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Sample records for uh hilo faculty

  1. Structure and potential energy function investigation on UH and UH2 molecules

    International Nuclear Information System (INIS)

    Luo Deli; Liu Xiaoya; Jiang Gang; Meng Daqiao; Zhu Zhenghe

    2001-01-01

    Density functional (B3LYP) method with Relativistic Effective Core Potential (RECP) have been used to optimize the structures and to calculate the potential energy function both for the ground and excited states of UH and UH 2 molecules. Results show that the ground state of UH and UH 2 molecules are X 4 II and X 3 A 2 , which belongs to C2v symmetry, and the disassociation energies are 2.886 eV and 5.249 ev respectively, and the spectral data of UH and UH 2 have also been derived both for the ground and excited state. The potential energy function of UH and UH 2 have been derived based on normal equation fitting method and the many-body expansion theory. The information is useful to mechanism analysis of the aging effect of the hydrogen storage material

  2. UH-60M Black Hawk Helicopter (UH-60M Black Hawk)

    Science.gov (United States)

    2016-12-01

    Selected Acquisition Report (SAR) RCS: DD-A&T(Q&A)823-341 UH-60M Black Hawk Helicopter (UH-60M Black Hawk ) As of FY 2017 President’s Budget Defense...Acquisition Management Information Retrieval (DAMIR) March 21, 2016 18:25:45 UNCLASSIFIED UH-60M Black Hawk December 2015 SAR March 21, 2016 18...Operational Requirements Document OSD - Office of the Secretary of Defense O&S - Operating and Support PAUC - Program Acquisition Unit Cost UH-60M Black Hawk

  3. Periodic Inspections of Hilo, Kahului, Laupahoehoe, and Nawiliwili Breakwaters, Hawaii

    Science.gov (United States)

    2011-10-01

    Navigation Projects Program ERDC/CHL TR-11-8 October 2011 Periodic Inspections of Hilo , Kahului, Laupahoehoe, and Nawiliwili Breakwaters, Hawaii ...Descriptions ...................................................................................................... 22  Hilo Harbor breakwater, Hawaii , HI...conducting walking inspections of breakwaters located at Hilo Harbor, Island of Hawaii , HI; Kahului Harbor, Island of Maui, HI; Laupahoehoe Point

  4. Potential climate change impacts on a tropical estuary: Hilo Bay, Hawaii

    Science.gov (United States)

    Adolf, J.; LaPinta, J.; Marusek, J.; Pascoe, K.; Pugh, A.

    2016-02-01

    Hilo Bay is a tropical estuarine ecosystem on the northeast (windward) coast of Hawai`i Island that is potentially vulnerable to climate change effects mediated through elevated water temperatures and/or changing rainfall patterns that impact river and groundwater fluxes. Here, we document trends in water temperature, river flow and phytoplankton dynamics in Hilo Bay. Hilo Bay is fed by two major rivers, Wailuku and Honoli`i, both of which have shown long term declines in output over their 85 and 38 year monitoring periods (USGS), respectively. Time series of groundwater inputs to Hilo Bay do not exist, but the average estimated rate rivals that of average river inputs. Daily average Hilo Bay water temperatures have increased at a rate of 0.35 degrees C per year (p Hilo Bay water quality buoy began in 2010, with the warmest temperatures on record recorded Sept 2015. Salinity did not show a trend over this same time period. Phytoplankton showed a pronounced seasonal cycle in Hilo Bay with a long term average of 3.7 mg m-3 and dominance by diatoms that exploit the co-availability of silica and nitrate in this environment. On shorter time scales of days to Hilo Bay salinity, temperature and phytoplankton biomass. Coincidental atmospheric warming, SST warming in the adjacent North Pacific ocean, and declining river flows will likely work together to result in elevated SST in Hilo Bay if observed trends continue. The El Nino event that started this year is expected to exacerbate this warming through reduce river flow and warmer regional SST.

  5. 33 CFR 80.1480 - Hilo Harbor, Hawaii, HI.

    Science.gov (United States)

    2010-07-01

    ... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Hilo Harbor, Hawaii, HI. 80.1480 Section 80.1480 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY INTERNATIONAL NAVIGATION RULES COLREGS DEMARCATION LINES Pacific Islands § 80.1480 Hilo Harbor, Hawaii, HI. A line drawn...

  6. Development of HiLo Microscope and its use in In-Vivo Applications

    Science.gov (United States)

    Patel, Shreyas J.

    The functionality of achieving optical sectioning in biomedical research is invaluable as it allows for visualization of a biological sample at different depths while being free of background scattering. Most current microscopy techniques that offer optical sectioning, unfortunately, require complex instrumentation and thus are generally costly. HiLo microscopy, on the other hand, offers the same functionality and advantage at a relatively low cost. Hence, the work described in this thesis involves the design, build, and application of a HiLo microscope. More specifically, a standalone HiLo microscope was built in addition to implementing HiLo microscopy on a standard fluorescence microscope. In HiLo microscopy, optical sectioning is achieved by acquiring two different types of images per focal plane. One image is acquired under uniform illumination and the other is acquired under speckle illumination. These images are processed using an algorithm that extracts in-focus information and removes features and glare that occur as a result of background fluorescence. To show the benefits of the HiLo microscopy, several imaging experiments on various samples were performed under a HiLo microscope and compared against a traditional fluorescence microscope and a confocal microscope, which is considered the gold standard in optical imaging. In-vitro and ex-vivo imaging was performed on a set of pollen grains, and optically cleared mouse brain and heart slices. Each of these experiments showed great reduction in background scattering at different depths under HiLo microscopy. More importantly, HiLo imaging of optically cleared heart slice demonstrated emergence of different vasculature at different depths. Reduction of out-of-focus light increased the spatial resolution and allowed better visualization of capillary vessels. Furthermore, HiLo imaging was tested in an in-vivo model of a rodent dorsal window chamber model. When imaging the same sample under confocal microscope

  7. 78 FR 41184 - Noise Exposure Map Notice for Hilo International Airport, Hilo, Hawaii

    Science.gov (United States)

    2013-07-09

    ... International Airport, Hilo, Hawaii AGENCY: Federal Aviation Administration, (FAA), DOT. ACTION: Notice. SUMMARY: The FAA announces its determination that the noise exposure maps submitted by Hawaii State Department...-Pacific Region, Honolulu Airports District Office, 300 Ala Moana Boulevard, Room 7-128, Honolulu, Hawaii...

  8. Optically Sectioned Imaging of Microvasculature of In-Vivo and Ex-Vivo Thick Tissue Models with Speckle-illumination HiLo Microscopy and HiLo Image Processing Implementation in MATLAB Architecture

    Science.gov (United States)

    Suen, Ricky Wai

    The work described in this thesis covers the conversion of HiLo image processing into MATLAB architecture and the use of speckle-illumination HiLo microscopy for use of ex-vivo and in-vivo imaging of thick tissue models. HiLo microscopy is a wide-field fluorescence imaging technique and has been demonstrated to produce optically sectioned images comparable to confocal in thin samples. The imaging technique was developed by Jerome Mertz and the Boston University Biomicroscopy Lab and has been implemented in our lab as a stand-alone optical setup and a modification to a conventional fluorescence microscope. Speckle-illumination HiLo microscopy combines two images taken under speckle-illumination and standard uniform-illumination to generate an optically sectioned image that reject out-of-focus fluorescence. The evaluated speckle contrast in the images is used as a weighting function where elements that move out-of-focus have a speckle contrast that decays to zero. The experiments shown here demonstrate the capability of our HiLo microscopes to produce optically-sectioned images of the microvasculature of ex-vivo and in-vivo thick tissue models. The HiLo microscope were used to image the microvasculature of ex-vivo mouse heart sections prepared for optical histology and the microvasculature of in-vivo rodent dorsal window chamber models. Studies in label-free surface profiling with HiLo microscopy is also presented.

  9. Optically sectioned in vivo imaging with speckle illumination HiLo microscopy

    Science.gov (United States)

    Lim, Daryl; Ford, Tim N.; Chu, Kengyeh K.; Mertz, Jerome

    2011-01-01

    We present a simple wide-field imaging technique, called HiLo microscopy, that is capable of producing optically sectioned images in real time, comparable in quality to confocal laser scanning microscopy. The technique is based on the fusion of two raw images, one acquired with speckle illumination and another with standard uniform illumination. The fusion can be numerically adjusted, using a single parameter, to produce optically sectioned images of varying thicknesses with the same raw data. Direct comparison between our HiLo microscope and a commercial confocal laser scanning microscope is made on the basis of sectioning strength and imaging performance. Specifically, we show that HiLo and confocal 3-D imaging of a GFP-labeled mouse brain hippocampus are comparable in quality. Moreover, HiLo microscopy is capable of faster, near video rate imaging over larger fields of view than attainable with standard confocal microscopes. The goal of this paper is to advertise the simplicity, robustness, and versatility of HiLo microscopy, which we highlight with in vivo imaging of common model organisms including planaria, C. elegans, and zebrafish.

  10. Variations of magnetic properties of UH3 with modified structure and composition

    Directory of Open Access Journals (Sweden)

    M. Paukov

    2016-06-01

    Full Text Available UH3 based hydrides with modified structure and composition can be prepared using high H2 pressures from precursors in the form of rapidly cooled uranium alloys. While the alloys with α-U structure lead to the β-UH3 type of hydrides, γ-U alloys (bcc lead either to α-UH3 hydride type or nanocrystalline β-UH3. The nanocrystalline β-UH3 structure, appearing for Mo alloying, can accommodate in addition numerous other d-metal components, as Ti, Zr, Fe, Nb. The pure Mo alloyed hydrides (UH31−xMox exhibit increasing Curie temperature TC with maximum exceeding 200 K for x = 0.12–0.15. Other components added reduce the TC increment with respect to pure UH3 (170 K. Also alloying by Zr gives a weaker enhancement. Seen globally, the TC variations are rather modest, which reflects the prominence of interaction of U with H. It is suggested that important ingredient is a charge transfer, depopulating the U-6d and 7s states, while the 5f band stays at the Fermi level.

  11. Functional consequences of an arginine180 to glutamine mutation in factor IX Hilo.

    Science.gov (United States)

    Monroe, D M; McCord, D M; Huang, M N; High, K A; Lundblad, R L; Kasper, C K; Roberts, H R

    1989-05-01

    Factor IX Hilo is a variant factor IX molecule that has no detectable coagulant activity. The defect in factor IX Hilo arises from a point mutation in the gene such that in the protein Arg180 is converted to a Gln. Activation of factor IX Hilo by factor Xla was monitored using the fluorescent active site probe p-aminobenzamidine. Normal factor IX showed complete activation in one hour as determined by measuring the increase in fluorescence when p-aminobenzamidine bound to activated factor IX. Factor IX Hilo showed no increase in fluorescence even after 24 hours, indicating that the active site was not exposed. Polyacrylamide gel electrophoresis showed that factor IX Hilo was cleaved to a light chain plus a larger peptide with a molecular weight equivalent to a heavy chain covalently linked to an activation peptide. Amino terminal amino acid sequencing of factor IX Hilo cleaved by factor Xla showed cleavage only at Arg145-Ala146, indicating that the Gln180-Val181 bond was not cleaved and that the active site was thus not exposed. The presence of factor IX Hilo in patient plasma was responsible for the patient having a very long ox brain prothrombin time characteristic of severe hemophilia Bm. Patient plasma had an ox brain prothrombin time of 100 seconds using a Thrombotest kit, significantly prolonged over the normal control value of 45 seconds. When factor IX Hilo was depleted from patient plasma using an immunoaffinity column, the ox brain prothrombin time decreased to 41 seconds. When factor IX Hilo was added back to depleted patient plasma, to normal plasma depleted of factor IX by the same affinity column, or to plasma from a CRM- hemophilia B patient, the ox brain prothrombin time was significantly prolonged. We conclude that the Arg180 to Gln mutation in factor IX Hilo results in a molecule that cannot be activated by factor Xla. Further, our data suggest that the mutation results in a molecule that interacts with components of the extrinsic pathway to give

  12. Buddy-Tutor Project. Hilo Intermediate School. Final Report, March-July, 1974.

    Science.gov (United States)

    Hawaii Univ., Honolulu. Social Welfare Development and Research Center.

    An operational description of the 1973-74 Buddy-Tutor Project at Hilo Intermediate School in Hilo, Hawaii and an evaluative assessment of its outcome with statistical treatment of the data is provided in this report. This project is an exploratory behavioral intervention program for educationally deprived students and focuses its efforts on the…

  13. Analyzing speckle contrast for HiLo microscopy optimization

    Science.gov (United States)

    Mazzaferri, J.; Kunik, D.; Belisle, J. M.; Singh, K.; Lefrançois, S.; Costantino, S.

    2011-07-01

    HiLo microscopy is a recently developed technique that provides both optical sectioning and fast imaging with a simple implementation and at a very low cost. The methodology combines widefield and speckled illumination images to obtain one optically sectioned image. Hence, the characteristics of such speckle illumination ultimately determine the quality of HiLo images and the overall performance of the method. In this work, we study how speckle contrast influence local variations of fluorescence intensity and brightness profiles of thick samples. We present this article as a guide to adjust the parameters of the system for optimizing the capabilities of this novel technology.

  14. Hilo, Hawaii 1/3 arc-second DEM

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The 1/3-second Hilo, Hawaii Elevation Grid provides bathymetric data in ASCII raster format of 1/3-second resolution in geographic coordinates. This grid is strictly...

  15. Chesapeake Bay Climate Study Partnership: Undergraduate Student Experiential Learning on Microclimates at the University of Hawai'i, Hilo

    Science.gov (United States)

    Ozbay, G.; Sriharan, S.; Fan, C.; Adolf, J.

    2015-12-01

    Undergraduate student experiential learning activities focused on microclimates of Hawai'i Island, Hawai'i. Six students from Virginia State University, three students from Delaware State University and faculty advisors were hosted by the University of Hawai'i at Hilo (UHH) Department of Marine Science. This partnership provided integrated, cohesive, and innovative education and research capabilities to minority students on climate change science. Activities included a summer course, instrumentation training, field and laboratory research training, sampling, data collection, logging, analysis, interpretation, report preparation, and research presentation. Most training activities used samples collected during students' field sampling in Hilo Bay. Water quality and phytoplankton data were collected along a 220 degree line transect from the mouth of the Wailuku River to the pelagic zone outside of Hilo Bay into the Pacific Ocean to a distance of 15.5 km. Water clarity, turbidity, chlorophyll, physical water quality parameters, and atmospheric CO2 levels were measured along the transect. Phytoplankton samples were collected for analysis by Scanning Electron Microscopy and Flow Cytometry. Data showed the extent of anthropogenic activity on water quality, with implications for food web dynamics. In addition, atmospheric CO2 concentration, island vegetation, and GPS points were recorded throughout the island of Hawai'i to investigate how variations in microclimate, elevation, and land development affect the amount of CO2 in the atmosphere, vegetation, and water quality. Water quality results at locations near rivers were completely different from other study sites, requiring students' critical thinking skills to find possible reasons for the difference. Our data show a correlation between population density and CO2 concentrations. Anthropogenic activities affecting CO2 and ocean conditions in Hawaiian microclimates can potentially have deleterious effects on the life

  16. Hilo, Hawaii Tsunami Forecast Grids for MOST Model

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The Hilo, Hawaii Forecast Model Grids provides bathymetric data strictly for tsunami inundation modeling with the Method of Splitting Tsunami (MOST) model. MOST is a...

  17. Widefield fluorescence sectioning with HiLo microscopy.

    Science.gov (United States)

    Mertz, Jerome; Lim, Daryl; Chu, Kengyeh K; Bozinovic, Nenad; Ford, Timothy

    2009-01-01

    HiLo microscopy is a widefield fluorescence imaging technique that provides depth discrimination by combining two images, one with non-uniform illumination and one with uniform illumination. We discuss the theory of this technique and a variety of practical implementations in brain-tissue imaging and fluorescence endomicroscopy.

  18. Fast optically sectioned fluorescence HiLo endomicroscopy

    Science.gov (United States)

    Ford, Tim N.; Lim, Daryl; Mertz, Jerome

    2012-02-01

    We describe a nonscanning, fiber bundle endomicroscope that performs optically sectioned fluorescence imaging with fast frame rates and real-time processing. Our sectioning technique is based on HiLo imaging, wherein two widefield images are acquired under uniform and structured illumination and numerically processed to reject out-of-focus background. This work is an improvement upon an earlier demonstration of widefield optical sectioning through a flexible fiber bundle. The improved device features lateral and axial resolutions of 2.6 and 17 μm, respectively, a net frame rate of 9.5 Hz obtained by real-time image processing with a graphics processing unit (GPU) and significantly reduced motion artifacts obtained by the use of a double-shutter camera. We demonstrate the performance of our system with optically sectioned images and videos of a fluorescently labeled chorioallantoic membrane (CAM) in the developing G. gallus embryo. HiLo endomicroscopy is a candidate technique for low-cost, high-speed clinical optical biopsies.

  19. Improving high resolution retinal image quality using speckle illumination HiLo imaging.

    Science.gov (United States)

    Zhou, Xiaolin; Bedggood, Phillip; Metha, Andrew

    2014-08-01

    Retinal image quality from flood illumination adaptive optics (AO) ophthalmoscopes is adversely affected by out-of-focus light scatter due to the lack of confocality. This effect is more pronounced in small eyes, such as that of rodents, because the requisite high optical power confers a large dioptric thickness to the retina. A recently-developed structured illumination microscopy (SIM) technique called HiLo imaging has been shown to reduce the effect of out-of-focus light scatter in flood illumination microscopes and produce pseudo-confocal images with significantly improved image quality. In this work, we adopted the HiLo technique to a flood AO ophthalmoscope and performed AO imaging in both (physical) model and live rat eyes. The improvement in image quality from HiLo imaging is shown both qualitatively and quantitatively by using spatial spectral analysis.

  20. Neutron-photon multigroup cross sections for neutron energies up to 400 MeV: HILO86R

    International Nuclear Information System (INIS)

    Kotegawa, Hiroshi; Nakane, Yoshihiro; Hasegawa, Akira; Tanaka, Shun-ichi

    1993-02-01

    A macroscopic multigroup cross section library of 66 neutron and 22 photon groups for neutron energies up to 400 MeV: HILO86R is prepared for 10 typical shielding materials; water, concrete, iron, air, graphite, polyethylene, heavy concrete, lead, aluminum and soil. The library is a revision of the DLC-119/HILO86, in which only the cross sections below 19.6 MeV have been exchanged with a group cross section processed from the JENDL-3 microscopic cross section library. In the HILO86R library, self shielding factors are used to produce effective cross sections for neutrons less than 19.6 MeV considering rather coarse energy meshes. Energy spectra and dose attenuation in water, concrete and iron have been compared among the HILO, HILO86 and HILO86R libraries for different energy neutron sources. Significant discrepancy has been observed in the energy spectra less than a couple of MeV energy in iron among the libraries, resulting large difference in the dose attenuation. The difference was attributed to the effect of self-shielding factor, namely to the difference between infinite dilution and effective cross sections. Even for 400 MeV neutron source the influence of the self-shielding factor is significant, nevertheless only the cross sections below 19.6 MeV are exchanged. (author)

  1. Use of Video Decision Aids to Promote Advance Care Planning in Hilo, Hawai'i.

    Science.gov (United States)

    Volandes, Angelo E; Paasche-Orlow, Michael K; Davis, Aretha Delight; Eubanks, Robert; El-Jawahri, Areej; Seitz, Rae

    2016-09-01

    Advance care planning (ACP) seeks to promote care delivery that is concordant with patients' informed wishes. Scalability and cost may be barriers to widespread ACP, and video decision aids may help address such barriers. Our primary hypothesis was that ACP documentation would increase in Hilo after ACP video implementation. Secondary hypotheses included increased use of hospice, fewer deaths in the hospital, and decreased costs in the last month of life. The city of Hilo in Hawai'i (population 43,263), which is served by one 276-bed hospital (Hilo Medical Center), one hospice (the Hospice of Hilo), and 30 primary care physicians. The intervention consisted of a single, 1- to 4-h training and access to a suite of ACP video decision aids. Prior to implementation, the rate of ACP documentation for hospitalized patients with late-stage disease was 3.2 % (11/346). After the intervention, ACP documentation was 39.9 % (1,107/2,773) (P Hilo patients was $3,458 (95 % CI $3,051 to 3,865) lower per patient after the intervention when compared to the control region. Implementing ACP video decision aids was associated with improved ACP documentation, greater use of hospice, and decreased costs. Decision aids that promote ACP offer a scalable and cost-efficient medium to place patients at the center of their care.

  2. 40 CFR 409.60 - Applicability; description of the Hilo-Hamakua Coast of the Island of Hawaii raw cane sugar...

    Science.gov (United States)

    2010-07-01

    ... PROCESSING POINT SOURCE CATEGORY Hilo-Hamakua Coast of the Island of Hawaii Raw Cane Sugar Processing Subcategory § 409.60 Applicability; description of the Hilo-Hamakua Coast of the Island of Hawaii raw cane... Hilo-Hamakua Coast of the Island of Hawaii in the State of Hawaii. [40 FR 8504, Feb. 27, 1975] ...

  3. Fast Calcium Imaging with Optical Sectioning via HiLo Microscopy.

    Science.gov (United States)

    Lauterbach, Marcel A; Ronzitti, Emiliano; Sternberg, Jenna R; Wyart, Claire; Emiliani, Valentina

    2015-01-01

    Imaging intracellular calcium concentration via reporters that change their fluorescence properties upon binding of calcium, referred to as calcium imaging, has revolutionized our way to probe neuronal activity non-invasively. To reach neurons densely located deep in the tissue, optical sectioning at high rate of acquisition is necessary but difficult to achieve in a cost effective manner. Here we implement an accessible solution relying on HiLo microscopy to provide robust optical sectioning with a high frame rate in vivo. We show that large calcium signals can be recorded from dense neuronal populations at high acquisition rates. We quantify the optical sectioning capabilities and demonstrate the benefits of HiLo microscopy compared to wide-field microscopy for calcium imaging and 3D reconstruction. We apply HiLo microscopy to functional calcium imaging at 100 frames per second deep in biological tissues. This approach enables us to discriminate neuronal activity of motor neurons from different depths in the spinal cord of zebrafish embryos. We observe distinct time courses of calcium signals in somata and axons. We show that our method enables to remove large fluctuations of the background fluorescence. All together our setup can be implemented to provide efficient optical sectioning in vivo at low cost on a wide range of existing microscopes.

  4. Use of an integrated containment and ultimate heat sink (UHS) response approach to evaluate nuclear power plant modifications

    International Nuclear Information System (INIS)

    Wetzel, M.C.; Vieira, A.T.; Patton, D.C.

    1994-01-01

    Detailed containment and Ultimate Heat Sink (UHS) performance evaluations often are required to support major plant modifications, such as power up-rates and steam generator replacements. These UHS and containment pressure and temperature response evaluations are interrelated. Not only is the containment heat load to the UHS a factor in these evaluations, but other heat loads, such as those from the spent fuel pool, may change as a result of the plant modification and impact containment or UHS response. Our experience is that if an integrated containment/UHS response model is developed prior to the feasibility evaluations for such plant modifications, significant savings in engineering hours can be achieved. This paper presents an overview of such a front-end engineering tool that has been developed and used to support engineering evaluations. 3 refs., 2 figs

  5. Human Factors Assessment of the UH-60M Crew Station During the Limited User Test (LUT)

    National Research Council Canada - National Science Library

    Havir, Thomas J; Durbin, David B; Frederick, Lorraine J; Hicks, Jamison S

    2006-01-01

    The utility helicopter (UH)-60M Product Manager requested the U.S. Army Research Laboratory's Human Research and Engineering Directorate to participate in the Limited User Test for the UH-60M Black Hawk...

  6. UHS, Ultimate Heat Sink Cooling Pond Analysis

    International Nuclear Information System (INIS)

    Codell, R.; Nuttle, W.K.

    1998-01-01

    1 - Description of program or function: Three programs model performance of an ultimate heat sink cooling pond. National Weather Service data is read and analyzed to predict periods of lowest cooling performance and highest evaporative loss. The data is compared to local site data for significant differences. Then the maximum pond temperature is predicted. Five programs model performance of an ultimate heat sink spray pond. The cooling performance, evaporative water loss, and drift water loss as a function of wind speed are estimated for a spray field. These estimates are used in conjunction with National Weather Service data to predict periods of lowest cooling performance and highest evaporative loss. This data is compared to local site data for significant differences. Then the maximum pond temperature is predicted. 2 - Method of solution: The transfer of heat and water vapor is modeled using an equilibrium temperature procedure for an UHS cooling pond. The UHS spray pond model considers heat, mass, and momentum transfer from a single water drop with the surrounding air, and modification of the surrounding air resulting from the heat, mass, and momentum transfer from many drops in different parts of a spray field. 3 - Restrictions on the complexity of the problem: The program SPRCO uses RANF, a uniform random number generator which is an intrinsic function on the CDC. All programs except COMET use the NAMELIST statement, which is non standard. Otherwise these programs conform to the ANSI Fortran 77 standard. The meteorological data scanning procedure requires tens of years of recorded data to be effective. The models and methods, provided as useful tool for UHS analyses of cooling ponds and spray ponds, are intended as guidelines only. Use of these methods does not automatically assure NRC approval, nor are they required procedures for nuclear-power-plant licensing

  7. Physician and pharmacist collaboration: the University of Hawaii at Hilo College of Pharmacy--JABSOM experience.

    Science.gov (United States)

    Ma, Carolyn S J; Holuby, R Scott; Bucci, Lucy L

    2010-06-01

    The purpose of this article is to describe the experiential program created at the newly formed University of Hawaii at Hilo College of Pharmacy (UHH CoP). The Introductory Pharmacy Practice Experience (IPPE) rotations were developed to prepare student pharmacists for their final year of Advanced Pharmacy Practice Experience (APPE) rotations by improving clinical skills and patient interactions. In partnership with the John A. Burns School of Medicine (JABSOM) Department of Family Practice, physician and pharmacist teams collaborate to deliver patient care for chronic diseases and elevate educational opportunities provided by UHH CoP. Another goal of the experiential program is to determine whether the investment of pharmacist faculty and adjunct physician/nurse preceptors prepares students for the final year of APPE rotations. A survey was administered to non-faculty pharmacist preceptors who taught the third IPPE rotation during the summer of 2009. Twenty-nine surveys were received from six facilities on Oahu and the Big Island. Initial survey results revealed an overall rating average of 3.72 (Likert scale: 1--lowest to 5--highest), an average of 4.14 for professionalism, an average of 3.41 for overall clinical skills, and an average of 3.45 for overall readiness for experiential rotations. Average ratings when compared with fourth-year students from several mainland colleges ranged from 1.7 to 2.2 (1--worse than, 2--same, 3--better). This data demonstrates that UHH CoP is investing faculty and preceptor resources wisely to enhance the preparation of students for APPE rotations. Hawaii Medical Journal Copyright 2010.

  8. Scanning thin-sheet laser imaging microscopy (sTSLIM) with structured illumination and HiLo background rejection.

    Science.gov (United States)

    Schröter, Tobias J; Johnson, Shane B; John, Kerstin; Santi, Peter A

    2012-01-01

    We report replacement of one side of a static illumination, dual sided, thin-sheet laser imaging microscope (TSLIM) with an intensity modulated laser scanner in order to implement structured illumination (SI) and HiLo image demodulation techniques for background rejection. The new system is equipped with one static and one scanned light-sheet and is called a scanning thin-sheet laser imaging microscope (sTSLIM). It is an optimized version of a light-sheet fluorescent microscope that is designed to image large specimens (HiLo image demodulation. The static light-sheet has a thickness of 3.2 µm; whereas, the scanned side has a light-sheet thickness of 4.2 µm. The scanned side images specimens with subcellular resolution (HiLo produce superior contrast compared to both the uniform static and scanned light-sheets. HiLo contrast was greater than SI and is faster and more robust than SI because as it produces images in two-thirds of the time and exhibits fewer intensity streaking artifacts. 2011 Optical Society of America

  9. Physician and Pharmacist Collaboration: The University of Hawai‘i at Hilo College of Pharmacy - JABSOM Experience

    Science.gov (United States)

    Holuby, R Scott; Bucci, Lucy L

    2010-01-01

    The purpose of this article is to describe the experiential program created at the newly formed University of Hawai‘i at Hilo College of Pharmacy (UHH CoP). The Introductory Pharmacy Practice Experience (IPPE) rotations were developed to prepare student pharmacists for their final year of Advanced Pharmacy Practice Experience (APPE) rotations by improving clinical skills and patient interactions. In partnership with the John A. Burns School of Medicine (JABSOM) Department of Family Practice, physician and pharmacist teams collaborate to deliver patient care for chronic diseases and elevate educational opportunities provided by UHH CoP. Another goal of the experiential program is to determine whether the investment of pharmacist faculty and adjunct physician/nurse preceptors prepares students for the final year of APPE rotations. A survey was administered to non-faculty pharmacist preceptors who taught the third IPPE rotation during the summer of 2009. Twenty-nine surveys were received from six facilities on O‘ahu and the Big Island. Initial survey results revealed an overall rating average of 3.72 (Likert scale: 1-lowest to 5-highest), an average of 4.14 for professionalism, an average of 3.41 for overall clinical skills, and an average of 3.45 for overall readiness for experiential rotations. Average ratings when compared with fourth-year students from several mainland colleges ranged from 1.7 to 2.2 (1-worse than, 2-same, 3-better). This data demonstrates that UHH CoP is investing faculty and preceptor resources wisely to enhance the preparation of students for APPE rotations. PMID:20540001

  10. High-contrast 3D image acquisition using HiLo microscopy with an electrically tunable lens

    Science.gov (United States)

    Philipp, Katrin; Smolarski, André; Fischer, Andreas; Koukourakis, Nektarios; Stürmer, Moritz; Wallrabe, Ulricke; Czarske, Jürgen

    2016-04-01

    We present a HiLo microscope with an electrically tunable lens for high-contrast three-dimensional image acquisition. HiLo microscopy combines wide field and speckled illumination images to create optically sectioned images. Additionally, the depth-of-field is not fixed, but can be adjusted between wide field and confocal-like axial resolution. We incorporate an electrically tunable lens in the HiLo microscope for axial scanning, to obtain three-dimensional data without the need of moving neither the sample nor the objective. The used adaptive lens consists of a transparent polydimethylsiloxane (PDMS) membrane into which an annular piezo bending actuator is embedded. A transparent fluid is filled between the membrane and the glass substrate. When actuated, the piezo generates a pressure in the lens which deflects the membrane and thus changes the refractive power. This technique enables a large tuning range of the refractive power between 1/f = (-24 . . . 25) 1/m. As the NA of the adaptive lens is only about 0.05, a fixed high-NA lens is included in the setup to provide high resolution. In this contribution, the scan properties and capabilities of the tunable lens in the HiLo microscope are analyzed. Eventually, exemplary measurements are presented and discussed.

  11. Wide-field two-photon microscopy with temporal focusing and HiLo background rejection

    Science.gov (United States)

    Yew, Elijah Y. S.; Choi, Heejin; Kim, Daekeun; So, Peter T. C.

    2011-03-01

    Scanningless depth-resolved microscopy is achieved through spatial-temporal focusing and has been demonstrated previously. The advantage of this method is that a large area may be imaged without scanning resulting in higher throughput of the imaging system. Because it is a widefield technique, the optical sectioning effect is considerably poorer than with conventional spatial focusing two-photon microscopy. Here we propose wide-field two-photon microscopy based on spatio-temporal focusing and employing background rejection based on the HiLo microscope principle. We demonstrate the effects of applying HiLo microscopy to widefield temporally focused two-photon microscopy.

  12. Species Trials at the Waiakea Arboretum, Hilo, Hawaii

    Science.gov (United States)

    George B. Richmond

    1963-01-01

    Survival counts were made of 84 exotic tree species planted during 1956-1960 in a cleared rain-forest area near Hilo, Hawaii. Growth measurements were recorded for 5- and 6-year-old plantings. Most species had good survival, but some failed entirely. Soil depth was found to have a strong influence on rate of growth, but not on survival. Several valuable timber species...

  13. Adaptive Neuro-Fuzzy Modeling of UH-60A Pilot Vibration

    Science.gov (United States)

    Kottapalli, Sesi; Malki, Heidar A.; Langari, Reza

    2003-01-01

    Adaptive neuro-fuzzy relationships have been developed to model the UH-60A Black Hawk pilot floor vertical vibration. A 200 point database that approximates the entire UH-60A helicopter flight envelope is used for training and testing purposes. The NASA/Army Airloads Program flight test database was the source of the 200 point database. The present study is conducted in two parts. The first part involves level flight conditions and the second part involves the entire (200 point) database including maneuver conditions. The results show that a neuro-fuzzy model can successfully predict the pilot vibration. Also, it is found that the training phase of this neuro-fuzzy model takes only two or three iterations to converge for most cases. Thus, the proposed approach produces a potentially viable model for real-time implementation.

  14. Origin and depositional environment of clastic deposits in the Hilo drill hole, Hawaii

    Science.gov (United States)

    Beeson, M.H.; Clague, D.A.; Lockwood, J.P.

    1996-01-01

    Volcaniclastic units cored at depths of about 87, 164, 178, 226, and 246 m below sea level and carbonate units located between depths of 27 and 53 m below sea level in the Hilo drill core were found to be deposited at or near sea level. Four of these units are hydroclastic deposits, formed when subaerially erupted Mauna Loa lava flows entered the ocean and fragmented to produce quenched, glassy fragments during hydrovolcanic explosions. Ash units 24 and 26, at 178 m depth, accumulated at sea level in a freshwater bog. They contain pyroxenes crystallized from tholeiitic magma that we infer erupted explosively at the summit of Kilauea volcano. Two carbon-rich layers from these ashes have a weighted average radiocarbon age of 38.6 ?? 0.9 ka; the ashes probably correlate with the oldest and thickest part of the Pahala ash. Ash unit 44, at the transition from Mauna Kea to Mauna Loa lava flows, was probably nearly 3.2 m thick and is inferred to be equivalent to the lower thick part of the composite Homelani ash mapped in Hilo and on the flanks of Mauna Kea. The age of this part of Homelani ash is between 128 ?? 33 and 200 ?? 10 ka; it may have erupted subglacially during the Pohakuloa glacial maxima on Mauna Kea. Beach sand units 12 and 22 were derived from nearby Mauna Loa and Mauna Kea lava flows. The middle of beach sand unit 38 was derived mainly from lava erupted near the distal end of the subaerial east rift zone of Kilauea volcano; these sands were transported about 33 km northwest to Hilo Bay by prevailing longshore currents. Combined age, depth, and sea level markers in the core allow us to determine that lava flow recurrence intervals averaged one flow every 4 kyr during the past 86 kyr and one flow every 16 kyr between 86 and 200 ka at the drill site and that major explosive eruptions that deposit thick ash in Hilo have occurred only twice in the last 400 kyr. These recurrence intervals support the moderate lava flow hazard zonation (zone 3) for coastal Hilo

  15. Military Potential Test of the UH-2A Helicopter.

    Science.gov (United States)

    1963-10-25

    required to fully service two engines during engine change. 3. One quart of hydr aulic fluid , MIL 5606. Used to replace spillage while disconnecting...Maryland , dated 24 January 1963. 7. Report Nr. 1, Final Report, Climatic Laboratory Environ- mental Test of the Model UH- 2A Helicopter , by US

  16. Geotechnical properties of ash deposits near Hilo, Hawaii

    Science.gov (United States)

    Wieczorek, G.F.; Jibson, R.W.; Wilson, R.C.; Buchanan-Banks, J. M.

    1982-01-01

    Two holes were hand augered and sampled in ash deposits near Hilo, Hawaii. Color, water content and sensitivity of the ash were measured in the field. The ash alternated between reddish brown and dark reddish brown in color and had water contents as high as 392%. A downhole vane shear device measured sensitivities as high as 6.9. A series of laboratory tests including grain size distribution, Atterberg limits, X-ray diffraction analysis, total carbon determination, vane shear, direct shear and triaxial tests were performed to determine the composition and geotechnical properties of the ash. The ash is very fine grained, highly plastic and composed mostly of gibbsite and amorphous material presumably allophane. The ash has a high angle of internal friction ranging from 40-43? and is classified as medium to very sensitive. A series of different ash layers was distinguished on the basis of plasticity and other geotechnical properties. Sensitivity may be due to a metastable fabric, cementation, leaching, high organic content, and thixotropy. The sensitivity of the volcanic ash deposits near Hilo is consistent with documented slope instability during earthquakes in Hawaii. The high angles of internal friction and cementation permit very steep slopes under static conditions. However, because of high sensitivity of the ash, these slopes are particularly susceptible to seismically-induced landsliding.

  17. Reconnaissance map showing thickness of volcanic ash deposits in the greater Hilo area, Hawaii

    Science.gov (United States)

    Buchanan-Banks, Jane M.

    1983-01-01

    This study was undertaken to determine the thickness and distribution of volcanic ash deposits in the greater Hilo area, Hawaii, as a step toward evaluating their susceptibility to failure during earthquake shaking. On several occasions their instability has resulted in serious damage. For example, the 1868 earthquake (m=7+), following a prolonged rainy period, caused a debris flow of hillside ash deposits that killed 31 people in Wood Valley (Bringham, 1869). The 1973 Honomu earthquake (m=6.2) resulted in more damage from shaking to areas underlain by ash deposits in the older part of Hilo than in other areas, and soil slips in ash, as well as rockfalls, were common along the roads north of town (Nielsen and others, 1977). 

  18. Studies on Anthropogenic Impact on Water Quality in Hilo (Hawaii) Bay and Mapping the Study Stations Using Geospatial Technologies

    Science.gov (United States)

    Cartier, A. J.; Williams, M. S.; Adolf, J.; Sriharan, S.

    2015-12-01

    Hilo Bay has uncharacteristically brown waters compared to other waters found in Hawai'i. The majority of the freshwater entering Hilo Bay is from storm and surface water runoff. The anthropogenic impact on water quality at Hilo Bay is due to sediment entrance, cesspools (Bacteria), and invasive species (Albizia). This poster presentation will focus on the water quality and phytoplankton collected on a weekly basis at a buoy positioned one meter from the shore of Hilo Bay, preserving the phytoplankton intact, concentrating and dehydrating the sample with ethanol, and viewing the phytoplankton with a scanning electron microscope (Hitachi S-3400NII). The GPS (Global Positioning System) points were collected at the sampling stations. Three transects on three separate dates were performed in Hilo Bay with salinity, percent dissolved oxygen, turbidity, secchi depth, temperature, and chlorophyll fluorescence data collected at each sampling station. A consistent trend observed in all transects was as distance from the river increased turbidity decreased and salinity increased. The GPS data on June 30, 2015 showed a major correlation between stations and their distance from shore. There is a decrease in the turbidity but not the temperature for these stations. The GPS points collected on July 7, 2015 at thirteen stations starting with station one being at the shore to the water, showed that the salinity concentration fluctuate noticeably at the first 6 stations. As we proceed further away from the shore, the salinity concentration increases from stations seven through thirteen. The water temperature shows little variation throughout the thirteen stations. The turbidity level was high at the shore and shows a noticeable drop at station thirteen.

  19. Analysis of Three UH-60 Blackhawk Servolink Components P/N 70400-08110-061

    National Research Council Canada - National Science Library

    Pepi, Marc

    2002-01-01

    The Processing and Properties Branch of the U.S. Army Research Laboratory's (ARL) Weapons and Materials Research Directorate examined the shot-peened surfaces of three UH-60 Blackhawk utility helicopter servolinks...

  20. Characteristics of polycyclic aromatic hydrocarbon (PAH) emissions from a UH-1H helicopter engine and its impact on the ambient environment

    Science.gov (United States)

    Chen, Yu-Cheng; Lee, Wen-Jhy; Uang, Shi-Nian; Lee, Su-Hsing; Tsai, Perng-Jy

    The objective of this study is to characterize the emissions of polycyclic aromatic hydrocarbons (PAHs) from a UH-1H helicopter turboshaft engine and its impact on the ambient environment. Five power settings of the ground idle (GI), fly idle (FI), beed band check (BBC), inlet guide vane (IGV), and take off (TO) were selected and samples were collected from the exhaust by using an isokinetic sampling system. Twenty-two PAH compounds were analyzed by gas chromatograph (GC)/MS. We found the mean total PAH concentration in the exhaust of the UH-1H engine (843 μg m -3) is 1.05-51.7 times in magnitude higher than those of the heavy-duty diesel (HDD) engine, motor vehicle engine, and F101 aircraft engine. Two- and three-ringed PAHs account for 97.5% of total PAH emissions from the UH-1H engine. The mean total PAH and total BaP eq emission factors for the UH-1H engine (63.4 and 0.309 mg L -1·fuel) is 1.65-23.4 and 1.30-7.54 times in magnitude higher than those for the motor vehicle engine, HDD engine, and F101 aircraft engine. The total emission level of the single PAH compound, BaP, for the UH-1H engine (EL BaP) during one landing and take off (LTO) cycle (2.19 mg LTO -1) was higher than the European Commission standard (1.24 mg LTO -1) suggesting that appropriate measures should be taken to reduce PAH emissions from UH-1H engines in the future.

  1. Survivability on the Island of Spice: The Development of the UH-60 Blackhawk and Its Baptism of Fire in Operation Urgent Fury

    Science.gov (United States)

    2015-06-12

    SURVIVABILITY ON THE ISLAND OF SPICE : THE DEVELOPMENT OF THE UH-60 BLACKHAWK AND ITS BAPTISM OF FIRE IN OPERATION URGENT FURY......THESIS APPROVAL PAGE Name of Candidate: Major Matthew G. Easley Thesis Title: Survivability on the Island of Spice : The Development of the UH

  2. Scanning light-sheet microscopy in the whole mouse brain with HiLo background rejection

    Science.gov (United States)

    Mertz, Jerome; Kim, Jinhyun

    2010-01-01

    It is well known that light-sheet illumination can enable optically sectioned wide-field imaging of macroscopic samples. However, the optical sectioning capacity of a light-sheet macroscope is undermined by sample-induced scattering or aberrations that broaden the thickness of the sheet illumination. We present a technique to enhance the optical sectioning capacity of a scanning light-sheet microscope by out-of-focus background rejection. The technique, called HiLo microscopy, makes use of two images sequentially acquired with uniform and structured sheet illumination. An optically sectioned image is then synthesized by fusing high and low spatial frequency information from both images. The benefits of combining light-sheet macroscopy and HiLo background rejection are demonstrated in optically cleared whole mouse brain samples, using both green fluorescent protein (GFP)-fluorescence and dark-field scattered light contrast.

  3. School-Within-A-School (Hawaii Nui High) Hilo High School Report 1969-70.

    Science.gov (United States)

    Hawaii Univ., Honolulu. Social Welfare Development and Research Center.

    The second year of operation of Hilo High School's "School-Within-A-School" [SWS] program is evaluated in this paper. Planning, training, and program implementation are described in the document. The following are the results of the program: There was an improvement in attendance among project students when compared to their record in…

  4. Breastfeeding Patterns in the Rural Community of Hilo, Hawai‘i: An Exploration of Existing Data Sets

    Science.gov (United States)

    2013-01-01

    Before any breastfeeding promotion effort, an understanding of the existing breastfeeding patterns is essential. Hawai‘i County is a rural, ethnically diverse, medically underserved community. The purpose of this study was to describe the breastfeeding patterns of women living in Hilo, Hawai‘i. Data from several existing national, state, and local data sets were accessed to identify and describe the breastfeeding patterns of women in this community. Available breastfeeding data about women in Hilo was obtained from the Hawai‘i WIC program and includes initiation, duration, exclusivity of breastfeeding, and reasons for not breastfeeding. These data were compared to data from published reports available at the county, state, and national level. The State of Hawai‘i and Hilo exceed national targets for breastfeeding initiation; however, rates soon drop following delivery, and mixed feedings of infants is common. The highest percentage of mothers weaned their infants within the first four weeks postpartum. The reasons the majority of the mothers gave for weaning were tied to breastfeeding situations that are amenable to skilled lactation support (eg, milk supply issues and latch or sucking problems). While available data sets offer valuable information on the breastfeeding patterns in this rural community, there are limitations to their usefulness, primarily due to the inconsistent operational definitions of infant feeding variables used in the surveys, and the lack of availability of community level data. PMID:23520565

  5. Breastfeeding patterns in the rural community of Hilo, Hawai'i: an exploration of existing data sets.

    Science.gov (United States)

    Flood, Jeanie L

    2013-03-01

    Before any breastfeeding promotion effort, an understanding of the existing breastfeeding patterns is essential. Hawai'i County is a rural, ethnically diverse, medically underserved community. The purpose of this study was to describe the breastfeeding patterns of women living in Hilo, Hawai'i. Data from several existing national, state, and local data sets were accessed to identify and describe the breastfeeding patterns of women in this community. Available breastfeeding data about women in Hilo was obtained from the Hawai'i WIC program and includes initiation, duration, exclusivity of breastfeeding, and reasons for not breastfeeding. These data were compared to data from published reports available at the county, state, and national level. The State of Hawai'i and Hilo exceed national targets for breastfeeding initiation; however, rates soon drop following delivery, and mixed feedings of infants is common. The highest percentage of mothers weaned their infants within the first four weeks postpartum. The reasons the majority of the mothers gave for weaning were tied to breastfeeding situations that are amenable to skilled lactation support (eg, milk supply issues and latch or sucking problems). While available data sets offer valuable information on the breastfeeding patterns in this rural community, there are limitations to their usefulness, primarily due to the inconsistent operational definitions of infant feeding variables used in the surveys, and the lack of availability of community level data.

  6. Sea level rise at Honolulu and Hilo, Hawaii: GPS estimates of differential land motion

    Science.gov (United States)

    Caccamise, Dana J.; Merrifield, Mark A.; Bevis, Michael; Foster, James; Firing, Yvonne L.; Schenewerk, Mark S.; Taylor, Frederick W.; Thomas, Donald A.

    2005-02-01

    Since 1946, sea level at Hilo on the Big Island of Hawaii has risen an average of 1.8 +/- 0.4 mm/yr faster than at Honolulu on the island of Oahu. This difference has been attributed to subsidence of the Big Island. However, GPS measurements indicate that Hilo is sinking relative to Honolulu at a rate of -0.4 +/- 0.5 mm/yr, which is too small to account for the difference in sea level trends. In the past 30 years, there has been a statistically significant reduction in the relative sea level trend. While it is possible that the rates of land motion have changed over this time period, the available hydrographic data suggest that interdecadal variations in upper ocean temperature account for much of the differential sea level signal between the two stations, including the recent trend change. These results highlight the challenges involved in estimating secular sea level trends in the presence of significant low frequency variability.

  7. Vasomotor symptoms among Japanese-American and European-American women living in Hilo, Hawaii.

    Science.gov (United States)

    Sievert, Lynnette Leidy; Morrison, Lynn; Brown, Daniel E; Reza, Angela M

    2007-01-01

    The Hilo Women's Health Survey was designed and administered to gather baseline data on women's health in Hilo, HI. This randomized, cross-sectional study allowed for a focus on ethnic differences in symptom reporting. The results presented here focus on hot flash and night sweat experience among Japanese-American and European-American women. Survey packets were mailed to street addresses associated with parcel numbers pulled randomly from Hilo tax maps. Of the 6,401 survey packets delivered to households, 1,824 questionnaires were completed and returned. The results reported here are based on 869 women aged 40 to 60, of whom 249 described themselves to be 100% Japanese and 203 described themselves to be 100% European-American. Logistic regression analyses were used to examine whether the relationship between ethnicity and vasomotor symptoms persisted after controlling for other variables. European-American participants were more likely to have ever experienced a hot flash as compared with Japanese-American participants (72% vs 53%, P<0.01). During the 2 weeks before the survey, European-American participants were more likely to have experienced hot flashes (P<0.05) and night sweats (P<0.01). In logistic regression analyses, after controlling for age, body mass index, menopause status, level of education, financial comfort, smoking habits, alcohol intake, exercise, use of hormone therapy, and soy intake, European-American women were still significantly more likely to have experienced hot flashes (odds ratio=1.858) and night sweats (odds ratio=2.672). The results, based on self-reporting of menopausal symptoms, indicate that Japanese-American women report fewer hot flashes and night sweats than European-American women. Japanese-American women reported a higher intake of soy, but soy intake was not associated with fewer vasomotor symptoms.

  8. Coral ages and island subsidence, Hilo drill hole

    Science.gov (United States)

    Moore, J.G.; Ingram, B.L.; Ludwig, K. R.; Clague, D.A.

    1996-01-01

    A 25.8-m-thick sedimentary section containing coral fragments occurs directly below a surface lava flow (the ???1340 year old Panaewa lava flow) at the Hilo drill hole. Ten coral samples from this section dated by accelerator mass spectrometry (AMS) radiocarbon and five by thermal infrared multispectral scanner (TIMS) 230Th/U methods show good agreement. The calcareous unit is 9790 years old at the bottom and 1690 years old at the top and was deposited in a shallow lagoon behind an actively growing reef. This sedimentary unit is underlain by a 34-m-thick lava flow which in turn overlies a thin volcaniclastic silt with coral fragments that yield a single 14C date of 10,340 years. The age-depth relations of the dated samples can be compared with proposed eustatic sea level curves after allowance for island subsidence is taken. Island subsidence averages 2.2 mm/yr for the last 47 years based on measurements from a tide gage near the drill hole or 2.5-2.6 mm/yr for the last 500,000 years based on the ages and depths of a series of drowned coral reefs offshore from west Hawaii. The age-depth measurements of coral fragments are more consistent with eustatic sea levels as determined by coral dating at Barbados and Albrolhos Islands than those based on oxygen isotopic data from deep sea cores. The Panaewa lava flow entered a lagoon underlain by coral debris and covered the drill site with 30.9 m of lava of which 11 m was above sea level. This surface has now subsided to 4.2 m above sea level, but it demonstrates how a modern lava flow entering Hilo Bay would not only change the coastline but could extensively modify the offshore shelf.

  9. Depth-resolved cellular microrheology using HiLo microscopy.

    Science.gov (United States)

    Michaelson, Jarett; Choi, Heejin; So, Peter; Huang, Hayden

    2012-06-01

    It is increasingly important to measure cell mechanical properties in three-dimensional environments. Particle tracking microrheology (PTM) can measure cellular viscoelastic properties; however, out-of-plane data can introduce artifacts into these measurements. We developed a technique that employs HiLo microscopy to reduce out-of-plane contributions. This method eliminated signals from 90% of probes 0.5 μm or further from the focal plane, while retaining all in-plane probes. We used this technique to characterize live-cell bilayers and found that there were significant, frequency-dependent changes to the extracted cell moduli when compared to conventional analysis. Our results indicate that removal of out-of-plane information is vital for accurate assessments of cell mechanical properties.

  10. [Effects of HiLo for two weeks on erythrocyte immune adhesion and leukocyte count of swimmers].

    Science.gov (United States)

    Zhao, Yong-Cai; Gao, Bing-Hong; Wu, Ge-Lin; Zhang, Jiu-Li

    2012-07-01

    To investigate the effects of living high-training low (HiLo) on innate immunity in blood of elite swimmers. Six female swimmers undertook HiLo for two weeks, erythrocyte adhesion function and counts of leukocyte were tested in different time of training period. Red blood cell C3b receptor ring rate (RBC-C3bRR) decreased and red blood cell immune complex matter ring rate (RBC-ICR) increased significantly (P < 0.05), the two markers returned to base line 1 week after training. Counts of leukocyte and granulocyte decreased significantly (P < 0.05), and they recovered 1 week after training; Counts of lymphocyte and monocyte decreased without significance during training and did not recovered after training. Immunity of erythrocyte and granulocyte decreased quickly, but lymphocyte and monocyte recovered slowly, swimmers were adaptive to the training.

  11. Using Fly-By-Wire Technology in Future Models of the UH-60 and Other Rotary Wing Aircraft

    Science.gov (United States)

    Solem, Courtney K.

    2011-01-01

    Several fixed-winged airplanes have successfully used fly-by-wire (FBW) technology for the last 40 years. This technology is now beginning to be incorporated into rotary wing aircraft. By using FBW technology, manufacturers are expecting to improve upon the weight, maintenance time and costs, handling and reliability of the aircraft. Before mass production of this new system begins in new models such as the UH-60MU, testing must be conducted to insure the safety of this technology as well as to reassure others it will be worth the time and money to make such a dramatic change to a perfectly functional machine. The RASCAL JUH-60A has been modified for these purposes. This Black Hawk helicopter has already been equipped with the FBW technology and can be configured as a near perfect representation of the UH-60MU. Because both machines have very similar qualities, the data collected from the RASCAL can be used to make future decisions about the UH-60MU. The U.S. Army AFDD Flight Project Office oversees all the design modifications for every hardware system used in the RASCAL aircraft. This project deals with specific designs and analyses of unique RASCAL aircraft subsystems and their modifications to conduct flight mechanics research.

  12. Prevalence and determinants of headaches in Hawaii: the Hilo Women's Health Study.

    Science.gov (United States)

    Reza, Angela; Sievert, Lynnette Leidy; Rahberg, Nichole; Morrison, Lynn A; Brown, Daniel E

    2012-07-01

    Headache frequency has been associated with ethnicity, menopause, abdominal obesity and stress. To examine the prevalence and determinants of headaches in the multi-ethnic community of Hilo, Hawaii. A random sample of 1824 women aged 16-100 was recruited by postal survey; 206 women aged 45-55 were recruited for clinical measures. Both studies queried the presence/absence of headaches during the past 2 weeks. The clinical study also examined migraines and tension headaches. Headaches were examined in relation to demographic, reproductive and lifestyle variables, stress, symptoms and anthropometric measures. Headache prevalence was 47%. Japanese women were less likely to report headaches compared to women of European descent, but, after controlling for measures of stress, Japanese women were at a higher risk for headaches. Post-menopausal women were half as likely to report headaches compared with pre-menopausal women. Women with children younger than 18 were 4-times as likely to report migraines compared with women who did not have children younger than 18. Standardized measures of daily hassles, life and job satisfaction were not associated with headaches. The relationship between headaches and having young children suggests that the everyday stress of family life is a headache risk. This may be particularly true in Hilo, Hawaii, where the value of family is culturally prioritized.

  13. Wave and Current Data from Kuhio Bay in Hilo, Hawaii March through June 2007 (NODC Accession 0050188)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Field data collection was conducted for the U.S. Army Engineer District, Pacific Ocean, Honolulu (POH), during 21 March through 7 June 2007, in Kuhio Bay of Hilo,...

  14. UH-60 Black Hawk Disturbance Rejection Study for Hover/Low Speed Handling Qualities Criteria and Turbulence Modeling

    National Research Council Canada - National Science Library

    Labows, Steven

    2000-01-01

    .... This paper discusses the airborne flight test of the Sikorsky UH-60 Black Hawk helicopter in turbulent conditions to determine disturbance rejection criteria and to develop a low speed turbulence...

  15. El comercio leonés de hilos e hilazas en el siglo XVIII

    Directory of Open Access Journals (Sweden)

    Juan Manuel BARTOLOMÉ BARTOLOMÉ

    2009-12-01

    Full Text Available RESUMEN: La ciudad de León en la Edad Moderna , siglo XVIII, se convirtió en uno de los centros más importantes de España en la comercialización, a través de sus ferias anuales, del hilo e hilaza que se elaboraba del lino. Esta materia prima textil tenía como núcleos principales de producción y abastecimiento las vegas del norte de la ciudad de León: Torio, Curueño, Porma, Bernesga y Luna. Desde la ciudad de León este hilo e hilaza comercializado, que llegaba a suponer los 26.568 kilos de media anual en los años sesenta, se dirigía a los mercados manchegos, sobre todo al toledano, y al vallisoletano, apoyándose en precios muy competitivos.ABSTRACT: In the XVIII century, León was famous for the production de linen thread. In this city there annual markets where people could rind this material. The linen thread was produced in land along the main valleys: Torio, Curueño, Porma, Bernesga, and it was distributed to a number of different markets: Toledo, Valladolid, Villalón... The clue to this success was its competitive price.

  16. Akamai Internship Program

    Science.gov (United States)

    2015-04-17

    been  trained  through  the  ISEE   PDP     o 1  at  UH   Hilo   o 2  at   Hawaii  Community  College  (1  now...AFRL-OSR-VA-TR-2015-0094 AKAMAI INTERNSHIP PROGRAM Lisa Hunter UNIVERSITY OF HAWAII SYSTEMS Final Report 04/17/2015 DISTRIBUTION A: Distribution...NUMBER n/a 5f. WORK UNIT NUMBER n/a 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) University of Hawaii Systems 2530 Dole St. SAK D-200

  17. Mauna Loa lava accumulation rates at the Hilo drill site: Formation of lava deltas during a period of declining overall volcanic growth

    Science.gov (United States)

    Lipman, P.W.; Moore, J.G.

    1996-01-01

    Accumulation rates for lava flows erupted from Mauna Loa, as sampled in the uppermost 280 m of the Hilo drill hole, vary widely for short time intervals (several thousand years), but overall are broadly similar to those documented elsewhere on this volcano since 100 ka. Thickness variations and accumulation rates for Mauna Loa lavas at the Hilo drill site have been strongly affected by local paleotopography, including funneling and ponding between Mauna Kea and Kilauea. In addition, gentle submerged slopes of Mauna Kea in Hilo Bay have permitted large shoreline displacements by Mauna Loa flows. Ages of eruptive intervals have been determined from published isotopic data and from eustatic sea level curves modified to include the isostatic subsidence of the island of Hawaii at 2.2-2.6 mm/yr. Prior to 10 ka, rates of Mauna Loa lava accumulation at the drill site varied from 0.6 to 4.3 mm/yr for dateable intervals, with an overall rate of 1.8 mm/yr. Major eruptive pulses at about 1.3 and 10 ka, each probably representing a single long-lived eruption based on lack of weathering between flow units, increase the overall accumulation rate to 2.4 mm/yr. The higher rate since 10 ka reflects construction of thick near-shoreline lava deltas as postglacial sea levels rose rapidly. Large lava deltas form only along coastal segments where initially subaerial slopes have been submerged by the combined effects of eustatic sea level rise, isostatic subsidence, or spreading of volcano flanks. Overall accumulation of 239 m of lava at the drill site since 100-120 ka closely balances submergence of the Hilo area, suggesting that processes of coastal lava deposition have been modulated by rise in sea level. The Hilo accumulation rate is slightly higher than average rates of 1-2 mm/yr determined elsewhere along the Mauna Loa coast, based on rates of shoreline coverage and dated sea cliff and fault scarp exposures. Low rates of coastal lava accumulation since 100 ka, near or below the rate

  18. Comparison of Computed and Measured Vortex Evolution for a UH-60A Rotor in Forward Flight

    Science.gov (United States)

    Ahmad, Jasim Uddin; Yamauchi, Gloria K.; Kao, David L.

    2013-01-01

    A Computational Fluid Dynamics (CFD) simulation using the Navier-Stokes equations was performed to determine the evolutionary and dynamical characteristics of the vortex flowfield for a highly flexible aeroelastic UH-60A rotor in forward flight. The experimental wake data were acquired using Particle Image Velocimetry (PIV) during a test of the fullscale UH-60A rotor in the National Full-Scale Aerodynamics Complex 40- by 80-Foot Wind Tunnel. The PIV measurements were made in a stationary cross-flow plane at 90 deg rotor azimuth. The CFD simulation was performed using the OVERFLOW CFD solver loosely coupled with the rotorcraft comprehensive code CAMRAD II. Characteristics of vortices captured in the PIV plane from different blades are compared with CFD calculations. The blade airloads were calculated using two different turbulence models. A limited spatial, temporal, and CFD/comprehensive-code coupling sensitivity analysis was performed in order to verify the unsteady helicopter simulations with a moving rotor grid system.

  19. Human Factors Assessment of the UH-60M Crew Station During the Early User Demonstration Number 2 (EUD2)

    National Research Council Canada - National Science Library

    Kennedy, Joshua S; Durbin, David B

    2005-01-01

    Pilot workload, situational awareness (SA), and the pilot-vehicle interface (PVI) characteristics associated with the UH-60M Black Hawk crew station simulator were assessed during the Early User Demonstration...

  20. A model structure for identification of linear models of the UH-60 helicopter in hover and forward flight

    Science.gov (United States)

    1995-08-01

    A linear model structure applicable to identification of the UH-60 flight : dynamics in hover and forward flight without rotor-state data is developed. The : structure of the model is determined through consideration of the important : dynamic modes ...

  1. Determinants of infant-feeding choice among young women in Hilo, Hawaii.

    Science.gov (United States)

    Morrison, Lynn; Reza, Angela; Cardines, Ka'imiala; Foutch-Chew, Kristel; Severance, Craig

    2008-09-01

    Our multicultural island community is unique in that many young mothers live in multigenerational households. In this qualitative study, we examined the factors that influenced young mothers' infant-feeding practices in Hilo, a small rural town in the Hawaiian Islands. The study participants consisted of young mothers, health care professionals, and educators. Our findings suggest that both the young mother's mother and her partner are very influential in the infant-feeding decision. Many young women in our study bottle fed to obtain assistance in caretaking, and to facilitate public breastfeeding. Additionally, we explored young mother's views of sexuality and breastfeeding, and their health promotion implications.

  2. Voices from the Hilo Women's Health Study: talking story about menopause.

    Science.gov (United States)

    Morrison, Lynn A; Brown, Daniel E; Sievert, Lynnette L; Reza, Angela; Rahberg, Nichole; Mills, Phoebe; Goodloe, Amber

    2014-05-01

    Our purpose in conducting this qualitative study was to examine how a multiethnic sample of women living in Hilo, Hawai'i, describe menopause. Interviews were conducted with 185 pre-, peri-, and post-menopausal women aged 45 to 55. We found that pre-menopausal women felt anxious compared with peri- and post-menopausal women's more affirmative attitudes of increasing confidence and freedom in this new cycle of life. A dominant theme was the construction of a post-menstrual identity. Peri-and post-menopausal women's attitudes were not biomedically oriented. Local culture and the island lifestyle may provide a positive atmosphere for women going through menopause.

  3. Use of Video Decision Aids to Promote Advance Care Planning in Hilo, Hawai?i

    OpenAIRE

    Volandes, Angelo E.; Paasche-Orlow, Michael K.; Davis, Aretha Delight; Eubanks, Robert; El-Jawahri, Areej; Seitz, Rae

    2016-01-01

    Introduction: Advance care planning (ACP) seeks to promote care delivery that is concordant with patients’ informed wishes. Scalability and cost may be barriers to widespread ACP, and video decision aids may help address such barriers. Aim Our primary hypothesis was that ACP documentation would increase in Hilo after ACP video implementation. Secondary hypotheses included increased use of hospice, fewer deaths in the hospital, and decreased costs in the last month of life. Setting: The city o...

  4. UH-1 Helicopter Mechanic (MOS 67N20) Job Description Survey: Background, Training, and General Maintenance Activities.

    Science.gov (United States)

    Schulz, Russel E.; And Others

    The report, the first of two documents examining the relationship among job requirements, training, and manpower considerations for Army aviation maintenance Personnel, discusses the development of task data gathering techniques and procedures for incorporating this data into training programs for the UH-1 helicopter mechanic sPecialty (MOS…

  5. Safety assessment for the ultimate heat sink (UHS) system with non-injection concept in nuclear power plants (NPPs)

    International Nuclear Information System (INIS)

    Kim, Yun Il; Woo, Tae Ho

    2017-01-01

    Following the Fukushima accident, it is proposed to find a better safety system, which has a pool-type cooling system without coolant injections. Since the conventional piping-based injection systems have failed in treating the three major severe accidents, the artificial pool could be constructed to cover the failed reactor core systems in which the pool-like structure is constructed. Regarding this study, there were some previous studies about the ultimate heat sink (UHS). In this study, the system dynamics (SD) modeling is performed in the case of Fukushima Unit 1 accident. The basic events are obtained by the Boolean values as 0 and 1. The quantifications are obtained by the SD algorithm incorporated with the Vensim software. In the simulations work, there is a plateau region between the 25th and 45th years in the interested period. The nonlinear algorithm is applied for the UHS analysis which was not installed for the commercial use yet. (author)

  6. Accelerated Testing of UH-60 Viscous Bearings for Degraded Grease Fault

    Science.gov (United States)

    Dykas, Brian; Hood, Adrian; Krantz, Timothy; Klemmer, Marko

    2015-01-01

    An accelerated aging investigation of critical aviation bearings lubricated with MIL-PRF- 81322 grease was conducted to derive an understanding of the mechanisms of grease degradation and loss of lubrication over time. The current study focuses on UH-60 Black Hawk viscous damper bearings supporting the tail rotor driveshaft, which were subjected to more than 5800 hours of testing in a heated environment to accelerate the deterioration of the grease. The mechanism of grease degradation is a reduction in the oil/thickener ratio rather than the expected chemical degradation of grease constituents. Over the course of testing, vibration and temperature monitoring of bearings was conducted and trends for failing bearings are presented.

  7. Simultaneous visualization of the subfemtomolar expression of microRNA and microRNA target gene using HILO microscopy.

    Science.gov (United States)

    Lin, Yi-Zhen; Ou, Da-Liang; Chang, Hsin-Yuan; Lin, Wei-Yu; Hsu, Chiun; Chang, Po-Ling

    2017-09-01

    The family of microRNAs (miRNAs) not only plays an important role in gene regulation but is also useful for the diagnosis of diseases. A reliable method with high sensitivity may allow researchers to detect slight fluctuations in ultra-trace amounts of miRNA. In this study, we propose a sensitive imaging method for the direct probing of miR-10b (miR-10b-3p, also called miR-10b*) and its target ( HOXD10 mRNA) in fixed cells based on the specific recognition of molecular beacons combined with highly inclined and laminated optical sheet (HILO) fluorescence microscopy. The designed dye-quencher-labelled molecular beacons offer excellent efficiencies of fluorescence resonance energy transfer that allow us to detect miRNA and the target mRNA simultaneously in hepatocellular carcinoma cells using HILO fluorescence microscopy. Not only can the basal trace amount of miRNA be observed in each individual cell, but the obtained images also indicate that this method is useful for monitoring the fluctuations in ultra-trace amounts of miRNA when the cells are transfected with a miRNA precursor or a miRNA inhibitor (anti-miR). Furthermore, a reasonable causal relation between the miR-10b and HOXD10 expression levels was observed in miR-10b* precursor-transfected cells and miR-10b* inhibitor-transfected cells. The trends of the miRNA alterations obtained using HILO microscopy completely matched the RT-qPCR data and showed remarkable reproducibility (the coefficient of variation [CV] = 0.86%) and sensitivity (<1.0 fM). This proposed imaging method appears to be useful for the simultaneous visualisation of ultra-trace amounts of miRNA and target mRNA and excludes the procedures for RNA extraction and amplification. Therefore, the visualisation of miRNA and the target mRNA should facilitate the exploration of the functions of ultra-trace amounts of miRNA in fixed cells in biological studies and may serve as a powerful tool for diagnoses based on circulating cancer cells.

  8. Breastfeeding Patterns in the Rural Community of Hilo, Hawai‘i: An Exploration of Existing Data Sets

    OpenAIRE

    Flood, Jeanie L

    2013-01-01

    Before any breastfeeding promotion effort, an understanding of the existing breastfeeding patterns is essential. Hawai‘i County is a rural, ethnically diverse, medically underserved community. The purpose of this study was to describe the breastfeeding patterns of women living in Hilo, Hawai‘i. Data from several existing national, state, and local data sets were accessed to identify and describe the breastfeeding patterns of women in this community. Available breastfeeding data about women in...

  9. Simulation of the catastrophic floods caused by extreme rainfall events - Uh River basin case study

    OpenAIRE

    Pekárová, Pavla; Halmová, Dana; Mitková, Veronika

    2005-01-01

    The extreme rainfall events in Central and East Europe on August 2002 rise the question, how other basins would respond on such rainfall situations. Such theorisation helps us to arrange in advance the necessary activity in the basin to reduce the consequence of the assumed disaster. The aim of the study is to recognise a reaction of the Uh River basin (Slovakia, Ukraine) to the simulated catastrophic rainfall events from August 2002. Two precipitation scenarios, sc1 and sc2, were created. Th...

  10. Teaching Standard English as a Second Dialect to Primary School Children in Hilo, Hawaii. Volume I of II Volumes. Final Report.

    Science.gov (United States)

    Peterson, Robert O. H.

    This document describes a four-year program designed to develop and test a method for teaching standard English to nonstandard dialect speakers in the first four grades of elementary school in Hilo, Hawaii. Chapters in this first volume are (1) Introduction, (2) Project Site and Evaluation Strategy, (3) Instrumentation, (4) Development of Lesson…

  11. Relationships between menstrual and menopausal attitudes and associated demographic and health characteristics: The Hilo Women’s Health Study

    OpenAIRE

    Morrison, Lynn A.; Sievert, Lynnette L.; Brown, Daniel E.; Rahberg, Nichole; Reza, Angela

    2010-01-01

    The objective of this study was to examine the relation of menstrual attitudes to menopausal attitudes and the demographic and health characteristics associated with each. This cross-sectional study consisted of a randomly selected sample of 1824 respondents aged 16 to 100 years in multi-ethnic Hilo, Hawai`i. Women completed questionnaires for demographic and health information, such as age, ethnicity, education, residency in Hawai`i, menopausal status, exercise, and attitudes toward menstrua...

  12. 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,…

  13. 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.

  14. Diurnal rhythm and concordance between objective and subjective hot flashes: the Hilo Women's Health Study.

    Science.gov (United States)

    Sievert, Lynnette L; Reza, Angela; Mills, Phoebe; Morrison, Lynn; Rahberg, Nichole; Goodloe, Amber; Sutherland, Michael; Brown, Daniel E

    2010-01-01

    The aims of this study were to test for a diurnal pattern in hot flashes in a multiethnic population living in a hot, humid environment and to examine the rates of concordance between objective and subjective measures of hot flashes using ambulatory and laboratory measures. Study participants aged 45 to 55 years were recruited from the general population of Hilo, HI. Women wore a Biolog hot flash monitor (UFI, Morro Bay, CA), kept a diary for 24 hours, and also participated in 3-hour laboratory measures (n = 199). Diurnal patterns were assessed using polynomial regression. For each woman, objectively recorded hot flashes that matched subjective experience were treated as true-positive readings. Subjective hot flashes were considered the standard for computing false-positive and false-negative readings. True-positive, false-positive, and false-negative readings were compared across ethnic groups by chi analyses. Frequencies of sternal, nuchal, and subjective hot flashes peaked at 1500 +/- 1 hours with no difference by ethnicity. Laboratory results supported the pattern seen in ambulatory monitoring. Sternal and nuchal monitoring showed the same frequency of true-positive measures, but nonsternal electrodes picked up more false-positive readings. Laboratory monitoring showed very low frequencies of false negatives. There were no ethnic differences in the frequency of true-positive or false-positive measures. Women of European descent were more likely to report hot flashes that were not objectively demonstrated (false-negative measures). The diurnal pattern and peak in hot flash occurrence in the hot humid environment of Hilo were similar to results from more temperate environments. Lack of variation in sternal versus nonsternal measures and in true-positive measures across ethnicities suggests no appreciable effect of population variation in sweating patterns.

  15. An Examination of Unsteady Airloads on a UH-60A Rotor: Computation Versus Measurement

    Science.gov (United States)

    Biedron, Robert T.; Lee-Rausch, Elizabeth

    2012-01-01

    An unsteady Reynolds-averaged Navier-Stokes solver for unstructured grids is used to simulate the flow over a UH-60A rotor. Traditionally, the computed pressure and shear stresses are integrated on the computational mesh at selected radial stations and compared to measured airloads. However, the corresponding integration of experimental data uses only the pressure contribution, and the set of integration points (pressure taps) is modest compared to the computational mesh resolution. This paper examines the difference between the traditional integration of computed airloads and an integration consistent with that used for the experimental data. In addition, a comparison of chordwise pressure distributions between computation and measurement is made. Examination of this unsteady pressure data provides new opportunities to understand differences between computation and flight measurement.

  16. Emergency department visits and 'vog'-related air quality in Hilo, Hawaii

    International Nuclear Information System (INIS)

    Michaud, J.-P.; Grove, J.S.; Krupitsky, Dmitry

    2004-01-01

    Emergency department (ED) visits in Hilo, Hawaii, from January 1997 to May 2001, were examined for associations with volcanic fog, or 'vog', measured as sulfur dioxide (SO 2 ) and submicrometer particulate matter (PM 1 ). Exponential regression models were used with robust standard errors. Four diagnostic groups were examined: asthma/COPD; cardiac; flu, cold, and pneumonia; and gastroenteritis. Before adjustments, highly significant associations with vog-related air quality were seen for all diagnostic groups except gastroenteritis. After adjusting for month, year, and day of the week, only asthma/COPD had consistently positive associations with air quality. The strongest associations were for SO 2 with a 3-day lag (6.8% per 10 ppb; P=0.001) and PM 1 , with a 1-day lag (13.8% per 10 μg/m 3 ; P=0.011). The association of ED visits for asthma/COPD with month of the year was stronger than associations seen with air quality. Although vog appears influential, non-vog factors dominated associations with the frequency of asthma/COPD ED visits

  17. Diurnal rhythm and concordance between objective and subjective hot flashes: The Hilo Women’s Health Study

    Science.gov (United States)

    Sievert, Lynnette L.; Reza, Angela; Mills, Phoebe; Morrison, Lynn; Rahberg, Nichole; Goodloe, Amber; Sutherland, Michael; Brown, Daniel E.

    2010-01-01

    Objective To test for a diurnal pattern in hot flashes in a multi-ethnic population living in a hot, humid environment. To examine rates of concordance between objective and subjective measures of hot flashes using ambulatory and laboratory measures. Methods Study participants aged 45–55 were recruited from the general population of Hilo, Hawaii. Women wore a Biolog hot flash monitor, kept a diary for 24-hours, and also participated in 3-hour laboratory measures (n=199). Diurnal patterns were assessed using polynomial regression. For each woman, objectively recorded hot flashes that matched subjective experience were treated as true positive readings. Subjective hot flashes were considered the standard for computing false positive and false negative readings. True positive, false positive, and false negative readings were compared across ethnic groups by chi-square analyses. Results Frequencies of sternal, nuchal and subjective hot flashes peaked at 15:00 ± 1 hour with no difference by ethnicity. Laboratory results supported the pattern seen in ambulatory monitoring. Sternal and nuchal monitoring showed the same frequency of true positive measures, but non-sternal electrodes picked up more false positive readings. Laboratory monitoring showed very low frequencies of false negatives. There were no ethnic differences in the frequency of true positive or false positive measures. Women of European descent were more likely to report hot flashes that were not objectively demonstrated (false negative measures). Conclusions The diurnal pattern and peak in hot flash occurrence in the hot humid environment of Hilo was similar to results from more temperate environments. Lack of variation in sternal vs. non-sternal measures, and in true positive measures across ethnicities suggests no appreciable effect of population variation in sweating patterns. PMID:20220538

  18. 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…

  19. El control reológico de la mecha aumenta la calidad del hilo y la rentabilidad de la hilatura

    OpenAIRE

    Marsal Amenós, Félix

    2012-01-01

    Se propone en este trabajo un control sistemático del comportamiento reológico de las mechas, en una instalación de dinamometría de gradiente de alargamiento constante. Es de aplicación para todo tipo de hilatura, tanto de las fibras cortas como de las fibras largas. Las experiencias industriales realizadas ponen de manifiesto que con este control se optimiza el estirado de la continua de hilar, obteniendo hilos más regulares de masa, con una mayor rentabilidad industrial. Este trabajo se apl...

  20. Drug Take Back in Hawai‘i: Partnership Between the University of Hawai‘i Hilo College of Pharmacy and the Narcotics Enforcement Division

    OpenAIRE

    Ma, Carolyn S; Batz, Forrest; Juarez, Deborah Taira; Ladao, Lani C

    2014-01-01

    Unused/unwanted medications in households and patient care facilities expose vulnerable populations, including children, elders, and pets, to potential harm through inadvertent ingestion, as well as the potential for theft and assault. Hawai‘i Administrative Rules prohibit the return of any prescription medications to retail pharmacies after dispensing. The Hawai‘i Narcotics Enforcement Division (NED) partnered with the University of Hawai‘i at Hilo Daniel K. Inouye College of Pharmacy (CoP) ...

  1. Analytical Assessment of Environmental Impact for APR1400DC UHS Cooling Tower

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jaiho [KHNP-Central Research Institute, Daejeon (Korea, Republic of)

    2015-05-15

    Hot process water is pumped from the plant process to the cooling towers. Heat is rejected through evaporation of the process water, interacting with ambient air blown upward by fans.. Plumes generated from exit ports of the cooling tower may have adverse effects on the environment, such as deposition of cooling tower drift release, fogging, icing, shadowing, and ground-level temperature and humidity increase. These kinds of environmental impact of the cooling tower are linked closely with the dispersion of the cooling tower plumes. In this respect, predicting the behavior of the plumes has become one of the most important issues in the environmental assessments of the cooling towers. The SACTI (seasonal/annual cooling tower impact) model is an analytical tool to predict the environmental effect of cooling tower, which was developed by Argonne National Laboratory and University of Illinois with support from EPRI (electric power research institute). The initial version of SACTI has been widely used to assess the environmental effect of cooling towers in many industrial fields such as steam power plants and NPPs. Guo et. al. investigated impact of heat rejection and cooling tower height on plume dispersion using the SACTI model, for the purpose of the future construction of inland NPPs. They found that increasing cooling tower height decreases the plume length and height frequencies. Their simulation results showed that the increase in heat rejection increases the plum radius frequency. The APR1400DC is an advanced light water reactor developed for the purpose of NRC-DC (design certification). The cooling towers for APR1400DC UHS consist of two linear mechanical draft cooling towers (LMDCTs). The LMDCT for APR1400DC UHS is conceptually designed because the plant site has not been decided yet. In the present study, the dependency of plume dispersion on the number of cooling towers is investigated using SACTI-2-beta, for predicting annual environmental effect of APR

  2. Teaching Standard English as a Second Dialect to Primary School Children in Hilo, Hawaii. Appendix B: Teacher's Guide and Lessons. Volume II of II Volumes. Final Report.

    Science.gov (United States)

    Sugai, Elaine E.; Sugano, Miyoko

    This document comprises the teacher's guide and lessons for teaching standard English to kindergarten through third grade children in Hilo, Hawaii. Sections are (1) Teacher's Guide, (2) Audio-Visual Aids, (3) Phonemic Symbol List, (4) Phonology Lesson Section, and (5) Structure Lesson Section. Appended are a short glossary of terms,…

  3. Emergency department visits and "vog"-related air quality in Hilo, Hawai'i.

    Science.gov (United States)

    Michaud, Jon-Pierre; Grove, John Sinclair; Krupitsky, Dmitry

    2004-05-01

    Emergency department (ED) visits in Hilo, Hawai'i, from January 1997 to May 2001, were examined for associations with volcanic fog, or "vog", measured as sulfur dioxide (SO(2)) and submicrometer particulate matter (PM(1)). Exponential regression models were used with robust standard errors. Four diagnostic groups were examined: asthma/COPD; cardiac; flu, cold, and pneumonia; and gastroenteritis. Before adjustments, highly significant associations with vog-related air quality were seen for all diagnostic groups except gastroenteritis. After adjusting for month, year, and day of the week, only asthma/COPD had consistently positive associations with air quality. The strongest associations were for SO(2) with a 3-day lag (6.8% per 10 ppb; P=0.001) and PM(1), with a 1-day lag (13.8% per 10 microg/m(3); P=0.011). The association of ED visits for asthma/COPD with month of the year was stronger than associations seen with air quality. Although vog appears influential, non-vog factors dominated associations with the frequency of asthma/COPD ED visits.

  4. 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.

  5. 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.

  6. Army Aircraft Safety Performance Review, FY 87-FY 91. UH-60, OH-58D, AH-64, MH/CH-47D

    Science.gov (United States)

    1992-12-01

    is $10,000 or more, but less than $200,000; a nonfatal injury that causes any loss of time from work beyond the day or shift on which it occurred; or...a nonfatal illness or disability that causes loss of time from work or disability at any time (lost-time case). Class D accident The resulting...flex horoscope so that a complete inspection of the drive shaft can be made. Wire strike While on approach to land at the scene of a UH-60 wire

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

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

    2018-02-01

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

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

    Science.gov (United States)

    Mylona, Elza; Brubaker, Linda; Williams, Valerie N; Novielli, Karen D; Lyness, Jeffrey M; Pollart, Susan M; Dandar, Valerie; Bunton, Sarah A

    2016-06-01

    Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study examined associations between formal mentoring relationships and aspects of faculty members' engagement and satisfaction. It then explored the variability of these associations across subgroups of clinical faculty members to understand the status of mentoring and outcomes of mentoring relationships. The authors hypothesised that academic clinical faculty members currently in formal mentoring relationships experience enhanced employee engagement and satisfaction with their department and institution. Medical school faculty members at 26 self-selected USA institutions participated in the 2011-2014 Faculty Forward Engagement Survey. Responses from clinical faculty members were analysed for relationships between mentoring status and perceptions of engagement by faculty members. Of the 11 953 clinical faculty respondents, almost one-third reported having a formal mentoring relationship (30%; 3529). Most mentored faculty indicated the relationship was important (86%; n = 3027), and over three-fourths were satisfied with their mentoring experience (77%; n = 2722). Mentored faculty members across ranks reported significantly higher levels of satisfaction and more positive perceptions of their roles in the organisation. Faculty members who were not receiving mentoring reported significantly less satisfaction with their workplace environment and lower overall satisfaction. Mentored clinical faculty members have significantly greater satisfaction with their department and institution. This multi-institutional study provides evidence that fostering mentoring opportunities may facilitate faculty members' satisfaction and engagement, which, in turn, may help medical schools retain high-quality faculty staff committed to the multidimensional

  10. 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 ...

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

    Science.gov (United States)

    Adams, D A

    1995-10-01

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

  12. Pneumectomia utilizando sutura em bloco do hilo pulmonar por grampeador linear em cães Lung hilum pneumonectomy in dogs using linear stapler block suture

    Directory of Open Access Journals (Sweden)

    Afonso Akio Shiozaki

    2002-03-01

    Full Text Available A dissecção individualizada das estruturas do hilo pulmonar para execução de ressecções pulmonares nem sempre é de fácil execução. Nas operações vídeo-assistidas, as dificuldades de dissecção podem impedir a ressecção por essa via, obrigando o cirurgião a converter o procedimento operatório a aberto. As melhoras da qualidade técnica dos grampeadores cirúrgicos na década de 90 foram tão importantes que começam a surgir questionamentos quanto a sua possível eficiência na sutura em bloco das estruturas do hilo pulmonar, dispensando, assim, a dissecção individualizada de seus componentes, para a realização das ressecções. O objetivo de nosso trabalho foi verificar o efeito da sutura mecânica em bloco do hilo pulmonar. Realizamos pneumectomia em 12 cães machos, adultos, mestiços, com sutura simultânea do hilo pulmonar que foram distribuídos aleatoriamente em dois grupos com seis animais cada, observados até o 7º e 14 º dias de pós-operatório, obedecendo a protocolos experimentais previamente elaborados de verificação da macro e microscopia. A via de acesso foi a toracotomia lateral, realizada no animal anestesiado e mantido em ventilação controlada por ventilador mecânico. A sutura do hilo pulmonar em bloco foi realizada com somente um disparo do grampeador linear cortante de 60mm. Não houve a ocorrência de óbitos, deiscências de sutura ou fístulas arteriais ou venosas. Um animal apresentou abscesso no coto de amputação sem, entretanto, desenvolver fistulas ou deiscências nas suturas. A evolução pós-operatória foi considerada boa em 10 (83,3% dos animais e regular em 2 (16,7%, que apresentaram pequenos abscessos incisionais. Concluímos que esta técnica de sutura é viável, de rápida execução, apresenta bons resultados e necessita de estudos complementares que os corroborem.Individualized dissections of lung hilum structures to perform lung resections are not always easy. In video

  13. El Cuaderno De Bitácora: Reflexiones al Hilo Del Espacio Europeo De La Educación Superior

    Directory of Open Access Journals (Sweden)

    José Emilio PALOMERO PESCADOR

    2005-01-01

    Full Text Available El espacio Europeo de la Educación Superior pone el acento en dos cuestiones básicas, el aprendizaje y el trabajo del alumno. Al hilo de ese discurso, el presente artículo pretende dar a conocer las posibilidades del cuaderno de bitácora en tanto que recurso formativo y como instrumento de investigación-acción en el ámbito de la educación universitaria. El bitácora se presenta aquí como un instrumento al servicio de una pedagogía de la esperanza y de la autonomía, frente a la pedagogía de la sumisión, capaz de convertir el aula en un espacio reflexivo, crítico y comunicativo.

  14. Development of wavelet-ANN models to predict water quality parameters in Hilo Bay, Pacific Ocean.

    Science.gov (United States)

    Alizadeh, Mohamad Javad; Kavianpour, Mohamad Reza

    2015-09-15

    The main objective of this study is to apply artificial neural network (ANN) and wavelet-neural network (WNN) models for predicting a variety of ocean water quality parameters. In this regard, several water quality parameters in Hilo Bay, Pacific Ocean, are taken under consideration. Different combinations of water quality parameters are applied as input variables to predict daily values of salinity, temperature and DO as well as hourly values of DO. The results demonstrate that the WNN models are superior to the ANN models. Also, the hourly models developed for DO prediction outperform the daily models of DO. For the daily models, the most accurate model has R equal to 0.96, while for the hourly model it reaches up to 0.98. Overall, the results show the ability of the model to monitor the ocean parameters, in condition with missing data, or when regular measurement and monitoring are impossible. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. 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)

  16. 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.

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

    Science.gov (United States)

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

    2010-12-15

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

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

    Science.gov (United States)

    O'Sullivan, Patricia S; Irby, David M

    2015-11-01

    The demand for faculty development is ongoing, and many medical schools will need to expand their pool of faculty developers to include physicians and scientists whose primary expertise is not education. Insight into what motivates occasional faculty developers can guide recruitment and retention strategies. This study was designed to understand the motivations of faculty developers who occasionally (one to three times each year) lead faculty development workshops. Qualitative data were collected in March and April 2012 from interviews with faculty developers who occasionally taught workshops from 2007 to 2012 in the University of California, San Francisco, School of Medicine's faculty development program. The interviews were audiotaped and transcribed. The authors thematically analyzed the transcripts using a general inductive approach and developed codes sensitized by motivation theories. The authors interviewed 29/30 (97%) occasional faculty developers and identified five themes: mastery (desire to learn and develop professionally), relatedness (enjoyment of working with and learning from others), duty (sense of obligation to give back and be a good academic citizen), purpose (commitment to improving local teaching and ultimately patient care), and satisfaction (fun and enjoyment). Four of the themes the authors found are well addressed in motivation theory literature: mastery, relatedness, duty, and purpose. Whereas these four are motivators for occasional faculty developers, it is the fifth theme-satisfaction-that the authors feel is foundational and links the others together. Armed with this understanding, individuals leading faculty development programs can develop strategies to recruit and retain occasional faculty developers.

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

    Science.gov (United States)

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

    2018-02-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  1. 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…

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

    Science.gov (United States)

    Phuong, Tam T.; McLean, Gary N.

    2016-01-01

    As Vietnam higher education has explored ways to integrate into the international community, professional development of faculty is becoming a key element. However, there is a significant shortage of faculty development (FD) in Vietnam, resulting in a large gap in quality, quantity, and qualifications between Vietnamese faculty and their…

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

    Science.gov (United States)

    Elzubeir, Margaret

    2011-01-01

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

  4. Mathematics Turned Inside Out: The Intensive Faculty Versus the Extensive Faculty

    OpenAIRE

    Grcar, Joseph F.

    2011-01-01

    Research universities in the United States have larger mathematics faculties outside their mathematics departments than inside. Members of this "extensive" faculty conduct most mathematics research, their interests are the most heavily published areas of mathematics, and they teach this mathematics in upper division courses independent of mathematics departments. The existence of this de facto faculty challenges the pertinence of institutional and national policies for higher education in mat...

  5. 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…

  6. 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…

  7. 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)

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

    Science.gov (United States)

    Hilborn, Robert

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

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

    Science.gov (United States)

    Zilian, Fred

    2012-01-01

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

  10. 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.

  11. Summary of Full-Scale Blade Displacement Measurements of the UH- 60A Airloads Rotor

    Science.gov (United States)

    Abrego, Anita I.; Meyn, Larry; Burner, Alpheus W.; Barrows, Danny A.

    2016-01-01

    Blade displacement measurements using multi-camera photogrammetry techniques were acquired for a full-scale UH-60A rotor, tested in the National Full-Scale Aerodynamic Complex 40-Foot by 80-Foot Wind Tunnel. The measurements, acquired over the full rotor azimuth, encompass a range of test conditions that include advance ratios from 0.15 to 1.0, thrust coefficient to rotor solidity ratios from 0.01 to 0.13, and rotor shaft angles from -10.0 to 8.0 degrees. The objective was to measure the blade displacements and deformations of the four rotor blades and provide a benchmark blade displacement database to be utilized in the development and validation of rotorcraft prediction techniques. An overview of the blade displacement measurement methodology, system development, and data analysis techniques are presented. Sample results based on the final set of camera calibrations, data reduction procedures and estimated corrections that account for registration errors due to blade elasticity are shown. Differences in blade root pitch, flap and lag between the previously reported results and the current results are small. However, even small changes in estimated root flap and pitch can lead to significant differences in the blade elasticity values.

  12. 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.

  13. Faculty Rank System, Research Motivation, and Faculty Research Productivity: Measure Refinement and Theory Testing.

    Science.gov (United States)

    Tien, Flora F.; Blackburn, Robert T.

    1996-01-01

    A study explored the relationship between the traditional system of college faculty rank and faculty research productivity from the perspectives of behavioral reinforcement theory and selection function. Six hypotheses were generated and tested, using data from a 1989 national faculty survey. Results failed to support completely either the…

  14. What Determines Faculty-Engaged Scholarship?

    Science.gov (United States)

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

    2010-01-01

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

  15. Work-Life Resources for Faculty

    OpenAIRE

    Layne, Peggy

    2013-01-01

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

  16. 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.

  17. Faculty Internships for Hospitality Instructors

    Science.gov (United States)

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

    2007-01-01

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

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

    Science.gov (United States)

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

    2014-07-01

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

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

    Science.gov (United States)

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

    2011-10-01

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

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

    Science.gov (United States)

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

    2007-12-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  2. Faculty development: a 'field of dreams'?

    Science.gov (United States)

    Steinert, Yvonne; McLeod, Peter J; Boillat, Miriam; Meterissian, Sarkis; Elizov, Michelle; Macdonald, Mary Ellen

    2009-01-01

    Participants in faculty development workshops often comment that 'those who need faculty development the most attend the least'. The goals of this study were to explore the reasons why some clinical teachers do not participate in centralised faculty development activities and to learn how we can make faculty development programmes more relevant to teachers' needs. In 2006, we conducted focus groups with 16 clinical teachers, who had not participated in faculty development activities, to ascertain their perceptions of faculty development, reasons for non-participation and perceived barriers to involvement. Content analysis and team consensus guided the data interpretation. Focus group participants were aware of faculty development offerings and valued the goals of these activities. Important reasons for non-participation emerged: clinical reality, which included volume of work and lack of (protected) time; logistical issues, such as timing and the central location of organised activities; a perceived lack of financial reward and recognition for teaching, and a perceived lack of direction from, and connection to, the university. Clinical reality and logistical issues appeared to be greater deterrents to participation than faculty development goals, content or strategies. Moreover, when asked to discuss faculty development, teachers referred to their development as faculty members in the broadest sense, which included personal and career development. They also expressed the desire for clear guidance from the university, financial rewards and recognition for teaching, and a sense of 'belonging'. Faculty development programmes should try to address these organisational issues as well as teachers' personal and professional needs.

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

    Science.gov (United States)

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

    2015-08-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  5. The Relationship between Faculty Involvement in Governance and Faculty Vitality: The Case of North Carolina Community Colleges

    Science.gov (United States)

    Madray, Van

    2009-01-01

    This study examines the effects of governance involvement on the vitality of community college faculty members. This study explores the degree to which involvement in the governance of a college through a faculty senate fosters the vitality of elected faculty members. While faculty vitality is a difficult concept to measure directly, faculty…

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  7. Mid-Career Faculty Development in Academic Medicine: How Does It Impact Faculty and Institutional Vitality?

    Science.gov (United States)

    Campion, MaryAnn W.; Bhasin, Robina M.; Beaudette, Donald J.; Shann, Mary H.; Benjamin, Emelia J.

    2016-01-01

    Purpose: Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for midcareer faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated…

  8. Mobility Research for Future Vehicles: A Methodology to Create a Unified Trade-Off Environment for Advanced Aerospace Vehicle

    Science.gov (United States)

    2018-01-31

    road-mapping and analogies. Technology road-mapping consists of projecting major technological elements of product design and manufacturing together...relevant to the UH-60 Blackhawk upgrades. GE is expected to begin production of the engine in 2025. It is designed to produce 50% more power at SL...Boeing Prof. Advanced Systems Design dimitri.mavris@aserospace.gatech.edu Kyle Collins Research Faculty kyle.collins@asdl.gatech.edu Aerospace

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

    OpenAIRE

    Awando, Maxwell Omondi

    2014-01-01

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

  10. Relationship between hot flashes and ambulatory blood pressure: the Hilo women's health study.

    Science.gov (United States)

    Brown, Daniel E; Sievert, Lynnette L; Morrison, Lynn A; Rahberg, Nichole; Reza, Angela

    2011-01-01

    To examine ambulatory blood pressure (BP) differences between women who report hot flashes (HFs) and those who do not, and to observe whether an objectively measured HF is associated with transient changes in BP. HFs have been associated with elevated BP, but studies have not examined the relationship between objectively measured HFs and blood pressure during normal daily activities. A sample of 202 women in Hilo, Hawaii, aged 45 to 55 years, were asked to fill out a questionnaire that included demographic information and an inventory of symptoms. The women underwent simultaneous 24-hour monitoring of ambulatory BP and HFs, at the same time keeping a diary that included mood and HF reports. No significant difference was present in mean BP between women who reported having an HF during the last 2 weeks and those who did not. When measurements controlled for negative mood reports and posture, there was a highly significant elevation in Z scores of systolic BP when a measured, objective HF occurred within 10 minutes before a BP reading, and a significant elevation of Z scores of diastolic BP when a subjectively reported HF occurred within 10 minutes after a BP reading. These results suggest that objectively measured HFs precede transient elevations of systolic BP, but it is unclear if there is a causal relationship. These results also suggest that women experience subjective HFs within 10 minutes after a transient increase in diastolic BP. Again, the causal relationship is not understood.

  11. 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…

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

    Science.gov (United States)

    Wallin, Desna C.

    2003-01-01

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

  13. Physics Faculty Perceptions of Research-based Assessment

    Science.gov (United States)

    Sayre, Eleanor

    2016-03-01

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

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

    Science.gov (United States)

    Wood, Jennifer J.

    2013-01-01

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

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

    Science.gov (United States)

    Deegan, W. L.; And Others

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

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

    Science.gov (United States)

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

    2016-01-01

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

  17. 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

  18. The research impact of school psychology faculty.

    Science.gov (United States)

    Watkins, Marley W; Chan-Park, Christina Y

    2015-06-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

  20. ¡CARNAVAL…uh uh...CARNAVAL…uh uh…CARNAVAL...uh uh…CARNAVAL!

    Directory of Open Access Journals (Sweden)

    Jorge Enrique Londoño

    2015-06-01

    Full Text Available Siguiendo un recorrido por diversos actos del Carnaval de Riosucio, Caldas, Colombia, un caso particular de los posibles. Esta reflexión busca aclarar y precisar las potencialidades del carnaval como tiempo y espacio compartidos para la representación del mundo objetivo desde la risa y la ironía, para el encuentro consigo mismo y con los demás, a partir de la expresión artística paródica, propiciando la fraternidad, la reconciliación, la recuperación de lazos destruidos, la convivencia pacífica.

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

    Science.gov (United States)

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

    2010-01-01

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

  2. Airloads Correlation of the UH-60A Rotor inside the 40- by 80-Foot Wind Tunnel

    Directory of Open Access Journals (Sweden)

    I-Chung Chang

    2014-01-01

    Full Text Available The presented research validates the capability of a loosely coupled computational fluid dynamics (CFD and comprehensive rotorcraft analysis (CRA code to calculate the flowfield around a rotor and test stand mounted inside a wind tunnel. The CFD/CRA predictions for the Full-Scale UH-60A Airloads Rotor inside the National Full-Scale Aerodynamics Complex (NFAC 40- by 80-Foot Wind Tunnel at NASA Ames Research Center are compared with the latest measured airloads and performance data. The studied conditions include a speed sweep at constant lift up to an advance ratio of 0.4 and a thrust sweep at constant speed up to and including stall. For the speed sweep, wind tunnel modeling becomes important at advance ratios greater than 0.37 and test stand modeling becomes increasingly important as the advance ratio increases. For the thrust sweep, both the wind tunnel and test stand modeling become important as the rotor approaches stall. Despite the beneficial effects of modeling the wind tunnel and test stand, the new models do not completely resolve the current airload discrepancies between prediction and experiment.

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

    Science.gov (United States)

    Awando, Maxwell

    2014-01-01

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

  4. 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,…

  5. 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…

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

    Science.gov (United States)

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

    2017-12-01

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

  7. Exploring Nurse Faculty Incivility and Resonant Leadership.

    Science.gov (United States)

    Casale, Katherine R

    The purpose of this quantitative correlational study was to explore the relationship between the frequency of interfaculty incivility among nurses in academia and observed levels of resonant leadership of immediate supervisors. Despite mandates to address incivility in health care, nurse faculty report high levels of horizontal incivility among their peers. No known quantitative research has measured the relationship between nurse faculty-to-faculty incivility and resonant leadership traits of leaders. Nursing faculty from 17 universities (n = 260) were emailed an anonymous link to answer survey questions about horizontal peer incivility and leaders' management styles. There was a significant inverse relationship (Pearson's r, -.560) between the frequency of experienced faculty-to-faculty incivility and the level of observed resonant leadership behaviors of participants' immediate supervisors. Resonant supervisory behaviors inversely correlated with nurse faculty peer incivility, with potential to impact satisfaction, recruitment, and retention.

  8. Research Resources Survey: Radiology Junior Faculty Development.

    Science.gov (United States)

    Krupinski, Elizabeth A; Votaw, John R

    2015-07-01

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

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

    Science.gov (United States)

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

    1977-01-01

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

  10. Factors Associated with Veterinary Clinical Faculty Attrition.

    Science.gov (United States)

    Furr, Martin

    Faculty attrition and recruitment for veterinary clinical faculty positions have been reported as significant problems in veterinary medical education. To investigate the factors that may be important in veterinary clinical faculty retention, the perceptions and views of veterinary clinical academic faculty were determined using a web-distributed electronic survey. Responses were dichotomized by whether the respondent had or had not left an academic position and were analyzed for their association with faculty attrition. A total of 1,226 responses were recorded, and results demonstrated that factors other than compensation were associated with veterinary clinical faculty attrition, including departmental culture, work-life balance, and recognition and support of clinical medicine by the administration. Forty-four percent of respondents who had held a faculty appointment reported leaving academia either voluntarily or for non-voluntary reasons such as failure to achieve tenure, retirement, or having their position closed. Attention to correcting deficiencies in workplace culture and professional rewards could be a beneficial means by which to decrease the faculty attrition rates currently observed in clinical academic veterinary medicine.

  11. Can Tablet Computers Enhance Faculty Teaching?

    Science.gov (United States)

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

    2015-06-01

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

  12. 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.

  13. 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.

  14. 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…

  15. Evaluation of nursing faculty through observation.

    Science.gov (United States)

    Crawford, L H

    1998-10-01

    The purpose of this study was to assess current use and faculty perceptions of classroom observation as a method of faculty evaluation in schools of nursing. Baccalaureate schools of nursing were surveyed to determine current use of classroom observation and its worth from the perception of administrators and faculty. Although most schools used classroom observation as a method of faculty evaluation, further clarification and research is needed in the following areas: purpose of classroom observation; number of observations necessary; weight given to classroom observation in relation to other evaluation methods; and tools used.

  16. 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…

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

    Science.gov (United States)

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

    2008-09-01

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

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

    Science.gov (United States)

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

    2017-06-01

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

  19. Telemental Health Training, Team Building, and Workforce Development in Cultural Context: The Hawaii Experience.

    Science.gov (United States)

    Alicata, Daniel; Schroepfer, Amanda; Unten, Tim; Agoha, Ruby; Helm, Susana; Fukuda, Michael; Ulrich, Daniel; Michels, Stanton

    2016-04-01

    The goal of the University of Hawaii (UH) child and adolescent psychiatry telemental health (TMH) program is to train child and adolescent psychiatry fellows to provide behavioral health services for the children of Hawaii and the Pacific Islands in the cultural context of their rural communities using interactive videoteleconferencing (IVTC). The training experience balances learning objectives with community service. Learning objectives include: Understanding mental health disparities in rural communities, leveraging community resources in ongoing treatment, providing culturally effective care, and improving health care access and delivery through TMH service research and evaluation. We describe the UH experience. Several UH faculty are experienced with IVTC technology. They are triple-board trained, are recognized for their research in program evaluation and mental health disparities, and are committed to serving Hawaii's rural communities. We demonstrate the role of TMH in linking children and their families living in rural communities with multiple mental health treatment providers. The service-learning curriculum and a unique collaboration with Mayo Clinic provide the opportunity to examine the role of TMH in global service, and training, education, and research. TMH provides direct services to patients and consultation on Hawaii Island and Maui County. The collaboration with the Mayo Clinic brings further consultation in complex diagnostics, pharmacogenomics, and cross-cultural psychiatry. A curriculum provides trainees experience with IVTC with the goal of potential recruitment to underserved rural communities. The TMH program at UH is unique in its team building and workforce development by joining multiple entities through IVTC and translating expertise from the Mayo Clinic to rural communities, and strengthening collaboration with local child and adolescent psychiatrists, and primary care and other mental health providers. The UH psychiatry program is a

  20. Faculty ethics: ideal principles with practical applications.

    Science.gov (United States)

    Reybold, L Earle

    2009-01-01

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

  1. Recruiting Faculty Abroad: Examining Factors That Induced American Faculty to Work at Branch Campuses in Qatar's Education City

    Science.gov (United States)

    Laigo, Reginald H.

    2013-01-01

    This study examines the sustainability of international branch campuses by applying the "faculty migration" framework (Matier, 1988) from faculty recruitment literature to identify the incentives that influenced American faculty to work at branch campuses in Qatar's Education City. The purpose of this study was to determine the specific…

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

    Science.gov (United States)

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

    2017-06-01

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

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

    Science.gov (United States)

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

    2013-09-01

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

  4. Cognitive dissonance experienced by nurse practitioner faculty.

    Science.gov (United States)

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

    2012-08-01

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

  5. Faculty Viewpoints on Teaching Quantway®

    Directory of Open Access Journals (Sweden)

    Heather Howington

    2015-01-01

    Full Text Available Quantway is a quantitative reasoning-based pathway for developmental math that has been developed as an alternative to the traditional remedial algebra sequence. To explore the experiences of faculty involved with Quantway, we interviewed eight individuals who have taught the course in the past year to survey their attitudes and opinions about students in their classes, the materials and pedagogies in use, and the collegial interaction of networked faculty. Faculty were selected with the intention of gathering a broad set of opinions resulting from differences of location, experience, and other factors. In this paper, we summarize those interviews by identifying common themes reported by the faculty that highlight strengths and challenges of teaching Quantway. Themes include perceptions about changes in student engagement and attitudes as well as changes in their own mindset; the evolution of teaching strategies and materials used inside and outside the classroom; and the relevance of connections between faculty at different institutions involved in the project.

  6. Relationships between teaching faculty and teaching librarians

    CERN Document Server

    Katz, Linda S

    2014-01-01

    Every librarian who teaches in an academic library setting understands the complexities involved in partnering with teaching faculty. Relationships Between Teaching Faculty and Teaching Librarians recounts the efforts of librarians and faculty working together in disciplines across the board to create and sustain connections crucial to the success of library instruction. This unique collection of essays examines various types of partnerships between librarians and faculty (networking, coordination, and collaboration) and addresses the big issues involved, including teaching within an academic

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

    Science.gov (United States)

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

    2017-03-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  9. Scholarly productivity for nursing clinical track faculty.

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2016-09-01

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

  11. 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…

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

    Science.gov (United States)

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

    2008-07-01

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

  13. Perceptions of Faculty Status among Academic Librarians

    Science.gov (United States)

    Galbraith, Quinn; Garrison, Melissa; Hales, Whitney

    2016-01-01

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

  14. Faculty Recruitment in an Era of Change

    Science.gov (United States)

    Levine, Marilyn; Schimpf, Martin

    2010-01-01

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

  15. The lived experience of part-time baccalaureate nursing faculty.

    Science.gov (United States)

    Gazza, Elizabeth A; Shellenbarger, Teresa

    2010-01-01

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

  16. 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…

  17. 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…

  18. James Madison University Survey of Faculty Activities.

    Science.gov (United States)

    James Madison Univ., Harrisonburg, VA.

    The activities of the faculty at James Madison University during the fall term of the academic year 1978-79 are described. Full-time instructional faculty, part-time faculty involved in resident instruction, administrators and classified employees who taught at least one course, and graduate teaching assistants were surveyed. Information was…

  19. 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

  20. 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)

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

    Directory of Open Access Journals (Sweden)

    Hong Bin Kim

    2016-09-01

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

  2. Job-Related Stress among Mass Communication Faculty.

    Science.gov (United States)

    Endres, Fred F.; Wearden, Stanley T.

    1996-01-01

    Questions 600 full-time faculty members teaching journalism and/or mass communication about job-related stress. Finds faculty members suffer from job-related stress; differences exist in the way men and women view, experience, and cope with stress; anxiety and stress are shared by teachers at all grade levels; and times when faculty and students…

  3. Motivational Issues of Faculty in Saudi Arabia

    Science.gov (United States)

    Abdul-Cader, Akram; Anthony, Peter John

    2014-01-01

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

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

    Science.gov (United States)

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

    2017-08-01

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

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

    Science.gov (United States)

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

    2011-05-10

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

  6. Race, Disadvantage and Faculty Experiences in Academic Medicine

    Science.gov (United States)

    Cooper, Lisa A.; Carr, Phyllis

    2010-01-01

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

  7. Race, disadvantage and faculty experiences in academic medicine.

    Science.gov (United States)

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

    2010-12-01

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

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

    Science.gov (United States)

    Garrison, Michael J.; Rexeisen, Richard J.

    2014-01-01

    Although this article provides further evidence of serious impediments to faculty ownership of assurance of learning, including inadequate and misaligned resources, the results indicate that faculty can be energized to become actively engaged in the assurance of learning (AOL) process, particularly when they believe that AOL results are useful and…

  9. Aligning Education With Health Care Transformation: Identifying a Shared Mental Model of "New" Faculty Competencies for Academic Faculty.

    Science.gov (United States)

    Gonzalo, Jed D; Ahluwalia, Amarpreet; Hamilton, Maria; Wolf, Heidi; Wolpaw, Daniel R; Thompson, Britta M

    2018-02-01

    To develop a potential competency framework for faculty development programs aligned with the needs of faculty in academic health centers (AHCs). In 2014 and 2015, the authors interviewed 23 health system leaders and analyzed transcripts using constant comparative analysis and thematic analysis. They coded competencies and curricular concepts into subcategories. Lead investigators reviewed drafts of the categorization themes and subthemes related to gaps in faculty knowledge and skills, collapsed and combined competency domains, and resolved disagreements via discussion. Through analysis, the authors identified four themes. The first was core functional competencies and curricular domains for conceptual learning, including patient-centered care, health care processes, clinical informatics, population and public health, policy and payment, value-based care, and health system improvement. The second was the need for foundational competency domains, including systems thinking, change agency/management, teaming, and leadership. The third theme was paradigm shifts in how academic faculty should approach health care, categorized into four areas: delivery, transformation, provider characteristics and skills, and education. The fourth theme was the need for faculty to be aware of challenges in the culture of AHCs as an influential context for change. This broad competency framework for faculty development programs expands existing curricula by including a comprehensive scope of health systems science content and skills. AHC leaders can use these results to better align faculty education with the real-time needs of their health systems. Future work should focus on optimal prioritization and methods for teaching.

  10. FACULTY DIVERSITY AND TENURE IN HIGHER EDUCATION.

    Science.gov (United States)

    Abdul-Raheem, Jalelah

    2016-01-01

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

  11. Development, implementation, and impact of a collaborative junior faculty engagement and professional growth program: The Young Faculty Leadership Initiative.

    Science.gov (United States)

    Pate, Adam; Smith, Jennifer; Caldwell, David; Horace, Alexis; Zagar, Michelle

    2018-03-01

    To develop, implement, and evaluate the effect of a faculty engagement and professional growth program targeted at junior faculty members. A faculty engagement and growth program based on adult learning theory was piloted in a clinical sciences department. Effect of the model was evaluated using a pre/post-survey evaluating faculty output and work engagement using the Utrecht Work Engagement Scale (UWES). Average number of publications/projects with cross-campus collaboration increased (0.58 versus 1.25, P = 0.03, 95%CI 0.059-1.264). Involvement in national/state organizations, number of accepted poster presentations, and grants submitted and/or funded all increased (p>0.05). Total UWES score increased (4.13 vs. 4.495 p = 0.21) with the greatest subscale increase in vigor (3.833 vs 4.347, P = 0.1). A faculty engagement and growth program targeting junior faculty members using adult learning theory as a framework may provide a novel and economic way for schools to support the development of these critical team members. Copyright © 2017 Elsevier Inc. All rights reserved.

  12. The essential value of projects in faculty development.

    Science.gov (United States)

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

    2010-09-01

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

  13. Density of basalt core from Hilo drill hole, Hawaii

    Science.gov (United States)

    Moore, J.G.

    2001-01-01

    Density measurements of 1600 samples of core from 889 to 3097 m depth below sea level in the Hawaii Scientific Drilling Program hole near Hilo, Hawaii show marked differences between the basaltic rock types and help define stratigraphy in the hole. Water-saturated densities of subaerial lava flows (occurring above 1079 m depth) have the broadest range because of the large density variation within a single lava flow. Water-saturated densities commonly range from 2.0 to 3.0 with an average of 2.55 ?? 0.24 g/cc. Dikes and sills range from 2.8 to 3.1 g/cc). Densities of hyaloclastite commonly range from 2.3 to 2.7, with an overall average of about 2.5 g/cc. The low-density of most hyaloclastite is due primarily to palagonitization of abundant glass and presence of secondary minerals in the interstices between fragments. Four principal zones of pillow lava, separated by hyaloclastite, occur in the drill core. The shallowest (1983-2136 m) is paradoxically the densest, averaging 3.01 ?? 0.10 g/cc. The second (2234-2470 m) is decidedly the lightest, averaging 2.67 ?? 0.13 g/cc. The third (2640-2790 m) and fourth (2918-bottom at 3097 m) are high, averaging 2.89 ?? 0.17 and 2.97 ?? 0.08 g/cc, respectively. The first pillow zone includes degassed pillows i.e. lava erupted on land that flowed into the sea. These pillows are poor in vesicles, because the subaerial, one-atmosphere vesicles were compressed when the flow descended to deeper water and higher pressure. The second (low-density, non-degassed) pillow zone is the most vesicle-rich, apparently because it was erupted subaqueously at a shallow depth. The higher densities of the third and fourth zones result from a low vesicularity of only a few percent and an olivine content averaging more than 5% for the third zone and about 10% for the fourth zone. The uppermost hyaloclastite extending about 400 m below the bottom of the subaerial basalt is poorly cemented and absorbs up to 6 wt% of water when immersed. Progressing

  14. Efficacy development in science: Investigating the effects of the Teacher-to-Teacher (T2T) professional development model in Hilo elementary schools

    Science.gov (United States)

    Pinner, Pascale Creek

    Conderman and Sheldon Woods (2008) suggest that although science plays a central role in our world today, science instruction seems to be minimized particularly at the elementary grade levels. Research has investigated the construct of efficacy (Bandura, 1977, 2006a; Riggs & Enochs, 1990; Ramey-Gassert, Shroyer & Staver, 1996; Tschannen-Moran, Hoy & Hoy, 1998, 2001). Professional and conceptual development in teachers has also been explored (Gordon, 1990; Sheerer, 1997; Skaalvik & Skaalvik, 2007). The purpose of this research was to describe the changes in efficacy elementary teachers experience as they participated in science professional development. Data from a Math/Science Partnership (MSP) grant sample suggested significant changes in science self-efficacy and improved pedagogy. Mixed methods revealed connections resulting in a multi-faceted Progression of Efficacy Growth flowchart. The results suggest that utilizing the Teacher-to-Teacher (T2T) professional development model has created a pathway for more science teaching across the Hilo elementary schools.

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

    Science.gov (United States)

    Boden, Dana W. R.

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

  16. Faculty-Exchange Programs Promoting Change: Motivations, Experiences, and Influence of Participants in the Carnegie Mellon University-Portugal Faculty Exchange Program

    Science.gov (United States)

    Patrício, Maria Teresa; Santos, Patrícia; Loureiro, Paulo Maia; Horta, Hugo

    2018-01-01

    The international mobility of faculty is increasing worldwide. Although studies have considered the experiences of academics abroad, less is known about faculty-exchange programs with policy objectives. This study helps to fill this gap by analyzing a nationwide structured faculty exchange program established by Carnegie Mellon University and…

  17. Planning for Internationalization By Investing in Faculty

    Directory of Open Access Journals (Sweden)

    Lisa K. Childress

    2009-11-01

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

  18. Faculty Perception of Support to Do Their Job Well

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2014-10-01

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

  20. Part-Time Faculty Satisfaction at Two-Year Public Postsecondary Institutions: A Comparison of Involuntary Part-Time, Voluntary Part-Time, and Full-Time Faculty

    Science.gov (United States)

    Kinchen, Nancy Huval

    2010-01-01

    Part-time faculty members represent the majority of faculty at public two-year postsecondary institutions. Utilizing part-time faculty enables two-year institutions to control their instructional costs and maintain scheduling flexibility. However, part-time faculty are diverse in regards to their employment preference, some prefer part-time…

  1. [The Faculty Handbook: Agreement Between the County of Nassau and the Nassau Community College Faculty Senate.

    Science.gov (United States)

    Nassau Community Coll., Garden City, NY.

    This document presents the agreement between the County of Nassau and the Community College Faculty Senate. The agreement covers definitions, the faculty senate, work year, work week, work day, student advisement, maternity leave, sabbatical leave, leave of absence, outside activities and parttime employment, class size, overload, vacations,…

  2. Faculty Handbook -- 1974-1976. Montana State University, Bozeman.

    Science.gov (United States)

    Montana State Univ., Bozeman.

    The Montana State University's 1974 faculty handbook outlines the history and scope of the university within the Montana state higher education system. The document details the administrative organization; the faculty organization and operation; personnel policies including appointments, tenure, rank and titles, faculty review, promotions,…

  3. 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

  4. 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

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

    Science.gov (United States)

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

    2012-01-01

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

  6. Solving the nurse faculty shortage: exploring retention issues.

    Science.gov (United States)

    Berent, Georgine R; Anderko, Laura

    2011-01-01

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

  7. Marshall Space Flight Center Faculty Fellowship Program

    Science.gov (United States)

    Six, N. F. (Compiler)

    2015-01-01

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

  8. Predicting the Satisfaction and Loyalty of Adjunct Faculty

    Science.gov (United States)

    Hoyt, Jeff E.

    2012-01-01

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

  9. Faculty motivations to use active learning among pharmacy educators.

    Science.gov (United States)

    Rockich-Winston, Nicole; Train, Brian C; Rudolph, Michael J; Gillette, Chris

    2018-03-01

    Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States. The survey assessed intrinsic and extrinsic motivations, active learning strategies, classroom time dedicated to active learning, and faculty development resources. Bivariate associations and multivariable stepwise linear regression were used to analyze the results. In total, 979 faculty members completed the questionnaire (23.6% response rate). All motivation variables were significantly correlated with percent active learning use (p active learning methods used in the last year (r = 0.259, p active learning use. Our results suggest that faculty members who are intrinsically motivated to use active learning are more likely to dedicate additional class time to active learning. Furthermore, intrinsic motivation may be positively associated with encouraging faculty members to attend active learning workshops and supporting faculty to use various active learning strategies in the classroom. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. Faculty at Work: Focus on Teaching.

    Science.gov (United States)

    Blackburn, Robert T.; And Others

    1991-01-01

    A study compared selected personal and environmental motivational variables in college faculty with allocation of work effort to teaching. Faculty represented the disciplines of English, chemistry, and psychology and various institution types. Self-valuation and perception of the environment motivators significantly accounted for the explained…

  11. Development and Operation of an Automatic Rotor Trim Control System for the UH-60 Individual Blade Control Wind Tunnel Test

    Science.gov (United States)

    Theodore, Colin R.; Tischler, Mark B.

    2010-01-01

    An automatic rotor trim control system was developed and successfully used during a wind tunnel test of a full-scale UH-60 rotor system with Individual Blade Control (IBC) actuators. The trim control system allowed rotor trim to be set more quickly, precisely and repeatably than in previous wind tunnel tests. This control system also allowed the rotor trim state to be maintained during transients and drift in wind tunnel flow, and through changes in IBC actuation. The ability to maintain a consistent rotor trim state was key to quickly and accurately evaluating the effect of IBC on rotor performance, vibration, noise and loads. This paper presents details of the design and implementation of the trim control system including the rotor system hardware, trim control requirements, and trim control hardware and software implementation. Results are presented showing the effect of IBC on rotor trim and dynamic response, a validation of the rotor dynamic simulation used to calculate the initial control gains and tuning of the control system, and the overall performance of the trim control system during the wind tunnel test.

  12. Predictors of Job Satisfaction amongst Baccalaureate Nurse Faculty

    Science.gov (United States)

    Overstreet, Lori M.

    2017-01-01

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

  13. Senior Faculty Careers and Personal Development: A Survey.

    Science.gov (United States)

    Armour, Robert; And Others

    A total of 1,135 senior faculty from 6 institutions of higher education responded to a questionnaire designed to determine the relationships between personal and career development for senior college faculty and the similarities and differences in satisfaction among faculty from various disciplines. Responses from the questionnaire showed that…

  14. Knowledge and attitudes of pain management among nursing faculty.

    Science.gov (United States)

    Voshall, Barbara; Dunn, Karen S; Shelestak, Debra

    2013-12-01

    A descriptive correlational design was used in this study to examine nursing faculty knowledge and attitudes in pain management. Relationships between age, education level, pain management preparation, length of time practicing as a nurse, length of time teaching nursing, time teaching pain management in the classroom, taught pain guidelines in the classroom, and additional continuing education about pain management were explored. Ninety-six nursing faculty participated from 16 schools of nursing in one Midwestern U.S. region. Findings identified that most of the nursing faculty recalled being taught about pain management in their basic education, but less than one-half felt adequately prepared. Most respondents said that they taught pain management, yet fewer than one-half identified that they used specific pain management guidelines. Faculty demonstrated adequate knowledge of pain assessment, spiritual/cultural issues, and pathophysiology. Areas of weakness were found in medications, interventions, and addiction. Faculty that reported teaching pain management in the classroom and reported more continuing education missed fewer items. Older nursing faculty reported more years of practice, more years of teaching, and more continuing education in pain management than younger faculty. Younger nursing faculty remembered being taught pain management in nursing school and felt more adequately prepared than older nursing faculty. Faculty that reported practicing for longer periods of time felt less prepared in pain management than faculty who practiced for shorter periods of time. More continuing education in pain management may be needed for older nurses to meet the recommendations of the Institute of Medicines' report on relieving pain in the U.S. Copyright © 2013 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

  15. Faculty in Governance at the University of Minnesota.

    Science.gov (United States)

    Deegan, William L.; Mortimer, Kenneth P.

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

  16. Measuring faculty retention and success in academic medicine.

    Science.gov (United States)

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

    2012-08-01

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

  17. Senior Law Faculty Attitudes toward Retirement.

    Science.gov (United States)

    Day, David S.; And Others

    1991-01-01

    This article examines the retirement plans and personal characteristics of 273 senior law school faculty, focusing on health status, income, job satisfaction, and preferred age of retirement. The study suggests that early retirement incentives and a "senior faculty" alternative to full retirement are positive institutional options. (DB)

  18. Pharmacy practice department chairs' perspectives on part-time faculty members.

    Science.gov (United States)

    Fjortoft, Nancy; Winkler, Susan R; Mai, Thy

    2012-05-10

    To identify the benefits and consequences of having part-time faculty members in departments of pharmacy practice from the department chair's perspective. A stratified purposive sample of 12 pharmacy practice department chairs was selected. Eleven telephone interviews were conducted. Two investigators independently read interview notes and categorized and enumerated responses to determine major themes using content analysis. The investigators jointly reviewed the data and came to consensus on major themes. Benefits of allowing full-time faculty members to reduce their position to part-time included faculty retention and improved individual faculty work/life balance. Consequences of allowing part-time faculty positions included the challenges of managing individual and departmental workloads, the risk of marginalizing part-time faculty members, and the challenges of promotion and tenure issues. All requests to switch to part-time status were faculty-driven and most were approved. There are a variety of benefits and consequences of having part-time faculty in pharmacy practice departments from the chair's perspective. Clear faculty and departmental expectations of part-time faculty members need to be established to ensure optimal success of this working arrangement.

  19. Pharmacy Practice Department Chairs’ Perspectives on Part-Time Faculty Members

    Science.gov (United States)

    Winkler, Susan R.; Mai, Thy

    2012-01-01

    Objective. To identify the benefits and consequences of having part-time faculty members in departments of pharmacy practice from the department chair’s perspective. Methods. A stratified purposive sample of 12 pharmacy practice department chairs was selected. Eleven telephone interviews were conducted. Two investigators independently read interview notes and categorized and enumerated responses to determine major themes using content analysis. The investigators jointly reviewed the data and came to consensus on major themes. Results. Benefits of allowing full-time faculty members to reduce their position to part-time included faculty retention and improved individual faculty work/life balance. Consequences of allowing part-time faculty positions included the challenges of managing individual and departmental workloads, the risk of marginalizing part-time faculty members, and the challenges of promotion and tenure issues. All requests to switch to part-time status were faculty-driven and most were approved. Conclusions. There are a variety of benefits and consequences of having part-time faculty in pharmacy practice departments from the chair’s perspective. Clear faculty and departmental expectations of part-time faculty members need to be established to ensure optimal success of this working arrangement. PMID:22611268

  20. The Relation between Hot Flashes and Ambulatory Blood Pressure: The Hilo Women’s Health Study

    Science.gov (United States)

    Brown, Daniel E.; Sievert, Lynnette L.; Morrison, Lynn A.; Rahberg, Nichole; Reza, Angela

    2011-01-01

    Objectives Hot flashes (HFs) have been associated with elevated blood pressure, but studies have not examined the relationship between objectively measured HFs and blood pressure during normal daily activities. The objectives of this study are to examine ambulatory blood pressure (BP) differences between women who report HFs and those who do not, and to observe whether an objectively measured HF is associated with transient changes in BP. Methods A sample of 202 women in Hilo, Hawaii aged 45–55 years were asked to fill out a questionnaire that included demographic information and an inventory of symptoms. The women underwent simultaneous 24-hour monitoring of ambulatory BP and HFs, while keeping a diary that included mood and HF reports. Results No significant difference was present in mean BP between women who reported having a HF during the past 2 weeks and those who did not. When measurements controlled for negative mood reports and posture, there was a highly significant elevation in Z scores of systolic BP when a measured, objective HF occurred within 10 minutes preceding a BP reading, and a significant elevation of Z scores of diastolic BP when a subjectively reported HF occurred within 10 minutes after a BP reading. Conclusions These results suggest that objectively measured HFs precede transient elevations of systolic BP, but it is unclear if there is a causal relationship. These results also suggest that women experience subjective HFs within 10 minutes after a transient increase in diastolic BP. Again, the causal relationship is not understood. PMID:21183716

  1. Responsive and Responsible: Faculty Encouragement of Civic Engagement

    Science.gov (United States)

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

    2016-01-01

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

  2. Relação docente-discente em Enfermagem e problemas na formação para o Sistema Único de Saúde Relación docente-discente en Enfermería y problemas en la formación para el Sistema Único de Salud Nursing faculty-student relationship and issues in the education of nurses for the Brazilian Universal Healthcare System

    Directory of Open Access Journals (Sweden)

    Rodrigo Otávio Moretti-Pires

    2009-10-01

    to collect the data. The education theory of Paulo Freire and the UHS/FHP literature guided this hermeneutic study. RESULTS: There was a vertical relationship between nursing faculty and students, a lack of autonomy among nursing students, a lack of power for articulation among nursing students, and a lack of articulation of nursing faculty regarding the relationship between the teaching and learning process and the nursing practice in the UHS/FHP. CONCLUSION: There is a need for re-orientation of the teaching and learning process of nursing at the institution studied.

  3. Adult Education Faculty and Programs in North America

    Science.gov (United States)

    Tisdell, Elizabeth J.; Wright, Robin Redmon; Taylor, Edward W.

    2016-01-01

    This article reports on the findings of a quantitative survey of North American adult education faculty and a textual analysis of websites of adult education graduate programs in North America conducted in the fall of 2013. This study examined background information about adult education faculty and programs; the nature of faculty work interests,…

  4. Leading Change: Faculty Development through Structured Collaboration

    Directory of Open Access Journals (Sweden)

    Suzanne Painter

    2015-06-01

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

  5. Criticality Analysis of the U-H2O Subcritical Assembly Modified for Rand D of the High Temperature Reactor

    International Nuclear Information System (INIS)

    Syarip; Tri-Wulan-Tjiptono; Tegas-Sutondo

    2000-01-01

    A criticality analysis of the natural uranium - light water sub-criticalassembly available at the P3TM-BATAN Yogyakarta, converted into a naturaluranium - graphite system has been performed. The purpose of this study is toprovide the research facility on the basic static and kinetics studies forthe high temperature reactor (HTR) in which the HTR fuel system is underdevelopment at the P3TM. For the purpose of this study, a neutroniccalculation was performed using WIMSD/4 code, to determine the neutronmultiplication factor for various fuel configurations of the sub-criticalassemblies. The results show that the effective neutron multiplication factor(k ef ) for U-Be-H 2 O and U-Be-He systems are 1.0474 and 1.4666 respectively,while for the graphite moderated systems with coolants of H 2 O or He(U-C-H 2 O and U-C-He) systems, the corresponding k ef are 0.787 and 0.4211respectively. The results conclude that the modification of U-H 2 O toU-C-H 2 O system, in accordance with neutronic is quite feasible, safe, cheapand practical, and in addition, the treatment of H 2 O is relatively easy.(author)

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

    Science.gov (United States)

    Blondy, Laurie C

    2011-03-01

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

  7. Faculty attitudes about interprofessional education

    Directory of Open Access Journals (Sweden)

    Gary L. Beck Dallaghan

    2016-06-01

    Full Text Available Background: Interprofessional education (IPE is an important component to training health care professionals. Research is limited in exploring the attitudes that faculty hold regarding IPE and what barriers they perceive to participating in IPE. The purpose of this study was to identify faculty attitudes about IPE and to identify barriers to participating in campus-wide IPE activities. Methods: A locally used questionnaire called the Nebraska Interprofessional Education Attitudes Scale (NIPEAS was used to assess attitudes related to interprofessional collaboration. Questions regarding perceived barriers were included at the end of the questionnaire. Descriptive and non-parametric statistics were used to analyze the results in aggregate as well as by college. In addition, open-ended questions were analyzed using an immersion/crystallization framework to identify themes. Results: The results showed that faculty had positive attitudes of IPE, indicating that is not a barrier to participating in IPE activities. Most common barriers to participation were scheduling conflicts (x24,285=19.17, p=0.001, lack of department support (4,285=10.09, p=0.039, and lack of awareness of events (x24,285=26.38, p=0.000. Narrative comments corroborated that scheduling conflicts are an issue because of other priorities. Those who commented also added to the list of barriers, including relevance of the activities, location, and prior negative experiences. Discussion: With faculty attitudes being positive, the exploration of faculty's perceived barriers to IPE was considered even more important. Identifying these barriers will allow us to modify our IPE activities from large, campus-wide events to smaller activities that are longitudinal in nature, embedded within current curriculum and involving more authentic experiences.

  8. 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.…

  9. Evaluation of Adjunct Faculty in Higher Education Institutions

    Science.gov (United States)

    Langen, Jill M.

    2011-01-01

    The role that part-time faculty play in higher education is changing. No longer are part-time faculty used on an occasional basis at a few institutions. These individuals now play a critical part in the delivery of higher education to students. This study was developed to answer questions regarding how the performance of adjunct faculty is…

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

    Directory of Open Access Journals (Sweden)

    saeideh Abzan

    2009-11-01

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

  11. Overview of Faculty Development Programs for Interprofessional Education.

    Science.gov (United States)

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

    2017-06-01

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

  12. Factors Affecting Faculty Web Portal Usability

    Science.gov (United States)

    Bringula, Rex P.; Basa, Roselle S.

    2011-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  14. Faculty Perception of Support to Do Their Job Well

    Directory of Open Access Journals (Sweden)

    Charissa K. Eaton, PhD

    2015-08-01

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

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

    Directory of Open Access Journals (Sweden)

    Marquita Elliott

    2015-01-01

    Full Text Available The increasing prevalence of online courses mandates an examination of the similarities – and differences – in the faculty training and development needs of those teaching online. With institutions facing increasingly limited resources, there is a need to prioritize faculty development initiatives that will encourage faculty participation. An examination of interest, attendance and completion rates of faculty development initiatives targeting online faculty revealed no distinct preferences in relation to the focus or format of programs offered. The authors recommend offering flexibility and diversity in faculty development initiatives to accommodate the disparate needs of a remote, heterogeneous faculty population; as such, a sample needs assessment is offered to help guide faculty development programming to support online teaching.

  16. 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-based assessment affordances and constraints: Perceptions of physics faculty

    Science.gov (United States)

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

    2016-06-01

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

  18. Who Are the Part-Time Faculty?

    Science.gov (United States)

    Monks, James

    2009-01-01

    The use of contingent faculty in higher education in the United States has grown tremendously over the past three decades. In 1975, only 30.2 percent of faculty were employed part time; by 2005, according to data compiled by the American Association of University Professors (AAUP) from the Integrated Postsecondary Education Data System (IPEDS),…

  19. Faculty Preparedness in Geriatric Optometry Education.

    Science.gov (United States)

    Mancil, Gary L.; And Others

    1995-01-01

    A survey of chief academic officers and faculty (n=27) in 16 schools of optometry found that, since 1986, there has been a 75% increase in institutions requiring coursework in geriatric optometry and an 83% increase in those offering continuing professional education in this field. However, 67% of faculty report no formal training. Three faculty…

  20. Career transition and dental school faculty development program.

    Science.gov (United States)

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

    2013-11-01

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

  1. Teaching of nuclear medicine at medical faculties

    International Nuclear Information System (INIS)

    Dienstbier, Z.

    1987-01-01

    The teaching of nuclear medicine at medical faculties in the CSSR is analyzed. It is shown that the teaching conditions are different at the individual faculties of medicine and the respective conditions are exemplified. (author). 4 tabs

  2. American Historical Association Faculty Development Program: Planning and Implementation.

    Science.gov (United States)

    Hoffmann, Charles

    The planning and implementation processes of the Long Island Faculty Development Program are described. Originally sponsored by the American Historical Association's Faculty Development Program to improve history instruction, this project includes faculty representatives from four Long Island universities, colleges, and junior colleges. The…

  3. 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.

  4. Measurements of Tip Vortices from a Full-Scale UH-60A Rotor by Retro- Reflective Background Oriented Schlieren and Stereo Photogrammetry

    Science.gov (United States)

    Schairer, Edward; Kushner, Laura K.; Heineck, James T.

    2013-01-01

    Positions of vortices shed by a full-scale UH-60A rotor in forward flight were measured during a test in the National Full- Scale Aerodynamics Complex at NASA Ames Research Center. Vortices in a region near the tip of the advancing blade were visualized from two directions by Retro-Reflective Background-Oriented Schlieren (RBOS). Correspondence of points on the vortex in the RBOS images from both cameras was established using epipolar geometry. The object-space coordinates of the vortices were then calculated from the image-plane coordinates using stereo photogrammetry. One vortex from the tip of the blade that had most recently passed was visible in most of the data. The visibility of the vortices was greatest at high thrust and low advance ratios. At these favorable conditions, vortices from the most recent passages of all four blades were detected. The vortex positions were in good agreement with PIV data for a case where PIV measurements were also made. RBOS and photogrammetry provided measurements of the angle at which each vortex passed through the PIV plane.

  5. A collaboration among health sciences schools to enhance faculty development in teaching.

    Science.gov (United States)

    Sicat, Brigitte L; O'Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K; Marlowe, Elizabeth P; Pellegrini, Joan M; Shuford, Veronica P; Simons, Dianne F

    2014-06-17

    Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

  6. Drug take back in Hawai'i: partnership between the University of Hawai'i Hilo College of Pharmacy and the Narcotics Enforcement Division.

    Science.gov (United States)

    Ma, Carolyn S; Batz, Forrest; Juarez, Deborah Taira; Ladao, Lani C

    2014-01-01

    Unused/unwanted medications in households and patient care facilities expose vulnerable populations, including children, elders, and pets, to potential harm through inadvertent ingestion, as well as the potential for theft and assault. Hawai'i Administrative Rules prohibit the return of any prescription medications to retail pharmacies after dispensing. The Hawai'i Narcotics Enforcement Division (NED) partnered with the University of Hawai'i at Hilo Daniel K. Inouye College of Pharmacy (CoP) in eleven Drug Take Back events throughout the state. Most participants heard of the events via newspaper and television marketing. The most common methods of medication disposal are via trash or down household drains. Over 8,000 lbs of unused/unwanted medications was collected, identified and logged from 2011 through 2012. The majority of returned drugs were non-controlled substances (90%). Commonly returned medications included prescription cardiac medications such as simvastatin and lisinopril, non-prescription analgesics such as aspirin and ibuprofen, and dietary supplements such as vitamins and iron. Commonly returned controlled substance medications included narcotics such as hydrocodone/acetaminophen combinations and oxycodone, and sedative hypnotics such as zolpidem and lorazepam.

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

    Science.gov (United States)

    Atan, Tülin

    2016-01-01

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

  8. Just Ask: Using Faculty Input to Inform Communication Strategies

    Science.gov (United States)

    Hoffmann-Longtin, Krista; Palmer, Megan M.; Welch, Julie L.; Walvoord, Emily C.; Dankoski, Mary E.

    2014-01-01

    Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of…

  9. Future of Family Medicine Faculty Development in Sub-Saharan Africa.

    Science.gov (United States)

    Larson, Paul R; Chege, Patrick; Dahlman, Bruce; Gibson, Christine; Evensen, Ann; Colon-Gonzalez, Maria C; Onguka, Stephanie; Lamptey, Roberta; Cayley, William E; Nguyen, Bich-May; Johnson, Brian; Getnet, Sawra; Hasnain, Memoona

    2017-03-01

    High-quality family medicine education is needed in sub-Saharan Africa to facilitate the future growth of primary care health systems. Current faculty educators recognize the value of dedicated teacher training and ongoing faculty development. However, they are constrained by inadequate faculty development program availability and institutional support. A cross-sectional study design was used to conduct a qualitative needs assessment comprised of 37 in-depth, semi-structured interviews of individual faculty trainers from postgraduate family medicine training programs in eight sub-Saharan African countries. Data were analyzed according to qualitative description. Informants described desired qualities for a family medicine educator in sub-Saharan Africa: (1) pedagogical expertise in topics and perspectives unique to family medicine, (2) engagement in self-directed, lifelong learning, and (3) exemplary character and behavior that inspires others. Informant recommendations to guide the development of faculty development programs include: (1) sustainability, partnership, and responsiveness to the needs of the institution, (2) intentional faculty development must begin early and be supported with high-quality mentorship, (3) presumptions of teaching competence based on clinical training must be overcome, and (4) evaluation and feedback are critical components of faculty development. High-quality faculty development in family medicine is critically important to the primary care workforce in sub-Saharan Africa. Our study describes specific needs and recommendations for family medicine faculty development in sub-Saharan Africa. Next steps include piloting and evaluating innovative models of faculty development that respond to specific institutional or regional needs.

  10. 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.

  11. 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.

  12. Writing for publication: faculty development initiative using social learning theory.

    Science.gov (United States)

    Sanderson, Bonnie K; Carter, Matt; Schuessler, Jenny B

    2012-01-01

    Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing's culture of scholarship, a faculty development writing initiative based on Social Learning Theory was implemented. The authors discuss this initiative to facilitate writing for publication productivity among faculty and the successful outcomes.

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

    Science.gov (United States)

    Derting, T. L.; Ebert-May, D.; Hodder, J.

    2011-12-01

    Professional development (PD) of faculty has been an integral component of curriculum reform efforts in STEM. Traditionally, PD occurs through workshops that last from hours to several days. Regardless of the particular model of PD used during a workshop, its effectiveness is usually assessed through self-report surveys of faculty satisfaction, perceived learning, and reports of applications in faculty classrooms. My presentation focuses on ways of assessing the effectiveness of models of PD, with an emphasis on the need for objective measures of change in faculty teaching. The data that I present raise two significant questions about faculty PD. Are traditional approaches to faculty PD effective in changing classroom teaching practices and improving student learning? What evidence is needed to determine the effectiveness of different models of PD? Self-report data have been useful in identifying variables that can influence the extent to which faculty implement new teaching strategies. These variables include faculty beliefs about student learning, self-efficacy, level of dissatisfaction with student learning, departmental rewards for teaching and learning, time limitations, and peer interactions. Self-report data do not, however, provide a complete or necessarily accurate assessment of the impacts of PD on classroom practices and student learning. Objective assessment of teaching and learning is also necessary, yet seldom conducted. Two approaches to such assessment will be presented, one based on student performance and the other based on observations of faculty teaching. In multiple sections of a student-centered, inquiry-based course, learning gains were higher for students taught by faculty who were trained in student-centered teaching compared with faculty with no such training. In two national projects that focused on faculty PD, self-report data indicated that faculty increased their use of student-centered teaching following PD. Objective assessment

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

    OpenAIRE

    Marquita Elliott; Nicole Rhoades; Christina M. Jackson; B. Jean Mandernach

    2015-01-01

    The increasing prevalence of online courses mandates an examination of the similarities – and differences – in the faculty training and development needs of those teaching online. With institutions facing increasingly limited resources, there is a need to prioritize faculty development initiatives that will encourage faculty participation. An examination of interest, attendance and completion rates of faculty development initiatives targeting online faculty revealed no distinct preferences in...

  15. Content Analysis of a Computer-Based Faculty Activity Repository

    Science.gov (United States)

    Baker-Eveleth, Lori; Stone, Robert W.

    2013-01-01

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

  16. Disparities in Salaries: Metropolitan versus Nonmetropolitan Community College Faculty

    Science.gov (United States)

    Glover, Louis C.; Simpson, Lynn A.; Waller, Lee Rusty

    2009-01-01

    This article explores disparities in faculty salaries between metropolitan and nonmetropolitan Texas community colleges. The analysis reveals a significant difference in faculty salaries for the 2000 and 2005 academic years respectively. The study found no significant difference in the rate of change in faculty salaries from 2000 to 2005.…

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

    Data.gov (United States)

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

  18. Current Status of Family Medicine Faculty Development in Sub-Saharan Africa.

    Science.gov (United States)

    Larson, Paul R; Chege, Patrick; Dahlman, Bruce; Gibson, Christine; Evensen, Ann; Colon-Gonzalez, Maria C; Onguka, Stephanie; Lamptey, Roberta; Cayley, William E; Nguyen, Bich-May; Johnson, Brian; Getnet, Sawra; Hasnain, Memoona

    2017-03-01

    Reducing the shortage of primary care physicians in sub-Saharan Africa requires expansion of training programs in family medicine. Challenges remain in preparing, recruiting, and retaining faculty qualified to teach in these pioneering programs. Little is known about the unique faculty development needs of family medicine faculty within the sub-Saharan African context. The purpose of this study was to assess the current status and future needs for developing robust family medicine faculty in sub-Saharan Africa. The results are reported in two companion articles. A cross-sectional study design was used to conduct a qualitative needs assessment comprising 37 in-depth, semi-structured interviews of individual faculty trainers from postgraduate family medicine training programs in eight sub-Saharan African countries. Data were analyzed according to qualitative description. While faculty development opportunities in sub-Saharan Africa were identified, current faculty note many barriers to faculty development and limited participation in available programs. Faculty value teaching competency, but institutional structures do not provide adequate support. Sub-Saharan African family physicians and postgraduate trainee physicians value good teachers and recognize that clinical training alone does not provide all of the skills needed by educators. The current status of limited resources of institutions and individuals constrain faculty development efforts. Where faculty development opportunities do exist, they are too infrequent or otherwise inaccessible to provide trainers the necessary skills to help them succeed as educators.

  19. Factors Predicting Faculty Commitment to the University.

    Science.gov (United States)

    Fjortoft, Nancy

    This paper examines the effect of faculty rank, satisfaction with salary, working conditions, institutional reputation, perceived influence on institutional policies, participation in meetings, and perceived governance on organizational commitment (at both the departmental and institutional level) using a representative sample of 4,925 faculty.…

  20. College Presidents' Role Performance and Faculty Satisfaction

    Science.gov (United States)

    Paxton, Dan R.; Thomas, Darwin L.

    1977-01-01

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

  1. Business Students' Ethical Evaluations of Faculty Misconduct

    Science.gov (United States)

    Valentine, Sean; Kidwell, Roland E.

    2008-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

  3. 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.

  4. Mentoring Nontenured Track Nursing Faculty: A Systematic Review.

    Science.gov (United States)

    Cullen, Deborah; Shieh, Carol; McLennon, Susan M; Pike, Caitlin; Hartman, Taylor; Shah, Hena

    The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.

  5. Online faculty development for creating E-learning materials.

    Science.gov (United States)

    Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo

    2014-01-01

    Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.

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

    Science.gov (United States)

    Levin, John S.

    2005-01-01

    Community college faculty are a major labour force in the U.S. and constitute one-third of all postsecondary education faculty. As a labour force, community college faculty epitomize professional work in the new economy and the post-bureaucratic organization: they are predominantly temporary or part-time; the majority bargain collectively for a…

  7. A Snapshot of Organizational Climate: Perceptions of Extension Faculty

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Ellis, Peggy A

    2013-01-01

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

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

    Science.gov (United States)

    Cook, Ruth Gannon; Ley, Kathryn

    2004-01-01

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

  10. Motivational Issues of Faculty in Saudi Arabia

    Science.gov (United States)

    Abdul Cader, Akram

    2012-01-01

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

  11. AACSB Standards and Accounting Faculty's Intellectual Contributions

    Science.gov (United States)

    Lee, B. Brian; Quddus, Munir

    2008-01-01

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

  12. 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…

  13. Electrostatic mode coupling at 2ω/sub UH/: a generation mechanism for auroral kilometric radiation

    International Nuclear Information System (INIS)

    Barbosa, D.D.

    1976-01-01

    The instability of a low density, electron beam drifting along a magnetic field to nearly perpendicular propagating electrostatic waves near the upper hybrid frequency is investigated for application to an auroral environment. It was found that 4 to 10 KeV beams can interact significantly with the background plasma through anomalous cyclotron resonances which extend the range of unstable parallel wave numbers over a large region of wave number space. This region can include a nonconvective hot spot where the group velocity of the unstable waves approaches zero. Positive slope in the total distribution function is not a necessary requirement for instability; the broken symmetry along the field can allow the transfer of beam drift energy to electrostatic wave turbulence. Using Gurnett's (1974) polar ionospheric model for a representative auroral field line modeled as dipolar (L = 8), one infers that certain heights favor generation of enhanced, beamdriven electrostatic turbulence. Those regions are in the vicinity of where ω/sub UH//Ω/sub c/ approx. 3/2 with an excursion from this value depending on beam parameters. We speculate that electrostatic turbulence will heat the background electrons to a limiting temperature such that the instability becomes marginally effective. This limiting temperature is estimated for auroral beam-plasma conditions as 1 to 6 eV. Quasi-linear beam moment equations are developed to compute an upper bound to electrostatic wave amplitudes that can be maintained by the beam. We find that energy densities approaching E 2 /8πnT approx. 1 over auroral scale lengths can result in effective energy transfer from the beam to the plasma

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

    Science.gov (United States)

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

    2010-09-01

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

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

    Directory of Open Access Journals (Sweden)

    Kate Peterson

    2012-12-01

    Full Text Available In the spring of 2010, the Science & Engineering Library of the University of Minnesota-Twin Cities partnered with the Information Literacy Librarian and offered a faculty seminar to the College of Science and Engineering. The seminar’s goals included 1. refreshing and expanding faculty’s knowledge of information and 21st century literacies and 2. creating a community of faculty committed to developing student skills in finding, evaluating and synthesizing information in their academic coursework and into their professional careers. Overall, the seminar increased faculty understanding of services and expertise of the libraries, and 21st century literacies. It also developed and strengthened ties between individual faculty members and their subject librarians, leading to a mix of outcomes from a faculty member partnering on a grant the Libraries applied for to course integrated instruction sessions to faculty participating in an e-textbook pilot. This seminar provides a strong model for re-framing information literacy in the context of teaching and learning in science and engineering, giving librarians an opportunity to strengthen relationships and increase liaison effectiveness.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2015-06-01

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

  18. The Madness of Weighted Mean Faculty Salaries

    Science.gov (United States)

    Micceri, Theodore

    2009-01-01

    Higher education frequently uses weighted mean faculty salaries to compare either across institutions, or to evaluate an institution's salary growth over time. Unfortunately, faculty salaries are an extraordinarily complex phenomenon that cannot be legitimately reduced to a single number any more than the academic construct of skills, knowledge,…

  19. The Information-Seeking Habits of Architecture Faculty

    Science.gov (United States)

    Campbell, Lucy

    2017-01-01

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

  20. Faculty Development: An Imperative for the Nineties.

    Science.gov (United States)

    Nies, Joyce I.

    1990-01-01

    Budget constraints and changing enrollment patterns have expanded the concept of faculty development to include retraining. In home economics, retraining faculty for high demand areas such as hotel/restaurant management and fashion merchandising can be an efficient use of resources and an effective way to meet demand. (SK)

  1. 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…

  2. Project-based faculty development for e-learning.

    Science.gov (United States)

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

    2016-12-01

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

  3. Attitudes of Australian and Turkish veterinary faculty toward animal welfare.

    Science.gov (United States)

    Izmirli, Serdar; Phillips, Clive J C

    2012-01-01

    The attitudes of veterinary faculty toward animal welfare were surveyed in four Australian and three Turkish veterinary schools. The former were considered to be typical of modern Western schools, with a faculty of more than 40% women and a primary focus on companion animals, whereas the latter were considered to represent more traditional veterinary teaching establishments, with a faculty of 88% men and a primary focus on livestock. A total of 116 faculty responded to the survey (42 Australian and 74 Turkish faculty members), for response rates of 30% and 33%, respectively. This survey included demographic questions as well as questions about attitudes toward animal-welfare issues. Women were more concerned than men about animal-welfare issues, especially the use of animals in experiments, zoos, entertainment, and sports and for food and clothing. Total scores demonstrated different concerns among Turkish and Australian faculty. The study demonstrates that the veterinary faculty of these two countries have different concerns for animal welfare, concerns that should be acknowledged in considering the welfare attitudes that students may adopt.

  4. Survey of generational aspects of nurse faculty organizational commitment.

    Science.gov (United States)

    Carver, Lara; Candela, Lori; Gutierrez, Antonio P

    2011-01-01

    To describe organizational commitment and generational differences in nursing faculty. The study provides new knowledge on generational differences in organizational commitment among nursing faculty with regard to work values, perceived organizational support, perceived person-organization fit, developmental experiences, and global job satisfaction. A cross-sectional, descriptive design was used with random stratified sampling procedures. Surveys measuring organizational commitment and related constructs were sent electronically to 4886 faculty, yielding a 30% response rate. Significant differences were noted between generations of faculty regarding organizational commitment and related measures. Include specific strategies for fostering commitment from each generation. Copyright © 2011 Elsevier Inc. All rights reserved.

  5. Leadership styles and nursing faculty job satisfaction in Taiwan.

    Science.gov (United States)

    Chen, Hsiu-Chin; Beck, Susan L; Amos, Linda K

    2005-01-01

    To examine nursing faculty job satisfaction and their perceptions of nursing deans' and directors' leadership styles, and to explore how the perceptions of leadership styles relate to faculty job satisfaction in Taiwan. Descriptive, correlational, and cross-sectional study with self-administered questionnaires. The sample was recruited from 18 nursing programs, and 286 questionnaires were returned. Faculty perceived that Taiwan's nursing deans and directors showed more transformational than transactional leadership. Taiwan's nursing faculty were moderately satisfied in their jobs, and they were more satisfied with deans or directors who practiced the transactional leadership style of contingent reward and the transformational style of individualized consideration. A style with negative effect was passive management by exception. Three types of leadership behaviors explained significant variance (21.2%) in faculty job satisfaction in Taiwan, indicating the need for further attention to training and development for effective leadership behaviors.

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

    Science.gov (United States)

    Mangold, Kara

    2007-01-01

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

  7. Navigating Evidence-Based Practice Projects: The Faculty Role.

    Science.gov (United States)

    Moch, Susan D; Quinn-Lee, Lisa; Gallegos, Cara; Sortedahl, Charlotte K

    : An innovative way to facilitate evidence-based practice (EBP) learning and to get evidence into practice is through academic-clinical agency projects involving faculty, undergraduate students, and agency staff. The central role of the faculty is key to successful academic-clinical agency partnerships. Faculty navigate the often difficult process of focusing students and engaging busy staff through initiating, maintaining, and evaluating projects. Students learn valuable EBP skills, staff become engaged in EBP, and the projects are rated highly by agency administrators.

  8. Faculty Tort Liability for Libelous Student Publications

    Science.gov (United States)

    Stevens, George E.

    1976-01-01

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

  9. Innovation of University Teaching Faculty Management Mode

    Science.gov (United States)

    Han, Yuzheng; Wang, Boyu

    2015-01-01

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

  10. Online Faculty Development and Assessment System (OFDAS)

    Science.gov (United States)

    Villar, Luis M.; Alegre, Olga M.

    2006-01-01

    The rapid growth of online learning has led to the development of faculty inservice evaluation models focused on quality improvement of degree programs. Based on current "best practices" of student online assessment, the Online Faculty Development and Assessment System (OFDAS), created at the Canary Islands, was designed to serve the…

  11. Faculty Perceptions about Barriers to Active Learning

    Science.gov (United States)

    Michael, Joel

    2007-01-01

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

  12. Student versus Faculty Perceptions of Missing Class.

    Science.gov (United States)

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

    2002-01-01

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

  13. Community College Faculty Recruitment: Predictors of Applicant Attraction to Faculty Positions.

    Science.gov (United States)

    Winter, Paul A.; Kjorlien, Chad L.

    2000-01-01

    Utilizes MBA students' biographical data and reactions to simulated position ads for community college business faculty positions to identify predictors of applicant decisions. Reveals four significant predictors of participants' ratings of simulated positions: applicant's current job satisfaction, spouse's contribution to household income,…

  14. From Keller's MVP Model to Faculty Development Practice

    Science.gov (United States)

    Svinicki, Marilla D.

    2017-01-01

    As faculty and faculty developers, we sometimes forget that the principles of learning and motivation that we apply to students also apply to us. This chapter illustrates how the MVP model can be used to create effective faculty development activities.

  15. Role Perception among Faculty Members at Teacher Education Colleges

    Science.gov (United States)

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

    2016-01-01

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

  16. A Full-Time Dilemma: Examining the Experiences of Part-Time Faculty

    Science.gov (United States)

    Kimmel, Krista M.; Fairchild, Jennifer L.

    2017-01-01

    Part-time faculty now account for more than half of all faculty in American colleges and universities. Existing scholarship primarily has focused on the teaching effectiveness of part-time faculty. In this exploratory study, the authors employ a qualitative approach to examine the perspectives of part-time faculty members at a public, regional…

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

    Science.gov (United States)

    Lee, Sharon M.

    2002-01-01

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

  18. Evolving workplace flexibility for U.S. medical school tenure-track faculty.

    Science.gov (United States)

    Bunton, Sarah A; Corrice, April M

    2011-04-01

    The academic workplace has seen dramatic changes in recent decades, including growing faculty workloads, an increasingly demographically diverse faculty population, and changing expectations about workplace climate. Despite these significant changes, a typical medical faculty's career trajectory is often still quite linear and follows decades-old tenure policies. The authors describe the existence of flexible faculty policies related to tenure at U.S. medical schools to understand better the ways in which institutions are responding. Data primarily reflect responses from faculty affairs leaders at medical schools accredited by the Liaison Committee on Medical Education to a 2008 faculty personnel policies survey. These data are supplemented with results from the same survey fielded in previous years. The number of medical schools that have lengthened their probationary periods for faculty has increased over time, and, in 2008, nearly half of the institutions offered a probationary period length of eight years or more to faculty. Over three-fourths of the schools in 2008 had a tenure-clock-stopping policy available, and a third had a policy allowing faculty to work less than full-time while remaining on a tenure-eligible track. Findings suggest that many medical schools have made progress in making policy additions and modifications that acknowledge the changing academic workplace culture by adding flexibility to traditional tenure policies. Despite those efforts, significant opportunities remain for continued adoption of flexible policies so that faculty can achieve productive academic careers while balancing work, life, and family, and institutions can continue to recruit and retain high-quality faculty members. © by the Association of American Medical Colleges.

  19. Bibliometric Analysis of Publication Output Patterns of Faculty ...

    African Journals Online (AJOL)

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

  20. Racial and Gender Differences in Faculty Careers.

    Science.gov (United States)

    Armour, Robert; And Others

    The overall study examined job satisfaction among tenured college faculty. This paper compares responses from minority (about 6%) and female (about 18%) faculty with the overall responses (N=1135). Overall, 91% reported being satisfied with their careers with 82% saying they would choose the career again. Race and gender were not related…

  1. Workplace Faculty Friendships and Work-Family Culture

    Science.gov (United States)

    Watanabe, Megumi; Falci, Christina

    2017-01-01

    Although various work-family policies are available to faculty members, many underuse these policies due to concerns about negative career consequences. Therefore, we believe it is important to develop an academic work culture that is more supportive of work-family needs. Using network data gathered from faculty members at a Midwestern university,…

  2. 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…

  3. Participative Leadership in Managing a Faculty Strategy

    Science.gov (United States)

    Gwele, N. S.

    2008-01-01

    Contemporary discourse on the changed role of the Dean of an academic institution underscores the importance of aligning Faculty goals and objectives with the institution's vision and mission. This article focuses on the dean as an academic leader charged with the responsibility of shaping the character of the Faculty within a results-driven…

  4. A Call for Faculty Reengagement in Governance

    Science.gov (United States)

    Tinberg, Nalsey

    2009-01-01

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

  5. Department Colleagues and Individual Faculty Publication Productivity.

    Science.gov (United States)

    Braxton, John M.

    1983-01-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

  7. Preoperative learning goals set by surgical residents and faculty.

    Science.gov (United States)

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

    2011-09-01

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

  8. Structured Annual Faculty Review Program Accelerates Professional Development and Promotion

    Directory of Open Access Journals (Sweden)

    Stanley J. Robboy MD

    2017-03-01

    Full Text Available This retrospective observational study on faculty development analyzes the Duke University Pathology Department’s 18-year experience with a structured mentoring program involving 51 junior faculty members. The majority had MD degrees only (55%. The percentage of young women faculty hires before 1998 was 25%, increasing to 72% after 2005. Diversity also broadened from 9% with varied heritages before 1998 to 37% since then. The mentoring process pivoted on an annual review process. The reviews generally helped candidates focus much earlier, identified impediments they individually felt, and provided new avenues to gain a national reputation for academic excellence. National committee membership effectively helped gain national exposure. Thirty-eight percent of the mentees served on College of American Pathologists (CAP committees, exponential multiples of any other national society. Some used CAP resources to develop major programs, some becoming nationally and internationally recognized for their academic activities. Several faculty gained national recognition as thought leaders for publishing about work initiated to serve administrative needs in the Department. The review process identified the need for more protected time for research, issues with time constraints, and avoiding exploitation when collaborating with other departments. This review identified a rigorous faculty mentoring and review process that included annual career counseling, goal-oriented academic careers, monitored advancement to promotion, higher salaries, and national recognition. All contributed to high faculty satisfaction and low faculty turnover. We conclude that a rigorous annual faculty review program and its natural sequence, promotion, can greatly foster faculty satisfaction.

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

    Directory of Open Access Journals (Sweden)

    Gholamreza Fadaei

    2012-02-01

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

  10. Factors Influencing Retention Among Part-Time Clinical Nursing Faculty.

    Science.gov (United States)

    Carlson, Joanne S

    This study sought to determine job characteristics influencing retention of part-time clinical nurse faculty teaching in pre-licensure nursing education. Large numbers of part-time faculty are needed to educate students in the clinical setting. Faculty retention helps maintain consistency and may positively influence student learning. A national sample of part-time clinical nurse faculty teaching in baccalaureate programs responded to a web-based survey. Respondents were asked to identify the primary reason for wanting or not wanting to continue working for a school of nursing (SON). Affinity for students, pay and benefits, support, and feeling valued were the top three reasons given for continuing to work at an SON. Conflicts with life and other job responsibilities, low pay, and workload were the top three reasons given for not continuing. Results from this study can assist nursing programs in finding strategies to help reduce attrition among part-time clinical faculty.

  11. Faculty self-reported experience with racial and ethnic discrimination in academic medicine.

    Science.gov (United States)

    Peterson, Neeraja B; Friedman, Robert H; Ash, Arlene S; Franco, Shakira; Carr, Phyllis L

    2004-03-01

    Despite the need to recruit and retain minority faculty in academic medicine, little is known about the experiences of minority faculty, in particular their self-reported experience of racial and ethnic discrimination at their institutions. To determine the frequency of self-reported experience of racial/ethnic discrimination among faculty of U.S. medical schools, as well as associations with outcomes, such as career satisfaction, academic rank, and number of peer-reviewed publications. A 177-item self-administered mailed survey of U.S. medical school faculty. Twenty-four randomly selected medical schools in the contiguous United States. A random sample of 1,979 full-time faculty, stratified by medical school, specialty, graduation cohort, and gender. Frequency of self-reported experiences of racial/ethnic bias and discrimination. The response rate was 60%. Of 1,833 faculty eligible, 82% were non-Hispanic white, 10% underrepresented minority (URM), and 8% non-underrepresented minority (NURM). URM and NURM faculty were substantially more likely than majority faculty to perceive racial/ethnic bias in their academic environment (odds ratio [OR], 5.4; P discrimination by a superior or colleague. Faculty with such reported experiences had lower career satisfaction scores than other faculty (P discrimination achieved academic productivity similar to that of other faculty.

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

    Directory of Open Access Journals (Sweden)

    Linda M. Ferguson

    2004-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Kristen Young

    2011-06-01

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

  14. How to Evaluate a Faculty Governance Structure

    Science.gov (United States)

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

    2013-01-01

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

  15. Browsing of E-Journals by Engineering Faculty

    Science.gov (United States)

    Bennett, Denise Beaubien; Buhler, Amy G.

    2010-01-01

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

  16. Faculty Personality: A Factor of Student Retention

    Science.gov (United States)

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

    2016-01-01

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

  17. Faculty Attitudes towards Computer Assisted Instruction at the University of Gaziantep

    Directory of Open Access Journals (Sweden)

    Filiz Yalçın TILFARLIOĞLU

    2006-04-01

    Full Text Available This study aims at revealing faculty attitudes towards computer assistedinstruction at University of Gaziantep, Turkey in a multifaceted way. Additionally, ittries to determine underlying factors that shape these attitudes. After a pilot study, thequestionnaire was applied to a sample population of 145 faculty that were chosenrandomly. The results revealed that faculty attitudes towards computer assistedinsruction are positive. Age, sex, teaching experience, level of proficiency in Englishand computer usage skills have no or little effects over these attitudes.According to theresults of the study, faculty who have prior knowledge on computers expose ratherpositive attitudes towards computers in education.Another important outcome of thestudy is the existence of a gender gap in terms of computer assisted instruction.Althoughthere seems to be no difference between male and female faculty concerning theirbackground education regarding computers, male faculty feel confident about thematter, whereas female faculty feel uncomfortable about using computers in theirlessons.

  18. 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.

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

    Science.gov (United States)

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

    2013-12-01

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

  20. The global summit on nurse faculty migration.

    Science.gov (United States)

    Thompson, Patricia E; Benton, David C; Adams, Elizabeth; Morin, Karen H; Barry, Jean; Prevost, Suzanne S; Vlasich, Cynthia; Oywer, Elizabeth

    2014-01-01

    As global demand for health care workers burgeons, information is scant regarding the migration of faculty who will train new nurses. With dual roles as clinicians and educators, and corresponding dual sets of professional and legal obligations, nurse faculty may confront unique circumstances in migration that can impact nations' ability to secure an adequate, stable nursing workforce. In a seminal effort to address these concerns, the Honor Society of Nursing, Sigma Theta Tau International, and the International Council of Nurses invited a diverse group of international experts to a summit designed to elucidate forces that drive nurse faculty migration. The primary areas of consideration were the impact on nurse faculty migration of rapid health care workforce scale-up, international trade agreements, and workforce aging. Long-term summit goals included initiating action affecting national, regional, and global supplies of nurse educators and helping to avert catastrophic failure of health care delivery systems caused by an inadequate ability to educate next-generation nurses. Copyright © 2014 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Sanford, Rania; Kinch, Amy Fowler

    2016-01-01

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

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

    Science.gov (United States)

    Senn-Carter, Darian

    2017-01-01

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

  3. Women Faculty Distressed: Descriptions and Consequences of Academic Contrapower Harassment.

    Science.gov (United States)

    Lampman, C; Crew, E C; Lowery, S; Tompkins, K A; Mulder, M

    2016-01-01

    Academic contrapower harassment (ACPH) occurs when someone with seemingly less power in an educational setting (e.g., a student) harasses someone more powerful (e.g., a professor). A representative sample of 289 professors from U.S. institutions of higher education described their worst incident with ACPH. Open-ended responses were coded using a keyword text analysis. Compared to the experiences of men faculty, women faculty reported that students were more likely to challenge their authority, argue or refuse to follow course policies, and exhibit disrespectful or disruptive behaviors. Although sexual harassment was uncommon, men faculty were more likely than women faculty to recount such incidents. Women faculty reported significantly more negative outcomes as a result of ACPH (e.g., anxiety, stress-related illness, difficulty concentrating, wanting to quit) than men faculty, and negative outcomes were most likely to result from ACPH involving intimidation, threats, or bullying from students. Implications for the prevention and reporting of ACPH are discussed.

  4. Advancing a Program of Research within a Nursing Faculty Role

    Science.gov (United States)

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

    2008-01-01

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

  5. Faculty Satisfaction Questionnaire: Development, Validity, and Reliability.

    Science.gov (United States)

    Serafin, Ana Gil

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

  6. Not Dean School: Leadership Development for Faculty Where They Are

    Science.gov (United States)

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

    2018-01-01

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

  7. Faculty Perspectives on Culturally Responsive Teaching Practices in Developmental Education

    Science.gov (United States)

    Raney, Kristen A.

    2013-01-01

    This mixed methods study examined the perspectives of developmental math faculty at a two-year technical college regarding culturally responsive beliefs and instructional practices. Thirteen faculty who taught the developmental class Elementary Algebra with Applications were surveyed. Nine of the 13 faculty responded. One section of Wisconsin's…

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

    Science.gov (United States)

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

    2011-02-01

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

  9. Successful ADVANCE Initiatives for Junior Women Faculty in STEM

    Science.gov (United States)

    Riskin, Eve

    2015-01-01

    The NSF ADVANCE program was designed to transform university policies, procedures, and practices so that women faculty could advance in STEM faculty careers, obtain tenure, and ultimately become academic leaders. The results have been impressive. The most recent data from the American Society of Engineering Education (Fall 2013) show that the average percentage of women faculty in U.S. Colleges of Engineering is now 14.5%; it was just 9% when ADVANCE started in 2001.This talk will describe programs to support and promote junior women faculty that have been successful in recruiting and retaining women in STEM. These programs include mentoring, professional development, and work/life balance initiatives. Suggestions will be made for ways to disseminate low-cost successful ADVANCE programs to other institutions so that they can successfully support their own women faculty in STEM. One effort is the University of Washington's LEAD-it-Yourself! online toolkit that will enable other universities to run their own leadership workshops for department chairs and deans.

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

    Science.gov (United States)

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

    2018-03-28

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

  11. Assessment of and recommendations to improve pharmacy faculty satisfaction and retention.

    Science.gov (United States)

    Spivey, Christina A; Chisholm-Burns, Marie A; Murphy, John E; Rice, Laura; Morelli, Christopher

    2009-01-01

    The level of job satisfaction and items associated with job satisfaction are examined among pharmacy faculty in the United States. An Internet-based survey was developed and distributed via e-mail to randomly selected faculty. The survey questionnaire was developed based on items used in previous surveys related to faculty job satisfaction and included a seven-item job satisfaction measure, satisfaction with work- and career-related items, items regarding the work environment, and demographic information. Analysis of variance and Pearson's correlation coefficient were used to analyze the relationship among variables. Out of 1000 faculty members who received the survey, 266 responded. The mean +/- S.D. level of global job satisfaction for faculty was 3.82 +/- 0.77. Global satisfaction and salary satisfaction were associated with higher salary level (p satisfaction were found for several work and career items. Female faculty members were less satisfied with time for family and personal needs compared with male faculty (p job satisfaction, there are several work and career and work environment areas in which improvement in satisfaction is needed. Provision of competitive salaries and development of a stimulating, supportive institutional culture may increase job satisfaction and facilitate improved faculty retention.

  12. Contingent Commitments: Bringing Part-Time Faculty into Focus. Methodology Supplement

    Science.gov (United States)

    Center for Community College Student Engagement, 2014

    2014-01-01

    Center reporting prior to 2013 focused primarily on descriptive statistics (frequencies and means) of student and faculty behaviors. The goal of the analyses reported here and in "Contingent Commitments: Bringing Part-Time Faculty into Focus" is to understand the engagement of part-time or contingent faculty in various activities that…

  13. Faculty Member Perceptions of Academic Leadership Styles at Private Colleges

    Science.gov (United States)

    Gidman, Lori Kathleen

    2013-01-01

    The leadership style of academic leaders was studied through the eyes of faculty members. This empirical study looked at faculty perceptions of academic leadership with the use of a numerical survey as the basis for observation. Faculty members at six private liberal arts institutions completed the Multifactor Leadership Questionnaire (MLQ) in…

  14. Objective, Way and Method of Faculty Management Based on Ergonomics

    Science.gov (United States)

    WANG, Hong-bin; Liu, Yu-hua

    2008-01-01

    The core problem that influences educational quality of talents in colleges and universities is the faculty management. Without advanced faculty, it is difficult to cultivate excellent talents. With regard to some problems in present faculty construction of colleges and universities, this paper puts forward the new objectives, ways and methods of…

  15. Job Satisfaction and Role Clarity Among University and College Faculty.

    Science.gov (United States)

    Locke, Edwin A.; And Others

    1983-01-01

    A study of faculty job satisfaction concerned with work achievement, work role clarity, superordinates, co-workers, pay promotions, and facilities is described. Results show that faculty are most dissatisfied with pay, promotions and administration; faculty with higher pay scales are more satisfied than those with lower pay scales. (Author/MLW)

  16. 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.

  17. Assessing faculty professional development in STEM higher education: Sustainability of outcomes.

    Science.gov (United States)

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

    2016-03-01

    We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

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

    Directory of Open Access Journals (Sweden)

    William L. Anderson

    2002-11-01

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

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

    Science.gov (United States)

    Moutier, Christine; Wingard, Deborah; Gudea, Monica; Jeste, Dilip; Goodman, Seneca; Reznik, Vivian

    2016-12-01

    The culture of academic medical institutions impacts trainee education, among many other faculty and patient outcomes. Disrespectful behavior by faculty is one of the most challenging and common problems that, left unattended, disrupts healthy work and learning environments. Conversely, a respectful environment facilitates learning, creates a sense of safety, and rewards professionalism. The authors developed surveys and an intervention in an effort to better understand and improve climate concerns among health sciences faculty at the University of California, San Diego (UCSD), a research-intense, public, academic medical center. An online "climate survey" of all UC San Diego health sciences faculty was conducted in 2011-2012. A strategic campaign to address the behavioral issues identified in the initial survey was subsequently launched. In 2015, the climate was re-evaluated in order to assess the effectiveness of the intervention. A total of 478 faculty members (223 women, 235 men, 35 % of faculty) completed the baseline survey, reporting relatively low levels of observed sexual harassment (7 %). However, faculty reported concerning rates of other disruptive behaviors: derogatory comments (29 %), anger outbursts (25 %), and hostile communication (25 %). Women and mid-level faculty were more likely to report these behavioral concerns than men and junior or senior colleagues. Three years after an institutional strategy was initiated, 729 faculty members (50 % of the faculty) completed a follow-up survey. The 2015 survey results indicate significant improvement in numerous climate factors, including overall respectful behaviors, as well as behaviors related to gender. In order to enhance a culture of respect in the learning environment, institutions can effectively engage academic leaders and faculty at all levels to address disruptive behavior and enhance positive climate factors.

  20. Numbers of women faculty in the geosciences increasing, but slowly

    Science.gov (United States)

    Wolfe, C. J.

    2001-12-01

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

  1. Drug Take Back in Hawai‘i: Partnership Between the University of Hawai‘i Hilo College of Pharmacy and the Narcotics Enforcement Division

    Science.gov (United States)

    Batz, Forrest; Juarez, Deborah Taira; Ladao, Lani C

    2014-01-01

    Unused/unwanted medications in households and patient care facilities expose vulnerable populations, including children, elders, and pets, to potential harm through inadvertent ingestion, as well as the potential for theft and assault. Hawai‘i Administrative Rules prohibit the return of any prescription medications to retail pharmacies after dispensing. The Hawai‘i Narcotics Enforcement Division (NED) partnered with the University of Hawai‘i at Hilo Daniel K. Inouye College of Pharmacy (CoP) in eleven Drug Take Back events throughout the state. Most participants heard of the events via newspaper and television marketing. The most common methods of medication disposal are via trash or down household drains. Over 8,000 lbs of unused/unwanted medications was collected, identified and logged from 2011 through 2012. The majority of returned drugs were non-controlled substances (90%). Commonly returned medications included prescription cardiac medications such as simvastatin and lisinopril, non-prescription analgesics such as aspirin and ibuprofen, and dietary supplements such as vitamins and iron. Commonly returned controlled substance medications included narcotics such as hydrocodone/acetaminophen combinations and oxycodone, and sedative hypnotics such as zolpidem and lorazepam. PMID:24470984

  2. Faculty Compensation in Continuing Education: Theory versus Practice.

    Science.gov (United States)

    Scott, Joyce A.

    1984-01-01

    Lawler's Motivation Model and other studies of reward systems are used to develop a policy assessment and development checklist for compensating continuing education faculty. The checklist includes institutional, reward system, and motivation factors that should be considered to encourage faculty participation. (SK)

  3. Educational Background and Academic Rank of Faculty Members within US Schools of Pharmacy.

    Science.gov (United States)

    Assemi, Mitra; Hudmon, Karen Suchanek; Sowinski, Kevin M; Corelli, Robin L

    2016-05-25

    Objective. To characterize the educational background and academic rank of faculty members in US schools of pharmacy, estimate the extent to which they are employed by institutions where they received previous training, and determine whether differences in degree origin and rank exist between faculty members in established (≤1995) vs newer programs. Methods. A cross-sectional study was conducted using the American Association of Colleges of Pharmacy (AACP) faculty database and demographic information from the public domain. Results. Among 5516 faculty members, 50.3% held two or more types of degrees. Established schools had a higher median number of faculty members and a higher mean faculty rank than did newer schools. Conclusion. The difference in mean faculty rank highlights the shortage of experienced faculty members in newer schools. Future research efforts should investigate educational attainment in correlation to other faculty and school characteristics and prospectively track and report trends related to pharmacy faculty members composition.

  4. Relationships between menstrual and menopausal attitudes and associated demographic and health characteristics: the Hilo Women's Health Study.

    Science.gov (United States)

    Morrison, Lynn A; Sievert, Lynnette L; Brown, Daniel E; Rahberg, Nichole; Reza, Angela

    2010-07-01

    The objective of this study was to examine the relation of menstrual attitudes to menopausal attitudes and the demographic and health characteristics associated with each. This cross-sectional study consisted of a randomly selected sample of 1,824 respondents aged 16 to 100 years in multi-ethnic Hilo, Hawai'i. Women completed questionnaires for demographic and health information, such as age, ethnicity, education, residency in Hawai'i, menopausal status, exercise, and attitudes toward menstruation and menopause. Women more often chose positive terms, such as "natural," to describe menstruation (60.8%) and menopause (59.4%). In bivariate analyses, post-menopausal women were significantly more likely to have positive menstrual and menopausal attitudes than pre-menopausal women. Factor analyses were used to cluster attitudes followed by linear regression to identify demographic characteristics associated with factor scores. Asian-American ethnicity, higher education, reporting more exercise, and growing up outside of Hawai'i were associated with positive menstrual attitudes. Higher education, older age, post-menopausal status, growing up outside of Hawai'i and having hot flashes were associated with positive menopausal attitudes. Bivariate correlation analyses suggested significant associations between factor scores for menstrual and menopausal attitudes. Both negative and positive menstrual attitudes were positively correlated with the anticipation of menopause, although negative attitudes toward menstruation were negatively correlated with menopause as a positive, natural life event. Demographic variables, specifically education and where one grows up, influenced women's attitudes toward menstruation and menopause and should be considered for inclusion in subsequent multi-ethnic studies. Further research is also warranted in assessing the relationship between menstrual and menopausal attitudes.

  5. Community-based dental education and the importance of faculty development.

    Science.gov (United States)

    McAndrew, Maureen

    2010-09-01

    Community-based dental education offers a variety of positive learning experiences for students while providing needed dental services for the underserved. More dental students are being instructed by a growing body of largely volunteer community-based faculty who practice in a wide range of community settings including community hospitals and clinics, nursing homes, and private practices. These geographically dispersed instructors may have little experience as educators. Their practice styles and their motivation to improve teaching effectiveness are likely to differ from the styles and motivation of school-based faculty members. Moreover, many dental schools have begun to emphasize practices that may be unfamiliar to community-based faculty such as evidence-based practice. Providing faculty development for them is challenging, yet crucial to the success of these programs and dental education in general. Fundamental elements that must be considered for effective community faculty development programming include fostering a culture of respect between school-based and community faculty members, basing programs on the actual needs of these educators, integrating principles of adult learning theory, and establishing ongoing institutional support. This article provides background on this movement, reviews the literature for faculty development programs geared specifically to community-based educators, makes recommendations for development programs for these dental educators, and includes suggestions for future research.

  6. Roads Scholars: Part-Time Faculty Job Satisfaction in Community Colleges

    Science.gov (United States)

    Kramer, Allison L.; Gloeckner, Gene W.; Jacoby, Daniel

    2014-01-01

    Are part-time faculty members satisfied with their roles in higher education? Data from part-time faculty responses regarding their experiences in higher education vary. Valadez and Antony (2001) analyzed data from 6,811 part-time faculty collected from the National Center for Education Statistics' (NCES) 1992-1993 National Survey of Postsecondary…

  7. Changing Institutional Culture through Peer Mentoring of Women STEM Faculty

    Science.gov (United States)

    Thomas, Nicole; Bystydzienski, Jill; Desai, Anand

    2015-01-01

    Higher education institutions often use mentoring to socialize faculty members into their academic disciplines and to retain them. Mentoring can also be used to change organizational culture to meet the needs of historically marginalized faculty members. In this article we focus on peer mentoring circles for women STEM faculty at a large,…

  8. Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles

    Science.gov (United States)

    Hewitt, Julie E.

    2016-01-01

    Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the…

  9. 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

  10. 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…

  11. 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…

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

    Science.gov (United States)

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

    2015-03-01

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

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

    Science.gov (United States)

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

    2014-02-10

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

  14. PROGNOSTICATORS OF JOB SATISFACTION FOR FACULTY IN UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    Jawwad AHMAD

    2012-01-01

    Full Text Available This study examines job satisfaction of teaching faculty working in universities at Pakistan. The study investigates job satisfaction in perspective of gender; organizational commitment; intrinsic and extrinsic rewards; organizational fairness; quality of coworkers’ integration; organizational fairness; and diversity. Data was collected from 203 respondents of 8 public and private sector teaching faculty members. Chi-Square Test, correlation and Ordinary least squares (OLS regression are used to test hypotheses. It is found that there is no significant difference between job satisfaction levels in context of gender; however, extrinsic rewards are primary motivators for job satisfaction of teaching faculty.

  15. Women Designing a Faculty Career: The Role of Self-Reliance

    Science.gov (United States)

    Haley, Karen

    2013-01-01

    Self-reliance was an important personal attribute in the completion of a doctoral program and advancement to a faculty position. Self-reliance for the participants included self-motivation, motivated from within to return to school and advance to a faculty role; self-efficacy, believing they could complete their doctoral degree and become faculty;…

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

    Science.gov (United States)

    List, Karen; Sorcinelli, Mary Deane

    2018-01-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

  18. Faculty Development Effectiveness: Insights from a Program Evaluation

    Directory of Open Access Journals (Sweden)

    Anupma Wadhwa

    2014-01-01

    Full Text Available Background. Faculty development programs are often time and resource intensive. In order to accommodate time constrained clinicians a limited time commitment faculty development program was developed and was shown to be effective in improving participant’s scholarly productivity. Objectives. The objective of this study was to assess participants’ perceptions of why the faculty development program was effective in promoting scholarship in education. Methods. In-depth semistructured interviews of course participants were conducted a year after completing a faculty development program. The interviews were audiotaped and transcribed verbatim. The transcriptions were coded independently by the investigators for dominant themes. The investigators held coding meetings to further refine the themes and discrepancies were handled by referring to the transcripts and reaching consensus. Results. The participants’ satisfaction with the course as described in the interviews correlated with the early satisfaction surveys. Reasons offered for this impact fell into four broad categories: course content, course format, social networking during the course, and the course facilitation coaching strategies to achieve goals. Conclusions. Course focusing on the process, experiential learning, and situating the course facilitator in the role of a functional mentor or coach to complete projects can be effective in facilitating behaviour change after faculty development programs.

  19. Identifying Best Practices for Engaging Faculty in International Agricultural Education

    Directory of Open Access Journals (Sweden)

    Alexa J. Lamm

    2013-10-01

    Full Text Available Universities are being called upon to internationalize curriculum as the need for a globally competent workforce increases. Without globally-competent faculty, international integration within higher education cannot occur. Literature indicates that participation in short-term international agricultural education experiences is important to increasing agricultural faculty members’ cultural awareness. However, the best way to design and implement such experiences for faculty is uncharted. The purpose of the study was to identify best practices for facilitating a short-term international education experience for faculty in the agricultural and life sciences that encouraged learning, discussion, and reflection leading faculty to further integrate international perspectives in their agricultural courses in the U.S. Through a qualitative research design, reflective observations and statements from a planning team conducting short-term international agricultural education experience in Ecuador were used to provide a thick, rich description of the successes/challenges faced while designing and implementing the experience. The results provided a list of best practices future planning team members can use to emphasize learning before, during, and after a short-term international agricultural education experience for faculty.

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

    Science.gov (United States)

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

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

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

    Science.gov (United States)

    Hardre, Patricia; Cox, Michelle

    2009-01-01

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

  2. Development of a radiology faculty appraisal instrument by using critical incident interviewing.

    Science.gov (United States)

    Collins, J; Albanese, M A; Thakor, S K; Propeck, P A; Scanlan, K A

    1997-12-01

    To develop a valid and reliable radiology faculty appraisal instrument based on scientific methods. Fifteen radiology residents participated in critical incident interviewing. During a 1-hour interview, a resident was asked to describe five incidents each of effective and ineffective faculty behavior. Two investigators independently listened to the tape-recorded interviews, and two different investigators sorted the incidents into broad categories. A faculty appraisal instrument was developed by listing similar incidents under broad categories. A five-point rating scale was applied to each item. Content validity was assessed by resident and faculty critique of the appraisal instrument. A total of 168 incidents of faculty behavior were generated. The frequency with which similar incidents were reported was recorded. The most common behaviors reported were related to staff expertise and teaching. Interjudge reliability was good, as determined by computing K indices of agreement (overall K = 0.59). There was good agreement regarding instrument content validity among residents but not among faculty. Residents supported the use of the new appraisal instrument, but further tests of validity and reliability and faculty acceptance of the instrument will determine its usefulness as a tool for monitoring faculty teaching performance and making decisions regarding faculty promotion.

  3. Knowledge processing and faculty engagement in multicultural university settings

    DEFF Research Database (Denmark)

    Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

    2014-01-01

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

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

    Science.gov (United States)

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

    2011-06-01

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

  5. '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.

  6. Faculty Teaching Climate: Scale Construction and Initial Validation

    Science.gov (United States)

    Knorek, John Kenneth

    2012-01-01

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

  7. 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…

  8. Engaging Faculty in Telecommunications-Based Instructional Delivery Systems.

    Science.gov (United States)

    Swalec, John J.

    In the design and development of telecommunications-based instructional delivery systems, attention to faculty involvement and training is often overlooked until the system is operational. The Waubonsee Telecommunications Instructional Consortium (TIC), in Illinois, is one network that benefited from early faculty input. Even before the first…

  9. Faculty application of the American Psychological Association style.

    Science.gov (United States)

    Morse, Gwen Goetz

    2009-10-01

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

  10. Knox named Phoenix associate dean of faculty affairs

    Directory of Open Access Journals (Sweden)

    Robbins RA

    2016-12-01

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

  11. The Faculty Web Page: Contrivance or Continuation?

    Science.gov (United States)

    Lennex, Lesia

    2007-01-01

    In an age of Internet education, what does it mean for a tenure/tenure-track faculty to have a web page? How many professors have web pages? If they have a page, what does it look like? Do they really need a web page at all? Many universities have faculty web pages. What do those collective pages look like? In what way do they represent the…

  12. Research Productivity of Sports Medicine Fellowship Faculty

    OpenAIRE

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

    2016-01-01

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

  13. The Language Faculty - mind or brain?

    DEFF Research Database (Denmark)

    Thrane, Torben

    2009-01-01

    I. Dretske. Apart from a brief introduction and a conclusion, the paper contains 5 main sections: Three levels of Chomskyan linguistics, Representational theories of mind, Representational systems, Representational architecture, and finally The language faculty in brain studies.......The paper subjects Chomsky's compound creation - the 'mind/brain' - to scrutiny. It argues that it creates a slipway for talk about the human language faculty,  such that what should properly be discussed in functional terms - what the brain does when processing language - is instead talked about...

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

    Directory of Open Access Journals (Sweden)

    Valéria Marli Leonello

    2014-12-01

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

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

    Science.gov (United States)

    Shugart, Kelli Palmer

    2017-01-01

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

  16. Motivations and Paths to Becoming Faculty at Minority Serving Institutions

    Directory of Open Access Journals (Sweden)

    Daniel Blake

    2018-02-01

    Full Text Available Drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women at Minority Serving Institutions (MSIs, this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1 teaching, activism, and community uplift were primary motivators to enter the professoriate; (2 supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3 career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.

  17. Empowering Faculty to Develop and Share Global Knowledge

    Science.gov (United States)

    Harrison, David

    2014-01-01

    As colleges seek to increase global knowledge within its students, it is important that faculty members are also offered opportunities to increase their own knowledge of global issues. This chapter discusses faculty development models for seminars abroad and how these seminars encourage the development of unique global study programs.

  18. New Faculty Members' Emotions: A Mixed-Method Study

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Livingston, Jennifer; Jun, Alexander

    2011-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Elizabeth McKinsey

    2016-03-01

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

  1. Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design

    Science.gov (United States)

    Toth, Kate E.; McKey, Colleen A.

    2010-01-01

    The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study…

  2. 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.

  3. What's the ROI for resolving the nursing faculty shortage?

    Science.gov (United States)

    Kowalski, Karren; Kelley, Brian M

    2013-01-01

    The nursing faculty shortage will have a fundamental impact on the ability to produce nurses. For most nursing schools and states, however, concerns about the relative merits of different solutions to the nursing faculty shortage are misplaced. Without significantly increased visibility and definition, accompanied by a clear public, private, and health care organization return on investment (ROI), proposing solutions to the nursing faculty shortage is at best premature and at worst irrelevant. There is simply too much competition for resources to expect that a vaguely defined and invisible problem with no rationale for increased investment will receive sufficient support from critical decision makers and constituencies. First must come problem definition, visibility, and ROI. Only then can the case be made for implementing solutions to the nursing faculty shortage.

  4. A Theoretical Analysis of Faculty Job Satisfaction/Dissatisfaction.

    Science.gov (United States)

    Hill, Malcolm

    1987-01-01

    This study examines the issue of job satisfaction of college faculty from the perspective of Herzberg's "two-factor" theory and assesses the utility of the theory. Data from 1,089 full-time faculty in 20 college and university campuses supports that "intrinsic" factors contribute primarily to job satisfaction. (Author/LMO)

  5. Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring

    Science.gov (United States)

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

    2015-01-01

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

  6. Perceptions about Plagiarism between Faculty and Undergraduate Students

    Science.gov (United States)

    Pritchett, Serene

    2010-01-01

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

  7. Incorporating Sustainability Content and Pedagogy through Faculty Development

    Science.gov (United States)

    Hurney, Carol A.; Nash, Carole; Hartman, Christie-Joy B.; Brantmeier, Edward J.

    2016-01-01

    Purpose: Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses. Design/methodology/approach: A yearlong…

  8. Evaluating Online Dictionaries From Faculty Prospective: A Case Study Performed On English Faculty Members At King Saud University--Wadi Aldawaser Branch

    Science.gov (United States)

    Abouserie, Hossam Eldin Mohamed Refaat

    2010-01-01

    The purpose of this study was to evaluate online dictionaries from faculty prospective. The study tried to obtain in depth information about various forms of dictionaries the faculty used; degree of awareness and accessing online dictionaries; types of online dictionaries accessed; basic features of information provided; major benefits gained…

  9. A Needs Assessment of Medical School Faculty: Caring for the Caretakers.

    Science.gov (United States)

    Pololi, Linda H.; Dennis, Kay; Winn, Gloria M.; Mitchell, Jim

    2003-01-01

    In administrator interviews and a survey of 395 medical school faculty (72% responded), faculty prioritized the following learning needs: sustaining vitality, life balance, meaningful work, relationships, and personal growth. Administrators ranked the following needs for faculty: time management, teamwork, and improved performance. Junior faculty…

  10. Attitudes of health sciences faculty members towards interprofessional teamwork and education.

    Science.gov (United States)

    Curran, Vernon R; Sharpe, Dennis; Forristall, Jennifer

    2007-09-01

    Faculty attitudes are believed to be a barrier to successful implementation of interprofessional education (IPE) initiatives within academic health sciences settings. The purpose of this study was to examine specific attributes of faculty members, which might relate to attitudes towards IPE and interprofessional teamwork. A survey was distributed to all faculty members in the medicine, nursing, pharmacy and social work programmes at our institution. Respondents were asked to rate their attitudes towards interprofessional health care teams, IPE and interprofessional learning in an academic setting using scales adopted from the peer-reviewed literature. Information on the characteristics of the respondents was also collected, including data on gender, prior experience with IPE, age and years of practice experience. A total response rate of 63.0% was achieved. Medicine faculty members reported significantly lower mean scores (P nursing faculty on attitudes towards IPE, interprofessional teams and interprofessional learning in the academic setting. Female faculty and faculty who reported prior experience in IPE reported significantly higher mean scores (P teamwork. The findings have implications for both the advancement of IPE within academic institutions and strategies to promote faculty development initiatives. In terms of IPE evaluation, the findings also highlight the importance of measuring baseline attitudinal constructs as part of systematic evaluative activities when introducing new IPE initiatives within academic settings.

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

    Science.gov (United States)

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

    2011-11-01

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

  12. Improving faculty publication output: the role of a writing coach.

    Science.gov (United States)

    Baldwin, Claire; Chandler, Genevieve E

    2002-01-01

    Publishing academic papers is recognized by faculty as vital not only to their careers, but also to the standing of their school within the university and the discipline. Although writing is perceived as a critical, high-priority task, it often has low follow-through behavior. To facilitate the publication output of our faculty, a part-time writing coach was hired. Blanchard's situational leadership II model (1985), which tailors leadership style to the needs of the group, indicated a framework of coaching and support would best meet faculty writing needs. The literature further suggested that an ongoing coaching relationship in the form of a committed partnership would empower faculty to achieve beyond prior performance. We present a model to show how coaching and support facilitate perseverance in writing for publication. Sixteen of 26 faculty sought the coach's help in the first 2.5 years, generating 21 submissions to peer-reviewed journals. Fifteen of these were published or accepted (71 per cent), and one was still under review when this article was written. Five rejected papers had not yet been resubmitted. Faculty with recent doctorates appeared to benefit most from coaching. Copyright 2002 by W.B. Saunders Company

  13. [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

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

    Science.gov (United States)

    Rogotzke, Kathy

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

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

    Science.gov (United States)

    Gary, Jodie C; Gosselin, Kevin; Bentley, Regina

    2018-03-01

    The attitudes of faculty towards interprofessional education (IPE) and teamwork impact the education of health professions education (HPE) students. This paper reports on a study evaluating attitudes from health professions educators towards IPE and teamwork at one academic health science center (HSC) where modest IPE initiatives have commenced. Drawing from the results of a previous investigation, this study was conducted to examine current attitudes of the faculty responsible for the training of future healthcare professionals. Survey data were collected to evaluate attitudes from HSC faculty, dentistry, nursing, medicine, pharmacy and public health. In general, positive HSC faculty attitudes towards interprofessional learning, education, and teamwork were significantly predicted by those affiliated with the component of nursing. Faculty development aimed at changing attitudes and increasing understanding of IPE and teamwork are critical. Results of this study serve as an underpinning to leverage strengths and evaluate weakness in initiating IPE.

  16. Development and Operation of an Automatic Rotor Trim Control System for use During the UH-60 Individual Blade Control Wind Tunnel Test

    Science.gov (United States)

    Theodore, Colin R.

    2010-01-01

    A full-scale wind tunnel test to evaluate the effects of Individual Blade Control (IBC) on the performance, vibration, noise and loads of a UH-60A rotor was recently completed in the National Full-Scale Aerodynamics Complex (NFAC) 40- by 80-Foot Wind Tunnel [1]. A key component of this wind tunnel test was an automatic rotor trim control system that allowed the rotor trim state to be set more precisely, quickly and repeatably than was possible with the rotor operator setting the trim condition manually. The trim control system was also able to maintain the desired trim condition through changes in IBC actuation both in open- and closed-loop IBC modes, and through long-period transients in wind tunnel flow. This ability of the trim control system to automatically set and maintain a steady rotor trim enabled the effects of different IBC inputs to be compared at common trim conditions and to perform these tests quickly without requiring the rotor operator to re-trim the rotor. The trim control system described in this paper was developed specifically for use during the IBC wind tunnel test

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

    Science.gov (United States)

    Elliott, Marquita; Rhoades, Nicole; Jackson, Christina M.; Mandernach, B. Jean

    2015-01-01

    The increasing prevalence of online courses mandates an examination of the similarities--and differences--in the faculty training and development needs of those teaching online. With institutions facing increasingly limited resources, there is a need to prioritize faculty development initiatives that will encourage faculty participation. An…

  18. Faculty Unions, Business Models, and the Academy's Future

    Science.gov (United States)

    Rhoades, Gary

    2011-01-01

    In this article, the author addresses questions about the future of faculty unions, business models, and the academy by providing some current and historical context regarding the causes of and conflicts about faculty unions. He also reviews trends in college and university management over the past three decades, using California, Ohio, and…

  19. Performance Measures of Academic Faculty--A Case Study

    Science.gov (United States)

    Davidovitch, Nitza; Soen, Dan; Sinuani-Stern, Zila

    2011-01-01

    This case study is the first to track the method used by an Israeli institution of higher education to assess and reward faculty members using a set of performance measures ("Excellence criteria"). The study profiles faculty members who received financial rewards for excellence during 2005-2007, based on the previous year's activities,…

  20. Social Work Faculty Support for Same-Sex Marriage: A Cross-National Study of U.S. and Anglophone Canadian MSW Teaching Faculty

    Science.gov (United States)

    Woodford, Michael R.; Luke, Katherine P.; Grogan-Kaylor, Andrew; Fredriksen-Goldsen, Karen I.; Gutierrez, Lorraine

    2012-01-01

    Attention to same-sex marriage has increased in the past decade. This study examines the perceptions of same-sex marriage among social work faculty. Faculty play a critical role in preparing future social workers for competent, ethical practice--including advocacy for social policies inclusive of sexual minorities. The present study investigates…

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

    Science.gov (United States)

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

    2010-09-01

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

  2. Promoting the teaching of critical thinking skills through faculty development.

    Science.gov (United States)

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

    2009-06-01

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

  3. Faculty Retention factors at European Business Schools. How Deans and Faculty Perceptions Differ.

    NARCIS (Netherlands)

    L. Moratis; P.J. van Baalen (Peter); L.H. Teunter (Linda); P.H.A.M. Verhaegen

    2005-01-01

    textabstractDevelopments in the management education environment present business schools with several challenges. Among these, perhaps the most important to address relates to a mission-critical resource for business schools: faculty retention. In this paper, we position and examine this problem

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

    Science.gov (United States)

    Eveslage, Sonja A.; And Others

    People and relationships that have helped faculty to develop their careers were studied, along with the impact of these relationships on faculty careers. Successful faculty were asked to: identify their career helpers, assess the relative impact of various career helping relationships on their professional identities, and describe the…

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

    Science.gov (United States)

    Fujii, Stephanie J.

    2014-01-01

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

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

    Science.gov (United States)

    Baker, Barbara H

    2010-01-01

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

  7. Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.

    Science.gov (United States)

    Paige, Jane B; Smith, Regina O

    2013-01-01

    This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.

  8. A computerized faculty time-management system in an academic family medicine department.

    Science.gov (United States)

    Daugird, Allen J; Arndt, Jane E; Olson, P Richard

    2003-02-01

    The authors describe the development, implementation, and evaluation of a computerized faculty time-management system (FTMS) in the Department of Family Medicine at the University of North Carolina-Chapel Hill. The FTMS is presented as an integrated set of computerized spreadsheets used annually to allocate faculty time across all mission activities of the department. It was first implemented in 1996 and has been continuously developed since then. An iterative approach has been used to gain consensus among faculty about time resources needed for various tasks of all missions of the department. These time-resource assumptions are used in the computerized system. Faculty time is allocated annually by the department vice chair in negotiation with individual faculty, making sure that the activities planned do not exceed the work time each faculty member has available for the year. During this process, faculty preferences are balanced against department aggregate needs to meet mission commitments and obligations. The authors describe how the computerized FTMS is used for faculty time management and career development, department planning, budget planning, clinical scheduling, and mission cost accounting. They also describe barriers and potential abuses and the challenge of building an organizational culture willing to discuss faculty time openly and committed to developing a system perceived as fair and accurate. The spreadsheet file is available free from the authors for use in other departments.

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

    OpenAIRE

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

    2015-01-01

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

  10. 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.

  11. Teacher training for medical faculty and residents.

    OpenAIRE

    Craig, J L

    1988-01-01

    Since 1984 the University of British Columbia's School of Medicine has offered teaching improvement project systems (TIPS) workshops on effective teaching techniques; two workshops a year are given for medical faculty members and two a year for residents. The faculty members who conduct the workshops have received training on how to present them. The most powerful learning experience offered by TIPS is the opportunity for participants to present 10-minute teaching segments that are videotaped...

  12. Audiogram of a Stranded Blainville’s Beaked Whale (Mesoplodon Densirostris) Measured using Auditory Evoked Potentials

    Science.gov (United States)

    2011-01-18

    University of Hawaii , Hilo , 200 W. Kawili St., Hilo , Hi, 8 96720, USA 9 10 KEYWORDS 11 Blainville’s beaked whale, hearing, marine mammals, acoustics...was 103 transported to the Hawaii Cetacean Rehabilitation Center in Hilo , Hawaii (HCRF). Hearing measurements 104 were collected for frequencies...given mineral and 114 electrolyte injections and transported via a Coast Guard flight to the University of Hawaii Hilo Cetacean 115 Rehabilitation

  13. Faculty Perspectives in the Transition to Online Teaching

    Directory of Open Access Journals (Sweden)

    Lorraine Slater

    2005-01-01

    Full Text Available This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities. This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities.

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

    Directory of Open Access Journals (Sweden)

    David Pearson

    2015-10-01

    Full Text Available Introduction: Clinicians and residency programs are increasing their use of social media (SM websites for educational and promotional uses, yet little is known about the use of these sites by residents and faculty. The objective of the study is to assess patterns of SM use for personal and professional purposes among emergency medicine (EM residents and faculty. Methods: In this multi-site study, an 18-question survey was sent by e-mail to the residents and faculty in 14 EM programs and to the Council of Emergency Medicine Residency Directors (CORD listserv via the online tool SurveyMonkey™. We compiled descriptive statistics, including assessment with the chi-square test or Fisher’s exact test. StatsDirect software (v 2.8.0, StatsDirect, Cheshire, UK was used for all analyses. Results: We received 1,314 responses: 63% of respondents were male, 40% were <30 years of age, 39% were between the ages 31 and 40, and 21% were older than 40. The study group consisted of 772 residents and 542 faculty members (15% were program directors, 21% were assistant or associate PDs, 45% were core faculty, and 19% held other faculty positions. Forty-four percent of respondents completed residency more than 10 years ago. Residents used SM markedly more than faculty for social interactions with family and friends (83% vs 65% [p<0.0001], entertainment (61% vs 47% [p<0.0001], and videos (42% vs 23% [p=0.0006]. Residents used Facebook™ and YouTube™ more often than faculty (86% vs 67% [p<0.001]; 53% vs 46% [p=0.01], whereas residents used Twitter™ (19% vs 26% [p=0.005] and LinkedIn™ (15% vs 32% [p<0.0001] less than faculty. Overall, residents used SM sites more than faculty, notably in daily use (30% vs 24% [p<0.001]. For professional use, residents were most interested in its use for open positions/hiring (30% vs 18% [p<0.0001] and videos (33% vs 26% [p=0.005] and less interested than faculty with award postings (22% vs 33% [p<0.0001] or publications (30

  15. Effects of Part-Time Faculty Employment on Community College Graduation Rates

    Science.gov (United States)

    Jacoby, Daniel

    2006-01-01

    Regression analysis indicates that graduation rates for public community colleges in the United States are adversely affected when institutions rely heavily upon part-time faculty instruction. Negative effects may be partially offset if the use of part-time faculty increases the net faculty resource available per student. However, the evidence…

  16. Job satisfaction levels of physician assistant faculty in the United States.

    Science.gov (United States)

    Graeff, Evelyn C; Leafman, Joan S; Wallace, Lisa; Stewart, Gloria

    2014-01-01

    Understanding job satisfaction in academia is important in order to recruit and retain faculty. Faculty members with greater job dissatisfaction are more likely to leave than faculty members who are satisfied. Physician assistant (PA) faculty job satisfaction needs to be assessed to determine which job facets are satisfying or dissatisfying. A quantitative descriptive study was done using a Web-based survey sent to PA faculty. The Job Descriptive Index (JDI), a validated survey, was used to measure levels of job satisfaction. The means for each facet were calculated to indicate levels of satisfaction with the job overall, work, supervision, co-workers, pay, promotion, levels of stress, and trustworthiness in management. Correlations were run among demographic factors, salary, and overall job satisfaction. Of the 1,241 PA faculty that received the survey, 239 responses (19.3% response rate) met the criteria for study inclusion. The highest level of satisfaction was with one's co-workers (mean 46.83, range 0 to 54). The promotion facet received the lowest mean level of satisfaction with a 22.2 (range 0 to 54). A small correlation was found between job satisfaction and academic rank (r = -.153, P = .020). Job satisfaction is linked to increased productivity and performance. It is important to understand job satisfaction to make improvements in the appropriate areas. Overall, the results indicate that PA faculty are satisfied with their jobs. Further research is needed to understand the factors that contribute to satisfaction among PA faculty.

  17. Generation-specific incentives and disincentives for nurse faculty to remain employed.

    Science.gov (United States)

    Tourangeau, Ann E; Wong, Matthew; Saari, Margaret; Patterson, Erin

    2015-05-01

    The aims of this paper are to: (1) describe work characteristics that nurse faculty report encourage them to remain in or leave their academic positions; and (2) determine if there are generational differences in work characteristics selected. Nurse faculty play key roles in preparing new nurses and graduate nurses. However, educational institutions are challenged to maintain full employment in faculty positions. A cross-sectional, descriptive survey design was employed. Ontario nurse faculty were asked to select, from a list, work characteristics that entice them to remain in or leave their faculty positions. Respondent data (n = 650) were collected using mailed surveys over four months in 2011. While preferred work characteristics differed across generations, the most frequently selected incentives enticing nurse faculty to stay were having: a supportive director/dean, reasonable workloads, supportive colleagues, adequate resources, manageable class sizes and work/life balance. The most frequently selected disincentives included: unmanageable workloads, unsupportive organizations, poor work environments, exposure to bullying, belittling and other types of incivility in the workplace and having an unsupportive director/dean. This research yields new and important knowledge about work characteristics that nurse faculty report shape their decisions to remain in or leave their current employment. Certain work characteristics were rated as important among all generations. Where similarities exist, broad strategies addressing work characteristics may effectively promote nurse faculty retention. However, where generational differences exist, retention-promoting strategies should target generation-specific preferences. © 2014 John Wiley & Sons Ltd.

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

    Science.gov (United States)

    Amador Kane, Suzanne

    2008-03-01

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

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

    Science.gov (United States)

    Tyszkiewicz-Bandur, Monika

    2013-01-01

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

  20. Part-Time Faculty and Community College Student Success

    Science.gov (United States)

    Rogers, Gregory S.

    2015-01-01

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

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

    Science.gov (United States)

    Carr, P L; Ash, A S; Friedman, R H; Szalacha, L; Barnett, R C; Palepu, A; Moskowitz, M M

    2000-06-06

    Gender-based discrimination and sexual harassment are common in medical practice and may be even more prevalent in academic medicine. To examine the prevalence of gender-based discrimination and sexual harassment among medical school faculty and the associations of gender-based discrimination with number of publications, career satisfaction, and perceptions of career advancement. A self-administered mailed questionnaire of U.S. medical school faculty that covered a broad range of topics relating to academic life. 24 randomly selected medical schools in the contiguous United States. A random sample of 3332 full-time faculty, stratified by specialty, graduation cohort, and sex. Prevalence of self-reported experiences of discrimination and harassment, number of peer-reviewed publications, career satisfaction, and perception of career advancement. Female faculty were more than 2.5 times more likely than male faculty to perceive gender-based discrimination in the academic environment (P productivity but lower career satisfaction scores than did other women (Padvancement (72% compared with 47%). Publications, career satisfaction, and professional confidence were not affected by sexual harassment, and self-assessed career advancement was only marginally lower for female faculty who had experienced sexual harassment (P = 0.06). Despite substantial increases in the number of female faculty, reports of gender-based discrimination and sexual harassment remain common.

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

    Science.gov (United States)

    Kuhn, Kristine L.

    2016-01-01

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

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

    Science.gov (United States)

    Beytekin, Osman Ferda; Kadi, Aysegül

    2014-01-01

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

  4. Recruitment of Journalism Faculty: Do Schools Travel the Ethical High Road?

    Science.gov (United States)

    Sneed, Don; And Others

    A study examined the perceptions of journalism educators regarding ethical conduct in the faculty recruitment process of journalism faculty. Data were gathered by means of a mail survey to a national sample of journalism faculty. Questionnaires were mailed to 490 journalism and mass communication educators with 407 responding. Every third name was…

  5. Can Increasing Faculty Professionalism Raise Instructional Quality at a Chinese University?

    Science.gov (United States)

    Lindgren, Jeffrey D.

    2013-01-01

    The purpose of this study was to determine if increasing faculty professionalism is a viable strategy for raising the quality of instruction at a Chinese university. In this study, increasing faculty professionalism refers to increases in regards to six areas of faculty work: academic freedom, work balance, governance, reward systems, salary, and…

  6. 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…

  7. Teaching for Social Justice: Motivations of Community College Faculty in Sociology

    Science.gov (United States)

    Brown, Sonia; Blount, Stacye; Dickinson, Charles A.; Better, Alison; Vitullo, Margaret Weigers; Tyler, Deidre; Kisielewski, Michael

    2016-01-01

    This article evaluates the reasons for career choice and job satisfaction among community college faculty who teach sociology, in relation to a social justice motivation for teaching. Using closed- and open-ended response data from a 2014 national survey of community college sociology faculty, this study finds that a preponderance of faculty do…

  8. Evaluating Competitiveness of Faculties of Higher Educational Establishments in Slovakia

    Directory of Open Access Journals (Sweden)

    Rayevnyeva Olena V.

    2016-02-01

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

  9. Addressing Clinical Faculty Need: Creating a Process and Evaluation for Peer Review of Practice

    Directory of Open Access Journals (Sweden)

    Jean Y. Moon

    2014-01-01

    Full Text Available Objectives: To describe the evolving process and evaluate the perceived value of peer review for clinical faculty. Methods: Using a 5-point Likert scale, clinical faculty rated the value of an electronic peer review process by completing an electronic 30 item survey across six areas of clinical faculty practice-related activity. Based on feedback, modifications were made and faculty were re-surveyed the following year. Results: Initially, 78% of faculty found peer review to be beneficial, mostly in the area of practice development and portions of practice dissemination. After modifications, 45% found peer review to be beneficial. Conclusions: Clinical faculty are challenged to leverage their practice into teaching and scholarly activities; however, clinical faculty often need feedback to accomplish this. Although the peer review process was designed to address perceived needs of clinical faculty, the process is dynamic and needs further refinement. Overall, clinical faculty find value in a peer review process. This evaluation of peer review illustrates the challenges to provide feedback across six key areas of clinical faculty activity.   Type: Original Research

  10. Faculty of Journalism in Al-Farabi Kazakh National University

    OpenAIRE

    Kurmanbaeva, A.; Alim, A.; Nogaibayeva, Zh.

    2015-01-01

    The article introduces the faculty of Journalism in Al-Farabi Kazakh National University. It describes the benefits of studying in the faculty of journalism, some opinions of students and stuff. The best qualities and advantages, studying habit, foreign exchange programs were also added.

  11. Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists.

    Science.gov (United States)

    Chisholm-Burns, Marie A; Gatwood, Justin; Spivey, Christina A; Dickey, Susan E

    2016-09-25

    Objective. To compare the net cumulative income of community pharmacists, hospital pharmacists, and full-time pharmacy faculty members (residency-trained or with a PhD after obtaining a PharmD) in pharmacy practice, medicinal chemistry, pharmaceutics, pharmacology, and social and administrative sciences. Methods. Markov modeling was conducted to calculate net projected cumulative earnings of career paths by estimating the costs of education, including the costs of obtaining degrees and student loans. Results. The economic model spanned 49 years, from ages 18 to 67 years. Earning a PharmD and pursuing an academic career resulted in projected net cumulative lifetime earnings ranging from approximately $4.7 million to $6.3 million. A pharmacy practice faculty position following public pharmacy school and one year of residency resulted in higher net cumulative income than community pharmacy. Faculty members with postgraduate year 1 (PGY1) training also had higher net income than other faculty and hospital pharmacy career paths, given similar years of prepharmacy education and type of pharmacy school attended. Faculty members with either a PharmD or PhD in the pharmacology discipline may net as much as $5.9 million and outpace all other PhD graduates by at least $75 000 in lifetime earnings. Projected career earnings of postgraduate year 2 (PGY2) trained faculty and PharmD/PhD faculty members were lower than those of community pharmacists. Findings were more variable when comparing pharmacy faculty members and hospital pharmacists. Conclusion. With the exception of PGY1 trained academic pharmacists, faculty projected net cumulative incomes generally lagged behind community pharmacists, likely because of delayed entry into the job market as a result of advanced training/education. However, nonsalary benefits such as greater flexibility and autonomy may enhance the desirability of academic pharmacy as a career path.

  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. Balancing Optimal Assessment with Part-Time Faculty Participation: A Discipline's Dilemma

    Science.gov (United States)

    Danley-Scott, Jennifer; Tompsett-Makin, Deborah

    2013-01-01

    Part-time faculty need to be brought into the student learning outcomes assessment loop not only to help accreditation, but because they, like full-time faculty, can benefit from assessment. When part-time faculty are not participating in assessment, a sizable percentage of courses are being less effectively taught than they could be. In an…

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

    Science.gov (United States)

    Colbeck, Carol L.

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

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

    Science.gov (United States)

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

    2017-10-01

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

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

    Science.gov (United States)

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

    2017-07-11

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

  17. The role of college and university faculty in the fossil fuel divestment movement

    Directory of Open Access Journals (Sweden)

    Jennie C. Stephens

    2018-05-01

    Full Text Available Colleges and universities have played a critical role in the growing social movement to divest institutional endowments from fossil fuels. While campus activism on fossil fuel divestment has been driven largely by students and alumni, faculty are also advocating to their administrators for institutional divestment from fossil fuels. This article characterizes the role of faculty by reviewing signatories to publicly available letters that endorse fossil fuel divestment. Analysis of 30 letters to administrators signed by faculty at campuses throughout the United States and Canada reveals support for divestment from 4550 faculty across all major fields of inquiry and scholarship, and all types of faculty positions. Of these signers, more than 225 have specific expertise in climate change or energy. An in-depth analysis of 18 of these letters shows that a significantly greater proportion of tenured faculty sign open letters of support for divestment than do not-yet-tenured tenure-track faculty (15.4% versus 10.7%, perhaps reflecting concerns among not-yet-tenured faculty that such support might jeopardize their career advancement. This analysis suggests that faculty support for the divestment movement is more widespread than commonly recognized; this movement is more mainstream, and broader-based, than is often recognized. Revealing the scope and scale of faculty support for fossil fuel divestment may encourage additional faculty to engage, support and endorse this growing social movement that highlights the social impact of investment decisions, and calls upon colleges and universities to align their investment practices with their academic missions and values.

  18. Barriers to advancement in academic surgery: views of senior residents and early career faculty.

    Science.gov (United States)

    Cochran, Amalia; Elder, William B; Crandall, Marie; Brasel, Karen; Hauschild, Tricia; Neumayer, Leigh

    2013-11-01

    A significant faculty attrition rate exists in academic surgery. The authors hypothesized that senior residents and early-career faculty members have different perceptions of advancement barriers in academic surgery. A modified version of the Career Barriers Inventory-Revised was administered electronically to surgical residents and early-career surgical faculty members at 8 academic medical centers. Residents identified a lack of mentorship as a career barrier about half as often as faculty members. Residents were twice as likely as faculty members to view childbearing as a career barrier. Many early-career faculty members cite a lack of mentors as a limitation to their career development in academic surgery. Childbearing remains a complex perceived influence for female faculty members in particular. Female faculty members commonly perceive differential treatment and barriers on the basis of their sex. Faculty development programs should address both systemic and sex-specific obstacles if academic surgery is to remain a vibrant field. Copyright © 2013 Elsevier Inc. All rights reserved.

  19. From Theory to Practice: Faculty Training in Business Ethics.

    Science.gov (United States)

    Boatright, John R.

    1991-01-01

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

  20. What Faculty Interviews Reveal about Meaningful Learning in the

    Science.gov (United States)

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

    2013-01-01

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

  1. Pay Inequities for Recently Hired Faculty, 1988-2004

    Science.gov (United States)

    Porter, Stephen R.; Toutkoushian, Robert K.; Moore, John V., III

    2008-01-01

    The national media and academic journals have reported a sizable wage gap between men and women in academe--a gap that has persisted over time. Data from the National Center for Education Statistics for 2004-2005 show that the average salary for all male faculty ($69,337) exceeded the average salary for female faculty ($56,926) by almost 22%.…

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

    Science.gov (United States)

    Ashley, George; Cort, Malcolm

    2007-01-01

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

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

    Science.gov (United States)

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

    2017-08-01

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

  4. Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

    Science.gov (United States)

    Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny

    2014-01-01

    Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school. PMID:24954939

  5. Faculty development program models to advance teaching and learning within health science programs.

    Science.gov (United States)

    Lancaster, Jason W; Stein, Susan M; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M

    2014-06-17

    Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.

  6. Organizational commitment of a health profession faculty: dimensions, correlates and conditions.

    Science.gov (United States)

    Marchiori, Dennis M; Henkin, Alan B

    2004-06-01

    Health professions depend on their faculties to prepare new practitioners, conduct research and provide essential services. Organizational commitment is an important aspect of faculty effectiveness and job performance, and may impact on turnover, absenteeism and interpersonal trust. A survey of organizational commitment, including faculty demographics and workplace variables, was conducted. Respondents were full- and part-time chiropractic faculty working in the United States and Canada. More than 54% of the study population (n = 609) completed and returned the instrument. A large majority of the respondents were male (68.4%) and employed full-time (81.6%). Almost half (47.5%) of the respondents were assigned to the area of patient care at their institutions. This study provides an initial assessment of organizational commitment among chiropractic faculty. Tenure in higher education, gender and age were found to be the most important predictors of organizational commitment.

  7. Sialendoscope-assisted transoral removal of hilo-parenchymal sub-mandibular stones: surgical results and subjective scores.

    Science.gov (United States)

    Capaccio, P; Gaffuri, M; Rossi, V; Pignataro, L

    2017-04-01

    It has been suggested that a conservative trans-oral approach to proximal and hilo-parenchymal submandibular stones (HPSMS) is a valid alternative to the more frequently used sialadenectomy. The aim of this study was to evaluate the surgical, ultrasonographic and patients' subjective outcomes of results of the trans-oral removal of HPSMS. Between January 2003 and September 2015, sialendoscope-assisted trans-oral surgery was used to remove symptomatic, large (> 7 mm), fixed and palpable HPSMS from 479 patients under general anaesthesia. All patients were followed clinically and ultrasonographically to investigate symptom relief and recurrence of stones, and were telephonically interviewed to assess saliva-related subjective outcomes with a questionnaire. Stones were successfully removed from 472 patients (98.5%); the seven failures (1.5%) concerned pure parenchymal stones. One year after the procedure, 408 patients (85.1%) were symptom free, 59 (12.3%) had recurrent obstructive symptoms and 12 (2.6%) had recurrent infections. Of the 54 patients who developed a recurrent stone (11.2%), 52 underwent a second procedure: 29 interventional sialendoscopies, two sialendoscope-assisted intra-corporeal pneumatic lithotripsy, eight secondary transoral surgery to remove residual stones, six a cycle of extra-corporeal lithotripsy and seven submandibular sialadenectomy. Most patients (75.2%) reported mild surgery-related pain. The symptoms of 454 patients (94.8%) improved after adjunctive treatment and, at the end of follow-up, the affected gland was preserved in 98.5% of patients. A sialendoscope-assisted trans-oral removal of large HPSMS is a safe, effective, conservative surgical procedure, and functional preservation of the main duct and parenchyma of the obstructed gland allows sialendoscopic access through the natural ostium in case of recurrence. Combining a trans-oral approach with other minimally invasive, conservative procedures ensures symptomatic relief and salivary

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

    Science.gov (United States)

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

    2016-01-01

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

  9. 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.

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

    Science.gov (United States)

    Gignac-Caille, A M; Oermann, M H

    2001-11-01

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

  11. 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.

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

    Science.gov (United States)

    Stockley, Denise; McDonald, Jeanette; Hoessler, Carolyn

    2015-01-01

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

  13. Faculty and Student Affairs Collaboration in the Corporate University

    Science.gov (United States)

    Harrison, Laura M.

    2013-01-01

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

  14. Social Media and Mentoring in Biomedical Research Faculty Development

    Science.gov (United States)

    Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

    2014-01-01

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

  15. Orientation, Evaluation, and Integration of Part-Time Nursing Faculty.

    Science.gov (United States)

    Carlson, Joanne S

    2015-07-10

    This study helps to quantify and describe orientation, evaluation, and integration practices pertaining to part-time clinical nursing faculty teaching in prelicensure nursing education programs. A researcher designed Web-based survey was used to collect information from a convenience sample of part-time clinical nursing faculty teaching in prelicensure nursing programs. Survey questions focused on the amount and type of orientation, evaluation, and integration practices. Descriptive statistics were used to analyze results. Respondents reported on average four hours of orientation, with close to half reporting no more than two hours. Evaluative feedback was received much more often from students than from full-time faculty. Most respondents reported receiving some degree of mentoring and that it was easy to get help from full-time faculty. Respondents reported being most informed about student evaluation procedures, grading, and the steps to take when students are not meeting course objectives, and less informed about changes to ongoing curriculum and policy.

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

    Directory of Open Access Journals (Sweden)

    Maurice Abi-Raad

    2018-02-01

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

  17. On faculty development of STEM inclusive teaching practices.

    Science.gov (United States)

    Dewsbury, Bryan M

    2017-10-02

    Faculty development of inclusive teaching practices has become more common in response to significant differences in STEM student retention between underrepresented minorities in the USA and students from other ethnic groups. Approaches to solve this have shifted from focusing on student deficits to changing campus culture, including the mindsets of instructors who teach STEM courses. In this article, I argue that based on the literature informing the conceptual frameworks used for faculty development in inclusive teaching, faculty developers should reframe the message of their workshops to focus participants more on the scope of the journey, and shift the direction of overall efforts some to redevelop pedagogical training at the graduate and postdoc levels. Informed by historical as well as recent theories on the role of higher education to society, I highlight the areas of the literature that can effectively inform our current approaches to inclusion. I also briefly review the reasons why this approach is needed, and include suggestions for new faculty development approaches for long-term sustainable change in STEM inclusive education at the postsecondary level. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  18. The 2003 NASA Faculty Fellowship Program Research Reports

    Science.gov (United States)

    Nash-Stevenson, S. K.; Karr, G.; Freeman, L. M.; Bland, J. (Editor)

    2004-01-01

    For the 39th consecutive year, the NASA Faculty Fellowship Program (NFFP) was conducted at Marshall Space Flight Center. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama in Huntsville. 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 nominal starting and finishing dates for the 10-week program were May 27 through August 1, 2003. The primary objectives of the NASA Faculty Fellowship Program are to: (1) Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to NASA s research objectives; (2) provide research opportunities for college and university faculty that serve to enrich their knowledge base; (3) involve students in cutting-edge science and engineering challenges related to NASA s strategic enterprises, while providing exposure to the methods and practices of real-world research; (4) enhance faculty pedagogy and facilitate interdisciplinary networking; (5) encourage collaborative research and technology transfer with other Government agencies and the private sector; and (6) establish an effective education and outreach activity to foster greater awareness of this program.

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

    Science.gov (United States)

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

    2011-04-11

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

  20. 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.

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

    Science.gov (United States)

    Masella, Richard S

    2005-04-01

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

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

    Science.gov (United States)

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

    2011-12-01

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

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

    Science.gov (United States)

    Karpilo, Lacy N.

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

  4. Community College Faculty Who Conduct Industry Training Activities: A Job Satisfaction Study.

    Science.gov (United States)

    Konicek, Dale George

    1992-01-01

    Discusses the relationship between industry-related training assignments and faculty job satisfaction, presenting findings from a study of faculty in 37 Texas community colleges. Highlights demographic and work environment variables. Reports general faculty satisfaction with the work but dissatisfaction with working conditions. Presents teachers'…

  5. 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.

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

    Science.gov (United States)

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

    2017-09-01

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

  7. Facilitating Cross-Cultural Management Education through Global Faculty Exchanges

    Science.gov (United States)

    Clinebell, Sharon K.; Kvedaraviciene, Ieva

    2013-01-01

    According to the AACSB International (Association to Advance Collegiate Schools of Business) (AACSB International, 2011), the next big transformational wave to hit business schools is globalization. Globalizing the faculty is one strategy for enhancing the globalization of business schools and using global faculty exchanges is one method to…

  8. Mandatory Clinical Practice for Dental and Dental Hygiene Faculty.

    Science.gov (United States)

    Cameron, Cheryl A.; And Others

    1982-01-01

    Dental and dental hygiene faculty should maintain their clinical skills through regular practice, to improve their ability to relate to students through instruction, provide an additional source of income, and improve their image in the community. Institutional policies fostering and regulating faculty practice plans are suggested. (Author/MSE)

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

    Science.gov (United States)

    Blackburn, Robert T.; And Others

    1991-01-01

    A study compared selected personal and environmental motivational variables in college faculty with allocation of work effort to research, scholarship, and service. Faculty were from eight liberal arts and sciences departments in a range of institution types. For all institutional types, self-valuation motivators significantly accounted for the…

  10. An Investigation of Mentoring and Socialization among Law Faculty

    Science.gov (United States)

    Haynes, Ray K.; Petrosko, Joseph M.

    2009-01-01

    This study examined mentoring and organizational socialization among law faculty at American Bar Association (ABA) approved law schools. Data obtained from respondents (n = 298) captured the types of mentoring (formal or informal) occurring in law schools and faculty perceptions of the effectiveness of each type of mentoring. Comparative analysis…

  11. Institutionalizing Faculty Mentoring within a Community of Practice Model

    Science.gov (United States)

    Smith, Emily R.; Calderwood, Patricia E.; Storms, Stephanie Burrell; Lopez, Paula Gill; Colwell, Ryan P.

    2016-01-01

    In higher education, faculty work is typically enacted--and rewarded--on an individual basis. Efforts to promote collaboration run counter to the individual and competitive reward systems that characterize higher education. Mentoring initiatives that promote faculty collaboration and support also defy the structural and cultural norms of higher…

  12. Instructor Learning Styles as Indicators of Online Faculty Satisfaction

    Science.gov (United States)

    McLawhon, Ryan; Cutright, Marc

    2012-01-01

    The purpose of this study was to determine the relationship between instructor learning style/preference and online faculty job satisfaction. Learning style was assessed using the Readiness for Education At a Distance Indicator (READI) now called Smarter Measure. Online faculty job satisfaction was assessed using the National Study of…

  13. Diversity: A key aspect of 21st century faculty roles as implemented in the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

    Science.gov (United States)

    Adams, Linda Thompson; Campbell, Jacquelyn; Deming, Katie

    Academic nursing faculty play a vital role in recruiting a diverse student body to increase the diversity of the profession and educate students to provide culturally sensitive care to expand equitable health care. The purpose of the study is to present the Robert Wood Johnson Foundation Nurse Faculty Scholars program diversity initiatives and outcomes. Data on the diversity of the 90 scholars and their diversity-related leadership positions were compiled. Although the program was designed with selection criteria to encourage racial/ethnic and gender diversity, it was not until a diversity strategic plan was designed and implemented that sufficient diversity in the applicant pool and consistent diversity among the scholars was achieved. The program also included highly evaluated leadership content in diversity and inclusion. Lessons learned from the program are important for the assurance of continued diversity among tenure-track nursing faculty, commitment to diversity in the nursing workforce among all faculty, and support in nursing education on providing culturally sensitive nursing care and nursing research that addresses health inequities. Copyright © 2017 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Ruth-Sahd, Lisa A; Schneider, Melissa A

    2014-01-01

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

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

    OpenAIRE

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

    2017-01-01

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

  16. 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.

  17. 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

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

    International Nuclear Information System (INIS)

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

    1989-12-01

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

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

    Science.gov (United States)

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

    2017-08-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  1. Faculty Work Practices in Material Environments: A Case Study

    Science.gov (United States)

    Kuntz, Aaron M.; Berger, Joseph B.

    2011-01-01

    There is an extensive and well-developed body of literature on the nature of faculty work (e.g., Blackburn & Lawrence, 1996; Schuster & Finkelstein, 2006) that has examined numerous aspects of faculty work and sources of influence on that work (e.g., intrinsic and extrinsic motivation, personal characteristics, disciplinary affiliation,…

  2. Why Are Faculty Development Workshops a Waste of Time?

    Science.gov (United States)

    Berk, Ronald A.

    2010-01-01

    This article discusses how to design and execute a faculty development workshop. The author first describes the characteristics of the faculty development event that can sabotage or facilitate attendance. They relate to: (a) format and frequency; (b) venues; (c) technical support; and (d) competing activities. Then, the author presents ten…

  3. Role Orientation and Communication Behaviors of Faculty Governance Leaders.

    Science.gov (United States)

    Miller, Michael T.; Pope, Myron L.

    This study, part of the National Data Base on Faculty Involvement in Governance project at the University of Alabama, attempted to profile the role orientations of faculty governance unit leaders, and to determine if those orientations differed under conditions of communication apprehension (how a unit leader interacts with others) or were…

  4. Exploring the Climate for Women as Community College Faculty.

    Science.gov (United States)

    Hagedorn, Linda Serra; Laden, Berta Vigil

    2002-01-01

    Provides a literature review and national dataset analyses regarding the perceived conditions of women community college faculty members. Reports that the climate at the average community college may be friendlier than at four-year institutions; however, women faculty at community colleges are not free from the confines of glass ceilings, academic…

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

    Science.gov (United States)

    Schneller, Heather Lee

    2012-01-01

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

  6. 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…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  9. Meeting the Late-Career Needs of Faculty Transitioning Through Retirement: One Institution's Approach.

    Science.gov (United States)

    Cain, Joanna M; Felice, Marianne E; Ockene, Judith K; Milner, Robert J; Congdon, John L; Tosi, Stephen; Thorndyke, Luanne E

    2018-03-01

    Medical school faculty are aging, but few academic health centers are adequately prepared with policies, programs, and resources (PPR) to assist late-career faculty. The authors sought to examine cultural barriers to successful retirement and create alignment between individual and institutional needs and tasks through PPR that embrace the contributions of senior faculty while enabling retirement transitions at the University of Massachusetts Medical School, 2013-2017. Faculty 50 or older were surveyed, programs at other institutions and from the literature (multiple fields) were reviewed, and senior faculty and leaders, including retired faculty, were engaged to develop and implement PPR. Cultural barriers were found to be significant, and a multipronged, multiyear strategy to address these barriers, which sequentially added PPR to support faculty, was put in place. A comprehensive framework of sequenced PPR was developed to address the needs and tasks of late-career transitions within three distinct phases: pre-retirement, retirement, and post-retirement. This sequential introduction approach has led to important outcomes for all three of the retirement phases, including reduction of cultural barriers, a policy that has been useful in assessing viability of proposed phased retirement plans, transparent and realistic discussions about financial issues, and consideration of roles that retired faculty can provide. The authors are tracking the issues mentioned in consultations and efficacy of succession planning, and will be resurveying faculty to further refine their work. This framework approach could serve as a template for other academic health centers to address late-career faculty development.

  10. Faculty Wellness: Educator Burnout among Otolaryngology Graduate Medical Educators.

    Science.gov (United States)

    Kavanagh, Katherine R; Spiro, Jeffrey

    2018-06-01

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

  11. Teaching style beliefs among U.S. and Israeli faculty.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Mitchell, Gail S; Notzer, Netta; Penfield, Randy; Eli, Ilana

    2006-08-01

    The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how to construct their own understanding. Student-centered teaching is directed towards enabling students to think about complex issues. Twenty-seven of fifty-eight (47.37 percent) faculty at a dental school in the United States and thirty of thirty-four (88 percent) Israeli dental faculty teaching in basic science courses completed the Teaching Behavior Preferences Survey (TBPS). The TBPS is a thirty-item instrument that measures two domains of teaching styles--teacher-centered (TC) and student-centered (SC)--and four subdomains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA). Findings revealed that there were no significant differences in student-centered and teacher-centered teaching practices and methods of instruction, classroom milieu, and use of questions. There was a significant difference between the U.S. and Israeli groups in their reported use of assessment. The U.S. faculty reported a greater preference for student-centered assessment practices than did the Israeli faculty.

  12. 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…

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

    Science.gov (United States)

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

    2010-10-01

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

  14. Faculty as Sources of Support for LGBTQ College Students

    Science.gov (United States)

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

    2016-01-01

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

  15. Understanding Faculty to Improve Content Recruitment for Institutional Repositories

    Science.gov (United States)

    Foster, Nancy Fried.; Gibbons, Susan

    2005-01-01

    Institutional repositories (IRs) offer many clear benefits yet faculty authors have not demonstrated much interest in depositing their content into them. Without the content, IRs will not succeed, because institutions will sustain IRs for only so long without evidence of success. A yearlong study of faculty members at the University of Rochester…

  16. A Study of Burnout among Faculty at Fullerton College

    Science.gov (United States)

    Khan, Tanzil

    2012-01-01

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

  17. Publication Outlets for School Psychology Faculty: 2010 to 2015

    Science.gov (United States)

    Hulac, David; Johnson, Natalie D.; Ushijima, Shiho C.; Schneider, Maryia M.

    2016-01-01

    Many school psychology faculty are required to publish for purposes of retention and promotion. It is useful to have an understanding of the different outlets for scholarly publications. In the present study, we investigated the peer-reviewed journals in which school psychology faculty were published between 2010 and 2015, the number of articles…

  18. The Relationship Between Student and Faculty Attitudes Toward Technology

    Science.gov (United States)

    Donnell, Virginia

    2009-01-01

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

  19. Work and Family Balance: How Community College Faculty Cope

    Science.gov (United States)

    Sallee, Margaret W.

    2008-01-01

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

  20. Factors that Predict Full-Time Community College Faculty Engagement in Online Instruction

    Science.gov (United States)

    Akroyd, Duane; Patton, Bess; Bracken, Susan

    2013-01-01

    This study is a secondary quantitative analysis of the 2004 National Study of Postsecondary Faculty (NSOPF) data. It examines the ability of human capital, intrinsic rewards, extrinsic rewards, and gender/race demographics to predict full-time community college faculty teaching on-line courses. Findings indicate that those faculty with higher…