving the wellbeing of students; however, little is known about the relationships between its different domains and measures. This study examined the relationships between student, staff, and administrative measures of school climate in order to understand the extent to which they were related to each other and student outcomes. METHODS The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014–2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and five outcomes of student wellbeing: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. RESULTS Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. CONCLUSIONS As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multi-dimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety. PMID:28382671

  3. Relationships Among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes.

    Science.gov (United States)

    Gase, Lauren N; Gomez, Louis M; Kuo, Tony; Glenn, Beth A; Inkelas, Moira; Ponce, Ninez A

    2017-05-01

    School climate is an integral part of a comprehensive approach to improving the well-being of students; however, little is known about the relationships between its different domains and measures. We examined the relationships between student, staff, and administrative measures of school climate to understand the extent to which they were related to each other and student outcomes. The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014-2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and 5 outcomes of student well-being: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multidimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety. © 2017, American School Health Association.

  4. Relationships among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes

    Science.gov (United States)

    Gase, Lauren N.; Gomez, Louis M.; Kuo, Tony; Glenn, Beth A.; Inkelas, Moira; Ponce, Ninez A.

    2017-01-01

    Background: School climate is an integral part of a comprehensive approach to improving the well-being of students; however, little is known about the relationships between its different domains and measures. We examined the relationships between student, staff, and administrative measures of school climate to understand the extent to which they…

  5. School Administrators' Perceptions of the Achievement Gap between African American Students and White Students

    Science.gov (United States)

    Royle, Jonathan; Brown, Casey Graham

    2014-01-01

    This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…

  6. The Student as Co-Producer: Learning from Public Administration about the Student-University Relationship

    Science.gov (United States)

    McCulloch, Alistair

    2009-01-01

    The dominant metaphor/model used to characterise the relationship of the student to the university, that is, the "student as consumer", is partial and not appropriate to the realities of contemporary higher education. This article suggests that co-production, a concept drawn from the public administration literature, offers a more…

  7. Comparing learning styles among students of Para medicine and Health faculties in Golestan University of medical sciences

    Directory of Open Access Journals (Sweden)

    Ghorban Mohammad Koochaki

    2016-06-01

    Full Text Available Background and Objectives: The validity of an educational system is dependent on students' learning. Learning is a complex variable which is affected by multiple factors. One of the most important factors is learning styles. Knowledge of learning styles of students to educational programs is very important. Therefore, this study aimed to determine students' learning styles among students of Para medicine and Health faculties in Golestan University of medical sciences. Methods: In this cross-sectional study, 401 students of the faculty of Para medicine and Health in Golestan University of Medical Sciences since 1391 till 1392 were selected and filled out the Standard Kolb Learning Style Inventory (LSI which was previously tested for reliability (8.0. Data was analyzed with SPSS version 18.0 using Chi-square and Fisher's exact test. Results: The mean age of students was 20.57 and 71.8 percent of them were female students. Learning styles of students included a convergent (63.4 %, absorber (25.4 %, accommodating (7.5% and divergent (3.7 %. Learning style of study had no statistically significant difference in comparison to sex, school, age, GPA, credits, semester and education levels (P>0.05. Conclusion: Converging and absorbing learning styles were more dominant among students. Therefore, it is recommended to use training methods which fit this style such as showing hand-writings and presentations with self-study materials, simulations, laboratory assignments and problem-based learning.

  8. [Effectiveness of teaching gerontology and geriatrics in students of the 1st Faculty of Medicine, Charles University in Prague].

    Science.gov (United States)

    Mádlová, P; Neuwirth, J; Topinková, E

    2006-01-01

    Increasing number of seniors in the society requires more university-degree educated professionals--health care professionals, social care workers and managers with basic exposure to and knowledge of gerontology and geriatrics. The aim of our paper was to evaluate the effectiveness of undergraduate training of gerontology and geriatrics among students of the 1st Faculty of Medicine, Charles University in Prague. To get information about knowledge of medical students and students of ergotherapy and physiotherapy and about their attitudes towards senior citizens we conducted a survey using two anonymous questionnaires prepared in our department and piloted earlier. The survey ran during the academic year 2004/2005. Students completed identical questionnaires twice, first time before the start of the clinical rotation and second time after the training end (n=134). Evaluation of knowledge and attitudes confirmed that one to two weeks clinical rotation at Department of Geriatrics was effective and increased knowledge of students in the topic trained. The percentage of correct answers in all three evaluated training programmes increased after the completion of the clinical rotation and reached 83% and more. From 134 participating students, 54.5 % appreciated life experience and wisdom of seniors they met, 98.4 % of students were satisfied with the training programme and 67.2 % of students reported that after training they changed their attitude towards senior population. Our survey confirmed that clinical training in geriatric medicine at 1st Faculty of Medicine, Charles University in Prague, prepared in agreement with current European recommendations is sufficiently effective and well accepted by the students. Therefore we recommend introduction of formal geriatric training for students in all medical faculties in the Czech Republic.

  9. Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

    Science.gov (United States)

    Poirier, Therese I; Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

    2017-04-01

    Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.

  10. Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

    Science.gov (United States)

    Shaw, Lawton; Kennepohl, Dietmar

    2013-01-01

    Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their…

  11. Navigating Evidence-Based Practice Projects: The Faculty Role.

    Science.gov (United States)

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

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

  12. Distance education in dental hygiene bachelor of science degree completion programs: As perceived by students and faculty

    Science.gov (United States)

    Tsokris, Maureen

    This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took their core BS dental hygiene (BSDH) courses completely online were compared and contrasted with the perceptions of dental hygiene students who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. Furthermore, this study compared and contrasted the perceptions of faculty on these same four dimensions based on the position held by the faculty member and the course format they are teaching in: online or a combination of online and a traditional face-to-face classroom setting. This study revealed several important differences and similarities between students who had taken their courses online and those who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. The results showed students who had taken their courses online described factors related to the instructor as important to the quality of the learning experience such as: the experience and qualifications of the professor, the examples they provided and the instructors prompt response to questions. Students who had taken courses in both formats described factors related to the amount of effort they put into the course, their classmates' preparedness, the course materials and assignments as important to the quality of the learning experience. Although students who completed courses online reported difficulty participating in group activities, they were more positive regarding the level of interaction they experienced with their classmates online Findings indicated students who had taken their courses in both formats would have liked more opportunities to interact

  13. Prevalence of Migraine Among Medical Students in Zahedan Faculty of Medicine (Southeast of Iran

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    Mohammad R. Shahrakai

    2011-09-01

    Full Text Available  Introduction: Migraine is a refer pain which is common in adults and children. Migraine and its frequently limits the daily life activities. Since medical students are subjected to stresses regarding lots of tests and the implicit responsibility to the courses, the purpose of the present study carried out to evaluate the prevalence of migraine among medical students in Zahedan University. Methods: This cross-sectional, questionnaire-based study was performed on 210 (male 94 and female 116 medical students in Zahedan faculty of Medicine during an academic year (2005 to 2006. The questionnaire was specified on demographic data and headache questions based on International Headache Society (IHS. Students’ Migraine was confirmed by clinical interviews, general physical and neurological examinations then the data obtained were analyzed using v 11 of SPSS, Chi square. Afterward the percentage and the mean (±SD along with the statistical difference (P<0.05 of the T-tests were calculated. Results and Discussion: The present study showed that the rate of headache during recent academic years was 90.5% in males and 88.8 % in females. The prevalence of migraine was 7.14 % in both sex (migraine without aura 4.29% and migraine with aura 2.86%. The most common of migraine triggers was stress, (73% sleeplessness (52.5%, too much reading (39.25% and fasting (39.55%. In this sense the moderate light and severe incidence were 52.27%, 38.18% and 9.09%. The prevalence of migraine did not have any relations with gender but there was a relation between having migraine and number of studying years.

  14. Use of tablets for the study of medicine. Part 1: Survey amongst students at the medical faculty of Münster University

    OpenAIRE

    Becker, JC; Görlich, D; Obst, O

    2015-01-01

    Students of medicine frequently make use of tablet computers for educational purposes. So the landscape of digital mobile learning behavior should be explored in depth. Moreover the faculty wants to know their students' needs to give them more support. This study among students of the medical faculty of the University of Münster examined the way they use smartphones and tablet computers as well as their expectations regarding lectures, the organization of courses and the communication with te...

  15. Smoking Habits and Attitudes in Students of the Third Faculty of Medicine of Charles University in Prague.

    Science.gov (United States)

    Schneidrová, Dagmar; Herotová, Tereza Kopřivová; Šustková, Magdaléna; Hynčica, Viktor

    2016-06-01

    This study seeks to assess smoking habits, attitudes and intention to quit in students of the Third Faculty of Medicine of Charles University in Prague, Czech Republic. A cross-sectional survey designed to obtain information on smoking history, current smoking status, cessation attempts, and attitudes towards smoking among health professionals was conducted in 452 students of the first and last years of a 6-year Master's Study Programme (General Medicine) and a 3-year Bachelor's Study Programme (Public Health). An anonymous questionnaire was administered during the classes in the course of academic years 2011-12 and 2012-13. 5.7% of the Master's Study Programme students (3.3% women and 9.0% men ) and 4.8% of the Bachelor's Study Programme students reported that they are regular smokers. The share of regular smokers was almost twice as big in students of the English Curriculum of the Master's Programme (10.7%) in comparison with the students of the Czech Curriculum (4.5%), and more than twice as big in students of the last years of both study programmes (3.9% in students of the 1st year and 10.8% in students of the 6th year of the Master's Programme; 3.2% in students of the 1st year and 7.0% in students of the 3rd year of the Bachelor's Study Programme). At the time of the research, 18.9% of students of the Master's Programme and 17.1% of students of the Bachelor's Programme were occasional smokers. 5.9% of students of the Master's Programme and 19.0% of students of the Bachelor's Programme reported that they quit smoking during their studies at the medical faculty; on the contrary, 9.8% of students of the Master's Programme and 14.3% of students of the Bachelor's Programme started smoking during that time. Smoking in health professionals undermines their significant role in health promotion and prevention of chronic diseases in their patients. Therefore, education at the medical faculty should focus on motivation of future health professionals towards non

  16. 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.

  17. Consensus training: an effective tool to minimize variations in periodontal diagnosis and treatment planning among dental faculty and students.

    Science.gov (United States)

    John, Vanchit; Lee, Seung-Jun; Prakasam, Sivaraman; Eckert, George J; Maupome, Gerardo

    2013-08-01

    Considerable disagreements and variations exist in diagnosis and treatment planning of periodontal disease. Achieving high interrater periodontal diagnosis can prove challenging. The objectives of this study were to measure variations in periodontal diagnosis and treatment planning among predoctoral periodontics faculty members after consensus training and to compare such variation with those identified in third- and fourth-year dental students. Nine electronically stored case vignettes and survey instruments were made available to eighteen faculty members and twenty dental students under standardized conditions. A chi-square test was used to compare responses between groups, and multirater kappa tests were used to evaluate interrater agreement/reliability. Of the nine cases, only one differed between groups significantly in terms of treatment. Also, third-year students differed from fourth-year students on the diagnosis of aggressive periodontitis versus chronic periodontitis. Most respondents were able to distinguish clearly among diagnoses of chronic periodontitis, aggressive periodontitis, and gingivitis. This study established a baseline assessment of the current status of consensus after training. We will reassess variations after addressing the specific challenges identified. Programs designed and implemented to help decrease the variation in periodontal diagnosis and treatment planning among faculty members may ultimately translate into better agreement and better standardization of dental instruction.

  18. Integrating Internet into Engineering Education: A Case Study of Students' Usage and Attitudes in Faculty of Engineering, Ahmadu Bello University

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    F.O. Anafi

    2015-12-01

    Full Text Available The attitude of students towards the integration of the internet as a study tool and communication channel in teaching and learning in engineering has been investigated. A study was carried out in the Faculty of Engineering, Ahmadu Bello University Zaria, Nigeria, aimed at investigating the effect of certain variables such as gender, course of study, computer experience, and the percentage of internet usage on teaching and learning processes. A well-structured questionnaire was administered to a randomly selected five hundred (500 male and female students across the seven (7 departments of the faculty and about 85% were filled and returned. The study also examines the university management's perspectives and strategies to incorporate internet usage in teaching and learning processes especially in engineering. Amazingly, responses received showed that experience in the use of the computer in surfing the internet for problem based activities mainly affects the level of internet usage across the faculty. This factor makes some students to misplace their priority in internet usage emphasizing on e-mail correspondence and social networking rather than sourcing for information and solving problems as it is done by a few students. Furthermore, findings support that internet cannot entirely substitute for traditional teaching and learning processes like text reading but can serve as a reasonable alternative when the latter is unavailable

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

    Science.gov (United States)

    Jennings, Todd

    2010-01-01

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

  20. 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.

  1. Ways of spending leisure time by the third year-students of the Faculty of Pharmacy, Medical University of Lublin.

    Science.gov (United States)

    Czabak-Garbacz, Róza; Skibniewska, Agnieszka; Mazurkiewicz, Piotr; Gdula, Agnieszka

    2002-01-01

    The aim of the study was the assessment of leisure time among third-year students from the Faculty of Pharmacy of the Medical University of Lublin. It analysed quantity of time devoted to school activity and ways of spending free time. The study involved 114 students (82 women and 32 men). The study revealed that women had less free time than men, who, most probably did not attend some lectures. The most popular activities among the questioned students were: sleeping (average 6.8 hours a day), studying (average 3.6 hours a day), listening to the radio (average 2.9 hours a day), talking with friends (average 1.9 hours a day), personal hygiene (average 1.1 hours a day), watching TV (average 1.1 hours a day), housework. Students devoted the least of their free time on active rest, for example walking (women did it more often than men) or practising sport (more popular among men). Cultural life of the students consisted only of meetings with friends and going to the cinema (women did it more often). The least popular way of spending free time was going to the theatre, opera, concerts and exhibitions. Few students spent their time working. Their number increased significantly during holidays. The way of spending free time by third-year students from the Faculty of Pharmacy (both men and women) during the day was similar, differences related only to the amount of time devoted to each activity.

  2. The Emotional Impact Nursing Faculty Experience in Relationship to Student Academic Dishonesty and the Social and Political Factors That Influence Their Decision to Report Dishonesty

    Science.gov (United States)

    Scebold, Jody L.

    2016-01-01

    The purpose of the study was to explore the emotional impact nursing faculty experience in relationship to nursing student academic dishonesty and the social and political factors that influence their decision to report suspected acts of academic dishonesty. The study was based on Fontana's 2009 study titled "Nursing Faculty Experiences of…

  3. Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance

    Science.gov (United States)

    Brill, Jennifer; Park, Yeonjeong

    2011-01-01

    The effective integration of current technologies in teaching and research is a high priority for today's universities. To support the technology skills of university faculty, staff, and students, the subject university's office for faculty training and support, provides free, 24/7 access to a collection of online technology tutorials leased from…

  4. Management Practices of Cats Owned by Faculty, Staff, and Students at Two Midwest Veterinary Schools

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    Judith L. Stella

    2016-01-01

    Full Text Available Understanding cat owners’ housing, care, and management practices is important for promoting cat welfare. A survey study was conducted on the housing and management practices used for cats by students, faculty, and staff of The Ohio State University and Purdue University veterinary colleges. Subjects were 138 cat-owner dyads. Most cats (74% were housed strictly indoors in keeping with common US veterinary recommendations. However, many did not implement best practices outlined for behavior and other welfare needs of indoor cats. The percentage of respondents placing resources where cats could be disrupted while using them was 31%, 53%, and 30% for resting areas, food/water dishes, and litter boxes, respectively. Many cats were not provided a litter box in a private area (35%, in multiple areas of the house (51%, or that was regularly washed (73%. Horizontal scratching opportunities were not provided to 38% of cats; 32% were not provided toys that mimic prey and 91% of cats were fed a diet consisting of >75% dry food. These findings suggest a need for more concerted efforts to educate owners about meeting their cats’ welfare needs so as to attenuate risks and improve cat physical and behavioral welfare outcomes.

  5. ATTITUDE AND PERCEPTION OF FACULTIES TOWARDS TEACHING EVIDENCE BASED MEDICINE TO PRE - CLINICAL & PARA - CLINICAL MEDICAL STUDENTS

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    Bhavita Patel

    2015-02-01

    Full Text Available NTRODUCTION: Evidence - based medicine (EBM is defined as the „conscientious, explicit, and judicious use of current best evidence‟. It i s an important tool for lifelong learning in medicine, and medical students can develop the skills necessary to understand and use EBM. The teaching of EBM in Sumandeep Vidyapeeth is as part of Evidence Based Education System (EBES. The university has imp lemented the 16 hours of teaching with project work on Evidence Based Medicine in 1st MBBS and 2nd MBBS curriculum in addition to MBBS syllabus. AIMS & OBJECTIVES: This study was planned to take feedback from all the faculties those who are involved in Evi dence based Medicine teaching to evaluate their attitude and perception towards this innovative teaching method and to recommend improvements. MATERIAL & METHODS: A Descriptive, self - structured , pilot pretested questionnaire based cross sectional study was conducted in the year 2013 - 2014 among 40 faculties from 7 Departments like Anatomy, Physiology, Biochemistry, Microbiology, Pharmacology, Pathology and Forensic Medicine teaching Evidence Base d Medicine to students at S.B.K.S MI & RC, Sumandeep Vidyapeeth. Data was expressed as percentage. RESULTS: The response rate for the study was 75%. Almost 87% of faculties agreed that teaching EBM is a welcoming development during pre and para clinical ye ars. About 80% faculties agreed that it will help them in future clinical learning. 87% faculties agreed that literature and research searching improves their day to day teaching. About 77% of faculties have attended workshop and training held in Universit y and 83% of faculties agreed that they are interested in more learning and improving skills necessary to incorporate Evidence based medicine into their discipline. Barriers included shortage of time and need for training in teaching EBM. CONCLUSION: Facul ties of this University teaching Pre - clinical and Para - clinical medical students recognized

  6. Religion, Spirituality, and the Hidden Curriculum: Medical Student and Faculty Reflections.

    Science.gov (United States)

    Balboni, Michael J; Bandini, Julia; Mitchell, Christine; Epstein-Peterson, Zachary D; Amobi, Ada; Cahill, Jonathan; Enzinger, Andrea C; Peteet, John; Balboni, Tracy

    2015-10-01

    Religion and spirituality play an important role in physicians' medical practice, but little research has examined their influence within the socialization of medical trainees and the hidden curriculum. The objective is to explore the role of religion and spirituality as they intersect with aspects of medicine's hidden curriculum. Semiscripted, one-on-one interviews and focus groups (n = 33 respondents) were conducted to assess Harvard Medical School student and faculty experiences of religion/spirituality and the professionalization process during medical training. Using grounded theory, theme extraction was performed with interdisciplinary input (medicine, sociology, and theology), yielding a high inter-rater reliability score (kappa = 0.75). Three domains emerged where religion and spirituality appear as a factor in medical training. First, religion/spirituality may present unique challenges and benefits in relation to the hidden curriculum. Religious/spiritual respondents more often reported to struggle with issues of personal identity, increased self-doubt, and perceived medical knowledge inadequacy. However, religious/spiritual participants less often described relationship conflicts within the medical team, work-life imbalance, and emotional stress arising from patient suffering. Second, religion/spirituality may influence coping strategies during encounters with patient suffering. Religious/spiritual trainees described using prayer, faith, and compassion as means for coping whereas nonreligious/nonspiritual trainees discussed compartmentalization and emotional repression. Third, levels of religion/spirituality appear to fluctuate in relation to medical training, with many trainees experiencing an increase in religiousness/spirituality during training. Religion/spirituality has a largely unstudied but possibly influential role in medical student socialization. Future study is needed to characterize its function within the hidden curriculum. Copyright

  7. BILINGUALISM AMONG STUDENTS OF THE FACULTY OF LANGUAGE AND LITERATURE, SALATIGA, INDONESIA: A DESCRIPTIVE ANALYSIS

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    Anne Indrayanti Timotius

    2017-04-01

    Full Text Available Although bilingualism is an interesting phenomenon these days, not many researchers explore bilingualism in Asia. Most research in a similar field, like that done by Yip and Matthews (2007, and Harding-Esch and Riley (2003, show that children become bilingual because their parents are from countries with different mother tongues. This is not necessarily true in Asian countries like Indonesia. In Indonesia, most of its citizens are bilingual, even though both parents are Indonesian. This happens because children are not only exposed to and taught one language from a young age. Many of them are exposed to at least two languages, which are Indonesian (the national language and lingua franca of Indonesia and their local language – which is different depending on which area of Indonesia they were born or grew up. In addition, it is highly possible that exposure to other languages, such as English, may add to their capability to speak more than just two languages and thus, they become multilingual. This phenomenon has piqued the interest of the writers to conduct a study on bilingualism in Indonesia. The aim of the study is to describe bilingualism/multilingualism among a group of students in Indonesia. The data is collected by distributing questionnaires to 240 participants who are students in the Faculty of Language and Literature (FLL, Satya Wacana Christian University, Salatiga. The study reveals that there are three languages mostly spoken or used by the participants. They are Indonesian, English, and a regional language (mostly Javanese. Also, most of the students‘ first language is Indonesian. As for the second language, it is quite varied, including regional languages and English.

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

    Science.gov (United States)

    Cavico, Frank J.; Mujtaba, Bahaudin G.

    2010-01-01

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

  9. Assessment of graduate public health education in Nepal and perceived needs of faculty and students

    Science.gov (United States)

    2013-01-01

    Background Despite the large body of evidence suggesting that effective public health infrastructure is vital to improving the health status of populations, many universities in developing countries offer minimal opportunities for graduate training in public health. In Nepal, for example, only two institutions currently offer a graduate public health degree. Both institutions confer only a general Masters in Public Health (MPH), and together produce 30 graduates per year. The objective of this assessment was to identify challenges in graduate public health education in Nepal, and explore ways to address these challenges. Methods The assessment included in-person school visits and data collection through semi-structured in-depth interviews with primary stakeholders of Nepal’s public health academic sector. The 72 participants included faculty, students, alumni, and leaders of institutions that offered MPH programs, and the leadership of one government-funded institution that is currently developing an MPH program. Data were analyzed through content analysis to identify major themes. Results Six themes characterizing the challenges of expanding and improving graduate public health training were identified: 1) a shortage of trained public health faculty, with consequent reliance on the internet to compensate for inadequate teaching resources; 2) teaching/learning cultures and bureaucratic traditions that are not optimal for graduate education; 3) within-institution dominance of clinical medicine over public health; 4) a desire for practice–oriented, contextually relevant training opportunities; 5) a demand for degree options in public health specialties (for example, epidemiology); and 6) a strong interest in international academic collaboration. Conclusion Despite an enormous need for trained public health professionals, Nepal’s educational institutions face barriers to developing effective graduate programs. Overcoming these barriers will require: 1

  10. Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves

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    Alison Cook-Sather

    2016-09-01

    Full Text Available Linguistic, literary, and feminist studies define translation as a process of rendering a new version of an original with attention to context, power, and purpose. Processes of translation in the context of student-faculty co-inquiry in the Scholarship of Teaching and Learning offer examples of how this re-rendering can play out in the realm of academic development. In this article, translation serves as a conceptual framework that allows us to bring a fresh interpretation to the collaborative work of participants in a student-faculty pedagogical partnership program based at two colleges in the mid-Atlantic United States. We argue that faculty members and student consultants who participate in this program engage in processes of translation that lead to transformed perceptions of classroom engagement, transformed terms for naming pedagogical practices, and, more metaphorically, transformed selves. Drawing on data from an ongoing action research study of this program and on articles and essays we and other participants in the program have published, we use a form of narrative analysis as it intersects with the conceptual framework offered by translation to illustrate how, through their collaboration, faculty and students engage in never-finished processes of change that enable mental perceptions, linguistic terms, and human selves to be newly comprehended, communicated, and expressed. We touch upon what is lost in translation as well and the necessity of ongoing efforts to make meaning through collaborative explorations, analyses, and re-renderings. Finally, we provide examples of how the changes participants experience and effect endure beyond the time of partnership and in other realms of their lives.

  11. Role of stress in burnout among students of medicine and dentistry--a study in Ljubljana, Slovenia, Faculty of Medicine.

    Science.gov (United States)

    Kogoj, Tina Krokter; Cebašek-Travnik, Zdenka; Zaletel-Kragelj, Lijana

    2014-09-01

    Medical education is challenging, but for some students it can be very stressful. Studies suggest that stress during medical education can have a negative impact on students' mental health and that burnout is frequent among medical school students. The aim of this study was to measure burnout among students of medicine/dentistry (M/D) at the Faculty of Medicine, University of Ljubljana, Slovenia, in relation to their perception of stress, so as to enable planning preventative activities for students at risk. The data were collected in a cross-sectional study, carried out in spring 2008 among the total population of MID students of 1St, 3rd, 4th and 6th year, using a self-administered online questionnaire. Oldenburg Burnout Inventory (OLBI) instrument was used. Separate burnout scores were calculated for the exhaustion and disengagement dimensions of burnout, and related to students'perception of stress. Multiple linear regression method was carried out to adjust the association estimates for several potential confounders (gender, study program, relationship status, and grade). The overall response rate was 47.2%, and a total of 476 students participated. Students scored higher on exhaustion than on disengagement dimension--the mean value of burnout scores on the exhaustion dimension scale was -1.68, while it was -4.58 on the disengagement dimension scale. The results showed a statistically significant difference between high and low risk-for-stress groups of students in both burnout dimensions (average value of burnout scores on the exhaustion scale: high risk-for-stress group -3.69, low risk-for-stress group 0.19, pburnout scores on the disengagement scale: high risk-for-stress group -5.57, low risk-for-stress group -3.65, pburnout subscales remained almost unchanged. Results confirmed our hypothesis that M/D students of Ljubljana Faculty of Medicine who frequently experience stress (especially those with poor coping mechanisms), exhibit higher degree of burnout.

  12. Effects of various factors on bacteria colonization at the mobile phones and on the hands’ of medical faculty students

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    Elif Ünal

    2014-09-01

    Full Text Available Objective: Microorganisms ping pong effect from hand to cell phone can actualize. The aim of this study was to investigate the bacterial diversity and to compare the similarities of bacteria of the thumb, forefinger cultures and smart phones surface swab cultures taken from the Baskent University Faculty of Medicine students. We also targeted that to compare bacterial disparity of clinical and preclinial students and to see the affect of hand washing, cell phone cleaning practice on bacterial variability. Methods: after voluntary informed consent forms were signed, students from Baskent University Faculty of Medicine were included to the study. Finger cultures were taken from thumb, forefinger of their active hands. Swab cultures collected from surface of the smart phones. Identifications of isolated colonies were performed with conventional methods. Results: Smartphone and finger cultures were collected from total 230 subjects, including 143 women 87 men's. 65% of cultures were taken from preclinical student and the rest from clinical students. Bacterial similarity was recovered from finger cultures and Smartphone cultures in 79% of volunteers (p<0.001. Conclusion: Our study was revealed that hand cleaning was affecting bacterial diversity and the frequency of hand washing influenced the bacterial variety. Although we expected to find a significant difference for bacterial diversity between preclinical and clinical students, our study did not confirm this opinion. J Clin Exp Invest 2014; 5 (3: 410-414

  13. Does curricular change improve faculty perceptions of student experiences with the educational environment? A preliminary study in an institution undergoing curricular change

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    Syed Ilyas Shehnaz

    2014-04-01

    Conclusion: The study showed that the faculty perceived the organ system-based integrated curriculum as providing a better educational environment for the students than the discipline based curriculum.

  14. Use of information and communication technology among dental students and registrars at the faculty of dental sciences, University of Lagos.

    Science.gov (United States)

    Butali, A; Adeyemo, W L; Akinshipo, A O; Fashina, A; Savage, K O

    2011-01-01

    The aim of this study was to investigate the use of information technology amongst dental students, dental nursing students and resident doctors in training at the faculty of dental Surgery University of Lagos. A structured questionnaire was distributed to 58 clinical dental students in 4 th and 5 th years of training in the 2010/2011 academic year, 36 dental nursing students and 63 resident doctors undergoing specialist training. All participants have access to the computers, 2.5% within the University and 31% at home and internet cafes and about 50% have the basic skills required. A significant difference was observed between the resident doctors and clinical dental students (P = 0.003), between resident doctors and dental nursing students (P = 0.0001) when the use of computer for study was compared. Over 95% of participants have access to internet and about 50% of them use the internet for their studies. A significant difference (P = 0.005) was observed between clinical dental students and dental nursing students that use the internet and word processing. The resident doctors used the computers for multimedia and MedLine search tools more than clinical dental students (P = 0.004) and dental nursing students (0.0006). The findings of the study show that dental students and resident doctors in training have the requisite knowledge to operate the computer for use in their study and personal activities.

  15. [Content of mineral elements in the diet of students of physical education faculty].

    Science.gov (United States)

    Novokshanova, A L; Nikitiyk, D B; Pozdniakov, A L

    2013-01-01

    Research of the diet of students of the Faculty of Physical Education found discrepancy of caloric content and correlation of macro- and micronutrients to physiological norms accompanied by a deficiency of some mineral elements. Thus, this research found discrepancy of a diet in caloric content and correlation of macro- and micronutrients to physiological norms. Calorie deficiency in both groups is caused for lack of all macro- and micronutrients, but mostly for lack of carbohydrates with an average glycemic index, fruit, and vegetables that have prebiotic properties and mineral-rich elements. Deficiency in the diet of young men 9.6% of the total protein and 23.5% of carbohydrates was accompanied for lack 15.5% of calcium. In the group of girls the results showed a decrease of the required amounts of calcium, magnesium and iron of 36.4; 7.5 and 1.5% respectively, which was displayed against a background of reducing the consumption of the total protein 25.1 and 36.0% of carbohydrates. As a result, basic nutrition of students practicing sports requires rationalization and adjustment. To improve the biological value of the diet it is advisable for students to use daily dairy products and other sources of animal protein in their diets. It is also necessary to introduce fruit and vegetables as a source of dietary fibers and mineral elements. Created in both groups deficiency of calcium and biologically high-grade proteins of animal origin can be eliminated by various dairy products in which calcium and phosphorus are in easily digestible form and in a balanced quantity. Despite the considerable amount of calcium in many foods (meat, bread, cereals, vegetables) calcium is assimilated with difficulty from these products. The exception is the calcium of milk, curd, cheese and other dairy products. The ration between calcium and phosphorus in milk is 1:1-1.4:1. For example, taking 0.5 liters of milk provides 600 mg of assimilable calcium intake.

  16. National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1998. Volume 1

    Science.gov (United States)

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

    1999-01-01

    JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC, under ASEE. The objectives of the program are to further the professional knowledge of qualified engineering and science members; stimulate an exchange of ideas between participants and NASA; enrich and refresh the research and teaching activities of participants; and contribute to the research objectives of the NASA Centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project commensurate with his/her interests and background and worked in collaboration with a NASA/JSC colleague. This document is a compilation of the final reports on the fellows' research projects performed during the summer of 1998. Volume 1, current volume, contains the first reports, and volume 2 contains the remaining reports.

  17. The lived experience of part-time baccalaureate nursing faculty.

    Science.gov (United States)

    Gazza, Elizabeth A; Shellenbarger, Teresa

    2010-01-01

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

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

    Science.gov (United States)

    Baumann, Michèle; Ionescu, Ion; Chau, Nearkasen

    2011-04-18

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

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

    Directory of Open Access Journals (Sweden)

    Ionescu Ion

    2011-04-01

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

  20. Attitudes toward euthanasia, assisted suicide and termination of life-sustaining treatment of Puerto Rican medical students, medical residents, and faculty.

    Science.gov (United States)

    Ramirez Rivera, J; Rodríguez, R; Otero Igaravidez, Y

    2000-01-01

    To elicit the opinion of Puerto Rican medical students, residents and internal medicine faculty as to the appropriateness of euthanasia and physician-assisted suicide and end-of-life management. Survey using a 16-item questionnaire answered within a two-month period in the fall of 1996. Rounds or faculty meetings at teaching hospitals located in the north, south and southwest of the island of Puerto Rico. There were 424 participants. The questionnaires of 279 medical students, 75 medical residents, and 35 internal medicine faculty members were analyzed. Thirty-five questionnaires, which were incomplete or answered by non-Puerto Rican participants, were excluded. Frequency of support of active euthanasia, physician-assisted suicide, withholding or withdrawing life-sustaining treatment with informed consent was determined. Whether it was ethical to prescribe full doses of drugs needed to alleviate pain even if it would hasten death, or agree to limit or restrict resources for the terminally ill was also determined. Forty per cent of the students, 33% of the residents, and 20% of the faculty supported euthanasia. If physician-assisted suicide were legalized, 50 per cent of the students, 43 per cent of the residents and 45 percent of the faculty would not be opposed to it. Sixty-eight per cent of the students, 67 per cent of the residents and 88 per cent of the faculty would support withholding or withdrawing life-sustaining treatment for dying patients with informed consent. Seventy-nine per cent of residents, 80 per cent of the faculty but only 54 per cent of medical students would prescribe full doses of drugs needed to alleviate pain in dying patients even if they would hasten death. Thirty-six per cent of the residents and faculty would agree to limit the use of medical resources for the terminally ill but only sixteen per cent of medical students would do so. The acceptance of euthanasia was inversely proportional to the clinical experience of the respondents: 40