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

PubMed

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.

Pharmacy Faculty Members' Perspectives on the Student/Faculty Relationship in Online Social Networks

PubMed Central

Finley, Kristen N.; Ulbrich, Timothy R.; McAuley, James W.

2010-01-01

Objective 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. Methods 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. Results 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. Conclusion 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. PMID:21436929

Faculty Perceptions of Appropriate Faculty Behaviors in Social Interactions With Student Pharmacists

PubMed Central

Jones, Melissa C.; Farris, Karen B.; Havrda, Dawn; Jackson, Kenneth C.; Hamrick, Terri S.

2011-01-01

Objective To determine faculty and administrator perceptions about appropriate behavior in social interactions between pharmacy students and faculty members. Methods Four private and 2 public colleges and schools of pharmacy conducted focus groups of faculty members and interviews with administrators. Three scenarios describing social interactions between faculty members and students were used. For each scenario, participants reported whether the faculty member's behavior was appropriate and provided reasons for their opinions. Results Forty-four percent of those surveyed or interviewed considered interactions between faculty members and pharmacy students at a bar to be a boundary violation. Administrators were more likely than faculty members to consider discussing other faculty members with a student to be a boundary violation (82% vs. 46%, respectively, P <0.009). A majority (87%) of faculty members and administrators considered “friending” students on Facebook a boundary violation. Conclusions There was no clear consensus about whether socializing with students at a bar was a boundary violation. In general, study participants agreed that faculty members should not initiate friendships with current students on social networks but that taking a student employee to lunch was acceptable. PMID:21769146

A relative-value-based system for calculating faculty productivity in teaching, research, administration, and patient care.

PubMed

Hilton, C; Fisher, W; Lopez, A; Sanders, C

1997-09-01

To design and test a simple, easily modifiable system for calculating faculty productivity in teaching, research, administration, and patient care in which all areas of endeavor would be recognized and high productivity in one area would produce results similar to high productivity in another at the Louisiana State University School of Medicine in New Orleans. A relative-value and time-based system was designed in 1996 so that similar efforts in the four areas would produce similar scores, and a profile reflecting the authors' estimates of high productivity ("super faculty") was developed for each area. The activity profiles of 17 faculty members were used to test the system. "Super-faculty" scores in all areas were similar. The faculty members' mean scores were higher for teaching and research than for administration and patient care, and all four mean scores were substantially lower than the respective totals for the "super faculty". In each category the scores of those faculty members who scored above the mean in that category were used to calculate new mean scores. The mean scores for these faculty members were similar to those for the "super faculty" in teaching and research but were substantially lower for administration and patient care. When the mean total score of the eight faculty members predicted to have total scores below the group mean was compared with the mean total score of the nine faculty members predicted to have total scores above the group mean, the difference was significant (p < .0001). For the former, every score in each category was below the mean, with the exception of one faculty member's score in one category. Of the latter, eight had higher scores in teaching and four had higher scores in teaching and research combined. This system provides a quantitative method for the equal recognition of faculty productivity in a number of areas, and it may be useful as a starting point for other academic units exploring similar issues.

A Survival Guide for New Faculty Members: Outlining the Keys to Success for Promotion and Tenure

ERIC Educational Resources Information Center

Bakken, Jeffrey P.; Simpson, Cynthia G.

2011-01-01

The "Survival Guide for New Faculty Members: Outlining the Keys to Success for Promotion and Tenure" provides new faculty members with practical, down-to-earth wisdom and suggestions for successfully working through to tenure and promotion. The authors--both successful and experienced administrators and experts in higher education--have provided…

The Influence of Faculty Exchange Programs on Faculty Members' Professional Development

ERIC Educational Resources Information Center

Alkarzon, Awni

2016-01-01

This paper addresses the problems facing faculty members, who made short-term international exchange programs in foreign countries; in their attempts to internationalize the campus through teaching, research, and service. Some faculty members who participated in foreign exchange programs try to infuse their international experience through…

Predictors of nursing faculty members' organizational commitment in governmental universities.

PubMed

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

2011-05-01

It is essential for all university leaders to develop and maintain an effective programme of total quality management in a climate that promotes work satisfaction and employee support. The purpose of the study was to investigate the relationship of faculty members' organizational commitment to their job satisfaction, perceived organizational support, job autonomy, workload, and pay. A quantitative study, implementing a correlational research design to determine whether relationships existed between organizational commitment and job satisfaction, perceived organizational support, job autonomy, workload and pay. Stepwise linear regression analysis was used to estimate the probability of recorded variables included significant sample characteristics namely, age, experience and other work related attributes. The outcome showed a predictive model of three predictors which were significantly related to faculty members' commitment: job satisfaction, perceived support and age.   Although the findings were positive toward organizational commitment, continued consideration should be given to the fact that faculty members remain committed as the cost associated with leaving is high. A study of this nature increases the compartment in which faculty administrators monitor the work climate, observe and identify factors that may increase or decrease job satisfaction and the work commitment. © 2011 The Authors. Journal compilation © 2011 Blackwell Publishing Ltd.

Faculty Members' Instructional Priorities for Adopting OER

ERIC Educational Resources Information Center

Jung, Insung; Hong, Seongyoun

2016-01-01

This study aimed to investigate and classify faculty members' instructional priorities for adopting OER. In-depth interview data were collected from 10 faculty members from different regions and analyzed with NVivo 10. The original supposition was that the well-established instructional priorities, effectiveness, efficiency, and appeal would…

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

PubMed

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.

Career Transitions for Faculty Members committed to Undergraduate Neuroscience Education.

PubMed

Dunbar, Gary L

2015-01-01

This article highlights some of the critical issues that were discussed during a breakout session on career transitions at the 2014 Faculty for Undergraduate Neuroscience (FUN) Workshop at Ithaca College on Undergraduate Neuroscience Education: Challenges and Solutions in Creating and Sustaining Programs. Topics included: (1) transitioning from graduate school or a postdoc position to an assistant professor position; (2) preparing for promotion and tenure decisions; (3) balancing teaching, research, and service during a career in academics; (4) exploring alternative career options, including moving to another institution, taking on an administrative position, and working in industry; and (5) deciding when and how to retire. Much of the discussion focused on special challenges that women and minorities face in the academic environment. Participants offered valuable insights and suggestions for helping new faculty members prepare for reappointment, promotion, and tenure decisions, including utilizing networking connections within FUN for letters of support and collaborative opportunities. These networking opportunities were also valued by participants who were in rather unique positions, such as transitioning from a purely administrative role back to a regular faculty position or handling the extra burden of being a chair or program director with essentially the same research and grant-writing expectations of a regular faculty member. The session proved to be enlightening for most participants and though several questions and concerns remained unanswered, several ideas and insights were shared by the participants and a sense of empathy for the unique circumstances many of the participants were experiencing provided an atmosphere of comradery and support that often emanates from these FUN workshop sessions.

Comparison of Learning Styles of Pharmacy Students and Faculty Members

PubMed Central

Crawford, Stephanie Y.; Alhreish, Suhail K.

2012-01-01

Objectives. To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. Methods. Gregorc Style Delineator (GSD) and Zubin’s Pharmacists’ Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy. Results. Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (p<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01). Conclusion. Learning styles differed among respondents based on gender and faculty track. PMID:23275657

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

PubMed

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.

Satisfaction of Iranian Medical Universities’ faculty members towards holding Shahid Motahari Annual Educational Festival

PubMed Central

HOSSEINI, SEYYED NASROLLAH; MOHSENI BAND PEY, ANOSHIRAVAN; HOSSEINI, SEYYED ALI; KARAMI MATIN, BEHZAD; MIRZAEI ALAVIJEH, MEHDI; JALILIAN, FARZAD

2015-01-01

Introduction Shahid Motahari Annual Educational Festival aims to improve the quality of medical education in the Islamic Republic of Iran, and has held since 2008. The present study was performed to determine the satisfaction level of Iranian medical universities’ faculty members about holding Shahid Motahari Annual Educational Festival during the past six years, from 2008 to 2014. Methods This cross-sectional study was conducted on 473 faculty members (FMs) including deputies and educational administrators, managers, and faculty members of medical education development centers, members of scientific committees, and faculty members who participated in Shahid Motahari Festival from 42 medical sciences universities in Iran. Data collection instruments were two reliable and valid questionnaires on the background and also participants’ satisfaction towards Shahid Motahari Educational Festival. Data were analyzed using SPSS Software, version 14. Results Among all participants, 30 FMs (6.3%) were educational deputies, 36 FMs (7.6%) managers of medical education development centers, 226 FMs (56.2%) members of scientific committees, 29 FMs (6.1%) members of the national committees, 343 FMs (27.5%) attendees, and 264 FMs (55.8%) had participated for retraining. The total satisfaction level of the participants was 73.3% which shows a good satisfaction level. Conclusion The results identified the main important strength points such as “proposals’ review process at the country level” and weakness points such as “organizing the festival”. PMID:26457313

Leaving the Dark Side for the Light: Twelve Strategies for Effective Transition from Academic Administrator to Faculty Member

ERIC Educational Resources Information Center

Sale, Paul

2013-01-01

Copious literature is available to provide nascent administrators with guidelines and advice for being a successful administrator. Likewise, faculty new to academia have many available resources both from the literature and from campus-based support services, such as new faculty development programs, mentors, and special internal funding programs.…

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

PubMed Central

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

2015-01-01

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

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

PubMed

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

How To Dismiss a Tenured Faculty Member.

ERIC Educational Resources Information Center

Andrews, Hans A.

1992-01-01

At many colleges and universities in the United States, the mystique of tenure has provided tenured faculty, even incompetent and inactive faculty, a protected status. Dismissing a tenured faculty member requires a specified cause for termination, and is often one of the most difficult personnel actions that a college can take. Dealing with…

A Dental School's Experience with the Death of an HIV Positive Faculty Member.

ERIC Educational Resources Information Center

Butters, Janice M.; And Others

1994-01-01

This article reviews issues and circumstances surrounding the death of a University of Louisville (Kentucky) dental school faculty member found to be positive for the human immunodeficiency virus. it addresses administrative aspects including public relations, patient relations, epidemiological review, and staff counseling. (MSE)

Faculty Members' Attitudes Predict Adoption of Interactive Engagement Methods

ERIC Educational Resources Information Center

Madson, Laura; Trafimow, David; Gray, Tara

2017-01-01

Why do some faculty members use interactive engagement methods and others rely on lecture? Using a cross-disciplinary sample of U.S. faculty members (N = 442), the best predictor of faculty members' self-reported use of these methods was their attitudes about the positive consequences of using interactive engagement methods for students and for…

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

PubMed Central

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

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

PubMed

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.

Role Perception among Faculty Members at Teacher Education Colleges

ERIC Educational Resources Information Center

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?…

Organizational role stress among medical school faculty members in Iran: dealing with role conflict

PubMed Central

Ahmady, Soleiman; Changiz, Tahereh; Masiello, Italo; Brommels, Mats

2007-01-01

different tasks; and a feeling of underutilization. The findings of this study can assist administrators and policy makers to provide an attractive working climate in order to decrease side effects and consequences of role stress and to increase productivity of faculty members. Furthermore, understanding this situation can help to develop coping strategies in order to reduce role-related stress. PMID:17535421

Organizational role stress among medical school faculty members in Iran: dealing with role conflict.

PubMed

Ahmady, Soleiman; Changiz, Tahereh; Masiello, Italo; Brommels, Mats

2007-05-29

underutilization. The findings of this study can assist administrators and policy makers to provide an attractive working climate in order to decrease side effects and consequences of role stress and to increase productivity of faculty members. Furthermore, understanding this situation can help to develop coping strategies in order to reduce role-related stress.

Supporting voluntary faculty members in departments of psychiatry.

PubMed

Magen, Jed; Ley, Alyse

2011-01-01

Unpaid voluntary faculty members do substantial amounts of teaching in medical schools. This article discusses strategies for recruitment, retention, and development for these individuals. The authors describe a compendium of literature searches and their own experience administering a large medical student education program and residency programs. Voluntary faculty members are internally motivated to teach. Concrete or monetary compensation is much less valued than simple acknowledgment and teaching-excellence awards. Departments should thoughtfully decide how they wish to reward voluntary faculty members for their contributions. Small gestures of gratitude generally are appreciated out of proportion to their intrinsic value. Departments can successfully retain excellent teachers who contribute to the educational mission without spending scarce resources. Copyright © 2011 Academic Psychiatry

Perceptions of distance education among nursing faculty members in North America.

PubMed

Mancuso, Josephine M

2009-06-01

A strategy to increase access to nursing education, train nurses for practice, and prepare future nurse educators is distance education. Faculty member shortages are cited as the main reason for not accepting qualified applicants. Faculty members are the core of nursing education. In order to address nursing faculty members' concerns regarding distance education and to assist in faculty member recruitment, retention, growth, and development in order to improve and enhance the quality of distance education, one must answer the question: What are nursing faculty members' perceptions of distance education in nursing? Utilizing a number of databases to locate research specific to this topic, this article provides an integrative review of the nursing literature to ascertain the faculty members' perspective of distance education. The research was analyzed, findings summarized, and limitations mentioned. Utilizing a brief supplementary review of the literature, the implications, recommendations, and need for future research are discussed.

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

PubMed Central

Cassidy, Wanda; Jackson, Margaret

2017-01-01

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

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

PubMed

Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

2017-08-08

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

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

ERIC Educational Resources Information Center

Hancks, Meredith L.

2013-01-01

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

Faculty Member Perceptions of Academic Leadership Styles at Private Colleges

ERIC Educational Resources Information Center

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…

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

PubMed

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.

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

PubMed

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.

Issues Causing Stress among Business Faculty Members

ERIC Educational Resources Information Center

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…

Perceptions of Virginia Community College System Faculty and Administrators on the Purposes for and Composition of a Comprehensive Evaluation System for Teaching Faculty Members

ERIC Educational Resources Information Center

Hightower, William H., Jr.

2010-01-01

A survey instrument was developed to measure community college faculty and administrator views on the faculty evaluation process. Responses were then compared based on demographic characteristics such as primary area of instruction, supervisory responsibility, years of experience, and gender. Open-ended survey questions asked respondents to…

Paying Faculty Members What They Are Worth.

ERIC Educational Resources Information Center

Breslin, Richard D.; Klagholz, Leo F.

1980-01-01

Faculty members at New Jersey's state colleges have begun working under a plan that provides salary increases for meritorious performance. Such merit compensation does not conflict with faculty promotion, nor is it intended to replace cost-of-living increases. However, it does replace government-style guaranteed automatic raises that encourage…

Faculty members' use of power: midwifery students' perceptions and expectations.

PubMed

Kantek, Filiz; Gezer, Nurdan

2010-08-01

the power dynamics of relationships/interactions between faculty members and students are of crucial importance for positive student outcomes. This study aimed to investigate the relationship between the perceptions and expectations of midwifery students in relation to the use of power by faculty members and bases of power. descriptive, quantitative study. a school for health sciences in Turkey. 122 midwifery students at the school. data were collected using a perceived leadership power survey, and analysed by frequency distribution, arithmetic mean, variance analysis and Cronbach's alpha. the students perceived that faculty members used coercive power most often and used reward power least often. Students expected their instructors to use expert power. In addition, in the examination of relationships between power bases, it was determined that there were positive correlations between legitimate, referent, reward and expert power, but coercive power was only positively correlated with legitimate power. this study found that students expect faculty members to use expert power, and faculty members need to reconsider their power bases. The factors affecting the perceptions of midwifery students regarding the use of power should be analysed in more detail. Copyright 2008 Elsevier Ltd. All rights reserved.

Organizational Trust in Times of Challenge: The Impact on Faculty and Administrators

ERIC Educational Resources Information Center

Hoppes, Cherron R.; Holley, Karri A.

2014-01-01

Higher education institutions have faced increased social, cultural, economic, and political challenges in recent decades. In this study we used the socio-cultural construct of trust to understand how organizational responses to external challenges impact the relationship between faculty members and administrators. Using extensive interviews,…

A Helping Hand for Young Faculty Members

ERIC Educational Resources Information Center

June, Audrey Williams

2008-01-01

With the academic year just under way, many junior faculty members in search of much-needed advice and guidance have begun to make critical connections with senior colleagues. Departmental pairings are the most standard form of faculty mentoring, as is the practice of newly minted professors' tapping colleagues on their own to answer questions…

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

PubMed

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

2014-05-15

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

Multi-Institutional Study of Women and Underrepresented Minority Faculty Members in Academic Pharmacy

PubMed Central

Spivey, Christina A.; Billheimer, Dean; Schlesselman, Lauren S.; Flowers, Schwanda K.; Hammer, Dana; Engle, Janet P.; Nappi, Jean M.; Pasko, Mary T.; Ann Ross, Leigh; Sorofman, Bernard; Rodrigues, Helena A.; Vaillancourt, Allison M.

2012-01-01

Objectives. To examine trends in the numbers of women and underrepresented minority (URM) pharmacy faculty members over the last 20 years, and determine factors influencing women faculty members’ pursuit and retention of an academic pharmacy career. Methods. Twenty-year trends in women and URM pharmacy faculty representation were examined. Women faculty members from 9 public colleges and schools of pharmacy were surveyed regarding demographics, job satisfaction, and their academic pharmacy career, and relationships between demographics and satisfaction were analyzed. Results. The number of women faculty members more than doubled between 1989 and 2009 (from 20.7% to 45.5%), while the number of URM pharmacy faculty members increased only slightly over the same time period. One hundred fifteen women faculty members completed the survey instrument and indicated they were generally satisfied with their jobs. The academic rank of professor, being a nonpharmacy practice faculty member, being tenured/tenure track, and having children were associated with significantly lower satisfaction with fringe benefits. Women faculty members who were tempted to leave academia for other pharmacy sectors had significantly lower salary satisfaction and overall job satisfaction, and were more likely to indicate their expectations of academia did not match their experiences (p<0.05). Conclusions. The significant increase in the number of women pharmacy faculty members over the last 20 years may be due to the increased number of female pharmacy graduates and to women faculty members’ satisfaction with their careers. Lessons learned through this multi-institutional study and review may be applicable to initiatives to improve recruitment and retention of URM pharmacy faculty members. PMID:22412206

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

PubMed

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Research productivity among faculty members at medical and health schools in Saudi Arabia. Prevalence, obstacles, and associated factors.

PubMed

Alghanim, Saad A; Alhamali, Rashid M

2011-12-01

To identify the prevalence, factors and obstacles affecting research productivity among academic staff at medical and health colleges in the Kingdom of Saudi Arabia. This cross-sectional survey employed self-administered questionnaires to collect data on faculty members' profile, research activities, and obstacles impeding research productivity. The questionnaires were distributed randomly to 500 faculty members, of which 389 (77.8%) completed the questionnaire at 10 medical and health colleges during January to April 2011. The data were analyzed and presented in a descriptive fashion. Only 150 (38.6%) respondents reported published work in the past 2 years. Of these, 80% indicated sole-authors research and around a quarter (26%) reported co-authors work. Males and young faculty members were more likely to publish research than their counterparts. Faculty members who reported involvement in administrative activities were less likely to publish. Those who reported supervising postgraduate students or had attained training on research methods were more likely to produce research. Respondents perceived that lack of time, lack of research assistants, lack of funds for research, and being busy with teaching load were the most cited obstacles impeding research productivity. Understanding factors and barriers impeding research productivity is a prerequisite for interventions that are directed to promote health services research among faculty members in medical schools.

The relationship between job performance and perceived organizational support in faculty members at Chinese universities: a questionnaire survey.

PubMed

Guan, Xin; Sun, Tao; Hou, Yan; Zhao, Liang; Luan, Yi-Ze; Fan, Li-Hua

2014-03-13

Although several studies have been conducted to investigate the relationship between perceived organizational support (POS) and job performance (JP), it remains unclear whether this relationship is appropriate for faculty members at Chinese universities. The objectives of this study were to (a) examine the correlation between POS andJP; (b) identify the predictors of POS, including demographic and organizational characteristics among faculty members at a Chinese university; (c) investigate the influence of mediating factors between POS and JP; and (d) compare the findings of this study with related studies. A cross-sectional questionnaire survey was used in this study. The questionnaire was administered to 700 faculty members who were randomly selected from all faculty members at six universities. A total of 581 questionnaires were obtained. A statistical model for JP was developed based on the literature review. The analysis results indicated that the relationship between POS and JP was mediated by job satisfaction (JS), positive affectivity (PA), and affective commitment (AC). In addition, procedural and distributive justice contribute to POS. The study concludes that the relationship between POS and JP is mediated by JS, PA, and AC and is influenced by POS. These results can provide evidence for university administrators to improve POS and increase the JP of faculty members at universities.

Unpacking Faculty Engagement: The Types of Activities Faculty Members Report as Publicly Engaged Scholarship during Promotion and Tenure

ERIC Educational Resources Information Center

Glass, Chris R.; Doberneck, Diane M.; Schweitzer, John H.

2011-01-01

While a growing body of scholarship has focused on the personal, professional, and organizational factors that influence faculty members' involvement in publicly engaged scholarship, the nature and scope of faculty publicly engaged scholarship itself has remained largely unexplored. What types of activities are faculty members involved in as…

Scholars and Faculty Members' Lived Experiences in Online Social Networks

ERIC Educational Resources Information Center

Veletsianos, George; Kimmons, Royce

2013-01-01

Research into faculty members' use of technology and social networking sites has largely focused upon pedagogical practice, at the expense of understanding user experiences with these technologies. Through phenomenological interviews with three faculty members, we investigate their lived experiences with social networking sites. Results point to a…

Technology Use in the Classroom: Preferences of Management Faculty Members

ERIC Educational Resources Information Center

Peluchette, Joy V.; Rust, Kathleen A.

2005-01-01

In this study, the authors investigated faculty members' preferences regarding the use of technologies as instructional tools in management courses. They mailed surveys to 500 management faculty members nationwide; 124 were returned with usable data. Respondents indicated that course subject and classroom environmental factors did not affect their…

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

PubMed

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.

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

PubMed Central

Pearson, Marion L.; Albon, Simon P.

2014-01-01

Objectives. To examine faculty members’ and students’ use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Methods. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Results. Most students and faculty members were aware of and appreciated the recordings. Students’ patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students’ grades or in-class engagement but noted increased absenteeism. Conclusion. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings. PMID:24850936

Faculty Handbook and Library Guide.

ERIC Educational Resources Information Center

City Univ. of New York, Bronx, NY. Herbert H. Lehman Coll.

This 1975 handbook covers both faculty policies and library services at the college. Administrative officers and their responsibilities are described in a brief section on administrative organization. Details pertinent to faculty members include those on faculty rank and status, titles, duties, committees, faculty Senate, department organization,…

New Faculty Members' Emotions: A Mixed-Method Study

ERIC Educational Resources Information Center

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…

The relationship between job performance and perceived organizational support in faculty members at Chinese universities: a questionnaire survey

PubMed Central

2014-01-01

Background Although several studies have been conducted to investigate the relationship between perceived organizational support (POS) and job performance (JP), it remains unclear whether this relationship is appropriate for faculty members at Chinese universities. The objectives of this study were to (a) examine the correlation between POS andJP; (b) identify the predictors of POS, including demographic and organizational characteristics among faculty members at a Chinese university; (c) investigate the influence of mediating factors between POS and JP; and (d) compare the findings of this study with related studies. Methods A cross-sectional questionnaire survey was used in this study. The questionnaire was administered to 700 faculty members who were randomly selected from all faculty members at six universities. A total of 581 questionnaires were obtained. A statistical model for JP was developed based on the literature review. Results The analysis results indicated that the relationship between POS and JP was mediated by job satisfaction (JS), positive affectivity (PA), and affective commitment (AC). In addition, procedural and distributive justice contribute to POS. Conclusions The study concludes that the relationship between POS and JP is mediated by JS, PA, and AC and is influenced by POS. These results can provide evidence for university administrators to improve POS and increase the JP of faculty members at universities. PMID:24624932

Which Way to Lean? A National Study of Women Dental Faculty Members' Career Aspirations and Choices.

PubMed

Gadbury-Amyot, Cynthia C; Pyle, Marsha A; Van Ness, Christopher J; Overman, Pamela R; West, Karen P

2016-12-01

The aim of this first national study of women in academic dentistry was to explore factors and perceived barriers for why administrative/leadership positions were or were not sought via data collected from full-time women dental faculty members in the U.S. In fall 2015, the researchers conducted a survey that employed a combination of response formats: forced choice from a menu, multiple allowable answers, and open-ended written comments. The overall response rate for the survey was 35.6% (537/1504). Respondents were from 48 of the 65 U.S. dental schools. Half of the respondents indicated their primary appointment was in clinical sciences, 22.9% were in administration, 7.3% in research, 7.1% in basic science, and 2.5% in behavioral science. While a quarter of the respondents indicated administration as their primary appointment, over half reported holding administrative positions, and nearly all (92.4%) reported currently holding leadership roles at their institutions. For those not currently in administrative/leadership roles, 52.6% indicated a desire for an administrative role and 70.7% a leadership role. Of those in administrative/leadership roles, 62.1% indicated not receiving extra remuneration for those responsibilities. Half of the respondents perceived that they were paid less in their current position than men doing the same work. The most dominant theme emerging from qualitative analysis of barriers the respondents experienced was the difficulty women in dental education have in a traditionally male-dominated profession. The results confirmed that women faculty members are "leaning in" to seek administrative/leadership roles in academic dentistry. However, pay equity remains an issue, and faculty development and mentoring are needed for the advancement of academic dentistry and ultimately the dental profession.

Top Ten Workplace Issues for Faculty Members and Higher Education Professionals

ERIC Educational Resources Information Center

Petry, Greta

2011-01-01

A faculty member may be surprised to hear that the AAUP-affiliated United University Professions--one of the largest academic unions in the nation, with more than 33,000 members across New York State--includes a growing number of academic professionals who are not faculty members. Professionals at a public college or university range from the…

Attitude toward plagiarism among Iranian medical faculty members.

PubMed

Ghajarzadeh, Mahsa; Norouzi-Javidan, Abbas; Hassanpour, Kiana; Aramesh, Kiarash; Emami-Razavi, Seyed Hassan

2012-01-01

The goal of this study was to assess attitude towards plagiarism in faculty members of Medical School at Tehran University of Medical Sciences. One hundred and twenty medical faculty members of Tehran University of Medical Sciences were enrolled in this cross-sectional study. They were asked to answer to valid and reliable Persian version of attitude towards plagiarism questionnaire. Attitude toward plagiarism, positive attitude toward self-plagiarism and plagiarism acceptance were assessed. Eighty seven filled-up questionnaires were collected. Mean total number of correct answers was 11.6±3.1. Mean number of correct answers to questions evaluating self-plagiarism was 1.7±0.4 and mean number of correct answers to questions evaluating plagiarism acceptance was 1.4±0.2. There was no significant correlation between plagiarism acceptance and self-plagiarism (r=0.17, P=0.1). It is essential to provide materials (such as workshops, leaflets and mandatory courses) to make Iranian medical faculty members familiar with medical research ethics issues such as plagiarism.

Faculty Members' Attitudes toward Students Who Smoke: The Last Permitted Type of Discrimination.

ERIC Educational Resources Information Center

Outten, Rebecca; Rowles, Peggy; Chambliss, Catherine

The present study assessed high school and college faculty members perceptions of students who smoke and students who do not smoke. Respondents included 37 college faculty members and 35 high school faculty members. Respondents completed a one-page survey consisting of items pertaining to current and previous personal smoking habits, motivations…

Faculty Member's Guide to U.S. Immigration Law.

ERIC Educational Resources Information Center

Smith, Eugene H.; Baron, Marvin

Immigration laws and regulations are briefly summarized to aid faculty members in understanding problems faced by foreign students and scholars. The objective is to enable faculty to properly advise foreign students regarding their academic programs and to recognize when a foreign student or scholar needs to be referred to the foreign student…

The New Faculty Members' Concerns: The Case of Jordanian Universities

ERIC Educational Resources Information Center

Qudais, Mahmoud Abu; Al-Omari, Aieman; Smadi, Rana

2009-01-01

The present study aimed to identify and interpret concerns of the new faculty members in Jordanian universities. A total of 336 new faculty members who participated in this study were asked to rate their perceptions of issues related to teaching, research, service, balancing work and home life and the academic culture of their workplace. Means and…

Teaching Styles and Occupational Stress among Chinese University Faculty Members

ERIC Educational Resources Information Center

Zhang, Li-fang

2007-01-01

The primary aim of this research is to investigate the predictive power of occupational stress for teaching style among university faculty members. A sample of 144 faculty members from a large university in the People's Republic of China rated themselves on three ability scales and responded to the Thinking Styles in Teaching Inventory and to four…

Factors influencing residents' evaluations of clinical faculty member teaching qualities and role model status.

PubMed

Arah, Onyebuchi A; Heineman, Maas J; Lombarts, Kiki M J M H

2012-04-01

  Evaluations of faculty members are widely used to identify excellent or substandard teaching performance. In order to enable such evaluations to be properly interpreted and used in faculty development, it is essential to understand the factors that influence resident doctors' (residents) evaluations of the teaching qualities of faculty members and their perceptions of faculty members as role-model specialists.   We carried out a cross-sectional survey within a longitudinal study of the System for Evaluation of Teaching Qualities (SETQ) of clinical teachers. The study sample included 889 residents and 1014 faculty members in 61 teaching programmes spanning 22 specialties in 20 hospitals in the Netherlands. Main outcome measures included residents' (i) global and (ii) specific ratings of faculty member teaching qualities, and (iii) global ratings of faculty members as role-model specialists. Statistical analysis was conducted using adjusted multivariable logistic generalised estimating equations.   In total, 690 residents (77.6%) completed 6485 evaluations of 962 faculty members, 848 (83.6%) of whom also self-evaluated. More recently certified faculty members, those who had attended a teacher training programme, and those who spent more time teaching than seeing patients or conducting research were more likely to score highly on most teaching qualities. However, faculty members who had undergone teacher training were less likely to be seen as role models (odds ratio [OR] 0.72, 95% confidence interval [CI] 0.59-0.88). In addition, faculty members were evaluated slightly higher by male than female residents on core teaching domains and overall teaching quality, but were less likely to be seen as role models by male residents (OR 0.80, 95% CI 0.67-0.97). Lastly, faculty members had higher odds of receiving top scores in specific teaching domains from residents in the first 4 years of residency and were less likely to be considered as role models by more

Task Force on Faculty Productivity.

ERIC Educational Resources Information Center

Hozeski, Bruce W.; And Others

A survey was conducted of 532 faculty members and 11 administrators at Ball State University (Indiana) concerning the number of hours that faculty typically work; extent of their time devoted to teaching, research, and service/administration; how faculty workload differs by rank and status; and how faculty feel about productivity issues. Findings…

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

ERIC Educational Resources Information Center

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…

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

PubMed

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

Stimulating Invention Disclosures by Faculty Researchers--A Guide for the University Invention Administrator.

ERIC Educational Resources Information Center

Marcy, Willard

Intended as a guide for university administrators, this manual discusses programs to help faculty members in the recognition of inventions and to increase the flow of their disclosure. The benefits of patenting are outlined and it is suggested that these benefits provide justification for initiating a program to increase disclosures. Important…

Exploring Faculty Members' Motivation and Persistence in Academic Service-Learning Pedagogy

ERIC Educational Resources Information Center

Darby, Alexa; Newman, Gabrielle

2014-01-01

This qualitative study provides a theoretical framework for understanding faculty members' motivation to persist in utilizing academic service-learning pedagogy. Twenty-four faculty members from a private liberal arts university in the southeastern United States were interviewed about the benefits and challenges of teaching academic…

Disability Services Partnerships with Faculty Members

ERIC Educational Resources Information Center

Scott, Sally; Markle, Larry; Wessel, Roger D.; Desmond, Jennifer

2016-01-01

Creating impactful partnerships across university divisions can enhance the effectiveness and impact of the Disability Services Office. Research has shown the benefits of practitioners and faculty members collaborating; however, careful consideration and communication is needed in order for these collaborations to be successful and beneficial. In…

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

PubMed

Weathers, Trenna; Unni, Elizabeth

2018-04-01

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

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

ERIC Educational Resources Information Center

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,…

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

PubMed

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

2015-01-01

Health administration (HA) faculty members publish in a variety of journals, including journals focused on management, economics, policy, and information technology. HA faculty members are evaluated on the basis of the quality and quantity of their journal publications. However, it is unclear how perceptions of these journals vary by subdiscipline, department leadership role, or faculty rank. It is also not clear how perceptions of journals may have changed over the past decade since the last evaluation of journal rankings in the field was published. The purpose of the current study is to examine how respondents rank journals in the field of HA, as well as the variation in perception by academic rank, department leadership status, and area of expertise. Data were drawn from a survey of HA faculty members at U.S. universities, which was completed in 2012. Different journal ranking patterns were noted for faculty members of different subdisciplines. The health management-oriented journals (Health Care Management Review and Journal of Healthcare Management) were ranked higher than in previous research, suggesting that journal ranking perceptions may have changed over the intervening decade. Few differences in perceptions were noted by academic rank, but we found that department chairs were more likely than others to select Health Affairs in their top three most prestigious journals (β = 0.768; p < .01). Perceived journal prestige varied between a department chair and untenured faculty in different disciplines, and this perceived difference could have implications for promotion and tenure decisions.

A 5-Year Analysis of Peer-Reviewed Journal Article Publications of Pharmacy Practice Faculty Members

PubMed Central

Spivey, Christina; Martin, Jennifer R.; Wyles, Christina; Ehrman, Clara; Schlesselman, Lauren S.

2012-01-01

Objectives. To evaluate scholarship, as represented by peer-reviewed journal articles, among US pharmacy practice faculty members; contribute evidence that may better inform benchmarking by academic pharmacy practice departments; and examine factors that may be related to publication rates. Methods. Journal articles published by all pharmacy practice faculty members between January 1, 2006, and December 31, 2010, were identified. College and school publication rates were compared based on public vs. private status, being part of a health science campus, having a graduate program, and having doctor of pharmacy (PharmD) faculty members funded by the National Institutes of Health (NIH). Results. Pharmacy practice faculty members published 6,101 articles during the 5-year study period, and a pharmacy practice faculty member was the primary author on 2,698 of the articles. Pharmacy practice faculty members published an average of 0.51 articles per year. Pharmacy colleges and schools affiliated with health science campuses, at public institutions, with NIH-funded PharmD faculty members, and with graduate programs had significantly higher total publication rates compared with those that did not have these characteristics (p<0.006). Conclusion. Pharmacy practice faculty members contributed nearly 6,000 unique publications over the 5-year period studied. However, this reflects a rate of less than 1 publication per faculty member per year, suggesting that a limited number of faculty members produced the majority of publications. PMID:23049099

Relating Training to Job Satisfaction: A Survey of Online Faculty Members

ERIC Educational Resources Information Center

Hoekstra, Brian

2014-01-01

The purpose of this study was to determine whether training affected the job satisfaction reported by online faculty members. A convenience sample of 492 Iowa Community College Online Consortium (ICCOC) faculty members were invited to participate in a quantitative survey, and 148 responded. Overall Job Satisfaction was operationalized through the…

Training Faculty Members and Resident Assistants to Respond to Bereaved Students

ERIC Educational Resources Information Center

Servaty-Seib, Heather L.; Taub, Deborah J.

2008-01-01

Scholarship about campus responses to death-related events emphasizes the need for members of the campus community to be open to discussing grief-related issues. Faculty members and resident assistants (RAs) are ideally situated to observe and respond to bereaved students. Faculty--tenure-track, adjunct, and teaching assistants--have regular…

Being "Dixie" at a Historically Black University: A White Faculty Member's Exploration of Whiteness through the Narratives of Two Black Faculty Members

ERIC Educational Resources Information Center

Cooper, Jewell E.; Massey, Dixie; Graham, Anthony

2006-01-01

There is a great need for higher education faculty to understand the complexities of teaching students of diverse backgrounds. In this article, two Black educators mentor a White faculty member yearning to understand the nuances of the culture of historically Black colleges and universities (HBCUs) because she wants to engage her students in…

Relating Training to Job Satisfaction: A Survey of Online Faculty Members

ERIC Educational Resources Information Center

Hoekstra, Brian

2013-01-01

As the online education market continues to mature, institutions of higher education will respond to student demand by employing quality faculty members. Faculty members need unique training to successfully teach online. While the effect of training on job satisfaction has been investigated in the realm of business, it has not been tested…

Faculty/Administration Relations in Community Colleges.

ERIC Educational Resources Information Center

Kennett, Joyce A.

The community college professoriate is characterized by a large reliance on part-time faculty, faculty unionization, a drive for educational technology, and the tendency to become part of a practitioner's culture and undervalue intellectual exchange. College administrators and governing boards, for their part, may see themselves as making…

Physical Fitness of University Faculty Members.

ERIC Educational Resources Information Center

Williford, H. N.; Barksdale, J. M.

The purpose of this investigation was to compare physical activity, aerobic fitness, and selected coronary heart disease risk factors in 27 male and 21 female university faculty members. Results of t-tests indicate that the males had significantly greater values for physical activity index, systolic blood pressure, aerobic fitness (V02 max), and…

Faculty Involvement in Administration of Schools.

ERIC Educational Resources Information Center

Ogletree, Earl J.; Schmidt, Linda J.

1992-01-01

Contrasts the faculty-led administration of the Waldorf Schools founded by R. Steiner with the administration by local school councils established in the Chicago (Illinois) Public Schools through the School Reform Act. In Chicago, morale and status of teachers can be improved by increasing their administrative partnership. (SLD)

Faculty Position Advertisements in Educational Administration: Analysis and a Theoretical Framework for Improving Administrative Practice.

ERIC Educational Resources Information Center

Winter, Paul A.

This study examined faculty recruitment advertisements placed by educational administration departments during one faculty recruitment cycle. The study reviewed 108 faculty recruitment advertisements placed by educational administration departments in "The Chronicle of Higher Education," using 22 criteria identified by the literature as effective…

A Set of Descriptive Case Studies of Four Dance Faculty Members' Pedagogical Practices

ERIC Educational Resources Information Center

Sims, Meredith; Erwin, Heather

2012-01-01

Dance faculty members come from a variety of backgrounds, which lead to varied knowledge bases and varied teaching practices. More information is needed about the current pedagogical practices of higher education dance faculty. This study sought to provide a description of four faculty members' pedagogical approaches to a dance technique class in…

Organisational Stress among Faculty Members of Higher Education Sector

ERIC Educational Resources Information Center

Areekkuzhiyil, Santhosh

2011-01-01

Background: Quality faculty members is a must for any higher education institution aspiring for Quality. Organisational stress one of the most important factors influencing the quality and efficiency of the faculty. Hence, the Organisational stress has to be managed in such a way that it should contribute to the quality of higher education. Hence…

Wikis and Podcasts and Blogs! Oh, My! What Is a Faculty Member Supposed to Do?

ERIC Educational Resources Information Center

McGee, Patricia; Diaz, Veronica

2007-01-01

The gaps between students' and faculty members' use of technology have widened. Many faculty members today have become so inundated with digital communications from students that it is not unusual for communication protocols and limitations to be specified in course syllabi. Most faculty members have home access to campus resources and use a…

Ethical Climate, Organizational Commitment, and Job Satisfaction of Full-Time Faculty Members

ERIC Educational Resources Information Center

Moore, Heather Louise

2012-01-01

The purpose of this quantitative study was to better understand the relationship of perceived ethical climate on the organizational commitment and job satisfaction of full-time faculty members in institutions of higher education. Full-time faculty members are the forefront employees of any educational institution, and they have a direct impact on…

Paradigm Shift or Business as Usual: The Reception and Implementation of the BYU-Idaho Learning Model by Faculty Members--A Mixed Methods Study

ERIC Educational Resources Information Center

Thurgood, Larry L.

2010-01-01

A mixed methods study examined how a newly developed campus-wide framework for learning and teaching, called the Learning Model, was accepted and embraced by faculty members at Brigham Young University-Idaho from September 2007 to January 2009. Data from two administrations of the Approaches to Teaching Inventory showed that (a) faculty members…

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

ERIC Educational Resources Information Center

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…

Faculty: Thy Administrator's Keeper? Some Evidence

ERIC Educational Resources Information Center

Cunningham, Brendan M.

2009-01-01

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

Part-time and Job-Share Careers Among Pharmacy Practice Faculty Members

PubMed Central

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

2014-01-01

Part-time and job-share policies may allow pharmacy practice faculty members to achieve work/life balance while pursuing their professional goals. Precedent for alternative work schedules within the health professions community can be found throughout the literature; however, little is known about part-time roles in academic pharmacy. The design and implementation of 3 different alternative faculty appointments are described and department chair and faculty perspectives are shared. Teaching, service, and scholarship responsibilities, as well as outcomes before and after changes in appointment, are described. Advantages and disadvantages, including advice for other colleges of pharmacy, are presented. Alternate appointments may be a key factor in retaining highly qualified faculty members who continue to bring their expertise to teaching, precepting, and scholarship within a college or school of pharmacy. PMID:24761010

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

PubMed

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

2014-04-17

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

What Are the Affectionate Reactions of Students to Activities by Faculty Members during Courses?

ERIC Educational Resources Information Center

Alacapinar, Fusun Gulderen

2016-01-01

Problem Statement: Faculty members working in the education faculties of universities are expected to show teacher behaviors. In articles on this subject, some research on teacher behavior can be found. Some articles on this subject exist in the literature in foreign countries. These studies show that faculty members teaching in universities do…

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

ERIC Educational Resources Information Center

Kuzu Demir, Elif Bugra; Mercimek, Baris; Dulkadir Yaman, Nihal; Odabasi, H. Ferhan

2017-01-01

This paper focuses on the findings of an exploratory, qualitative phenomenological study and investigates opinions and evaluations of faculty members about trolls encountered in social media and mass medium. The research was carried out in Anadolu University in Turkey. A total of 18 faculty members from 9 faculties in 12 different departments…

Accommodating Faculty Members Who Have Disabilities. Report

ERIC Educational Resources Information Center

American Association of University Professors, 2012

2012-01-01

In recent years the rights and responsibilities of students who have disabilities have received considerable attention. Professors routinely accommodate students with a front-row seat in class or extended time on an examination. Faculty members who have disabilities have received far less attention. This report from a subcommittee of Committee A…

Faculty Member Perceptions of Facilities and Administrative Costs for Sponsored Research at Historically Black Colleges and Universities in Louisiana

ERIC Educational Resources Information Center

Alexander, Ashley J.

2017-01-01

There has been great concern about the relationship between the federal government and universities with regard to improving funding for research and scholarly activity. Faculty members at Historically Black Colleges and Universities (HBCUs) have been instrumental in advancing research and development on behalf of society. The purpose of this…

Understanding the Professional Life Cycle of Full-Time Non-Tenure Track Teaching Faculty Members

ERIC Educational Resources Information Center

Hayes, Lenora M.

2012-01-01

Full time non-tenure track teaching faculty is a vital part of the instructional functioning of many universities. Charged with teaching most of the classes in many departments, full-time NTTT faculty members help lighten the teaching load of tenure-track faculty members so that they, in turn, are able to engage in more research. However,…

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

PubMed

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

2015-06-01

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

An Exploration of Global Leadership Practices Implemented by Successful Higher Education Faculty Members

ERIC Educational Resources Information Center

Marshall, Vicki Lynn

2015-01-01

This qualitative research study explored global leadership practices implemented by higher education faculty members from eight different states in the U.S. who lead in a global environment. Four research questions guided the exploration of personal and scholarly practices that successful higher education faculty members implement. A purposeful,…

A Comparison of the Perceptions of School Work Culture by Administrators and Faculty in the Public Charter and Non-Charter Elementary Schools of a Central Florida County

ERIC Educational Resources Information Center

Quin, Wayne Anthony

2012-01-01

This study investigated perceptions of school work culture of instructional staff members (administrators and faculty) in public charter and public non-charter elementary schools in a large urban metropolitan county of Central Florida by assessing differences in perceptions of administrators and faculty related to school work culture, perceptions…

Nursing directors' leadership styles and faculty members' job satisfaction in Taiwan.

PubMed

Chen, Hsiu-Chin; Baron, Mark

2006-10-01

Nursing leaders in Taiwan seldom receive the leadership training necessary to lead an academic organization. As a result, leaders may experience burn out, and dissatisfaction among faculty may increase. This study examined nursing faculty members' perceptions of nursing directors' leadership and their job satisfaction levels to understand how perceptions of leadership styles related to job satisfaction in Taiwan. This descriptive, correlational, cross-sectional study used self-administered questionnaires. Transformational leadership theory supported the research framework. Nine schools with nursing programs awarding diplomas to students participated in this study. A total of 175 questionnaires were returned (72% response rate). The findings indicated that Taiwan's nursing directors tend to display transformational leadership more frequently in their workplaces and that Taiwan's nursing faculty members are moderately satisfied in their jobs. In addition, nursing faculty in Taiwan are more satisfied with directors who practice the leadership style of attributed idealized influence.

The Quest for Continuous Improvement: A Qualitative Study on Diffusion of Outcomes Assessment among Career and Technical Education Faculty Members at Rocky Mountain States Community Colleges

ERIC Educational Resources Information Center

McFarlane, Michele

2012-01-01

The following qualitative multicase study presents an examination of outcomes assessment adoption as it relates to Career and Technical Education faculty at community colleges and outlines recommendations for postsecondary education administration as they introduce innovations to faculty members. The purpose of this investigation was to explore…

Responsive and Responsible: Faculty Encouragement of Civic Engagement

ERIC Educational Resources Information Center

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…

Cognitive dissonance experienced by nurse practitioner faculty.

PubMed

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.

Growing a Faculty Writing Group on a Traditionally Teaching-Focused Campus: A Model for Faculty Development

ERIC Educational Resources Information Center

Hampton-Farmer, Cheri; Laverick, Erin; Denecker, Christine; Tulley, Christine E.; Diederich, Nicole; Wilgus, Anthony

2013-01-01

When expectations for scholarly productivity increase at comprehensive universities, faculty writing groups can provide the tools, motivation, and support necessary to achieve both administrative and faculty goals. Narratives from members of a faculty writing group experiencing a shift in institutional expectations for scholarship reveal tangible…

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

NASA Astrophysics Data System (ADS)

El-Shazly, A. K.

2003-12-01

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

Making the Move: The Transition from Graduate Student at a Ph.D.-Granting University to New Faculty Member at a Small, Private, Liberal Arts College.

ERIC Educational Resources Information Center

Wilson, Vicki A.

Forty-two faculty members in their first, second, or third year of employment at small, private, liberal arts colleges in Ohio were asked to describe their initial impressions of faculty and administration, to reflect on those things that helped or hindered their transition into the college and local communities, whether or not they had intended…

The Relationship between Department Chairperson's Cognitive Style, Faculty Members' Cognitive Style, and Student Perceptions of Teaching Effectiveness

ERIC Educational Resources Information Center

Smith-Sterling, Carolyn L.

2011-01-01

The purpose of this study was to determine whether faculty members with cognitive styles that match the cognitive styles of their department chairpersons are more effective than faculty members whose cognitive styles do not match that of their department chairpersons. Additionally, this study investigated the relationship between faculty members'…

Faculty Member Engagement in Canadian University Internationalization: A Consideration of Understanding, Motivations and Rationales

ERIC Educational Resources Information Center

Friesen, Rhonda

2013-01-01

Faculty members are key agents in the institutional internationalization process within Canadian higher education. In the growing volumes of literature on internationalization, however, few authors consider how faculty members perceive their role in this process. In this study I take a phenomenological research approach to explore the…

Attributes of Effective Mentoring Relationships for Novice Faculty Members: Perspectives of Mentors and Mentees

ERIC Educational Resources Information Center

Barrett, Jessica L.; Mazerolle, Stephanie M.; Nottingham, Sara L.

2017-01-01

Context: Although doctoral education provides ample opportunities for skill development, the new faculty member may still require further support and guidance. Mentorship is often the mechanism whereby continued encouragement is provided. Limited understanding exists of the mentoring relationships developed between a new faculty member and a…

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

ERIC Educational Resources Information Center

Barrett, Thomas Gregory; Smith, Theophus

2008-01-01

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

Recruiting Female Faculty Members in Science and Engineering: Preliminary Evaluation of One Intervention Model

NASA Astrophysics Data System (ADS)

Stewart, Abigail J.; La Vaque-Manty, Danielle; Malley, Janet E.

The representation of female faculty members in science and engineering fields lags behind that of their counterparts in the social sciences and humanities and also fails to keep pace with the production of female science and engineering doctorates. Research has shown that equity cannot be achieved by waiting for women to fill the applicant pool; instead, institutions must intervene by changing hiring practices and retention policies. This article describes and evaluates early results of one intervention at the University of Michigan: the creation of a faculty committee designed to improve the recruitment and hiring of female faculty members through peer education. One hiring cycle after the committee's creation, the authors found (a) reports of changed practices in some search committees and departments, (b) an increase in the number and proportion of new hires who were women, and (c) a substantial increase in the knowledge and motivation of the members of the recruitment committee with respect to improving the climate for female faculty members.

Through the looking glass: how reflective learning influences the development of young faculty members.

PubMed

Higgins, Stacy; Bernstein, Lisa; Manning, Kimberly; Schneider, Jason; Kho, Anna; Brownfield, Erica; Branch, William T

2011-01-01

Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues. We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members. We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program. Six of the participants and the facilitator were participant observers in the qualitative analysis. Group support, validation, and cohesion led to adoption of common values that informed the professional development of the participants over 4 years of the study. Common values influenced the group members as they progressed in their careers. Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers.

Does race still matter in nursing? The narratives of African-American nursing faculty members.

PubMed

Beard, Kenya V; Julion, Wrenetha A

The rise in undergraduate enrollment of African-American students has not translated into more African-American faculty members, although they could mentor minority students and promote an ethos that encourages their academic success. Discrimination against African-American faculty members continues, which could lessen their presence. This study explored the narratives of 23 African-American faculty members to determine if race still matters in nursing. A narrative approach grounded in social constructionism and critical race theory was used to illustrate the journey of African-American faculty into and throughout academia and to reveal factors related to decisions to enter and remain in academia. Most of the participants stated that they faced racial discrimination that tested their resilience and reinforced their commitment to the academy. Intentional actions and open discourse could strengthen institutional commitments to racial diversity and facilitate the recruitment and retention of racially diverse nursing faculties. Copyright © 2016 Elsevier Inc. All rights reserved.

A Study of Attitudes of Female Faculty Members Serving in Complementarian Conservative Theological Institutions

ERIC Educational Resources Information Center

Ellen, Venessa Yvette

2013-01-01

Problem: The problem of this study was to determine whether attitudes of female faculty members employed by conservative theological colleges and seminaries reflected a complementarian perspective of biblical womanhood. Additionally, this study evaluated how these attitudes related to the female faculty member's home life and her…

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

ERIC Educational Resources Information Center

Abouelenein, Yousri Attia Mohamed

2016-01-01

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

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

PubMed

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

2016-09-01

The aim of this study was to compare the learning preferences of millennial dental hygiene students (born between 1982 and 2002) in the U.S. with the teaching methods used by their non-millennial instructors. Cross-sectional surveys were developed with 21-item, five-point Likert scales to examine students' preferences for and faculty use of lecture, collaborative activities, technology, independent work, and group discussion. Surveys were emailed to U.S. dental hygiene program directors in September 2015. The respondents totaled 800 students and 343 faculty members-approximately 5% of all dental hygiene students and 6.8% of all dental hygiene faculty members in the U.S. The results showed that the responding faculty members (88.7%) used case studies more than the students (61.2%) preferred and that the students (71.4%) preferred games when learning more than the faculty members (57.2%) used them (p<0.0001). Student respondents (82.1%) preferred handouts for lecture more than did the faculty respondents (58.8%; p<0.0001). Faculty respondents expected students to read before class 39.3% more than student respondents read (p<0.0001). Student respondents preferred study guides for exams 39.2% more than the faculty respondents provided them (p<0.0001). Participating faculty members (84.0%) had students work in groups more than these students preferred (57.8%), and 92% of these faculty members used group activities in class (p<0.0001). The responses of the millennial dental hygiene students in this study were consistent with previous research on millennial traits. This study found areas of disagreement between students and faculty members on the use of case studies, study guides, and group work. Although these students stated they preferred lecture over group work, trends in education stress using active learning over lecture.

Knowledge of Pharmacogenetics among Healthcare Professionals and Faculty Members of Health Training Institutions in Ghana.

PubMed

Kudzi, W; Addy, B S; Dzudzor, B

2015-03-01

Pharmacogenetics has a potential for optimizing drug response and identifying risk of toxicity for patients. Pharmacogenetics knowledge of healthcare professionals and the unmet need for pharmacogenetics education in health training institutions are some of the challenges of integrating pharmacogenetics into routine medical practice. To assess pharmacogenetics knowledge among healthcare professionals and faculty members of health training institutions in Ghana. Semi-structured questionnaires were used to interview healthcare professionals from selected public and private hospitals. Faculty members from health training institutions were also interviewed. The respondents were Medical doctors 42 (46.7%), Pharmacists 29 (32.2%) and Nurses 19 (21.1%). Healthcare professionals rated their knowledge of Pharmacogenetics as Excellent 5 (5.6%), Very Good 10 (11.2%), Good 53 (60%) and Poor 19 (21.4%). Thirty-two faculty members from health training institutions were also interviewed. Faculty members rated their knowledge of pharmacogenetics as Excellent 2 (6.3%), Very Good 3 (9.4%), Good 9 (28.1%), Fair 12 (37.5%) and Poor 6 (18.8%). Thirty seven percent (12) of these faculty members said pharmacogenetics was not part of their institutions' curriculum, 7 (22%) did not know if pharmacogenetics was part of their curriculum and only 13 (40.6%) said it was part of their curriculum. Few healthcare professionals and faculty members of training institutions are aware of the discipline of pharmacogenetics. There is the need for continuous professional education on pharmacogenetics and development of competency standards for all healthcare professionals in Ghana.

Anticipated and Actual Implementation of Case-Based Learning by Dental Faculty Members During and After Training.

PubMed

Behar-Horenstein, Linda S; Catalanotto, Frank A; Nascimento, Marcelle M

2015-09-01

The aims of this study were to describe the processes used to train dental faculty members in case-based learning (CBL) and to determine their beliefs about the anticipated implementation of CBL and perceptions of actual implementation following use of the CBL approach. Participants were dental faculty members at the University of Florida who received a four-day intensive training course in the use of CBL. Two focus groups were conducted. The first occurred during training to assess how the participants anticipated using CBL. The second was conducted during the faculty members' implementation of CBL. All 19 trainees participated in focus group 1 (100%). During the course of the study, two faculty members left the school; of the remaining 17, 12 participated in focus group 2 (participation rate of 71%). The findings showed that initially the faculty members were hesitant and uncertain about using CBL. Following implementation, those issues dissipated, as the participants began to consider how to optimize the effectiveness of CBL as a legitimate method for fostering student ownership of learning and active participation. Understanding what CBL means for individual educators at varying stages of change will likely allow the dental education community to better anticipate and address tensions and challenges that faculty members are likely to experience.

Professional Identity of Faculty Members at Higher Education Institutions: A Criterion for Workplace Success

ERIC Educational Resources Information Center

Abu-Alruz, Jamal; Khasawneh, Samer

2013-01-01

This research aimed to develop and validate a psychometrically sound and convenient measure of the professional identity questionnaire (PIQ) and to determine the level of professional identity among faculty members employed by higher education institutions in Jordan. The PIQ was administered to a sample of 551 faculty members employed by three…

Training Needs of Faculty Members in Al-huson College for Employing Multimedia in Teaching

ERIC Educational Resources Information Center

Al-swalha, Ali. S. M.

2017-01-01

This study aims to determine training needs of faculty members in Al-huson College for employing multimedia in teaching. The study instrument included (39) items divided into three domains (cognitive needs, emotional needs, and skill needs). A questionnaire was randomly distributed to (78) faculty members in Al-huson College after confirming…

Faculty Questionnaire for Future Planning: Results.

ERIC Educational Resources Information Center

Burns, James A.

Members of the faculty and administration at Western Washington University (WWU) were surveyed in 1978 in an effort to discover trends that could affect the university by the year 2000. The response rate was 32 percent for faculty and 49 percent for administrators. The first section of the survey concerns general trends: economic (inflation,…

Support for New Faculty Members: What Do They Perceive They Need?

ERIC Educational Resources Information Center

Boman, Jennifer; Yeo, Michelle; Matus, Theresa

2013-01-01

In this article we report the outcomes of a needs assessment administered to new faculty members who were hired within the last four years at Mount Royal University. Our purpose in conducting this needs assessment was to gather information to guide the redevelopment of the institution's support program for new faculty in light of a changing…

Job Satisfaction for Women Faculty Members in a Predominantly Female Discipline.

ERIC Educational Resources Information Center

Robertson, Lona J.; Bean, John P.

This study examined: (1) factors associated with global job satisfaction for women faculty members in family and consumer sciences programs at land-grant institutions; (2) the extent to which these factors explain the global job satisfaction for these women faculty; and (3) the effect of the covariates of age, rank, and tenure on the global job…

Perceived benefits and challenges of interprofessional education based on a multidisciplinary faculty member survey.

PubMed

Lash, David Benjamin; Barnett, Mitchell J; Parekh, Nirali; Shieh, Anita; Louie, Maggie C; Tang, Terrill T-L

2014-12-15

To identify differences among faculty members in various health professional training programs in perceived benefits and challenges of implementing interprofessional education (IPE). A 19-item survey using a 5-point Likert scale was administered to faculty members across different health disciplines at a west coast, multicollege university with osteopathic medicine, pharmacy, and physician assistant programs. Sixty-two of 103 surveys (60.2%) were included in the study. Faculty members generally agreed that there were benefits of IPE on patient outcomes and that implementing IPE was feasible. However, group differences existed in belief that IPE improves care efficiency (p=0.001) and promotes team-based learning (p=0.001). Program divergence was also seen in frequency of stressing importance of IPE (p=0.009), preference for more IPE opportunities (p=0.041), and support (p=0.002) within respective college for IPE. Despite consensus among faculty members from 3 disciplines that IPE is invaluable to their curricula and training of health care students, important program level differences existed that would likely need to be addressed in advance IPE initiatives.

Dental students' and faculty members' concepts and emotions associated with a caries risk assessment program.

PubMed

Maupome, Gerardo; Isyutina, Olga

2013-11-01

The objective of this study was to identify concepts and emotions associated with using an established Caries Risk Assessment (CRA) and Caries Risk Management (CRM) program in a dental school. Five focus groups with students and faculty members were conducted. Transcripts of the focus group discussions were qualitatively analyzed for emotions, using Plutchik's wheel of emotions, and were inductively evaluated for concepts (stability coefficients, Scott's π, 0.65-0.71). A total of twenty-five students took part in three focus groups (D2, D3, and D4 separately), and fifteen faculty members participated in two groups. Few frequency differences existed across students and faculty in terms of emotions (278 in faculty members' discourse; 276 in students'). From these, 535 concepts were assembled in seven groups of semantically distinct concepts. Faculty members verbalized more numerous concepts than students (300 vs. 235). Skepticism about the effectiveness of the CRA/CRM program represented the most significant barrier to comprehensive student and faculty support. The findings also suggested that, in order to dispel misconceptions, clearer messages, simpler forms and systems, and better tailored foci of the program for diverse patient, student, and faculty subgroups are needed. Ultimately, buy-in from users depends on CRA forms and programs that are seen as relevant, useful, and simple, offering tangible outcomes for patients and clinicians.

Student Evaluations of Teaching: Dental and Dental Hygiene Students' and Faculty Members' Perspectives.

PubMed

Grillo, Andrew C; Murdoch-Kinch, Carol Anne; Ramaswamy, Vidya; Inglehart, Marita R

2016-04-01

The aim of this study was to explore dental and dental hygiene students' and faculty members' perceptions of student evaluations of teaching (SET) and determine whether dental vs. dental hygiene student, beginning vs. advanced student, and faculty vs. student responses differed. Perceived benefits, challenges, and suggestions for conducting SETs optimally were also assessed. Survey data were collected from 329 dental students (D1: 108; D2: 91; D3&4: 130) and 68 dental hygiene students (DH2: 26; DH3: 19; DH4: 23) (overall response rates 76%/92%) and 56 dental and eight dental hygiene faculty members (response rates 41%/100%). Faculty respondents were more positive about SETs than students (five-point scale with 1=disagree: 3.85 vs. 3.39; p<0.001), with seniors being the least positive (mean 2.42). Respondents agreed that all students should complete SETs (3.87 vs. 3.61; p=0.068), with faculty agreeing more strongly than students that all courses should be evaluated (4.32/4.04; p=0.046). Students agreed more strongly than faculty that SETs should occur during regular class time (3.97/3.44; p<0.001) and are too long (3.47/3.09; p=0.010) and that results should be shared with students (4.03/3.57; p=0.002). Open-ended responses showed that students perceived more benefits of SETs for faculty members than for students and that the most frequently mentioned problem was that SETs do not result in changes. Faculty members were generally more positive than students (especially seniors) about SETs. These findings suggest that, according to these respondents, SETs should be completed by all students for all courses, be short, provide opportunities for open-ended comments, and be administered in class to improve response rate. In addition, SET results and how SETs are used to improve courses should be shared with students.

Faculty Members' Perceptions of Their Scholarship of Teaching and Learning: A Qualitative Study

ERIC Educational Resources Information Center

Smith, Jaime E.

2017-01-01

There is limited research pertaining to the impact SoTL has had on individual faculty members. Finding trends among participants of SoTL is essential for the promotion of the SoTL movement at both an individual and institutional level. The purpose of this study is to examine faculty members' perceptions about how their scholarship of teaching and…

Impact of Psychological Capital on Occupational Burnout and Performance of Faculty Members

ERIC Educational Resources Information Center

Rehman, Saif ur; Qingren, Cao; Latif, Yasir; Iqbal, Pervaiz

2017-01-01

Purpose: The purpose of this paper is to examine the impact and interrelation between positive psychological capital and occupational burnout among faculty associates of technical and professional training institutions. Design/methodology/approach: In total, 282 faculty members from 17 technical institutions were selected from the province of…

Attitudes of affiliate faculty members toward medical student summative evaluation for clinical clerkships: a qualitative analysis.

PubMed

Wang, Karen E; Fitzpatrick, Caroline; George, David; Lane, Lindsey

2012-01-01

Summative evaluation of medical students is a critical component of the educational process. Despite extensive literature on evaluation, few studies have centered on affiliate faculty members' attitudes toward summative evaluation of students, though it has been suggested that these attitudes influence their effectiveness as evaluators. The objective is to examine affiliate faculty members' attitudes toward clinical clerkship evaluation using primarily qualitative research methods. The study used a nonexperimental research design and employed mixed methods. Data were collected through interviews, focus groups, and a questionnaire from 11 affiliate faculty members. Themes emerging from the data fell into three broad categories: (a) factors that influence grading, (b) consequences of negative evaluations, and (c) disconnections in the grading process. The quantitative portion of the study revealed important discrepancies supporting the use of qualitative methods. The study highlights faculty members' struggles with the evaluative process and emphasizes the need for improvements in evaluation tools and faculty development.

Using Electronic Information Resources Centers by Faculty Members at University Education: Competencies, Needs and Challenges

ERIC Educational Resources Information Center

Abouelenein, Yousri

2017-01-01

This study aimed at investigating the factual situation of electronic information resources centers to faculty members at university education. Competencies that faculty members should possess regarding this issue were determined. Also their needs for (scientific research skills and teaching) were assessed. In addition, problems that hinder their…

An Investigation of Research Self-Efficacy Beliefs and Research Productivity among Faculty Members at an Emerging Research University in the USA

ERIC Educational Resources Information Center

Pasupathy, Rubini; Siwatu, Kamau Oginga

2014-01-01

The purposes of this study are to add to the existing knowledge base on research self-efficacy beliefs of faculty members and their influence on research productivity, and to inform higher education administrators about the relationship between research self-efficacy beliefs and research productivity. A theoretical framework of social cognitive…

Study of Factors Influencing Research Productivity of Agriculture Faculty Members in Iran

ERIC Educational Resources Information Center

Hedjazi, Yousef; Behravan, Jaleh

2011-01-01

The purpose of this research is to analyze the relationship between individual, institutional and demographic characteristics on one hand and the research productivity of agriculture faculty members on the other. The statistical population of the research comprises 280 academic staff in agricultural faculties all over Tehran Province. The data…

Ergonomics Calibration Training Utilizing Photography for Dental Hygiene Faculty Members.

PubMed

Partido, Brian B

2017-10-01

Dental and dental hygiene clinical faculty members often do not provide consistent instruction, especially since most procedures involve clinical judgment. Although instructional variations frequently translate into variations in student performance, the effect of inconsistent instruction is unknown, especially related to ergonomics. The aim of this study was to determine whether photography-assisted calibration training would improve interrater reliability among dental hygiene faculty members in ergonomics evaluation. The photography-assisted ergonomics calibration program incorporated features to improve accessibility and optimize the quality of the training. The study used a two-group repeated measures design with a convenience sample of 11 dental hygiene faculty members (eight full-time and three part-time) during the autumn 2016 term at one U.S. dental school. At weeks one and seven, all participants evaluated imaged postures of five dental students using a modified-dental operator posture assessment instrument. During weeks three and five, training group participants completed calibration training using independent and group review of imaged postures. All pre-training and post-training evaluations were evaluated for interrater reliability. Two-way random effects intraclass coefficient (ICC) values were calculated to measure the effects of the training on interrater reliability. The average measure of ICC of the training group improved from 0.694 with a 95% confidence interval (CI) of 0.001 to 0.965 (F(4,8)=3.465, p>0.05) to 0.766 with a 95% CI of 0.098 to 0.972 (F(4,8)=7.913, p<0.01). The average measure of ICC of the control group improved from 0.821 with a 95% CI of 0.480 to 0.978 (F(4,28)=7.702, p<0.01) to 0.846 with a 95% CI of 0.542 to 0.981 (F(4,28)=8.561, p<0.01). These results showed that the photography-assisted calibration training with the opportunity to reconcile different opinions resulted in improved agreement among these faculty members.

11 Colleges Join New York U. in a Network for Revitalizing Faculty Members.

ERIC Educational Resources Information Center

Desruisseaux, Paul

1985-01-01

A New York University "magnet" program supported by the Ford Foundation provides opportunities for 11 member institutions' faculty members to pursue research, curricular, and professional projects. (MSE)

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

ERIC Educational Resources Information Center

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

2014-01-01

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

A mentoring program to help junior faculty members achieve scholarship success.

PubMed

Kohn, Harold

2014-03-12

The University of North Carolina Eshelman School of Pharmacy launched the Bill and Karen Campbell Faculty Mentoring Program (CMP) in 2006 to support scholarship-intensive junior faculty members. This report describes the origin, expectations, principles, and best practices that led to the introduction of the program, reviews the operational methods chosen for its implementation, provides information about its successes, and analyzes its strengths and limitations.

A Mentoring Program to Help Junior Faculty Members Achieve Scholarship Success

PubMed Central

2014-01-01

The University of North Carolina Eshelman School of Pharmacy launched the Bill and Karen Campbell Faculty Mentoring Program (CMP) in 2006 to support scholarship-intensive junior faculty members. This report describes the origin, expectations, principles, and best practices that led to the introduction of the program, reviews the operational methods chosen for its implementation, provides information about its successes, and analyzes its strengths and limitations. PMID:24672062

Faculty Member's Guide to U.S. Immigration Law. Revised.

ERIC Educational Resources Information Center

Smith, Eugene H.; Baron, Marvin J.

Immigration laws and regulations pertaining to foreign students and scholars are summarized as an aid to faculty members. Basic immigration documents and terminology are explained, including the passport, visa, immigration status or classification, Form 1-20 ID, the "green card", and Departure Record. Classes of nonimmigrants are described,…

The Effect of Multitasking to Faculty Members' Academic Works

ERIC Educational Resources Information Center

Baran, Bahar

2013-01-01

Faculty members in higher education institutions which technology produced in and used actively try to overcome simultaneous one more works because of their intensive works and responsibilities. This study associated simultaneously doing one more academic works to multitasking. Multitasking may have a detrimental effect on academic works since it…

Vitality without Mobility: The Faculty Opportunities Audit.

ERIC Educational Resources Information Center

Lovett, Clara M.; And Others

1984-01-01

A faculty opportunities audit consisting of two parallel sets of questions is presented. One set is designed to help individual faculty members assess their own professional situation and relationship to their institution; the second set is designed to help faculty leaders and administrators analyze how and to what extent their institution…

A qualitative study of faculty members' views of women chairs.

PubMed

Isaac, Carol; Griffin, Lindsay; Carnes, Molly

2010-03-01

Concurrent with the evolving role of the department chair in academic medicine is the entry of women physicians into chair positions. Because implicit biases that stereotypically masculine behaviors are required for effective leadership remain strong, examining faculty members' perceptions of their chair's leadership in medical school departments with women chairs can provide insight into the views of women leaders in academic medicine and the complex ways in which gender may impact these chairs' leadership style and actions. We conducted semistructured interviews with 13 male and 15 female faculty members representing all faculty tracks in three clinical departments chaired by women. Inductive, qualitative analysis of the subsequent text allowed themes to emerge across interviews. Four themes emerged regarding departmental leadership. One dealt with the leadership of the previous chair. The other three described the current chair's characteristics (tough, direct, and transparent), her use of communal actions to help support and mentor her faculty, and her ability to build power through consensus. Because all three chairs were early in their tenure, a wait and see attitude was frequently expressed. Faculty generally viewed having a woman chair as an indication of positive change, with potential individual and institutional advantages. This exploratory study suggests that the culture of academic medicine has moved beyond questioning women physicians' competence to lead once they are in top organizational leadership positions. The findings are also consonant with experimental research indicating that women leaders are most successful when they pair stereotypic male (agentic) behaviors with stereotypic female (communal) behaviors. All three chairs exhibited features of a transformational leadership style and characteristics deemed essential for effective leadership in academic medicine.

A Qualitative Study of Faculty Members' Views of Women Chairs

PubMed Central

Isaac, Carol; Griffin, Lindsay

2010-01-01

Abstract Background Concurrent with the evolving role of the department chair in academic medicine is the entry of women physicians into chair positions. Because implicit biases that stereotypically masculine behaviors are required for effective leadership remain strong, examining faculty members' perceptions of their chair's leadership in medical school departments with women chairs can provide insight into the views of women leaders in academic medicine and the complex ways in which gender may impact these chairs' leadership style and actions. Methods We conducted semistructured interviews with 13 male and 15 female faculty members representing all faculty tracks in three clinical departments chaired by women. Inductive, qualitative analysis of the subsequent text allowed themes to emerge across interviews. Results Four themes emerged regarding departmental leadership. One dealt with the leadership of the previous chair. The other three described the current chair's characteristics (tough, direct, and transparent), her use of communal actions to help support and mentor her faculty, and her ability to build power through consensus. Because all three chairs were early in their tenure, a wait and see attitude was frequently expressed. Faculty generally viewed having a woman chair as an indication of positive change, with potential individual and institutional advantages. Conclusions This exploratory study suggests that the culture of academic medicine has moved beyond questioning women physicians' competence to lead once they are in top organizational leadership positions. The findings are also consonant with experimental research indicating that women leaders are most successful when they pair stereotypic male (agentic) behaviors with stereotypic female (communal) behaviors. All three chairs exhibited features of a transformational leadership style and characteristics deemed essential for effective leadership in academic medicine. PMID:20156081

Exploring the Relationship between Organizational Learning and Career Resilience among Faculty Members at Qatar University

ERIC Educational Resources Information Center

Abu-Tineh, Abdullah M.

2011-01-01

Purpose: Two main purposes guide this study. The first is to assess the level of individual, group, and organizational learning at Qatar University (QU), and the level of career resilience among its faculty members. The second is to explore the relationships between these levels of learning at QU and the career resilience of its faculty members.…

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

PubMed

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

2015-02-01

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

Nursing Academic Administrators' Lived Experiences With Incivility and Bullying From Faculty: Consequences and Outcomes Demanding Action.

PubMed

LaSala, Kathleen B; Wilson, Vicki; Sprunk, Elizabeth

2016-01-01

There are an increasing number of nursing academic administrators who identify themselves as victims of faculty incivility. This study examined experiences that academic administrators encountered with faculty incivility using a phenomenological research design. Three major themes emerged: faculty inappropriate behaviors, consequences of faculty behaviors on administrator targets, and administrators call for action. Findings revealed that incivility had devastating effects on administrators personally and professionally.

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

NASA Technical Reports Server (NTRS)

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

1987-01-01

The 1987 Johnson Space Center (JCS) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of ASEE. The basic objectives of the program are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objective of the NASA Centers. This document is a compilation of the final reports on the research projects done by the faculty fellows during the summer of 1987.

Faculty Members' Understanding of Teaching Efficacy Criteria and It Relation to Their Characteristics

ERIC Educational Resources Information Center

Mehdinezhad, Vali

2012-01-01

This study, examining university teaching, is aimed to understand more about university faculty members' sense of teaching efficacy criteria, with the hope to provide insights for future strategies in faculty development training program universities and colleges. In this study, a descriptive and correlational survey is used. The population of…

State Policies To Improve Undergraduate Teaching: Administrator and Faculty Responses.

ERIC Educational Resources Information Center

Colbeck, Carol L.

2002-01-01

Compared faculty and administrator responses at Ohio State University and Youngstown State University versus the University of Tennessee, Knoxville and Tennessee Technological University to their states' policies to improve undergraduate instruction. Found that responses to Ohio's faculty workload mandate versus Tennessee's performance funding…

The Meaning of Quality in an Online Course to Administrators, Faculty, and Students

ERIC Educational Resources Information Center

Smidt, Esther; Li, Rui; Bunk, Jennifer; Kochem, Timothy; McAndrew, Ashley

2017-01-01

The purpose of the present study is to understand administrator, faculty, and student perceptions of quality in distance education courses. We explored the following research question: What is the meaning of "quality" in an online course to administrators, faculty, and students? Survey data from 10 academic administrators, 113 online…

Faculty Ratings as a Measure of Administrator Quality. AIR Forum 1981 Paper.

ERIC Educational Resources Information Center

Hengstler, Dennis D.; And Others

The reliability, factor structure, and discriminatory power of faculty perceptions of the performance of departmental administrators were investigated, using the Administrator Evaluation Survey (AES) developed at the University of Illinois. Faculty from a major research university in the midwest, a smaller state university in the midwest, and a…

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

NASA Astrophysics Data System (ADS)

Bank, C.; Rotzien, J.

2007-12-01

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

Followership Behaviors among Florida Community College Faculty

ERIC Educational Resources Information Center

Smith, John Scott

2009-01-01

As postsecondary institutions are confronted by the challenges of escalating accountability, shrinking budgets, and administrative downsizing, higher education leaders are expecting more from their faculty members. In this environment, an improved understanding of faculty followership behaviors is increasingly important. We examined the…

Flexible merit pay for faculty.

PubMed

Allcorn, S

1986-01-01

Faculty and administrators of medical schools should not depend only upon customary forms of salary administration. Many medical schools and departments set salaries in a manner contrary to the principal mission of the institution. In this approach, the author proposes a versatile, flexible, and cost-effective salary merit pay program. The system not only follows the mission of the institution, it also allows for a stimulating assortment of pay opportunities, and promotes productivity since the faculty members actively design their own programs.

Factors for Increasing Adoption of E-Courses Among Dental and Dental Hygiene Faculty Members

PubMed Central

DeBate, Rita D.; Cragun, Deborah; Severson, Herbert H.; Shaw, Tracy; Christiansen, Steve; Koerber, Anne; Tomar, Scott; Brown, Kelli McCormack; Tedesco, Lisa A.; Hendricson, William

2011-01-01

The incorporation of web-based learning into the dental curriculum has been consistently recommended in the literature on reform in dental education. There has been growing support for web-based learning in dental and dental hygiene education as demonstrated by deans’ identifying this as a planned curricular innovation. The purpose of our study was to explore characteristics of e-courses that may serve to increase adoption among dental and dental hygiene faculty members. Eight ninety-minute focus groups (three dental; five dental hygiene) were conducted with dental (n=27) and dental hygiene (n=23) faculty members from six academic institutions. The resulting data were analyzed to identify two overarching themes and associated subthemes with regard to benefits and barriers influencing adoption of e-courses. A working conceptual framework, based on the Diffusion of Innovations, was developed from these themes to understand the characteristics that may influence the rate of adoption of e-courses among dental and dental hygiene faculty members. Analysis of the data revealed four main adoption barriers: 1) low perceived relative advantage to faculty members; 2) low compatibility with current curriculum; 3) high perceived time commitment; and 4) complexity of e-course development. This exploratory assessment identifies leverage points for facilitating the adoption and sustainability of e-courses in dental and dental hygiene education. PMID:21546592

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

PubMed

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

Faculty Roles, Responsibilities, and Involvement in Campus Safety Initiatives as Perceived by Faculty and Administrators: A Case Study at a Large State University

ERIC Educational Resources Information Center

Rollings, Meda Janeen

2010-01-01

The study addressed the problem of campus safety and the extent to which faculty and administrators are aware of institutional security policies. Further, the research compared perceptions of administrators and faculty regarding faculty awareness of and involvement in campus safety policy initiatives. The research sought to determine if the…

Student pharmacist, pharmacy resident, and graduate student perceptions of social interactions with faculty members.

PubMed

Bongartz, Jenny; Vang, Choua; Havrda, Dawn; Fravel, Michelle; McDanel, Deanna; Farris, Karen B

2011-11-10

To describe the perceptions of student pharmacists, graduate students, and pharmacy residents regarding social situations involving students or residents and faculty members at public and private universities. Focus groups of student pharmacists, graduate students, and pharmacy residents were formed at 2 pharmacy schools. Given 3 scenarios, participants indicated if they thought any boundaries had been violated and why. Responses were grouped into similar categories and frequencies were determined. Compared with private university students or pharmacy residents, student pharmacists at a public university were more likely to think "friending" on Facebook violated a boundary. No participants considered reasonable consumption of alcohol in social settings a violation. "Tagging" faculty members in photos on Facebook was thought to be less problematic, but most participants stated they would be conscious of what they were posting. The social interactions between faculty members and students or residents, especially student pharmacists, should be kept professional. Students indicated that social networking may pose threats to maintaining professional boundaries.

Education About Dental Hygienists' Roles in Public Dental Prevention Programs: Dental and Dental Hygiene Students' and Faculty Members' and Dental Hygienists' Perspectives.

PubMed

Pervez, Anushey; Kinney, Janet S; Gwozdek, Anne; Farrell, Christine M; Inglehart, Marita R

2016-09-01

In 2005, Public Act No. 161 (PA 161) was passed in Michigan, allowing dental hygienists to practice in approved public dental prevention programs to provide services for underserved populations while utilizing a collaborative agreement with a supervising dentist. The aims of this study were to assess how well dental and dental hygiene students and faculty members and practicing dental hygienists have been educated about PA 161, what attitudes and knowledge about the act they have, and how interested they are in additional education about it. University of Michigan dental and dental hygiene students and faculty members, students in other Michigan dental hygiene programs, and dental hygienists in the state were surveyed. Respondents (response rate) were 160 dental students (50%), 63 dental hygiene students (82%), 30 dental faculty members (26%), and 12 dental hygiene faculty members (52%) at the University of Michigan; 143 dental hygiene students in other programs (20%); and 95 members of the Michigan Dental Hygienists' Association (10%). The results showed that the dental students were less educated about PA 161 than the dental hygiene students, and the dental faculty members were less informed than the dental hygiene faculty members and dental hygienists. Responding dental hygiene faculty members and dental hygienists had more positive attitudes about PA 161 than did the students and dental faculty members. Most of the dental hygiene faculty members and dental hygienists knew a person providing services in a PA 161 program. Most dental hygiene students, faculty members, and dental hygienists wanted more education about PA 161. Overall, the better educated about the program the respondents were, the more positive their attitudes, and the more interested they were in learning more.

Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs.

PubMed

MacDonald, Katherine A; Hrynchak, Patricia K; Spafford, Marlee M

2014-07-01

North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians.

How Community College Adjunct Faculty Members Teaching Communications Courses Understand Diversity as It Relates to Their Teaching

ERIC Educational Resources Information Center

Rediger, James N.

2013-01-01

The purpose of this study was to explore Midwestern Community College (MCC) communication adjunct faculty members' descriptions of techniques used to prepare for a diverse student population. This research was conducted in order to gain a better understanding of how adjunct faculty members teaching communications courses at MCC understood…

Faculty Members' Attitudes towards the Performance Appraisal Process in the Public Universities in Light of Some Variables

ERIC Educational Resources Information Center

Al-Ashqar, Wafaa Mohammed Ali

2017-01-01

The present study aimed to detect the level of faculty members' attitudes at public universities towards the performance appraisal process and its relationship with some variables (gender, college, scientific rank, university, teaching experience, and age). The study sample consisted of (320) faculty members of both sexes in three public…

Exploring the Effects of Social Exchange Relationships on the Scholarly Productivity of New Faculty Members in Accounting

ERIC Educational Resources Information Center

Ugrin, Joseph C.; Odom, Marcus D.; Pearson, J. Michael; Bahmanziari, Tammy R.

2012-01-01

This paper explores how social relationships between new accounting faculty members and their former dissertation chairs can influence the publishing productivity of the new faculty members in their early academic careers. The focus on social relationships offers a unique approach to studying the effectiveness doctoral education. Our findings show…

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

ERIC Educational Resources Information Center

Ozcan, Kenan; Balyer, Aydin; Servi, Tayfun

2013-01-01

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

Number and impact of published scholarly works by pharmacy practice faculty members at accredited US colleges and schools of pharmacy (2001-2003).

PubMed

Coleman, Craig I; Schlesselman, Lauren S; Lao, Eang; White, C Michael

2007-06-15

To evaluate the quantity and quality of published literature conducted by pharmacy practice faculty members in US colleges and schools of pharmacy for the years 2001-2003. The Web of Science bibliographic database was used to identify publication citations for the years 2001-2003, which were then evaluated in a number of different ways. Faculty members were identified using American Association of Colleges of Pharmacy rosters for the 2000-2001, 2001-2002, and 2002-2003 academic years. Two thousand three hundred seventy-four pharmacy practice faculty members generated 1,896 publications in Web of Science searchable journals. A small number of faculty members (2.1%) were responsible for a large proportion of publications (30.6%), and only 4.9% of faculty members published 2 or more publications in these journals per year. The average impact factor for the top 200 publications was 7.6. Pharmacy practice faculty members contributed substantially to the biomedical literature and their work has had an important impact. A substantial portion of this work has come from a small subset of faculty members.

Number and Impact of Published Scholarly Works by Pharmacy Practice Faculty Members at Accredited US Colleges and Schools of Pharmacy (2001-2003)

PubMed Central

Coleman, Craig I.; Schlesselman, Lauren S.; Lao, Eang

2007-01-01

Objective To evaluate the quantity and quality of published literature conducted by pharmacy practice faculty members in US colleges and schools of pharmacy for the years 2001-2003. Methods The Web of Science bibliographic database was used to identify publication citations for the years 2001-2003, which were then evaluated in a number of different ways. Faculty members were identified using American Association of Colleges of Pharmacy rosters for the 2000-2001, 2001-2002, and 2002-2003 academic years. Results Two thousand three hundred seventy-four pharmacy practice faculty members generated 1,896 publications in Web of Science searchable journals. A small number of faculty members (2.1%) were responsible for a large proportion of publications (30.6%), and only 4.9% of faculty members published 2 or more publications in these journals per year. The average impact factor for the top 200 publications was 7.6. Conclusion Pharmacy practice faculty members contributed substantially to the biomedical literature and their work has had an important impact. A substantial portion of this work has come from a small subset of faculty members. PMID:17619644

Burnout and Humor Usage among Community College Nursing Faculty Members.

ERIC Educational Resources Information Center

Talbot, Laura A.

2000-01-01

Assesses the correlation of burnout among community college nursing faculty members and their use of humor to mediate academic stress related to burnout. Differences in burnout between high versus low humor usage respondents showed a higher sense of personal accomplishment with high humor usage. Of those with low humor usage, workload was related…

Senior Leaders and Teaching Environments: Faculty Perceptions of Administrators' Support of Innovation

ERIC Educational Resources Information Center

Cole, Eddie R.; Dumford, Amber D.; Nelson Laird, Thomas F.

2018-01-01

We used data from the 2012 administration of the Faculty Survey of Student Engagement to measure faculty perceptions of senior leaders' (e.g., deans, provosts, presidents) support for innovation in teaching. Specifically, this study explored what faculty characteristics predict faculty perceptions of leaders' support for innovation in teaching and…

Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs

PubMed Central

Hrynchak, Patricia K.; Spafford, Marlee M.

2014-01-01

North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians. PMID:25031564

Exploring the attitudes of medical faculty members and students in Pakistan towards plagiarism: a cross sectional survey.

PubMed

Rathore, Farooq Azam; Waqas, Ahmed; Zia, Ahmad Marjan; Mavrinac, Martina; Farooq, Fareeha

2015-01-01

Objective. The objective of this survey was to explore the attitudes towards plagiarism of faculty members and medical students in Pakistan. Methods. The Attitudes Toward Plagiarism questionnaire (ATP) was modified and distributed among 550 medical students and 130 faculty members in 7 medical colleges of Lahore and Rawalpindi. Data was entered in the SPSS v.20 and descriptive statistics were analyzed. The questionnaire was validated by principal axis factoring analysis. Results. Response rate was 93% and 73%, respectively. Principal axis factoring analysis confirmed one factor structure of ATP in the present sample. It had an acceptable Cronbach's alpha value of 0.73. There were 421 medical students (218 (52%) female, 46% 3rd year MBBS students, mean age of 20.93 ± 1.4 years) and 95 faculty members (54.7% female, mean age 34.5 ± 8.9 years). One fifth of the students (19.7%) trained in medical writing (19.7%), research ethics (25.2%) or were currently involved in medical writing (17.6%). Most of the faculty members were demonstrators (66) or assistant professors (20) with work experience between 1 and 10 years. Most of them had trained in medical writing (68), research ethics (64) and were currently involved in medical writing (64). Medical students and faculty members had a mean score of 43.21 (7.1) and 48.4 (5.9) respectively on ATP. Most of the respondents did not consider that they worked in a plagiarism free environment and reported that self-plagiarism should not be punishable in the same way as plagiarism. Opinion regarding leniency in punishment of younger researchers who were just learning medical writing was divided. Conclusions. The general attitudes of Pakistani medical faculty members and medical students as assessed by ATP were positive. We propose training in medical writing and research ethics as part of the under and post graduate medical curriculum.

Student Pharmacist, Pharmacy Resident, and Graduate Student Perceptions of Social Interactions With Faculty Members

PubMed Central

Bongartz, Jenny; Vang, Choua; Havrda, Dawn; Fravel, Michelle; McDanel, Deanna

2011-01-01

Objective. To describe the perceptions of student pharmacists, graduate students, and pharmacy residents regarding social situations involving students or residents and faculty members at public and private universities. Methods. Focus groups of student pharmacists, graduate students, and pharmacy residents were formed at 2 pharmacy schools. Given 3 scenarios, participants indicated if they thought any boundaries had been violated and why. Responses were grouped into similar categories and frequencies were determined. Results. Compared with private university students or pharmacy residents, student pharmacists at a public university were more likely to think “friending” on Facebook violated a boundary. No participants considered reasonable consumption of alcohol in social settings a violation. “Tagging” faculty members in photos on Facebook was thought to be less problematic, but most participants stated they would be conscious of what they were posting. Conclusions. The social interactions between faculty members and students or residents, especially student pharmacists, should be kept professional. Students indicated that social networking may pose threats to maintaining professional boundaries. PMID:22171108

Faculty Tort Liability for Libelous Student Publications

ERIC Educational Resources Information Center

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)

Faculty Leadership and Instructional Technologies: Who Decides?

ERIC Educational Resources Information Center

Barber, Bob

2011-01-01

Discussion of leadership functions and practices in the realm of instructional technology in community colleges cannot be limited to the administrative side. Faculty members and faculties as collective bodies have influenced or attempted to influence the use of instructional technology and can claim professionally to have the right to participate…

Faculty Members' Responses to Implementing Re-Envisioned EdD Programs

ERIC Educational Resources Information Center

Buss, Ray R.; Zambo, Ron; Zambo, Debby; Perry, Jill A.; Williams, Tiffany R.

2017-01-01

Limitations of the education doctorate (EdD) and the emergence of professional practice doctorates have influenced those offering the EdD to re-envision, re-define, and reclaim the EdD as the degree of choice for the next generation of educational leaders. Colleges of education faculty members have used the Carnegie Project on the Education…

Faculty Members' Perceptions of Community College Centers for Teaching and Learning: A Qualitative Study

ERIC Educational Resources Information Center

Frey, Sandra A.

2012-01-01

The purpose of this study was to explore faculty members' perceptions of community college Centers for Teaching and Learning (CTLs); whose main purpose is to promote, facilitate, and honor excellence in teaching and learning through the support of full-time and adjunct faculty, at all career stages. A generic qualitative study with a grounded…

Downturn Threatens the Faculty's Role in Running Colleges

ERIC Educational Resources Information Center

Wilson, Robin

2009-01-01

The author reports that tough economic times are leading administrators to propose changes that short-circuit faculty governance, long a prized principle that gives professors wide-ranging authority over educational matters. The results, faculty members say, are hastily conceived plans that reorganize academic programs, decrease professors' roles…

A Call for Faculty Reengagement in Governance

ERIC Educational Resources Information Center

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…

Accept, Avoid, Resist: How Faculty Members Respond to Bias Against Caregiving ... and How Departments Can Help

ERIC Educational Resources Information Center

Colbeck, Carol L.; Drago, Robert

2005-01-01

A number of institutions have developed policies designed to foster family-friendly work environments, but bias against caregiving may lead gatekeepers to discourage faculty members from using them. The message sent to faculty and prospective faculty by this scenario is that it is too difficult to be a productive academic and an involved, caring…

Faculty Member's Handbook. Strategies for Preventing Alcohol and Other Drug Problems. The College Series.

ERIC Educational Resources Information Center

CSR, Inc., Washington, DC.

This handbook for higher education faculty is designed to inform them of the nature and extent of alcohol and other drug abuse on the nation's campuses and to enlist their involvement in responding to these problems. Based on the premise that each individual can make a difference, the faculty member is encouraged to help shape the campus…

Race, Ethnicity, and Gender of Faculty Members in APA- and CACREP-Accredited Programs: Changes over Five Decades

ERIC Educational Resources Information Center

Baggerly, Jennifer; Tan, Tony Xing; Pichotta, David; Warner, Aisha

2017-01-01

This study examined changes in race, ethnicity, and gender of faculty members in APA- and CACREP-accredited counseling programs over 5 decades based on the year of their degree. Of those faculty members working in accredited programs who graduated in the 1960s/1970s, 26.7% were female, 5.6% were racially diverse, and 1.7% were Latina/o. Of those…

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

ERIC Educational Resources Information Center

Milheim, William

2001-01-01

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

How to Evaluate a Faculty Governance Structure

ERIC Educational Resources Information Center

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…

The use of information sources by faculty members of babol university of medical sciences: a case study from iran.

PubMed

Siamian, Hasan; Yaminfirooz, Moosa; Dehghan, Zahra; Shahrabi, Afsaneh

2013-01-01

This study seeks to determine the expertise, use, and satisfaction of faculty members of Babol University of Medical Sciences, using the provided online information services by the university. This study is descriptive and analytical survey and the information gathering was through the questionnaireand the samples, based on the random of Kerjesi and Morgan Table sample size determination that was selected through stratified sampling proportionately to the size of the departments which summed up to 155 of which 113 responded to the mailed questionnaire. The results of the study show that among the various data sources such as books, journals and internet, faculty members have more undemandingand convenient access to the Internet compared to other resources use, however, half of the information needs of faculty members, 57 (50.4 percent) are provided by the printed books;and the databases available to the University and used by faculty members are PubMed with 76.1% and Science direct with 53.1% and Iranmedex with 46.9%.Only 17% of faculty members have the absolute contentment of the Internet information services,and more than half of the respondents (58.4%) expressed the low speed of Internet service as their major reason for their dissatisfaction of the provided services. Use and Satisfaction of Internet-Based Information Services of Faculty Members. Using the Internet to provide the needed information with an index of 46%is a significant issue. The results of the study show that among the various data sources such as books, journals and internet, faculty members have more undemandingand convenient access to the Internet and their access to printed books was really hard and limited, although the internet was more convenient to acquire information, most of the information needs of faculty members are provided by the printed books based on what they expressed. The study showed that the use and acquaintance of the sample of the information databases is very lowand only

Challenges in the Establishment of a New Faculty: Experiences of the Founding Deans and Faculty Members

ERIC Educational Resources Information Center

Vatanartiran, Sinem

2013-01-01

Problem Statement: Academic deans play a critical role connecting academic and administrative operations and structures within their respective Faculties and universities. There is a wide array of research about deans, what they do, their leadership skills, challenges, and experiences. However, the research is quite limited in terms of the…

An orientation to wellness for new faculty of medicine members: meeting a need in faculty development.

PubMed

Brown, Garielle E; Bharwani, Aleem; Patel, Kamala D; Lemaire, Jane B

2016-08-04

To evaluate the format, content, and effectiveness of a newly developed orientation to wellness workshop, and to explore participants' overall perceptions. This was a mixed methods study. Participants consisted of 47 new faculty of medicine members who attended one of the four workshops held between 2011 and 2013. Questionnaires were used to evaluate workshop characteristics (10 survey items; response scale 1=unacceptable to 7=outstanding), intention to change behavior (yes/no), and retrospective pre/post workshop self-efficacy (4 survey items; response scale 1=no confidence to 6=absolute confidence). Mean scores and standard deviations were calculated for the workshop characteristics. Pre/post workshop self-efficacy scores were compared using a Wilcoxon signed-rank test. Participants' written qualitative feedback was coded using an inductive strategy to identify themes. There was strong support for the workshop characteristics with mean scores entirely above 6.00 (N=42). Thirty-one of 34 respondents (91%) expressed intention to change their behavior as a result of participating in the workshop. The post workshop self-efficacy scores (N=38 respondents) increased significantly for all four items (p<0.0001) compared to pre workshop ratings. Participants perceived the key workshop elements as the evidence-based content relevant to academic physicians, incorporation of practical tips and strategies, and an atmosphere conducive to discussion and experience sharing.   Participants welcomed wellness as a focus of faculty development. Enhancing instruction around wellness has the potential to contribute positively to the professional competency and overall functioning of faculty of medicine members.

An orientation to wellness for new faculty of medicine members: meeting a need in faculty development

PubMed Central

Brown, Garielle E.; Bharwani, Aleem; Patel, Kamala D.

2016-01-01

Objectives To evaluate the format, content, and effectiveness of a newly developed orientation to wellness workshop, and to explore participants’ overall perceptions. Methods This was a mixed methods study. Participants consisted of 47 new faculty of medicine members who attended one of the four workshops held between 2011 and 2013. Questionnaires were used to evaluate workshop characteristics (10 survey items; response scale 1=unacceptable to 7=outstanding), intention to change behavior (yes/no), and retrospective pre/post workshop self-efficacy (4 survey items; response scale 1=no confidence to 6=absolute confidence). Mean scores and standard deviations were calculated for the workshop characteristics. Pre/post workshop self-efficacy scores were compared using a Wilcoxon signed-rank test. Participants’ written qualitative feedback was coded using an inductive strategy to identify themes. Results There was strong support for the workshop characteristics with mean scores entirely above 6.00 (N=42). Thirty-one of 34 respondents (91%) expressed intention to change their behavior as a result of participating in the workshop. The post workshop self-efficacy scores (N=38 respondents) increased significantly for all four items (p<0.0001) compared to pre workshop ratings. Participants perceived the key workshop elements as the evidence-based content relevant to academic physicians, incorporation of practical tips and strategies, and an atmosphere conducive to discussion and experience sharing. Conclusions   Participants welcomed wellness as a focus of faculty development. Enhancing instruction around wellness has the potential to contribute positively to the professional competency and overall functioning of faculty of medicine members. PMID:27494833

Does the Reputation of a Faculty Member's Graduate Programme and Institution Matter for Labour Market Outcomes?

ERIC Educational Resources Information Center

Warshaw, Jarrett B.; Toutkoushian, Robert K.; Choi, Hyejin

2017-01-01

For a future faculty member the choice of which graduate programme and institution to attend is considered to have important implications for securing academic employment, developing skills to succeed in academia, and yielding positive returns on investment of time and money in education. Yet does it matter where a faculty member attends graduate…

Holding a Post-Doctoral Position before Becoming a Faculty Member: Does It Bring Benefits for the Scholarly Enterprise?

ERIC Educational Resources Information Center

Horta, Hugo

2009-01-01

This article examines the effects that performing a post-doc early in the academic career have for the current scholarly practices of faculty members. Results show that performing a post-doc early in the academic career impacts positively the recent research output of academics, although not affecting the other faculty member's scholarly…

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members' perspective.

PubMed

Rizvi, Nusrat Fatima; Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. A cross-sectional survey was conducted through a self-reported questionnaire using 'survey monkey'. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching.

Counselor Education and Educational Administration: An Exploratory Survey of Collaboration

ERIC Educational Resources Information Center

Perusse, Rachelle; Goodnough, Gary E.; Bouknight, Tamisha

2007-01-01

One way to inform educational administration faculty and future school principals about the role of the school counselor is for counselor educators to collaborate with educational administration faculty. However, there are very few recommendations about how these faculty members might collaborate. In an exploratory national survey, counselor…

Internationalization of Higher Education and the Impacts on Academic Faculty Members

ERIC Educational Resources Information Center

Bedenlier, Svenja; Zawacki-Richter, Olaf

2015-01-01

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

Exploring the attitudes of medical faculty members and students in Pakistan towards plagiarism: a cross sectional survey

PubMed Central

Rathore, Farooq Azam; Zia, Ahmad Marjan; Mavrinac, Martina; Farooq, Fareeha

2015-01-01

Objective. The objective of this survey was to explore the attitudes towards plagiarism of faculty members and medical students in Pakistan. Methods. The Attitudes Toward Plagiarism questionnaire (ATP) was modified and distributed among 550 medical students and 130 faculty members in 7 medical colleges of Lahore and Rawalpindi. Data was entered in the SPSS v.20 and descriptive statistics were analyzed. The questionnaire was validated by principal axis factoring analysis. Results. Response rate was 93% and 73%, respectively. Principal axis factoring analysis confirmed one factor structure of ATP in the present sample. It had an acceptable Cronbach’s alpha value of 0.73. There were 421 medical students (218 (52%) female, 46% 3rd year MBBS students, mean age of 20.93 ± 1.4 years) and 95 faculty members (54.7% female, mean age 34.5 ± 8.9 years). One fifth of the students (19.7%) trained in medical writing (19.7%), research ethics (25.2%) or were currently involved in medical writing (17.6%). Most of the faculty members were demonstrators (66) or assistant professors (20) with work experience between 1 and 10 years. Most of them had trained in medical writing (68), research ethics (64) and were currently involved in medical writing (64). Medical students and faculty members had a mean score of 43.21 (7.1) and 48.4 (5.9) respectively on ATP. Most of the respondents did not consider that they worked in a plagiarism free environment and reported that self-plagiarism should not be punishable in the same way as plagiarism. Opinion regarding leniency in punishment of younger researchers who were just learning medical writing was divided. Conclusions. The general attitudes of Pakistani medical faculty members and medical students as assessed by ATP were positive. We propose training in medical writing and research ethics as part of the under and post graduate medical curriculum. PMID:26157615

Exceptional Faculty Members Who Responsively Teach Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Austin, Kimberly S.; Peña, Edlyn Vallejo

2017-01-01

The number of students with autism spectrum disorders (ASD) seeking admission into college is rising. Little research exists on how to meet the unique learning needs of this student population in higher education classrooms. The purpose of this qualitative research study was to document the ways in which supportive faculty members responsively…

Seeking Full Citizenship: A Defense of Tenure Faculty Status for Librarians

ERIC Educational Resources Information Center

Coker, Catherine; vanDuinkerken, Wyoma; Bales, Stephen

2010-01-01

Tenure status for library faculty in the academic environment is coming under increasing attack from administration, faculty members in other departments, and non-academics. This is due to incorrect perceptions about what academic librarians do and how they serve their profession. This paper describes the many challenges faculty librarians face in…

Administrator Perspectives of Advantages and Challenges of Employing Part-Time Faculty in Nursing Education Programs: Two Sides of the Same Coin.

PubMed

Meyer, Jacqueline Rose

The purpose of this qualitative research was to explore perspectives of administrators (n = 581) regarding advantages and challenges of employing part-time nurse faculty (PTNF) in schools of nursing in the United States. The nursing faculty shortage has resulted in increased reliance on PTNF who are clinical experts but often inexperienced as educators. A broader evidence base is necessary to develop effective strategies to support and retain these faculty members. Deans and directors of schools of nursing were invited to complete an online survey with two open-ended questions about the use of PTNF. Five themes emerged from the qualitative descriptive analysis: clinical practice as primary role, diversity of educational approaches, effects on full-time faculty role, economic impact, and contracted educator role. Both positive and negative aspects of each theme were identified. Results of this study support specific efforts to provide professional development and support to PTNF.

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

PubMed

Thompson, Dennis F; Nahata, Milap C

2012-11-12

To determine yearly (phase 1) and cumulative (phase 2) publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy. The publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy were searched on Web of Science. Fifty colleges and schools of pharmacy were randomly chosen for a search of 1,042 individual faculty members' publications per year from 2005 to 2009. A stratified random sample of 120 faculty members also was chosen, and cumulative publication counts were recorded and bibliometric indices calculated. The median number of publications per year was 2 (range, 0-34). Overall, 22% of faculty members had no publications in any given year, but the number was highly variable depending on the faculty members' colleges or schools of pharmacy. Bibliometric indices were higher for medicinal chemistry and pharmaceutics, with pharmacology ranking third and social and administrative sciences fourth. Higher bibliometric indices were also observed for institution status (ie, public vs private) and academic rank (discipline chairperson vs non-chairperson and professor vs junior faculty member) (p<0.01 for each). The median number of cumulative publications per faculty member was 34 (range, 0-370). Significant differences exist in yearly and cumulative publication rates for faculty members and bibliometric indices among pharmaceutical science disciplines and academic ranks within research-intensive colleges and schools of pharmacy. These data may be important for benchmarking purposes.

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

ERIC Educational Resources Information Center

Killingsworth, M. Jimmie; And Others

1989-01-01

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

Quality assurance study of caries risk assessment performance by clinical faculty members in a school of dentistry.

PubMed

Rechmann, Peter; Featherstone, John D B

2014-09-01

The goal of this quality assurance study was to explore the decision making of clinical faculty members at the University of California, San Francisco School of Dentistry predoctoral dental clinic in terms of caries risk level assignment using the caries risk assessment (CRA) as part of the Caries Management by Risk Assessment (CAMBRA) concept. This research was done in part to determine if additional training and calibration were needed for these faculty members. The study tested the reliability and reproducibility of the caries risk levels assigned by different clinical teachers who completed CRA forms for simulated patients. In the first step, five clinical teachers assigned caries risk levels for thirteen simulated patients. Six months later, the same five plus an additional nine faculty members assigned caries risk levels to the same thirteen simulated and nine additional cases. While the intra-examiner reliability with weighted kappa strength of agreement was very high, the inter-examiner agreements with a gold standard were on average only moderate. In total, 20 percent of the presented high caries risk cases were underestimated at caries levels too low, even when obvious caries disease indicators were present. This study suggests that more consistent training and calibration of clinical faculty members as well as students are needed.

Association between Organizational Commitment and Personality Traits of Faculty Members of Ahvaz Jundishapur University of Medical Sciences.

PubMed

Khiavi, Farzad Faraji; Dashti, Rezvan; Mokhtari, Saeedeh

2016-03-01

Individual characteristics are important factors influencing organizational commitment. Also, committed human resources can lead organizations to performance improvement as well as personal and organizational achievements. This research aimed to determine the association between organizational commitment and personality traits among faculty members of Ahvaz Jundishapur University of Medical Sciences. the research population of this cross-sectional study was the faculty members of Ahvaz Jundishapur University of Medical Sciences (Ahvaz, Iran). The sample size was determined to be 83. Data collection instruments were the Allen and Meyer questionnaire for organizational commitment and Neo for characteristics' features. The data were analyzed through Pearson's product-moment correlation and the independent samples t-test, ANOVA, and simple linear regression analysis (SLR) by SPSS. Continuance commitment showed a significant positive association with neuroticism, extroversion, agreeableness, and conscientiousness. Normative commitment showed a significant positive association with conscientiousness and a negative association with extroversion (p = 0.001). Openness had a positive association with affective commitment. Openness and agreeableness, among the five characteristics' features, had the most effect on organizational commitment, as indicated by simple linear regression analysis. Faculty members' characteristics showed a significant association with their organizational commitment. Determining appropriate characteristic criteria for faculty members may lead to employing committed personnel to accomplish the University's objectives and tasks.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Results of the Alternative Calendar Survey: A Survey of Faculty, Classified Staff and Administrators at California Community Colleges That Have Moved from an 18-Week Semester to a Compressed Calendar.

ERIC Educational Resources Information Center

Beachler, Judith

From December 2002 through February 2003, Los Rios Community College District (LRCCD), California, administrators invited key faculty members, classified staff, and administrators of California community colleges that have moved from an 18 week semester to a compressed 15- or 16-week semester to share their colleges' experiences through the…

A Study of Faculty Members' Perceptions of the Effect of the Globalization on Higher Education: The Case of Jordan

ERIC Educational Resources Information Center

Ateyat, Khaled A.; Gasaymeh, Al-Mothana M.

2015-01-01

The purpose of study was to investigate Jordanian higher education faculty members' perceptions of the phenomenon of globalization and its effect on higher education. The participants in this study were 6 faculty members from a Jordanian university. Four of the participants have leadership positions at the university. Two of them were deans, one…

Faculty Members' Views of Effective Teaching: A Case Study of Qatar University

ERIC Educational Resources Information Center

Al-Thani, Alanood Mubarak; Al-Meghaissib, Latifa A. Aziz A. A.; Nosair, Mohamed Ragab Abdelhakeem Ali

2016-01-01

Effective teaching (ET) has recently drawn attention within higher educational intuitions owing to the need for greater accountability, and high quality learning outcomes. The present study investigated Qatar University faculty member's (QUFM) perception of ET, characteristics, practices, and impediment, by assembling data from a cluster sample of…

Faculty Members' Perceptions of the Integration, Affordances, and Challenges of Mobile Learning

ERIC Educational Resources Information Center

Ishtaiwa, Fawzi Fayez; Khaled, Ahmed; Dukmak, Samir

2015-01-01

In this qualitative study, faculty members' perceptions of the integration, affordances, and challenges of mobile learning (m-learning) were investigated through semi-structured interviews. The results showed that participants' integration of m-learning varies and tends to focus on select activities. At the same time, participants recognized…

Marriage and family therapy faculty members' balance of work and personal life.

PubMed

Matheson, Jennifer L; Rosen, Karen H

2012-04-01

A sense of imbalance is common among both professors and therapists, though few studies have been published examining the work and personal life balance of those who work in both professions simultaneously. Using in-depth telephone interviews, this study examined the work and personal life balance of 16 marriage and family therapy (MFT) faculty members. Results showed that six were satisfied with their balance, six were dissatisfied, and four were "middle of the road." Men, older participants, and those who were in their career longer were more likely to report feeling satisfied with their balance. Internal indicators of their balance included family and workplace messages, health indicators, feelings of contentment, and congruence with personal values. Child and relationship status, tenure status, and gender issues also impacted their sense of balance. Specific balance enhancers and reducers were highlighted, and participants discussed coping strategies and recommendations for other MFT faculty members. Clinical, training, and career implications are discussed. © 2010 American Association for Marriage and Family Therapy.

Campus Climate Faculty/Staff/Administrator Survey. Institutional Research.

ERIC Educational Resources Information Center

Mattice, Nancy J.

In fall 1994, College of the Canyons (COC), in California, conducted a survey of all 380 faculty, staff, and administrators to determine their attitudes toward and experiences at the college. The survey rate was 31.8%, with 121 responses and results were compared to findings from a spring 1994 survey completed by 545 students for a 30.8% response…

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

ERIC Educational Resources Information Center

Kdouh, Abdallah M.

2017-01-01

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

Academic Crime and Punishment: Faculty Members' Perceptions of and Responses to Plagiarism

ERIC Educational Resources Information Center

Robinson-Zanartu, Carol; Pena, Elizabeth D.; Cook-Morales, Valerie; Pena, Anna M.; Afshani, Rosalyn; Nguyen, Lynda

2005-01-01

Academic dishonesty and its consequences have become increasingly complex. Highly accessible electronic media, profound consequences for misconduct and reporting, and lack of standard practice intensify the issues. We surveyed 270 faculty members to determine whether they had been confronted with plagiarism and if they felt prepared to deal with…

The Perceived Presence and Effect of Incentives on Community College Faculty Members' Enthusiasm to Teach Online

ERIC Educational Resources Information Center

Beck, Burton Cornelius, Jr.

2012-01-01

The purpose of this study is to determine the perceived effects of incentives on community college faculty member enthusiasm to teach online courses. Ten incentives used with college faculty were identified in the literature: (a) release time, (b) personal satisfaction, (c) teaching development, (d) technical support, (e) professional prestige,…

Reforming STEM Undergraduate Education: What's a Faculty Member to Do?

NASA Astrophysics Data System (ADS)

Fairweather, J.

2011-12-01

Efforts to improve undergraduate STEM education lie at the forefront of many national educational policies. The recent National Academies of Science study of discipline-based educational research (DBER)is typical of such efforts. Most of the initiatives to improve student learning in STEM focus on the the student or the instructor in the classroom (Austin, 2011). This focus is consistent with the work by Seymour & Hewitt (1997), which found that poor teaching in STEM adversely affects learning and retention in the major. Professional development efforts focus on helping the individual STEM faculty member to figure out what to do to improve student learning. Substantial research (Austin, 2011) shows that the origin of many learning problems lies beyond the control of the instructor or the individual classroom. In these circumstances what is a STEM faculty member to do? This paper explores answers to this question. The first step is to define the nature of the problem. Is it related to classroom teaching and learning such as knowledge, skills, and interest in the major? If so then what environmental factors affect strategic alternatives, including type of course, instructor characteristics, and prior teaching experience (Fairweather & Rhoads, 1995)? Does good disciplinary-based research on the learning problem exist? If so then how can the research results be translated into practice? If not then does good research from other disciplines exist? If relevant evidenced-based research does not exist at all then how can STEM instructors learn to evaluate key learning outcomes and find ways to ameliorate problems? Despite appearances not all STEM teaching and learning problems are classroom-based. Some problems derive from curricula, others from faculty work-related issues such as rewards and work load. Any classroom reform effort must reflect accurately the system in which the teaching and learning take place. Understanding these systemic interactions improves the ability

The Relationship Between Quality of Work Life and Job Satisfaction of Faculty Members in Zahedan University of Medical Sciences

PubMed Central

Kermansaravi, Fatihe; Navidian, Ali; Rigi, Shahindokht Navabi; Yaghoubinia, Fariba

2015-01-01

Background: Quality of work life is one of the most important factors for human motivating and improving of job satisfaction. Aim: The current study was carried out aimed to determine the relationship between quality of work life and job satisfaction in faculty members of Zahedan University of Medical Sciences. Method: In this descriptive-analytic study, 202 faculty members of Zahedan University of Medical Sciences in 2012 were entered the study through census. The job satisfaction questionnaire of Smith and Kendall and Walton Quality of Work Life questionnaire were used for data collection. Validity and reliability of questionnaires were confirmed in previous studies. Data analysis was done using SPSS 18. The Pearson correlation coefficient and multiple regression tests were used for data analysis. Result: The mean score of quality of work life was 121/30±37/08 and job satisfaction was 135/98±33/78. There was a significant and positive correlation between job satisfaction of faculty members and their quality of work life (P=0.003). In addition, two components of quality of work life “adequate and fair compensation” (β=0.3) and “Social Integration” (β=0.4) can predict job satisfaction of faculty members. Conclusion: According to correlation between job satisfaction and quality of work life in faculty members, job satisfaction can be improved through the changing and manipulating the components of quality of work life and in this way; the suitable environment for organization development should be provided. PMID:25716392

The relationship between quality of work life and job satisfaction of faculty members in Zahedan University of Medical Sciences.

PubMed

Kermansaravi, Fatihe; Navidian, Ali; Navabi Rigi, Shahindokht; Yaghoubinia, Fariba

2014-10-29

Quality of work life is one of the most important factors for human motivating and improving of job satisfaction. The current study was carried out aimed to determine the relationship between quality of work life and job satisfaction in faculty members of Zahedan University of Medical Sciences. In this descriptive-analytic study, 202 faculty members of Zahedan University of Medical Sciences in 2012 were entered the study through census. The job satisfaction questionnaire of Smith and Kendall and Walton Quality of Work Life questionnaire were used for data collection. Validity and reliability of questionnaires were confirmed in previous studies. Data analysis was done using SPSS 18. The Pearson correlation coefficient and multiple regression tests were used for data analysis. The mean score of quality of work life was 121/30±37/08 and job satisfaction was 135/98 ±33/78. There was a significant and positive correlation between job satisfaction of faculty members and their quality of work life (P=0.003). In addition, two components of quality of work life "adequate and fair compensation" (β=0.3) and "Social Integration" (β=0.4) can predict job satisfaction of faculty members. According to correlation between job satisfaction and quality of work life in faculty members, job satisfaction can be improved through the changing and manipulating the components of quality of work life and in this way; the suitable environment for organization development should be provided.

Studying Faculty Members' and Students' Perspective in an Affiliated Undergraduate Engineering Institution

ERIC Educational Resources Information Center

Kumari, Neeraj

2015-01-01

The study aims to examine the relationship between parameters affecting the quality of Education in affiliated Under Graduate Engineering institution from the faculty members' and students' perspective. It is a descriptive research. The data has been collected with the help of "Questionnaire Based Survey". The sample size for the study…

Should Faculty Members Teach Virtues and Values? That Is the Wrong Question

ERIC Educational Resources Information Center

Roche, Mark W.

2009-01-01

Academic professionalization and specialization recognize the faculty member's mastery of method and a discrete sphere of knowledge while insisting that ultimate questions be bracketed from the academy. Early in the twentieth century, Max Weber (1946) argued for the separation of knowledge and morality, insisting that values are not scientific and…

Project-based faculty development for e-learning.

PubMed

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.

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

PubMed Central

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

2013-01-01

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

Preparation of faculty members and students to be citizen leaders and pharmacy advocates.

PubMed

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

2013-12-16

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

An Investigation on the Dominant Career Anchors of Faculty Members: The Case of Mersin University

ERIC Educational Resources Information Center

Unal, Burcu; Gizir, Sidika

2014-01-01

Due to social, economic, and political changes, as well as changing institutional priorities, the permeation of managerialism has impelled universities to redefine the roles and functions of its faculty members. Therefore, researchers from various disciplines have focused on the career choices and paths of such members. In this context, the…

Members of Faculty with Hearing Impairments in Academia: What Are Their Needs?

ERIC Educational Resources Information Center

Roufs, Kathleen S.

2011-01-01

Seventeen percent of adults in the United States suffer from some degree of hearing loss, and this impairment can pose considerable personal, professional, social, and psychological challenges, often, to people reluctant to seek help (Hearing Loss Association, 2011). Post-secondary faculty members with hearing loss are among us, and most of them…

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

ERIC Educational Resources Information Center

Grigg, Alan

2016-01-01

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

The Examination of Strength and Weakness of Online Evaluation of Faculty Members Teaching by Students in the University of Isfahan

ERIC Educational Resources Information Center

Maryam, Ansary; Alireza, Shavakhi; Reza, Nasr Ahmad; Azizollah, Arbabisarjou

2012-01-01

Evaluation of faculty members' teaching is a device for recognition of their ability in teaching, assessing, the student's learning and it can improve efficiency of faculty members in teaching. In terms of growth of computer's technologies improvement of universities and its effect on achievement and information processing, it is necessary to use…

Legal Issues Affecting Faculty and Administration in Higher Education.

ERIC Educational Resources Information Center

Peach, Larry E.; Reddick, Thomas L.

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

Hiring, Orientation, Professional Development, and Evaluation: The Administrative Support of Adjunct Faculty

ERIC Educational Resources Information Center

Oprean, Celeste Pramik

2012-01-01

In North Carolina (NC) there are a total of 58 community colleges, each of which provides a unique approach to handling support for adjunct faculty. The NC Community College System provided a good setting to explore how one state in particular compares to current research on administrative support of adjunct faculty in the areas of hiring,…

Exploration of Nursing Faculty Members' Lived Experiences of Objective Structured Clinical Examination (OSCE) in Undergraduate Nursing Education

ERIC Educational Resources Information Center

Obizoba, Cordelia O.

2014-01-01

The purpose of this phenomenological study was to gain an understanding of nursing faculty members' lived experiences of Objective Structured Clinical Examination (OSCE) in undergraduate nursing education. As owners of their programs' curriculum, nursing faculties are charged with the responsibility of providing needed knowledge, skills, and…

Comparison between student rating, faculty self-rating and evaluation of faculty members by heads of respective academic departments in the school of medicine in Birjand University of Medical Sciences in Iran.

PubMed

Taheri, Mohammad Mehdi Hassanzadeh; Ryasi, Hamid Reza; Afshar, Mohammad; Mofatteh, Mohammad Reza

2014-01-01

University teachers are one of the main pillars of university and the quality of their performance must continuously and systematically be evaluated. This evaluation can be carried out in various ways. The aim of the present study was to survey and to compare the evaluation of faculty members in the medical school in Birjand University of Medical Sciences by three different sources: Student rating, self-assessment, and evaluation by head of related department. This descriptive analytical cross-sectional study was conducted in the academic year 2009-2010. Sampling was drawn from all students studying basic science and clinical training in the first and the second semesters. All heads of departments in basic science and clinical training and their faculty members took part in this study. Means of data collection were four different questionnaires designed in the education development center (EDC) and their validity and reliability had been verified by the center. These questionnaires were based on student rating, self-assessment, and evaluation of faculty members by heads of clinical and basic sciences academic departments. After the questionnaires were filled out, the obtained data was analyzed by Statistical Package for the Social Sciences (SPSS) software (version 13), independent t-test, and Pearson's correlation coefficient at the significant level of α = 0.05. In the present study, 2417 students completed the questionnaires regarding 63 faculty members, 87 faculty members completed the self-assessment form, and for 60 faculty members, 48 members in clinical and 12 members in basic science, the questionnaires were completed by heads of respective departments. Mean and standard deviation of student evaluation, self-assessment, and teachers evaluation by heads of departments were 3.23 ± 0.38, 3.51 ± 0.33, and 3.60 ± 0.32, respectively, and the difference between student rating and self-assessment was significant (P = 0.02). In comparing between managers scores

A Blueprint for Transitioning Pharmacy Residents Into Successful Clinical Faculty Members in Colleges and Schools of Pharmacy

PubMed Central

Garey, Kevin W.

2013-01-01

With the increase of new pharmacy colleges and schools throughout the country, the number of open clinical academic pharmacy positions continues to grow. Considering the abundance of clinical faculty positions available nationwide and the increased likelihood of current pharmacy residents transitioning from residency directly into academia, pharmacy residents must be prepared to succeed in the role of new clinical faculty member. However, no blueprint or recommendations have yet been provided to facilitate this transition. The purpose of this review article is to evaluate the literature regarding transitioning pharmacy students and/or residents into faculty roles. The literature reviewed represents nursing, medical, graduate school, and engineering disciplines because no literature on this topic was available from the pharmacy profession. Based on the recommendations provided in the literature and on the authors’ experience at their college, they created a blueprint consisting of 7 components to help residents transition directly into their roles as faculty members. PMID:24249862

Emotional Self-Efficacy among a Sample of Faculty Members and Its Relation to Gender (Male/Female), Experience, Qualification, and Specialization

ERIC Educational Resources Information Center

Abdel-Hadi, Samer A.

2017-01-01

The present study aimed to identify the level of emotional self-efficacy among a sample of faculty members who speak Arabic at the Abu Dhabi University. The study sample consisted of 99 faculty members Ph.D. and master's holders from scientific, social and education and management and humanities disciplines in University branches: Abu Dhabi and…

The Relationship between Leadership Style and Motivation among Faculty Members in Two Public Universities in the Republic of South Sudan

ERIC Educational Resources Information Center

Malok, Malok N.

2012-01-01

The purpose of this study was to investigate the relationship between leadership style and motivation among faculty members in two public universities in the Republic of the South Sudan. The researcher examined this issue by surveying and interviewing faculty members in two public universities in the Republic of South Sudan, a total of 67 for…

Students' Instructional Dissent and Relationships with Faculty Members' Burnout, Commitment, Satisfaction, and Efficacy

ERIC Educational Resources Information Center

Frisby, Brandi N.; Goodboy, Alan K.; Buckner, Marjorie M.

2015-01-01

Extending research on instructional dissent beyond student reports, this study examined the potential for students' expressed dissent to have deleterious effects on faculty members. Instructors (N = 113) completed surveys about students' instructional dissent regarding their classes and reported their own burnout, commitment, satisfaction, and…

Fiduciary Duties of College and University Faculty and Administrators.

ERIC Educational Resources Information Center

Weeks, Kent; Haglund, Rich

2002-01-01

Proposes that faculty and administrators should be viewed as fiduciaries charged with acting in the best interests of their students. Reviews recent cases involving breach of fiduciary duty against schools and discusses whether imposing fiduciary duties would hinder academic freedom. Suggests why the doctrine of good faith and fair dealing offers…

A Comparison of Full-Time Faculty Members and Administrators with Respect to Their Perceived Impacts of Selected Societal Factors on Mercer County Community College.

ERIC Educational Resources Information Center

Bolge, Robert D.

A study was conducted at Mercer County Community College (MCCC), in New Jersey, to compare the perceptions of full-time faculty and administrators of the impact of selected societal factors on the college and provide MCCC with a theoretical basis for implementing its strategic planning model. A survey inventory of 34 societal factors was…

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

NASA Technical Reports Server (NTRS)

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

1989-01-01

The 1988 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and in 1964 nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers.

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

NASA Technical Reports Server (NTRS)

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

1992-01-01

The 1992 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters Washington, DC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objective of the NASA Centers. This document contains reports 13 through 24.

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

NASA Technical Reports Server (NTRS)

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

1992-01-01

The 1992 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, Washington, DC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objective of the NASA Centers. This document is a compilation of the final reports 1 through 12.

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

NASA Technical Reports Server (NTRS)

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

1989-01-01

The 1989 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objective of the NASA Centers.

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

NASA Technical Reports Server (NTRS)

Bannerot, Richard B.; Goldstein, Stanley H.

1989-01-01

The 1988 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JCS. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and in 1964 nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers.

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

NASA Technical Reports Server (NTRS)

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

1989-01-01

The 1989 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objective of the NASA Centers.

Engineering a Place for Women: A Study of How Departmental Climate Influences the Career Satisfaction of Female Mechanical Engineering Faculty Members

ERIC Educational Resources Information Center

Young, Monica J.

2012-01-01

The purpose of this mixed-methods study was to better understand how female mechanical engineering faculty members' career experiences in academia affect their satisfaction. Specifically, the research considered differences in satisfaction reported by female and male mechanical engineering faculty members in terms of: (a) departmental…

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

PubMed

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

2015-02-25

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

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

PubMed

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

2015-02-02

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

Academic Freedom in Al Al-Bayt University and the Level of Practicing It from the View Point of the Faculty Members Based on Some Variables

ERIC Educational Resources Information Center

Al-Madi, Bayan

2013-01-01

The purpose of this study is to identify the level of practicing academic freedom by the faculty members of Al al-Bayt University. The study population included all the faculty members (297) of Al al-Bayt University, during the academic year, 2010/2011. The study sample was randomly selected and included 250 faculty members. To achieve the aims of…

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

PubMed

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

2016-04-27

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

Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education

ERIC Educational Resources Information Center

Abraham, Sneha Elizabeth

2014-01-01

The purpose of this study was to investigate faculty and administrator perceptions of online learning compared to traditional face-to-face instruction by exploring the factors that impact online instruction. Strategies that can lead to effective online learning environments were explored. Faculty and administrators working with online education at…

Scholarly Productivity of School Psychology Faculty Members in Specialist-Level Programs: 2002-2011

ERIC Educational Resources Information Center

Laurent, Jeff; Runia, Elizabeth

2016-01-01

The scholarly productivity of school psychology faculty members in specialist-level only programs was examined. Information was gathered from the School Psychology Program Information portion of the website for the National Association of School Psychologists. A total of 137 specialist-level only school psychology programs were identified.…

The Involvement of University Faculty Members in Social Planning: Motivating and Hindering Factors

ERIC Educational Resources Information Center

Boehm, Amnon

2008-01-01

The research examines factors that affect the involvement of university faculty members in social planning activities. It examines the impact of philanthropic views compared with the exchange relations approach, both on personal and organizational levels, as well as the contribution of several characteristics of the relationship between faculty…

Leadership Competencies: Do They Differ for Women and Under-Represented Minority Faculty Members?

ERIC Educational Resources Information Center

Skarupski, Kimberly A.; Levine, Rachel B.; Yang, Wan Rou; González-Fernández, Marlís; Bodurtha, Joann; Barone, Michael A.; Fivush, Barbara

2017-01-01

The literature on leadership competencies does not include an understanding of how stakeholders perceive competencies for women and under-represented minority faculty members. We surveyed three groups of leaders (N = 113) to determine their perceptions of the importance of 23 leadership competencies. All three groups endorsed the same five…

Characteristics of the Effective Online Teaching Faculty: Perspectives of Online University Administrators

ERIC Educational Resources Information Center

Samora, Dina Lee

2013-01-01

The purpose of this explorative qualitative case study was to identify the characteristics online administrators reveal as existing in their most effective, and ineffective online teaching faculty (OTF). By identifying the characteristics of effective OTF, online administrators can develop practices to reduce and avoid the negative effects…

Comprehensive Curriculum Reform in Higher Education: Collaborative Engagement of Faculty and Administrators

ERIC Educational Resources Information Center

Oliver, Shawn L.; Hyun, Eunsook

2011-01-01

This case study explored the phenomenon of a four-year collaborative curriculum review process between administration and faculty at a higher education institution. Two research questions from a higher education administrator's perspective were explored: How did the curriculum review team experience the comprehensive curriculum review process? How…

Community College Faculty Motivation for Basic Research, Teaching Research, and Professional Development

ERIC Educational Resources Information Center

Hardre, Patricia L.

2012-01-01

Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community…

Best Practices for Onboarding New Nursing Faculty: The Role of the Nurse Administrator

ERIC Educational Resources Information Center

Lee, Antwinett O.

2017-01-01

This study explored best practices for onboarding new faculty in nursing programs in Washington State of the United States. The purpose of this study was to examine, (a) onboarding practices to orient new faculty currently used at nursing programs that provide an Associate Degree, (b) the perceived nurse administrator's role in providing…

Predictors of job satisfaction among academic family medicine faculty

PubMed Central

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

2017-01-01

Abstract Objective To identify predictors of job satisfaction among academic family medicine faculty members. Design 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. Setting 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. Participants All 1029 faculty members in the Department of Family and Community Medicine were invited to complete the survey. Main outcome measures 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?” Results 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

U.S. Dental students' and faculty members' attitudes about technology, instructional strategies, student diversity, and school duration: a comparative study.

PubMed

Abdelkarim, Ahmad; Benghuzzi, Hamed; Hamadain, Elgenaid; Tucci, Michelle; Ford, Timothy; Sullivan, Donna

2014-04-01

In this study, attitudes and perceptions of U.S. dental students and faculty members were evaluated regarding four aspects of dental education: technology integration, instructional strategies, student diversity, and school duration. A survey instrument with eight statements using a five-point Likert scale and a free-text comment section was developed and distributed through Survey Monkey. A total of 426 students and 187 faculty members from ten U.S. dental schools participated, a response rate of 17 percent of those surveyed. Faculty and student responses were compared using the Mann-Whitney U test. The results of this analytic procedure revealed that the groups differed in their average responses for seven of the eight statements. Analysis of the faculty and student comments revealed similar themes between the two groups. Both dental students and dental faculty members stated that technology integration should be viewed as only a supplement to conventional instruction and showed mixed opinions about electronic textbooks. Further, both groups had positive views of the roles of problem-based learning, community service, and the integration of research practice into dental education. Both groups also valued diversity in the student body and supported the current four-year duration of dental school.

Autonomous versus Merged Marketing Departments: The Impact of Current Department Structure and Previous Restructuring Experience on Faculty Perceptions

ERIC Educational Resources Information Center

Neese, William T.; Batory, Stephen S.

2005-01-01

This study details faculty perceptions concerning administrative structure and its impact on issues such as collegiality or student success. Faculty members in autonomous marketing departments are compared with those in combined units. Then, faculty never involved with departmental change are compared with faculty previously involved splitting…

Association between Organizational Commitment and Personality Traits of Faculty Members of Ahvaz Jundishapur University of Medical Sciences

PubMed Central

Khiavi, Farzad Faraji; Dashti, Rezvan; Mokhtari, Saeedeh

2016-01-01

Introduction Individual characteristics are important factors influencing organizational commitment. Also, committed human resources can lead organizations to performance improvement as well as personal and organizational achievements. This research aimed to determine the association between organizational commitment and personality traits among faculty members of Ahvaz Jundishapur University of Medical Sciences. Methods the research population of this cross-sectional study was the faculty members of Ahvaz Jundishapur University of Medical Sciences (Ahvaz, Iran). The sample size was determined to be 83. Data collection instruments were the Allen and Meyer questionnaire for organizational commitment and Neo for characteristics’ features. The data were analyzed through Pearson’s product-moment correlation and the independent samples t-test, ANOVA, and simple linear regression analysis (SLR) by SPSS. Results Continuance commitment showed a significant positive association with neuroticism, extroversion, agreeableness, and conscientiousness. Normative commitment showed a significant positive association with conscientiousness and a negative association with extroversion (p = 0.001). Openness had a positive association with affective commitment. Openness and agreeableness, among the five characteristics’ features, had the most effect on organizational commitment, as indicated by simple linear regression analysis. Conclusion Faculty members’ characteristics showed a significant association with their organizational commitment. Determining appropriate characteristic criteria for faculty members may lead to employing committed personnel to accomplish the University’s objectives and tasks. PMID:27123222

Human Resources Management in Educational Faculties of State Universities in Turkey

ERIC Educational Resources Information Center

Öztürk, Sevim

2016-01-01

This study aims to evaluate the human resources management in the faculties of education of state universities in Turkey within the context of Human Resources Management Principles. The study population consisted of 40 academic members in the faculties of education of 20 different state universities and 10 academic unit administrators at different…

1994 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler); Young, Deborah B. (Compiler)

1994-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center.

Summer faculty fellowship program, 1984

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1984-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. Objectives: (1) to further the professional knowledge of a qualified between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants institutions; and (4) to contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as research fellows to spend 10 weeks in cooperative research and study at the NASA-Langley Research Center. The fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the fellow's research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

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

PubMed

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

2013-12-16

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

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1992

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler)

1992-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA center.

Faculty Members and E-Journals: The Case of Private Universities in Kumasi, Ghana

ERIC Educational Resources Information Center

Boakye, Ernest

2017-01-01

The purpose of this study was to determine the level of awareness, accessibility, and use of electronic journals (E-journals) by the faculty members of Garden City University College (GCUC) and Christian Service University College (CSUC) in Kumasi, Ghana. The survey method was used with questionnaire as the data collection instrument. The study…

Effective Collection Developers: Librarians or Faculty?

ERIC Educational Resources Information Center

Vidor, David L.; Futas, Elizabeth

1988-01-01

A study at the Emory University School of Business Administration library compared the effectiveness of faculty members and librarians as book selectors. Effectiveness was measured by comparing selected titles with the Baker list published by the Harvard Business School and with business periodical reviews, and by examining circulation records.…

Social media and impression management: Veterinary Medicine students' and faculty members' attitudes toward the acceptability of social media posts.

PubMed

Kedrowicz, April A; Royal, Kenneth; Flammer, Keven

2016-10-01

While social media has the potential to be used to make professional and personal connections, it can also be used inappropriately, with detrimental ramifications for the individual in terms of their professional reputation and even hiring decisions. This research explored students' and faculty members' perceptions of the acceptability of various social media postings. This cross-sectional study was conducted in 2015. All students and faculty members at the College of Veterinary Medicine were invited to participate. The sample size included 140 students and 69 faculty members who completed the Social Media Scale (SMS), a 7-point semantic differential scale. The SMS consisted of 12 items that measured the extent to which a variety of behaviors, using social media, constituted acceptable and unacceptable behaviors. Items appearing on the SMS were an amalgamation of modified items previously presented by Coe, Weijs, Muise et al. (2012) and new items generated specifically for this study. The data were collected during the spring semester of 2015 using Qualtrics online survey software and analyzed using t-tests and ANOVA. The results showed that statistically significant differences existed between the students' and faculty members' ratings of acceptable behavior, as well as gender differences and differences across class years. These findings have implications for the development of policy and educational initiatives around professional identity management in the social sphere.

The Conceptual Landscape of iSchools: Examining Current Research Interests of Faculty Members

ERIC Educational Resources Information Center

Holmberg, Kim

2013-01-01

Introduction: This study describes the intellectual landscape of iSchools and examines how the various iSchools map on to these research areas. Method: The primary focus of the data collection process was on faculty members' current research interests as described by the individuals themselves. A co-word analysis of all iSchool faculty…

Faculty Intent to Stay and the Perceived Relationship with Supervisor at a Career-Focused University

ERIC Educational Resources Information Center

Markowitz, Gary A.

2012-01-01

The relationship between faculty members' perceptions of the quality of the faculty-administrator relationship, and faculty intent to stay at one's institution was examined at a Florida-based, multi-campus, non-profit, career-focused university. The pool of potential participants included the total population of 1,085 full-time and part-time…

Career College Governance: A Study of the Faculty's Propensity to Participate

ERIC Educational Resources Information Center

King, Stephen H.

2012-01-01

This study investigated faculty perceptions of and propensity to participate in shared governance activities in proprietary, post-secondary educational institutions. The sample population for this study (n = 22) included adjunct and full-time faculty members and administrators selected through a snowball sampling method and initially inclusive of…

Implementation Evaluation Study: Flipped Classroom Professional Development with Faculty Members to Enhance Students' Engagement in Higher Education

ERIC Educational Resources Information Center

Alebrahim, Fatimah Hussain

2016-01-01

The purpose of this qualitative study was to explore student engagement in higher education by evaluating training provided by experienced faculty members for those faculty desiring to implement a flipped classroom. A case study was utilized; data were collected in the form of online observation, in-class observation, student focus group…

Training School Administrators in Computer Use.

ERIC Educational Resources Information Center

Spuck, Dennis W.; Bozeman, William C.

1988-01-01

Presents results of a survey of faculty members in doctoral-level educational administration programs that examined the use of computers in administrative training programs. The present status and future directions of technological training of school administrators are discussed, and a sample curriculum for a course in technology and computing is…

21st Century Professional Skill Training Programs for Faculty Members--A Comparative Study between Virginia Tech University, American University & King Saud University

ERIC Educational Resources Information Center

Al-Majed, Asma; Al-Kathiri, Fatima; Al-Ajmi, Sara; Al-Hamlan, Suad

2017-01-01

The 21st century faculty member is expected to teach, engage the learner, absorb new discoveries and rely on different knowledge in the execution of duties. This calls for up-to-date skills for instruction, assessment, and identification of opportunities by faculty members to promote learning. This paper investigates the prospects of promoting…

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

ERIC Educational Resources Information Center

Zielinski, Dianne E.

2017-01-01

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

Performing Gender in the Workplace: Gender Socialization, Power, and Identity among Women Faculty Members

ERIC Educational Resources Information Center

Lester, Jaime

2008-01-01

Organizational cultures shape and reinforce socially appropriate roles for men and women. Drawing on a performativity framework, which assumes that gender is socially constructed through gendered "performances," this study employs interviews with and observations of six women faculty members to examine how dominant discourses define and maintain…

Nursing students' perceptions of faculty members' ethical/unethical attitudes.

PubMed

Arslan, Sevda; Dinç, Leyla

2017-11-01

Through education, individuals acquire knowledge, skill and attitudes that facilitate professional socialization; it involves intellectual, emotional and psychomotor skill development. Teachers are role models for behaviour modification and value development. To examine students' perceptions of faculty members' ethical and unethical attitudes during interactions in undergraduate nursing. This descriptive study consisted of two phases. In Phase I, we developed an instrument, which was administered to nursing students to assess validity and reliability. Exploratory factor analysis yielded 32 items. Cronbach's α was 0.83, and test-retest reliability was good. In Phase II, a 32-item version of the instrument was administered to nursing students from another university. Participants and research context: Participants included 219 nursing students from one university in Phase I and 196 from another university in Phase II. The study was conducted at the universities attended by the participants. Ethical considerations: Ethical approval was granted by the institutions involved, and all participants provided informed consent. In Phase I, the instrument demonstrated good psychometric properties for measuring nursing students' perceptions of faculty members' ethical and unethical behaviours. In Phase II, students considered certain professional and personal qualities, including respecting confidentiality and students' private lives and assuming an impartial stance during interactions in the classroom, examinations, or clinical practice, ethical. They considered using obscene examples or unprofessional speech during teaching, selling textbooks in class, using university facilities for personal interests, engaging in romantic relationships with students, and humiliating students in front of patients or staff in clinical settings unethical. Results of this study suggest that nurse educators should be aware of their critical role in the teaching-learning process, and they must

College & University Budgeting. An Introduction for Faculty and Academic Administrators.

ERIC Educational Resources Information Center

Meisinger, Richard J., Jr.; Dubeck, Leroy W.

A budgeting handbook for academic administrators and faculty is presented. Economic and political influences on budgeting are considered, along with sources of funds for public and private colleges, and the chronology of the budget process. Multiyear summaries of the budget process in different types of colleges are included. Some major policy…

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

NASA Astrophysics Data System (ADS)

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.

The 1993 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1993-01-01

Since 1964, the National Aeronautics and Space Administration has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objectives of the NASA center.

Investigating Information-Seeking Behavior of Faculty Members Based on Wilson’s Model: Case Study of PNU University, Mazandaran, Iran

PubMed Central

Azadeh, Fereydoon; Ghasemi, Shahrzad

2016-01-01

The present research aims to study information seeking behavior of faculty Members of Payame Noor University (PNU) in Mazandaran province of Iran by using Wilson’s model of information seeking behavior. This is a survey study. Participants were 97 of PNU faculty Members in Mazandaran province. An information-seeking behavior inventory was employed to gather information and research data, which had 24 items based on 5-point likert scale. Collected data were analyzed in SPSS software. Results showed that the most important goal of faculty members was publishing a scientific paper, and their least important goal was updating technical information. Also we found that they mostly use internet-based resources to meet their information needs. Accordingly, 57.7% of them find information resources via online search engines (e.g. Google, Yahoo). Also we concluded that there was a significant relationship between English language proficiency, academic rank, and work experience of them and their information- seeking behavior. PMID:27157151

NASA/ASEE Faculty Fellowship Program: 2003 Research Reports

NASA Technical Reports Server (NTRS)

Kotnour, Tim (Editor); LopezdeCastillo, Eduardo (Editor)

2003-01-01

This document is a collection of technical reports on research conducted by the participants in the 2003 NASA/ASEE Faculty Fellowship Program at the John F. Kennedy Space Center (KSC). This was the nineteenth year that a NASA/ASEE program has been conducted at KSC. The 2003 program was administered by the University of Central Florida (UCF) in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) and the Education Division, NASA Headquarters, Washington, D.C. The KSC program was one of nine such Aeronautics and Space Research Programs funded by NASA Headquarters in 2003. The basic common objectives of the NASA/ASEE Faculty Fellowship Program are: A) To further the professional knowledge of qualified engineering and science faculty members; B) To stimulate an exchange of ideas between teaching participants and employees of NASA; C) To enrich and refresh the research and teaching activities of participants institutions; D) To contribute to the research objectives of the NASA center. The KSC Faculty Fellows spent ten weeks (May 19 through July 25, 2003) working with NASA scientists and engineers on research of mutual interest to the university faculty member and the NASA colleague. The editors of this document were responsible for selecting appropriately qualified faculty to address some of the many research areas of current interest to NASA/KSC. A separate document reports on the administrative aspects of the 2003 program. The NASA/ASEE program is intended to be a two-year program to allow in-depth research by the university faculty member. In many cases a faculty member has developed a close working relationship with a particular NASA group that had provided funding beyond the two-year limit.

Academic Achievement and Personality Traits of Faculty Members of Indian Agricultural Universities: Their Effect on Teaching and Research Performance

ERIC Educational Resources Information Center

Ramesh, P.; Reddy, K. M.; Rao, R. V. S.; Dhandapani, A.; Siva, G. Samba; Ramakrishna, A.

2017-01-01

Purpose: The present study was undertaken to assess academic achievement, teaching aptitude and research attitude of Indian agricultural universities' faculty, to predict indicators for successful teachers and researchers, and thereby enhancing the quality of higher agricultural education. Methodology: Five hundred faculty members were selected to…

Analysis of Bilateral Effects between Social Undermining and Co-Creation among University Faculty Members

ERIC Educational Resources Information Center

Taherpour, Fatima; Rajaeepour, Saeed; Siadat, Ali; Kazemi, Iraj

2016-01-01

Understanding the social undermining is increasing important in organizational literature both because of its relation with job performance and because of its collective cost to individuals and organizations. This article argued that social undermining can effect on co-creation among faculty members. The study adopted a descriptive-correlational…

Faculty Member Perceptions of Department Head Leadership Effectiveness at a State University in Turkey

ERIC Educational Resources Information Center

Akbulut, Meltem; Nevra Seggie, Fatma; Börkan, Bengü

2015-01-01

This article examined the leadership effectiveness of department heads at a state university in Turkey using a model of leadership effectiveness that includes the use of multiple leadership roles to manage situations arising from internal and external university environments. Leadership effectiveness was measured by surveying 70 faculty members in…

Realigning the Values of Academic Health Centers: The Role of Innovative Faculty Management.

ERIC Educational Resources Information Center

Arana, George W.; McCurdy, Layton

1995-01-01

The current approach to research, teaching, clinical service, and administration at academic health centers is reviewed, and the traditional values underpinning this approach are challenged. A new form of faculty management that matches the individual faculty member's priorities and skills with the health center mission and which focuses on the…

The 21st century faculty member in the educational process--what should be on the horizon?

PubMed

Nora, Lois Margaret

2010-09-01

One of Abraham Flexner's legacies was the concept of a professional faculty community responsible for teaching, scholarly work, and the creation and nurturing of the academic environment in medical schools. Dramatic shifts in society, health care, and educational practice have occurred over the century since Flexner's report, and these shifts have resulted in changes and challenges for medical school faculty. Fundamental principles that were articulated in Flexner's work remain relevant today: medicine is a profession, and as such is responsible for the education of the next generation of physicians; and the essential work of the medical school is the education of current and future generations of physicians. Medical schools must reconsider and restate the required characteristics and work of faculty members. Furthermore, we must develop a core faculty with primary responsibility for the educational program, the teaching of students, and the creation and nurturing of the academic environment. Enhancing the diversity of the faculty community, providing necessary faculty development, and further clarifying the forms of scholarly work in medicine are three ways that individual schools and national organizations can advance the educational mission through support of the faculty.

"Where People Like Me Don't Belong": Faculty Members from Low-Socioeconomic-Status Backgrounds

ERIC Educational Resources Information Center

Lee, Elizabeth M.

2017-01-01

This article examines class as a potential source of stigma faculty members from low-socioeconomic-status (low-SES) backgrounds. Based on 47 interviews with demographically diverse respondents at a wide range of institutions, the article examines respondents' narratives of direct and indirect stigmatization around class as well as respondents'…

The Effects of Part-Time Faculty on First Semester Freshmen Retention: A Predictive Model Using Logistic Regression

ERIC Educational Resources Information Center

Jaeger, Audrey J.; Hinz, Derik

2009-01-01

Part-time faculty clearly serve a valuable purpose in higher education; however, their increased use raises concerns for administrators, faculty, and policy makers. Part-time faculty members spend a greater proportion of their overall time teaching, but the initial evidence suggests that these instructors are less available to students and are…

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

PubMed Central

Boyle, Cynthia J.; Janke, Kristin K.

2013-01-01

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

Administrator and Faculty Perspectives Regarding Community College Baccalaureate Degrees in Texas

ERIC Educational Resources Information Center

Petrosian, Anahid

2013-01-01

This quantitative correlational study examined administrator and faculty perspectives regarding factors that may have contributed to the development of community college baccalaureate degrees in Texas. It was hypothesized that factors such as student need, workforce need, college relations, and college mission were linearly and positively…

Leadership Skills of Faculty Members at Al-Istiqlal University: Cadets' Point of Views

ERIC Educational Resources Information Center

Samra, Mahmoud A. Abu

2014-01-01

The aim of this study is to determine the availability of leadership skills of faculty members (civilian and military personnel) at Al- Istiqlal university (AIU). The population of the study was composed of AIU students, including juniors and sophomores. A random sample, consisting of 137 cadets, was chosen. The researcher developed a…

Investigating Faculty Members' Beliefs about Distance Education: The Case of Sultan Qaboos University, Oman

ERIC Educational Resources Information Center

Saleem, Naifa Eid; Al-Suqri, Mohammed Nasser

2015-01-01

This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a…

Hiring Diverse Faculty Members in Community Colleges: A Case Study in Ethical Decision Making

ERIC Educational Resources Information Center

Fujimoto, Eugene Oropeza

2012-01-01

As the diversity of students on college campuses continues to increase, the racial and ethnic diversity among faculty members continues to lag (Jayakumar, Howard, Allen, & Han, 2009; Turner, Myers, & Creswell, 1999). An often overlooked segment of this problem is the 2-year-college setting. With increasing numbers of students of color achieving…

Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists

PubMed Central

Gatwood, Justin; Spivey, Christina A.; Dickey, Susan E.

2016-01-01

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. PMID:27756925

Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists.

PubMed

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.

The Effect of Organization Development Training on Goal Agreement Among School Faculty Members.

ERIC Educational Resources Information Center

Bartunek, Jean M.; Keys, Christopher B.

Teachers in schools receiving organization development (OD) training were expected to show greater agreement on school goals than control school teachers. Toward the end of one school year, faculty-administration teams from seven elementary schools attended OD training. During the next school year these teams conducted workshops for fellow…

Job satisfaction and its influential factors in dental academic members in tehran, iran.

PubMed

Seraj, B; Ghadimi, S; Mirzaee, M; Ahmadi, R; Bashizadeh, H; Ashofteh-Yazdi, K; Sahebjamee, M; Kharazi, Mj; Jahanmehr, M

2014-03-01

Assessment of job satisfaction of the faculty members and its underlying factors may increase career fulfillment and raise the educational and research productivity, leading to higher quality of dental services at the community level, ultimately improving public oral health status. This study assessed job satisfaction and its influential factors in dental academic members in Tehran. The job satisfaction level of 203 faculty members was assessed using a Likert scale questionnaire from 0 to 4, with 4 representing very satisfied and 0 not at all satisfied. The analysis of variance was used to compare the responses among dental faculty members of three different universities. The impact of age, gender, academic rank, employment status and the date of employment on the overall faculty job satisfaction was identified by multiple linear regression analysis. The mean professional satisfaction score among faculty members was 1.5 (0.5) out of four. Among the studied underlying factors, only the date of employment was seen to have a statistically significant impact on the faculties' overall job satisfaction (P= 0.05). There was no difference in job compensation observed between the three dental faculties. Dissatisfying aspects of the academic work included educational and research policies, monetary strategies, quality of leadership and administration, promotion and tenure policies, job security, educational environment, equipments, and facilities. The only satisfying factor was the interaction between faculty colleagues and students. Faculty members of Tehran Dental Schools are dissatisfied with their work environments in Tehran Dental Schools. Issues such as salary and remuneration, facilities, equipments, promotion and tenure policies are strongly believed to account for the dissatisfaction.

Perspectives on whistleblowing: faculty member viewpoints and suggestions for organizational change.

PubMed

Mecca, Jensen T; Giorgini, Vincent; Medeiros, Kelsey; Gibson, Carter; Devenport, Lynn; Connelly, Shane; Mumford, Michael

2014-01-01

Given the prevalence of unethical behavior in research, whistleblowing may serve an important policing function. Despite this potential value of whistleblowing to organizations, engaging in this type of activity often has negative ramifications for those who choose to blow the whistle. Organizations may fail to provide adequate support for these individuals. In order to help inform best practices for organizations in terms of whistleblowing support infrastructure, the present effort content analyzed interviews with university faculty members regarding ethical decision making in which whistleblowing was a topic. Relevant themes in these interviews are discussed.

Job satisfaction and professional development of health information administration faculty.

PubMed

White, A W

2000-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

Challenges in Transdisciplinary, Integrated Projects: Reflections on the Case of Faculty Members' Failure to Collaborate

ERIC Educational Resources Information Center

Vanasupa, Linda; McCormick, Kathryn E.; Stefanco, Carolyn J.; Herter, Roberta J.; McDonald, Margot

2012-01-01

In this article we describe the challenges of transdisciplinary teamwork involving four faculty members from dissimilar epistemological traditions in the process of developing a manuscript on the lessons learned in our teaching collaboration. Our difficulty originated in implicit mental models and assumptions that caused incongruence between our…

Characteristics of Tenure-Line Faculty in Leadership Preparation Programs: An Analysis of Academic Preparation and Administrative Experience

ERIC Educational Resources Information Center

Hackmann, Donald G.; Malin, Joel R.; McCarthy, Martha M.

2017-01-01

This study investigated the credentials of 755 tenure-line educational leadership faculty members, using data collected through an online questionnaire. Findings disclosed that research institutions were significantly more likely than doctoral or comprehensive institutions to hire faculty with a PhD from a research university and who identified…

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

ERIC Educational Resources Information Center

Forrest, Krista D.

2013-01-01

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

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

ERIC Educational Resources Information Center

Tyson, Will

2012-01-01

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

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

PubMed

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.

The surgeon as educator: fundamentals of faculty training in surgical specialties.

PubMed

Khan, Nuzhath; Khan, Mohammed S; Dasgupta, Prokar; Ahmed, Kamran

2013-01-01

To explore faculty training in the field of surgical specialities with a focus on the educational aspect of faculty training. Teaching is an important commitment for academic surgeons alongside duties of patient care, research and continuing professional development. Educating surgical faculty in the skills of teaching is becoming increasingly important and the realisation that clinical expertise does not necessarily translate to teaching expertise has led to the notion that faculty members require formal training in teaching methods and educational theory to teach effectively. The aim of faculty training or development is to increase knowledge and skills in teaching, research and administration of faculty members. A range of resources, e.g. journal articles, books and online literature was reviewed to investigate faculty development programmes in surgery. Various issues were addressed, e.g. the need for faculty development, evaluating the various types of training programmes and their outcomes, and exploring barriers to faculty training. Recommendations were provided based on the findings. There is increased recognition that faculty members require basic training in educational theory and teaching skills to teach effectively. Most faculty training programmes are workshops and short courses, which use participant satisfaction as an outcome measure. However, there is growing consensus that longer term interventions, e.g. seminar series, longitudinal programmes and fellowships, produce more sustainable change in learning, behaviour and organisational culture. Barriers to faculty development include lack of protected time, reward and recognition for teaching. Recommendations are made including better documentation of faculty training interventions within surgery, further investigation into the effectiveness of long- vs short-term interventions, improved methodology, and increased recognition and reward for educational accomplishments. © 2012 BJU International.

ACADEMIC ADMINISTRATORS AND UNIVERSITY GOALS--A STUDY IN CONFLICT AND COOPERATION. FINAL REPORT.

ERIC Educational Resources Information Center

GRAMBSCH, PAUL V.; GROSS, EDWARD

A STUDY OF ADMINISTRATOR AND FACULTY PERCEPTION OF UNIVERSITY GOALS WAS DEVELOPED UTILIZING A QUESTIONNAIRE MAILED TO ALL ADMINISTRATIVE PERSONNEL AND TO A 10 PERCENT SAMPLE OF THE FACULTY MEMBERS OF 68 UNIVERSITIES. THE UNIVERSITIES WERE SELECTED BY CRITERIA WHICH INCLUDED THE GRANTING OF DOCTORAL DEGREES IN AT LEAST THREE OF FOUR FIELDS…

The Relationship between Statistical Analysis Abilities and the Production of Research among Saudi Faculty Members

ERIC Educational Resources Information Center

Al-Hattami, Abdulghani Ali Dawod; Al-Ahdal, Arif Ahmed Mohammed Hassa

2015-01-01

Scientific research plays an important role in creating growth and progress in developing countries (Greenstone, 2010). Developed countries have realized that importance and focused on conducting scientific researches to help them make valuable decisions. Many Arab countries, including Saudi Arabia, are trying to encourage faculty members at all…

Do Standard Bibliometric Measures Correlate with Academic Rank of Full-Time Pediatric Dentistry Faculty Members?

PubMed

Susarla, Harlyn K; Dhar, Vineet; Karimbux, Nadeem Y; Tinanoff, Norman

2017-04-01

The aim of this cross-sectional study was to assess the relationship between quantitative measures of research productivity and academic rank for full-time pediatric dentistry faculty members in accredited U.S. and Canadian residency programs. For each pediatric dentist in the study group, academic rank and bibliometric factors derived from publicly available databases were recorded. Academic ranks were lecturer/instructor, assistant professor, associate professor, and professor. Bibliometric factors were mean total number of publications, mean total number of citations, maximum number of citations for a single work, and h-index (a measure of the impact of publications, determined by total number of publications h that had at least h citations each). The study sample was comprised of 267 pediatric dentists: 4% were lecturers/instructors, 44% were assistant professors, 30% were associate professors, and 22% were professors. The mean number of publications for the sample was 15.4±27.8. The mean number of citations was 218.4±482.0. The mean h-index was 4.9±6.6. The h-index was strongly correlated with academic rank (r=0.60, p=0.001). For this sample, an h-index of ≥3 was identified as a threshold for promotion to associate professor, and an h-index of ≥6 was identified as a threshold for promotion to professor. The h-index was strongly correlated with the academic rank of these pediatric dental faculty members, suggesting that this index may be considered a measure for promotion, along with a faculty member's quality and quantity of research, teaching, service, and clinical activities.

How Many Administrators Are Too Many?

ERIC Educational Resources Information Center

Rogers, Jenny

2013-01-01

For years, faculty members have pointed to the sluggish growth in the number of tenured professors and complained that university payrolls are filled with too many administrators. This, they maintain, adds unnecessary costs and takes the focus away from teaching and learning. But whether such "administrative bloat" is really occurring and how much…

Faculty Hiring at Top-Ranked Higher Education Administration Programs: An Examination Using Social Network Analysis

ERIC Educational Resources Information Center

DiRamio, David; Theroux, Ryan; Guarino, Anthony J.

2009-01-01

Using network analysis we investigated faculty hiring at 21 U. S. News top-ranked programs in higher education administration. Our research questions were as follows. Do top programs hire from each other? Are faculty from the "outside" finding positions at top programs? Mixed results hint at implications for the "health" of the hiring network.…

A Case Study of Faculty Development Programs in Division I Research Institution Colleges: The Perspective of the Program Administrators

ERIC Educational Resources Information Center

FitzSimmons, Jason

2010-01-01

The purpose of this study was to investigate faculty development from the perspectives of program administrators in different colleges of a Division I research institution. The participants were administrators of faculty development programs from eight different colleges at the institution. The research questions were (a) How do the administrators…

Using Cases in Higher Education: A Guide for Faculty and Administrators.

ERIC Educational Resources Information Center

Honan, James P.; Rule, Cheryl Sternman

This resource is designed for faculty and administrators who use case studies to analyze, assess, and respond to the issues facing higher education leaders. It is especially designed to complement the series of casebooks of the Harvard Institutes for Higher Education. Following an introduction, Teaching and Learning with Case Studies, the chapters…

A Comparative Study of Compensation of Faculty and Senior Administrative Personnel in Ontario Universities.

ERIC Educational Resources Information Center

Hayman, Brian; And Others

A study was undertaken to compare the compensation (salary, benefits and perquisites) of faculty and senior administrative personnel in Ontario universities with that of professionals in the private and public sectors. For senior, non-academic administrative personnel, the major findings were that: compensation practice across the 13 universities…

From Passion to Emotion: Emotional Quotient as Predictor of Work Attitude Behaviour among Faculty Members

ERIC Educational Resources Information Center

Relojo, Dennis; Pilao, Sonia Janice; Dela Rosa, Rona

2015-01-01

Positive thinking, in conjunction with a robust attitude, can affect one's well-being and coping strategies under stressful events. This study sought to identify the role of Emotional Quotient (EQ) to Work Attitude Behaviour (WAB) of selected faculty members from three higher educational institutions in the Philippines. Using a non-experimental…

Faculty as Learners: Developing Thinking Communities

ERIC Educational Resources Information Center

Eddy, Pamela L.; Garza Mitchell, Regina L.

2012-01-01

The shifting demographics of faculty ranks, expansion of faculty work, and the expectations of accountability and revenue production place new demands on today's faculty. Collaborating with other faculty members is one option for easing workload demands and reinvigorating faculty members in the conduct of their teaching and research. In this…

Faculty Members Can Lead, but Will They?

ERIC Educational Resources Information Center

Barden, Dennis M.; Curry, Janel

2013-01-01

Colleges and universities looking to recruit leaders from within the faculty ranks will face more and more difficulty. From their respective positions--as a provost (Janel) and a search consultant (Dennis)--they often hear senior executives in higher education say that building a new generation of faculty leaders will be a major challenge in the…

How Not to Be a Terrible School Board Member: Lessons for School Administrators and Board Members

ERIC Educational Resources Information Center

Mayer, Richard E.

2011-01-01

Veteran school board member, Richard E. Mayer, takes a humorous but substantive approach to the serious relationship between school administrators and board members. While the overwhelming majority of school board members have good motives, even people who mean well can make bad moves. This book shows how to prevent good intentions from creating…

The Constraints to the Application of Self-Assessment of the Academic Programmes at Al-Balqa Applied University from the Viewpoint of the Faculty Members

ERIC Educational Resources Information Center

Hamadneh, Hammam Samir

2017-01-01

This study aimed at identifying the constraints to the application of self-assessment of the academic programmes at Al-Balqa Applied University (BAU) from the point of view of faculty members. The sample of the study consisted of (75) faculty members, who had experience in quality works and the self-assessment report, and the participants of the…

Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty-Student Publications.

PubMed

Morales, Danielle X; Grineski, Sara E; Collins, Timothy W

2017-01-01

Little attention has been paid to understanding faculty-student productivity via undergraduate research from the faculty member's perspective. This study examines predictors of faculty-student publications resulting from mentored undergraduate research, including measures of faculty-student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research. © 2017 D. X. Morales et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Faculty Internationalization Priorities

ERIC Educational Resources Information Center

Criswell, John R., II; Zhu, Hao

2015-01-01

The internationalization of higher education has been the subject of a substantial body of research. However, few studies have examined how faculty members, significant implementers of internationalization, think about internationalization priorities. This article presents the results of a questionnaire which was sent to faculty members at three…

A Phenomenological Study: The Identification of Faculty Member Characteristics and Environmental Factors That Influence the Reporting of Student Academic Misconduct at a Private Urban University

ERIC Educational Resources Information Center

Rupprecht, Stephen M.

2016-01-01

The issue of student academic misconduct, most often seen as cheating or plagiarism, has plagued higher education professionals and institutions for decades. Negative faculty member feelings associated with having to deal with incidents of student academic misconduct are well documented, and only serve to support reasons why faculty members might…

Faculty Learning Matters: Organizational Conditions and Contexts That Shape Faculty Learning

ERIC Educational Resources Information Center

O'Meara, KerryAnn; Rivera, Mark; Kuvaeva, Alexandra; Corrigan, Kristen

2017-01-01

This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported,…

Faculty development and organizational systems behavior.

PubMed

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.

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associated with student perceptions of their instructors’ teaching effectiveness or how much students learned from their instructors. Students rated their faculty instructors and GTAs for 13 instructor descriptors at the beginning and near the end of the semester in eight biology classes. Analyses of these data identified differences between instructor types; moreover, student perception changed over the semester. Specifically, GTA ratings increased in perception of positive instructional descriptors, while faculty ratings declined for positive instructional descriptors. The relationship of these perception changes with student experience and retention should be further explored, but the findings also suggest the need to differentiate professional development by the different instructor types teaching lower-division science courses to optimize teaching effectiveness and student learning in these important gateway courses. PMID:23463232

Playing, sitting out, and observing the game: an investigation of faculty members' perspectives on political behavior in ethical decision making.

PubMed

Medeiros, Kelsey E; Gibson, Carter; Mecca, Jensen T; Giorgini, Vincent; Connelly, Shane; Mumford, Michael D

2015-01-01

Ethical dilemmas are inherently ambiguous, complex, and ill-defined. Additionally, these dilemmas involve multiple stakeholders. These characteristics may induce political behavior as a resolution tactic. Thus, the goal of the present effort was to investigate perspectives on politics among researchers in an ethical decision-making context. A qualitative analysis of interviews with university faculty members revealed that faculty members' perspectives on political behavior in an ethical decision-making context fall into a number of categories, including positive, negative, and realistic views of political activity. The implications of these varying perspectives on ethical decision making are discussed.

The lived experience of part-time baccalaureate nursing faculty.

PubMed

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.

Things I Wish They Had Told Me: Advice From a Newly Tenured Faculty Member From a Small, Liberal Arts College

NASA Astrophysics Data System (ADS)

Sheldon, Peter

2002-04-01

I followed a relatively unique path to tenure. I knew I wanted to teach at a small, liberal arts college, so I chose to “post-doc” as a visiting faculty member instead of doing research. I continued to do research as I taught, but teaching was the main focus. I feel that the path that I followed, the opportunities for research and having found tremendously effective mentors in my three years as a visiting faculty member put me in the perfect position to find the job I wanted. I am now in the fourth year of my first tenure-track job, and find myself with tenure. Randolph-Macon Woman’s College is a nationally ranked liberal arts college in central VA with 720 students. The Department of Physics and Astronomy offers both a BA and a BS in physics, and in struggling to stay alive with only two faculty members, I have actually managed to keep going with a few research and grant opportunities. I hope that my experiences will strike a chord with some of the audience, and my experiences can help others to decide what is and what is not important to them in the finding and holding of a faculty job. Other topics that could be covered include juggling responsibilities, seeking grants, dealing with colleagues, interacting with students, and learning to teach.

ISLLC/ELCC Standards Implementation: Do Educational Administration Faculty Practice What They Preach?

ERIC Educational Resources Information Center

Machado, Crystal

2012-01-01

Both the 1996 Interstate School Leadership Licensure Consortium (ISLLC) standards and the 2002 Educational Leadership Constituent Council (ELCC) standards, adopted by preparation programs nationwide have a strong emphasis on democratic ideals. By aligning their programs with these standards education administration faculty have taken a step in the…

Exploring faculty perceptions towards electronic health records for nursing education.

PubMed

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

2014-12-01

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

Institutional Oversight of Faculty-Industry Consulting Relationships in U.S. Medical Schools: A Delphi Study.

PubMed

Morain, Stephanie R; Joffe, Steven; Campbell, Eric G; Mello, Michelle M

2015-01-01

The conflicts of interest that may arise in relationships between academic researchers and industry continue to prompt controversy. The bulk of attention has focused on financial aspects of these relationships, but conflicts may also arise in the legal obligations that faculty acquire through consulting contracts. However, oversight of faculty members' consulting agreements is far less vigorous than for financial conflicts, creating the potential for faculty to knowingly or unwittingly contract away important rights and freedoms. Increased regulation could prevent this, but it is unclear what forms of oversight universities view as feasible and effective. In this article, we report on a Delphi study to evaluate several approaches for oversight of consulting agreements by medical schools. The panel was comprised of 11 senior administrators with responsibility for oversight of faculty consulting relationships. We found broad agreement among panelists regarding the importance of institutional oversight to protect universities' interests. There was strong support for two specific approaches: providing educational resources to faculty and submitting consulting agreements for institutional review. Notwithstanding the complexities of asserting authority to regulate private consulting agreements between faculty members and companies, medical school administrators reached consensus that several approaches to improving institutional oversight are feasible and useful. © 2015 American Society of Law, Medicine & Ethics, Inc.

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

NASA Astrophysics Data System (ADS)

Bouwma-Gearhart, Jana

2012-10-01

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

Clarifying Evidence-Based Medicine in Educational and Therapeutic Experiences of Clinical Faculty Members: A Qualitative Study in Iran

PubMed Central

Safari, Yahya

2015-01-01

Introduction: Although evidence-based medicine has been a significant part of recent research efforts to reform the health care system, it requires an assessment of real life community and patient. The present study strives to clarify the concept of evidence-based medicine in educational and therapeutic experiences of clinical faculty members of Kermanshah University of Medical Sciences (2014). Materials and Methods: It was a qualitative study of phenomenology. The population consists of 12 clinical faculty members of Kermanshah University Medical Sciences. Sampling was carried out using a purposeful method. Sample volume was determined using adequacy of samples’ law. Data gathering occurred through semi-structured interviews. Collaizzi pattern was employed for data interpretation concurrent with data gathering. Results: interpreting the data, three main themes were extracted. They include: 1. Unawareness and disuse (unaware of the concept, disuse, referral to colleagues, experiment prescription) 2. Conscious or unconscious use (using journals and scientific websites, aware of the process). 3. Beliefs (belief or disbelief in necessity). Conclusion: It sounds essential to change the behavior of clinical faculty members from passive to active with respect to employing evidence-based medicine as well as to alter negative attitudes into positive ones. In so doing, systematic training program aiming at behavior changing is necessary. Also, providing dissent facilities and infrastructures and removing barriers to the use of EBM can be effective. PMID:26153205

Clarifying Evidence-Based Medicine in Educational and Therapeutic Experiences of Clinical Faculty Members: A Qualitative Study in Iran.

PubMed

Safari, Yahya

2015-03-26

Although evidence-based medicine has been a significant part of recent research efforts to reform the health care system, it requires an assessment of real life community and patient. The present study strives to clarify the concept of evidence-based medicine in educational and therapeutic experiences of clinical faculty members of Kermanshah University of Medical Sciences (2014). It was a qualitative study of phenomenology. The population consists of 12 clinical faculty members of Kermanshah University Medical Sciences. Sampling was carried out using a purposeful method. Sample volume was determined using adequacy of samples' law. Data gathering occurred through semi-structured interviews. Collaizzi pattern was employed for data interpretation concurrent with data gathering. interpreting the data, three main themes were extracted. They include: 1. Unawareness and disuse (unaware of the concept, disuse, referral to colleagues, experiment prescription) 2. Conscious or unconscious use (using journals and scientific websites, aware of the process). 3. Beliefs (belief or disbelief in necessity). It sounds essential to change the behavior of clinical faculty members from passive to active with respect to employing evidence-based medicine as well as to alter negative attitudes into positive ones. In so doing, systematic training program aiming at behavior changing is necessary. Also, providing dissent facilities and infrastructures and removing barriers to the use of EBM can be effective.

Engaging Large Classes: Strategies and Techniques for College Faculty.

ERIC Educational Resources Information Center

Stanley, Christine A., Ed.; Porter, M. Erin, Ed.

This book offers college and university faculty members and administrators practical, well-established methodologies for teaching large classes. In addition to providing an overview of the research, the contributing authors, drawn from a wide range of disciplines and institutions, also provide advice about the mechanics of large-class pedagogy.…

Accreditation Surveys: Administrators, Managers & Supervisors, Faculty, and Staff, Spring 2002. Revised. Report.

ERIC Educational Resources Information Center

Gribbons, Barry C.; Dixon, P. Scott; Meuschke, Daylene M.

The Office of Institutional Development and Technology (IDT), in cooperation with regional accreditation committees, surveyed all administrators, managers, supervisors, full-time faculty, and classified staff at the College of the Canyons, California, in spring 2002. The purpose of the survey was to gather information useful to college staff in…

The Campus Climate Revisited: Chilly for Women Faculty, Administrators, and Graduate Students.

ERIC Educational Resources Information Center

Sandler, Bernice R.; Hall, Roberta M.

The professional climate often experienced by women faculty and administrators is reported, along with some consideration to the experiences of graduate and professional students. Attention is focused on subtle ways in which women are treated differently and common behaviors that create a chilly professional climate. The information was obtained…

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

ERIC Educational Resources Information Center

DeZure, Deborah; Shaw, Allyn; Rojewski, Julie

2014-01-01

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

The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment

PubMed Central

Hanauer, David I.; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Faculty Self-Reported Assessment Survey (FRAS) is a new instrument for evaluating science faculty assessment knowledge and experience. Instrument validation was composed of two distinct studies: an empirical evaluation of the psychometric properties of the FRAS and a comparative known-groups validation to explore the ability of the FRAS to differentiate levels of faculty assessment experience. The FRAS was found to be highly reliable (α = 0.96). The dimensionality of the instrument enabled distinction of assessment knowledge into categories of program design, instrumentation, and validation. In the known-groups validation, the FRAS distinguished between faculty groups with differing levels of assessment experience. Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment. These results suggest that the FRAS can reliably and validly differentiate levels of expertise in faculty knowledge of assessment. PMID:25976653

Professional Socialization in Nurse Anesthesia Educational Programs: Attitudes and Beliefs of Faculty Members and Recent Graduates

ERIC Educational Resources Information Center

Buettner, Kevin Charles

2013-01-01

The purpose of this study was to better understand professional socialization in nurse anesthesia educational programs through an exploration of the attitudes and beliefs of faculty members and recent graduates. Participants for this cross-sectional, quasi-experimental online study included a convenience sample of 178 nurse anesthesia faculty…

Education for Sustainable Development: Liberation or Indoctrination? An Assessment of Faculty Members' Attitudes and Classroom Practices

ERIC Educational Resources Information Center

Qablan, Ahmad Mohammad; Al-Ruz, Jamal Abu; Khasawneh, Samer; Al-Omari, Aieman

2009-01-01

The purpose of this study was to investigate the attitudes and classroom practices of environmental science faculty members in Jordanian universities. Mix data collection methodology was employed to collect data in this study. In addition to the developed survey, several participants' interviews and classroom observations were conducted with…

Investigating Knowledge Management Status among Faculty Members of Kerman University of Medical Sciences based on the Nonaka Model in 2015

PubMed Central

Vali, Leila; Izadi, Azar; Jahani, Yunes; Okhovati, Maryam

2016-01-01

Introduction Education and research are two major functions of universities, which require proper and systematic exploitation of available knowledge and information. Therefore, it is necessary to investigate the knowledge management status in an education system by considering the function of faculty members in creation and dissemination of knowledge. This study was conducted to investigate the knowledge management status among faculty members of the Kerman University of Medical Sciences based on the Nonaka and Takeuchi models in 2015. Methods This was a descriptive-analytical and cross-sectional study. It was conducted on 165 faculty members at the Kerman University of Medical Sciences, who were selected from seven faculties as weighted using a random stratified sampling method. The Nonaka and Takeuchi knowledge management questionnaire consists of 26 questions in four dimensions of socialization, externalization, internalization, and combination. Scoring of questions was conducted using the five-point Likert scale. To analyze data, independent t-test, one-way ANOVA, Pearson correlation coefficients, and the Kruskal-Wallis test were employed. Results The four dimensions in the Nonaka and Takeuchi model are based on optimal indicators (3.5), dimensions of combination, and externalization with an average of 3.3 were found in higher ranks and internalization and socialization had averages of 3.1 and 3. According to the findings of this study, the average knowledge management among faculty members of the Kerman University of Medical Sciences was estimated to be 3.1, with a bit difference compared to the average. According to the results of t-tests, there was no significant relationship between gender and various dimensions of knowledge management (p>0.05). The findings of Kruskal-Wallis showed that there is no significant relationship between variables of age, academic rank, and type of faculty with regard to dimensions of knowledge management (p>0.05). In addition

Investigating Knowledge Management Status among Faculty Members of Kerman University of Medical Sciences based on the Nonaka Model in 2015.

PubMed

Vali, Leila; Izadi, Azar; Jahani, Yunes; Okhovati, Maryam

2016-08-01

Education and research are two major functions of universities, which require proper and systematic exploitation of available knowledge and information. Therefore, it is necessary to investigate the knowledge management status in an education system by considering the function of faculty members in creation and dissemination of knowledge. This study was conducted to investigate the knowledge management status among faculty members of the Kerman University of Medical Sciences based on the Nonaka and Takeuchi models in 2015. This was a descriptive-analytical and cross-sectional study. It was conducted on 165 faculty members at the Kerman University of Medical Sciences, who were selected from seven faculties as weighted using a random stratified sampling method. The Nonaka and Takeuchi knowledge management questionnaire consists of 26 questions in four dimensions of socialization, externalization, internalization, and combination. Scoring of questions was conducted using the five-point Likert scale. To analyze data, independent t-test, one-way ANOVA, Pearson correlation coefficients, and the Kruskal-Wallis test were employed. The four dimensions in the Nonaka and Takeuchi model are based on optimal indicators (3.5), dimensions of combination, and externalization with an average of 3.3 were found in higher ranks and internalization and socialization had averages of 3.1 and 3. According to the findings of this study, the average knowledge management among faculty members of the Kerman University of Medical Sciences was estimated to be 3.1, with a bit difference compared to the average. According to the results of t-tests, there was no significant relationship between gender and various dimensions of knowledge management (p>0.05). The findings of Kruskal-Wallis showed that there is no significant relationship between variables of age, academic rank, and type of faculty with regard to dimensions of knowledge management (p>0.05). In addition, according to the results of

Minimum Qualifications for Faculty and Administrators in California Community Colleges. [Fifth Edition

ERIC Educational Resources Information Center

California Community Colleges, Sacramento. Office of the Chancellor.

This document is the fifth edition of Minimum Qualifications for Faculty and Administrators in California Community Colleges and it updates information presented in the last edition. The document is divided into the following sections: disciplines requiring a Mater's degree, disciplines in which a Master's degree is not generally expected for…

Faculty Preparedness to Build Cultural Inclusiveness

ERIC Educational Resources Information Center

Samuels, Dena Renee

2010-01-01

Faculty members play a significant role in retaining diverse students, faculty, and staff on a college campus based on how culturally inclusive their behavior is. This research elucidates the development of a faculty inclusiveness survey, and tests it on a national random sample of 637 faculty members to determine how prepared they are to build…

Examining E-Learning Barriers as Perceived by Faculty Members of Engineering Colleges in the Jordanian Universities

ERIC Educational Resources Information Center

Al-Alawneh, Muhammad K.

2014-01-01

Employing computer's technology that includes e-learning system in the field of Engineering is a vital issue which needs to be discussed. Therefore, this study purposed to examine e-learning barriers as perceived by faculty members of engineering in three major universities in Jordan (Yarmouk University, Jordan University of Science and…

Encouraging Faculty Attendance at Professional Development Events

ERIC Educational Resources Information Center

Burdick, Dakin; Doherty, Tim; Schoenfeld, Naomi

2015-01-01

For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small…

Faculty Concerns Related to Distance Learning within Nontraditional Doctoral Programs

ERIC Educational Resources Information Center

Singleton, H. Wells; Session, Carmen L.

2011-01-01

As a unique academic offering, the nontraditional, distance-delivered doctorate poses particular issues for faculty members who choose to teach in such a program. Among these issues are compensation, administrative support, technology, innovation, time demands, workload, and promotion and tenure. In this chapter, the authors identify and provide…

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1985

NASA Technical Reports Server (NTRS)

Goglia, G. (Compiler)

1985-01-01

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

Faculty and Administrator Perspectives of Merit Pay Compensation Systems in Private Higher Education: A Mixed Methods Analysis

ERIC Educational Resources Information Center

Power, Anne L.

2013-01-01

The purpose of this explanatory sequential mixed methods study is to explore faculty and administrator perspectives of faculty merit pay compensation systems in private, higher education institutions. The study focuses on 10 small, private, four-year institutions which are religiously affiliated. All institutions are located in Nebraska, Iowa, and…

Assessing Elearning Teaching Quality of Faculty Members in Teachers' College at King Saud University: Students Perspectives

ERIC Educational Resources Information Center

Hussein, Hisham Barakat

2012-01-01

This paper examines students' perspectives about assessing Elearning teaching quality for faculty members in teachers' college at King Saud University. The sample of the study includes all enrolled students in Teachers' College during the academic year of 2009-2010, which they were (2282) students. Two questions are stated to be answered: (a) what…

A Case Study: Motivating and Supporting Faculty Members Who Teach Online Courses in a Private University

ERIC Educational Resources Information Center

Mann, Cristen

2013-01-01

The purpose of this qualitative case study was to explore how faculty members teaching online courses at one private university perceived the types of pedagogical training and support they needed in order to effectively facilitate online courses. Building on the theoretical foundation of andragogy, the study of adult education, this study explored…

Evaluation of Faculty

PubMed Central

Aburawi, Elhadi; McLean, Michelle; Shaban, Sami

2014-01-01

Objectives: Student evaluation of individual teachers is important in the quality improvement cycle. The aim of this study was to explore medical student and faculty perceptions of teacher evaluation in the light of dwindling participation in online evaluations. Methods: This study was conducted at the United Arab Emirates University College of Medicine & Health Sciences between September 2010 and June 2011. A 21-item questionnaire was used to investigate learner and faculty perceptions of teacher evaluation in terms of purpose, etiquette, confidentiality and outcome on a five-point Likert scale. Results: The questionnaire was completed by 54% of faculty and 23% of students. Faculty and students generally concurred that teachers should be evaluated by students but believed that the purpose of the evaluation should be explained. Despite acknowledging the confidentiality of online evaluation, faculty members were less sure that they would not recognise individual comments. While students perceived that the culture allowed objective evaluation, faculty members were less convinced. Although teachers claimed to take evaluation seriously, with Medical Sciences faculty members in particular indicating that they changed their teaching as a result of feedback, students were unsure whether teachers responded to feedback. Conclusion: Despite agreement on the value of evaluation, differences between faculty and student perceptions emerged in terms of confidentiality and whether evaluation led to improved practice. Educating both teachers and learners regarding the purpose of evaluation as a transparent process for quality improvement is imperative. PMID:25097772

Faculty Work and Results: Productivity Review, 2000-01.

ERIC Educational Resources Information Center

Oregon Univ., Eugene.

This report describes the roles and productivity of faculty members in the Oregon University System (OUS). Of the 3,199 ranked instructional faculty members in 2000-2001, three-fourths were full time, but the proportion of full-time faculty in the senior ranks and holding tenure has declined since 1995-1996. The proportion of faculty members who…

An Ethical Decision-Making Framework for Community College Administrators

ERIC Educational Resources Information Center

Oliver, Diane E.; Hioco, Barbara

2012-01-01

The purpose of this article is to describe a decision-making framework developed for use by community college administrators and higher education faculty members who teach graduate courses in community college administration or leadership. The rationale for developing a decision-making approach that integrates ethics and critical thinking was…

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

PubMed

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

2014-02-01

The purpose of this study was to ascertain what medical students, doctors and the public felt was unprofessional for medical students, as future doctors, to post on a social media site, Facebook(®) . The significance of this is that unprofessional content reflects poorly on a student, which in turn can significantly affect a patient's confidence in that student's clinical abilities. An online survey was designed to investigate the perceptions of University of Michigan medical students, attending physicians and non-health care university-wide employees (that serves as a subset of the public) regarding mock medical students' Facebook(®) profile screenshots. For each screenshot, respondents used a 5-point Likert scale to rate 'appropriateness' and whether they would be 'comfortable' having students posting such content as their future doctors. Compared with medical students, faculty members and public groups rated images as significantly less appropriate (p < 0.001) and indicated that they would be less comfortable (p < 0.001) having posting students as future doctors. All three groups rated screenshots containing derogatory or private information about patients, followed by images suggesting marijuana use, as least appropriate. Images conveying intimate heterosexual couples were rated as most appropriate. Overall, the doctor group, females and older individuals were less permissive when compared with employee and student groups, males and younger individuals, respectively. The most significant conclusion of our study is that faculty members, medical students and the 'public' have different thresholds of what is acceptable on a social networking site. Our findings will prove useful for students to consider the perspectives of patients and faculty members when considering what type of content to post on their social media sites. In this way, we hope that our findings provide insight for discussions, awareness and the development of guidelines related to online

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

ERIC Educational Resources Information Center

Islim, Omer Faruk; Sevim Cirak, Nese

2017-01-01

Tablet PCs especially iPads are one of the most commonly used devices that most educational institutions from elementary school to colleges have been using as a main or supplementary part of their educational system. This article aims at investigating faculty members' personal and educational use of technology especially iPads, their opinions on…

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

PubMed

Cook, David A; Steinert, Yvonne

2013-11-01

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

Faculty-Administration Conflict in California Public Junior Colleges: An Analysis and a Proposal for Resolution.

ERIC Educational Resources Information Center

Niland, William Patrick

This study identifies areas of administration-faculty conflict and offers a strategy for resolution. Information was collected by mail and interview. From the findings, inferences were drawn relating to the causes of conflict, as shown by the differences in perception of the administrator and teacher, in attitudes to the open-door policy, and in…

Feedback from Faculty Development Day on Faculty Governance.

ERIC Educational Resources Information Center

Schefter, Maria; Inoue, Yukiko

This report presents feedback on the University of Guam's Faculty Development Day (FDD) (January 19, 2001), which focused on collegial faculty governance and highlighted interactions between the Senate, faculty, and administration. Feedback came from feedback surveys designed to gauge the success of the workshop. The surveys asked about…

Clinical Dental Faculty Members' Perceptions of Diagnostic Errors and How to Avoid Them.

PubMed

Nikdel, Cathy; Nikdel, Kian; Ibarra-Noriega, Ana; Kalenderian, Elsbeth; Walji, Muhammad F

2018-04-01

Diagnostic errors are increasingly recognized as a source of preventable harm in medicine, yet little is known about their occurrence in dentistry. The aim of this study was to gain a deeper understanding of clinical dental faculty members' perceptions of diagnostic errors, types of errors that may occur, and possible contributing factors. The authors conducted semi-structured interviews with ten domain experts at one U.S. dental school in May-August 2016 about their perceptions of diagnostic errors and their causes. The interviews were analyzed using an inductive process to identify themes and key findings. The results showed that the participants varied in their definitions of diagnostic errors. While all identified missed diagnosis and wrong diagnosis, only four participants perceived that a delay in diagnosis was a diagnostic error. Some participants perceived that an error occurs only when the choice of treatment leads to harm. Contributing factors associated with diagnostic errors included the knowledge and skills of the dentist, not taking adequate time, lack of communication among colleagues, and cognitive biases such as premature closure based on previous experience. Strategies suggested by the participants to prevent these errors were taking adequate time when investigating a case, forming study groups, increasing communication, and putting more emphasis on differential diagnosis. These interviews revealed differing perceptions of dental diagnostic errors among clinical dental faculty members. To address the variations, the authors recommend adopting shared language developed by the medical profession to increase understanding.

Educating Faculty Members on the Importance of Requiring High-Quality Information Resources at a Community College

ERIC Educational Resources Information Center

Auten, Beth; Glauner, Dana; Lefoe, Grant; Henry, Jo

2016-01-01

This article explains how the South Piedmont Community College librarians educated faculty members about how they guide student use of the library and how it is advantageous for them to require high-quality resources for student papers. As documented by observations at SPCC and in the library literature, students use the tools they know to find…

Gender Differences in Business Faculty's Research Motivation

ERIC Educational Resources Information Center

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…

Hampton University/American Society for Engineering Education/NASA Summer Faculty Fellowship Program 1986

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1986-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university will be faculty members appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA-Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the Fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education or industry.

1998 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler)

1998-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1998-01-01

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

2001 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2002-01-01

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

2000 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2000-01-01

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

1999 NASA - ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

2000-01-01

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

Theorizing College Governance across Epistemic Differences: Awareness Contexts of College Administrators and Faculty

ERIC Educational Resources Information Center

Muzzin, Linda

2016-01-01

Awareness contexts are useful concepts in symbolic interactionist research, which focusses on how everyday realities are constructed. To provide a fresh perspective on governance in Canada's colleges, I sorted vignettes in interview data collected from administrators and faculty into four types of contexts originally derived from observation of…

College and University Budgeting: An Introduction for Faculty and Academic Administrators. Second Edition.

ERIC Educational Resources Information Center

Meisinger, Richard J., Jr.

This book is designed to help college/university faculty and academic administrators become more constructive and knowledgeable participants in the budgetary process. Chapter 1 introduces budgets and the budgetary process, with an explanation of the importance of budgeting in policy making, Chapter 2 discusses economic and political contexts of…

The EDUTECH Report. The Education Technology Newsletter for Faculty and Administrators, 1992-1993.

ERIC Educational Resources Information Center

EDUTECH Report, 1993

1993-01-01

This newsletter examines education technology issues of concern to school faculty and administrators. Regular features in each issue include educational technology news, a book review, and a question and answer column. The cover articles during this volume year are: "Data Access Issues: Security Vs. Openness"; "Creation of an…

The EDUTECH Report. The Education Technology Newsletter for Faculty and Administrators, 1994-1995.

ERIC Educational Resources Information Center

EDUTECH Report, 1995

1995-01-01

This newsletter examines education technology issues of concern to school faculty and administrators. Regular features in each issue include educational technology news, a book review, and a question and answer column. The cover articles during this volume year are: "The Decision-Making Process: as Important as the Decision";…

Stop the Presses! Using the Journalism Field as a Case Study to Help Community College Administrators Today

ERIC Educational Resources Information Center

Basham, Matthew J.; Campbell, Dale F.; Garcia, Emmanual

2010-01-01

A focus group consisting of board of trustee members, community college presidents, senior administrators, administrators, and faculty members from community colleges around the United States developed the top six critical issues facing community colleges with respect to instructional planning and services; planning, governance, and finance; and…

Quest: A Hybrid Faculty Teaching and Learning Community

ERIC Educational Resources Information Center

Joseph, Siny; Oh, Jung; Ackerman, Patricia

2018-01-01

Faculty members often collaborate on research and service projects, but teaching remains a relatively solitary activity (Gizir & Simsek, 2005 ; Ramsden, 1998 ). While students attend classes taught by various faculty members, faculty members remain largely unaware of the innovative and pedagogical improvements in teaching made by their…

Health problems awareness during travel among faculty members of a large university in Latin America: preliminary report.

PubMed

Tome, Ana Cristina Nakamura; Canello, Thaís Brandi; Luna, Expedito José de Albuquerque; Andrade Junior, Heitor Franco de

2013-01-01

Health safety during trips is based on previous counseling, vaccination and prevention of infections, previous diseases or specific problems related to the destination. Our aim was to assess two aspects, incidence of health problems related to travel and the traveler's awareness of health safety. To this end we phone-interviewed faculty members of a large public University, randomly selected from humanities, engineering and health schools. Out of 520 attempts, we were able to contact 67 (12.9%) and 46 (68.6%) agreed to participate in the study. There was a large male proportion (37/44, 84.1%), mature adults mostly in their forties and fifties (32/44, 72.7%), all of them with higher education, as you would expect of faculty members. Most described themselves as being sedentary or as taking occasional exercise, with only 15.9% (7/44) taking regular exercise. Preexisting diseases were reported by 15 travelers. Most trips lasted usually one week or less. Duration of the travel was related to the destination, with (12h) or longer trips being taken by 68.2% (30/44) of travelers, and the others taking shorter (3h) domestic trips. Most travelling was made by air (41/44) and only 31.8% (14/44) of the trips were motivated by leisure. Field research trips were not reported. Specific health counseling previous to travel was reported only by two (4.5%). Twenty seven of them (61.4%) reported updated immunization, but 11/30 reported unchecked immunizations. 30% (9/30) reported travel without any health insurance coverage. As a whole group, 6 (13.6%) travelers reported at least one health problem attributed to the trip. All of them were males travelling abroad. Five presented respiratory infections, such as influenza and common cold, one neurological, one orthopedic, one social and one hypertension. There were no gender differences regarding age groups, destination, type of transport, previous health counseling, leisure travel motivation or pre-existing diseases. Interestingly

A Small College Is Rescued and Its Professors End Up Unemployed: Mount Vernon Faculty Members Sue over a Takeover by George Washington U.

ERIC Educational Resources Information Center

Smallwood, Scott

2001-01-01

Describes the breach-of-contract lawsuit brought by former faculty members at Mount Vernon College, Washington, DC, as a result of the takeover of the small college for women by George Washington University, which resulted in the closing of Mount Vernon and the dismissal of its faculty. (SLD)

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

ERIC Educational Resources Information Center

Bouwma-Gearhart, Jana

2012-01-01

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

Abusive Administration: A Case Study

ERIC Educational Resources Information Center

Jefferson, Anne L.

2006-01-01

In the academic world, there is an assumption of reasonable administrative conduct. In fact, to ensure such conduct, universities, like other public institutions, may have collective agreements to reinforce this assumption. However, in some cases, the university as employer can very quick off the mark should any faculty member wander into what it…

The EDUTECH Report. The Education Technology Newsletter for Faculty and Administrators, 1993-1994.

ERIC Educational Resources Information Center

EDUTECH Report, 1994

1994-01-01

This newsletter examines education technology issues of concern to school faculty and administrators. Regular features in each issue include educational technology news, a book review, and a question and answer column. The cover articles during this volume year are: "The Build-or-Buy Decision: No One Right Answer"; "The National…

A Yearlong Program for New Faculty.

ERIC Educational Resources Information Center

Doyle, Terry J.; Marcinkiewicz, Henryk R.

2001-01-01

Describes the Ferris State University (Michigan) New Faculty Transition Program, in which incoming faculty members meet every two weeks during the fall and winter semesters and attend an academic retreat. Reports that the program is in its fourth year and has been recognized as an important part of first-year faculty members' transition into the…

The Faculty Self-Reported Assessment Survey (FRAS): differentiating faculty knowledge and experience in assessment.

PubMed

Hanauer, David I; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Faculty Self-Reported Assessment Survey (FRAS) is a new instrument for evaluating science faculty assessment knowledge and experience. Instrument validation was composed of two distinct studies: an empirical evaluation of the psychometric properties of the FRAS and a comparative known-groups validation to explore the ability of the FRAS to differentiate levels of faculty assessment experience. The FRAS was found to be highly reliable (α = 0.96). The dimensionality of the instrument enabled distinction of assessment knowledge into categories of program design, instrumentation, and validation. In the known-groups validation, the FRAS distinguished between faculty groups with differing levels of assessment experience. Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment. These results suggest that the FRAS can reliably and validly differentiate levels of expertise in faculty knowledge of assessment. © 2015 D. I. Hanauer and C. Bauerle. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Voices from the Trenches: Faculty Perspectives on Support for Sustaining Service-Learning

ERIC Educational Resources Information Center

Lambright, Kristina T.; Alden, Allison F.

2012-01-01

Using data collected from three colleges, the authors examine how faculty members view the level of support for service-learning at their respective institutions. There is variation among the institutions in perceived instructor and administrator support for service-learning, availability of support services, and attitudes regarding consideration…

From "Additive" to "Integrative": Experiences of Faculty Teaching Developmental Integrated Reading and Writing Courses. CCRC Working Paper No. 96

ERIC Educational Resources Information Center

Bickerstaff, Sarah; Raufman, Julia

2017-01-01

This paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses. Using interview and focus group data from 161 faculty and administrators in both states (combined) as well as three detailed case studies of faculty…

Computer Competencies of the Faculty Members of the College of Education at the United Arab Emirates University

ERIC Educational Resources Information Center

Alghazo, Iman Mohammad

2006-01-01

In its effort to obtain accreditation using NCATE standards, the College of Education at the United Arab Emirates University is integrating ISTE standards into its teacher education programs. The main challenge at this stage is preparing faculty members to integrate technology into their teaching in order to help their students meet ISTE…

The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment

ERIC Educational Resources Information Center

Hanauer, David I.; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage…

Distance Education: Faculty and Administrators' Perceptions of the Degree of Technology Infusion

ERIC Educational Resources Information Center

Snell, Michelle D.

2007-01-01

This researcher examined the five attributes of Rogers Diffusion of Innovation. Perceptions of the degree of the infusion of technology and distance education were analyzed using Rogers (1995) five attributes. A survey was used together with the data from faculty and administrators of a community college with a distance education program that has…

Reasons for faculty departures from an academic medical center: a survey and comparison across faculty lines.

PubMed

Girod, Sabine C; Fassiotto, Magali; Menorca, Roseanne; Etzkowitz, Henry; Wren, Sherry M

2017-01-10

Faculty departure can present significant intellectual costs to an institution. The authors sought to identify the reasons for clinical and non-clinical faculty departures at one academic medical center (AMC). In May and June 2010, the authors surveyed 137 faculty members who left a west coast School of Medicine (SOM) between 1999 and 2009. In May and June 2015, the same survey was sent to 40 faculty members who left the SOM between 2010-2014, for a total sample size of 177 former faculty members. The survey probed work history and experience, reasons for departure, and satisfaction at the SOM versus their current workplace. Statistical analyses included Pearson's chi-square test of independence and independent sample t-tests to understand quantitative differences between clinical and non-clinical respondents, as well as coding of qualitative open-ended responses. Eighty-eight faculty members responded (50%), including three who had since returned to the SOM. Overall, professional and advancement opportunities, salary concerns, and personal/family reasons were the three most cited factors for leaving. The average length of time at this SOM was shorter for faculty in clinical roles, who expressed lower workplace satisfaction and were more likely to perceive incongruence and inaccuracy in institutional expectations for their success than those in non-clinical roles. Clinical faculty respondents noted difficulty in balancing competing demands and navigating institutional expectations for advancement as reasons for leaving. AMCs may not be meeting faculty needs, especially those in clinical roles who balance multiple missions as clinicians, researchers, and educators. Institutions should address the challenges these faculty face in order to best recruit, retain, and advance faculty.

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

NASA Technical Reports Server (NTRS)

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

1997-01-01

The 1996 JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to (1) further the professional knowledge qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1996.

The 1995 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1995-01-01

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

The Development of Research Networks among Early-Career Faculty Members in the Science, Engineering and Health Disciplines

ERIC Educational Resources Information Center

Bankart, Charles Allen Swanson

2012-01-01

The purpose of this study was to develop a better understanding of the patterns and processes of collaboration in the performance of research, as well as to understand why and how early-career faculty members engage in collaborative partnerships. With an eye toward institutional policy and academic programming, special emphasis was placed on how…

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

ERIC Educational Resources Information Center

Jones, Corey Lee

2012-01-01

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

Open access behaviours and perceptions of health sciences faculty and roles of information professionals.

PubMed

Lwoga, Edda T; Questier, Frederik

2015-03-01

This study sought to investigate the faculty's awareness, attitudes and use of open access, and the role of information professionals in supporting open access (OA) scholarly communication in Tanzanian health sciences universities. A cross-sectional survey was conducted. Semi-structured interviews were conducted with 16 librarians, while questionnaires were physically distributed to 415 faculty members in all eight Tanzanian health sciences universities, with a response rate of 71.1%. The study found that most faculty members were aware about OA issues. However, the high level of OA awareness among faculty members did not translate into actual dissemination of faculty's research outputs through OA web avenues. A small proportion of faculty's research materials was made available as OA. Faculty were more engaged with OA journal publishing than with self-archiving practices. Senior faculty with proficient technical skills were more likely to use open access than junior faculty. Major barriers to OA usage were related to ICT infrastructure, awareness, skills, author-pay model, and copyright and plagiarism concerns. Interviews with librarians revealed that there was a strong support for promoting OA issues on campus; however, this positive support with various open access-related tasks did not translate into actual action. It is thus important for librarians and OA administrators to consider all these factors for effective implementation of OA projects in research and academic institutions. This is the first comprehensive and detailed study focusing on the health sciences faculty's and librarians' behaviours and perceptions of open access initiatives in Tanzania and reveals findings that are useful for planning and implementing open access initiatives in other institutions with similar conditions. © 2015 Health Libraries Journal.

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

PubMed

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

2017-06-28

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

Nursing Students' and Faculty Members' Experiences of Comfort during Transition to Context-Based Learning.

PubMed

Puplampu, Vivian

2017-07-28

There is evidence supporting student-centered learning (SCL) as an effective pedagogy to prepare professionals to work in the evolving health care system of the twenty-first century. SCL has many benefits, among them that it helps students to learn to work in teams and develop problem-solving, critical thinking and communication skills. The focus on the student means that the teacher's power is decreased. This, along with openness of the approach, can make the transition to SCL a challenge. This study used an exploratory descriptive qualitative design to explore how comfortable nursing students and faculty members were in a context-based learning (CBL) program, a version of SCL. Nursing students and faculty discussed common challenges of trusting the CBL process. They also discussed the emphasis on self-directed learning and how it could mean that tutors are not as involved with students. To enhance a smooth transition, recommendations have been made, including clarifying the CBL philosophy at orientation, and mentoring and reassuring students.

A Database Training Module for Nassau Community College Staff and Faculty.

ERIC Educational Resources Information Center

Goodman, Harriett Ziskin

A training module developed following the Instructional System Design model was implemented at Nassau Community College (NCC) to teach its administration, faculty, and staff members computer skills that would enable them to use the available computer equipment more efficiently. Using this module, each trainee designed a file to be used for the…

Nurse Faculty Knowledge of and Confidence in Teaching Genetics/Genomics: Implications for Faculty Development.

PubMed

Donnelly, Mary Katherine; Nersesian, Paula V; Foronda, Cynthia; Jones, Emily L; Belcher, Anne E

The aims of this project were to (1) assess nurse faculty members' knowledge of and confidence in teaching genetics/genomics to nursing students and (2) identify the needs of faculty members to inform a faculty development initiative. Significant knowledge gaps were noted, and more than 50% of respondents indicated that they lacked confidence in teaching genetics/genomics. Strategies to address this problem included identifying champions of genetics/genomics education, use of an educational template, and threading genetics/genomics throughout the curriculum.

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

ERIC Educational Resources Information Center

Goldhaber, Gerald M.

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

Retaining African Americans in Higher Education: Challenging Paradigms for Retaining Students, Faculty and Administrators.

ERIC Educational Resources Information Center

Jones, Lee, Ed.

This collection discusses some of the issues surrounding the retention of African Americans in higher education, and it challenges traditional paradigms for retaining African American students, administrators, and faculty at predominantly White colleges. The chapters of part 1, "Retaining African-American Students," are: (1) "Creating an Affirming…

Academic rhinology: a survey of residency programs and rhinology faculty in the United States.

PubMed

Tabaee, Abtin; Chen, Leon; Smith, Timothy L; Hwang, Peter H; Schaberg, Madeleine; Raithatha, Roheen; Brown, Seth M

2014-04-01

Rhinology has rapidly evolved as a subspecialty over the past decade. The professional activities of rhinology faculty in otolaryngology residency programs is an important defining feature of this process but remains incompletely understood. An examination of faculty profiles of otolaryngology residency programs in the United States was performed to examine the professional activities of rhinologists. An anonymous, web-based survey of rhinology faculty was also performed to query professional activities and career satisfaction. Nine percent of chairmen and 12% of residency program directors were rhinologists. The number of full-time rhinology faculty members varied significantly among departments (mean 1; range, 0-4). Rhinology faculty members were noted to have a high number of scientific publications over the past 5 years (mean 15 per faculty), a high level of membership to the American Rhinologic Society (90%) and modest levels of membership to other societies. As reported by the 45 respondents who successfully completed the survey, higher percentages of professional time was devoted to clinical medicine when compared with administrative and research activities. Inflammatory sinusitis represented the most common clinical condition treated, and there was variability with respect to other disorders and procedures. Career satisfaction scores were highest for medical and surgical care, teaching activities, financial and emotional well being, and overall career to date. Lower satisfaction scores were noted for research and administrative activities and for balance of personal life with work. This study further defines the professional, clinical, and surgical activities of academic rhinologists. Continued analysis of the subspecialization of rhinology is required. © 2014 ARS-AAOA, LLC.

The Experience of Being a Junior Minority Female Faculty Member

ERIC Educational Resources Information Center

Boyd, Tammy; Cintron, Rosa; Alexander-Snow, Mia

2010-01-01

Much has been written about the trials and tribulations of junior tenure-track faculty; much has also been written about the difficulties faced by women and minority faculty. However, there is very little research about the experiences of minority women faculty who are also tenure-earning, but untenured; what little research does exist tends to…

Faculty Practice and Roles of Staff Nurses and Clinical Faculty in Nursing Student Learning.

ERIC Educational Resources Information Center

Langan, Joanne C.

2003-01-01

Focus groups and interviews were conducted with 15 clinical faculty, 4 nursing education administrators, 22 nurses, and 4 hospital administrators involved in clinical placements. When nurses worked with practicing faculty, they experienced less role overload, conflict, and ambiguity. Lack of communication of expectations among administrators,…

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

PubMed

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

2015-01-01

Identify barriers to resident autonomy in today's educational environment as perceived through 4 selected groups: senior surgical residents, teaching faculty, hospital administration, and the general public. Anonymous surveys were created and distributed to senior residents, faculty, and hospital administrators working within 3 residency programs. The opinions of a convenience sample of the general public were also assessed using a similar survey. Keesler Medical Center, Keesler AFB, MS; the University of Texas Health Science of San Antonio, TX; and the University of Nebraska Medical Center, Omaha, NE. A total of 169 responses were collected: 32 residents, 50 faculty, 20 administrators, and 67 general public. Faculty and residents agree that when attending staff grant more autonomy, residents' self-confidence and sense of ownership improve. Faculty felt that residents should have less autonomy than residents did (p < 0.001). When asked to reflect on the current level of autonomy at their institution, 47% of residents felt that they had too little autonomy and 38% of faculty agreed. No resident or faculty felt that residents had too much autonomy at their institution. The general public were more welcoming of resident participation than faculty (p = 0.002) and administrators (p = 0.02) predicted they would be. When the general public were asked regarding their opinions about resident participation with complex procedures, they were less welcoming than faculty, administrators, and residents thought (p < 0.001). The general public were less likely to think that resident involvement would improve their quality of care (p < 0.001). Faculty and senior residents both endorse resident autonomy as important for resident development. The general public are more receptive to resident participation than anticipated. However, with increasing procedural complexity and resident independence, they were less inclined to have residents involved. The general public also had more

Assessment of cultural competence in Texas nursing faculty.

PubMed

Marzilli, Collen

2016-10-01

Cultural competence [CC] is an essential component of nursing education and nursing practice yet there is a gap in the research evaluating CC in faculty and how to practically develop this skillset for faculty members. To explore CC in faculty as evaluated with the Nurses' Cultural Competence Scale [NCCS] and apply the findings to the Purnell Model of Cultural Competence [PMCC] to guide professional development opportunities for faculty members. This was a concurrent mixed-methods study. Faculty members teaching in Texas nursing programs were recruited for the study. Quantitative data was collected using an online survey tool and qualitative data was collected over the phone. 89 Texas faculty members completed the quantitative strand and a subset of 10 faculty members completed the qualitative strand. Descriptive statistics were used to examine the quantitative data and Strauss and Corbin's methodology guided the evaluation of the qualitative data. These two strands were used to support the results. Faculty in Texas are moderately culturally competent. The qualitative findings support the application of the PMCC to the areas identified by the NCCS. The PMCC may be applied to the application of culture and values in nursing professional education as supported by the NCCS. Recommendations are to include the PMCC as a structure for the creation of professional development opportunities for faculty. Copyright © 2016 Elsevier Ltd. All rights reserved.

Midlevel Administrators' Pay Increases Slightly but Doesn't Match Inflation

ERIC Educational Resources Information Center

Fuller, Andrea

2012-01-01

Salaries for midlevel administrators rose by a median of 2 percent this year over last year, matching the median pay increase for senior administrators and coming in slightly higher than the 1.9-percent median increase for faculty members, says an annual report released by the College and University Professional Association for Human Resources.…

Gender Differences in Faculty Development: A Faculty Needs Survey

ERIC Educational Resources Information Center

Seritan, Andreea L.; Iosif, Ana-Maria; Hyvonen, Shelby; Lan, Mei-Fang; Boyum, Kathleen; Hilty, Donald

2010-01-01

Objective: The authors investigated professional development needs of faculty in the Department of Psychiatry and Behavioral Sciences at the University of California (UC) Davis, while also exploring any existing differences according to gender and academic rank. Methods: An online survey was sent to 75 faculty members, and 41 responses (17 women,…

FY 89 Faculty Salary Review.

ERIC Educational Resources Information Center

Ott, Mary Diederich

The University of Maryland at College Park is committed to ensuring that faculty salaries are based solely upon the contributions and accomplishments of the individual faculty members. The relationship between male and female faculty salaries is carefully monitored. The 1989 female faculty salary reviews (done in relation to the salaries of…

Math and science community college faculty: A culture apart

NASA Astrophysics Data System (ADS)

Bradley, Jane

This is a quantitative, survey-based study of Iowa community college faculty members. The survey was administered in the spring of 2011 to all faculty members identified by their colleges as being employed full time. This study compares the demographics of math and science faculty members to faculty within the arts and sciences who do not teach math or science. Comparisons of how the two groups interact with students and what they identify as barriers to student success are included, as well as their attitudes about mentoring, encouraging students, and their roles in student recruitment and student retention. Highly correlated variables are grouped as factors and used in the construction of prediction models for faculty engagement in student recruitment and student retention efforts. A contrast in the cultures of the math/science faculty members as compared to the non-math/science faculty is considered for its impact on faculty engagement with students and those variables believed to support undergraduate student success.

Job-Related Stress among Mass Communication Faculty.

ERIC Educational Resources Information Center

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…

Graduate Students from Developing Countries in U.S. Science Departments. A Handbook for Department Chairs and Faculty Members.

ERIC Educational Resources Information Center

American Association for the Advancement of Science, Washington, DC.

This guide is intended to assist college faculty members working with graduate students from developing nations who may need help bridging the gap between their educational backgrounds and the requirements of graduate science programs which are primarily planned for U.S. students. Differences are noted in the pre-graduate school training of such…