WorldWideScience

Sample records for technology faculty fellows

  1. An active learning curriculum improves fellows' knowledge and faculty teaching skills.

    Science.gov (United States)

    Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

    2017-01-01

    Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

  2. The Advanced Technology Environmental Education Center Summer Fellows Institute.

    Science.gov (United States)

    Depken, Diane E.; Zeman, Catherine L.; Lensch, Ellen Kabat; Brown, Edward J.

    2002-01-01

    Describes the background, activities, and outcomes of the Advanced Technology Environmental Education Center (ATEEC) and its Summer Fellows Institutes as a model for disciplinary and cross-disciplinary infusion of environmental science and technology content, curriculum, and methods into the classroom. Presents experiences, themes, and activities…

  3. High-Fidelity Contrast Reaction Simulation Training: Performance Comparison of Faculty, Fellows, and Residents.

    Science.gov (United States)

    Pfeifer, Kyle; Staib, Lawrence; Arango, Jennifer; Kirsch, John; Arici, Mel; Kappus, Liana; Pahade, Jay

    2016-01-01

    Reactions to contrast material are uncommon in diagnostic radiology, and vary in clinical presentation from urticaria to life-threatening anaphylaxis. Prior studies have demonstrated a high error rate in contrast reaction management, with smaller studies using simulation demonstrating variable data on effectiveness. We sought to assess the effectiveness of high-fidelity simulation in teaching contrast reaction management for residents, fellows, and attendings. A 20-question multiple-choice test assessing contrast reaction knowledge, with Likert-scale questions assessing subjective comfort levels of management of contrast reactions, was created. Three simulation scenarios that represented a moderate reaction, a severe reaction, and a contrast reaction mimic were completed in a one-hour period in a simulation laboratory. All participants completed a pretest and a posttest at one month. A six-month delayed posttest was given, but was optional for all participants. A total of 150 radiologists participated (residents = 52; fellows = 24; faculty = 74) in the pretest and posttest; and 105 participants completed the delayed posttest (residents = 31; fellows = 17; faculty = 57). A statistically significant increase was found in the one-month posttest (P < .00001) and the six-month posttest scores (P < .00001) and Likert scores (P < .001) assessing comfort level in managing all contrast reactions, compared with the pretest. Test scores and comfort level for moderate and severe reactions significantly decreased at six months, compared with the one-month posttest (P < .05). High-fidelity simulation is an effective learning tool, allowing practice of "high-acuity" situation management in a nonthreatening environment; the simulation training resulted in significant improvement in test scores, as well as an increase in subjective comfort in management of reactions, across all levels of training. A six-month refresher course is suggested, to maintain knowledge and comfort level in

  4. Implementing the leadership development plans of faculty education fellows: a structured approach.

    Science.gov (United States)

    Goldman, Ellen F; Wesner, Marilyn; Karnchanomai, Ornpawee; Haywood, Yolanda

    2012-09-01

    The literature about medical education faculty fellowship programs, which have grown in popularity, quantifies program characteristics, provides exemplars, and reports on delivery strategies. Evaluation is generally limited to satisfaction measures, with a few longitudinal studies of postprogram achievements, but none on the process of making these changes.The authors describe the development of faculty members' postfellowship leadership plans and a structured process to support plan implementation. They also compare the implementation of initiatives specified in individual leadership development plans of two cohorts of faculty. The participants were graduates of a fellowship program at the George Washington University School of Medicine and Health Sciences. One cohort participated in a structured process of monthly reciprocal peer coaching, followed by journaling and quarterly interviews with the program director; a second cohort functioned as a comparison with no structured process supporting them. (Study years are not provided because they could inadvertently lead to the identification of the participants.) Despite similar implementation challenges expressed by both cohorts, the cohort participating in the structured process implemented 23% more of their planned initiatives, including 2 times as many educational leadership initiatives and 3.5 times as many initiatives related to developing new curriculum. The combination of plan development, reciprocal peer coaching, journaling, and interview discussions provided faculty with focus, structure, and personal support. This structured process supporting leadership plan development and implementation can be easily transferred to other fellowship programs in medical education, adapted for use with residents and fellows, and used in similar development programs.

  5. 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  

  6. Searching for Educational Technology Faculty.

    Science.gov (United States)

    Barrow, Lloyd H.

    2003-01-01

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

  7. The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching?

    OpenAIRE

    Brancaccio-Taras, Loretta; Gull, Kelly A.; Ratti, Claudia

    2016-01-01

    The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of s...

  8. The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching.

    Science.gov (United States)

    Brancaccio-Taras, Loretta; Gull, Kelly A; Ratti, Claudia

    2016-12-01

    The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.

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

    Science.gov (United States)

    Ramsey, Ellen C

    2006-04-25

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

  10. Study of Faculty and Information Technology, 2014

    Science.gov (United States)

    Dahlstrom, Eden; Brooks, D. Christopher

    2014-01-01

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

  11. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 2015 Section: Engineering & Technology. Ravishankar, Prof. Narayanan Ph.D. (IISc), FRSC. Date of birth: 12 February 1970. Specialization: Nanomaterials, Electron Microscopy, Energy Applications Address: Materials Research Centre, Indian Institute of Science, Bengaluru 560 012, Karnataka

  12. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Engineering & Technology. Rau, M A Govinda. Date of birth: 26 August 1901. Date of death: 19 November 1954. Specialization: Chemical Engineering. YouTube; Twitter; Facebook; Blog ...

  13. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    ... Discussion Meetings · Public Lectures · Lecture Workshops · Refresher Courses · Symposia. Home; Fellowship. Fellow Profile. Elected: 1945 Section: Engineering & Technology. Deshpande, D L . FNA. Date of birth: 2 September 1909. Date of death: 5 April 1961.

  14. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1974 Section: Engineering & Technology. Kelkar, Dr Purushottam Kashinath Ph.D. (Liverpool). Date of birth: 1 June 1909. Date of death: 23 October 1990. Specialization: Electrical Engineering. YouTube; Twitter; Facebook; Blog ...

  15. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1949 Section: Engineering & Technology. Thacker, Maneklal Sankalchand D.Engg., FNA. Date of birth: 3 December 1904. Date of death: 6 July 1979. Specialization: Engineering. YouTube; Twitter; Facebook; Blog ...

  16. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1940 Section: Engineering & Technology. Ishaq, Prof. Mohammad FNA. Date of birth: 1 April 1901. Date of death: 22 March 1960. Specialization: Molecular Spectroscopy. YouTube; Twitter; Facebook; Blog ...

  17. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Engineering & Technology. Visvesvaraya, M D.Sc. 1936-37. Date of birth: 15 September 1861. Date of death: 14 April 1962. Specialization: Civil Engineering. YouTube; Twitter; Facebook; Blog ...

  18. Getting Started in Academic Careers: On the Cutting Edge Resources for Graduate Students, Postdoctoral Fellows, and Early Career Faculty

    Science.gov (United States)

    MacDonald, R.; Ormand, C.; Manduca, C. A.; Wright-Dunbar, R.; Allen-King, R.

    2007-12-01

    The professional development program,'On the Cutting Edge', offers on-line resources and annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Pre- workshop surveys reveal that early career faculty, post-docs, and graduate students have many questions about teaching (e.g., what are effective teaching strategies, how to design a course, how to prepare a syllabus, how to teach large courses), research (e.g., initiate and fund future research, set up and manage a lab, obtain equipment), and career management (e.g., understand tenure requirements, balance all it all). The graduate students and post-docs also have questions about jobs and the job search process. Their questions show a lack of familiarity with the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). In particular, they are uncertain about what educational setting will best fit their values and career goals and how teaching loads and research expectations vary by institution. Common questions related to the job search process include where to find job listings (the most common question in recent years), when to start the job search process, how to stand out as an applicant, and how to prepare for interviews. Both groups have questions about how to develop new skills: how to develop, plan and prepare a new course (without it taking all of their time), how to expand beyond their PhD (or postdoc) research projects, how to develop a research plan, and where to apply for funding. These are important topics for advisors to discuss with all of their students and postdocs who are planning on careers in academia. On the Cutting Edge offers workshops and web resources to help current and future faculty navigate these critical stages of their careers. The four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your

  19. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1974 Section: Engineering & Technology. Krishna, Dr Maddaly Gopala Ph.D. (Leeds). Date of birth: 18 July 1922. Date of death: 5 June 1978. Specialization: Fuel Technology and Chemical Engineering. YouTube; Twitter; Facebook; Blog ...

  20. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1939 Section: Engineering & Technology. Ramaswami, Erode Krishnaswami B.Sc. Eng. (London). Date of birth: 12 February 1894. Date of death: 22 April 1979. Specialization: Mechanical Engineering ... PSGRK College for Women, Coimbatore, 22–24 June 2016. MORE ...

  1. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1949 Section: Engineering & Technology. Nabar, Govind Malhar. Date of birth: 2 July 1904. Date of death: 20 July 1986. Specialization: Textile Chemistry. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

  2. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1936 Section: Engineering & Technology. Rao, Keshaviah Aswath Narain. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from 29–30 June 2018 in Infosys, ...

  3. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1975 Section: Engineering & Technology. Ramakrishna, Dr Basava Sri Ph.D. (Illinois Inst. Tech.) Date of birth: 17 October 1921. Date of death: 12 February 2011. Specialization: Acoustics Last known address: 68, Second Cross, Ganganagar, Bengaluru 560 032. YouTube; Twitter ...

  4. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Engineering & Technology. Taylor, Edward McKenzie 1940-43. Date of birth: 1889. Specialization: Agriculture. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the ...

  5. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1972 Section: Engineering & Technology. Kumaraswamy, Ponnambalam B.E. (Hons). Date of birth: 4 October 1930. Date of death: 9 March 1988. Specialization: Hydraulics, Hydrology and Computer Simulation. YouTube; Twitter; Facebook; Blog ...

  6. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1974 Section: Engineering & Technology. Rao, Dr Dhanvada Madhava Ph.D. (London). Date of birth: 4 July 1932. Date of death: 29 December 2010. Specialization: Aerodynamics and Fluid Mechanics Last known address: No. 406, Tides Run, Yorktown, Virginia 23692, USA.

  7. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1974 Section: Engineering & Technology. Pandalai, Prof. Krishnan Aditya Vaman D.Ae.E. (New York). Date of birth: 16 February 1928. Date of death: 20 May 1999. Specialization: Aircraft Structural Mechanics and Composites Last known address: 77/2, Velachery Road, Madras ...

  8. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 2017 Section: Chemistry. Sunoj, Prof. Raghavan B Ph.D. (IISc), FRSC. Date of birth: 3 April 1974. Specialization: Computational Chemistry, Theoretical Chemistry Address: Department of Chemistry, Indian Institute of Technology, Powai, Mumbai 400 076, Maharashtra Contact:

  9. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Engineering & Technology. Palacios, Gonzalo. Date of birth: 20 November 1894. Date of death: 3 April 1967. Specialization: Architecture. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

  10. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1955 Section: Chemistry. Rao, Shimoga Nadiga Gundu B.Sc. (Bangalore), FNA. Date of birth: 26 November 1909. Date of death: 7 September 1985. Specialization: Sugar Technology and Industrial Chemistry. YouTube; Twitter; Facebook; Blog ...

  11. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1943 Section: Chemistry. Kane, Dr Govind Pandurang Ph.D. (London) 1962-64. Date of birth: 2 March 1911. Date of death: 25 June 1991. Specialization: Chemical Technology and Engineering Last known address: Flat 2B, Shree Pant Bhuwan, Mama Warekar Bridge, Bombay 400 ...

  12. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1952 Section: Engineering & Technology. Govinda Rao, Dr Naladurga Srinivasarao B.E., FNA. Date of birth: 6 February 1907. Date of death: 22 December 1995. Specialization: Hydraulics, Hydropower Development and Irrigation Engineering Last known address: Apartment No.

  13. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1935 Section: Chemistry. Doss, Kadarundalige Sitarama Gururaja D.Sc. (Madras), FNA 1971-73. Date of birth: 10 August 1906. Date of death: 18 October 1989. Specialization: Electrochemistry, Sugar Technology. YouTube; Twitter; Facebook; Blog ...

  14. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1935 Section: Chemistry. Rao, Argula Nagaraja. Date of birth: 15 November 1906. Specialization: Sugar Technology. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will ...

  15. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1974 Section: Engineering & Technology. Srinath, Prof. Laxmipuram Srinivasachar Ph.D. (Illinois), FNAE. Date of birth: 15 March 1927. Date of death: 13 September 2012. Specialization: Experimental Mechanics, Engineering Design and Reliability Engineering Last known address: H-401, ETA Star, ...

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

    Science.gov (United States)

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

    2012-01-01

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

  17. Research Fellows | NREL

    Science.gov (United States)

    Research Fellows Research Fellows Our research fellows advise on the strategic direction of science and technology research at NREL and ensure our work meets the highest standards for quality and objectivity. Find all research staff by visiting our various research program areas. Photo of Mowafak Al

  18. Pathology resident and fellow education in a time of disruptive technologies.

    Science.gov (United States)

    Ziai, James M; Smith, Brian R

    2012-12-01

    The development of disruptive technologies is changing the practice of pathology. Their implementation challenges traditional educational paradigms. Training programs must adapt to these heuristic needs. The dual explosion of new medical knowledge and innovative methodologies adds new practice aspects to the pathologist's areas of expertise. This transformation potentially challenges the traditional core model of training. It raises questions as to how pathology should incorporate future expanding subspecialty needs into educational and practice models. This article examines the impact of these disruptive technologies on resident and fellow education and explores alternative educational and practice models that may better accommodate pathology's future. Copyright © 2012 Elsevier Inc. All rights reserved.

  19. TEACHING IN ONLINE COURSES: Experiences of Instructional Technology Faculty Members

    Directory of Open Access Journals (Sweden)

    Omur AKDEMIR

    2008-04-01

    Full Text Available The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semi-structured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of ndividuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.

  20. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Specialization: Wireless Communication, Engineering Physics ... of the Academy will be held from 2–4 November 2018 in Banaras Hindu University, Varanasi ... List of Fellows and Honorary Fellow elected during 2017 (effective 2018).

  1. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Specialization: Electronics, Data Communication, Theoretical Physics and Theoretical ... will be held from 2–4 November 2018 in Banaras Hindu University, Varanasi ... List of Fellows and Honorary Fellow elected during 2017 (effective 2018).

  2. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Specialization: Radio & Space Science and Radio Communication ... of the Academy will be held from 2–4 November 2018 in Banaras Hindu University, Varanasi ... List of Fellows and Honorary Fellow elected during 2017 (effective 2018).

  3. Launching an Academic Career: On the Cutting Edge Resources for Geoscience Graduate Students, Post-doctoral Fellows, and Early Career Faculty

    Science.gov (United States)

    Richardson, R. M.; Ormand, C. J.; MacDonald, H.; Dunbar, R. W.; Allen-King, R. M.; Manduca, C. A.

    2010-12-01

    Launching an academic career presents a number of challenges. A recent article in the Chronicle of Higher Education depicts academia as an “ivory sweatshop,” citing rising standards for tenure. Most graduate programs provide minimal training for life beyond graduate school. The professional development program “On the Cutting Edge” fills this gap by providing workshops and web resources on academic careers for graduate students, postdoctoral fellows, and early career faculty. These workshops and web resources address a wide range of topics related to teaching, research, and managing one’s career, tailored for each group. The Preparing for an Academic Career in the Geosciences workshop to help graduate students and postdoctoral fellows make the transition into an academic career has been offered annually since 2003. It provides a panel on academic careers in different institutional settings, sessions on research on learning, various teaching strategies, design of effective teaching activities, moving research forward to new settings, effective teaching and research statements, the job search process, negotiation, and presenting oneself to others. Complementary online resources (http://serc.carleton.edu/NAGTWorkshops/careerprep/index.html) focus on these topics. The workshops and web resources offer guidance for each step of the job search process, for developing and teaching one’s own courses, and for making the transition from being a research student to being in charge of a research program. Online resources also include case studies of successful dual career couples, documenting their job search strategies. A four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career, offered annually since 1999, provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, preparing for tenure, time and

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

    Science.gov (United States)

    Roohani, Behnam

    2014-01-01

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

  5. 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…

  6. Higher Education Beyond Faculties: Interdisciplinary Education in Care and Technology.

    Science.gov (United States)

    Sponselee, Anne-Mie A G; Van Hoof, Joost

    2017-01-01

    A Centre of Healthcare and Technology of a Dutch University of Applied Sciences, is presented - and illustrated by project examples - to show how the transitions in the sectors of health care and technology can result in interdisciplinary education in care and technology by means of higher education beyond faculties.

  7. Special Workshop of Marie Curie Fellows on Research and Training in Physics and Technology

    CERN Multimedia

    Patrice Loiez

    2002-01-01

    Photo 0210004_1: Prof. Ugo Amaldi, University of Milano Bicocca and Tera Foundation, Italy. Addressing the Marie Curie Workshop held at CERN 3-4 October 2002. Title of this talk:"Research Developments on Medical Physics". Photo 0210004_2: Marie Curie Fellows at CERN. Participating in Marie Curie Workshop held at CERN 3-4 October 2002.

  8. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1937 Section: Earth & Planetary Sciences. Krishnamurthy, L S . YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018.

  9. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1951 Section: Medicine. Viswanathan, Dharmavodani Krishnaiyar FNA. Date of birth: 1 March 1901. Date of death: 27 March 1960. Specialization: Public Health, Malaria. YouTube; Twitter; Facebook; Blog ...

  10. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1950 Section: Medicine. Rao, Mattegunta Venkata Radhakrishna FNA. Date of birth: 1 November 1903. Date of death: 26 October 1971. Specialization: Pathology, Nutrition. YouTube; Twitter; Facebook; Blog ...

  11. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Mathematical Sciences. Rao, Chintakindi Venkata Hanumantha FNA. Date of birth: 29 October 1892. Date of death: 2 September 1947. Specialization: Pure Mathematics, Geometry. YouTube; Twitter; Facebook; Blog ...

  12. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1936 Section: Earth & Planetary Sciences. Kalamkar, Ramachandra Jaykrishna Ph.D. Date of birth: 28 August 1903. Date of death: 24 May 1974. Specialization: Agricultural Sciences. YouTube; Twitter; Facebook; Blog ...

  13. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1974 Section: Mathematical Sciences. Ramanujam, Dr Chidambaram Padmanabhan. Date of birth: 9 January 1938. Date of death: 27 October 1974. Specialization: Algebra. YouTube; Twitter; Facebook; Blog ...

  14. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1935 Section: Chemistry. Desai, Shirishkant Varjray Ph.D. (London), D.Sc. (London). Date of birth: 1900. Date of death: 1984. Specialization: Biochemistry, Microbiology. YouTube; Twitter; Facebook; Blog ...

  15. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1935 Section: Chemistry. Siddiqi, Salimuzzaman Council Service: 1943-46. Date of birth: 19 October 1897. Date of death: 14 April 1994. Specialization: Natural Products Chemistry. YouTube; Twitter; Facebook; Blog ...

  16. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1952 Section: Animal Sciences. Gnanamuthu, Chinnadurai Pittendrigh D.Sc. Date of birth: 29 April 1901. Date of death: 18 March 1969. Specialization: Animal Physiology, Animal Ecology. YouTube; Twitter; Facebook; Blog ...

  17. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1952 Section: Chemistry. Mehta, Subodhchandra Manmukhram M.Sc., FNA. Date of birth: 4 May 1902. Date of death: 29 March 1970. Specialization: Physical Chemistry, Inorganic Chemistry. YouTube; Twitter; Facebook; Blog ...

  18. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1948 Section: Chemistry. Subramanian, Toppur Seethapathy D.Sc. (Liverpool). Date of birth: 24 September 1911. Date of death: 19 September 1987. Specialization: Biochemistry. YouTube; Twitter; Facebook; Blog ...

  19. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1949 Section: Plant Sciences. Ramakrishnan, T S . Date of birth: 25 August 1899. Date of death: 2 December 1971. Specialization: Mycology, Plant Pathology. YouTube · Twitter · Facebook · Blog ...

  20. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Date of birth: 3 December 1947. Specialization: Protein Chemistry, Protein Folding, Function & Design for Therapeutics, Immunity & Neurosciences Address: Honorary Professor & CSIR Bhatnagar Fellow, Molecular Biophysics Unit, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact: Office: (080) 2293 2714, ...

  1. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Medicine. Krishnan, Kumarapuram Vythilinga FNA. Date of birth: 4 July 1896. Date of death: 30 March 1978. Specialization: Microbiology, Rural Hygiene. YouTube; Twitter; Facebook; Blog ...

  2. Special Workshop of Marie Curie Fellows on Research and Training in Physics and Technology

    CERN Multimedia

    Patrice Loiez

    2002-01-01

    Photo 0210006_07a: Prof. L. Maiani, Director General of CERN. Addressing the Marie Curie Worshop held at CERN 3-4 October 2002. Title of this talk:"Function of Large-scale Facilities and Centres of Excellence". Photo 0210006_14a: Prof. L. Maiani, Director General of CERN. Addressing the Marie Curie Worshop held at CERN 3-4 October 2002. Title of this talk:"Function of Large-scale Facilities and Centres of Excellence". Photo 0210006_22: Dr. David Plane (CERN) introducing Dr. Theodore Papazoglou from the European Commission. Addressing the Marie Curie Worshop held at CERN 3-4 October 2002. Title of this talk:"Marie Curie Fellowships in the 6th Framework Programme". Photo 0210006_28a: Dr. Nora Brambilla, Vice-President of Marie Curie Fellow Association, INFN and Dept. of Physics, University of Milan. Addressing the Marie-Curie Worshop held at CERN 3-4 October 2002. Title of this talk:"Marie Curie Fellows Association". Photo 0210006_29a: Dr. Nora Brambilla, Vice-President of Marie Curie Fellow Association, INFN a...

  3. Factors Affecting Faculty Use of Learning Technologies: Implications for Models of Technology Adoption

    Science.gov (United States)

    Buchanan, Tom; Sainter, Phillip; Saunders, Gunter

    2013-01-01

    This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested…

  4. 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…

  5. Understanding University Faculty Perceptions about Innovation in Teaching and Technology

    Science.gov (United States)

    Kopcha, Theodore J.; Rieber, Lloyd P.; Walker, Brandy B.

    2016-01-01

    The purpose of this research is to understand faculty perceptions about innovation in teaching and technology in a college of education in a research-intensive university. This study was motivated by the creation of a new initiative begun in a large college of education at a Carnegie Research-Intensive university to promote innovation in teaching…

  6. 2011 Einstein Fellows Chosen

    Science.gov (United States)

    2011-03-01

    ASA has announced the selection of the 2011 Einstein Fellows who will conduct research related to NASA's Physics of the Cosmos program, which aims to expand our knowledge of the origin, evolution, and fate of the Universe. The Einstein Fellowship provides support to the awardees for three years, and the Fellows may pursue their research at a host university or research center of their choosing in the United States. The new Fellows will begin their programs in the fall of 2011. The new Einstein Fellows and their host institutions are listed below: * Akos Bogdan (Smithsonian Astrophysical Observatory, Cambridge, Mass.) * Samuel Gralla (University of Maryland, College Park, Md.) * Philip Hopkins (University of California at Berkeley) * Matthew Kunz (Princeton University, Princeton, N.J.) * Laura Lopez (Massachusetts Institute of Technology, Cambridge, Mass.) * Amy Reines (National Radio Astronomy Observatory, Charlottesville, Virg.) * Rubens Reis (University of Michigan, Ann Arbor) * Ken Shen (Lawrence Berkeley National Laboratory, Berkeley, Calif.) * Jennifer Siegal-Gaskins (California Institute of Technology, Pasadena) * Lorenzo Sironi (Harvard University, Cambridge, Mass.) NASA has two other astrophysics theme-based fellowship programs: the Sagan Fellowship Program, which supports research into exoplanet exploration, and the Hubble Fellowship Program, which supports research into cosmic origins. More information on the Einstein Fellowships can be found at: http://cxc.harvard.edu/fellows/

  7. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1976 Section: Chemistry. Nasipuri, Prof. Dhanonjoy Ph.D. and D.Sc. (Calcutta), FNA. Date of birth: 1 April 1925. Date of death: 28 December 2009. Specialization: Synthetic & Mechanistic Organic Chemistry and Stereochemistry Last known address: Suite No. 46, Surendranath Housing Society, 238, ...

  8. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1935 Section: Mathematical Sciences. Narlikar, Prof. Vishnu Vasudeva M.A. (Cantab), FNA, FNASc. Date of birth: 26 September 1908. Date of death: 1 April 1991. Specialization: General Relativity and Field Theories Last known address: 701, Bhaskara, Colaba Housing Colony, Homi Bhabha Road, ...

  9. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1935 Section: Physics. Rao, Kotcherlakota Rangadhama FNA. Specialization: Spectroscopy. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from 29–30 June ...

  10. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1956 Section: Chemistry. Rao, Prof. Mandikal Ramanna Aswathanarayana. Date of birth: 7 November 1910. Date of death: 24 May 1992. Specialization: Inorganic and Physical Chemistry Last known address: c/o Sri M.A. Raghuram, No. 446, IV Main Road, HMT Layout, Anandnagar, Bengaluru 560 ...

  11. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1971 Honorary. Stoicheff, Prof. Boris Peter FRS, OC. Date of birth: 1 June 1924. Date of death: 15 April 2010. Last known address: Emeritus University Professor and, Professor, Department of Physics, University of Toronto, Toronto, Ontario M5S 1A7, Canada. YouTube; Twitter; Facebook; Blog ...

  12. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1957 Section: Plant Sciences. Desikachary, Prof. Thamarapu Vedantha D.Sc. (Madras), FNA. Date of birth: 18 September 1919. Date of death: 5 November 2005. Specialization: Phycology Last known address: 67, Palm Beach Dr., Patterson Lakes, Victoria 3197, Australia.

  13. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1962 Honorary. Szigeti, Prof. Gyorgy. Date of birth: 29 January 1905. Date of death: 26 November 1978. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from ...

  14. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    ... Public Lectures · Lecture Workshops · Refresher Courses · Symposia. Home; Fellowship. Fellow Profile. Elected: 1985 Honorary. Cotton, Prof. Frank Albert. Date of birth: 9 April 1930. Date of death: 20 February 2007. Last known address: Department of Chemistry, Texas A & M University, College Station, TX 77843, U.S.A..

  15. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1976 Section: Chemistry. Devaprabhakara, Dr Devadas Ph.D. (Texas). Date of birth: 13 November 1932. Date of death: 12 January 1978. Specialization: Organic Chemistry, Chemistry of Allenes. YouTube; Twitter; Facebook; Blog ...

  16. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Mathematical Sciences. Madhava, Krishna Bindu M.A. (Madras), A.I.A. (London), FNA. Date of birth: 13 March 1895. Date of death: 26 April 1984. Specialization: Statistics and Actuarial Science. YouTube; Twitter; Facebook; Blog ...

  17. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1974 Section: General Biology. Krishna Murti, Dr Coimbatore Ramadorai Ph.D. (Bombay), FNA, FNASc. Date of birth: 3 March 1923. Date of death: 30 June 1990. Specialization: Nutrition, Biochemical Toxicology and Applied Biochemistry. YouTube; Twitter; Facebook; Blog ...

  18. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1947 Section: Plant Sciences. Dorasami, L S . Ph.D. (London). Specialization: Plant Breeding. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

  19. New Fellows and Honorary Fellows

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1936 Section: Mathematical Sciences. Madhavarao, Bengaluru Srinivasarao D.Sc. (Calcutta), FNA 1937-61; Vice President 1956-61; Secretary 1938-55. Date of birth: 29 May 1900. Date of death: 10 June 1987. Specialization: Theoretical Physics and Abstract Algebra. YouTube; Twitter; Facebook ...

  20. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1953 Section: Plant Sciences. Venkateswarlu, Jillella D.Sc. (Andhra), FNA. Date of birth: 21 March 1912. Date of death: 20 May 1978. Specialization: Plant Morphology and Cytogenetics. YouTube; Twitter; Facebook; Blog ...

  1. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1958 Section: Medicine. Sen, Prafulla Kumar M.S., FNA. Date of birth: 7 December 1915. Date of death: 22 July 1982. Specialization: Cardio-Thoracic Surgery. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018.

  2. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1943 Section: Earth & Planetary Sciences. Rana, Khadag Narsingh Jung Bahadur. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from 29–30 June 2018 in ...

  3. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Earth & Planetary Sciences. Rama Rao, Lakshmiswara 1934-61; Vice President 1952-55; Secretary 1946-52. Date of birth: 23 March 1896. Date of death: 11 November 1974. YouTube; Twitter; Facebook; Blog ...

  4. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1975 Section: Medicine. Grewal, Dr Ripdaman Singh M.B.B.S. (Panjab), D.Phil. (Oxon). Date of birth: 3 December 1922. Date of death: 13 April 2009. Specialization: Pharmacology Last known address: 659, Sector 16-D, Chandigarh 160 015. YouTube; Twitter; Facebook; Blog ...

  5. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Animal Sciences. Ramanujan, S G Manavala. Date of birth: 26 August 1893. Specialization: Entomology. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy ...

  6. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1941 Section: Medicine. Kini, Mangalore Gopala M.B.B.S., FNA. Date of birth: 5 August 1893. Date of death: 22 August 1952. Specialization: Orthopaedic Surgery, Anesthetic Technique. YouTube; Twitter; Facebook; Blog ...

  7. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Physics. Shastry, Therizhandur Panchapagasa Bhaskara. Date of birth: 12 April 1889. Date of death: 26 June 1950. Specialization: Astronomy. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018.

  8. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Kapur, Shankar Nath FNA. Date of birth: 20 August 1895. Date of death: 10 January 1972. Specialization: Forestry. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year ...

  9. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1975 Section: General Biology. Maitra, Prof. Pabitra Kumar D.Phil. (Calcutta), FNA. Date of birth: 1 November 1932. Date of death: 4 September 2007. Specialization: Biochemistry, Molecular Biology and Genetics Last known address: CJ-257, Salt Lake, Kolkata 700 091. YouTube; Twitter; Facebook ...

  10. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1977 Section: Earth & Planetary Sciences. Ganguly, Dr Anil Kumar D.Sc. (Calcutta), FNA. Date of birth: 1 November 1918. Date of death: 17 January 1988. Specialization: Environmental Sciences, Radiation Physics. YouTube; Twitter; Facebook; Blog ...

  11. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1935 Section: Mathematical Sciences. Mahalanobis, Prasanta Chandra M.A. (Cantab), Hon. D.Sc. (Calcutta), FNA, FNASc. Date of birth: 29 June 1893. Date of death: 28 June 1972. Specialization: Statistics. YouTube; Twitter; Facebook; Blog ...

  12. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1974 Section: Chemistry. Palit, Dr Santi Ranjan D.Sc., FNA. Date of birth: 24 March 1912. Date of death: 13 September 1981. Specialization: Polymers. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

  13. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1945 Section: Plant Sciences. Kadam, Baburao Sankararao Ph.D. (Cornell), FNA. Date of birth: 25 October 1903. Date of death: 24 July 1985. Specialization: Plant Breedings, Cytogenetics. YouTube; Twitter; Facebook; Blog ...

  14. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1975 Section: Physics. Kothari, Dr Daulat Singh Ph.D. (Cantab), FNA, FNASc. Date of birth: 6 July 1906. Date of death: 4 February 1993. Specialization: Statistical Mechanics and Astrophysics Last known address: 101, Bhopalpura, Udaipur 313 001. YouTube; Twitter; Facebook ...

  15. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Earth & Planetary Sciences. Mathur, Krishna Kumar FNA, FNASc. Date of birth: 30 July 1893. Date of death: 18 July 1936. Specialization: Mining. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018.

  16. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1940 Section: Medicine. Menon, T Bhaskara. Specialization: Pathology. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from 29–30 June 2018 in Infosys, ...

  17. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1940 Section: Mathematical Sciences. Ram Behari, Ph.D. (Dublin), FNA. Date of birth: 25 April 1897. Date of death: 14 December 1981. Specialization: Differential Geometry and Theory of Relativity. YouTube; Twitter; Facebook; Blog ...

  18. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1952 Section: Medicine. Rao, S Raghavender 1940-56. Date of death: 1954. Specialization: Epidemiology. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held ...

  19. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1981 Section: General Biology. Sushil Kumar, Prof. Ph.D. (IARI), FNA, FNASc, FNAAS. Date of birth: 14 December 1940. Specialization: Plant-Microbe Interactions, Genetics, Food Crops and Medicinal & Aromatic Plants Address: 4/11, Sarv Priya Vihar, New Delhi 110 016, U.T.

  20. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Chemistry. Singh, Bawa Kartar FNA 1940-43; Vice President 1934-40. Date of birth: 17 April 1886. Date of death: 15 June 1960. Specialization: Stereochemistry. YouTube; Twitter; Facebook; Blog ...

  1. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1975 Section: Plant Sciences. Rama Das, Prof. Vallabhaneni Sita D.Phil. (Oxon), FNA, FNAAS. Date of birth: 5 February 1933. Specialization: C4Plants, Light Regime in C4Plants and Photosynthesis Last known address: 9, Vijetha Apartments, Nalanda College Road, Gayatri Nagar, Vijayawada 520 ...

  2. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1990 Section: Earth & Planetary Sciences. Mookherjee, Prof. Asoke Ph.D. (IIT, Kharagpur), FNA, FNASc. Date of birth: 23 May 1931. Specialization: Ore Geology, Geochemistry and Mineral Economics Last known address: Flat E-2, 178, Regent Estate, Kolkata 700 092. YouTube; Twitter; Facebook ...

  3. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 2001 Section: Chemistry. Singh, Prof. Anil Kumar Ph.D. (IIT, Kanpur), FNASc. Date of birth: 2 April 1952. Specialization: Bio-organic Chemistry, Photochemistry and Photobiology Address: A-1603, Lake Primerose, Lake Homes, Powai, Mumbai 400 076, Maharashtra Contact:

  4. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1988 Section: Animal Sciences. Sheth, Prof. Anil Ramanbhai Ph.D. (Bombay), FNA. Date of birth: 5 August 1933. Date of death: 13 March 1994. Specialization: Reproductive Endocrinology, Biochemistry and Fertility Control Last known address: Fulchand Nivas, First Floor, Chowpatty, Bombay 400 ...

  5. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1956 Section: Animal Sciences. Subrahmanyan, Dr Ramakrishnan Ph.D. (Liverpool). Date of birth: 31 January 1919. Date of death: 5 March 2006. Specialization: Marine Biology and Algology Last known address: 2, Second main Road, Indian Bank Colony, Ambattur, Chennai 600 ...

  6. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1974 Section: General Biology. Ramachandran, Dr Lakshminarayanapuram Krishnaiyer Ph.D. (Madras), FNA. Date of birth: 28 March 1928. Date of death: 11 August 1988. Specialization: Proteins, Antibiotics and Endocrines. YouTube; Twitter; Facebook; Blog ...

  7. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1936 Honorary. Spemann, Prof. Hans Nobel Laureate (Medicine) - 1935. Date of birth: 27 June 1869. Date of death: 12 September 1941. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting ...

  8. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1956 Honorary. Urey, Prof. Harold Clayton Nobel Laureate (Chemistry) - 1934. Date of birth: 29 April 1893. Date of death: 5 January 1981. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting ...

  9. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1955 Honorary. Wyckoff, Prof. Ralph Walter Graystone. Date of birth: 9 August 1897. Date of death: 3 November 1994. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will ...

  10. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1961 Honorary. Karman, Prof. Theodore von. Date of birth: 11 May 1881. Date of death: 6 May 1963. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from ...

  11. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 2003 Section: Medicine. Sinha, Prof. Subrata M.D. (AIIMS), Ph.D. (MRC, UK), FNA, FNASc, FAMS. Date of birth: 4 January 1958. Specialization: Molecular Oncology and Immunology, Neurobiology of Dyslexia Address: Department of Biochemistry, All India Institute of Medical ...

  12. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 2011 Section: Physics. Das, Prof. Amita Ph.D. (IIT, Kanpur). Date of birth: 3 August 1965. Specialization: Strongly Coupled & Dusty Plasma Systems, Laser Plasma Interactions, Plasma Physics, Turbulence, Electron Magnetohydrodynamics Address: Institute for Plasma Research, ...

  13. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Singh, Bhola Nath D.Sc. (London), FNA. Date of birth: 22 September 1898. Date of death: 7 June 1984. Specialization: Plant Physiology, Agronomy. YouTube; Twitter; Facebook; Blog ...

  14. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    ... Discussion Meetings · Public Lectures · Lecture Workshops · Refresher Courses · Symposia. Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Parija, Prankrishna M.A. (Cantab), D.Sc. (Hon.), FNA, FNASc. Date of birth: 1 April 1891. Date of death: 2 June 1978. Specialization: Plant Physiology and ...

  15. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1954 Honorary. Laue, Prof. Max Theodor Felix von. Nobel Laureate (Physics) - 1914. Date of birth: 9 October 1897. Date of death: 24 April 1960. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year ...

  16. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 2006 Honorary. Klein, Michael L FRS. Date of birth: 1940. Address: Director, ICMS, Temple University, CST, SERC Building, 704E, 1925 North 12th Street, Philadelphia, PA 19122, U.S.A.. Contact: Office: (+1-215) 898 8571. Fax: (+1-215) 898 8296. Email: mlklein@temple.edu.

  17. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Iyengar, Mandayam Osuri Parthasarathy Ph.D., FNA 1934-35, 1938-40. Date of birth: 15 December 1886. Date of death: 10 December 1963. Specialization: Algology. YouTube; Twitter; Facebook; Blog ...

  18. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1941 Section: General Biology. Samuel, Gnanabishagam. Date of birth: 26 May 1898. Date of death: 1975. Specialization: Tuberculosis. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of ...

  19. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1960 Section: Plant Sciences. Thind, Dr Kartar Singh Ph.D. (Wisconsin), FNA. Date of birth: 30 October 1917. Date of death: 3 December 1991. Specialization: Mycology and Plant Pathology Last known address: 2086, Sector 15C, Chandigarh 160 015. YouTube; Twitter; Facebook ...

  20. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1981 Section: Medicine. Krishna Murty, Prof. Kuppachi M.D. (Andhra). Date of birth: 13 November 1926. Date of death: 10 May 2001. Specialization: Internal Medicine, Cardiology and Haematology Last known address: Consultant in Medicine, Sri Satya Sai General Hospital, Prasanthi Nilayam 515 ...

  1. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1956 Section: Medicine. Patel, Dr Jamnadas Chaturbhai M.D., Ph.D. (London), M.R.C.P.. Date of birth: 2 August 1908. Date of death: 11 May 2003. Specialization: Diabetes, Internal Medicine and Tetanus Last known address: 'Backbay View', 3, New Queens Road, Mumbai 400 ...

  2. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1975 Section: Medicine. Ganatra, Dr Ramanik Dhirajlal M.B.B.S. (Bombay). Date of birth: 14 October 1928. Date of death: 2 April 1999. Specialization: Nuclear Medicine Last known address: 604, Kamala Apartments, 8A, Dhobi Galli, Versova Road, Andheri, Bombay 400 058.

  3. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1971 Section: Animal Sciences. Rao, Dr Kandula Pampapathi. Date of birth: 9 March 1930. Date of death: 23 June 1973. Specialization: Arthropods. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

  4. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1974 Section: Medicine. Varadarajan, Dr Manakkal Ganesa M.D. (Madras), FAMS, FAIM. Date of birth: 9 November 1917. Date of death: 5 October 2004. Specialization: Radiology Last known address: 42, Bheemanna Mudali Garden Street, Chennai 600 018. YouTube; Twitter; Facebook; Blog ...

  5. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1934 Section: Physics. Raman, Chandrasekhara Venkata FNA 1934-70; President 1934-70. Date of birth: 7 November 1888. Date of death: 21 November 1970. Specialization: Wave Optics, Light & X-ray Scattering, Crystallography, Vibration & Musical Instruments. YouTube; Twitter; Facebook; Blog ...

  6. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1939 Section: Plant Sciences. Raghavan, Tupil Srinivasa Ph.D. (London) 1946-49. Date of birth: 29 September 1905. Date of death: 30 January 1986. Specialization: Cytomorphology, Cytogenetics and Cytotaxonomy. YouTube; Twitter; Facebook; Blog ...

  7. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1984 Section: Medicine. Venkoba Rao, Dr Antapur M.D., Ph.D. and D.Sc. (Madras), FAMS, FRC Psych., FNA. Date of birth: 20 August 1927. Date of death: 25 October 2005. Specialization: Psychological Medicine Last known address: 'Tilak', 506, Fourth Main Road, K K Nagar, Madurai 625 020.

  8. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1952 Section: Physics. Nilakantan, P D.Sc. 1962-64. Date of birth: 19 April 1910. Date of death: 18 April 1964. Specialization: Crystal Magnetism. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year ...

  9. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Physics. Rao, Subbarao Ramachandra FNA. Date of birth: 15 May 1899. Date of death: 28 February 1983. Specialization: Magnetism. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th ...

  10. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Physics. Krishnan, Kariamanikkam Srinivasa D.Sc., FNA, FNASc 1936-61; Vice President 1940-43, 1946-49. Date of birth: 4 December 1898. Date of death: 14 June 1961. Specialization: Raman Effect, Crystal Magnetism, Magnetochemistry, Magnetic Anisotropy.

  11. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Fellow Profile. Elected: 1961 Section: Earth & Planetary Sciences. Rao, Mr Kokarachedu Nagabhushana M.Sc. (Mysore). Date of birth: 13 September 1913. Date of death: 1 January 1991. Specialization: Mathematical Physics, Meteorology, Hydrology and Geomagnetism Last known address: 23/1, First Floor, 7th Main Road ...

  12. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1934 Section: Plant Sciences. Sahni, Birbal FNA 1934-49; Vice President 1934-49. Date of birth: 14 November 1891. Date of death: 10 April 1949. Specialization: Palaeobotany. YouTube; Twitter; Facebook; Blog ...

  13. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    ... Refresher Courses · Symposia · Live Streaming. Home; Fellowship. Fellow Profile. Elected: 1948 Section: Animal Sciences. Seshaiya, Rebala Venkata M.A., FNA. Date of birth: 8 February 1898. Date of death: 28 February 1973. Specialization: Cytology, Classical Embryology, Chemical Embryology, Anatomy, Physiology, ...

  14. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1937 Honorary. Wood, Prof. Robert Williams. Date of birth: 2 May 1868. Date of death: 11 August 1955. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from ...

  15. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1940 Section: Plant Sciences. Uppal, Badri Nath Ph.D. (Iowa), FNA. Date of birth: 28 June 1900. Date of death: 22 November 1989. Specialization: Plant Pathology, Microbiology and Agriculture. YouTube; Twitter; Facebook; Blog ...

  16. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 1974 Section: Plant Sciences. Venkataraman, Dr Gopalasamudram Sitaram D.Sc. (Banaras), FNA. Date of birth: 1 February 1930. Date of death: 3 October 1998. Specialization: Algology and Microbiology Last known address: 19A, 29th Street, Nanganallur, Madras 600 061.

  17. Technology and Teaching: A Conversation among Faculty Regarding the Pros and Cons of Technology

    Science.gov (United States)

    Kemp, Andrew T.; Preston, John; Page, C. Steven; Harper, Rebecca; Dillard, Benita; Flynn, Joseph; Yamaguchi, Misato

    2014-01-01

    Technology is often touted as the savior of education (Collins & Haverson, 2009). However, is technology the panacea that it is made out to be? This paper is an extended conversation among a group of faculty members at three different universities and their attitudes and beliefs about technology and education. Three professors shared their…

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

    Science.gov (United States)

    Burnett, Perry; Shemroske, Kenneth; Khayum, Mohammed

    2014-01-01

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

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

    Directory of Open Access Journals (Sweden)

    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.

  20. Developing “the Wings to Really Fly”: The Experiences of Four Postdoctoral Research Fellows within an Australian University Faculty of Education

    Directory of Open Access Journals (Sweden)

    Tuija A. Turunen

    2014-01-01

    Full Text Available Postdoctoral research fellowships are a recent phenomenon in teacher education and little has been documented about them. This paper presents findings from a study in which the experiences of research fellows in a rural university were investigated. The data were gathered as audio recordings from peer mentoring meetings, notes from these meetings, individual reflective journals, and interviews conducted with six key informants. The analysis highlights that the experience of research fellowships was marked by a need to negotiate four competing, though not necessarily exclusive, demands related to the institute’s research productivity, its research culture and teaching, and personal professional goals. A range of institutional practices and individual characteristics mediated these negotiations.

  1. Radiography Faculty Engaged in Online Education: Perceptions of Effectiveness, Satisfaction, and Technological Self-efficacy.

    Science.gov (United States)

    Cherry, Shirley J; Flora, Bethany H

    2017-01-01

    To assess radiography faculty perceptions of the effectiveness of online courses. An original survey instrument was created by selecting items from 3 instruments used in prior research and adding unique questions designed to elicit demographic data from faculty. The sample included a national dataset of radiography faculty members employed in Joint Review Committee on Education in Radiologic Technology-accredited programs in the United States. Findings showed that faculty perceptions of online course effectiveness are not affected significantly by faculty position, type of institution, faculty age, or years of teaching experience. Positive perceptions of the effectiveness of online courses moderately increased with years of teaching online courses, number of online courses taught in the past 5 years, and perceived competence with the use of technology. Faculty satisfaction with interaction in online courses moderately increased as the years of teaching online courses increased. However, the number of years of teaching online courses was not related to faculty satisfaction with teaching online courses or faculty satisfaction with institutional support. Online technology acceptance had a moderately positive relationship with perceived ease of use and a strong positive relationship with perceived usefulness of online technology. In addition, the use of technology-enhanced learning methods had a strong positive relationship with technological self-efficacy. Radiography faculty perceptions of the effectiveness of online courses improved with experience in teaching online courses and competence with use of technology. Perceived ease of use and perceived usefulness of online technology were related directly to online technology acceptance. Furthermore, faculty members with technological self-efficacy were more likely to use technology-enhanced learning methods in the online environment.

  2. Influence of aspheric intraocular lens on frequency doubling technology and contrast sensitivity: a fellow eye study

    Directory of Open Access Journals (Sweden)

    Rodrigo França de Espíndola

    2014-12-01

    Full Text Available Purpose: To evaluate whether implantation of an aspheric intraocular lens (IOL results in reduced ocular aberrations and improved contrast sensitivity after cataract surgery and, therefore, changes on frequency-doubling technology (FDT testing. Methods: The present prospective clinical study enrolled 25 patients with bilateral cataract (50 eyes, who randomly received either an aspheric (Akreos AO or a spherical (Akreos Fit IOL in one eye and the other IOL in the second eye. Assessment 12 months postoperatively included photopic and mesopic contrast sensitivity testing. Higher-order aberrations (HOAs were computed. FDT testing was divided into four areas to evaluate the variation of the values at different points. The median values of the local pattern thresholds (median area contrast sensitivity [MACS] obtained with that division were calculated. Results: The Akreos AO group obtained statistically significantly lower values of HOAs and spherical aberration compared with the Akreos Fit group. There was a statistically significant between-group difference in contrast sensitivity under mesopic conditions at all spatial frequencies. No statistically significant differences were observed in mean deviation and pattern standard deviation. The aspheric IOL exhibited higher MACS in all areas, although a statistically significant difference was reached only in the 20-degree field area (P=0.043. Conclusion: Aspheric IOLs significantly reduced spherical aberration and HOAs, improving mesopic contrast sensitivity. Although there was a trend toward slightly improved FDT in the aspheric IOL group, it was not statistically significant.

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

    Science.gov (United States)

    Islim, Omer Faruk; Sevim Cirak, Nese

    2017-01-01

    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…

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

    Science.gov (United States)

    Chervenak, Frank A; McCullough, Laurence B

    2007-12-01

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

  5. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Date of birth: 11 December 1953. Specialization: Surface Engineering, Development of Normal Coating Technologies, High Temperature Deformation & Fracture and High Strain Rate Deformation & Ballistic Penetration Address: Department of Metallurgical & Materials Engineering, Indian Institute of Technology, Chennai ...

  6. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Bombay), D.Sc. (Oxon), FNA. Date of birth: 28 September 1918. Date of death: 25 May 1999. Specialization: Organic Chemistry, Dyestuff Technology and Rural Development through Science & Technology Last known address: 101, Anand Park ...

  7. Motivating Factors of Florida Community and State College Information Technology Faculty

    Science.gov (United States)

    Payne, Wendy Louise

    2013-01-01

    In this study the core job characteristics that contribute to the internal motivational factors and job satisfaction of information technology faculty members working at a community or state college in Florida were investigated. Fifty-four information technology faculty members working at a community or state college in Florida completed the Job…

  8. Technology, Learning, and the Classroom: Longitudinal Evaluation of a Faculty Development Model

    Science.gov (United States)

    Kaminski, Karen; Bolliger, Doris

    2012-01-01

    Technology, Learning, and the Classroom, a workshop designed to jump-start faculty's use of instructional technology in face-to-face classrooms, was offered as a week-long intensive workshop and once-a-week session over a semester. Faculty were interviewed five years after participation to determine the longitudinal effects, differences in opinion…

  9. Love and Hate in University Technology Transfer: Examining Faculty and Staff Conflicts and Ethical Issues

    Science.gov (United States)

    Hamilton, Clovia; Schumann, David

    2016-01-01

    With respect to university technology transfer, the purpose of this paper is to examine the literature focused on the relationship between university research faculty and technology transfer office staff. We attempt to provide greater understanding of how research faculty's personal values and research universities' organization values may differ…

  10. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Elected: 1984 Section: Engineering & Technology. Kalam, Prof. Avul Pakir Jainulabdeen Abdul D.M.I.T. (Aero Engg.) (Madras), D.Sc.(h.c.), D.Engg. (h.c.), FNASc. Date of birth: 15 October 1931. Date of death: 27 July 2015. Specialization: Composite Material Technology and Rocket Technology Last known address: 10, ...

  11. Stages of Faculty Concern about Teaching Online: Relationships between Faculty Teaching Methods and Technology Use in Teaching

    Science.gov (United States)

    Randall, John H.

    2016-01-01

    As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages…

  12. Questioning Faculty Use of Information Technology by Context of NETS-T Standards in Bologna Process

    Science.gov (United States)

    Elmas, Muzaffer

    2013-01-01

    Using technology in and out of class has been becoming more and more important recently. University settings also become more dependent to technology. Bologna process requires university and faculty diffuse and

  13. Pediatric radiology fellows' experience with intussusception reduction

    International Nuclear Information System (INIS)

    Stein-Wexler, Rebecca; Bateni, Cyrus; Wootton-Gorges, Sandra L.; Li, Chin-Shang

    2011-01-01

    Intussusception reduction allows young children to avoid surgery. However, graduating residents have had relatively little training in intussusception reduction and, for the most part, consider themselves ill-prepared to perform this procedure. The goal of this study was to assess the extent of training in intussusception reduction during one year of a pediatric radiology fellowship and to determine whether graduating fellows consider themselves adequately trained in this technique. Pediatric radiology fellows were surveyed during June 2010 and asked to characterize their fellowship, to indicate the number of intussusception reductions performed (both the total number and those performed with faculty oversight but without active faculty involvement), and to assess the adequacy of their training. There were 31 responses, representing almost 1/3 of current fellows. Pediatric radiology fellows perform on average 6.9 reductions, 3.8 of which are with faculty oversight but without active faculty involvement. Ninety percent consider themselves well-trained in the technique, whereas 10% are uncertain (none consider their training inadequate). Almost all pediatric radiology fellows consider their training in intussusception reduction to be adequate. (orig.)

  14. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Gowariker, Dr Vasant Ranchhod Ph.D. (Birmingham), D.Sc. (h.c.), FNAE. Date of birth: 25 March 1933. Date of death: 2 January 2015. Specialization: Propellant & Rocket Technology, Heat, Mass & Momentum Transfer Phenomena, Sugar Technology and Chemical Fertilizers Last known address: I-101, Vanaraji Heights, ...

  15. GSBPP Faculty Perceptions of Synchronous Distance Learning Technologies

    Science.gov (United States)

    2008-12-01

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

  16. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Madras), FNA. Date of birth: 13 July 1909. Date of death: 20 July 1996. Specialization: Biochemistry, Nutrition, Food Science and Technology Last known address: 132, 6A Cross, 9th Main Road, Rajmahal Vilas Extension, Bangalore 560 080.

  17. 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.

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

    Science.gov (United States)

    DiVall, Margarita V; Zgarrick, David P

    2014-04-17

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

  19. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Elected: 1986 Section: Mathematical Sciences. Singhi, Prof. Navin Kumar Madhavprasad Ph. D. (Mumbai), FNA. Date of birth: 19 March 1949. Specialization: Discrete Mathematics, Designs and Finite Geometries Address: Distinguished Professor, Department of Mathematics, Indian Institute of Technology, Powai, Mumbai ...

  20. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Date of birth: 8 August 1953. Specialization: Materials & Structural Test Technology, Fatigue & Fracture Testing for Strength & Endurance, and Field Data Acquisition Address: Director, R&D, BISS, 41A, 1st A Cross, AECS, RMV Extension, Second Stage, Bengaluru 560 094, Karnataka Contact: Office: (080) 2836 0184

  1. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Elected: 1974 Section: Engineering & Technology. Sarma, Prof. Isukapalli Gopala Ph.D. (Wisconsin). Date of birth: 21 September 1936. Date of death: 10 September 1996. Specialization: Digital Control Systems, Analysis and Simulation of Discrete Event Systems and Flight Vehicle Guidance Last known address: ...

  2. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Elected: 1995 Section: Engineering & Technology. Nakra, Prof. Bahadur Chand Ph.D. (London), FNA, FNAE, FNASc. Date of birth: 31 March 1939. Date of death: 12 April 2016. Specialization: Vibration Engineering, System Dynamics & Controls and Instrumentation, Mechatronics Last known address: P-12, New Colony, ...

  3. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Reddy, Prof. Amulya Kumar Narayana Ph.D. (London). Date of birth: 21 October 1930. Date of death: 7 May 2006. Specialization: Rural Technology, Energy Analysis, Electrochemistry and S & T Policy Last known address: 25/5, Bore Bank Road, Benson Town, Bengaluru 560 046. YouTube; Twitter; Facebook; Blog ...

  4. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Ganapathi, Dr Krishnamurthy D.Sc. (Madras), FNA. Date of birth: 18 August 1911. Date of death: 15 October 2004. Specialization: Microbial Biochemistry, Fermentation Technology and Chemotherapy Last known address: c/o Dr L. Sankaran, 5809, Ipswich Road, Bethesda, MD 20814, USA. YouTube; Twitter; Facebook ...

  5. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Elected: 1998 Section: Earth & Planetary Sciences. Srivastava, Prof. Deepak Chandra Ph.D. (ISM, Dhanbad), FNASc, FNA. Date of birth: 1 October 1956. Specialization: Structural Geology and Fluid Inclusions Address: Head, Department of Earth Sciences, Indian Institute of Technology, Roorkee 247 667, Uttarakhand

  6. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Elected: 1974 Section: Engineering & Technology. Lal, Prof. Shankar Ph.D. (CIT). Date of birth: 25 June 1923. Date of death: 25 September 1991. Specialization: Fluid Mechanics, Heat Transfer and Solid Mechanics Last known address: Dept. of Mechanical & Industrial, Engineering, University of Roorkee, Roorkee 247 667.

  7. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    Upcoming Refresher Courses. Topology 02 to 14 May, 2018. Ramanujan Institute for Advanced Study in Mathematics, University of Madras Register Mathematics 11 to 25 June, 2018. Dayanand Science College, Latur (M.S.) Register Experimental Physics 14 to 29 June, 2018. Birla Institute of Technology, Mesra, Ranchi

  8. New Fellows and Honorary Fellow

    Indian Academy of Sciences (India)

    ... Chemistry Last known address: Distinguished Scientist, Organic Chemistry Division III, Indian Institute of Chemical Technology, Uppal Road, Hyderabad 500 607, A.P. ... 19 January 2018. The 29th Mid-year meeting of the Academy will be held from 29–30 June 2018 in Infosys, Mysuru ... Mathematics 11 to 25 June, 2018

  9. An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System

    Science.gov (United States)

    Sanga, Mapopa William

    2016-01-01

    This case study investigated the process 119 faculty members underwent as they transitioned from using Desire to Learn (D2L) learning management system (LMS), to using Canvas LMS. Other than analyzing technological issues faculty members encountered while navigating various aspects of the Canvas interface, the study also analyzed technological…

  10. Competence and Usage of Web 2.0 Technologies by Higher Education Faculty

    Science.gov (United States)

    Soomro, Kamal Ahmed; Zai, Sajid Yousuf; Jafri, Iftikhar Hussain

    2015-01-01

    Literature on Web 2.0 experiences of higher education faculty in developing countries such as Pakistan is very limited. An insight on awareness and practices of higher education faculty with these tools can be helpful to map strategies and plan of action for adopting latest technologies to support teaching-learning processes in higher education of…

  11. Perceptions of Preservice Teachers regarding the Integration of Information and Communication Technologies in Turkish Education Faculties

    Science.gov (United States)

    Akbulut, Yavuz; Odabasi, H. Ferhan; Kuzu, Abdullah

    2011-01-01

    This study explored the views of pre-service teachers regarding the indicators of information and communication technologies (ICT) at Turkish education faculties. A cross-sectional survey design was implemented with graduating students enrolled in Turkish education faculties. A combination of stratified random sampling and systematic sampling was…

  12. Spanish Faculty Preferences and Usage of Library Services in the Field of Science and Technology

    Science.gov (United States)

    Pinto, Maria; Fernandez-Ramos, Andres

    2010-01-01

    The authors compare Spanish faculty use of library services and the interest they express in value-added services and improvement actions. The results are based on data from a survey of 546 faculty in the field of science and technology. The study differentiates between the areas of pure science, engineering and architecture, and life sciences.…

  13. Faculty Use and Perception of Mobile Information and Communication Technology (m-ICT) for Teaching Practices

    Science.gov (United States)

    Biddix, J. Patrick; Chung, Chung Joo; Park, Han Woo

    2016-01-01

    The purpose of this study was to consider faculty use and perception of mobile information and communication technology (m-ICT) for teaching practices. The researchers examined qualitative responses about specific m-ICT use and efficiency amongst Korean and US faculty (n = 59) at three different institutions. Findings from multi-level textual…

  14. Training Needs for Faculty Members: Towards Achieving Quality of University Education in the Light of Technological Innovations

    Science.gov (United States)

    Abouelenein, Yousri Attia Mohamed

    2016-01-01

    The aim of this study was to identify training needs of university faculty members, in order to achieve the desired quality in the light of technological innovations. A list of training needs of faculty members was developed in terms of technological innovations in general, developing skills of faculty members in the use of technological…

  15. Do College Faculty Embrace Web 2.0 Technology?

    Science.gov (United States)

    Siha, Samia M.; Bell, Reginald Lamar; Roebuck, Deborah

    2016-01-01

    The authors sought to determine if Rogers's Innovation Decision Process model could analyze Web 2.0 usage within the collegiate environment. The key independent variables studied in relationship to this model were gender, faculty rank, course content delivery method, and age. Chi-square nonparametric tests on the independent variables across…

  16. Incorporating climate change and technology into the science classroom: Lessons from my year as a GK-12 Fellow

    Science.gov (United States)

    Abramoff, R. Z.

    2012-12-01

    Climate change is not included in the K-8 science standards in Massachusetts; as a result, students learn what climate is, but not how human activities affect it. Starting in 2010, Boston University launched the GK-12 GLACIER program, funded with 2.9M from the National Science Foundation. The purpose of the program is to incorporate the fundamentals of climate change into the K-12 curriculum, focusing on grades 5-8 when quantitative science enters the curriculum. Graduate students are partnered with teachers in Boston public schools for 10 hours a week of teaching with additional curriculum development. I will focus on the curriculum that I developed as a part of this program for the 5th grade science class at The Curley School in Jamaica Plain, MA, where I worked with Grades 3-5, ESL, and PACE autism program science teacher, Stephanie Selznick. The Curley School is an ethnically and economically diverse Boston public school with about 800 students and an 83% minority population. At the Curley, I taught two full days a week, meeting with all of the 5th grade classes and some of the 4th grade classes of all academic levels. The lessons that I created were designed to fit into the state standards and enrich student understanding plant ecology and earth science, as well as develop their capacity to design experiments and use technology. These include Question of the Day, Digital Field Guide to the Outdoor Classroom, Phototropism, Solar System Weather Report, Soil and Water, Local Landforms, and the Earth as a Closed System Unit for which materials and lesson plans are available on my website. Our secondary goals were to improve tech literacy at Curley. Due to funding restrictions, there were few technology resources available to the students at the beginning of the 2011/2012 school year. To improve technology resources at Curley, I organized a fundraiser at Boston University, selling donated items from graduate students and faculty; the 1000 raised was used to supply

  17. Orion: a web-based application designed to monitor resident and fellow performance on-call.

    Science.gov (United States)

    Itri, Jason N; Kim, Woojin; Scanlon, Mary H

    2011-10-01

    Radiology residency and fellowship training provides a unique opportunity to evaluate trainee performance and determine the impact of various educational interventions. We have developed a simple software application (Orion) using open-source tools to facilitate the identification and monitoring of resident and fellow discrepancies in on-call preliminary reports. Over a 6-month period, 19,200 on-call studies were interpreted by 20 radiology residents, and 13,953 on-call studies were interpreted by 25 board-certified radiology fellows representing eight subspecialties. Using standard review macros during faculty interpretation, each of these reports was classified as "agreement", "minor discrepancy", and "major discrepancy" based on the potential to impact patient management or outcome. Major discrepancy rates were used to establish benchmarks for resident and fellow performance by year of training, modality, and subspecialty, and to identify residents and fellows demonstrating a significantly higher major discrepancy rate compared with their classmates. Trends in discrepancies were used to identify subspecialty-specific areas of increased major discrepancy rates in an effort to tailor the didactic and case-based curriculum. A series of missed-case conferences were developed based on trends in discrepancies, and the impact of these conferences is currently being evaluated. Orion is a powerful information technology tool that can be used by residency program directors, fellowship programs directors, residents, and fellows to improve radiology education and training.

  18. Competency Testing for Pediatric Cardiology Fellows Learning Transthoracic Echocardiography: Implementation, Fellow Experience, and Lessons Learned.

    Science.gov (United States)

    Levine, Jami C; Geva, Tal; Brown, David W

    2015-12-01

    There is currently great interest in measuring trainee competency at all levels of medical education. In 2007, we implemented a system for assessing cardiology fellows' progress in attaining imaging skills. This paradigm could be adapted for use by other cardiology programs. Evaluation consisted of a two-part exercise performed after years 1 and 2 of pediatric cardiology training. Part 1: a directly observed evaluation of technical skills as fellows imaged a normal subject (year 1) and a patient with complex heart disease (year 2). Part 2: fellows interpreted and wrote reports for two echocardiograms illustrating congenital heart disease. These were graded for accuracy and facility with communicating pertinent data. After 5 years of testing, fellows were surveyed about their experience. In 5 years, 40 fellows were tested at least once. Testing identified four fellows who underperformed on the technical portion and four on the interpretive portion. Surveys were completed by 33 fellows (83 %). Most (67 %) felt that intermittent observation by faculty was inadequate for assessing skills and that procedural volume was a poor surrogate for competency (58 %). Posttest feedback was constructive and valuable for 90, and 70 % felt the process helped them set goals for skill improvement. Overall, fellows felt this testing was fair and should continue. Fellow performance and responses identified programmatic issues that were creating barriers to learning. We describe a practical test to assess competency for cardiology fellows learning echocardiography. This paradigm is feasible, has excellent acceptance among trainees, and identifies trainees who need support. Materials developed could be easily adapted to help track upcoming ACGME-mandated metrics.

  19. Factors Influencing the Integration of Technology by Community College Adjunct Faculty

    Science.gov (United States)

    Paver, Jonathan David

    2012-01-01

    This research examined the factors that predict intention to integrate technology into instruction by community college adjunct faculty. For this study the integration of technology was defined as beyond simple occasional use, within the next academic year. The decomposed theory of planned behavior was tested for its predictive ability with this…

  20. 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…

  1. 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…

  2. Fellows as teachers: a model to enhance pediatric resident education.

    Science.gov (United States)

    Backes, Carl H; Reber, Kris M; Trittmann, Jennifer K B; Huang, Hong; Tomblin, Jordanna; Moorehead, Pamela A; Bauer, John A; Smith, Charles V; Mahan, John D

    2011-01-01

    Pressures on academic faculty to perform beyond their role as educators has stimulated interest in complementary approaches in resident medical education. While fellows are often believed to detract from resident learning and experience, we describe our preliminary investigations utilizing clinical fellows as a positive force in pediatric resident education. Our objectives were to implement a practical approach to engage fellows in resident education, evaluate the impact of a fellow-led education program on pediatric resident and fellow experience, and investigate if growth of a fellowship program detracts from resident procedural experience. This study was conducted in a neonatal intensive care unit (NICU) where fellows designed and implemented an education program consisting of daily didactic teaching sessions before morning clinical rounds. The impact of a fellow-led education program on resident satisfaction with their NICU experience was assessed via anonymous student evaluations. The potential value of the program for participating fellows was also evaluated using an anonymous survey. The online evaluation was completed by 105 residents. Scores were markedly higher after the program was implemented in areas of teaching excellence (4.44 out of 5 versus 4.67, pteaching skills and enhanced knowledge of neonatal pathophysiology as the most valuable aspects of their participation in the education program. The anonymous survey revealed that 87.5% of participating residents believed that NICU fellows were very important to their overall training and education. While fellows are often believed to be a detracting factor to residency training, we found that pediatric resident attitudes toward the fellows were generally positive. In our experience, in the specialty of neonatology a fellow-led education program can positively contribute to both resident and fellow learning and satisfaction. Further investigation into the value of utilizing fellows as a positive force in

  3. Development of an instrument to measure Faculty's information and communication technology access (FICTA).

    Science.gov (United States)

    Soomro, Kamal Ahmed; Kale, Ugur; Curtis, Reagan; Akcaoglu, Mete; Bernstein, Malayna

    2018-01-01

    The phenomenon of "digital divide" is complex and multidimensional, extending beyond issues of physical access. The purpose of this study was to develop a scale to measure a range of factors related to digital divide among higher education faculty and to evaluate its reliability and validity. Faculty's Information and Communication Technology Access (FICTA) scale was tested and validated with 322 faculty teaching in public and private sector universities. Principal components analysis with varimax rotation confirmed an 8-factor solution corresponding to various dimensions of ICT access. The 57-item FICTA scale demonstrated good psychometric properties and offers researchers a tool to examine faculty's access to ICT at four levels - motivational, physical, skills, and usage access.

  4. Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

    Science.gov (United States)

    Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

    2009-01-01

    Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

  5. Fire and collapse, Faculty of Architecture building, Delft University of Technology: Data collection and preliminary analyses

    NARCIS (Netherlands)

    Meacham, B.; Park, H.; Engelhardt, M.; Kirk, A.; Kodur, V.; Straalen, IJ.J.; Maljaars, J.; Weeren, K. van; Feijter, R. de; Both, K.

    2010-01-01

    On the morning of May 13, 2008, a fire that started in a coffee vending machine on the 6th floor of the 13-story Faculty of Architecture Building at the Delft University of Technology (TUD), Delft, the Netherlands, quickly developed into an extreme loading event. Although all building occupants

  6. A Collaborative Approach to Helping Teacher Education Faculty Model Technology Integration in Their Courses: An Informal Case.

    Science.gov (United States)

    Zachariades, Iacovos; Roberts, Sherron Killingsworth

    1995-01-01

    Describes an innovative and collaborative approach to helping teacher educators better prepare preservice teachers to utilize technology for effective instruction. A mentoring program that paired graduate students in instructional technology with interested faculty members is discussed, and attitudes of the mentors and the faculty members are…

  7. The BERG faculty students readiness for information technologies study

    Directory of Open Access Journals (Sweden)

    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.

  8. Cloud-Based Technologies: Faculty Development, Support, and Implementation

    Science.gov (United States)

    Diaz, Veronica

    2011-01-01

    The number of instructional offerings in higher education that are online, blended, or web-enhanced, including courses and programs, continues to grow exponentially. Alongside the growth of e-learning, higher education has witnessed the explosion of cloud-based or Web 2.0 technologies, a term that refers to the vast array of socially oriented,…

  9. 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…

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

    Science.gov (United States)

    Premdas, Leisa

    2017-01-01

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

  11. IAEA fellows report

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1962-04-15

    More than 500 scientists and technicians had completed their studies abroad under IAEA's fellowship programme at the end of 1961. At the same time, some 300 fellows were studying at universities, research institutions and atomic energy establishments in Member States. It is the policy of the Agency to keep in touch with fellows also after their training has been completed and they have returned home to put into practice what they have learnt during their time of study. The short reports which most of the former fellowship holders send to the Agency's secretariat give a good indication of the usefulness of the training and the extent to which the newly acquired knowledge is being constructively absorbed in the fellow's native country

  12. Researcher or Fellow Citizen?

    DEFF Research Database (Denmark)

    Pedersen, Alex Young; Caviglia, Francesco

    2018-01-01

    The idea of a team of researchers working at advancing knowledge represents a strong role model for STEM education. The article suggests that an alternative role model – a community of fellow citizens engaged in solving problems of how to better live together – can be an equally compelling model...... for the Humanities. Mode 1 knowledge building rooted in learning within the disciplines is compared with a mode 2 focusing on context-specific knowledge, transdisciplinarity and collaborative rationality as essential ingredients of a new role model for the humanities: The fellow citizen. Two cases – a collaborative...

  13. Leopold Fellows meet

    Science.gov (United States)

    Hartmann, Dennis L.

    Communicating the results of environmental science research to nonscientists was the focus of a week-long meeting of fellows of the Aldo Leopold Leadership Program (ALLP) in June. Participating were 20 mid-career university facultymembers, the first group of ALLP fellows to be selected.Discussions were held on the role of scientists in society, techniques for effective leadership, improving communications skills, and working productively with news media. The training program considers both print and broadcast media as well as other outreach vehicles. The meeting was held at Kah Nee Ta Resort on the Warm Springs Indian Reservation, Warm Springs, Oregon, June 15-21, 1999.

  14. A survey of nursing faculty needs for training in use of new technologies for education and practice.

    Science.gov (United States)

    Nguyen, Diane N; Zierler, Brenda; Nguyen, Huong Q

    2011-04-01

    This study describes nursing faculty's use, knowledge of, and training needs associated with distance learning, simulation, telehealth, and informatics tools in nursing education and practice. Web-based surveys were completed by 193 faculty members from nursing schools in the western United States. More than half of the respondents were frequent users of distance learning and informatics tools. Approximately 66% of faculty reported they were competent with distance learning and informatics tools. Training and technical support for the use of distance learning was highest, yet 69% of faculty still reported a need for additional training. The availability of training and financial and technical support was associated with greater use of distance learning technologies (p technologies, the findings suggest nursing faculty perceive a need for training and support to effectively use educational technologies in nursing education. Copyright 2011, SLACK Incorporated.

  15. Experience, Adoption, and Technology: Exploring the Phenomenological Experiences of Faculty Involved in Online Teaching at One School of Public Health

    Science.gov (United States)

    Kidd, Terry; Davis, Trina; Larke, Patricia

    2016-01-01

    Using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Dewey's Theory of Experience, this phenomenological study explored the experiences of faculty who engaged in online teaching at one school of public health. Findings revealed that the experiences of public health faculty, who engaged in online teaching, are similar and…

  16. Fellows as teachers: a model to enhance pediatric resident education

    Directory of Open Access Journals (Sweden)

    Charles V. Smith

    2011-09-01

    Full Text Available Pressures on academic faculty to perform beyond their role as educators has stimulated interest in complementary approaches in resident medical education. While fellows are often believed to detract from resident learning and experience, we describe our preliminary investigations utilizing clinical fellows as a positive force in pediatric resident education. Our objectives were to implement a practical approach to engage fellows in resident education, evaluate the impact of a fellow-led education program on pediatric resident and fellow experience, and investigate if growth of a fellowship program detracts from resident procedural experience.This study was conducted in a neonatal intensive care unit (NICU where fellows designed and implemented an education program consisting of daily didactic teaching sessions before morning clinical rounds. The impact of a fellow-led education program on resident satisfaction with their NICU experience was assessed via anonymous student evaluations. The potential value of the program for participating fellows was also evaluated using an anonymous survey.The online evaluation was completed by 105 residents. Scores were markedly higher after the program was implemented in areas of teaching excellence (4.44 out of 5 versus 4.67, p<0.05 and overall resident learning (3.60 out of 5 versus 4.61, p<0.001. Fellows rated the acquisition of teaching skills and enhanced knowledge of neonatal pathophysiology as the most valuable aspects of their participation in the education program. The anonymous survey revealed that 87.5% of participating residents believed that NICU fellows were very important to their overall training and education.While fellows are often believed to be a detracting factor to residency training, we found that pediatric resident attitudes toward the fellows were generally positive. In our experience, in the specialty of neonatology a fellow-led education program can positively contribute to both

  17. AN ACTIVITY THEORY APPROACH TO STUDY BARRIERS OF FACULTY REGARDING TECHNOLOGY INTEGRATION IN HIGHER EDUCATION

    DEFF Research Database (Denmark)

    Castro Guzman, Willy

    2016-01-01

    technology. Ertmer’s approach establishes first-order and second-orders barriers as hinderers for teacher’s adoption of technology. The study intends to answer what are the barriers existing in the socalled enthusiastic faculty teachers regarding technology integration in Education? Findings call...... dichotomies between enthusiastic-resistant teachers, the intrinsic-extrinsic barriers, and claims for passing from an individual to a collective approach to ICT integration in education......Information and communication technologies are instruments for supporting new ways of teaching and learning. Nevertheless, its impact concerning scope has not reached the expected level. This strain between benefits and impact has been inquired from the perspective of barriers of teachers to use...

  18. The Predictive Value of Selected Extrinsic and Intrinsic Indicators of Overall Job Satisfaction in Diagnostic Radiological Technology, Radiation Therapy, and Nuclear Medicine Technology Allied Health Faculty

    Science.gov (United States)

    Beavers, Gregory S.

    2010-01-01

    Healthcare is the largest industry in the United States and 60 percent of its 14 million workers are in allied health jobs. The need to attract and retain allied health faculty is critical to preparing a competent workforce in healthcare. This study reports the results of a survey of 259 faculty members working in diagnostic radiologic technology,…

  19. The Circumstances of Using Technological Applications Inside and Outside of the Faculty by Physicianand Nurse Candidates

    Directory of Open Access Journals (Sweden)

    Baris Sezer

    2014-12-01

    Full Text Available Aim: In this study the aim is to determine which technological applications are used by physician and nurse candidates; where, why and how they are used, based upon the technologic and educational context. Material and Method: The study was carried out pursuant to the design of case study method that is one of the qualitative research methods. The study group was determined by %u201Ceasily accessible case sampling%u201D and consisted of 78 freshman, sophomore and junior physician candidates from the Faculty of Medicine of Hacettepe University; 50 freshman, sophomore, junior and senior nurse candidates from the Nursing Program of the Faculty of Medical Sciences in Baskent University. A questionnaire and a semi-structured interview form created by the researchers were used in this study. The content analysis method was used in the data solution. Results and Discussion: Research participants stated that technological applications they used in daily life and for classes were different. This situation can be considered as an indication that we could not yet integrate technology into education. It was determined in the research that students used search engines and office programs the most. And they are willingness to take distance learning courses and use of social networks in their academic life.

  20. Investigating IT Faculty Resistance to Learning Management System Adoption Using Latent Variables in an Acceptance Technology Model.

    Science.gov (United States)

    Bousbahi, Fatiha; Alrazgan, Muna Saleh

    2015-01-01

    To enhance instruction in higher education, many universities in the Middle East have chosen to introduce learning management systems (LMS) to their institutions. However, this new educational technology is not being used at its full potential and faces resistance from faculty members. To investigate this phenomenon, we conducted an empirical research study to uncover factors influencing faculty members' acceptance of LMS. Thus, in the Fall semester of 2014, Information Technology faculty members were surveyed to better understand their perceptions of the incorporation of LMS into their courses. The results showed that personal factors such as motivation, load anxiety, and organizational support play important roles in the perception of the usefulness of LMS among IT faculty members. These findings suggest adding these constructs in order to extend the Technology acceptance model (TAM) for LMS acceptance, which can help stakeholders of the university to implement the use of this system. This may assist in planning and evaluating the use of e-learning.

  1. Students′ Perception of Organization Culture at a Faculty of Science and Technology

    Directory of Open Access Journals (Sweden)

    Maria Ujhelyi

    2017-04-01

    Full Text Available The current study uses an adapted version of Cameron and Quinn’s OCAI questionnaire to test the organisational culture of the Faculty of Science and Technology at the University of Debrecen, Hungary, as it is perceived by its students, and also to discover what type of organisational culture the same students think would be ideal for them. An additional objective of this paper is to identify possible gaps between the perceived and the ideal cultures expressed by the students. Our sample includes 128 questionnaires completed by bachelor students from 6 different majors at the faculty. According to our results, the respondents perceive to a significant degree that the faculty’s organisational culture is at an average level of clan, market and hierarchy cultures, while it also exhibits a relatively low level of the adhocracy culture. Their ideal faculty culture would be one with average adhocracy, average hierarchy, high clan and low market features. Significant gaps are identified between the perceived and ideal cultures in all the four types: students would prefer an increase in clan and adhocracy cultures, and a decrease in the other two cultures.

  2. Marshall Space Flight Center Faculty Fellowship Program

    Science.gov (United States)

    Six, N. F.; Karr, G.

    2017-01-01

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

  3. AGH University of Science and Technology, Faculty of Physics and Applied Computer Science, Annual Report 2008

    International Nuclear Information System (INIS)

    2009-01-01

    The most important research activities of the Faculty are condensed matter physics and physics of elementary particles. Advanced fundamental as well as applied studies are also carried out in the fields of nuclear physics and technology, electronics, environmental physics and medicinal physics. Report presents short descriptions of the results obtained in 2009. It contains also list of 198 papers published in the national and international scientific journals and of 6 book chapters published in 2009. Report contains full list of grants (national and international) realized in 2009 [pl

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

    Science.gov (United States)

    Albee, Arden

    2004-01-01

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

  5. Marshall Space Flight Center Faculty Fellowship Program

    Science.gov (United States)

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

    2017-01-01

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

  6. Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

    Science.gov (United States)

    Lavadia, Linda

    Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

  7. The Critical Care Communication project: improving fellows' communication skills.

    Science.gov (United States)

    Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E

    2015-04-01

    The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Terry, Janet L.; Geske, Joel

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

  9. A weekend program model for faculty development with primary care physicians.

    Science.gov (United States)

    Gjerde, Craig L; Kokotailo, Patricia; Olson, Curtis A; Hla, Khin Mae

    2004-01-01

    Medical teachers are expected to be proficient at teaching students and residents about the changing health care system. The University of Wisconsin established a faculty development fellowship program to better prepare clinical teachers in family medicine, general pediatrics, and general internal medicine. This paper describes our fellowship program, presents data on program accomplishments, and discusses what we have learned. We developed a year-long series of five weekend workshops. A core group of faculty provided 2- to 4- hour sessions on topics including evidence-based medicine, physician leadership, advocacy, doctor-patient communication, quality, technology tools, and teaching skills. Evaluation data were used to shape the program, make improvements, and assess impact. Fellows self-assessed their ability to perform skills at the beginning and ending of the year; paired t tests were used to compare these changes. Attendance and program completion rates were more than 94% for the 84 fellows taught over 6 years. Individual sessions and the overall program were well-rated by fellows. Participants reported improvements in targeted skills; statistical analyses confirmed many significant pre-post improvements. To obtain high ratings, faculty must apply adult learning and active learning principles; lectures were not well tolerated. Initial technology skills were often low; computer labs needed many helpers. Participants needed extensive faculty support on their projects. It facilitated coordination and learning to have a core group of fellowship faculty who did most of the teaching. Graduates have become enthusiastic recruiters for new fellows. Our 5-weekend program has proven to be an effective faculty development model.

  10. Women Fellows of INAE | Women in Science | Initiatives | Indian ...

    Indian Academy of Sciences (India)

    Women Fellows of INAE. INAE - Indian National Academy of Engineering. Ms. Alpa Sheth Civil Engineering. Prof. Bharathi Bhat Electronics & Communication Engineering. Prof. Dipanwita Roy Chowdhury Computer Engineering and Information Technology. Prof. Kamala Krithivasan Computer Engineering and Information ...

  11. Geritalk: communication skills training for geriatric and palliative medicine fellows.

    Science.gov (United States)

    Kelley, Amy S; Back, Anthony L; Arnold, Robert M; Goldberg, Gabrielle R; Lim, Betty B; Litrivis, Evgenia; Smith, Cardinale B; O'Neill, Lynn B

    2012-02-01

    Expert communication is essential to high-quality care for older patients with serious illness. Although the importance of communication skills is widely recognized, formal curricula for teaching communication skills to geriatric and palliative medicine fellows is often inadequate or unavailable. The current study drew upon the educational principles and format of an evidence-based, interactive teaching method to develop an intensive communication skills training course designed specifically to address the common communication challenges that geriatric and palliative medicine fellows face. The 2-day retreat, held away from the hospital environment, included large-group overview presentations, small-group communication skills practice, and development of future skills practice commitment. Faculty received in-depth training in small-group facilitation techniques before the course. Geriatric and palliative medicine fellows were recruited to participate in the course and 100% (n = 18) enrolled. Overall satisfaction with the course was very high (mean 4.8 on a 5-point scale). After the course, fellows reported an increase in self-assessed preparedness for specific communication challenges (mean increase 1.4 on 5-point scale, P communication skills program, customized for the specific needs of geriatric and palliative medicine fellows, improved fellows' self-assessed preparedness for challenging communication tasks and provided a model for ongoing deliberate practice of communication skills. © 2012, Copyright the Authors Journal compilation © 2011, The American Geriatrics Society.

  12. 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.

  13. Fellows, Associates & Students Programmes

    CERN Document Server

    2005-01-01

    The present document reviews the CERN Fellows, Associates and Students Programmes emphasizing the developments since 2000, when the previous review was presented to the Scientific Policy Committee, Finance Committee and Council (CERN/2325), and makes proposals for the coming five years. In summary, it is proposed to â?¢ Simplify the payment scheme for the Paid Scientific Associates Programme, which will no longer depend on candidateâ??s home support and age; â?¢ Broaden the scope of the Fellowship Programme, in order to facilitate the recruitment of young graduates in computing and engineering. Age-related eligibility conditions and payment levels will be replaced with experience-based criteria; â?¢ Modify subsistence rates for the Doctoral and Technical Student Programme in order to harmonize CERNâ??s payment levels with those offered by other research establishments. This document is presented for discussion and recommendation by the Scientific Policy Committee and approval by the Council. Additiona...

  14. Aerosol in selected laboratories at Faculty of Mechanical Engineering, Opole University of Technology

    Science.gov (United States)

    Olszowski, Tomasz

    2017-10-01

    The paper contains the results of a study into mass concentration of the dispersed aerosol fraction with the aerodynamic diameter of up to 2.5 and 10 micrometers. The study was conducted during classes with students participating in them in two laboratories located at Faculty of Mechanical Engineering, Opole University of Technology as well as outdoor outside the building. It was demonstrated that the values of the mass concentration of PM2.5 and PM10 measured in the laboratories differ considerably from the levels measured in the ambient air in the outdoor areas surrounding the faculty building. It was concluded that the diversity of PM2.5/PM10 ratio was greater in the laboratories. Direct correlation was not established between the concentrations of the particular PM fractions in the two investigated environments. It was demonstrated that there is a statistically significant relation between the concentration of PM2.5 and PM10 and the number of people present in the laboratory. The conducted cluster analysis led to the detection of the existence of dominant structures determining air quality parameters. For the analyzed case, endogenic factors are responsible for the aerosanitary condition. The study demonstrated that the evaluation of air quality needs to be performed individually for the specific rooms.

  15. APA Summit on Medical Student Education Task Force on Informatics and Technology: Steps to Enhance the Use of Technology in Education through Faculty Development, Funding and Change Management

    Science.gov (United States)

    Hilty, Donald M.; Benjamin, Sheldon; Briscoe, Gregory; Hales, Deborah J.; Boland, Robert J.; Luo, John S.; Chan, Carlyle H.; Kennedy, Robert S.; Karlinsky, Harry; Gordon, Daniel B.; Yellowlees, Peter M.; Yager, Joel

    2006-01-01

    Objective: This article provides an overview of how trainees, faculty, and institutions use technology for acquiring knowledge, skills, and attitudes for practicing modern medicine. Method: The authors reviewed the literature on medical education, technology, and change, and identify the key themes and make recommendations for implementing…

  16. Presidential Management Fellows (PMF) Talent Acquisition System, PMF-TAS (ACCESS CONTROLLED)

    Data.gov (United States)

    Office of Personnel Management — Application and Assessment system for Presidential Management Fellows (PMF) and PMF Science, Technology, Engineering, and Math (STEM) programs. This sytem is access...

  17. A Study To Determine the Job Satisfaction of the Engineering/Industrial Technology Faculty at Delgado Community College.

    Science.gov (United States)

    Satterlee, Brian

    A study assessed job satisfaction among Engineering/Industrial Technology faculty at Delgado Community College (New Orleans, Louisiana). A secondary purpose was to confirm Herzberg's Two-Factor Theory of Job Satisfaction (1966) that workers derived satisfaction from the work itself and that causes of dissatisfaction stemmed from conditions…

  18. The Adoption of E-Learning Technology at the Faculty of Distance Learning of Plekhanov Russian University of Economics

    Science.gov (United States)

    Gerasimova, Vera G.; Melamud, Marina R.; Tutaeva, Dinara R.; Romanova, Yuliya D.; Zhenova, Nataliya A.

    2018-01-01

    The authors review application of information technologies and systems at the Faculty of Distance Learning of Plekhanov Russian University of Economics. General aspects of organizing training in e-learning environment, highlighting the advantages and disadvantages of such approach are also examined. The authors study and analyze a number of…

  19. Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

    Science.gov (United States)

    Wingo, Nancy Pope; Ivankova, Nataliya V.; Moss, Jacqueline A.

    2017-01-01

    Academic leaders can better implement institutional strategic plans to promote online programs if they understand faculty perceptions about teaching online. An extended version of a model for technology acceptance, or TAM2 (Venkatesh & Davis, 2000), provided a framework for surveying and organizing the research literature about factors that…

  20. A Quantitative Study of Faculty Perceptions and Attitudes on Asynchronous Virtual Teamwork Using the Technology Acceptance Model

    Science.gov (United States)

    Wolusky, G. Anthony

    2016-01-01

    This quantitative study used a web-based questionnaire to assess the attitudes and perceptions of online and hybrid faculty towards student-centered asynchronous virtual teamwork (AVT) using the technology acceptance model (TAM) of Davis (1989). AVT is online student participation in a team approach to problem-solving culminating in a written…

  1. Educational Technology-Related Performance of Teaching Faculty in Higher Education: Implications for eLearning Management

    Science.gov (United States)

    Larbi-Apau, Josephine A.; Guerra-Lopez, Ingrid; Moseley, James L.; Spannaus, Timothy; Yaprak, Attila

    2017-01-01

    The study examined teaching faculty's educational technology-related performances (ETRP) as a measure for predicting eLearning management in Ghana. A total of valid data (n = 164) were collected and analyzed on applied ISTE-NETS-T Performance Standards using descriptive and ANOVA statistics. Results showed an overall moderate performance with the…

  2. Digital immigrants teaching digital natives: A phenomenological study of higher education faculty perspectives on technology integration with English core content

    Science.gov (United States)

    Corey, Robert C.

    In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational reform emanating from US presidents to parent teacher organizations, and educators' ability to cope with advances in technology in the classroom demand attention. Therefore, the purpose of this qualitative study was to explore and understand the professional and educational experiences of six English faculty members teaching undergraduate courses at Midwest universities. Using the framework of Technological Pedagogical Content Knowledge -- TPACK (Koehler and Mishra 2008), the major focus of the study was to determine how faculty members understood what characterized the nature of teaching with technology in undergraduate classrooms. Results of this study revealed five themes showing how the participants were introduced to technology, how they assimilated it into their pedagogy, and how they integrated it into teaching practice. This study has the potential to impact the nature of illustrating the methods and techniques used by the six participants as they merge technology, pedagogy, and content knowledge and set in motion classroom practices that assist faculty at all levels to develop and teach technology skills necessary for the 21st century and to better prepare students for thinking critically about how to use digital advances.

  3. Geritalk: Communication Skills Training for Geriatrics and Palliative Medicine Fellows

    Science.gov (United States)

    Kelley, Amy S.; Back, Anthony L.; Arnold, Robert M.; Goldberg, Gabrielle R.; Lim, Betty B.; Litrivis, Evgenia; Smith, Cardinale B.; O’Neill, Lynn B.

    2011-01-01

    Expert communication is essential to high quality care for older patients with serious illness. While the importance of communication skills is widely recognized, formal curricula for teaching communication skills to geriatrics and palliative medicine fellows is often inadequate or unavailable. We drew upon the educational principles and format of an evidence-based, interactive teaching method, to develop an intensive communication skills training course designed specifically to address the common communication challenges faced by geriatrics and palliative medicine fellows. The 2-day retreat, held away from the hospital environment, included large-group overview presentations, small-group communication skills practice, and development of future skills practice commitment. Faculty received in-depth training in small-group facilitation techniques prior to the course. Geriatrics and palliative medicine fellows were recruited to participate in the course and 100% (n=18) enrolled. Overall satisfaction with the course was very high (mean 4.8 on 5-point scale). Compared to before the course, fellows reported an increase in self-assessed preparedness for specific communication challenges (mean increase 1.4 on 5-point scale, pcommunication skills program, tailored to the specific needs of geriatrics and palliative medicine fellows, improved fellows’ self-assessed preparedness for challenging communication tasks and provided a model for ongoing deliberate practice of communication skills. PMID:22211768

  4. River-Based Experiential Learning: the Bear River Fellows Program

    Science.gov (United States)

    Rosenberg, D. E.; Shirley, B.; Roark, M. F.

    2012-12-01

    The Department of Civil and Environmental Engineering, Outdoor Recreation, and Parks and Recreation programs at Utah State University (USU) have partnered to offer a new, unique river-based experiential learning opportunity for undergraduates called the Bear River Fellows Program. The program allows incoming freshmen Fellows to experience a river first hand during a 5-day/4-night river trip on the nearby Bear River two weeks before the start of their first Fall semester. As part of the program, Fellows will navigate the Bear River in canoes, camp along the banks, interact with local water and environmental managers, collect channel cross section, stream flow, vegetation cover, and topological complexity data, meet other incoming freshmen, interact with faculty and graduate students, develop boating and leadership skills, problem solve, and participate as full members of the trip team. Subsequently, Fellows will get paid as undergraduate researchers during their Fall and Spring Freshman semesters to analyze, synthesize, and present the field data they collect. The program is a collaborative effort between two USU academic units and the (non-academic) division of Student Services and supports a larger National Science Foundation funded environmental modelling and management project for the lower Bear River, Utah watershed. We have advertised the program via Facebook and emails to incoming USU freshmen, received 35 applications (60% women), and accepted 5 Fellows into the program (3 female and 2 male). The river trip departs August 14, 2012. The poster will overview the Bear River Fellows Program and present qualitative and preliminary outcomes emerging from the trip and Fellows' work through the Fall semester with the field data they collect. We will also undertake more rigorous and longer longitudinal quantitative evaluation of Program outcomes (for example, in problem-solving and leadership) both in Spring 2013 and in subsequent 2013 and 2014 offerings of the

  5. Education and training of experts for the nuclear power sector at the Faculty of Electrical Engineering and Information Technologies, Slovak University of Technology in Bratislava

    International Nuclear Information System (INIS)

    Lipka, J.; Slugen, V.; Miglierini, M.; Necas, V.; Hascik, J.; Pavlovic, M.

    2003-01-01

    The Faculty of Electrical Engineering and Information Technologies, Slovak University of Technology in Bratislava has been training experts for the nuclear sector for over 40 years now. Current status and trends in nuclear education within the faculty's educational system, encompassing BSc, MSc and PhD studies, are highlighted. Dedicated training courses in the safety aspects of operation of the nuclear power installations are also organized for NPP staff. Periodical training is also provided to supervising physicists at the Jaslovske Bohunice and Mochovce nuclear power plants. Major international projects aimed at nuclear knowledge management and preservation are highlighted and the ENEN - European Nuclear Education Network project is described. (P.A.)

  6. Five Years of Research Into Technology-Enhanced Learning at the Faculty of Materials Science and Technology

    Science.gov (United States)

    Svetský, Štefan; Moravčík, Oliver; Rusková, Dagmar; Balog, Karol; Sakál, Peter; Tanuška, Pavol

    2011-01-01

    The article describes a five-year period of Technology Enhanced Learning (TEL) implementation at the Faculty of Materials Science and Technology (MTF) in Trnava. It is a part of the challenges put forward by the 7th Framework Programme (ICT research in FP7) focused on "how information and communication technologies can be used to support learning and teaching". The empirical research during the years 2006-2008 was focused on technology-driven support of teaching, i. e. the development of VLE (Virtual Learning Environment) and the development of database applications such as instruments developed simultaneously with the information support of the project, and tested and applied directly in the teaching of bachelor students. During this period, the MTF also participated in the administration of the FP7 KEPLER project proposal in the international consortium of 20 participants. In the following period of 2009-2010, the concept of educational activities automation systematically began to develop. Within this concept, the idea originated to develop a universal multi-purpose system BIKE based on the batch processing knowledge paradigm. This allowed to focus more on educational approach, i.e. TEL educational-driven and to finish the programming of the Internet application - network for feedback (communication between teachers and students). Thanks to this specialization, the results of applications in the teaching at MTF could gradually be presented at the international conferences focused on computer-enhanced engineering education. TEL was implemented at a detached workplace and four institutes involving more than 600 students-bachelors and teachers of technical subjects. Four study programmes were supported, including technical English language. Altogether, the results have been presented via 16 articles in five countries, including the EU level (IGIP-SEFI).

  7. Faculty Technology Usage Resulting from Institutional Migration to a New Learning Management System

    Science.gov (United States)

    Rucker, Ryan; Downey, Steve

    2016-01-01

    Research literature is flush with articles discussing how teachers use individual learning management systems. However, very few studies examine how faculty are affected as they move from one platform to another. This study addresses that gap and examines how faculty adapt their online teaching practices as they migrate systems. In doing so,…

  8. Development of an Instrument to Measure Faculty's Information and Communication Technology Access (FICTA)

    Science.gov (United States)

    Soomro, Kamal Ahmed; Kale, Ugur; Curtis, Reagan; Akcaoglu, Mete; Bernstein, Malayna

    2018-01-01

    The phenomenon of "digital divide" is complex and multidimensional, extending beyond issues of physical access. The purpose of this study was to develop a scale to measure a range of factors related to digital divide among higher education faculty and to evaluate its reliability and validity. Faculty's Information and Communication…

  9. Academic Faculty Governance and Recruitment Decisions

    NARCIS (Netherlands)

    Prüfer, J.; Walz, U.

    2009-01-01

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

  10. Academic faculty governance and recruitment decisions

    NARCIS (Netherlands)

    Prüfer, J.; Walz, U.

    2013-01-01

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

  11. Enhancing Sustainability Curricula through Faculty Learning Communities

    Science.gov (United States)

    Natkin, L. W.; Kolbe, Tammy

    2016-01-01

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

  12. Radiation safety among cardiology fellows.

    Science.gov (United States)

    Kim, Candice; Vasaiwala, Samip; Haque, Faizul; Pratap, Kiran; Vidovich, Mladen I

    2010-07-01

    Cardiology fellows can be exposed to high radiation levels during procedures. Proper radiation training and implementation of safety procedures is of critical importance in lowering physician health risks associated with radiation exposure. Participants were cardiology fellows in the United States (n = 2,545) who were contacted by e-mail to complete an anonymous survey regarding the knowledge and practice of radiation protection during catheterization laboratory procedures. An on-line survey engine, SurveyMonkey, was used to distribute and collect the results of the 10-question survey. The response rate was 10.5%. Of the 267 respondents, 82% had undergone formal radiation safety training. Only 58% of the fellows were aware of their hospital's pregnancy radiation policy and 60% knew how to contact the hospital's radiation safety officer. Although 52% of the fellows always wore a dosimeter, 81% did not know their level of radiation exposure in the previous year and only 74% of fellows knew the safe levels of radiation exposure. The fellows who had received formal training were more likely to be aware of their pregnancy policy, to know the contact information of their radiation safety officer, to be aware of the safe levels of radiation exposure, to use dosimeters and RadPad consistently, and to know their own level of radiation exposure in the previous year. In conclusion, cardiology fellows have not been adequately educated about radiation safety. A concerted effort directed at physician safety in the workplace from the regulatory committees overseeing cardiology fellowships should be encouraged. Published by Elsevier Inc.

  13. The 2004 NASA Faculty Fellowship Program Research Reports

    Science.gov (United States)

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

    2005-01-01

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

  14. Fiftieth Anniversary of the Foundation of Postgraduate Study on Corrosion and Protection of Materials at the Faculty of Technology, University of Zagreb

    OpenAIRE

    Martinez, S.; Stupnišek-Lisac, E.; Esih, I.

    2011-01-01

    The first postgraduate study at the Department for Chemical Technology of the Faculty of Technology (nowadays: Faculty of Chemical Engineering and Technology) of the University of Zagreb concerning the field "Corrosion and Protection of Materials" was founded in the academic year of 1960/61 on the initiative of academician Miroslav Karšulin. The study comprised three semesters and finished by defending a master's thesis. During two decades, 19 generations of attendants were registered and 108...

  15. The Use of Collaboration, Authentic Learning, Linking Material to Personal Knowledge, and Technology in the Constructivist Classroom: Interviews with Community College Faculty Members

    Science.gov (United States)

    Zielinski, Dianne E.

    2017-01-01

    This study explored how faculty members implemented constructivist teaching methods after training. The student-centered teaching methods were interactions and collaborations, authentic learning and real-world experiences, linking material to previously learned information, and using technology in the classroom. Seven faculty members trained in…

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

    Science.gov (United States)

    Shipman, Cheri Deann

    2017-01-01

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

  17. Evaluation of a web-based portal to improve resident education by neonatology fellows

    Directory of Open Access Journals (Sweden)

    Ashwini Lakshmanan

    2014-07-01

    Full Text Available Background: Integration of web-based educational tools into medical training has been shown to increase accessibility of resources and optimize teaching. We developed a web-based educational portal (WBEP to support teaching of pediatric residents about newborn medicine by neonatology fellows. Objectives: 1 To compare residents’ attitudes about their fellow-led education in the NICU pre- and post-WBEP; including assessment of factors that impact their education and usefulness of teaching tools. 2 To compare fellow utilization of various teaching modalities pre- and post-WBEP. Design/methods: We queried residents about their attitudes regarding fellow-led education efforts and various teaching modalities in the NICU and logistics potentially impacting effectiveness. Based on these data, we introduced the WBEP – a repository of teaching tools (e.g., mock code cases, board review questions, journal articles, case-based discussion scenarios for use by fellows to supplement didactic sessions in a faculty-based curriculum. We surveyed residents about the effectiveness of fellow teaching pre- and post-WBEP implementation and the type of fellow-led teaching modalities that were used. Results: After analysis of survey responses, we identified that residents cited fellow level of interest as the most important factor impacting their education. Post-implementation, residents described greater utilization of various teaching modalities by fellows, including an increase in use of mock codes (14% to 76%, p<0.0001 and journal articles (33% to 59%, p=0.02. Conclusions: A web-based resource that supplements traditional curricula led to greater utilization of various teaching modalities by fellows and may encourage fellow involvement in resident teaching.

  18. Influential Factors and Faculty Members' Practices in Technology Integration Using ISTE Standards for Teacher Preparation at Taibah University--Saudi Arabia

    Science.gov (United States)

    Bajabaa, Aysha Sulaiman

    2017-01-01

    Using technology effectively has been proven to enhance education. The status quo in Saudi Arabia reflects low-level usage of technology in K-12 classrooms. Preparing 21st Century teachers to integrate technology in their future classrooms for meaningful learning requires College of Education faculty to model using technology effectively. This…

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

    Science.gov (United States)

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

    2000-12-01

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

  20. 2009 ESMD Space Grant Faculty Project Final Report

    Science.gov (United States)

    Murphy, Gloria; Ghanashyam, Joshi; Guo, Jiang; Conrad, James; Bandyopadhyay, Alak; Cross, William

    2009-01-01

    The Constellation Program is the medium by which we will maintain a presence in low Earth orbit, return to the moon for further exploration and develop procedures for Mars exploration. The foundation for its presence and success is built by the many individuals that have given of their time, talent and even lives to help propel the mission and objectives of NASA. The Exploration Systems Mission Directorate (ESMD) Faculty Fellows Program is a direct contributor to the success of directorate and Constellation Program objectives. It is through programs such as the ESMD Space Grant program that students are inspired and challenged to achieve the technological heights that will propel us to meet the goals and objectives of ESMD and the Constellation Program. It is through ESMD Space Grant programs that future NASA scientists, engineers, and mathematicians begin to dream of taking America to newer heights of space exploration. The ESMD Space Grant program is to be commended for taking the initiative to develop and implement programs that help solidify the mission of NASA. With the concerted efforts of the Kennedy Space Center educational staff, the 2009 ESMD Space Grant Summer Faculty Fellows Program allowed faculty to become more involved with NASA personnel relating to exploration topics for the senior design projects. The 2009 Project was specifically directed towards NASA's Strategic Educational Outcome 1. In-situ placement of Faculty Fellows at the NASA field Centers was essential; this allowed personal interactions with NASA scientists and engineers. In particular, this was critical to better understanding the NASA problems and begin developing a senior design effort to solve the problems. The Faculty Fellows are pleased that the ESMD Space Grant program is taking interest in developing the Senior Design courses at the university level. These courses are needed to help develop the NASA engineers and scientists of the very near future. It has been a pleasure to be

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

    Directory of Open Access Journals (Sweden)

    Elham Biglari

    2010-12-01

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

  2. Information technology - a tool for development of the teaching process at the faculty of medicine, university of sarajevo.

    Science.gov (United States)

    Masic, Izet; Begic, Edin

    2015-04-01

    Information Technologies, taking slow steps, have found its application in the teaching process of Faculty of Medicine, University of Sarajevo. Online availability of the teaching content is mainly intended for users of the Bologna process. The aim was to present the level of use of information technologies at the Faculty of Medicine, University of Sarajevo, comparing two systems, old system and the Bologna process, and to present new ways of improving the teaching process, using information technology. The study included the period from 2012 to 2014, and included 365 students from the old system and the Bologna Process. Study had prospective character. Students of the old system are older than students of the Bologna process. In both systems higher number of female students is significantly present. All students have their own computers, usually using the Office software package and web browsers. Visits of social networks were the most common reason for which they used computers. On question if they know to work with databases, 14.6% of students of the old system responded positively and 26.2% of students of the Bologna process answered the same. Students feel that working with databases is necessary to work in primary health care. On the question of the degree of computerization at the university, there were significant differences between the two systems (p process were more interested in the introduction of information technology, than students of old system. 68.7% of students of the Bologna process of generation 2013-2014, and 71.3% of generation 2014-2015, believed that the subject of Medical Informatics, the same or similar name, should be included in the new reform teaching process of the Faculty of Medicine, University of Sarajevo. Information technologies can help the development of the teaching process, and represent attractive and accessible tool in the process of modernization and progress.

  3. Identification of Preferred Sources of Information for Undertaking Studies in the Faculty of Engineering Management at Poznan University of Technology

    Directory of Open Access Journals (Sweden)

    Magdalena Wyrwicka

    2015-06-01

    Full Text Available Since 2010 a survey has been conducted among first-year students about sources of information which influence the decision of undertaking field studies in Safety Engineering, Management Engineering and Logistics in the Faculty of Engineering Management at Poznan University of Technology. The goal of these analyses is both to assess the effectiveness of promotion and also show trends in the use of diverse channels of information transfer of studies. The results of the investigation show that internet promotion via university and faculty website plays the dominant role but also direct promotion, such as opinion of older friends, is crucial. Furthermore, from year to year the analyses indicate the significant increase of official media and reveal that the prospective students rely on a few sources of information simultaneously.

  4. 1989”1990 AGU Congressional Fellow report

    Science.gov (United States)

    Frank, Barbara J.

    Describing the last 3 months on the Subcommittee on International Scientific Cooperation of the U.S. House of Representatives Committee on Science, Space, and Technology is no easy task. I have learned a great deal about many issues and about the workings of Congress; yet this knowledge has not been gained in a necessarily straightforward or logical manner.Although my status on the Subcommittee is that of a Fellow, in effect I am expected to function as a regular staff member. I immediately became involved in the preparation of two hearings, the first on science and technology initiatives for Poland and Hungary, and the second on the Human Genome Project. At these hearings, I learned firsthand about important aspects of science-related issues that concern Congress, namely, intellectual property rights, U.S. competitiveness in the science and technology arena with other countries, Japan, in particular; and big science versus small science funding.

  5. Impacts of a Faculty Abroad Experience on Teaching Style and Technology Use in a College of Agriculture and Life Sciences

    Science.gov (United States)

    Sandlin, M'Randa R.; Murphrey, Theresa Pesl; Lindner, James R.; Dooley, Kim E.

    2013-01-01

    Faculty abroad programs are becoming a popular method to provide faculty in colleges of agriculture with international experiences so they may internationalize their curricula. These programs also serve to provide experiential faculty development opportunities. Eight faculty members from Texas A&M University participated in a faculty abroad…

  6. THE UTILIZATION OF WEB-BASED TECHNOLOGY AS PREDICTOR OF FACULTY INSIGHTS OF SUPPORT FOR THE IMPLEMENTATION OF ELEARNING

    Directory of Open Access Journals (Sweden)

    Hamed GHAEMI

    2011-01-01

    Full Text Available For the last three decades higher education institutions have been forced to undergo thorough transformation and revitalization. Parallel to society, a factor that has played a crucial role in transforming higher education is the advance of information technology (IT. The potential for use of IT in education has been increasingly recognized and higher education faculties have begun to use this technology in different ways in their teaching. Instructors today regularly include electronic technologies that extend instructional resources to their students: threaded discussion boards, websites, chat rooms, email, newsgroups, etc. Moreover, because the use of mobile technologies that join with web-based resources is becoming a more common practice, the lines differentiating web-based and face-to-face classroom teaching are becoming less distinguishable.

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

    Science.gov (United States)

    2014-08-01

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

  8. The Development and Validation of an Instrument for Assessing College Students' Perceptions of Faculty Knowledge in Technology-Supported Class Environments

    Science.gov (United States)

    Shih, Ching-Lin; Chuang, Hsueh-Hua

    2013-01-01

    Research in the area of educational technology has argued that the technological pedagogical content knowledge of faculty is crucial to addressing the challenge of teaching in higher education in the digital age, which is characterized by the common use of instructional technology in college classrooms and the ubiquitous presence of computing on…

  9. Fiftieth Anniversary of the Foundation of Postgraduate Study on Corrosion and Protection of Materials at the Faculty of Technology, University of Zagreb

    Directory of Open Access Journals (Sweden)

    Martinez, S.

    2011-07-01

    Full Text Available The first postgraduate study at the Department for Chemical Technology of the Faculty of Technology (nowadays: Faculty of Chemical Engineering and Technology of the University of Zagreb concerning the field "Corrosion and Protection of Materials" was founded in the academic year of 1960/61 on the initiative of academician Miroslav Karšulin. The study comprised three semesters and finished by defending a master's thesis. During two decades, 19 generations of attendants were registered and 108 of them reached the scientific degree of MSc. In this period, several new postgraduate studies were introduced that were indispensable, but provoked organizational difficulties. Therefore, in 1980 reorganization took place by merging all postgraduate studies into "Engineering Chemistry" with 11 sections. Thus, the postgraduate study "Corrosion and Protection of Materials" transformed into the section "Structural Materials and Corrosion Control". After the establishment of the "Faculty of Chemical Engineering and Technology" from the Department for Chemical Technology of the Faculty of Technology in 1992, the "Chemical Engineering" section of former postgraduate study "Engineering Chemistry" separated as an autonomous study that also enabled receiving the Master's degree in the field of "Corrosion and Protection of Materials" by choice of adequate optional courses. At the beginning of the new millennium, changes of curricula in accordance with the Bologna process of reforms took place at the Faculty of Chemical Engineering and Technology as well as in the entire system of high educationin Croatia. All postgraduate studies leading to MSc degree were eliminated in 2003. Simultaneously, doctoral and specialists postgraduate studies were introduced. Doctoral studies lasting three years lead to PhD degree. Today, the knowledge from the field of corrosion and material protection is mainly included into programs of actual doctoral studies "Engineering Chemistry

  10. Pediatric Anesthesiology Fellows' Perception of Quality of Attending Supervision and Medical Errors.

    Science.gov (United States)

    Benzon, Hubert A; Hajduk, John; De Oliveira, Gildasio; Suresh, Santhanam; Nizamuddin, Sarah L; McCarthy, Robert; Jagannathan, Narasimhan

    2018-02-01

    Appropriate supervision has been shown to reduce medical errors in anesthesiology residents and other trainees across various specialties. Nonetheless, supervision of pediatric anesthesiology fellows has yet to be evaluated. The main objective of this survey investigation was to evaluate supervision of pediatric anesthesiology fellows in the United States. We hypothesized that there was an indirect association between perceived quality of faculty supervision of pediatric anesthesiology fellow trainees and the frequency of medical errors reported. A survey of pediatric fellows from 53 pediatric anesthesiology fellowship programs in the United States was performed. The primary outcome was the frequency of self-reported errors by fellows, and the primary independent variable was supervision scores. Questions also assessed barriers for effective faculty supervision. One hundred seventy-six pediatric anesthesiology fellows were invited to participate, and 104 (59%) responded to the survey. Nine of 103 (9%, 95% confidence interval [CI], 4%-16%) respondents reported performing procedures, on >1 occasion, for which they were not properly trained for. Thirteen of 101 (13%, 95% CI, 7%-21%) reported making >1 mistake with negative consequence to patients, and 23 of 104 (22%, 95% CI, 15%-31%) reported >1 medication error in the last year. There were no differences in median (interquartile range) supervision scores between fellows who reported >1 medication error compared to those reporting ≤1 errors (3.4 [3.0-3.7] vs 3.4 [3.1-3.7]; median difference, 0; 99% CI, -0.3 to 0.3; P = .96). Similarly, there were no differences in those who reported >1 mistake with negative patient consequences, 3.3 (3.0-3.7), compared with those who did not report mistakes with negative patient consequences (3.4 [3.3-3.7]; median difference, 0.1; 99% CI, -0.2 to 0.6; P = .35). We detected a high rate of self-reported medication errors in pediatric anesthesiology fellows in the United States

  11. Quality management of medical education at the Carl Gustav Carus Faculty of Medicine, University of Technology Dresden, Germany.

    Science.gov (United States)

    Dieter, Peter Erich

    2008-12-01

    The Carl Gustav Carus Faculty of Medicine, University of Technology Dresden, Germany, was founded in 1993 after the reunification of Germany. In 1999, a reform process of medical education was started together with Harvard Medical International. The traditional teacher and discipline-centred curriculum was replaced by a student-centred, interdisciplinary and integrative curriculum which has been named DIPOL (Dresden Integrative Patient/Problem- Oriented Learning). The reform process was accompanied and supported by a parallel-ongoing Faculty Development Program. In 2004, a Quality Management Program in medical education was implemented, and in 2005 medical education received DIN EN ISO 9001:2000 certification. Quality Management Program and DIN EN ISO 9001:2000 certification were/are unique for the 34 medical schools in Germany. The students played a very important strategic role in all processes. They were/are members in all committees like the Faculty Board, the Board of Study Affairs (with equal representation) and the ongoing audits in the Quality Management Program. Students are the only ones who experience all years of the curriculum and are capable of detecting, for example gaps, overlaps, inconsistencies of the curriculum and assessments. Therefore, the in-depth knowledge of students about the medical school's curriculum is a very helpful and essential tool in curriculum reform processes and Quality Management Programs of medical education. The reform in medical education, the establishment of the Quality Management program and the certification resulted in an improvement of quality and output of medical education and medical research.

  12. High-Impact Social Work Scholars: A Bibliometric Examination of SSWR and AASWSW Fellows

    Science.gov (United States)

    Hodge, David R.; Kremer, Kristen P.; Vaughn, Michael G.

    2016-01-01

    Objective: The purpose of this study was to identify and describe the bibliometric contributions of high-impact social work faculty. Methods: Toward this end, we used a sample comprising fellows (N = 143) affiliated with the Society for Social Work and Research (SSWR) and the American Academy of Social Work and Social Welfare (AASWSW). To quantify…

  13. The Direct and Mediating Roles of Positive Emotions on Work Engagement among Postdoctoral Fellows

    Science.gov (United States)

    Gloria, Christian T.; Steinhardt, Mary A.

    2017-01-01

    Universities increasingly value the contribution of postdoctoral fellows (postdocs) toward organizational success, yet this group is often the most overlooked and underserved compared to others in higher education (namely, students, faculty, and staff). Despite the stressful and challenging nature of the profession, it is critical for postdocs to…

  14. Augmenting Fellow Education Through Spaced Multiple-Choice Questions.

    Science.gov (United States)

    Barsoumian, Alice E; Yun, Heather C

    2018-01-01

    The San Antonio Uniformed Services Health Education Consortium Infectious Disease Fellowship program historically included a monthly short-answer and multiple-choice quiz. The intent was to ensure medical knowledge in relevant content areas that may not be addressed through clinical rotations, such as operationally relevant infectious disease. After completion, it was discussed in a small group with faculty. Over time, faculty noted increasing dissatisfaction with the activity. Spaced interval education is useful in retention of medical knowledge and skills by medical students and residents. Its use in infectious disease fellow education has not been described. To improve the quiz experience, we assessed the introduction of spaced education curriculum in our program. A pre-intervention survey was distributed to assess the monthly quiz with Likert scale and open-ended questions. A multiple-choice question spaced education curriculum was created using the Qstream(R) platform in 2011. Faculty development on question writing was conducted. Two questions were delivered every 2 d. Incorrectly and correctly answered questions were repeated after 7 and 13 d, respectively. Questions needed to be answered correctly twice to be retired. Fellow satisfaction was assessed at semi-annual fellowship reviews over 5 yr and by a one-time repeat survey. Pre-intervention survey of six fellows indicated dissatisfaction with the time commitment of the monthly quiz (median Likert score of 2, mean 6.5 h to complete), neutral in perceived utility, but satisfaction with knowledge retention (Likert score 4). Eighteen fellows over 5 yr participated in the spaced education curriculum. Three quizzes with 20, 39, and 48 questions were designed. Seventeen percentage of questions addressed operationally relevant topics. Fifty-nine percentage of questions were answered correctly on first attempt, improving to 93% correct answer rate at the end of the analysis. Questions were attempted 2,999 times

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

    Science.gov (United States)

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

    2010-04-01

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

  16. THE USE OF EDUCATIONAL INFORMATION DESIGN TECHNOLOGY IN THE COURSE OF FOREIGN LANGUAGE DISTANCE LEARNING AT NON-PHILOLOGICAL FACULTIES

    Directory of Open Access Journals (Sweden)

    Olena Ye. Kravets

    2017-09-01

    Full Text Available The article substantiates the view that the intensification of information flows as one of the main factors entering the world in the era of the global information society actualizes the problem of the organization of educational information space in the classroom for foreign language in higher educational institutions. The authors have proposed the educational information design technology in foreign languages distance learning at non-philological faculties. The article analyzes the experimental results verification of the technological effectiveness used in the learning content design in a foreign language for professional purposes; it has been proved the basic criterion of effective informational product – information-oriented competence of professional foreign language knowledge.

  17. Digital Natives and Digital Immigrants: A Study of Information Technology and Information Systems (IT/IS) Usage between Students and Faculty of Nigerian Universities

    Science.gov (United States)

    Ololube, Nwachukwu Prince; Kpolovie, Peter James; Amaele, Samuel; Amanchukwu, Rose N.; Briggs, Teinye

    2013-01-01

    It is presumed that Nigerian students and teachers have been unable to find effective ways to use technology in the classroom and other aspects of their teaching and learning. Yet, considerable debate remains over the most efficient techniques and procedures to measure students and faculties information technology and information systems (IT/IS)…

  18. A Comparison of Undergraduate Faculty and Millennial Students regarding the Utilization of Weblog and Podcast Technology in a Teacher Education Department

    Science.gov (United States)

    Ennis, Leslie Sturdivant; Gambrell, Elizabeth Anne

    2010-01-01

    The main objective of the study was to compare the utilization of weblog and podcast technology by undergraduate university faculty and Millennial college students. The study was conducted to test the hypothesis, formed from existing literature, that there might be a difference in the utilization of weblog and podcast technology between faculty…

  19. Fellow's Apéro

    CERN Multimedia

    Staff Association

    2017-01-01

    Let's get together, meet each other, exchange experiences and ideas, and share useful information on CERN and the Staff Association. Join us for Fellow's Apéro, organised by the Staff Association on Tuesday 21 February at 16.30 in Restaurant 1. There will be drinks and snacks for everybody! We look forward to seeing you there! Please confirm your participation on Doodle http://doodle.com/poll/skvm7ucm2z78i6bt or alternatively on Facebook https://www.facebook.com/events/1862757017340069/. Your delegates in the Staff Association, Barbora & Jiri

  20. NASA Announces 2009 Astronomy and Astrophysics Fellows

    Science.gov (United States)

    2009-02-01

    searching for transits among hot Neptunes and super-Earths, microlensing planets through modeling algorithms, conducting high-contrast imaging surveys to detect planetary-mass companions, interferometrically imaging of the inner regions of protoplanetary disks, and modeling of super-Earth planetary atmospheres. The 10 fellows in the Einstein program conduct research broadly related to the mission of NASA's Physics of the Cosmos Program. Its science goals include understanding the origin and destiny of the universe, the nature of gravity, phenomena near black holes, and extreme states of matter. The Chandra X-ray Center in Cambridge, Mass., administers the Einstein Fellowships for NASA. The 17 awardees of the Hubble Fellowship pursue research associated with NASA's Cosmic Origins Program. The missions in this program examine the origins of galaxies, stars, and planetary systems, and the evolution of these structures with cosmic time. The Space Telescope Science Institute in Baltimore, Md., administers the Hubble Fellowships for NASA. The Sagan Fellowship, created in September 2008, supports five scientists whose research is aligned with NASA's Exoplanet Exploration Program. The primary goal of this program is to discover and characterize planetary systems and Earth-like planets around other stars. The NASA Exoplanet Science Institute, which is operated at the California Institute of Technology in coordination with NASA's Jet Propulsion Laboratory in Pasadena, Calif., administers the Sagan Fellowship Program

  1. Technology-Induced Stressors, Job Satisfaction and Workplace Exhaustion Among Journalism and Mass Communication Faculty.

    Science.gov (United States)

    Beam, Randal A.; Kim, Eunseong; Voakes, Paul S.

    2003-01-01

    Contends that teaching journalism and mass communication has become a technology-intensive occupation. Reports on results of a national study of the use of technology in journalism and mass communication programs. Examines how technology-induced stress affects two aspects of work-life quality: job satisfaction and work-related exhaustion. (PM)

  2. Exploring the Use of information and communication technologies and social networks among university nursing faculty staff. An opinion survey

    Directory of Open Access Journals (Sweden)

    José Luis Fernández-Alemán

    2014-12-01

    Full Text Available Objective. This work sought to analyze the use of Information and Communication Technologies (ICTs and social networks among the university nursing faculty staff in Spain. Methodology. This was a descriptive, cross-sectional study using a questionnaire on ICT skills designed to comply with the research objective, which was evaluated by experts and which was subjected to exploratory analysis of principal components; the reliability of this instrument measured with Cronbach's alpha was 0.85. The information technology tool used to publish the questionnaire on line was Limesurvey. The sample comprised 165 professors from 25 Nursing Faculties and Schools from universities in Spain. Results. Seventy one percent of the total surveyed used internet services to look for information, 63% used the internet as a means for formation and learning, and 72% used it as a communication platform (e-mail and virtual platforms like Sakai and Moodle. Although 51% of the teaching staff surveyed had more than 120 students registered in their courses, hypothesis testing revealed that the number of students in class is not a determining factor for the teaching staff to have greater interest to update its knowledge in ICTs. Younger professors use new technologies more profusely and the most-valued advantage of using ICTs was quick access to information. Professors perceive that after the Bologna Declaration, which requires modifying their teaching-learning processes through the new teaching methodologies, a drop has been produced in their performance and that of their peers in their area of knowledge. Conclusion. The nursing teaching staff is making strong efforts to confront the new challenges posed by ICTs to train the professionals of the 21st century. It is fundamental to pay special attention to improving the university teaching staff's skills in managing ICTs, promoting the implementation of the knowledge acquired.

  3. Exploring the Use of information and communication technologies and social networks among university nursing faculty staff. An opinion survey.

    Science.gov (United States)

    Fernández-Alemán, José Luis; Sánchez García, Ana Belén; López Montesinos, María José; Marqués-Sánchez, Pilar; Bayón Darkistade, Enrique; Pérez Rivera, Francisco Javier

    2014-01-01

    This work sought to analyze the use of Information and Communication Technologies (ICTs) and social networks among the university nursing faculty staff in Spain. This was a descriptive, cross-sectional study using a questionnaire on ICT skills designed to comply with the research objective, which was evaluated by experts and which was subjected to exploratory analysis of principal components; the reliability of this instrument measured with Cronbach's alpha was 0.85. The information technology tool used to publish the questionnaire on line was Limesurvey. The sample comprised 165 professors from 25 Nursing Faculties and Schools from universities in Spain. Seventy one percent of the total surveyed used internet services to look for information, 63% used the internet as a means for formation and learning, and 72% used it as a communication platform (e-mail and virtual platforms like Sakai and Moodle). Although 51% of the teaching staff surveyed had more than 120 students registered in their courses, hypothesis testing revealed that the number of students in class is not a determining factor for the teaching staff to have greater interest to update its knowledge in ICTs. Younger professors use new technologies more profusely and the most-valued advantage of using ICTs was quick access to information. Professors perceive that after the Bologna Declaration, which requires modifying their teaching-learning processes through the new teaching methodologies, a drop has been produced in their performance and that of their peers in their area of knowledge. The nursing teaching staff is making strong efforts to confront the new challenges posed by ICTs to train the professionals of the 21st century. It is fundamental to pay special attention to improving the university teaching staff's skills in managing ICTs, promoting the implementation of the knowledge acquired.

  4. Faculty Use of Tablet Computers at the University of Ontario Institute of Technology

    Directory of Open Access Journals (Sweden)

    Roland van Oostveen

    2007-02-01

    Full Text Available This article describes instructor use of tablet computers for personal use, research activities and teaching practices within the Faculties of Science and Engineering at UOIT. The benefits of tablet use were evaluated on the basis of types of usage, personal and professional productivity and the “richness” of the overall computing experience. Major findings include the enhanced ubiquity of computer use by faculty as a result of increased mobility, and the modification of pedagogical practices before, during and after lectures. The article also reports on faculty speculation regarding the effects of tablet use by students as well as suggestions for improving tablet computer design. The article concludes with a number of recommendations for the expanded use of tablet computers within higher education settings. Résumé : Le présent article décrit l’utilisation par l’instructeur d’ordinateurs tablettes à des fins personnelles, pour des activités de recherche et la pratique de l’enseignement au sein des facultés de sciences et génie de l’UOIT. On a évalué les avantages de l’utilisation de la tablette en fonction des types d’utilisation, de la productivité personnelle et professionnelle et de la « richesse » de l’ensemble de l’expérience de traitement. Parmi les conclusions importantes, on trouve l’ubiquité améliorée de l’utilisation de l’ordinateur par la faculté en raison de la mobilité accrue et de la modification des pratiques pédagogiques avant, pendant et après les cours. Le présent article traite aussi des suppositions du corps professoral quant aux effets de l’utilisation des ordinateurs tablettes par les étudiants et de suggestions visant l’amélioration de la conception de ces ordinateurs. L’article termine sur des recommandations pour une utilisation accrue des ordinateurs tablettes en enseignement supérieur.

  5. Supporting Faculty Grassroots Leadership

    Science.gov (United States)

    Kezar, Adrianna; Lester, Jaime

    2009-01-01

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

  6. Palliative Care Training in Cardiology Fellowship: A National Survey of the Fellows.

    Science.gov (United States)

    Dabbouseh, Noura M; Kaushal, Shivtej; Peltier, Wendy; Johnston, Fabian M

    2018-02-01

    To address perspectives of cardiology fellows on the current state of palliative education and palliative and hospice resource utilization within their fellowship experiences. We conducted an online national survey of cardiology fellows during the 2015 to 2016 academic year. Survey questions aimed to assess perceived importance of palliative care education, level of palliative care education during fellowship, and the structure of palliative care support at respondent institutions. Responses were collected anonymously. A total of 519 programs, including subspecialty programs, were contacted. We received 365 responses, a number that represents roughly 14% of all cardiology fellows nationwide during the 2015 to 2016 academic year. Fellows reported discordance in the quality of education between general cardiology and palliative care principles as it relates to care of the patient approaching the end of life. Fellows infrequently received explicit training nor were observed or mentored in delivering end-of-life discussions. Respondents reported an underutilization of palliative care and hospice resources during fellowship training and also a perception that attending faculty were not routinely addressing goals of care. Our survey results highlight a need for enhanced palliative care and end-of-life training experiences for cardiology fellows and also suggest underutilization of hospice and palliative care resources for patients with advanced cardiac diseases. These findings create a platform for future work that might: (1) confirm this training deficit, (2) lead to exploration of educational models that could reconcile this deficit, and (3) potentially help improve palliative care support for patients and families facing advanced heart disease.

  7. The effects of the addition of a pediatric surgery fellow on the operative experience of the general surgery resident.

    Science.gov (United States)

    Raines, Alexander; Garwe, Tabitha; Adeseye, Ademola; Ruiz-Elizalde, Alejandro; Churchill, Warren; Tuggle, David; Mantor, Cameron; Lees, Jason

    2015-06-01

    Adding fellows to surgical departments with residency programs can affect resident education. Our specific aim was to evaluate the effect of adding a pediatric surgery (PS) fellow on the number of index PS cases logged by the general surgery (GS) residents. At a single institution with both PS and GS programs, we examined the number of logged cases for the fellows and residents over 10 years [5 years before (Time 1) and 5 years after (Time 2) the addition of a PS fellow]. Additionally, the procedure related relative value units (RVUs) recorded by the faculty were evaluated. The fellows averaged 752 and 703 cases during Times 1 and 2, respectively, decreasing by 49 (P = 0.2303). The residents averaged 172 and 161 cases annually during Time 1 and Time 2, respectively, decreasing by 11 (P = 0.7340). The total number of procedure related RVUs was 4627 and 6000 during Times 1 and 2, respectively. The number of cases logged by the PS fellows and GS residents decreased after the addition of a PS fellow; however, the decrease was not significant. Programs can reasonably add an additional PS fellow, but care should be taken especially in programs that are otherwise static in size.

  8. Lecturers' Attitudes Towards the use of Technology: Alternative Strategies for Faculty Administrators

    Science.gov (United States)

    Hacifazlioglu, Ozge; Sacli, Oser Asim; Yengin, Ilker

    2007-01-01

    For the last two decades of this age of globalization we are living, technological advancement remarked every aspect of our lives significantly and especially the developments in the information technologies has revolutionized the teaching and learning centered activities as well as the research related activities in higher education. Apart from…

  9. NextUp: Intentional Faculty Leadership Development for All Ranks and Disciplines

    Science.gov (United States)

    Ashe, Diana L.; TenHuisen, Matthew L.

    2018-01-01

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

  10. Training residents/fellows in paediatric cardiology: the Emory experience.

    Science.gov (United States)

    Campbell, Robert M

    2016-12-01

    Pediatric cardiology fellowship is a very busy time, with new responsibilities, new knowledge, new technology and fast pace. Above and beyond the science and art of pediatric cardiology, we emphasize that our cardiology fellows are in the middle of the "people business", with additional roles and responsibilities as they serve their patients and communities. This manuscript provides insight into these opportunities for our pediatric cardiac professionals.

  11. An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education

    Science.gov (United States)

    Isaacs, Albert; Kazembe, Lawrence; Kazondovi, Collins

    2018-01-01

    The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative…

  12. Training Psychiatry Addiction Fellows in Acupuncture

    Science.gov (United States)

    Serafini, Kelly; Bryant, Katurah; Ikomi, Jolomi; LaPaglia, Donna

    2015-01-01

    Objective Acupuncture has been studied as an adjunct for addictions treatment. Because many hospitals, outpatient clinics, and facilities are integrating acupuncture treatment, it is important that psychiatrists remain informed about this treatment. This manuscript describes the National Acupuncture Detoxification Association (NADA) protocol and its inclusion as part of the curriculum for psychiatry addictions fellows. Methods Psychiatry and psychology fellows completed the NADA training (N = 20) and reported on their satisfaction with the training. Results Overall, participants stated that they found the training beneficial and many were integrating acupuncture within their current practice. Conclusions Results support the acceptability of acupuncture training among psychiatry fellows in this program. PMID:26048457

  13. Training Psychiatry Addiction Fellows in Acupuncture.

    Science.gov (United States)

    Serafini, Kelly; Bryant, Katurah; Ikomi, Jolomi; LaPaglia, Donna

    2016-06-01

    Acupuncture has been studied as an adjunct for addiction treatments. Because many hospitals, outpatient clinics, and facilities are integrating acupuncture treatment, it is important that psychiatrists remain informed about this treatment. This manuscript describes the National Acupuncture Detoxification Association (NADA) protocol and its inclusion as part of the curriculum for psychiatry addictions fellows. Psychiatry and psychology fellows completed the NADA training (n = 20) and reported on their satisfaction with the training. Overall, participants stated that they found the training beneficial and many were integrating acupuncture within their current practice. Results support the acceptability of acupuncture training among psychiatry fellows in this program.

  14. Online role-playing for faculty development.

    Science.gov (United States)

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

    2011-03-01

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

  15. Faculty Use of Established and Emerging Technologies in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective

    Science.gov (United States)

    Lewis, Carmen C.; Fretwell, Cherie E.; Ryan, Jim; Parham, James B.

    2013-01-01

    Our effectiveness as instructors lies ultimately in how well our students can understand and apply the concepts we teach. In response to the growing importance of accountability in the educational process and the abundance of social networking technology and communication tools available for possible classroom use, this paper will use The Unified…

  16. Embryo transfer simulation improves pregnancy rates and decreases time to proficiency in Reproductive Endocrinology and Infertility fellow embryo transfers.

    Science.gov (United States)

    Heitmann, Ryan J; Hill, Micah J; Csokmay, John M; Pilgrim, Justin; DeCherney, Alan H; Deering, Shad

    2017-05-01

    To design and evaluate an ET simulator to train Reproductive Endocrinology and Infertility (REI) fellows' techniques of ET. Simulation model development and retrospective cohort analysis. Not applicable. Patients undergoing IVF. Simulation model evaluation and implementation of ET simulation training. Pregnancy rates. The REI fellow and faculty evaluation responses (n = 19/21 [90%]) of the model demonstrated realistic characteristics, with evaluators concluding the model was suitable for training in almost all evaluated areas. A total of 12 REI fellows who performed ET were analyzed: 6 before ET trainer and 6 after ET trainer. Pregnancy rates were 31% in the initial 10 ETs per fellow before simulator vs. 46% after simulator. One of six pre-ET trainer fellows (17%) had pregnancy rates ≥40% in their first 10 ETs; whereas four of six post-ET trainer fellows had pregnancy rates ≥40% in their first 10 ETs. The average number of ETs to obtain >40% pregnancy efficiency was 27 ETs before trainer vs. 15 ETs after trainer. Pregnancy rates were similar in the two groups after 20 ETs, and collective terminal pregnancy rates were >50% after 40 ETs. Embryo transfer simulation improved REI fellow pregnancy rates in their first 10 transfers and led to a more rapid ET proficiency. These data suggest potential value in adopting ET simulation, even in programs with a robust history of live ET in fellowship training. Published by Elsevier Inc.

  17. Women’s Health Training in Gastroenterology Fellowship: A National Survey of Fellows and Program Directors

    Science.gov (United States)

    Roberson, Erica; Richie, Kelly; Lindstrom, Mary J.; Esposti, Silvia Degli; Wald, Arnold

    2013-01-01

    Background and Aims The Gastroenterology Core Curriculum requires training in women’s digestive disorders; however, requirements do not necessarily produce knowledge and competence. Our study goals were: (1) to compare perceptions of education, fellow-reported levels of competence, and attitudes towards training in women’s gastrointestinal (GI) health issues during fellowship between gastroenterology fellows and program directors, and (2) to determine the barriers for meeting training requirements. Methods A national survey assessing four domains of training was conducted. All GI program directors in the United States (n = 153) and a random sample of gastroenterology fellows (n = 769) were mailed surveys. Mixed effects linear modeling was used to estimate all mean scores and to assess differences between the groups. Cronbach’s alpha was used to assess the consistency of the measures which make up the means. Results Responses were received from 61% of program directors and 31% of fellows. Mean scores in perceived didactic education, clinical experiences, and competence in women’s GI health were low and significantly differed between the groups (P < 0.0001). Fellows’ attitudes towards women’s GI health issues were more positive compared to program directors’ (P = 0.004). Barriers to training were: continuity clinic at a Veteran’s Administration hospital, low number of pregnant patients treated, low number of referrals from obstetrics and gynecology, and lack of faculty interest in women’s health. Conclusions (1) Fellows more so than program directors perceive training in women’s GI health issues to be low. (2) Program directors more so than fellows rate fellows to be competent in women’s GI health. (3) Multiple barriers to women’s health training exist. PMID:21267780

  18. Teaching geriatric fellows how to teach: a needs assessment targeting geriatrics fellowship program directors.

    Science.gov (United States)

    Rivera, Veronica; Yukawa, Michi; Aronson, Louise; Widera, Eric

    2014-12-01

    The entire healthcare workforce needs to be educated to better care for older adults. The purpose of this study was to determine whether fellows are being trained to teach, to assess the attitudes of fellowship directors toward training fellows to be teachers, and to understand how to facilitate this type of training for fellows. A nine-question survey adapted from a 2001 survey issued to residency program directors inquiring about residents-as-teachers curricula was developed and administered. The survey was issued electronically and sent out three times over a 6-week period. Of 144 ACGME-accredited geriatric fellowship directors from geriatric, internal medicine, and family medicine departments who were e-mailed the survey, 101 (70%) responded; 75% had an academic affiliation, 15% had a community affiliation, and 10% did not report. Academic and community programs required their fellows to teach, but just 55% of academic and 29% of community programs offered teaching skills instruction as part of their fellowship curriculum; 67% of academic programs and 79% of community programs felt that their fellows would benefit from more teaching skill instruction. Program directors listed fellow (39%) and faculty (46%) time constraints as obstacles to creation and implementation of a teaching curriculum. The majority of fellowship directors believe that it is important for geriatric fellows to become competent educators, but only approximately half of programs currently provide formal instruction in teaching skills. A reproducible, accessible curriculum on teaching to teach that includes a rigorous evaluation component should be created for geriatrics fellowship programs. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

  19. Information for New Trainees and Fellows

    Science.gov (United States)

    Fellows and cancer research trainees will find information to support their onboarding at NCI, including stipend and tax information and NIH rules and regulations. Learn more about orientation for NCI trainees.

  20. Creation and Assessment of a Bad News Delivery Simulation Curriculum for Pediatric Emergency Medicine Fellows.

    Science.gov (United States)

    Chumpitazi, Corrie E; Rees, Chris A; Chumpitazi, Bruno P; Hsu, Deborah C; Doughty, Cara B; Lorin, Martin I

    2016-05-01

    Background  Bad news in the context of health care has been broadly defined as significant information that negatively alters people's perceptions of the present or future. Effectively delivering bad news (DBN) in the setting of the emergency department requires excellent communication skills. Evidence shows that bad news is frequently given inadequately. Studies show that trainees need to devote more time to developing this skill through formalized training. This program's objectives were to utilize trained standardized patients in a simulation setting to assist pediatric emergency medicine (PEM) fellows in the development of effective, sensitive, and compassionate communication with patients and family members when conveying bad news, and to recognize and respond to the patient/parent's reaction to such news. Methods PEM fellows participated in a novel curriculum utilizing simulated patients (SPs) acting as the patient's parent and immersive techniques in a realistic and supportive environment. A baseline survey was conducted to ascertain participant demographics and previous experience with simulation and DBN. Experienced, multi-disciplinary faculty participated in a training workshop with the SPs one week prior to course delivery. Three scenarios were developed for bad news delivery. Instructors watched via remote video feed while the fellows individually interacted with the SPs and then participated in a confidential debriefing. Fellows later joined for group debriefing. Fellow characteristics, experience, and self-perceived comfort pre/post-course were collected.   Results Baseline data demonstrated that 78% of fellows reported DBN two or more times per month. Ninety-three percent of fellows in this study were present during the delivery of news about the death of a child to a parent or family member in the six-month period preceding this course. Fellows' self-reported comfort level in DBN to a patient/family and dealing with patient and parent emotions

  1. 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.

  2. PROMOTING SCIENTIFIC AND TECHNOLOGICAL LITERACY AMONG POSTGRADUATE STUDENTS AT THE FACULTY OF EDUCATION UTM

    Directory of Open Access Journals (Sweden)

    Seth Sulaiman

    2014-11-01

    Full Text Available One important issue in the Science Education debate over the last century was how to prepare a more relevant science education of the 21st Century that emphasizes on promoting scientific literacy through a more meaningful science education program. In response to this call, a general science education elective course code named MPS1163 Epistemological, Social and Ethical Issues in Science and Technology was designed and implemented starting in Semester 2 Session 2009/2010. By the end of Semester 2 Session 2012/2013 the course has been running for 7 semesters and had invited 128 postgraduate students from 7 different programs, including a PhD program. A questionnaire was distributed to 26 course participants at the end of semester 2 Session 2012/2013. The objective of the questionnaire was to seek their personal assessment on their knowledge and understanding on the eleven course contents taken during the whole semester. The results indicated that there was a mean increment of between 40- 50% on their knowledge and understanding on the topics covered compared to their knowledge and understanding before taking the course. The second part of the questionnaire consisted of six items, using five point Likert Scale, seeking their suggestions for improving a more relevant science education through the elective course. The response was commendable. Implications of the study related to course contents and students opinions on the course contents and suggestions for the improvement of the course are discussed in this paper.

  3. Quantitative Evaluation of the Community Research Fellows Training Program

    Directory of Open Access Journals (Sweden)

    Lucy eD'Agostino McGowan

    2015-07-01

    Full Text Available Context: The Community Research Fellows Training (CRFT program is a community-based participatory research (CBPR initiative for the St. Louis area. This fifteen week program, based on a Master in Public Health curriculum, was implemented by the Division of Public Health Sciences at Washington University School of Medicine in partnership with the Siteman Cancer Center. Objectives: We measure the knowledge gained by participants and evaluate participant and faculty satisfaction of the CRFT program both in terms of meeting learning objectives and actively engaging the community in the research process.Participants: We conducted analyses on 44 community members who participated in the CRFT program and completed the baseline and follow-up knowledge assessments.Main Outcome Measures: Knowledge gain is measured by a baseline and follow-up assessment given at the first and final session. Additionally, pre- and post-tests are given after the first 12 sessions. To measure satisfaction, program evaluations are completed by both the participants and faculty after each topic. Mid-way through the program, a mid-term assessment was administered to assess the program’s community engagement. We analyzed the results from the assessments, pre- and post-tests, and evaluations.Results: The CRFT participants’ knowledge increased at follow-up as compared with baseline on average by a 16.5 point difference (p<0.0001. Post-test scores were higher than pre-test scores for 11 of the 12 sessions. Both participants and faculty enjoyed the training and rated all session well.Conclusions: The CRFT program was successful in increasing community knowledge, in participant satisfaction, and in faculty satisfaction. This success has enhanced the infrastructure for CBPR as well as led to CBPR pilot projects that address health disparities in the St. Louis Greater Metropolitan Area.

  4. Assessment of Abilities of Gastroenterology Fellows to Provide Information to Patients With Liver Disease.

    Science.gov (United States)

    Chaudhary, Noami; Lucero, Catherine; Villanueva, Gerald; Poles, Michael; Gillespie, Colleen; Zabar, Sondra; Weinshel, Elizabeth

    2017-07-01

    Patient education is critical in ensuring patient compliance and good health outcomes. Fellows must be able to effectively communicate with their patients, delivering enough information for the patient to understand their medical problem and maximize patient compliance. We created an objective structured clinical examination (OSCE) with 4 liver disease cases to assess fellows' knowledge and ability to inform standardized patients (SPs) about their clinical condition. We developed 4 cases highlighting different aspects of liver disease and created a 4-station OSCE: hepatitis B, acute hepatitis C, new diagnosis of cirrhosis, and an end-stage cirrhotic nontransplant candidate. The SP with hepatitis B was minimizing the fact that she could not read English. The acute hepatitis C SP was a nursing student who is afraid that having hepatitis C might jeopardize her career. The SP with the new diagnosis of alcoholic cirrhosis needed to stop drinking, and the end-stage liver disease patient had to grapple with his advanced directives. Twelve fellows from 4 GI training programs participated. Our focus was to assess the fellows' knowledge about liver diseases and the Accreditation Council for Graduate Medical Education competencies of health literacy, shared decision making, advanced directives, and goals of care. The goal for the fellows was to communicate effectively with the SPs, and acknowledge that each patient had an emotionally charged issue to overcome. The SPs used a checklist to rate fellows' performance. Faculty and the SPs observed the cases and provided feedback. The fellows were surveyed on their performance regarding the case. The majority of fellows were able to successfully summarize findings and discuss a plan with the patient in the new diagnosis of cirrhosis (76.92%) and hepatitis C case (100%), but were less successful in the hepatitis B case (30.77%) and the end-of-life case (41.67%). Overall, a small percentage of fellows reflected that they did a good

  5. Pediatric anesthesiology fellow education: is a simulation-based boot camp feasible and valuable?

    Science.gov (United States)

    Ambardekar, Aditee P; Singh, Devika; Lockman, Justin L; Rodgers, David L; Hales, Roberta L; Gurnaney, Harshad G; Nathan, Aruna; Deutsch, Ellen S

    2016-05-01

    Pediatric anesthesiologists must manage crises in neonates and children with timely responses and limited margin for error. Teaching the range of relevant skills during a 12-month fellowship is challenging. An experiential simulation-based curriculum can augment acquisition of knowledge and skills. To develop a simulation-based boot camp (BC) for novice pediatric anesthesiology fellows and assess learner perceptions of BC activities. We hypothesize that BC is feasible, not too basic, and well received by fellows. Skills stations, team-based in situ simulations, and group discussions of complex cases were designed. Stations were evaluated by anonymous survey; fellows rated usefulness in improving knowledge, self-confidence, technical skill, and clinical performance using a Likert scale (1 strongly disagree to 5 strongly agree). They were also asked if stations were too basic or too short. Median and interquartile range (IQR) data were calculated and noted as median (IQR). Fellows reported the difficult airway station and simulated scenarios improved knowledge, self-confidence, technical skill, and clinical performance. They disagreed that stations were too basic or too short with exception of the difficult airway session, which was too short [4 (4-3)]. Fellows believed the central line station improved knowledge [4 (4-3)], technical skills [4 (4-4)], self-confidence [4 (4-3)], and clinical performance [4 (4-3)]; scores trended toward neutral likely because the station was perceived as too basic [3.5 (4-3)]. An interactive session on epinephrine and intraosseous lines was valued. Complicated case discussion was of educational value [4 (5-4)], the varied opinions of faculty were helpful [4 (5-4)], and the session was neither too basic [2 (2-2)] nor too short [2 (2-2)]. A simulation-based BC for pediatric anesthesiology fellows was feasible, perceived to improve confidence, knowledge, technical skills, and clinical performance, and was not too basic. © 2016 John Wiley

  6. Effectiveness of Integrating Simulation with Art-Based Teaching Strategies on Oncology Fellows' Performance Regarding Breaking Bad News.

    Science.gov (United States)

    Yakhforoshha, Afsaneh; Emami, Seyed Amir Hossein; Shahi, Farhad; Shahsavari, Saeed; Cheraghi, Mohammadali; Mojtahedzadeh, Rita; Mahmoodi-Bakhtiari, Behrooz; Shirazi, Mandana

    2018-02-21

    The task of breaking bad news (BBN) may be improved by incorporating simulation with art-based teaching methods. The aim of the present study was to assess the effect of an integrating simulation with art-based teaching strategies, on fellows' performance regarding BBN, in Iran. The study was carried out using quasi-experimental methods, interrupted time series. The participants were selected from medical oncology fellows at two teaching hospitals of Tehran University of Medical Sciences (TUMS), Iran. Participants were trained through workshop, followed by engaging participants with different types of art-based teaching methods. In order to assess the effectiveness of the integrating model, fellows' performance was rated by two independent raters (standardized patients (SPs) and faculty members) using the BBN assessment checklist. This assessment tool measured seven different domains of BBN skill. Segmented regression was used to analyze the results of study. Performance of all oncology fellows (n = 19) was assessed for 228 time points during the study, by rating three time points before and three time points after the intervention by two raters. Based on SP ratings, fellows' performance scores in post-training showed significant level changes in three domains of BBN checklist (B = 1.126, F = 3.221, G = 2.241; p art-based teaching strategies may help oncology fellows to improve their communication skills in different facets of BBN performance. Iranian Registry of Clinical Trials ID: IRCT2016011626039N1.

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

    Science.gov (United States)

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

    2017-06-28

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

  8. Postdoctoral Fellow | Center for Cancer Research

    Science.gov (United States)

    Highly motivated postdoctoral fellows sought to work on tumor immunology with a strong background in biology preferentially cellular immunology. The tumor immunology group in the laboratory is exploring mechanisms of improving vaccines and immunotherapy for cancer, especially by discovering new principles to enhance and steer T cell immune responses. The group is focusing on negative immunoregulatory mechanisms used for immune evasion by cancer cells. The postdoctoral fellow will work on a project to understand the negative regulatory mechanisms of tumor immunity especially the mechanisms initiated by NKT cells. Group members also have an opportunity to gain knowledge of HIV/mucosal immunology by interacting with the HIV research group in the lab.

  9. Providing a setup and opportunities for better training of postdoctoral research fellows in an academic environment

    Directory of Open Access Journals (Sweden)

    Ghayur Muhammad

    2008-01-01

    Full Text Available Thousands of young researchers come from different parts of the world every year to take up postdoctoral (postdoc research fellowship positions in the developed countries. In the US alone, there were 48,601 postdocs in the year 2005 working in different labs in the fields of science, health and engineering. Many pursue this option for lack of other alternatives. Expectedly, these individuals face a lot of difficulties in making this transition from being a student to becoming an employee of an institution. Many institutions are prepared to make this transition and period of stay easy for their fellows while others are not equipped at all. The presence of a postdoc office (established by an institution or an association (formed by the fellows can be of immense help to postdocs. Additionally, the availability of institutional professional development and leadership programs can also help to nurture and polish postdoc fellows into future faculty members and valuable members of the community at large. To name a few, these professional development programs can focus on communication and presentation skills, medical education, teaching and learning, bioethics and mentorship. There is an urgent need to address some or all of these issues so that better training environment and opportunities are available to this group of postdoc fellows.

  10. From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows.

    Science.gov (United States)

    Roze des Ordons, Amanda L; Doig, Christopher J; Couillard, Philippe; Lord, Jason

    2017-04-01

    Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings. In 2014-2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods-including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians-supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum. CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback. More detailed accounts of fellows', patients', and family members' experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.

  11. 1998 NASA-ASEE-Stanford Summer Faculty Fellowship Program

    Science.gov (United States)

    1998-01-01

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

  12. Women Fellows of INSA | Women in Science | Initiatives | Indian ...

    Indian Academy of Sciences (India)

    Home; Initiatives; Women in Science; Women Fellows of INSA. Women Fellows of INSA. INSA - Indian National Science Academy ... Charusita Chakravarty, one of the stars of our community of women scientists, at a young age of 52, after a ...

  13. Enhancing Agency through Leadership Development Programs for Faculty

    Science.gov (United States)

    Templeton, Lindsey; O'Meara, KerryAnn

    2018-01-01

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

  14. What should a fellow-in-training expect at national cardiovascular conferences? The interventional cardiology fellows' perspective.

    Science.gov (United States)

    Kiramijyan, Sarkis; Didier, Romain; Koifman, Edward; Negi, Smita I

    It has become challenging for cardiovascular fellows-in-training (FIT) to determine which national cardiovascular conference (NCC) to attend given the broad range of meetings and the breadth of information offered. The aim of this study was to report our own experiences of the utility and individual strengths of the NCCs and to further understand the interventional cardiology (IC) FITs' viewpoint regarding the benefits of the individual NCCs. A survey was formulated with questions and scenarios regarding topics deemed to be of highest importance for an IC-FIT. The survey emphasized experiences regarding the utility and benefits of the NCCs, time management, optimization of acquired education, and specific interests in clinical and research topics. The completely anonymous survey was sent via an email format to a total of 234, majority of IC (fourth and fifth years) and a minority of general (third year), FITs. A completed survey response was received from 131 of the fellows (56%). The results demonstrated that the IC-FITs endorsed that the small, focused sub-specialty interventional meetings vs. the large society general meetings were more beneficial in regard to the didactic education offered. In addition, the IC-FITs indicated that pre-planning for the meetings is the most beneficial approach in optimizing one's education and that the caliber of expert faculty, case-based and live-case presentations are among the most important aspects of the meetings. Interventional cardiology FITs prefer the small sub-specialty interventional meetings over the large society general NCCs in regard to the benefits of didactic learning. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Disruptive behavior in the workplace: Challenges for gastroenterology fellows.

    Science.gov (United States)

    Srisarajivakul, Nalinee; Lucero, Catherine; Wang, Xiao-Jing; Poles, Michael; Gillespie, Colleen; Zabar, Sondra; Weinshel, Elizabeth; Malter, Lisa

    2017-05-14

    To assess first-year gastroenterology fellows' ability to address difficult interpersonal situations in the workplace using objective structured clinical examinations (OSCE). Two OSCEs ("distracted care team" and "frazzled intern") were created to assess response to disruptive behavior. In case 1, a fellow used a colonoscopy simulator while interacting with a standardized patient (SP), nurse, and attending physician all played by actors. The nurse and attending were instructed to display specific disruptive behavior and disregard the fellow unless requested to stop the disruptive behavior and focus on the patient and procedure. In case 2, the fellow was to calm an intern managing a patient with massive gastrointestinal bleeding. The objective in both scenarios was to assess the fellows' ability to perform their duties while managing the disruptive behavior displayed by the actor. The SPs used checklists to rate fellows' performances. The fellows completed a self-assessment survey. Twelve fellows from four gastrointestinal fellowship training programs participated in the OSCE. In the "distracted care team" case, one-third of the fellows interrupted the conflict and refocused attention to the patient. Half of the fellows were able to display professionalism despite the heated discussion nearby. Fellows scored lowest in the interprofessionalism portion of post-OSCE surveys, measuring their ability to handle the conflict. In the "frazzled intern" case, 68% of fellows were able to establish a calm and professional relationship with the SP. Despite this success, only half of the fellows were successfully communicate a plan to the SP and only a third scored "well done" in a domain that focused on allowing the intern to think through the case with the fellow's guidance. Fellows must receive training on how to approach disruptive behavior. OSCEs are a tool that can assess fellow skills and set a culture for open discussion.

  16. Assessment of the need for a cardiac morphology curriculum for paediatric cardiology fellows.

    Science.gov (United States)

    Rogers, Lindsay S; Klein, Melissa; James, Jeanne; FitzGerald, Michael

    2017-07-01

    Expert knowledge of cardiac malformations is essential for paediatric cardiologists. Current cardiac morphology fellowship teaching format, content, and nomenclature are left up to the discretion of the individual fellowship programmes. We aimed to assess practices and barriers in morphology education, perceived effectiveness of current curricula, and preferences for a standardised fellow morphology curriculum. A web-based survey was developed de novo and administered anonymously via e-mail to all paediatric cardiology fellowship programme directors and associate directors in the United States of America; leaders were asked to forward the survey to fellows. A total of 35 directors from 32 programmes (51%) and 66 fellows responded. Curriculum formats varied: 28 (88%) programmes utilised pathological specimens, 25 (78%) invited outside faculty, and 16 (50%) utilised external conferences. Director nomenclature preferences were split - 6 (19%) Andersonian, 8 (25%) Van Praaghian, and 18 (56%) mixed. Barriers to morphology education included time and inconsistent nomenclature. One-third of directors reported that <90% of recent fellow graduates had adequate abilities to apply segmental anatomy, identify associated cardiac lesions, or communicate complex CHD. More structured teaching, protected time, and specimens were suggestions to improve curricula. Almost 75% would likely adopt/utilise an online morphology curriculum. Cardiac morphology training varies in content and format among fellowships. Inconsistent nomenclature exists, and inadequate morphology knowledge is perceived to contribute to communication failures, both have potential patient safety implications. There is an educational need for a common, online cardiac morphology curriculum that could allow for fellow assessment of competency and contribute to more standardised communication in the field of paediatric cardiology.

  17. International Fellows of NCI at Frederick | Poster

    Science.gov (United States)

    Each year, the Employee Diversity Team (EDT) acknowledges members of the NCI at Frederick Community for their achievements and contributions towards the mission of facility.  Historically, the team has profiled the “Women of NCI at Frederick,” but this year, the team decided to instead shed light on the diverse and successful individuals who make up the international fellows community.

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

    Science.gov (United States)

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

    1980-01-01

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

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

    International Nuclear Information System (INIS)

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

    1989-12-01

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

  20. Let’s Talk Critical. Development and Evaluation of a Communication Skills Training Program for Critical Care Fellows

    Science.gov (United States)

    Hsieh, S. Jean; Howes, Jennifer M.; Keene, Adam B.; Fausto, James A.; Pinto, Priya A.; Gong, Michelle Ng

    2015-01-01

    Rationale: Although expert communication between intensive care unit clinicians with patients or surrogates improves patient- and family-centered outcomes, fellows in critical care medicine do not feel adequately trained to conduct family meetings. Objectives: We aimed to develop, implement, and evaluate a communication skills program that could be easily integrated into a U.S. critical care fellowship. Methods: We developed four simulation cases that provided communication challenges that critical care fellows commonly face. For each case, we developed a list of directly observable tasks that could be used by faculty to evaluate fellows during each simulation. We developed a didactic curriculum of lectures/case discussions on topics related to palliative care, end-of-life care, communication skills, and bioethics; this month-long curriculum began and ended with the fellows leading family meetings in up to two simulated cases with direct observation by faculty who were not blinded to the timing of the simulation. Our primary measures of effectiveness were the fellows’ self-reported change in comfort with leading family meetings after the program was completed and the quality of the communication as measured by the faculty evaluators during the family meeting simulations at the end of the month. Measurements and Main Results: Over 3 years, 31 critical care fellows participated in the program, 28 of whom participated in 101 family meeting simulations with direct feedback by faculty facilitators. Our trainees showed high rates of information disclosure during the simulated family meetings. During the simulations done at the end of the month compared with those done at the beginning, our fellows showed significantly improved rates in: (1) verbalizing an agenda for the meeting (64 vs. 41%; Chi-square, 5.27; P = 0.02), (2) summarizing what will be done for the patient (64 vs. 39%; Chi-square, 6.21; P = 0.01), and (3) providing a follow-up plan (60 vs. 37%; Chi

  1. Using employee experts to offer an interprofessional diabetes risk reduction program to fellow employees.

    Science.gov (United States)

    Lenz, Thomas L; Gillespie, Nicole D; Skrabal, Maryann Z; Faulkner, Michele A; Skradski, Jessica J; Ferguson, Liz A; Pagenkemper, Joni J; Moore, Geri A; Jorgensen, Diane

    2013-03-01

    A recent increase in the incidence of diabetes and pre-diabetes is causing many employers to spend more of their healthcare benefit budgets to manage the conditions. A self-insured university in the USA has implemented an interprofessional diabetes mellitus risk reduction program using its own employee faculty and staff experts to help fellow employees manage their diabetes and pre-diabetes. The interprofessional team consists of five pharmacists, a dietitian, an exercise physiologist, a health educator and a licensed mental health practitioner. In addition, the participant's physician serves as a consultant to the program, as does a human resources healthcare benefits specialist and a wellness coordinator. The volunteer program takes place at the worksite during regular business hours and is free of charge to the employees. The faculty and staff delivering the program justify the cost of their time through an interprofessional educational model that the program will soon provide to university students.

  2. A Comparative Analysis of Preferred Learning and Teaching Styles for Engineering, Industrial, and Technology Education Students and Faculty

    Science.gov (United States)

    Katsioloudis, Petros; Fantz, Todd D.

    2012-01-01

    In the spring semester of 2010, a materials process course was selected as a means to perform a preferred learning style research study. This course was selected because it contained three groups of students: technology education, engineering technology, and industrial technology. The researchers believed that the differences in the students'…

  3. Perceptions of 24/7 In-house Attending Coverage on Fellow Education and Autonomy in a Pediatric Cardiothoracic Intensive Care Unit.

    Science.gov (United States)

    Owens, Sonal T; Owens, Gabe E; Rajput, Shaili H; Charpie, John R; Kidwell, Kelley M; Mullan, Patricia B

    2015-01-01

    The 24/7 in-house attending coverage is emerging as the standard of care in intensive care units. Implementation costs, workforce feasibility, and patient outcomes resulting from changes in physician staffing are widely debated topics. Understanding the impact of staffing models on the learning environment for medical trainees and faculty is equally warranted, particularly with respect to trainee education and autonomy. This study aims to elicit the perceptions of pediatric cardiology fellows and attendings toward 24/7 in-house attending coverage and its effect on fellow education and autonomy. We surveyed pediatric cardiology fellows and attendings practicing in the pediatric cardiothoracic intensive care unit (PCTU) of a large, university-affiliated medical center, using structured Likert response items and open-ended questions, prior to and following the transition to 24/7 in-house attending coverage. All (100%) trainees and faculty completed all surveys. Both prior to and following transition to 24/7 in-house attending coverage, all fellows, and the majority of attendings agreed that the overnight call experience benefited fellow education. At baseline, trainees identified limited circumstances in which on-site attending coverage would be critical. Preimplementation concerns that 24/7 in-house attending coverage would negatively affect the education of fellows were not reflected following actual implementation of the new staffing policy. However, based upon open-ended questions, fellow autonomy was affected by the new paradigm, with fellows and attendings reporting decreased "appropriateness" of autonomy after implementation. Our prospective study, showing initial concerns about limiting the learning environment in transitioning to 24/7 in-house attending coverage did not result in diminished perceptions of the educational experience for our fellows but revealed an expected decrease in fellow autonomy. The study indirectly facilitated open discussions about

  4. A pharmacogenetics service experience for pharmacy students, residents, and fellows.

    Science.gov (United States)

    Drozda, Katarzyna; Labinov, Yana; Jiang, Ruixuan; Thomas, Margaret R; Wong, Shan S; Patel, Shitalben; Nutescu, Edith A; Cavallari, Larisa H

    2013-10-14

    To utilize a comprehensive, pharmacist-led warfarin pharmacogenetics service to provide pharmacy students, residents, and fellows with clinical and research experiences involving genotype-guided therapy. First-year (P1) through fourth-year (P4) pharmacy students, pharmacy residents, and pharmacy fellows participated in a newly implemented warfarin pharmacogenetics service in a hospital setting. Students, residents, and fellows provided genotype-guided dosing recommendations as part of clinical care, or analyzed samples and data collected from patients on the service for research purposes. Students', residents', and fellows' achievement of learning objectives was assessed using a checklist based on established core competencies in pharmacogenetics. The mean competency score of the students, residents, and fellows who completed a clinical and/or research experience with the service was 97% ±3%. A comprehensive warfarin pharmacogenetics service provided unique experiential and research opportunities for pharmacy students, residents, and fellows and sufficiently addressed a number of core competencies in pharmacogenetics.

  5. Fellows in the Middle: Fabulous Field Trips

    Science.gov (United States)

    West, Mary Lou

    2008-05-01

    Montclair State University's NSF GK-12 Program focuses on grades 7 and 8 in five urban public school districts in northern New Jersey. Each year four fieldtrips are taken by the students, middle school teachers, and graduate student Fellows. Many interdisciplinary hands-on lessons are written for use before, during and after each trip with this year's theme of Earth history. The Sterling Hill Mine trip evoked lessons on geology, economics, crystal structure, density, and pH. A virtual trip (webcam link) to scientists in the rainforest of Panama prompted critical thinking, categorizing layers and animals, and construction of model food webs. In the field trip to the NJ School of Conservation the students will build model aquifers, measure tree heights, and measure stream flow to compare to their Hackensack River. Finally the students will travel to MSU for a Math/Science Day with research talks, lab tours, hands-on activities, and a poster session. In January 2008 seventeen teachers, Fellows, and grant personnel took a field trip to China to set up collaborations with researchers and schools in Beijing and Xi'an, including the Beijing Ancient Observatory. All field trips are fabulous! Next year (IYA) our theme will be planetary science and will feature field trips to the Newark Museum's Dreyfuss Planetarium, BCC Buehler Challenger & Science Center, and star parties. We look forward to invigorating middle school science and mathematics with exciting astronomy. Funded by NSF #0638708

  6. International Atomic Energy Agency fellows: Where are they now? The Department of Technical Cooperation's report on the fellowship survey

    International Nuclear Information System (INIS)

    2006-01-01

    In order to assess the impact and the quality of the International Atomic Energy Agency (IAEA) fellowship programme, the Department of Technical Cooperation conducted a survey among former fellows from the years 2001 and 2002. These fellows have all completed the fellowship training, and have had time to judge in what way their training is useful to their work in their home country. As a result of this survey, further surveys could be conducted to serve as a continuous systematic assessment of the fellowship and other programmes. Former fellows from the years 2001 and 2002 were asked to fill out a questionnaire containing questions regarding the following: Where are the former fellows now and what are they doing? How did the fellows rate the quality of the fellowship programme? How did the fellows rate the impact of the training they received through the fellowship programme, the impact on their home institution, and the impact on the TC project and their home country? The survey period was 11 February - 4 March 2005. Reaching a sufficient number of former fellows from the years 2001 and 2002 posed some difficulties. The National Liaison Officers contributed greatly in finding the former fellows' current contact information. Out of the 2067 fellows who were in the field in the years 2001 and 2002, 613 participated in the survey (meaning, 30% of all fellows from those years and 50% of those reached by email or fax). The results of the survey given below represent only the survey participants' opinions, not those of all former fellows from the years 2001 and 2002. To ensure that the results are representative of all fellows, a follow-up study of seven countries is currently being done. The IAEA fellowship programme contributes successfully to knowledge and technology transfer to fellows' home institutions, their home countries and the TC projects they are involved in, as evidenced by the following survey results: 94% of the fellows who participated in the survey

  7. Implementation of a Comprehensive Curriculum in Personal Finance for Medical Fellows.

    Science.gov (United States)

    Bar-Or, Yuval D; Fessler, Henry E; Desai, Dipan A; Zakaria, Sammy

    2018-01-01

    Many residents and fellows complete graduate medical education having received minimal unbiased financial planning guidance. This places them at risk of making ill-informed financial decisions, which may lead to significant harm to them and their families. Therefore, we sought to provide fellows with comprehensive unbiased financial education and empower them to make timely, constructive financial decisions. A self-selected cohort of cardiovascular disease, pulmonary and critical care, and infectious disease fellows (n = 18) at a single institution attended a live, eight-hour interactive course on personal finance. The course consisted of four two-hour sessions delivered over four weeks, facilitated by an unbiased business school faculty member with expertise in personal finance. Prior to the course, all participants completed a demographic survey. After course completion, participants were offered an exit survey evaluating the course, which also asked respondents for any tangible financial decisions made as a result of the course learning.  Results: Participants included 12 women and six men, with a mean age of 33 and varying amounts of debt and financial assets. Twelve respondents completed the exit survey, and all "Strongly Agreed" that courses on financial literacy are important for trainees. In addition, 11 reported that the course helped them make important financial decisions, providing 21 examples. Fellows derive a significant benefit from objective financial literacy education. Graduate medical education programs should offer comprehensive financial literacy education to all graduating trainees, and that education should be provided by an unbiased expert who has no incentive to sell financial products and services.

  8. Characteristics of American Psychological Association Division 40 (clinical neuropsychology) Fellows.

    Science.gov (United States)

    Johnson-Greene, Doug; Collins, K C

    2011-11-01

    Fellow status is an honor bestowed on American Psychological Association (APA) members who have made unusual and outstanding contributions to the field of psychology that have had a national impact. Thus far no studies have examined the characteristics of the individuals who have received this honor. This study examined publicly available data for 157 Division 40 Fellows. Fellows comprise 3.7% of the 4273 members of the division compared to 5.7% of the entire APA membership. Fellows are predominantly male (73%). All but two fellows had earned a Ph.D. with the average time since granting of the doctoral degree of 17.1 ± 6 years (median=16 years) with a range of 7-40 years post-degree. Slightly over half of the fellows hold board certification (53%) in the American Board of Professional Psychology. The largest group of fellows reports their primary employment currently as a university-affiliated medical setting (48%). These data serve to characterize current Division 40 Fellows for the field of neuropsychology and may provide useful information to assist prospective fellow applicants.

  9. Emerging Instructional Technologies: Exploring the Extent of Faculty Use of Web 2.0 Tools at a Midwestern Community College

    Science.gov (United States)

    Daher, Tareq; Lazarevic, Bojan

    2014-01-01

    The purpose of this research is to provide insight into the several aspects of instructional use of emerging web-based technologies. The study first explores the extent of Web 2.0 technology integration into face-to-face classroom activities. In this phase, the main focus of research interests was on the types and dynamics of Web 2.0 tools used by…

  10. Women Fellows of IASc | Women in Science | Initiatives | Indian ...

    Indian Academy of Sciences (India)

    Home; Initiatives; Women in Science; Women Fellows of IASc ... The Academy governing council had in the past two women Fellows over the years and in ... young age of 52, after a valiant battle with cancer, today on 29th March 2016 in Delhi.

  11. The Role of Aerospace Technology in Agriculture. The 1977 Summer Faculty Fellowship Program in Engineering Systems Design

    Science.gov (United States)

    1977-01-01

    Possibilities were examined for improving agricultural productivity through the application of aerospace technology. An overview of agriculture and of the problems of feeding a growing world population are presented. The present state of agriculture, of plant and animal culture, and agri-business are reviewed. Also analyzed are the various systems for remote sensing, particularly applications to agriculture. The report recommends additional research and technology in the areas of aerial application of chemicals, of remote sensing systems, of weather and climate investigations, and of air vehicle design. Also considered in detail are the social, legal, economic, and political results of intensification of technical applications to agriculture.

  12. Digital Immigrants Teaching Digital Natives: A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content

    Science.gov (United States)

    Corey, Robert C.

    2012-01-01

    In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational reform emanating from US presidents to parent teacher organizations, and educators' ability to cope with advances in technology…

  13. Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

    Science.gov (United States)

    Stieha, Vicki; Shadle, Susan E.; Paterson, Sharon

    2016-01-01

    Evidence-based instructional practices (ebips) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (stem) courses. Further, linking ebips with integrated learning assessment is rarely discussed…

  14. Job Satisfaction of Information Technology Faculty in Educational Institutions: A Regression Analysis Based on the Job Satisfaction Survey

    Science.gov (United States)

    Bazil, Sharon Nesbitt

    2017-01-01

    In the 21st century, business settings are more dynamic and more thought provoking than in previous years because lately information technology (IT) has dominated all aspects of the business field. For this reason, this study involved examining job satisfaction of IT professionals paying particular attention to the opportunity for advancement and…

  15. Developing Proper Systems for Successful Cloud Computing Implementation Using Fuzzy ARAS Method (Case Study: University of Tehran Faculty of New Science and Technology

    Directory of Open Access Journals (Sweden)

    Jalil Heidaryd Dahooie

    2017-12-01

    Full Text Available Given the increasing requirements of communication and the need for advanced network-based technologies, cloud computing has been suggested as a perfect strategy to achieve these objectives. Yet, despite the development of computing applications and the increased number of alternatives, it is quite a difficult task to select the exact software platform for the implementation of cloud computing arrangements. In this line, the present paper aimed to develop a scientific framework as how to select the proper software for successful cloud computing implantation at the infrastructure level. First through a review on the related literature and using experts’ opinions, the software selection criteria were extracted. Based on the framework proposed here, the interval-valued fuzzy ARAS method was then employed for weighting and prioritizing specified alternatives. This model was applied by the Faculty of New Sciences and Technologies of Tehran University in order to select proper software platforms from among five alternatives. The results revealed that the OpenStack cloud operating system has been selected as the best alternative, most probably because this platform demonstrates significant achievement for its merits such as high level of performance, reliability and security, stability, and usability.

  16. Oncology Fellows' Career Plans, Expectations, and Well-Being: Do Fellows Know What They Are Getting Into?

    Science.gov (United States)

    Shanafelt, Tait D.; Raymond, Marilyn; Horn, Leora; Moynihan, Tim; Collichio, Frances; Chew, Helen; Kosty, Michael P.; Satele, Daniel; Sloan, Jeff; Gradishar, William J.

    2014-01-01

    Purpose To evaluate the career plans, professional expectations, and well-being of oncology fellows compared with actual experiences of practicing oncologists. Methods US oncology fellows taking the 2013 Medical Oncology In-Training Examination (MedOnc ITE) were invited to participate in an optional postexamination survey. The survey evaluated fellows' career plans and professional expectations and measured burnout, quality of life (QOL), fatigue, and satisfaction with work-life balance (WLB) using standardized instruments. Fellows' professional expectations and well-being were compared with actual experiences of US oncologists assessed simultaneously. Results Of the 1,637 oncology fellows in the United States, 1,373 (83.9%) took the 2013 MedOnc ITE. Among these, 1,345 (97.9%) completed the postexamination survey. The frequency of burnout among fellows decreased from 43.3% in year 1 to 31.7% in year 2 and 28.1% in year 3 (P ITE scores. Fellows with greater educational debt were more likely to pursue private practice and less likely to plan an academic career. Conclusion Oncology fellows entering practice trade one set of challenges for another. Unrealized expectations regarding work hours may contribute to future professional dissatisfaction, burnout, and challenges with WLB. PMID:25049326

  17. NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

    Science.gov (United States)

    Ellins, K.; Perry, E.

    2005-12-01

    The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

  18. Clinical nutrition knowledge of gastroenterology fellows: is there anything omitted?

    Science.gov (United States)

    Eslamian, Ghazaleh; Jacobson, Kevan; Hekmatdoost, Azita

    2013-01-01

    Despite the increased emphasis on chronic non-communicable diseases, there are notable deficits about nutrition education in many medicine training programs particularly gastroenterology fellowship programs. In the present cross-sectional study, we examined the nutritional knowledge related to clinical nutrition among Iranian gastroenterology fellows. Thirty-six gastroenterology fellows currently enrolled in a gastroenterology fellowship program completed a questionnaire, including two sections. The first of which assessed the gastroenterology fellows experience about nutrition training, nutrition management of patients with gastrointestinal (GI) disorders and evaluating perceived nutrition education needs. The second section consisted of multiple choice questions that assessed nutritional knowledge. A total of 32 gastroenterology fellows completed the first section. The majority of gastroenterology fellows failed to partake in any nutrition education during their fellowship training particularly for inpatients despite the availability to participate in the nutrition training especially for the purpose of nutrition support. Mean correct response rates for the second section was 38%. The highest mean score was seen in nutrition assessment (48.1%), followed by scores of 40.5% in nutrition support, 37.0% nutrition in GI disease, and 25.0% in micro and macronutrients. Iranian gastroenterology fellows have serious deficits in their nutrition knowledge. This study paves the way for the development of an education program to improve nutritional knowledge of gastroenterology fellows.

  19. Covering Science as a Mass Media Fellow

    Science.gov (United States)

    McMeeking, Gavin R.

    2006-03-01

    I remember my first unpleasant biology lab dissection in high school. I am not sure if the experience was worse for me or for the unfortunate fetal pig we dissected that day. The sights and smells of that fateful morning forever put me on a path toward the physical sciences, and probably have a lot to do with my ending up as a graduate student in atmospheric chemistry instead of at some medical school cutting up dead bodies. So imagine my horror after encountering the leg of a dead horse as I walked into a bioengineering laboratory to report on a story about artificial joint research. Subjecting myself to such biological horrors, though, was part of my duties as an AGU-sponsored American Association for the Advancement of Science Mass Media Fellow. The program places graduate students and recent graduates from scientific fields in major media outlets throughout the country. The aim of the program is to give science-trained individuals a taste of a career in science journalism as well as to help scientists develop better communication skills.

  20. What I expect from an orthopaedic traumatology fellow.

    Science.gov (United States)

    Lee Chip Routt, Milton; Stark, Delbert H

    2014-09-01

    After 2.5 decades working with a variety of orthopaedic traumatology fellows, I have learned that several qualities and behaviors are important to a successful experience. Most fellows possess them, but some do not. Those that do usually integrate quickly onto the team and are rewarded with enriched teaching and clinical experiences. Some that do not may be able to adjust or alter their behaviors and eventually fit in. Some cannot adjust and their experiences suffer. I realize that no 2 individuals are the same, so my expectations of a fellow serve as a relationship foundation to then build their experiences upon. Their qualities and behaviors guide our relationship.

  1. Electricity and Water Supply Consumption and Greenhouse Gas Emission at the Office of the Faculty of Science and Technology, Suan Sunandha Rajabhat University

    Directory of Open Access Journals (Sweden)

    Ronbanchob Apiratikul

    2015-07-01

    Full Text Available This work was a data collection of electricity and water supply consumption of the Dean’s Office of the Faculty of Science and Technology, Suan Sunandha Rajabhat University, Thailand. The greenhouse gas emissions from electricity and water supply consumptions were calculated using the up-to-date emission factor from the Thailand Greenhouse Gas Management Organization (TGO database. In average, the office consumes 1.045 m3 /d and 87.9 kWh/d of water and electricity, respectively. This is equal to 68.5 Liter per person (11.25 L/m2 and 4.1 kWh per person (0.6788 kWh /m2 for the daily water supply and electricity consumptions, respectively. The total daily greenhouse gas emission from both electricity and water supply consumption is 59.01 kg-CO2 eq. which is mainly came from the electricity consumption (≈ 98%. The average emission based on people and area are 2.566 kg-CO2 eq per person and 0.422 kg-CO2/m2 , respectively.

  2. Applying ethical and legal principles to new technology: the University of Auckland Faculty of Medical and Health Sciences' policy 'Taking and Sharing Images of Patients.'

    Science.gov (United States)

    Jonas, Monique; Malpas, Phillipa; Kersey, Kate; Merry, Alan; Bagg, Warwick

    2017-01-27

    To develop a policy governing the taking and sharing of photographic and radiological images by medical students. The Rules of the Health Information Privacy Code 1994 and the Code of Health and Disability Services Consumers' Rights were applied to the taking, storing and sharing of photographic and radiological images by medical students. Stakeholders, including clinicians, medical students, lawyers at district health boards in the Auckland region, the Office of the Privacy Commissioner and the Health and Disability Commissioner were consulted and their recommendations incorporated. The policy 'Taking and Sharing Images of Patients' sets expectations of students in relation to: photographs taken for the purpose of providing care; photographs taken for educational or professional practice purposes and photographic or radiological images used for educational or professional practice purposes. In addition, it prohibits students from uploading images of patients onto image-sharing apps such as Figure 1. The policy has since been extended to apply to all students at the Faculty of Medical and Health Sciences at the University of Auckland. Technology-driven evolutions in practice necessitate regular review to ensure compliance with existing legal regulations and ethical frameworks. This policy offers a starting point for healthcare providers to review their own policies and practice, with a view to ensuring that patients' trust in the treatment that their health information receives is upheld.

  3. Female Surgeons as Counter Stereotype: The Impact of Gender Perceptions on Trainee Evaluations of Physician Faculty.

    Science.gov (United States)

    Fassiotto, Magali; Li, Jie; Maldonado, Yvonne; Kothary, Nishita

    2018-02-02

    Similar to women in Science, Technology, Engineering and Mathematics disciplines, women in medicine are subject to negative stereotyping when they do not adhere to their sex-role expectations. These biases may vary by specialty, largely dependent on the gender's representation in that specialty. Thus, females in male-dominated surgical specialties are especially at risk of stereotype threat. Herein, we present the role of gender expectations using trainee evaluations of physician faculty at a single academic center, over a 5-year period (2010-2014). Using Graduate Medical Education evaluation data of physician faculty from MedHub, we examined the differences in evaluation scores for male and female physicians within specialties that have traditionally had low female representation (e.g., surgical fields) compared to those with average or high female representation (e.g., pediatrics). Stanford Medicine residents and fellows' MedHub ratings of their physician faculty from 2010 to 2014. A total of 3648 evaluations across 1066 physician faculty. Overall, female physicians received lower median scores than their male counterparts across all specialties. When using regression analyses controlling for race, age, rank, and specialty-specific characteristics, the negative effect persists only for female physicians in specialties with low female representation. This finding suggests that female physicians in traditionally male-dominated specialties may face different criteria based on sex-role expectations when being evaluated by trainees. As trainee evaluations play an important role in career advancement decisions, dictate perceptions of quality within academic medical centers and affect overall job satisfaction, we propose that these differences in evaluations based merely on gender stereotypes could account, in part, for the narrowing pipeline of women promoted to higher ranks in academic medicine. Copyright © 2018 Association of Program Directors in Surgery. Published

  4. Issues Causing Stress among Business Faculty Members

    Science.gov (United States)

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

    2014-01-01

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

  5. Professor Anne Khademian named National Academy of Public Administration Fellow

    OpenAIRE

    Chadwick, Heather Riley

    2009-01-01

    Anne Khademian, professor with Virginia Tech's Center for Public Administration and Policy, School of Public and International Affairs, at the Alexandria, Va., campus has been elected a National Academy of Public Administration (NAPA) Fellow.

  6. Effectiveness of the AAOS Leadership Fellows Program for Orthopaedic Surgeons.

    Science.gov (United States)

    Day, Charles S; Tabrizi, Shervin; Kramer, Jeffrey; Yule, Arthur C; Ahn, Brian S

    2010-11-17

    Effective physician leadership is critical to the future success of healthcare organizations. The American Academy of Orthopaedic Surgeons (AAOS) Leadership Fellows Program is a one-year program designed to train young orthopaedic surgeons to become future leaders in orthopaedics. The purpose of this study was to evaluate the impact of the AAOS Leadership Fellows Program on the leadership skills and achievements of its participants. Graduates of the Leadership Fellows Program were compared with a control group of previous applicants who were not accepted to the program (applicants) in a retrospective cohort comparison study. A subjective survey of leadership skills was used to assess the confidence of the two cohorts in eight areas of leadership. In addition, an updated curriculum vitae from each of sixty leadership fellows from the classes of 2003 through 2009 and from each of forty-seven applicants was retrospectively reviewed for evidence of leadership. The updated curriculum vitae of the leadership fellows was evaluated for leadership activity attained prior to and following participation in the program, while the updated curriculum vitae of applicants was evaluated for leadership activity attained prior to and following the last year of application to the program. Curricula vitae were assessed for demonstration of national leadership, academic rank, hospital administrative rank, and research experience. On the leadership survey, the graduates of the Leadership Fellows Program scored higher than the applicants in seven of eight categories. The review of the curricula vitae demonstrated that, prior to the Leadership Fellows Program, the leadership fellows were more likely than the applicants to have an academic practice and hold an academic rank. The difference between the two cohorts in administrative rank and leadership of national committees was not significant. Following the program, the leadership fellows were more likely to chair national committees (p

  7. Systematic Reviews and Meta-analyses for Cardiology Fellows.

    Science.gov (United States)

    Fares, Munes; Alahdab, Fares; Alsaied, Tarek

    2016-07-01

    Participating in a scholarly activity is one of the training requirements for cardiology fellows. However, it can be very challenging to complete a research project during such a busy period of clinical training. To help the cardiology fellows in choosing and starting off a research project, a light has been shed on the process of conducting a systematic review, and the importance of this research activity, as well as its limitations. © 2016 Wiley Periodicals, Inc.

  8. New fellows | Announcements | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    ... of Medical Sciences, New Delhi; S K Bhowmik, Indian Institute of Technology, ... Souvik Mahapatra, Indian Institute of Technology, Mumbai; Prabal K Maiti, Indian ... Math Art and Design: MAD about Math, Math Education and Outreach.

  9. Endoscopic training: A nationwide survey of French fellows in gastroenterology.

    Science.gov (United States)

    Amiot, Aurélien; Conroy, Guillaume; Le Baleur, Yann; Winkler, Jérôme; Palazzo, Maxime; Treton, Xavier

    2018-04-01

    During their 4 years of training, French fellows in gastroenterology should acquire theoretical and practical competency in gastrointestinal (GI) endoscopy. To evaluate the delivery of endoscopy training to French GI fellows and perception of learning. A nationwide electronic survey was carried out of French GI fellows using an anonymous, 17-item electronic questionnaire. A total of 291 out of 484 (60%) GI fellows responded to the survey. Only 40% of subjects had access to theoretical training and/or virtual simulators. Only 49% and 35% of fourth year fellows had reached the threshold numbers of EGD and colonoscopies recommended by the European section and Board of gastroenterology and hepatology. Sixty-two percent and 57% of trainees reported having insufficient knowledge in interpreting gastric and colic lesions. Access to dedicated endoscopy activity for at least 8 weeks during the year was the only independent factor associated with the achievement of the recommended annual threshold number of procedures. The access of fellows to theoretical training and to preclinical virtual simulators is still insufficient. Personalized support and regular assessment of cognitive and technical acquisition over the 4 years of training seems to be necessary. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

  10. The DOE fellows program-a workforce development initiative for the US department of energy

    Energy Technology Data Exchange (ETDEWEB)

    Lagos, Leonel E. [Applied Research Center, Florida International University, 10555 West Flagler St, EC2100, Miami, Florida (United States)

    2013-07-01

    The US Department of Energy Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclear weapons development and government-sponsored nuclear energy research. Since 1995, Florida International University's Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and math (STEM) students and has exposed many STEM students to 'hands-on' DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a 'pipeline' of minority STEM students trained and mentored to enter DOE's environmental cleanup workforce. The program was designed to help address DOE's future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE's environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only six years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 100 DOE Fellows have participated in the Waste Management (WM) Symposia since 2008 with a total of 84 student

  11. The DOE fellows program-a workforce development initiative for the US department of energy

    International Nuclear Information System (INIS)

    Lagos, Leonel E.

    2013-01-01

    The US Department of Energy Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclear weapons development and government-sponsored nuclear energy research. Since 1995, Florida International University's Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and math (STEM) students and has exposed many STEM students to 'hands-on' DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a 'pipeline' of minority STEM students trained and mentored to enter DOE's environmental cleanup workforce. The program was designed to help address DOE's future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE's environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only six years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 100 DOE Fellows have participated in the Waste Management (WM) Symposia since 2008 with a total of 84 student

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

    Science.gov (United States)

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

    2015-01-01

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

  13. ISOLDE PH team, from left to right: Jennifer Weterings (user support), Susanne Kreim (research fellow), Marek Pfützner (scientific associate), Maria Garcia Borge (team leader), Elisa Rapisarda (research fellow) , Magdalena Kowalska (physics coordinator), Jan Kurcewicz (applied fellow), Monika Stachura (applied fellow). Not in the photo: Kara Lynch (PhD student).

    CERN Multimedia

    Visual Media Office

    2013-01-01

    ISOLDE PH team, from left to right: Jennifer Weterings (user support), Susanne Kreim (research fellow), Marek Pfützner (scientific associate), Maria Garcia Borge (team leader), Elisa Rapisarda (research fellow) , Magdalena Kowalska (physics coordinator), Jan Kurcewicz (applied fellow), Monika Stachura (applied fellow). Not in the photo: Kara Lynch (PhD student).

  14. 1997 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

    Science.gov (United States)

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

    1998-01-01

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

  15. 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…

  16. The fellow eye of patients with phakic lattice retinal detachment.

    Science.gov (United States)

    Folk, J C; Arrindell, E L; Klugman, M R

    1989-01-01

    A retrospective study was performed to determine whether the prophylactic treatment of areas of lattice degeneration, holes, or breaks reduced the risk of subsequent new breaks or detachment in the fellow undetached phakic eyes of patients with a phakic lattice retinal detachment (RD). Three hundred eighty-eight consecutive patients who presented to the University of Iowa between 1959 and 1984 were followed for a mean of 7.9 +/- 5.8 years after the detachment in the first eye. Fellow eyes which received no prophylactic treatment had a 2.5 times greater risk of a new break or RD over 7 years than eyes receiving full prophylactic treatment (19.4 versus 7.5%; P = 0.0002). Fellow eyes receiving no treatment also had a greater risk of a new RD over 7 years than eyes receiving full treatment (5.1 versus 1.8%; P = 0.0125). These results do not allow us to make recommendations concerning which fellow eyes, if any, should be prophylactically treated. On the one hand, prophylactic treatment did significantly reduce the risk of new breaks and detachments. On the other hand, however, prophylactic treatment reduced the risk of new RD alone in the fellow eye only from 5.1 to 1.8% over 7 years. In addition, prophylactic treatment did not reduce the risk of detachment in the higher risk eyes with high myopia or extensive lattice.

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

    Science.gov (United States)

    Corwin, Luene Holmes

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

  18. 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,…

  19. The Faculty at Risk.

    Science.gov (United States)

    Schuster, Jack H.; Bowen, Howard R.

    1985-01-01

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

  20. MVP and Faculty Evaluation

    Science.gov (United States)

    Theall, Michael

    2017-01-01

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

  1. Communication Faculty Internships.

    Science.gov (United States)

    Gibson, Dirk C.

    2001-01-01

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

  2. The undergraduate research fellows program: a unique model to promote engagement in research.

    Science.gov (United States)

    Vessey, Judith A; DeMarco, Rosanna F

    2008-01-01

    Well-educated nurses with research expertise are needed to advance evidence-based nursing practice. A primary goal of undergraduate nursing curricula is to create meaningful participatory experiences to help students develop a research skill set that articulates with rapid career advancement of gifted, young graduates interested in nursing research and faculty careers. Three research enrichment models-undergraduate honors programs, research assistant work-for-hire programs, and research work/mentorship programs-to be in conjunction with standard research content are reviewed. The development and implementation of one research work/mentorship program, the Boston College undergraduate research fellows program (UGRF), is explicated. This process included surveying previous UGRFs followed by creating a retreat and seminars to address specific research skill sets. The research skill sets included (a) how to develop a research team, (b) accurate data retrieval, (c) ethical considerations, (d) the research process, (e) data management, (f) successful writing of abstracts, and (g) creating effective poster presentations. Outcomes include evidence of involvement in research productivity and valuing of evidenced-based practice through the UGRF mentorship process with faculty partners.

  3. Next generation leadership: a profile of self-rated competencies among administrative resident and fellows.

    Science.gov (United States)

    Helfand, Brad; Cherlin, Emily; Bradley, Elizabeth H

    2005-01-01

    Healthcare executives and program faculty have voiced concerns that early careerists lack needed competencies for future leadership in the increasingly complex healthcare industry. However, empirical studies of early careerists' competency levels are limited. We sought to describe administrative fellows' and residents' (n = 78, response rate 73.6%) self-rated competency in several key areas and assess how these ratings differed by individuals' gender, age, prior work experience, year of graduate training, and type of degree program. Respondents rated their competence particularly high (41.7% of respondents rated themselves "A") in the domain of interpersonal and emotional intelligence, which included being an effective team leader and member, coaching and developing others, self-awareness, and self-regulation. Lower ratings were in the domains of facilities management and in development and fundraising. Compared to males, females rated their competency in the financial skills domain lower (P-value = 0.04). Age, prior work experience, year of graduate training, and type of degree program were not significantly associated with self-rated competency in any area. These results provide early evidence that may help program faculty and preceptors consider pedagogical approaches that reflect students' vocalized needs and may help to design strategies that effectively cultivate next generation leadership.

  4. 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.

  5. 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.

  6. A jolly good call for Marie Curie Fellows

    CERN Multimedia

    2009-01-01

    A new funding opportunity to train young researchers has just been announced by the European Commission. One of the calls within FP7 Marie Curie Actions requests proposals for Initial Training Network (ITN) projects, with a deadline of 22 December 2009. Project proposals are strongly encouraged at CERN and authors can receive support and guidance from the Marie Curie Steering Group. Winnie Wong: "I wouldn’t have considered a PhD if I hadn’t been a Marie Curie fellow" Dan Savu: "It’s the best of both worlds: training plus working in an international organisation" ITN projects have one key aim: training. Academic and industrial partners work together to form a network to recruit and train Marie Curie Fellows. Fellows are young researchers (typically PhD-level) from any country who combine project-based research with tailor-made training programmes, ...

  7. Social Responsibility of a Profession: An Analysis of Faculty Perception of Social Responsibility Factors and Integration into Graduate Programs of Educational Technology

    Science.gov (United States)

    Moore, Stephanie L.

    2009-01-01

    Although ethics are commonly regarded as an important characteristic and performance attribute, they are also regarded as a slippery or ill-defined topic leaving practitioners and faculty flat-footed in how to teach and assess ethics. This article reports part of the findings from an investigation on deriving an empirical definition of ethics,…

  8. A Phenomenology Study on Dental Faculty Preparedness for Using Technology in Face-to-Face, Hybrid Courses, and Online Course to Reach Digital Native Learners

    Science.gov (United States)

    Liberman, Leila Helene

    2018-01-01

    The exponential growth of online and hybrid education is most pressing and rapidly changing, increasing the need for faculty development programs for the traditional and online educator (Herman, 2012; Quinn & Kennedy-Clark, 2015). The students of today are referred to as the digital native student (DNS; Akcayir, Dundar, & Akcayir, 2016).…

  9. 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…

  10. The Analysis of the Relationship between Organizational Structure and Information Technology (IT): And the Barriers to Its Establishment at the University of Isfahan from the Faculty Member's Viewpoints

    Science.gov (United States)

    Peyman, Yarmohammadzadeh; Mohsen, Allammeh Sayyed; Hassan, Ghalavandi; Aboulghassim, Farhang; Zaman, Ajdari

    2011-01-01

    The purpose of the present study is to investigate the relationship between organizational structure between IT and the barriers to its establishment in University of Isfahan from faculty member's viewpoints in 2007-2008. The questionnaires were prepared and examined based on the organization dimensions of organizational structures (formality,…

  11. Preparing for an Academic Career Workshops: Resources for Graduate Students and Post-Doctoral Fellows

    Science.gov (United States)

    Dunbar, R. W.; MacDonald, R.

    2004-12-01

    The professional development program, "On the Cutting Edge", offers annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Goals are to prepare participants to become more effective teachers, stronger candidates for academic positions, and more aware of the realities of academic jobs. Insights that participants especially hope to gain from these workshops include feedback on the application process, especially an understanding of how search committees work; the different realities of balancing teaching, research, and personal life in a range of academic institutions; and expectations for tenure. The ten-person leadership team represents, by design, a wide range of academic career paths and institutions, and provides approximately 1:6 leader: participant ratio. Specific sessions include research on learning, an introduction to course and lab design, effective teaching and assessment strategies, developing a teaching statement, time management and early career faculty success, and moving research forward into new settings. Optional workshop sessions and discussions include the following topics: dual-career couples; families and careers; teaching portfolios; effective negotiation strategies; tenure and promotion; effective field trips; getting started in undergraduate research; opportunities in K-12 education; career options beyond faculty positions. Highlights of the workshop are faculty panel discussions about career paths and the academic job search. By workshop end, participants complete a goal setting and action planning activity. Two years of evaluation data suggest our goals are being met. Participants particularly appreciate the practical ideas and the opportunity to interact with, and learn from, a diverse leadership team and other participants.

  12. Developing a Culture of Assessment through a Faculty Learning Community: A Case Study

    Science.gov (United States)

    Schlitz, Stephanie A.; O'Connor, Margaret; Pang, Yanhui; Stryker, Deborah; Markell, Stephen; Krupp, Ethan; Byers, Celina; Jones, Sheila Dove; Redfern, Alicia King

    2009-01-01

    This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the process of adopting new technology, we explain how our team, through a competitive mini-grant…

  13. The SAFE-T assessment tool: derivation and validation of a web-based application for point-of-care evaluation of gastroenterology fellow performance in colonoscopy.

    Science.gov (United States)

    Kumar, Navin L; Kugener, Guillaume; Perencevich, Molly L; Saltzman, John R

    2018-01-01

    Attending assessment is a critical part of endoscopic education for gastroenterology fellows. The aim of this study was to develop and validate a concise assessment tool to evaluate real-time fellow performance in colonoscopy administered via a web-based application. The Skill Assessment in Fellow Endoscopy Training (SAFE-T) tool was derived as a novel 5-question evaluation tool that captures both summative and formative feedback adapted into a web-based application. A prospective study of 15 gastroenterology fellows (5 fellows each from years 1 to 3 of training) was performed using the SAFE-T tool. An independent reviewer evaluated a subset of these procedures and completed the SAFE-T tool and Mayo Colonoscopy Skills Assessment Tool (MCSAT) for reliability testing. Twenty-six faculty completed 350 SAFE-T evaluations of the 15 fellows in the study. The mean SAFE-T overall score (year 1, 2.00; year 2, 3.84; year 3, 4.28) differentiated each sequential fellow year of training (P case complexity score, with straightforward cases compared with average cases (4.07 vs 3.50, P cases compared with challenging cases (3.50 vs 3.08, P = .0134). In dual-observed procedures, the SAFE-T tool showed excellent inter-rater reliability with a kappa agreement statistic of 0.898 (P  0.90, P tool, a concise and web-based means of assessing real-time gastroenterology fellow performance in colonoscopy. Copyright © 2018 American Society for Gastrointestinal Endoscopy. Published by Elsevier Inc. All rights reserved.

  14. Meet ORISE Research Fellow Nisha S. Sipes, Ph.D.

    Science.gov (United States)

    Nisha S. Sipes is an ORISE Research Fellow in EPA’s innovative National Center for Computational Toxicology. She and her colleagues are changing the way toxicity testing is done by researching ways to make it faster, more efficient, and more informative

  15. 34 CFR 1100.20 - How is a fellow selected?

    Science.gov (United States)

    2010-07-01

    ... LITERACY NATIONAL INSTITUTE FOR LITERACY: LITERACY LEADER FELLOWSHIP PROGRAM How Does the Director Award a Fellowship? § 1100.20 How is a fellow selected? (a) The Director selects applications for fellowships on the basis of the selection criteria in § 1100.21 and any priorities that have been published in the Federal...

  16. Former Nonproliferation Graduate Fellow Served at U.S. Mission

    Energy Technology Data Exchange (ETDEWEB)

    Brim, Cornelia P.

    2014-10-01

    Because of her training and professional experiences, Rosalyn Leitch, a Security Specialist at Pacific Northwest National Laboratory and former Nonproliferation Graduate Fellow with NIS (2012-2013) was able to transition into temporary assignment as UNVIE Acting Nuclear Security Attaché from November 2013 through February 2014.

  17. Practicing Statistics by Creating Exercises for Fellow Students

    Science.gov (United States)

    Bebermeier, Sarah; Reiss, Katharina

    2016-01-01

    This article outlines the execution of a workshop in which students were encouraged to actively review the course contents on descriptive statistics by creating exercises for their fellow students. In a first-year statistics course in psychology, 39 out of 155 students participated in the workshop. In a subsequent evaluation, the workshop was…

  18. Communication skills training curriculum for pulmonary and critical care fellows.

    Science.gov (United States)

    McCallister, Jennifer W; Gustin, Jillian L; Wells-Di Gregorio, Sharla; Way, David P; Mastronarde, John G

    2015-04-01

    The Accreditation Council for Graduate Medical Education requires physicians training in pulmonary and critical care medicine to demonstrate competency in interpersonal communication. Studies have shown that residency training is often insufficient to prepare physicians to provide end-of-life care and facilitate patient and family decision-making. Poor communication in the intensive care unit (ICU) can adversely affect outcomes for critically ill patients and their family members. Despite this, communication training curricula in pulmonary and critical care medicine are largely absent in the published literature. We evaluated the effectiveness of a communication skills curriculum during the first year of a pulmonary and critical care medicine fellowship using a family meeting checklist to provide formative feedback to fellows during ICU rotations. We hypothesized that fellows would demonstrate increased competence and confidence in the behavioral skills necessary for facilitating family meetings. We evaluated a 12-month communication skills curriculum using a pre-post, quasiexperimental design. Subjects for this study included 11 first-year fellows who participated in the new curriculum (intervention group) and a historical control group of five fellows who had completed no formal communication curriculum. Performance of communication skills and self-confidence in family meetings were assessed for the intervention group before and after the curriculum. The control group was assessed once at the beginning of their second year of fellowship. Fellows in the intervention group demonstrated significantly improved communication skills as evaluated by two psychologists using the Family Meeting Behavioral Skills Checklist, with an increase in total observed skills from 51 to 65% (P ≤ 0.01; Cohen's D effect size [es], 1.13). Their performance was also rated significantly higher when compared with the historical control group, who demonstrated only 49% of observed skills

  19. Faculty development projects for international health professions educators: Vehicles for institutional change?

    Science.gov (United States)

    Burdick, William P; Friedman, Stacey R; Diserens, Deborah

    2012-01-01

    Projects are an important tool in faculty development, and project emphasis may offer insights into perceived education priorities. Impact of projects has been focused on individuals, not institutions or health. Education innovation projects of Fellows in an international faculty development program were examined to better understand perceived needs in health professions education and institutional impact of projects. Four hundred and thirty-five projects were analyzed to identify focus areas. Fellows were asked to identify changes in their schools and communities resulting from their projects. New education methods and curriculum change were common project focus areas. Regional differences were evident with a higher percentage of education methods projects by Fellows residing in India (52%), compared with South Africa (25%) and Brazil (24%). Fifty-six percent of projects were incorporated into the curriculum and/or incorporated as institutional policy. One-third to two-thirds of respondents noted improved teaching quality, collaboration, education research interest, assessment, student performance, and curriculum alignment with community health needs. National differences in project focus may offer insight into local conditions and needs. High rates of diffusion of projects and impact on faculty, students, and curriculum suggest that faculty development projects may be a strategy for institutional change in resource limited environments.

  20. Science, Technology and University in the XIXth Century. The Free-Faculty of Sciences of the University of Salamanca (1875-1902

    Directory of Open Access Journals (Sweden)

    Joaquín PÉREZ MELERO

    2013-11-01

    Full Text Available The Free-Faculty of Sciences of the University of Salamanca was established in 1875 as the only way to continue Science studies in the University. Poorly financed, with little resources and academic acceptance, it survives helped by financial support from the City Hall and the Provincial Deputation, and to the Rector Esperabé5 s will, against the High Education centralization trend which concentres the studies at the Central University of Madrid. That economic and technical poverty provides just only an approach to the physico-chemical sciences in the framework of a provincial University, but helps it to stay alive until its recongnition as «official» faculty in 1902.

  1. Accounting Faculty Internships

    Directory of Open Access Journals (Sweden)

    Jill Christopher

    2013-06-01

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

  2. Multimedia Instruction Initiative: Building Faculty Competence.

    Science.gov (United States)

    Haile, Penelope J.

    Hofstra University began a university-wide initiative to enhance classroom instruction with multimedia technology and foster collaborative approaches to learning. The Multimedia Instruction Initiative emphasized teamwork among faculty, students, and computer center support staff to develop a technology-enriched learning environment supported by…

  3. REFLECTIONS ON SCREENAGERS, FACULTY DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Mike K. MOULTON

    2008-04-01

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

  4. Fellow eye treatment in excimer photo refractive keratectomy

    Directory of Open Access Journals (Sweden)

    Rao Srinivas

    2000-01-01

    Full Text Available Purpose: To describe symmetry of response in fellow eyes of patients undergoing photorefractive keratectomy (PRK for myopia, analyse the risk factors leading to asymmetry in response and to determine if delayed treatment of the second eye increases safety and predictability of PRK. Methods: Retrospective review of case records of 133 patients who underwent bilateral myopic PRK and had a minimum follow up of 6 months in both eyes. Results: Postoperative uncorrected visual acuity, spherical equivalent (SE refraction within ±1D of emmetropia, best-corrected visual acuity (BCVA and corneal haze were not significantly different in fellow eyes of patients undergoing PRK for myopia. Of 87 eyes in group 1 (myopia <6D, 96.6% had uncorrected visual acuity ≥6/ 12, 89.7% were within ±1D of emmetropia, none lost ≥1 line BCVA, and none had haze ≥grade 3. Similar results for 98 eyes in group II (myopia 6 to 9.9D were 75.6%, 55.1%, 2.0% and 2.0% respectively. For 81 eyes in group III (myopia ≥ 10D the results were 42.7%, 33.3%, 8.6%, and 4.9% respectively. Among 84 patients with similar preoperative myopia in both eyes, 54 (64.3% patients had a postoperative SE difference ≤ ID in fellow eyes. Risk factors for asymmetric response among fellow eyes included increasing preoperative myopia (p<0.001 and dissimilar treatment technique in the two eyes (p=0.03. Corneal haze did not increase significantly after the third postoperative month. Conclusion: This study demonstrates that considerable symmetry of response exists in fellow eyes of patients undergoing myopic PRK. Early PRK in the fellow eye of patients with < 6 D myopia is safe and allows quick visual rehabilitation of the patient. In patients with myopia ≥6D, a 3-month interval before treating the second eye may improve the safety of the procedure.

  5. Faculty Handbook. Regis College.

    Science.gov (United States)

    Regis Coll., Weston, MA.

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

  6. Faculty Retirement Transitions Revitalized

    Science.gov (United States)

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

    2013-01-01

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

  7. CBE Faculty and Staff

    Science.gov (United States)

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

  8. 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.

  9. 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.

  10. 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

  11. Astronaut Stephen Oswald and fellow crew members on middeck

    Science.gov (United States)

    1995-01-01

    Astronaut Stephen S. Oswald (center), STS-67 mission commander, is seen with two of his fellow crew members and an experiment which required a great deal of his time on the middeck of the Earth orbiting Space Shuttle Endeavour. Astronaut John M. Grunsfeld inputs mission data on a computer while listening to a cassette. Astronaut William G. Gregory (right edge of frame), pilot, consults a check list. The Middeck Active Control Experiment (MACE), not in use here, can be seen in upper center.

  12. Peer Review in Radiology: A Resident and Fellow Perspective.

    Science.gov (United States)

    Grenville, Jeffrey; Doucette-Preville, David; Vlachou, Paraskevi A; Mnatzakanian, Gevork N; Raikhlin, Antony; Colak, Errol

    2016-02-01

    The purpose of this study was to explore Canadian radiology residents' and fellows' understanding, attitudes, opinions, and preferences toward peer review. An Internet-based anonymous questionnaire designed to understand one's familiarity, attitudes, opinions, and preferences toward peer review was distributed to radiology residents and fellows across Canada. Data were analyzed using descriptive statistics, and answers were stratified by level of training. A total of 136 trainees responded to the survey with 92 completed survey responses available for descriptive statistics. Approximately half of respondents are familiar with peer review (49%), and 39% of trainees are involved in peer review. Most respondents (92%) expressed an interest in learning more about peer review; believe that it should be incorporated into the residency training curriculum (86%), be mandatory (72%), and that current participation will increase odds of future participation (91%). Most trainees (80%) are comfortable advising one another about errors, but less comfortable advising staff (21%). Residents and fellows welcome the opportunity to learn more about peer review and believe it should be incorporated into the residency training curriculum. Understanding the attitudes and perceptions held by trainees regarding peer review is important, as a means to optimize education and maximize current and future participation in peer review. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  13. CERN Fellows, don’t splash that cash!

    CERN Multimedia

    Anaïs Schaeffer

    2013-01-01

    When their CERN contracts expire and they leave the Organization, Fellows recoup the amounts paid into the Pension Fund by and for them every month. If they invest this money well, right from the outset, it can grow into a nice little nest-egg by the time they reach retirement age.   As employed members of the CERN personnel, Fellows are members of the Organization’s Pension Fund. Accordingly, a specific amount is withheld from their salary every month (see first box) and, as the months go by, this gradually accumulates into their transfer value (i.e. their capital). When their contracts expire, Fellows may opt to transfer that money directly into another pension fund (subject to the national laws of the destination country and, unfortunately, not possible everywhere), or take it in cash. This is because only employed members of the personnel who have at least five years of service with the Organization are entitled to remain beneficiaries of the CERN Pension Fund for life*. But the capi...

  14. Academic Productivity of Faculty Associated With Craniofacial Surgery Fellowship Programs.

    Science.gov (United States)

    Ruan, Qing Zhao; Ricci, Joseph A; Silvestre, Jason; Ho, Olivia A; Ganor, Oren; Lee, Bernard T

    2017-11-01

    The H-index is increasingly being used as a measure of academic productivity and has been applied to various surgical disciplines. Here the authors calculate the H-index of craniofacial surgery fellowship faculty in North America in order to determine its utility for academic productivity among craniofacial surgeons. A list of fellowship programs was obtained from the website of the American Society of Craniofacial Surgery. Faculty demographics and institution characteristics were obtained from official program websites and the H-index was calculated using Scopus (Elsevier, USA). Data were assessed using bivariate analysis tools (Kruskal-Wallis and Mann-Whitney tests) to determine the relationship between independent variables and career publications, H-index and 5-year H-index (H5-index) of faculty. Dunn test for multiple comparisons was also calculated. A total of 102 faculty members from 29 craniofacial surgery fellowship programs were identified and included. Faculty demographics reflected a median age of 48 (interquartile range [IQR] 13), a predominantly male sample (88/102, 89.7%), and the rank of assistant professor being the most common among faculty members (41/102, 40.2%). Median of career publications per faculty was 37 (IQR 52.5) and medians of H-index and H5-index were 10.0 (IQR 13.75) and 3.5 (IQR 3.25), respectively. Greater age, male gender, Fellow of the American College of Surgeons membership, higher academic rank, and program affiliation with ranked research medical schools were significantly associated with higher H-indices. Variables associated with seniority were positively associated with the H-index. These results suggest that the H-index may be used as an adjunct in determining academic productivity for promotions among craniofacial surgeons.

  15. 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...

  16. Opinion & special articles: a guide from fellowship to faculty: Nietzsche and the academic neurologist.

    Science.gov (United States)

    Carmichael, S Thomas

    2012-10-02

    The role of the physician scientist in biomedical research is increasingly threatened. Despite a clear role in clinical advances in translational medicine, the percentage of physicians engaged in research has steadily declined. Several programmatic efforts have been initiated to address this problem by providing time and financial resources to the motivated resident or fellow. However, this decline in physician scientists is due not only to a lack of time and resources but also a reflection of the uncertain path in moving from residency or postdoctoral training toward junior faculty. This article is a practical guide to the milestones and barriers to successful faculty achievement after residency or fellowship training.

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

    Science.gov (United States)

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

    2015-01-01

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

  18. CSU Digital Ambassadors: An Empowering and Impactful Faculty Learning Community

    Science.gov (United States)

    Soodjinda, Daniel; Parker, Jessica K.; Ross, Donna L.; Meyer, Elizabeth J.

    2014-01-01

    This article chronicles the work of the California State University Digital Ambassador Program (DA), a Faculty Learning Community (FLC), which brought together 13 faculty members across the state to create ongoing, targeted spaces of support for colleagues and educational partners to learn about innovative technological and pedagogical practices…

  19. An Analysis of Academic Library Web Pages for Faculty

    Science.gov (United States)

    Gardner, Susan J.; Juricek, John Eric; Xu, F. Grace

    2008-01-01

    Web sites are increasingly used by academic libraries to promote key services and collections to teaching faculty. This study analyzes the content, location, language, and technological features of fifty-four academic library Web pages designed especially for faculty to expose patterns in the development of these pages.

  20. Faculty Mentoring in Residence Halls: An Experiential Learning Process

    Science.gov (United States)

    Jhaveri, Hemlata

    2012-01-01

    As more demands are being placed on faculty inside of the classroom, the debate surrounding the feasibility of faculty having the time and resources to be involved outside the classroom continues. At the same time there is a growing concern that in light of current advancements in technology; oral communication skills, basic to human existence is…

  1. May we eat our fellow creatures? Virtues and animal ethics

    DEFF Research Database (Denmark)

    Myskja, B.K.; Gjerris, Mickey

    2016-01-01

    for veganism holds that industrial meat production is by necessity cruel and partaking in it is not virtuous. Diamond agrees that fellow creatures should not be regarded as stages in the production of a meat product but she admits that this attitude to animals as worthy of respect and compassion does...... not necessarily lead to veganism. We suggest that one possible case of virtuous non-veganism is eating domestic animals that lead good lives and are humanely slaughtered. Another could be eating wild animals that could be worse off unless some of them are killed through humane hunting practices...

  2. Reasons of Aggressive Behaviour Against School Fellows, Its Frequency, Forms: Reaction of Schoolchildren, Teachers and Parents

    Directory of Open Access Journals (Sweden)

    Valdas Pruskus

    2011-12-01

    Full Text Available The present article, which is based on conducted research data, analyzes an attitude of schoolchildren, teachers and parents towards the reasons of schoolchildren’s aggressive behaviour, its frequency and forms. Different factors and motives that stimulate the aggressiveness of schoolchildren, who go to the city, village and different professional (arts and technology schools are examined. Schoolchildren’s approach towards violence against school fellows and themselves is being discussed, as well as reaction of teachers and parents to this phenomenon. The article reveals opinion of schoolchildren, teachers, and parents about the means used to prevent violence towards schoolchildren and existing ways that can be used to make preventive means to be more effective.

  3. 800 Fellows at CERN: Make your voice heard!

    CERN Multimedia

    Staff Association

    2018-01-01

    The financial and social conditions of the CERN personnel are determined in agreement between the CERN Management and the Staff Association (SA), the statutory body representing the personnel. The Staff Association is mandated to serve and defend the economic, social, professional and moral interests of its members and the entire CERN personnel. Fellows are members of the personnel employed by CERN (MPE), and should be listened to and heard during discussions that concern their financial and social conditions and, more widely, their working and employment conditions. The Staff Association wants to hear from you! At the end of 2017, 50 delegates were elected to the Staff Council, including four fellows. These delegates are your spokespersons within the Staff Association and, as such, they represent you in relations with the Management and the Member States. How can you make a difference? In 2015, during the latest five-yearly review, the aim of which was to review the financial and social conditions of the mem...

  4. Training fellows in paediatric cardiology: the Harvard experience.

    Science.gov (United States)

    Brown, David W; Allan, Catherine K; Newburger, Jane W

    2016-12-01

    The Fellowship Program of the Department of Cardiology at Boston Children's Hospital seeks to train academically oriented leaders in clinical care and laboratory and clinical investigation of cardiovascular disease in the young. The core clinical fellowship involves 3 years in training, comprising 24 months of clinical rotations and 12 months of elective and research experience. Trainees have access to a vast array of research opportunities - clinical, basic, and translational. Clinical fellows interested in basic science may reverse the usual sequence and start their training in the laboratory, deferring clinical training for 1 or more years. An increasing number of clinical trainees apply to spend a fourth year as a senior fellow in one of the subspecialty areas of paediatric cardiology. From the founding of the Department to the present, we have maintained a fundamental and unwavering commitment to training and education in clinical care and research in basic science and clinical investigation, as well as to the training of outstanding young clinicians and investigators.

  5. Barriers and facilitators to implementing addiction medicine fellowships: a qualitative study with fellows, medical students, residents and preceptors.

    Science.gov (United States)

    Klimas, J; Small, W; Ahamad, K; Cullen, W; Mead, A; Rieb, L; Wood, E; McNeil, R

    2017-09-20

    Although progress in science has driven advances in addiction medicine, this subject has not been adequately taught to medical trainees and physicians. As a result, there has been poor integration of evidence-based practices in addiction medicine into physician training which has impeded addiction treatment and care. Recently, a number of training initiatives have emerged internationally, including the addiction medicine fellowships in Vancouver, Canada. This study was undertaken to examine barriers and facilitators of implementing addiction medicine fellowships. We interviewed trainees and faculty from clinical and research training programmes in addiction medicine at St Paul's Hospital in Vancouver, Canada (N = 26) about barriers and facilitators to implementation of physician training in addiction medicine. We included medical students, residents, fellows and supervising physicians from a variety of specialities. We analysed interview transcripts thematically by using NVivo software. We identified six domains relating to training implementation: (1) organisational, (2) structural, (3) teacher, (4) learner, (5) patient and (6) community related variables either hindered or fostered addiction medicine education, depending on context. Human resources, variety of rotations, peer support and mentoring fostered implementation of addiction training. Money, time and space limitations hindered implementation. Participant accounts underscored how faculty and staff facilitated the implementation of both the clinical and the research training. Implementation of addiction medicine fellowships appears feasible, although a number of barriers exist. Research into factors within the local/practice environment that shape delivery of education to ensure consistent and quality education scale-up is a priority.

  6. The Surgery Fellow's Education Workshop: A Pilot Study to Determine the Feasibility of Training Senior Learners to Teach in the Operating Room.

    Science.gov (United States)

    Ambani, Sapan N; Lypson, Monica L; Englesbe, Michael J; Santen, Sally; Kasten, Steven; Mullan, Patricia; Lee, Cheryl T

    2016-01-01

    In 2013, we developed an education workshop to enhance the teaching skills of surgical fellows. We sought to investigate the feasibility of the monthly educational workshop format and its effect on participant teaching skills. Surgical and medical education faculty created a broadly applicable curriculum developed from evidence-based teaching principles, delivered across 8 monthly 90-minute weekday sessions. Workshop feasibility and effect were assessed using evaluations, attendance records, and a variety of self-reported surveys. Each session was associated with a specified education action plan to be completed between sessions. A total of 13 fellows intended to participate. More than 60% attendance was achieved in 7 of 8 sessions. In all, 11 of 13 fellows were engaged (actual attendance or excused absence) across 75% or more of the sessions. Mean participant satisfaction scores ranged from 4.0 to 4.9 on a 5 point Likert scale across 87.5% of sessions. Postworkshop surveys showed increased understanding of the following: (1) knowledge gaps related to education; (2) the role of education for academic surgeons; (3) educational tools to improve teaching performance; and (4) perceived knowledge and attitudes about teaching in the operating room. An action plan was performed in 43% of cases; the most common reason for nonparticipation was lack of time (38%). Our pilot supports the feasibility of an educational workshop series to enhance fellow's educational skills in the area of intraoperative teaching. Participant engagement and satisfaction were high in this self-selected group of initial trainees. Sessions were effective, resulting in a thoughtful self-assessment of teaching skills. Copyright © 2016 Association of Program Directors in Surgery. All rights reserved.

  7. A Simulation Model that Decreases Faculty Concerns about Adopting Web-Based Instruction

    Science.gov (United States)

    Song, Hae-Deok; Wang, Wei-Tsong; Liu, Chao-Yueh

    2011-01-01

    Faculty members have different concerns as they integrate new technology into their teaching practices. The integration of Web-Based Instruction in higher-education settings will not be successful if these faculty concerns are not addressed. Four main stages of faculty concern (information, personal, management, and impact) were identified based…

  8. Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician

    Directory of Open Access Journals (Sweden)

    Julie B. Damp

    2016-01-01

    Full Text Available Introduction The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. Methods Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/post self-assessment. Pre/post faculty teaching ratings by trainees were compared. Results A total of 82% of faculty ( N = 41 attended. Participants rated workshops highly (mean, 4.43/5.00. Self-assessment of skills and comfort with teaching activities improved. A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective. The majority observed targeted teaching behaviors by the faculty. Teaching ratings improved after the workshops ( P = 0.042. Conclusion Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations. Effective faculty development programs can be implemented in flexible formats and overcome common barriers to participation.

  9. Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician

    Science.gov (United States)

    Damp, Julie B.; Dewey, Charlene M.; Wells, Quinn; Horn, Leora; Kroop, Susan F.; Mendes, Lisa

    2016-01-01

    Introduction The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. Methods Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/post self-assessment. Pre/post faculty teaching ratings by trainees were compared. Results A total of 82% of faculty (N = 41) attended. Participants rated workshops highly (mean, 4.43/5.00). Self-assessment of skills and comfort with teaching activities improved. A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective. The majority observed targeted teaching behaviors by the faculty. Teaching ratings improved after the workshops (P = 0.042). Conclusion Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations. Effective faculty development programs can be implemented in flexible formats and overcome common barriers to participation. PMID:29349327

  10. Stressed Out! A National Study of Women and Men Journalism and Mass Communication Faculty, Their Uses of Technology, and Levels of Professional and Personal Stress.

    Science.gov (United States)

    Ogan, Christine; Chung, Deborah

    2003-01-01

    Examines gender differences as they manifest themselves when journalism educators use computers and computer-based technologies in their teaching and research. Notes that gender differences have been found in overall stress levels and for a variety of types of stress. Concludes that the strongest relationship in the study was not between…

  11. Perceptions of the Inpatient Training Experience: A Nationwide Survey of Gastroenterology Program Directors and Fellows.

    Science.gov (United States)

    Kumar, Navin L; Perencevich, Molly L; Trier, Jerry S

    2017-10-01

    Inpatient training is a key component of gastroenterology (GI) fellowship programs nationwide, yet little is known about perceptions of the inpatient training experience. To compare the content, objectives and quality of the inpatient training experience as perceived by program directors (PD) and fellows in US ACGME-accredited GI fellowship programs. We conducted a nationwide, online-based survey of GI PDs and fellows at the conclusion of the 2016 academic year. We queried participants about (1) the current models of inpatient training, (2) the content, objectives, and quality of the inpatient training experience, and (3) the frequency and quality of educational activities on the inpatient service. We analyzed five-point Likert items and rank assessments as continuous variables by an independent t test and compared proportions using the Chi-square test. Survey response rate was 48.4% (75/155) for PDs and a total of 194 fellows completed the survey, with both groups reporting the general GI consult team (>90%) as the primary model of inpatient training. PDs and fellows agreed on the ranking of all queried responsibilities of the inpatient fellow to develop during the inpatient service. However, fellows indicated that attendings spent less time teaching and provided less formal feedback than that perceived by PDs (p < 0.0001). PDs rated the overall quality of the inpatient training experience (p < 0.0001) and education on the wards (p = 0.0003) as better than overall ratings by fellows. Although GI fellows and PDs agree on the importance of specific fellow responsibilities on the inpatient service, fellows report experiencing less teaching and feedback from attendings than that perceived by PDs. Committing more time to education and assessment may improve fellows' perceptions of the inpatient training experience.

  12. Stress and burnout among critical care fellows: preliminary evaluation of an educational intervention.

    Science.gov (United States)

    Kashani, Kianoush; Carrera, Perliveh; De Moraes, Alice Gallo; Sood, Amit; Onigkeit, James A; Ramar, Kannan

    2015-01-01

    Despite a demanding work environment, information on stress and burnout of critical care fellows is limited. To assess 1) levels of burnout, perceived stress, and quality of life in critical care fellows, and 2) the impact of a brief stress management training on these outcomes. In a tertiary care academic medical center, 58 critical care fellows of varying subspecialties and training levels were surveyed to assess baseline levels of stress and burnout. Twenty-one of the 58 critical care fellows who were in the first year of training at the time of this initial survey participated in a pre-test and 1-year post-test to determine the effects of a brief, 90-min stress management intervention. Based on responses (n=58) to the abbreviated Maslach Burnout Inventory, reported burnout was significantly lower in Asian fellows (p=0.04) and substantially higher among graduating fellows (versus new and transitioning fellows) (p=0.02). Among the intervention cohort, burnout did not significantly improve--though two-thirds of fellows reported using the interventional techniques to deal with stressful situations. Fellows who participated in the intervention rated the effectiveness of the course as 4 (IQR=3.75-5) using the 5-point Likert scale. In comparison with the new and transitioning trainees, burnout was highest among graduating critical care fellows. Although no significant improvements were found in first-year fellows' burnout scores following the single, 90-min training intervention, participants felt the training did provide them with tools to apply during stressful situations.

  13. Society News: Workshop helps new GJI authors; Free eBook for schools; EGU awards medal; AGU elects Fellow; Support your Society; New Fellows

    Science.gov (United States)

    2012-04-01

    Early-career researchers and postgraduates are invited to attend an Author Workshop at the 2012 European Geosciences Union General Assembly in Vienna. The following were elected Fellows of the Society on 10 February 2012:

  14. Faculty's Perception of Faculty Development

    Science.gov (United States)

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

    2017-01-01

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

  15. Your Faculty, Reluctantly.

    Science.gov (United States)

    Trower, Cathy A.

    2000-01-01

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

  16. EQUATING FACULTY LOADS.

    Science.gov (United States)

    OOSTING, KENNETH W.

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

  17. 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.

  18. [Man and his fellow-creatures under ethical aspects].

    Science.gov (United States)

    Teutsch, Gotthard M

    2003-01-01

    It may not be spectacular, but the compilation of a new comment on the German Animal Protection Law before the background of the new constitution is the most important medium and long-term event since the inclusion of animal protection into the constitution in Germany. The comment was also occasion to mark the ethically motivated change in the awareness of society, which has strengthened continuously since the eighties, not only entering the law as the "responsibility of mankind for animals as fellow creatures" but also posing a question to the ethicists, who have since been searching for answers. Eisenhart von Loeper who wrote the "Introduction to the law on the relationship between man and animal" and the comment on the first principle paragraph followed these endeavours of theology and philosophy. Under point 6.3 of this report on the literature some important results are summarised under the keywords "species-spanning humanity", "fellow creaturism", "anthropocentrism-criticism", "principle of equality" and "equity and rights of animals". Significant differences are evident in the comparison of the different concepts that have been developed in animal ethics, also regarding the expanse of the demands made for the benefit of the animals. The general opinion in philosophy that animal ethics and animal protection can only apply to the higher developed animals points towards a tendency to consider only a kind of "animal elite" morally relevant and worthy of protection and to exclude the mass of others as soulless automats by keeping the status quo and exposing them to indiscriminate use by humans. Species-spanning equality must be decidedly demanded.

  19. 5 February 2010: Romanian Former Minister of Justice V. Stoica (4th from left) visiting SM18 with, from left to right, University of Bucharest Faculty of Physics A. Costescu, DESY Hamburg C. Diaconu; Mrs Valeriu Stoica; Université de Montpellier II S. Ciulli; Technology Department Vacuum, Surfaces and Coatings group S. Ilie; Technology Department Head F. Bordry and Adviser for Russian Federation, Central and Eastern Europe T. Kurtyka.

    CERN Multimedia

    Maximilien Brice

    2010-01-01

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

  20. Perspectives of female medical faculty in Ethiopia on a leadership fellowship program.

    Science.gov (United States)

    Kvach, Elizabeth; Yesehak, Bethlehem; Abebaw, Hiwot; Conniff, James; Busse, Heidi; Haq, Cynthia

    2017-09-01

    This study aims to evaluate a leadership fellowship program through perspectives of Ethiopian women medical faculty participants. An intensive two-week leadership development fellowship was designed for women faculty from Ethiopian medical schools and conducted from 2011-2015 at the University of Wisconsin-School of Medicine and Public Health in Madison, Wisconsin. Nine Ethiopian women working in early- or mid-level academic positions were selected. Semi-structured interviews were conducted with the fellows. Transcripts were reviewed through qualitative analysis to assess the perceived impact of the training on their careers. Three male academic leaders were interviewed to solicit feedback on the program. Eight of 9 fellows were interviewed. Themes describing the benefits of the fellowship included: increased awareness of gender inequities; enhanced motivation for career advancement; increased personal confidence; and improved leadership skills. Fellows provided suggestions for future training and scaling up efforts to promote gender equity. Male leaders described the benefits of men promoting gender equity within academic health centers. This paper provides evidence that targeted brief training programs can enhance women's motivation and skills to become effective leaders in academic medicine in Ethiopia. Promoting gender equity in academic medicine is an important strategy to address health workforce shortages and to provide professional role models for female students in the health professions.

  1. Fellows' Perceptions of a Mandatory Reflective Electronic Portfolio in a Geriatric Medicine Fellowship Program

    Science.gov (United States)

    Ruiz, Jorge G.; Qadri, Syeda S.; Karides, Marina; Castillo, Carmen; Milanez, Marcos; Roos, Bernard A.

    2009-01-01

    Electronic portfolios (ePortfolios) can be useful for evaluating and documenting mastery of competencies. We investigated geriatric medicine fellows' perceptions of an ePortfolio. We conducted surveys and focus groups followed by quantitative and qualitative data analysis. Our study revealed that fellows considered the ePortfolio acceptable and…

  2. Frequency of lattice degeneration and retinal breaks in the fellow eye in retinal detachment.

    Science.gov (United States)

    Lorentzen, S E

    1988-04-01

    The fellow eye of 100 consecutively admitted cases of retinal detachment was studied with three-mirror examination for the presence of lattice degeneration and retinal breaks. Lattice degeneration was found in 18% and retinal breaks in 20% of fellow eyes.

  3. NREL Senior Research Fellow Honored by The Journal of Physical Chemistry |

    Science.gov (United States)

    News | NREL 7 » NREL Senior Research Fellow Honored by The Journal of Physical Chemistry News Release: NREL Senior Research Fellow Honored by The Journal of Physical Chemistry January 10, 2007 The Journal of Physical Chemistry B. The Dec. 21 issue was titled The Arthur J. Nozik Festschrift (Volume 110

  4. Faculty Internships for Hospitality Instructors

    Science.gov (United States)

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

    2007-01-01

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

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

    Science.gov (United States)

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

    2014-04-01

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

  6. Investigating the factors effective on the acquaintance with and use of Information and Communication Technology (ICT in organizational responsibilities of the faculty members of the College of Agriculture and Natural Resources, University of Tehran

    Directory of Open Access Journals (Sweden)

    Yeganeh Madadi

    2014-03-01

    Full Text Available Nowadays it is very unlikely to come across an organization in which Information and Communication Technology is not discussed and hasn't become one of the apprehensions of the organizational managers.To insure an effective competitive edge in educational organizations, universities from all across the world must consistently improve their Information and Communication Technology.The purpose of this research was to investigate the amount of knowledge and use of Information and Communication Technology by employees. Information gathering was done by developing a questionnaire. The population of interest consisted of all the faculty members of the College of Agriculture and Natural Resources, University of Tehran, and a random group of 124 members were selected for statistical analysis. The validity of the questionnaire was approved by the statistics professionals and the foundation of it was approved by calculating the Cronbach’s alpha to 0/95.The results show that the degree of ICT use is directly and positively proportional to the educational degrees and academic ranking, and negatively proportional to work experience, and showed no correlation to age.The results of mean analysis showed a difference between the amount of usage of and familiarity with ICT between men and women and the variance analysis results showed that the amount of familiarity with and usage of ICT is different between different levels of education, academic ranks and different types of employment. Finally the results of regression analysis showed that the three variables of level of education, type of employment and age had a meaningful effect on the dependent variable of amount of familiarity with ICT, and the three variables of familiarity, type of employment and gender had a meaningful effect on the dependent variable of amount of usage of ICT. In general increasing the amount of familiarity with ICT is the most important factor effecting organization usage.

  7. Accessing Fellow Academics as Research Participants: Constraints, Collegiality, and “Academic Citizenship”

    Directory of Open Access Journals (Sweden)

    Yongyan Li

    2015-06-01

    Full Text Available In this paper I discuss some constraints and implications in accessing fellow academics as research participants, a topic that has rarely been addressed thus far in the literature. I will point out that a lack of cooperation from fellow academics may defeat our research purposes, and will survey some studies involving U.S., European, and Chinese academics as research participants to illustrate education researchers’ efforts to work with fellow academics against the odds. By referencing my personal experience of engaging with Chinese academics, I will then discuss the role of personal contacts in research and reflect upon various constraints in accessing fellow academics as research participants. I will suggest that, when we do participate in a fellow researcher’s project, the incentive is a desire to support our peers in the spirit of “academic citizenship.”

  8. The training and support needs of faculty and students using a health information technology system were significant: a case study in a dental school.

    Science.gov (United States)

    Hill, Heather K; Stewart, Denice C L; Ash, Joan S

    2010-11-13

    Health Information Technology Systems (HITS) are becoming more widely integrated into patient care in the dental school setting. The purpose of this study was to evaluate the impact of a chairside HITS on users in the dental school setting. Qualitative techniques, including interviews, focus groups and observations, were used. Using grounded theory, we saw 9 themes emerge. One theme of particular interest was that "training and support needs of end-users were significant." This paper explores this theme in detail and discusses the implications.

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

    Science.gov (United States)

    Holmes, M. A.

    2015-12-01

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

  10. NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1985. [Space Stations and Their Environments

    Science.gov (United States)

    Chilton, R. G. (Editor); Williams, C. E. (Editor)

    1986-01-01

    The 1985 NASA/ASEE Summer Faculty Fellowship Research Program was conducted by Texas A&M University and the Johnson Space Center. The ten week program was operated under the auspices of the American Society for Engineering Education (ASEE). The faculty fellows spent the time at JSC engaged in research projects commensurate with their interests and background and worked in collaboration with NASA/JSC colleagues. This document is a compilation of the final reports of their research during the summer of 1985.

  11. Postgraduate Education in Quality Improvement Methods: Initial Results of the Fellows' Applied Quality Training (FAQT) Curriculum.

    Science.gov (United States)

    Winchester, David E; Burkart, Thomas A; Choi, Calvin Y; McKillop, Matthew S; Beyth, Rebecca J; Dahm, Phillipp

    2016-06-01

    Training in quality improvement (QI) is a pillar of the next accreditation system of the Accreditation Committee on Graduate Medical Education and a growing expectation of physicians for maintenance of certification. Despite this, many postgraduate medical trainees are not receiving training in QI methods. We created the Fellows Applied Quality Training (FAQT) curriculum for cardiology fellows using both didactic and applied components with the goal of increasing confidence to participate in future QI projects. Fellows completed didactic training from the Institute for Healthcare Improvement's Open School and then designed and completed a project to improve quality of care or patient safety. Self-assessments were completed by the fellows before, during, and after the first year of the curriculum. The primary outcome for our curriculum was the median score reported by the fellows regarding their self-confidence to complete QI activities. Self-assessments were completed by 23 fellows. The majority of fellows (15 of 23, 65.2%) reported no prior formal QI training. Median score on baseline self-assessment was 3.0 (range, 1.85-4), which was significantly increased to 3.27 (range, 2.23-4; P = 0.004) on the final assessment. The distribution of scores reported by the fellows indicates that 30% were slightly confident at conducting QI activities on their own, which was reduced to 5% after completing the FAQT curriculum. An interim assessment was conducted after the fellows completed didactic training only; median scores were not different from the baseline (mean, 3.0; P = 0.51). After completion of the FAQT, cardiology fellows reported higher self-confidence to complete QI activities. The increase in self-confidence seemed to be limited to the applied component of the curriculum, with no significant change after the didactic component.

  12. Stress and burnout among critical care fellows: preliminary evaluation of an educational intervention

    Directory of Open Access Journals (Sweden)

    Kianoush Kashani

    2015-07-01

    Full Text Available Background: Despite a demanding work environment, information on stress and burnout of critical care fellows is limited. Objectives: To assess 1 levels of burnout, perceived stress, and quality of life in critical care fellows, and 2 the impact of a brief stress management training on these outcomes. Methods: In a tertiary care academic medical center, 58 critical care fellows of varying subspecialties and training levels were surveyed to assess baseline levels of stress and burnout. Twenty-one of the 58 critical care fellows who were in the first year of training at the time of this initial survey participated in a pre-test and 1-year post-test to determine the effects of a brief, 90-min stress management intervention. Results: Based on responses (n=58 to the abbreviated Maslach Burnout Inventory, reported burnout was significantly lower in Asian fellows (p=0.04 and substantially higher among graduating fellows (versus new and transitioning fellows (p=0.02. Among the intervention cohort, burnout did not significantly improve – though two-thirds of fellows reported using the interventional techniques to deal with stressful situations. Fellows who participated in the intervention rated the effectiveness of the course as 4 (IQR=3.75–5 using the 5-point Likert scale. Conclusions: In comparison with the new and transitioning trainees, burnout was highest among graduating critical care fellows. Although no significant improvements were found in first-year fellows’ burnout scores following the single, 90-min training intervention, participants felt the training did provide them with tools to apply during stressful situations.

  13. Breaking through the glass ceiling: a survey of promotion rates of graduates of a primary care Faculty Development Fellowship Program.

    Science.gov (United States)

    Smith, Mindy A; Barry, Henry C; Dunn, Ruth Ann; Keefe, Carole; Weismantel, David

    2006-01-01

    Academic promotion has been difficult for women and faculty of minority race. We investigated whether completion of a faculty development fellowship would equalize promotion rates of female and minority graduates to those of male and white graduates. All graduates of the Michigan State University Primary Care Faculty Development Fellowship Program from 1989-1998 were sent a survey in 1999, which included questions about academic status and appointment. We compared application and follow-up survey data by gender and race/ethnicity. Telephone calls were made to nonrespondents. A total of 175 (88%) graduating fellows responded to the follow-up survey. Information on academic rank at entry and follow-up was obtained from 28 of 48 fellows with missing information on promotion. Male and female graduates achieved similar academic promotion at follow-up, but there was a trend toward lower promotion rates for minority faculty graduates compared to white graduates. In the multivariate analysis, however, only age, years in rank, initial rank, and type of appointment (academic versus clinical) were significant factors for promotion. Academic advancement is multifactorial and appears most related to time in rank, stage of life, and career choice. Faculty development programs may be most useful in providing skill development and career counseling.

  14. MESSENGER Educator Fellows Taking the Nation on a Ride to the Innermost Planet

    Science.gov (United States)

    Vanhala, H. A.; Goldstein, J. J.; Chapman, C. R.; Edmonds, J. P.; Hallau, K. G.; Hirshon, B.; Weir, H. M.; Solomon, S. C.

    2011-12-01

    Exploration of the mysterious planet Mercury offers an unprecedented opportunity for teachers, students, and citizens to tag along for the ride, and the MESSENGER (MErcury Surface, Space ENvironment, GEochemistry, and Ranging) Educator Fellows are making sure classrooms across the U.S. are treated to quite a show. The Fellows, a nationally selected team of 30 master science educator volunteers, conduct workshops to teachers on how to bring educational materials developed in support of the mission into the classroom. The goal of the program is to provide teachers and school districts with exceptional educational materials and professional development strongly tied to the space science curriculum, and the materials are designed to inspire the next generation of America's scientists and engineers through NASA missions. Since the program's inception in 2003, more than 17,000 educators have been trained by the Fellows. On the basis of data gathered from the Fellows, this figure could translate to over two million student experiences. The success of the Fellowship program can also be gauged by determining how well it has maintained its volunteer corps over the years. The Fellows, selected to the program through a national announcement of opportunity every two years, reflect a geographically and institutionally diverse mix of individuals from a variety of settings such as science centers, museums, school districts, and universities. The Fellows sign up to the program for two years at a time, and at the end of their term they have the option to reapply. To keep the number of Fellows at 30 in each cadre, new Fellows are recruited to replace those who have retired. The current, fourth cadre of Fellows includes 30 individuals in 19 states and territories. Of these, seven have been in the program since the first cadre, and the other 23 include Fellows from the second, third, and fourth recruitment campaigns in 2006, 2008, and 2010. The current cadre is conducting its work

  15. 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.

  16. Radiologic sciences. Faculty needs assessment.

    Science.gov (United States)

    Powers, Kevin J

    2005-01-01

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

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

    Science.gov (United States)

    Cook, David A; Steinert, Yvonne

    2013-11-01

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

  18. Implementation of Android application for faculty employees

    Directory of Open Access Journals (Sweden)

    S. B. Purić

    2015-06-01

    Full Text Available The paper describes the functionality and implementation of applications for mobile phones used in the School of Electrical Engineering at the University of Belgrade in the daily work of faculty employees. The application uses a system’s shared data for financial and material accounting, human resources and teaching process. The system was implemented using a REST Web service, Google's model for Android REST client applications and Robospice technologies.

  19. Does training of fellows affect peri-operative outcomes of robot-assisted partial nephrectomy?

    Science.gov (United States)

    Khene, Zine-Eddine; Peyronnet, Benoit; Bosquet, Elise; Pradère, Benjamin; Robert, Corentin; Fardoun, Tarek; Kammerer-Jacquet, Solène-Florence; Verhoest, Grégory; Rioux-Leclercq, Nathalie; Mathieu, Romain; Bensalah, Karim

    2017-10-01

    To evaluate the impact of fellows' involvement on the peri-operative outcomes of robot-assisted partial nephrectomy (RAPN). We analysed 216 patients who underwent RAPN for a small renal tumour. We stratified our cohort into two groups according to the involvement of a fellow surgeon during the procedure: expert surgeon operating alone (expert group) and fellow operating under the supervision of the expert surgeon (fellow group). Peri-operative data were compared between the two groups. Linear and logistic regression analyses were performed to assess the impact of fellows' involvement on peri-operative and postoperative outcomes. Trifecta and margins ischaemia complications (MIC) score achievement rates were used to assess the quality of surgery in both the expert and fellow groups. Trifecta was defined as a combination of warm ischaemia time negative surgical margins and no peri-operative complications. MIC score was defined as negative surgical margins, ischaemia time Training fellows to perform RAPN is associated with longer operating time and WIT but does not appear to compromise other peri-operative outcomes. © 2017 The Authors BJU International © 2017 BJU International Published by John Wiley & Sons Ltd.

  20. Final evaluation of the 2005 to 2007 National Pediatric Emergency Medicine Fellows' Conferences.

    Science.gov (United States)

    Jaffe, David M; Knapp, Jane F; Jeffe, Donna B

    2009-05-01

    Evaluate the effectiveness of the 2005 to 2007 National Pediatric Emergency Medicine (PEM) Fellows Conference series in achieving predefined objectives in the domains of scholarship, leadership, and partnership. Conference attendees included fellows in the existing PEM fellowship programs. Self-administered preconference and postconference questionnaires measured knowledge, research-related confidence, beliefs about institutional support for Emergency Medical Services for Children (EMSC) research, and intentions to engage in 7 specific behaviors relating to scholarship, leadership, and partnership. Pearson product-moment correlations measured relationships among continuous variables. Repeated-measures analysis of variance measured change between preconference and postconference measures. Hierarchical multiple linear regression models identified predictors of postconference intentions to engage in each of the 7 specific behaviors, controlling for preconference intention. Approximately one third of all PEM fellows attended the conference each year. Preconference and postconference questionnaires were completed by at least 70% of attendees each year. Because several fellows attended more than one conference, data were analyzed from the first conference that a fellow attended. In each year, we observed significant increases in attendees' conference-specific knowledge, confidence, and intentions to continue in EMSC research, join national collaborative research networks, and establish national mentoring relationships. The National PEM Fellows' Conference is an effective means to increasing fellows' knowledge about scholarship, leadership, and partnership in EMSC and increasing their confidence and intentions to conduct research in EMSC.

  1. Faculty Work as Philanthropy or Philanthropy as Faculty Work?

    Directory of Open Access Journals (Sweden)

    Cagla Okten

    2016-06-01

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

  2. Summary reports of doctoral research fellows in 1999

    International Nuclear Information System (INIS)

    2000-07-01

    JNC (Japan Nuclear Cycle Development Institute) has been promoting the fellowship program for young scientists to encourage their expertise from 1997. The objective of this program is to raise the talented persons for future JNC activities. This report summarized the status on the 17 themes of researches implemented by young research fellows in 1999. The report includes the list of individual titles and the site and supporting staffs of JNC. The individual reports given by 17 authors describe its time schedule, status, achievements and own publications in the prearranged format. Topics include the followings; Those are giant resonance structures of short lifetime nuclei, growth of cavities in structural materials, calculation methods of photonuclear interaction cross-section, stability and radioactivity diffusion of bentonite, plant ecology of radioactivity in uranium mines, numerical simulations on the TRUEX process, advanced nondestructive testing of materials, physical properties of actinides obtained by band theory, de-oxidisation capability in pyrite to decrease oxygen in bentonite, investigation on equilibrium fast reactor recycling, behaviors of underground water in the Tono Mine, effects of radiation induced educts on swelling, simulation on fuel-coolant interaction after severe accidents, and resonance ionization mass spectrometry for the JOYO reactor to detect failed fuel locations. (Tanaka, Y.)

  3. Attitudes toward neuroscience education among psychiatry residents and fellows.

    Science.gov (United States)

    Fung, Lawrence K; Akil, Mayada; Widge, Alik; Roberts, Laura Weiss; Etkin, Amit

    2014-04-01

    The purpose of this study is to assess the attitudes of psychiatry trainees toward neuroscience education in psychiatry residency and subsequent training in order to inform neuroscience education approaches in the future. This online survey was designed to capture demographic information, self-assessed neuroscience knowledge, attitudes toward neuroscience education, preferences in learning modalities, and interest in specific neuroscience topics. Volunteers were identified through the American Psychiatric Association, which invited 2,563 psychiatry trainees among their members. Four hundred thirty-six trainees completed the survey. Nearly all agreed that there is a need for more neuroscience education in psychiatry residency training (94%) and that neuroscience education could help destigmatize mental illness (91%). Nearly all (94%) expressed interest in attending a 3-day course on neuroscience. Many neuroscience topics and modes of learning were viewed favorably by participants. Residents in their first 2 years of training expressed attitudes similar to those of more advanced residents and fellows. Some differences were found based on the level of interest in a future academic role. This web-based study demonstrates that psychiatry residents see neuroscience education as important in their training and worthy of greater attention. Our results suggest potential opportunities for advancing neuroscience education.

  4. The effects of placing an operational research fellow within the Viet Nam National Tuberculosis Programme.

    Science.gov (United States)

    Hoa, N B; Nhung, N V; Kumar, A M V; Harries, A D

    2016-12-21

    In April 2009, an operational research fellow was placed within the Viet Nam National Tuberculosis Control Programme (NTP). Over the 6 years from 2010 to 2015, the OR fellow co-authored 21 tuberculosis research papers (as principal author in 15 [71%]). This constituted 23% of the 91 tuberculosis papers published in Viet Nam during this period. Of the 21 published papers, 16 (76%) contributed to changes in policy ( n = 8) and practice ( n = 8), and these in turn improved programme performance. Many papers also contributed important evidence for better programme planning. Highly motivated OR fellows embedded within NTPs can facilitate high-quality research and research uptake.

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

    OpenAIRE

    Jones, Steve; Jones, Camille

    2005-01-01

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

  6. Announcing the 2016 Toxins Travel Awards for Post-Doctoral Fellows and Ph.D. Students

    OpenAIRE

    Tesh, Vernon L.

    2016-01-01

    With the goal of promoting the development of early career investigators in the field of toxinology, Toxins welcomed applications for the 2016 Toxins Travel Awards for post-doctoral fellows and Ph.D. students. [...

  7. Announcing the 2016 Toxins Travel Awards for Post-Doctoral Fellows and Ph.D. Students

    Directory of Open Access Journals (Sweden)

    Vernon L. Tesh

    2016-02-01

    Full Text Available With the goal of promoting the development of early career investigators in the field of toxinology, Toxins welcomed applications for the 2016 Toxins Travel Awards for post-doctoral fellows and Ph.D. students. [...

  8. Maury Nussbaum reappointed as Hal G. Prillaman Professor Fellow in Industrial and Systems Engineering

    OpenAIRE

    Owczarski, Mark

    2010-01-01

    Maury Nussbaum, professor of industrial and systems engineering in the College of Engineering at Virginia Tech, has been reappointed as the Hal G. Prillaman Professor Fellow in Industrial and Systems Engineering by the Virginia Tech Board of Visitors.

  9. Heather Switzer named American Association of University Women American Dissertation Fellow

    OpenAIRE

    Chadwick, Heather Riley

    2008-01-01

    Heather Switzer, planning, governance, and globalization doctoral student in the School of Public and International Affairs at Virginia Tech, has been named an American Association of University Women American Dissertation Fellow.

  10. General surgery training without laparoscopic surgery fellows: the impact on residents and patients.

    Science.gov (United States)

    Linn, John G; Hungness, Eric S; Clark, Sara; Nagle, Alexander P; Wang, Edward; Soper, Nathaniel J

    2011-10-01

    To evaluate resident case volume after discontinuation of a laparoscopic surgery fellowship, and to examine disparities in patient care over the same time period. Resident case logs were compared for a 2-year period before and 1 year after discontinuing the fellowship, using a 2-sample t test. Databases for bariatric and esophageal surgery were reviewed to compare operative time, length of stay (LOS), and complication rate by resident or fellow over the same time period using a 2-sample t test. Increases were seen in senior resident advanced laparoscopic (Mean Fellow Year = 21 operations vs Non Fellow Year = 61, P surgery. Operative time for complex operations may increase in the absence of a fellow. Other patient outcomes are not affected by this change. Copyright © 2011 Mosby, Inc. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    Spencer, J. H. (Compiler)

    1983-01-01

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

  13. Benchmarking Telestroke Proficiency: Page-to-Needle Time Among Neurovascular Fellows and Attendings.

    Science.gov (United States)

    Jagolino-Cole, Amanda L; Bozorgui, Shima; Ankrom, Christy M; Bambhroliya, Arvind B; Cossey, Tiffany D; Trevino, Alyssa D; Savitz, Sean I; Wu, Tzu-Ching; Vahidy, Farhaan S

    2017-09-01

    Formal telestroke training for neurovascular fellows (NVFs) is necessary because of growing use of telestroke technologies in the management of acute ischemic stroke; yet, educational approaches and training benchmarks are not formalized. Time between telestroke consultant page and tissue-type plasminogen activator administration (page-to-needle time, PTNT) can provide an objective measure of proficiency. We compared PTNT between NVFs and neurovascular attendings (NVAs) and evaluated changes in PTNT with experience. We identified suspected acute ischemic stroke patients in our telestroke registry from July 2013 to December 2015 who received tissue-type plasminogen activator. Using multivariable quantile regression, we estimated the difference and 95% confidence interval in median PTNT between NVFs and NVAs. We also report the coefficient of change in PTNT over increasing number of telestroke consults. NVFs evaluated 53.7% of 618 tissue-type plasminogen activator cases over telestroke. NVAs had significantly shorter PTNT compared with NVFs, with a difference in median PTNT of -9 minutes (95% confidence interval, -12.3 to -5.7). This difference persisted when adjusted for relative tissue-type plasminogen activator contraindications. For each additional telestroke consult, PTNT decreased by 0.07 minutes for NVFs or NVAs ( P =0.02 and importance of integrating telestroke training into supervised neurovascular fellowships to increase proficiency prior to independent practice and suggest that PTNT can be a benchmark for tracking proficiency. © 2017 American Heart Association, Inc.

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

    Science.gov (United States)

    Campbell, Corbin M.; O'Meara, KerryAnn

    2014-01-01

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

  15. Scientific Production of Research Fellows at the Zagreb University School of Medicine, Croatia

    Science.gov (United States)

    Polašek, Ozren; Kolčić, Ivana; Buneta, Zoran; Čikeš, Nada; Pećina, Marko

    2006-01-01

    Aim To evaluate scientific production among research fellows employed at the Zagreb University School of Medicine and identify factors associated with their scientific output. Method We conducted a survey among research fellows and their mentors during June 2005. The main outcome measure was publication success, defined for each fellow as publishing at least 0.5 articles per employment year in journals indexed in the Current Contents bibliographic database. Bivariate methods and binary logistic regression were used in data analysis. Results A total of 117 fellows (response rate 95%) and 83 mentors (100%) were surveyed. The highest scientific production was recorded among research fellows employed in public health departments (median 3.0 articles, interquartile range 4.0), compared with those from pre-clinical (median 0.0, interquartile range 2.0) and clinical departments (median 1.0, interquartile range 2.0) (Kruskal-Wallis, P = 0.003). A total of 36 (29%) research fellows published at least 0.5 articles per employment year and were considered successful. Three variables were associated with fellows’ publication success: mentor’s scientific production (odds ratio [OR], 3.14; 95% confidence interval [CI], 1.31-7.53), positive mentor’s assessment (OR, 3.15; 95% CI, 1.10-9.05), and fellows’ undergraduate publication in journals indexed in the Current Contents bibliographic database (OR, 4.05; 95% CI, 1.07-15.34). Conclusion Undergraduate publication could be used as one of the main criteria in selecting research fellows. One of the crucial factors in a fellow’s scientific production and career advancement is mentor’s input, which is why research fellows would benefit most from working with scientifically productive mentors. PMID:17042070

  16. Health Care Economics: A Study Guide for Neuroradiology Fellows, Part 1.

    Science.gov (United States)

    Weiner, S L; Tu, R; Javan, R; Taheri, M R

    2018-01-01

    Few resources are available in the medical literature for a comprehensive review of current health care economics as it relates to radiologists, specifically framed by topics defined by the Accreditation Council for Graduate Medical Education in the evaluation of neuroradiology fellows. Therefore, we present a comprehensive review article as a study guide for fellows to learn from and gain competence in the Accreditation Council for Graduate Medical Education neuroradiology milestones on health care economics. © 2018 by American Journal of Neuroradiology.

  17. Faculty of Radiation Oncology 2010 workforce survey.

    Science.gov (United States)

    Leung, John; Vukolova, Natalia

    2011-12-01

    This paper outlines the key results of the Faculty of Radiation Oncology 2010 workforce survey and compares these results with earlier data. The workforce survey was conducted in mid-2010 using a custom-designed 17-question survey. The overall response rate was 76%. The majority of radiation oncologist respondents were male (n = 212, 71%), but the majority of trainee respondents were female (n = 59, 52.7%). The age range of fellows was 32-92 years (median: 47 years; mean: 49 years) and that of trainees was 27-44 years (median: 31 years; mean: 31.7 years). Most radiation oncologists worked at more than one practice (average: two practices). The majority of radiation oncologists worked in the public sector (n = 169, 64.5%), with some working in 'combination' of public and private sectors (n = 65, 24.8%) and a minority working in the private sector only (n = 28, 10.7%). The hours worked per week ranged from 1 to 85 (mean: 44 h; median: 45 h) for radiation oncologists, while for trainees the range was 16-90 (mean: 47 h; median: 45 h). The number of new cases seen in a year ranged from 1 to 1100 (mean: 275; median: 250). Most radiation oncologists considered themselves generalists with a preferred sub-specialty (43.3%) or specialists (41.9%), while a minority considered themselves as generalists (14.8%). There are a relatively large and increasing number of radiation oncologists and trainees compared with previous years. The excessive workloads evident in previous surveys appear to have diminished. However, further work is required on assessing the impact of ongoing feminisation and sub-specialisation. © 2011 The Authors. Journal of Medical Imaging and Radiation Oncology © 2011 The Royal Australian and New Zealand College of Radiologists.

  18. 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.

  19. Burnout, career satisfaction, and well-being among US neurology residents and fellows in 2016.

    Science.gov (United States)

    Levin, Kerry H; Shanafelt, Tait D; Keran, Christopher M; Busis, Neil A; Foster, Laura A; Molano, Jennifer Rose V; O'Donovan, Cormac A; Ratliff, Jeffrey B; Schwarz, Heidi B; Sloan, Jeff A; Cascino, Terrence L

    2017-08-01

    To study prevalence of and factors contributing to burnout, career satisfaction, and well-being in US neurology residents and fellows. A total of 938 US American Academy of Neurology member neurology residents and fellows were surveyed using standardized measures of burnout, career satisfaction, and well-being from January 19 to March 21, 2016. Response rate was 37.7% (354/938); about 2/3 of responders were residents and 1/3 were fellows. Median age of participants was 32 years and 51.1% were female. Seventy-three percent of residents and 55% of fellows had at least one symptom of burnout, the difference largely related to higher scores for depersonalization among residents. For residents, greater satisfaction with work-life balance, meaning in work, and older age were associated with lower risk of burnout; for fellows, greater satisfaction with work-life balance and effective support staff were associated with lower risk of burnout. Trainees experiencing burnout were less likely to report career satisfaction. Career satisfaction was more likely among those reporting meaning in work and more likely for those working in the Midwest compared with the Northeast region. Burnout is common in neurology residents and fellows. Lack of work-life balance and lack of meaning in work were associated with reduced career satisfaction and increased risk of burnout. These results should inform approaches to reduce burnout and promote career satisfaction and well-being in US neurology trainees. © 2017 American Academy of Neurology.

  20. Professorship: A Faculty Development Program.

    Science.gov (United States)

    Davis, Todd M.; Davis, Jane F.

    1987-01-01

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

  1. The Problem of Faculty Relocation.

    Science.gov (United States)

    Tabachnick, Stephen E.

    1992-01-01

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

  2. Promoting Interdisciplinary Research among Faculty

    Science.gov (United States)

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

    2014-01-01

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

  3. Nursing Faculty and Academic Integrity

    Science.gov (United States)

    Wilson, Cecilia E.

    2013-01-01

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

  4. Issues and Opportunities on Implementing an Online Faculty Review System.

    Science.gov (United States)

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

    2018-04-01

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

  5. SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain

    Directory of Open Access Journals (Sweden)

    Elizabeth Marquis

    2017-12-01

    Full Text Available From 2014-2016, Scholarship of Teaching and Learning (SoTL Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their home academic departments. Findings from surveys and focus groups identified themes such as identity, community, access, transfer, and structural elements (each with benefits and challenges to practice. Our autoethnographic work confirms assertions in the literature about the uneasy relation between SoTL and traditional scholarship, while also bearing out the need for departmental support, and for key interventions along the path from novice to practitioner identity. Some discussion of the ambassador or translator role that can flow from such arrangements is included. De 2014 à 2016, les chercheurs en Avancement des connaissances en enseignement et en apprentissage (ACEA d’une université canadienne médicale-doctorale de taille moyenne ayant un coefficient de recherche élevé ont entrepris une étude portant sur leur propre formation en tant que chercheurs érudits en matière d’enseignement et d’apprentissage, ainsi que sur les avantages et les défis de leur nomination conjointe à notre institut central d’enseignement et d’apprentissage tout en enseignant dans leur propre département universitaire. Les résultats des sondages et des groupes de discussion ont permis d’identifier certains thèmes tels que l’identité, la communauté, l’accès, le transfert, ainsi que des éléments structuraux (chacun présentant des avantages et des défis concernant la pratique. Notre travail autoethnographique confirme les assertions présentes dans la documentation existante concernant la relation difficile qui existe entre l’ACEA et la recherche traditionnelle, tout en tenant compte de la n

  6. 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.

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

    Science.gov (United States)

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

    2014-12-01

    The use of electronic health records in nursing education is rapidly increasing worldwide. The successful implementation of electronic health records for nursing education software program relies on students as well as nursing faculty members. This study aimed to explore the experiences and perceptions of nursing faculty members using electronic health records for nursing education software program, and to identify the influential factors for successful implementation of this technology. This exploratory qualitative study was conducted using in-depth individual interviews at a university in Singapore. Seven faculty members participated in the study. The data were gathered and analysed at the end of the semester in the 2012/2013 academic year. The participants' perceptions of the software program were organized into three main categories: innovation, transition and integration. The participants perceived this technology as innovative, with both values and challenges for the users. In addition, using the new software program was perceived as transitional process. The integration of this technology required time from faculty members and students, as well as support from administrators. The software program had only been implemented for 2-3 months at the time of the interviews. Consequently, the participants might have lacked the necessary skill and competence and confidence to implement it successfully. In addition, the unequal exposure to the software program might have had an impact on participants' perceptions. The findings show that the integration of electronic health records into nursing education curricula is dependent on the faculty members' experiences with the new technology, as well as their perceptions of it. Hence, cultivating a positive attitude towards the use of new technologies is important. Electronic health records are significant applications of health information technology. Health informatics competency should be included as a required competency

  8. 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.

  9. The current practice of mentoring across Accreditation Council of Graduate Medical Education – International accredited programs in Qatar from faculty and trainees perspectives

    Science.gov (United States)

    Suliman, Shireen; Al-Mohammed, Ahmed; Al Mohanadi, Dabia; Allen, Margaret; Bylund, Carma L

    2018-01-01

    Purpose Mentoring plays a vital role in academic productivity, personal development, and career guidance for students, residents, fellows, and junior faculty. A culture of mentoring is spreading across residency and fellowship training programs in Hamad Medical Corporation, the main teaching tertiary care facility in Qatar. However, there is insufficient knowledge about the current practice of mentoring in these programs. Methods We conducted a cross-sectional study by surveying all faculty and trainees in all residency and fellowship training programs in Qatar. Each completed a web-based questionnaire that asked about the current experience, self-efficacy and measures of improvement of the current practice of mentoring across training programs. Results A total of 393/650 faculty members (61%), 187/250 fellows (74%), and 405/650 residents (62%) responded to the two surveys. Most (74% of faculty members) reported being current mentors, while 67% of residents and fellows reported that they currently have mentors. Faculty who received training in mentoring and those who had an established formal mentoring program in their departments were more likely to enroll in mentoring than others (86%, Pmentoring initiative in their departments were to develop a structured mentoring program and to train the mentors. Content analysis revealed participants’ confusion differentiating between the terms mentoring and supervision. Conclusion Based on the current study, many existing mentoring relationships have an evident confusion between supervision and mentoring roles. Developing structured mentoring program and training both faculty and trainees in mentoring is recommended to improve the current practice of mentoring within the training programs. PMID:29416385

  10. An Intensive, Simulation-Based Communication Course for Pediatric Critical Care Medicine Fellows.

    Science.gov (United States)

    Johnson, Erin M; Hamilton, Melinda F; Watson, R Scott; Claxton, Rene; Barnett, Michael; Thompson, Ann E; Arnold, Robert

    2017-08-01

    Effective communication among providers, families, and patients is essential in critical care but is often inadequate in the PICU. To address the lack of communication education pediatric critical care medicine fellows receive, the Children's Hospital of Pittsburgh PICU developed a simulation-based communication course, Pediatric Critical Care Communication course. Pediatric critical care medicine trainees have limited prior training in communication and will have increased confidence in their communication skills after participating in the Pediatric Critical Care Communication course. Pediatric Critical Care Communication is a 3-day course taken once during fellowship featuring simulation with actors portraying family members. Off-site conference space as part of a pediatric critical care medicine educational curriculum. Pediatric Critical Care Medicine Fellows. Didactic sessions and interactive simulation scenarios. Prior to and after the course, fellows complete an anonymous survey asking about 1) prior instruction in communication, 2) preparedness for difficult conversations, 3) attitudes about end-of-life care, and 4) course satisfaction. We compared pre- and postcourse surveys using paired Student t test. Most of the 38 fellows who participated over 4 years had no prior communication training in conducting a care conference (70%), providing bad news (57%), or discussing end-of-life options (75%). Across all four iterations of the course, fellows after the course reported increased confidence across many topics of communication, including giving bad news, conducting a family conference, eliciting both a family's emotional reaction to their child's illness and their concerns at the end of a child's life, discussing a child's code status, and discussing religious issues. Specifically, fellows in 2014 reported significant increases in self-perceived preparedness to provide empathic communication to families regarding many aspects of discussing critical care, end

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

    Science.gov (United States)

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

    2013-06-27

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

  12. [Man and his fellow-creatures under ethical aspects].

    Science.gov (United States)

    Teutsch, Gotthard M

    2005-01-01

    's excessive meat consumption as a "cruel necessity". Klaus Peter Joern also enters into Schweitzer's fundamental argumentation in his "A good bye to the disparagement of our fellow creatures". Quotation: "It just cannot go on that Christianity lets the validity of the commandment of love end at the behaviour towards humans, simply because that is the tradition. We rather have to, in this instance, deny the authority of the Bible it's due respect, as this has deemed Schweitzer already inevitable." The killing of animals, irrespective of the motives, remains a critical issue in the understanding (or the lack thereof) with regard to the dignity of all creation. Manuela Linnemann, Charles Patterson, Evelyn Ofensberger and the German Veterinary Association for the Protection of Animals have dealt with this issue extensively. As always, more space is taken up by publications dealing with legal questions and developments. In particular, the conference report of the Protestant Academy at Bad Boll should be mentioned "Animal protection on good constitution". Contributions to this report, edited by the academy, include Hans Georg Kluge's "The governmental aim 'animal protection' and it's implementation in jurisdiction" and Johannes Caspar's "effects of the governmental goal 'animal protection' in the protected area of unconditional fundamental rights". Regarding animal experiments, the last two position papers commissioned by the Foundation for animal-free research (FFVFF), dealing with perspectives of 3R research, have been published within the period of time covered by this report. Alternatives in basic research (with once again rising numbers of experimental animals) and in biomedical education are the themes dealt with by Franz P. Gruber and his co-authors Thomas Hartung and David Dewhurst.

  13. Assessment of email communication skills of rheumatology fellows: a pilot study

    Science.gov (United States)

    Dhuper, Sonal; Siva, Chokkalingam; Fresen, John L; Petruc, Marius; Velázquez, Celso R

    2010-01-01

    Physician–patient email communication is gaining popularity. However, a formal assessment of physicians' email communication skills has not been described. We hypothesized that the email communication skills of rheumatology fellows can be measured in an objective structured clinical examination (OSCE) setting using a novel email content analysis instrument which has 18 items. During an OSCE, we asked 50 rheumatology fellows to respond to a simulated patient email. The content of the responses was assessed using our instrument. The majority of rheumatology fellows wrote appropriate responses scoring a mean (±SD) of 10.6 (±2.6) points (maximum score 18), with high inter-rater reliability (0.86). Most fellows were concise (74%) and courteous (68%) but not formal (22%). Ninety-two percent of fellows acknowledged that the patient's condition required urgent medical attention, but only 30% took active measures to contact the patient. No one encrypted their messages. The objective assessment of email communication skills is possible using simulated emails in an OSCE setting. The variable email communication scores and incidental patient safety gaps identified, suggest a need for further training and defined proficiency standards for physicians' email communication skills. PMID:20962134

  14. The fellow eye in patients with unilateral retinal detachment: findings and prophylactic treatment.

    Science.gov (United States)

    Laatikainen, L

    1985-10-01

    During a 4-year period, 1978-1981, 312 patients were operated on for unilateral rhegmatogenous detachment of the retina. Of the fellow eyes, 11% showed moderate (VA 0.15-0.4) and 5% severe (VA less than or equal to 0.1) visual impairment. Of the fellow eyes 49% were myopic (- 1.0 D. or more), and aphakia was present in 14%. Details of the peripheral fundus were adequately recordable for 260 fellow eyes. Degenerations considered to predispose to retinal detachment were found in 98 eyes (38%): lattice degeneration in 54 (21%), granular tuft in 17 (7%), retinal tear(s) in 12 (5%), and retinoschisis in 15 (6%). Prophylactic treatment of predisposing degenerations was performed in 91 of the 98 eyes using cryo- or photocoagulation (argon laser). No intra- or permanent post-operative complications were noticed. One of the treated fellow eyes (1.1%) detached 10 months after prophylactic treatment due to new tears. In the untreated group, 6 of the 221 eyes detached (2.7%). The difference was not statistically significant, but the groups were not comparable because 93% of the eyes showing predisposing degenerations were treated. None of the eyes treated for retinal breaks or lattice degeneration has detached. In these cases prophylactic treatment of the fellow eye is recommended. In most eyes cryocoagulation seems to be preferable to photocoagulation.

  15. 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.

  16. Development of future faculty teaching skills.

    Science.gov (United States)

    Penson, J B

    2010-01-01

    Doctoral and postdoctoral students considering a career as an educator would be well served by: (1) training in effective classroom communication skills, (2) the use of existing technology in teaching, (3) developing a new course or updating an existing course, and (4) availing themselves of campus teaching resources designed enhance their teaching portfolio. Universities need to place more attention on developing the teaching skills of their doctoral and postdoctoral students. This should include teaching methods and aids, communication skills, motivation, learning theory, testing, counselling and guidance, and course design. An important dimension from a guidance stand point is the conduct of a formal peer review process for beginning faculty.

  17. The Relationship between Faculty and Administrator Attitudes toward Internet-Based Technologies and Virtual Networking and the Development and Support of Social Capital in Six Selected Rural Secondary Schools in Pennsylvania

    Science.gov (United States)

    Frick, John Edward

    2012-01-01

    Social capital (or the ways in which people in an organization collaborate and to a greater extent the quality of professional community in that context) has a variety of implications for organizations, specifically schools. This study examined the relationship between attitudes of administrators and faculty at the secondary level toward…

  18. Neonatology faculty development using simulation.

    Science.gov (United States)

    French, Heather M; Hales, Roberta L

    2016-11-01

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

  19. Burnout in Female Faculty Members.

    Science.gov (United States)

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

    2017-04-01

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

  20. "I don't know what I was expecting": Home visits by neonatology fellows for infants discharged from the NICU.

    Science.gov (United States)

    Hobbs, Janice E; Tschudy, Megan M; Hussey-Gardner, Brenda; Jennings, Jacky M; Boss, Renee D

    2017-12-01

    When families transition from the neonatal intensive care unit (NICU) to the home, they become responsible for their infant's daily medical needs. Though neonatology physicians prepare families for hospital discharge, it is unclear how much clinicians understand about how their teaching and instructions translate into home care. The goal of this study was to evaluate the influence of a home visiting program on neonatology fellows' understanding of family needs soon after hospital discharge. Neonatology fellows conducted a home visit for an infant recently discharged. Before the visit, fellows reviewed their original discharge instructions, along with information about the family's neighborhood. During the home visit, fellows reviewed their discharge planning with families and discussed any challenges experienced. Afterwards, fellows completed a semi-structured interview; these transcriptions were manually coded for themes. Fellows identified several common women/family discharge challenges. These challenges fall into four domains: (1) inadequate discharge preparation, (2) medicalization of the home, (3) family adjustment to new "normal," and (4) the relevance of social context to discharge planning. Most (90%) fellows reported the home visit experience would affect their future NICU discharge practices and all agreed that home visits should be a part of neonatology training. Home visits allowed neonatology fellows to examine how their discharge preparation did, or did not, meet the family's needs. Incorporating home visits into neonatology training could help fellows learn about the relevance of social and community factors that are difficult to assess in the inpatient setting. © 2017 Wiley Periodicals, Inc.

  1. Health and Aging Policy Fellows Program: Shaping a Healthy Future for Older Americans.

    Science.gov (United States)

    Pincus, Harold Alan; Pike, Kathleen M; Spaeth-Rublee, Brigitta; Elinson, Lynn

    2017-09-01

    As the size of the elderly population increases, so do the challenges of and barriers to high-quality, affordable health care. The Health and Aging Policy Fellows (HAPF) Program is designed to provide health and aging professionals with the skills and experience to help lead the effort in reducing these barriers and shaping a healthy and productive future for older Americans. Since its inception in 2008, the program has affected not only the fellows who participate, but also the field of health and aging policy. Work needs to be done to sustain this program so that more fellows can participate and sound policies for the elderly population can continue to be shaped and improved. This report describes the HAPF Program, including its background (rationale, description, partners, progress, effect), lessons learned, challenges and solutions, and policy implications. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

  2. 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…

  3. Online Adjunct Faculty: A Quantitative Examination of the Predictive Relationship between Leadership and Job Satisfaction

    Science.gov (United States)

    Barnett, Donald E.

    2018-01-01

    Advances in technology and the rapid expansion and affordability of the internet have helped facilitate the use of online education, or e-learning. To accommodate increased online enrollments, universities are hiring adjunct faculty to teach online courses. Despite the importance of adjunct faculty, there is a lack of research on the experiences…

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

    Science.gov (United States)

    Lechuga, Vicente M.

    2012-01-01

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

  5. Academic Leadership Forum on Faculty Workload, Engagement, and Development. Executive Summary

    Science.gov (United States)

    WCET, 2011

    2011-01-01

    A select group of academic officers and deans from institutions (all sectors) whose programs are primarily online and whose teaching faculty differ considerably from traditional faculty participated in the Academic Leadership Forum, October 26, 2011, held in conjunction with WCET's (WICHE Cooperative for Educational Technologies') Annual Meeting.…

  6. Investigating Veterinary Medicine Faculty Perceptions of Lecture Capture: Issues, Concerns, and Promises.

    Science.gov (United States)

    Kwiatkowski, Alison C; Demirbilek, Muhammet

    Lecture capture technology is becoming more pervasive in today's classrooms. Students are demanding their lectures be recorded, but many instructors remain resistant. The goal of this study was to investigate faculty perceptions of lecture capture and to understand their concerns with the technology. Through a review of the existing literature, three common reasons for not recording were identified: impact on class attendance, incompatible pedagogy, and technical concerns. To test the hypotheses, an electronic survey was created and distributed to the faculty of a veterinary college in the southeastern US. The survey included both quantitative and qualitative questions. An invitation was emailed to all 134 faculty members, garnering 50 responses. Results were consistent with the hypotheses. Impact on class attendance, teaching styles, and technical considerations have dissuaded many instructors from adopting lecture capture technology. However, a fourth theme that emerged was faculty lack of awareness/familiarity. According to the qualitative responses, many faculty either did not know lecture recording was available in their teaching spaces or were not trained in how to use the technology. Recommendations for future research include distributing the survey campus-wide and providing more opportunities for faculty training. It would also be worthwhile to repeat the survey after providing more information and training materials to faculty, or after switching from an opt-in to an opt-out approach, to see whether perceptions have changed among the college's faculty.

  7. Gender Differences in Business Faculty's Research Motivation

    Science.gov (United States)

    Chen, Yining; Zhao, Qin

    2013-01-01

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

  8. A Nephrology Fellows' Communication Skills Course: An Educational Quality Improvement Report.

    Science.gov (United States)

    Cohen, Robert A; Jackson, Vicki A; Norwich, Diana; Schell, Jane O; Schaefer, Kristen; Ship, Amy N; Sullivan, Amy M

    2016-08-01

    Nephrology fellows need expertise navigating challenging conversations with patients throughout the course of advanced kidney disease. However, evidence shows that nephrologists receive inadequate training in this area. This study assessed the effectiveness of an educational quality improvement intervention designed to enhance fellows' communication with patients who have advanced kidney disease. Quality improvement project. Full-day annual workshops (2013-2014) using didactics, discussion, and practice with simulated patients. Content focused on delivering bad news, acknowledging emotion, discussing care goals in dialysis decision making when prognosis is uncertain, and addressing dialysis therapy withdrawal and end of life. Participants were first-year nephrology fellows from 2 Harvard-affiliated training programs (N=26). Study assessed the effectiveness of an intervention designed to enhance fellows' communication skills. Primary outcomes were changes in self-reported patient communication skills, attitudes, and behaviors related to discussing disease progression, prognostic uncertainty, dialysis therapy withdrawal, treatments not indicated, and end of life; responding to emotion; eliciting patient goals and values; and incorporating patient goals into recommendations. Surveys measured prior training, pre- and postcourse perceived changes in skills and values, and reported longer term (3-month) changes in communication behaviors, using both closed- and open-ended items. Response rates were 100% (pre- and postsurveys) and 68% (follow-up). Participants reported improvement in all domains, with an overall mean increase of 1.1 (summed average scores: precourse, 2.8; postcourse, 3.9 [1-5 scale; 5 = "extremely well prepared"]; Pskills taught, such as "Ask-Tell-Ask" and using open-ended questions. Self-reported data may overestimate actual changes; small sample size and the programs' affiliation with a single medical school may limit generalizability. A day

  9. Measuring pediatric hematology-oncology fellows' skills in humanism and professionalism: A novel assessment instrument.

    Science.gov (United States)

    Kesselheim, Jennifer C; Agrawal, Anurag K; Bhatia, Nita; Cronin, Angel; Jubran, Rima; Kent, Paul; Kersun, Leslie; Rao, Amulya Nageswara; Rose, Melissa; Savelli, Stephanie; Sharma, Mukta; Shereck, Evan; Twist, Clare J; Wang, Michael

    2017-05-01

    Educators in pediatric hematology-oncology lack rigorously developed instruments to assess fellows' skills in humanism and professionalism. We developed a novel 15-item self-assessment instrument to address this gap in fellowship training. Fellows (N = 122) were asked to assess their skills in five domains: balancing competing demands of fellowship, caring for the dying patient, confronting depression and burnout, responding to challenging relationships with patients, and practicing humanistic medicine. An expert focus group predefined threshold scores on the instrument that could be used as a cutoff to identify fellows who need support. Reliability and feasibility were assessed and concurrent validity was measured using three established instruments: Maslach Burnout Inventory (MBI), Flourishing Scale (FS), and Jefferson Scale of Physician Empathy (JSPE). For 90 participating fellows (74%), the self-assessment proved feasible to administer and had high internal consistency reliability (Cronbach's α = 0.81). It was moderately correlated with the FS and MBI (Pearson's r = 0.41 and 0.4, respectively) and weakly correlated with the JSPE (Pearson's r = 0.15). Twenty-eight fellows (31%) were identified as needing support. The self-assessment had a sensitivity of 50% (95% confidence interval [CI]: 31-69) and a specificity of 77% (95% CI: 65-87) for identifying fellows who scored poorly on at least one of the three established scales. We developed a novel assessment instrument for use in pediatric fellowship training. The new scale proved feasible and demonstrated internal consistency reliability. Its moderate correlation with other established instruments shows that the novel assessment instrument provides unique, nonredundant information as compared to existing scales. © 2016 Wiley Periodicals, Inc.

  10. Fellow Eye Macular Edema Improvement after Intravitreal Bevacizumab for Radiation Retinopathy

    Directory of Open Access Journals (Sweden)

    Isis A. S. Brito

    2015-01-01

    Full Text Available Radiation retinopathy (RR is a progressive, chronic condition directly related to the amount of radiation administered to the retina. We report a 37-year-old patient with medulloblastoma that was treated with external beam radiation and presented to us with bilateral cystoid macular edema. He was treated with monthly bevacizumab injections only in his worst seeing eye. There was a significant improvement in his fellow eye, with marked retinal thickness reduction. Therefore, we present clinical evidence of systemic absorption and fellow eye activity of the drug (bevacizumab. One must be aware of distant side effects after intravitreal injections.

  11. The Vernier System at the Faculty of Aeronautics

    Science.gov (United States)

    Budajová, Kristína; Komová, Eva; Berežný, Štefan; Glaser-Opitz, Henrich

    2017-01-01

    This article describes an educational challenge which was prepared for students at the faculty of Aeronautics, Technical University of Košice. Our goal is to improve the methods of the practical training by introducing modern automation and information technologies to the experiments and to the processing of acquired data. We have updated our…

  12. Intending the Faculty and its Relation with the City

    NARCIS (Netherlands)

    Vande Putte, H.

    2014-01-01

    This paper presents an analysis of the preparation of the idea competition 'Building for Bouwkunde' that was held in 2008. The competition intended entrants to design a replacement building for the lost building of the Faculty of Architecture of the Delft University of Technology, based on the

  13. The Effect of Multitasking to Faculty Members' Academic Works

    Science.gov (United States)

    Baran, Bahar

    2013-01-01

    Faculty members in higher education institutions which technology produced in and used actively try to overcome simultaneous one more works because of their intensive works and responsibilities. This study associated simultaneously doing one more academic works to multitasking. Multitasking may have a detrimental effect on academic works since it…

  14. 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…

  15. 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…

  16. Paging Doctor Google! Heuristics vs. technology [v2; ref status: indexed, http://f1000r.es/113

    Directory of Open Access Journals (Sweden)

    Kenar D Jhaveri

    2013-04-01

    Full Text Available The most dramatic development in medical decision-making technology has been the advent of the Internet. This has had an impact not only on clinicians, but has also become an important resource for patients who often approach their doctors with medical information they have obtained from the Internet.  Increasingly, medical students, residents and attending physicians have been using the Internet as a tool for diagnosing and treating disease. Internet-based resources that are available take various forms, including informational websites, online journals and textbooks, and social media.  Search engines such as Google have been increasingly used to help in making diagnoses of disease entities. Do these search methods fare better than experienced heuristic methods? In a small study, we examined the comparative role of heuristics versus the 'Google' mode of thinking. Internal medicine residents were asked to “google” key words to come up with a diagnosis. Their results were compared to experienced nephrology faculty and fellows in training using heuristics and no additional help of internet. Overall, with the aid of Google, the novices (internal medicine residents correctly diagnosed renal diseases less often than the experts (the attendings but with the same frequency as the intermediates (nephrology fellows.  However, in a subgroup analysis of both common diseases and rare diseases, the novices correctly diagnosed renal diseases less often than the experts but more often than the intermediates in each analysis.  The novices correctly diagnosed renal diseases with the same frequency as nephrology fellows in training.

  17. A national study on the attitudes of Irish dental faculty members to faculty development.

    LENUS (Irish Health Repository)

    O'Sullivan, E M

    2010-02-01

    International studies suggest that dental faculty are resistant to the concept and practice of faculty development. This paper analyses the demographic and educational profile of Irish Dental Faculty, exploring their attitudes to educational initiatives.

  18. 'The Gentle Art of Letting the Other Fellow Have Your Own Way ...

    African Journals Online (AJOL)

    'The Gentle Art of Letting the Other Fellow Have Your Own Way': Viewpoints on a Media Narrative used to Promote the Proposed N2 Toll Road. ... We highlight the importance of developing 'media literacy' – reading skills which enable the critical deconstruction of media texts. We explore, more specifically, the public ...

  19. 2012 APPA Fellow Encourages Colleagues to Say Yes to Opportunities to Serve

    Science.gov (United States)

    Thaler-Carter, Ruth E.

    2012-01-01

    It should be no surprise that the 2012 APPA Fellow is William (Bill) Elvey, P.E., FMP. He has served the association from the grassroots level up through its highest ranks and created a still-continuing legacy of excellence and engagement--his theme when serving as APPA President--that has led to new services, programs, and partnerships for the…

  20. Perceptions, attitudes, and experiences of hematology/oncology fellows toward incorporating geriatrics in their training.

    Science.gov (United States)

    Maggiore, Ronald J; Gorawara-Bhat, Rita; Levine, Stacie K; Dale, William

    2014-01-01

    The aging of the U.S. population continues to highlight emerging issues in providing care generally for older adults and specifically for older adults with cancer. The majority of patients with cancer in the U.S. are currently 65 years of age or older; therefore, training and research in geriatrics and geriatric oncology are viewed to be integral in meeting the needs of this vulnerable population. Yet, the ways to develop and integrate best geriatrics training within the context of hematology/oncology fellowship remain unclear. Toward this end, the current study seeks to evaluate the prior and current geriatric experiences and perspectives of hematology/oncology fellows. To gain insight into these experiences, focus groups of hematology/oncology fellows were conducted. Emergent themes included: 1) perceived lack of formal geriatric oncology didactics among fellows; 2) a considerable amount of variability exists in pre-fellowship geriatric experiences; 3) shared desire to participate in a geriatric oncology-based clinic; 4) differences across training levels in confidence in managing older adults with cancer; and 5) identification of specific criteria on how best to approach older adults with cancer in a particular clinical scenario. The present findings will help guide future studies in evaluating geriatrics among hematology/oncology fellows across institutions. They will also have implications in the development of geriatrics curricula and competencies specific to hematology/oncology training. © 2013.

  1. Virginia Tech announces AdvanceVT awards seed grants; names leadership fellows

    OpenAIRE

    Cox, Clara B.

    2004-01-01

    AdvanceVT, a comprehensive program that promotes and enhances the careers of women in science and engineering at Virginia Tech, has awarded its first seed grants and named its first leadership fellows as part of an ongoing effort to increase the number of women electing to pursue or remain in academic careers.

  2. Foreign Language Writing Fellows Programs: A Model for Improving Advanced Writing Skills

    Science.gov (United States)

    Snyder, Delys Waite; Nielson, Rex P.; Kurzer, Kendon

    2016-01-01

    Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…

  3. Museum-Based Teacher Professional Development: Peabody Fellows in Earth Science

    Science.gov (United States)

    Pickering, Jane; Ague, Jay J.; Rath, Kenneth A.; Heiser, David M.; Sirch, James N.

    2012-01-01

    The Peabody Fellows in Earth Science program was a professional development opportunity for middle and high school teachers to enhance their knowledge of, and teaching skills in, the Earth sciences. It combined a summer institute and academic year workshops with the production of new curricular resources on the interpretation of landforms in…

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

    OpenAIRE

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

    2017-01-01

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

  5. Designing an orientation program for new faculty.

    Science.gov (United States)

    Holyfield, Lavern J; Berry, Charles W

    2008-12-01

    The Faculty Development Committee (FDC) at Baylor College of Dentistry (BCD) is charged with providing programs and activities that facilitate the success of existing faculty in the constantly changing environment of academia. In response to concerns regarding the challenges wrought by current and projected shortages of dental faculty across the nation, the FDC was prompted to assess development opportunities available to BCD faculty. A professional development resource that we found deficient was a formal, comprehensive orientation program for newly hired faculty. To guide the efforts of the committee in developing this program, a survey was designed and administered during an annual faculty retreat. Respondents were new and junior faculty, senior faculty, and some administrators. The results of the survey to determine requirements for new faculty orientation became the basis for formalizing BCD's new faculty orientation program. This article provides an overview of the new faculty orientation process from design to program implementation and describes the development and use of a faculty survey to determine the fundamental elements of a faculty development program, identification of essential individuals for designing/implementing the program, and implementation of a new faculty orientation program at BCD.

  6. 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.

  7. Variation in National ACGME Case Log Data for Pediatric Orthopaedic Fellowships: Are Fellow Coding Practices Responsible?

    Science.gov (United States)

    McClure, Philip K; Woiczik, Marcella; Karol, Lori; Sankar, Wudbhav N

    The introduction of the 80-hour work week for Accreditation Council for Graduate Medical Education (ACGME) accredited fellowship programs initiated many efforts to optimize surgical training. One particular area of interest is on recording and tracking surgical experiences. The current standard is logging cases based on Current Procedural Terminology codes, which are primarily designed for billing. Proposed guidelines from the ACGME regarding logging exist, but their implementation is unknown, as is the variation in case volume across fellowship programs. The purpose of this study was to investigate variability in the national case log data, and explore potential sources of variation using fellow surveys. National ACGME case log data for pediatric orthopaedic fellowships from 2012 to 2015 were reviewed, with particular attention to the domains of spine, pelvis/hip, arthroscopy, trauma, and other (which includes clubfoot casting). To explore potential sources of case log variability, a survey on case logging behavior was distributed to all pediatric orthopaedic fellows for the academic year 2015 to 2016. Reported experiences based on ACGME case logs varied widely between fellows with percentage difference of up to 100% in all areas. Similarly, wide variability is present in coding practices of pediatric orthopaedic fellows, who often lack formal education on the topic of appropriate coding/logging. In the survey, hypothetical case scenarios had an absolute difference in recorded codes of up to 13 and a percentage difference of up to 100%. ACGME case log data for pediatric orthopaedic fellowships demonstrates wide variability in reported surgical experiences. This variability may be due, in part, to differences in logging practices by individual fellows. This observation makes meaningful interpretation of national data on surgical volume challenging. Proposed surgical experience minimums should be interpreted in light of these data, and may not be advisable unless

  8. A Faculty Toolkit for Formative Assessment in Pharmacy Education.

    Science.gov (United States)

    DiVall, Margarita V; Alston, Greg L; Bird, Eleanora; Buring, Shauna M; Kelley, Katherine A; Murphy, Nanci L; Schlesselman, Lauren S; Stowe, Cindy D; Szilagyi, Julianna E

    2014-11-15

    This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.

  9. Faculty development and organizational systems behavior.

    Science.gov (United States)

    Henley, C E; Magelssen, D

    1990-06-01

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

  10. 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.

  11. Credibility and (disuse of feedback to inform teaching : a qualitative case study of physician-faculty perspectives

    Directory of Open Access Journals (Sweden)

    Carr TF

    2015-06-01

    Full Text Available Evaluation plays a central role in teaching in that physician-faculty theoretically use evaluations from clinical learners to inform their teaching. Knowledge about how physician-faculty access and internalize feedback from learners is sparse and concerning given its importance in medical training. This study aims to broaden our understanding. Using multiple data sources, this cross-sectional qualitative case study conducted in Spring of 2014 explored the internalization of learner feedback among physician-faculty teaching medical students, residents and fellows at a southwest academic medical center. Twelve one-on-one interviews were triangulated with observation notes and a national survey. Thematic and document analysis was conducted. Results revealed that the majority accessed and reviewed evaluations about their teaching. Most admitted not using learner feedback to inform teaching while a quarter did use them. Factors influencing participants use or disuse of learner feedback were the a reporting metrics and mechanisms, and b physician-faculty perception of learner credibility. Physician-faculty did not regard learners’ ability to assess and recognize effective teaching skills highly. To refine feedback for one-on-one teaching in the clinical setting, recommendations by study participants include: a redesigning of evaluation reporting metrics and narrative sections, and b feedback rubric training for learners.

  12. 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.

  13. 75 FR 14128 - Center for Nanoscale Science and Technology Postdoctoral Researcher and Visiting Fellow...

    Science.gov (United States)

    2010-03-24

    ... Measurement Science and Engineering Program; Availability of Funds AGENCY: National Institute of Standards and... Measurement Science and Engineering Program. This program is intended to promote research, training, and... mission to support the development of nanotechnology through research on measurement and fabrication...

  14. Special Workshop of Marie Curie Fellows on Research and Training in Physics and Technology.

    CERN Multimedia

    Patrice Loiez

    2002-01-01

    Photo 0210008_05a: Dr, Rolf Landua (CERN) explaining to participants of the Marie Curie Workshop (held at CERN 3-4 October 2002) the ATHENA experiment and the Antiproton Decelerator. Photo 0210008_06a: Dr, Rolf Landua (CERN) explaining to participants of the Marie Curie Workshop (held at CERN 3-4 October 2002) the ATHENA experiment and the Antiproton Decelerator. Photo 0210008_08a: Dr, Rolf Landua (CERN) explaining to participants of the Marie Curie Workshop (held at CERN 3-4 October 2002) the ATHENA experiment and the Antiproton Decelerator. Photo 0210008_09a: Dr, Rolf Landua (CERN) explaining to participants of the Marie Curie Workshop (held at CERN 3-4 October 2002) the ATHENA experiment and the Antiproton Decelerator.

  15. Blend or not to blend: a study investigating faculty members perceptions of blended teaching

    Directory of Open Access Journals (Sweden)

    Mehmet A Ocak

    2010-12-01

    Full Text Available This study examined faculty members’ perceptions of blended teaching from several perspectives. A total of 73 faculty members in Turkish Higher Education context participated in the study by completing an online survey that combined quantitative and qualitative approaches. Based on a data analysis, the faculty members’ perceptions were sorted into six categories: (a satisfaction with blended teaching, (b perceived impact on the role of the faculty, (c perceived impact on student learning, (d perceived impact on student motivation, (e advantages of blended teaching, and (f disadvantages of blended teaching. Findings indicated that faculty members were likely to agree that blended teaching provides a high degree of satisfaction and that it requires more time and commitment from the faculty. The faculty members perceived that blended teaching improves student learning and, to some extent, improves motivation. The faculty members also emphasized the importance of institutional support and the use of technology to mitigate student problems. This study presents these faculty members’ perceptions, which are helpful for those planning to implement a blended teaching approach, and makes suggestions for trouble-shooting and taking advantage of the opportunities in a blended environment successfully.

  16. 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…

  17. Cross-Cultural Faculty Values.

    Science.gov (United States)

    Keim, Marybelle C.

    1992-01-01

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

  18. Junior College Faculty Job Satisfaction.

    Science.gov (United States)

    Frankel, Joanne

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

  19. Embedded Neoliberalism within Faculty Behaviors

    Science.gov (United States)

    Levin, John S.; Aliyeva, Aida

    2015-01-01

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

  20. 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…