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Sample records for practice faculty evaluated

  1. The Evaluation of Music Faculty in Higher Education: Current Practices

    ERIC Educational Resources Information Center

    Parkes, Kelly A.

    2015-01-01

    The purpose of this research was to ascertain the methods used to evaluate music faculty and whether achievement measures, or student progress, impact the evaluations made about teacher effectiveness for music faculty in the higher education context. The author surveyed Chairs of Departments or Directors of Schools of Music (n = 412) listed as…

  2. Practical Decisions in Developing and Operating a Faculty Evaluation System.

    ERIC Educational Resources Information Center

    Arreola, Raoul; Aleamoni, Lawrence M.

    1990-01-01

    When faculty evaluation systems are proposed, students, faculty, and administrators often think only of questionnaires and assignment of data-processing tasks. Much more must be considered, including balancing the needs of all constituencies, designing student-rating forms and administration procedures, and the treatment and uses of the…

  3. The experience of faculty practice: developing and evaluating a newly established program.

    PubMed

    Shuttleworth, Caron; Rudd, Cobie J; Smith, Peter; Combs, Shane; Wain, Toni

    2008-08-01

    While the notion of faculty practice, that is clinical practice by an academic in a health service environment, is not new, Australian Universities have been slow in providing practice environments where academics' theoretical understanding is informed through the service environment. Although there is a plethora of published academic opinion on the benefits, there is a dearth of meaningful data describing the subjective experience of academics that participate in faculty practice. Developing an understanding of the issues academics experience, while on faculty practice, provides a vital opportunity for those seeking to adopt a faculty practice model in their institution. The paper describes the genesis of the faculty practice program and outlines both the benefits and challenges that were encountered during implementation. A program evaluation conducted by an independent consultant indicated that all faculty practice participants found the process to be empowering and revitalising, despite their initial apprehension. The personal and professional gains achieved while on faculty practice were considered to compensate for the additional workload involved. The immediate dividends of enhanced self-esteem, classroom practices and credibility with students for faculty practice participants were outcomes achieved. PMID:18448207

  4. Processes and Metrics to Evaluate Faculty Practice Activities at US Schools of Pharmacy

    PubMed Central

    Sicat, Brigitte L.; Haines, Seena L.; MacLaughlin, Eric J.; Van Amburgh, Jenny A.

    2016-01-01

    Objective. To determine what processes and metrics are employed to measure and evaluate pharmacy practice faculty members at colleges and schools of pharmacy in the United States. Methods. A 23-item web-based questionnaire was distributed to pharmacy practice department chairs at schools of pharmacy fully accredited by the Accreditation Council for Pharmacy Education (ACPE) (n=114). Results. Ninety-three pharmacy practice chairs or designees from 92 institutions responded. Seventy-six percent reported that more than 60% of the department’s faculty members were engaged in practice-related activities at least eight hours per week. Fewer than half (47%) had written policies and procedures for conducting practice evaluations. Institutions commonly collected data regarding committee service at practice sites, community service events, educational programs, and number of hours engaged in practice-related activities; however, only 24% used a tool to longitudinally collect practice-related data. Publicly funded institutions were more likely than private schools to have written procedures. Conclusion. Data collection tools and best practice recommendations for conducting faculty practice evaluations are needed. PMID:27293227

  5. Faculty Evaluation System: Counseling Faculty.

    ERIC Educational Resources Information Center

    Saint Louis Community Coll., MO.

    This manual provides a series of forms and instruments and outlines the procedures used by St. Louis Community College in its annual evaluation of counseling faculty performance. First, general information is provided in lists of the performance indicators and other criteria upon which the assessment of teachers, counselors, and instructional…

  6. Orientating Nonpharmacist Faculty Members to Pharmacy Practice

    PubMed Central

    Calderon, Bianca; Sheridan, Leah; Sucher, Brandon

    2014-01-01

    Objective. To design, implement, and evaluate a faculty development program intended to orient nonpharmacist faculty members to pharmacy practice. Design. A multifaceted program was implemented in 2012 that included 4 shadowing experiences in which faculty members visited acute care, ambulatory care, hospital, and community pharmacy settings under the guidance of licensed preceptors. Itineraries for each visit were based on objective lists of anticipated practice experiences that define the role of the pharmacist in each setting. Assessment. The 4 shadowing experiences culminated with reflection and completion of a survey to assess the impact of the program. All of the faculty participants agreed that the experience improved their conceptual understanding of contemporary pharmacy practice and the role of the pharmacist in the healthcare setting. The experience also improved faculty comfort with creating practice-relevant classroom activities. Conclusions. A shadowing experience is an effective way of orienting nonpharmacist faculty members to the practice of pharmacy. This program inspired the creation of an experience to introduce pharmacy practice faculty to pharmaceutical science faculty research initiatives. PMID:24954946

  7. Faculty Research and Publication Practices

    ERIC Educational Resources Information Center

    Zoellner, Kate; Hines, Samantha; Keenan, Teressa; Samson, Sue

    2015-01-01

    Understanding faculty work practices can translate into improved library services. This study documents how education and behavioral science faculty locate, retrieve, and use information resources for research and writing and how they publish and store their research materials. The authors interviewed twelve professors using a structured interview…

  8. Faculty Development for Continuing Interprofessional Education and Collaborative Practice

    ERIC Educational Resources Information Center

    Silver, Ivan L.; Leslie, Karen

    2009-01-01

    This article proposes a framework for faculty development in continuing interprofessional education (CIPE) and collaborative practice. The framework is built on best practices in faculty development and CIPE. It was informed by local experience in the development, delivery, and evaluation of a faculty development program to promote capacity for…

  9. Developing a Comprehensive Faculty Evaluation System: A Handbook for College Faculty and Administrators on Designing and Operating a Comprehensive Faculty Evaluation System. Second Edition.

    ERIC Educational Resources Information Center

    Arreola, Raoul A.

    This handbook offers a practical model for developing a comprehensive faculty evaluation system that responds to the specific needs, concerns, and characteristics of faculty and administration in an individual academic unit. The eight steps of the model are: (1) determining the faculty role model; (2) determining faculty role model parameter…

  10. Faculty Evaluation Procedures in Southern Colleges and Universities.

    ERIC Educational Resources Information Center

    Boyd, James E.; Schietinger, E. F.

    The Southern Regional Education Board (SREB) survey of faculty procedures determines the nature and extent of faculty evaluation programs in the South. The president of each college was sent a copy of a questionnaire designed to provide data on existing policies, practices, and criteria for faculty evaluation. One of the most noticable aspects of…

  11. Evaluating Faculty Pedagogic Practices to Inform Strategic Academic Professional Development: A Case of Cases

    ERIC Educational Resources Information Center

    Drew, Steve; Klopper, Christopher

    2014-01-01

    An investigation was undertaken into how a process involving peer review and observation of teaching can be used to enhance academics' teaching practices and inform professional development activities at an organization level. We describe an innovative and highly structured approach to gathering evidence of pedagogic practice from academic…

  12. Faculty practice plan entrance strategy for nursing.

    PubMed

    Parsons, M A; Felton, G M; Chassie, M B

    1996-01-01

    Nursing is a practice discipline that places great value on members of the profession who excel as providers of direct care. With health care reform, nursing faculty have unprecedented opportunities for advanced practice and are implementing entrepreneurial ventures to meet their commitments to practice. The purpose of this article is to describe a nursing faculty practice plan in conjunction with a decentralized medical school plan. The major benefits and barriers to its adoption are addressed. PMID:9087037

  13. Comparative Study of Faculty Evaluation of Teaching Practice between Chinese and U.S. Institutions of Higher Education

    ERIC Educational Resources Information Center

    Chen, Qianyi; Yeager, John L.

    2011-01-01

    Along with the "massification" of higher education in China since the late 1990s, the issue of quality and excellence appeared at the top of China's higher education agenda. Since faculty evaluation of teaching is one of the major approaches adopted by China's higher education sector to pursue quality and excellence, it is valuable to examine the…

  14. Nursing faculty practice: benefits vs costs.

    PubMed

    Budden, L

    1994-06-01

    The transfer of nurse education from the hospital setting to the university sector has increased the dichotomy between theory and practice. Nurse academics have been exploring methods of maintaining clinical competence and credibility through organizational structures such as faculty practice. Faculty practice is a formal arrangement which exists between a clinical setting and a university which allows nurse academics to consult and deliver client care resulting in research and scholarly outcomes. The most important advantage of faculty practice is its potential to contribute to nursing knowledge and validate theories through the use of reflective practice and professional journaling by nurse academics which can help demystify and analyse the intricate elements of nursing. Other advantages of faculty practice are described as improving student's learning and client care through the application of an advanced knowledge base and facilitation by a faculty member. It also facilitates communication with clinical staff and assists in the professional development of nurse academics. The major barriers which need to be addressed to facilitate faculty practice are the allocation of time in the nurse academic's workload which incorporates consultation and faculty practice, organization and administrative support and the recognition of clinical competence in the promotion and tenure process of universities. PMID:7930106

  15. When the mission is teaching: does nursing faculty practice fit?

    PubMed

    Sherwen, L N

    1998-01-01

    As nursing faculty practice becomes a part of academic life, nursing programs in liberal arts colleges, where the primary mission is teaching, must document not only that practice is scholarship but also that practice conforms to the teaching mission of the institution. Discussions of scholarly practice from the nursing literature, as well as from Schon and Boyer, serve to validate that nursing faculty practice is scholarship. Attributes of scholarly practice, to be used to evaluate nursing practice outcomes, are identified. Finally, the concept of "scholarship in support of teaching"--the standard used to evaluate scholarship at The College of New Jersey, a medium-sized liberal arts college with a school of nursing--is analyzed as a model to document that nursing faculty practice is not only scholarship but also supports the teaching mission of the institution. PMID:9610021

  16. Dominant Teaching Practices of FCS College Faculty

    ERIC Educational Resources Information Center

    Banerjee, Madhumita; Hausafus, Cheryl O.

    2009-01-01

    This study examines characteristics of family and consumer sciences (FCS) collegiate faculty who do and do not incorporate service-learning in their teaching and determines their dominant mode of teaching practice. Survey results from 368 faculty members in institutions of higher education across the United States demonstrate that FCS faculty…

  17. Developing a Comprehensive Faculty Evaluation System: A Handbook for College Faculty and Administrators on Designing and Operating a Comprehensive Faculty Evaluation System.

    ERIC Educational Resources Information Center

    Arreola, Raoul A.

    This handbook provides a practical model for developing and using a comprehensive faculty evaluating system that responds to the specific needs, concerns, and characteristics of the faculty and administration of an individual academic unit. It outlines an eight-step procedure that focuses on the determination of: (1) the faculty role model; (2)…

  18. Faculty ethics: ideal principles with practical applications.

    PubMed

    Reybold, L Earle

    2009-01-01

    Ethics in higher education is the subject of intense public attention, with considerable focus on faculty roles and responsibilities. Media reports and scholarly research have documented egregious misconduct that includes plagiarism, falsification of data, illicit teacher-student relationships, and grading bias. These accounts of wrongdoing often portray faculty ethicality as only a legal issue of obeying rules and regulations, especially in the teaching and research roles. My discussion challenges this narrow perspective and argues that characterizations of faculty ethicality should take into account broader expectations for professionalism such as collegiality, respect, and freedom of inquiry. First, I review the general principles of faculty ethics developed by the American Association of University Professors, as well as professional codes of ethics in specific professional fields. Second, I juxtapose the experiences of women and minority faculty members in relation to these general codes of ethics. This section examines three issues that particularly affect women and minority faculty experiences of ethicality: "chilly and alienating" academic climates, "cultural taxation" of minority identity, and the snare of conventional reward systems. Third, I suggest practical strategies to reconcile faculty practice with codes of ethics. My challenge is to the faculty as a community of practice to engage professional ethics as social and political events, not just legal and moral failures. PMID:20054074

  19. Minimum qualifications for clinical pharmacy practice faculty.

    PubMed

    Engle, Janet P; Erstad, Brian L; Anderson, Douglas C; Bucklin, Mason H; Chan, Alexandre; Donaldson, Amy R; Hagemann, Tracy M; O'Connell, Mary Beth; Rodgers, Philip T; Tennant, Sarah; Thomas, Zachariah

    2014-05-01

    The American College of Clinical Pharmacy 2013 Educational Affairs Committee was charged with developing recommendations for the minimum qualifications required for clinical pharmacy practice faculty in United States colleges and schools of pharmacy with respect to education, postgraduate training, board certification, and other experiences. From a review of the literature, the committee recommends that clinical pharmacy practice faculty possess the following minimum qualifications, noting that, for some positions, additional qualifications may be necessary. Clinical pharmacy practice faculty should possess the Doctor of Pharmacy degree from an Accreditation Council for Pharmacy Education–accredited institution. In addition, faculty should have completed a postgraduate year one (PGY1) residency or possess at least 3 years of direct patient care experience. Faculty who practice in identified areas of pharmacotherapy specialization, as identified by American Society of Health-System Pharmacists postgraduate year two (PGY2) residency guidelines, should have completed a PGY2 residency in that area of specialty practice. Alternatively, faculty should have completed a minimum of a PGY1 residency and 1 additional year of practice, with at least 50% of time spent in their area of specialization, which is documented in a portfolio, or 4 years of direct patient care in their area of specialization, which is documented in a portfolio. Fellowship training or a graduate degree (e.g., Ph.D.) should be required for research-intensive clinical faculty positions. All faculty should obtain structured teaching experience during or after postgraduate training, preferably through a formal teaching certificate program or through activities documented in a teaching portfolio. A baseline record of scholarship should be obtained before hire as clinical pharmacy practice faculty through exposure in postgraduate programs or previous employment. Faculty should be board certified before hire

  20. Toward Objectivity in Faculty Evaluation

    ERIC Educational Resources Information Center

    Elmore, H. W.

    2008-01-01

    The productivity of faculty members often figures prominently in annual evaluations, post-tenure reviews, and decisions about tenure, promotion, merit pay, release time, awards, and other kinds of recognition. Yet the procedures and instruments that institutions use to assess productivity and merit vary, leaving little that unifies the evaluation…

  1. Undergraduate Research: Faculty Roles and Best Practices

    NASA Astrophysics Data System (ADS)

    Locks, Angela

    2011-04-01

    The Undergraduate Research Opportunity Program (UROP) at the University of Michigan was originally developed to increase the retention and improve the academic performance of underrepresented minority. UROP uses a variety of strategies to ensure the academic success and retention of its students and has been shown to positively affect both student retention and academic performance for students. Faculty are a cornerstone of successful undergraduate research initiatives. This session will (a) highlight the role faculty in undergraduate research; (b) present specific recruitment strategies; (c) address pre-tenure engagement in undergraduate research; and (d) discuss how to engage faculty in strategic planning and the assessment and evaluation of undergraduate research programs.

  2. Faculty practice: dilemmas and solutions.

    PubMed

    Joachim, G

    1988-05-01

    While nursing educators in university settings teach, carry out research and provide some form of community service, they often do not practise. The reasons for not practising are varied and the consequences vast. Although there are dilemmas which perpetuate the situation of nursing professors not participating in practice, there are solutions. This paper places the issue in an historical perspective, notes its consequences, discusses the dilemmas which are involved and offers solutions to this complex problem. PMID:3417937

  3. Mentoring and the Faculty-TA Relationship: Faculty Perceptions and Practices

    ERIC Educational Resources Information Center

    Calkins, Susanna; Kelley, Matthew R.

    2005-01-01

    The current investigation was designed to examine faculty perceptions and practices of mentoring in the faculty-TA (teaching assistant) relationship. A survey of faculty members at a large Midwestern research institution revealed that most faculty members considered themselves to be, or wished to be, mentors to their teaching assistants. The…

  4. A comprehensive approach to faculty evaluation.

    PubMed

    Boland, D L; Sims, S L

    1988-10-01

    The purpose of this undertaking was to design a comprehensive faculty evaluation instrument that would reflect the complexities of the faculty role. An 80-item instrument was designed from a review of the literature, content analyses on job descriptions, existing evaluation tools. Items were modified on the basis of critical review by educators with expertise and experience in evaluation measurement and faculty role expectations. Instrument design incorporates the need for explicit criteria; flexibility in establishing performance standards and expectations; involvement of students, peers, administrators and self in the evaluation process; and greater consistency of judgments. When used in conjunction with a computerized data management package, this instrument provides a variety of information needed to make well-informed decisions regarding faculty development, promotion, retention and tenure of faculty members, and optimum utilization of faculty talents. Each school's faculty establishes standards of performance expectations according to its values, capitalizing on the unique nature of the proposed evaluation instrument. PMID:2852225

  5. Library Faculty Evaluation: Criteria and Scoring Instrument.

    ERIC Educational Resources Information Center

    Christopher, Rachel; Culpepper, Jetta

    In an effort to improve individual progress toward meeting university requirements for promotion and tenure, librarians at Murray State University (Kentucky) recently revised their Faculty Activities Report and Faculty Evaluation forms to meet the following objectives: (1) to develop a Faculty Activities Report form that would be easier to…

  6. Evaluation of the PMA-Coordinated Industry Program for Pharmacy Administration Faculty

    ERIC Educational Resources Information Center

    Kelly, Edward T.; Herman, Colman M.

    1978-01-01

    The Pharmaceutical Manufacturers Association sponsored a program in 1976 to acquaint faculty with "pharmaceutical industry practices and policies, particularly those related to the marketing function." Results of faculty and company evaluation questionnaires of faculty visitation are presented. Most of the faculty were interested in participating…

  7. Ethical Perspectives on Evaluating Community College Faculty

    ERIC Educational Resources Information Center

    Stumpf, Dan; King, Stephanie; Blendinger, Jack; Davis, Ed

    2013-01-01

    Because the process of faculty evaluation in the community college gives rise to ethical concerns about what is evaluated, who is involved in the process, and how data are collected and used, the purpose of this paper is to provide a meaningful ethical perspective for conducting faculty evaluation. The authors discuss ethical issues that arise in…

  8. Orientation, Evaluation, and Integration of Part-Time Nursing Faculty.

    PubMed

    Carlson, Joanne S

    2015-01-01

    This study helps to quantify and describe orientation, evaluation, and integration practices pertaining to part-time clinical nursing faculty teaching in prelicensure nursing education programs. A researcher designed Web-based survey was used to collect information from a convenience sample of part-time clinical nursing faculty teaching in prelicensure nursing programs. Survey questions focused on the amount and type of orientation, evaluation, and integration practices. Descriptive statistics were used to analyze results. Respondents reported on average four hours of orientation, with close to half reporting no more than two hours. Evaluative feedback was received much more often from students than from full-time faculty. Most respondents reported receiving some degree of mentoring and that it was easy to get help from full-time faculty. Respondents reported being most informed about student evaluation procedures, grading, and the steps to take when students are not meeting course objectives, and less informed about changes to ongoing curriculum and policy. PMID:26151905

  9. A Guide to Faculty Development: Practical Advice, Examples, and Resources.

    ERIC Educational Resources Information Center

    Gillespie, Kay Herr, Ed.

    Chapters in this guide provide practical guidance and useful information and resources relating to important aspects of faculty development, from setting up a faculty development program to assessing teaching practices. The chapters are: (1) "Faculty, Instructional, and Organizational Development: Options and Choices" (Robert M. Diamond); (2) "Ten…

  10. The Role of Student Government in Faculty Evaluation.

    ERIC Educational Resources Information Center

    Arreola, Raoul A.

    1987-01-01

    Student governments played an important role in the development of faculty evaluation programs. The value of student governments in today's comprehensive faculty evaluation programs is discussed. Student evaluation, student ratings, and faculty evaluation are defined. (Author/MLW)

  11. 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

  12. 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…

  13. Establishing Successful Faculty Evaluation and Development Programs.

    ERIC Educational Resources Information Center

    Arreola, Raoul A.

    1983-01-01

    Examines obstacles to and errors in establishing faculty evaluation and development programs. Presents 12 guidelines for overcoming obstacles and avoiding errors, including the identification and enlistment of high-level administrative support; responsiveness to faculty concerns; and the establishment of development centers, advisory boards, and…

  14. Business Students' Ethical Evaluations of Faculty Misconduct

    ERIC Educational Resources Information Center

    Valentine, Sean; Kidwell, Roland E.

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Raney, Kristen A.

    2013-01-01

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

  16. The serendipity of faculty practice: strategies for success.

    PubMed

    Novak, D A

    1999-01-01

    The contemporary social issues impacting healthcare coupled with the increasing demands for academic units to generate income have contributed to the emergence of faculty practice as an integral component of the nurse educator's role. As a result, faculty are encouraged increasingly to assume entrepreneurial joint appointments with the service industry. For nurse educators who engage in faculty practice, serendipity occurs when they immerse themselves in situations and emerge from the experience making unexpected discoveries. The author shares practical recommendations and strategies resulting from a successful 9-month faculty practice. PMID:10335212

  17. Supporting Online Faculty through Communities of Practice: Finding the Faculty Voice

    ERIC Educational Resources Information Center

    Golden, Julie E.

    2016-01-01

    Faculty development efforts for supporting online instructors represent a growing concern for higher education administrators. Providing online faculty with enriching experiences designed to improve practice, combat isolation, and share knowledge and resources is a challenge. This review examines the use of a community of practice (CoP) approach…

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

    PubMed Central

    2016-01-01

    Purpose: The promotion of educators is challenged by the lack of accepted standards to evaluate the quality and impact of educational activities. Traditionally, promotion is related to research productivity. This study developed an evaluation tool for educational performance of medical school faculty using educator portfolios (EPs). Methods: Design principles and quantitative items for EPs were developed in a consensus workshop. These principles were tested in a simulation and revised based on feedback. The changes of total educational activities following introduction of the system were analyzed. Results: A total of 71% faculty members answered the simulation of the system and the score distributed widely (mean±standard deviation, 65.43±68.64). The introduction of new system significantly increased the total educational activities, especially in assistant professors. Conclusion: The authors offer comprehensive and practical tool for enhancing educational participation of faculty members. Further research for development of qualitative evaluation systems is needed. PMID:27363501

  19. Part-Time Faculty Evaluation: A Mirage.

    ERIC Educational Resources Information Center

    Andrews, Hans A.

    1987-01-01

    Stresses the importance of faculty evaluation in continuing education and community service programs. Discusses the shortcomings of student evaluations. Identifies key steps in evaluation (i.e., establishing minimum qualifications, providing orientation to teaching, conducting in-class observations and evaluations, and taking follow-up action).…

  20. Faculty Development Programs: Assessing the Impact on Instructional Practices, and Student Learning and Motivation

    ERIC Educational Resources Information Center

    Ambrosino, Roberta; Peel, Jennifer

    2011-01-01

    Demonstrating the impact of faculty development activities is difficult and infrequently attempted beyond assessing participant satisfaction. This study examines how faculty development activities affect instructional practices and the impact on student learning and motivation in accordance with Kirkpatrick's levels of evaluation. Ten instructors…

  1. Faculty-Librarian Collaboration for Library Services in the Online Classroom: Student Evaluation Results and Recommended Practices for Implementation

    ERIC Educational Resources Information Center

    Figa, Elizabeth; Bone, Tonda; Macpherson, Janet R.

    2009-01-01

    Student success is influenced by their ability to access, evaluate, and use resources. Traditionally, academic librarianship has provided students with these information literacy skills. The increase in distance learning options has created the need for libraries to provide both reference services equitable to those available onsite and access to…

  2. Evaluating Faculty and Staff. New Directions for Community Colleges, Number 41.

    ERIC Educational Resources Information Center

    Smith, Al, Ed.

    1983-01-01

    The articles in this collection focus on processes for evaluating community college faculty and staff and highlight successful and unsuccessful evaluation practices. The collection includes: (1) "A Conceptual Framework for Staff Evaluation," by Al Smith; (2) "Evaluation of Full-Time Faculty," by Lawrence H. Poole and Donald A. Dellow; (3)…

  3. Publishing Practices of NIH-Funded Faculty at MIT

    ERIC Educational Resources Information Center

    Crummett, Courtney; Duranceau, Ellen Finnie; Gabridge, Tracy A.; Green, Remlee S.; Kajosalo, Erja; Noga, Michael M.; Silver, Howard J.; Stout, Amy

    2010-01-01

    Faculty and researchers who receive substantial funding from NIH were interviewed about their publication practices. Qualitative data was collected from interviews of eleven faculty members and one researcher representing six academic departments who received NIH funding. Interview responses were analyzed to identify a representative publication…

  4. Evaluating Community College Faculty Librarians.

    ERIC Educational Resources Information Center

    Holleman, Peggy

    1983-01-01

    Discusses the performance evaluation problems specific to community college librarians, looking at student evaluations of librarians, peer evaluations, and self-evaluations. Compares two methods, one measuring job performance and professional development factors on a Likert scale and the other consisting of some variation of management by…

  5. An evaluation of the elements of internal medicine physiopathology curriculum in general practice based on the perspectives of faculty members of Shiraz University of Medical Sciences

    PubMed Central

    ESLAMI, JAMSHID; KHADEMI, MOHSEN

    2015-01-01

    Introduction An evaluation of the curriculum elements can be recognized as a necessity in curriculum dynamic and improvement. This study aimed at evaluating five main elements of a physiopathology curriculum in internal medicine (objectives, content, methods, evaluation, and management). Method The present study is of a descriptive-analytical type, and the studypopulation consisted of a total of 48 faculty members of internal medicine physiopathology departmentat Shiraz University of Medical Sciences. Participants wereselected using Cochran’s sample size formula andthrough simple random sampling.Thedatawere collected using a 58-item questionnaire devised by the researcher, usingcurriculum planning experts. Face and content validity of the scale were obtained throughexpert views and modifications provided by 10 professors and experts in medical curriculum evaluation. Also, research reliability was calculated using Alpha Cronbachto be 0.99. Reliability value and coefficient was acceptable.Moreover, One-sample t-test, Independent t-test and one-way ANOVA were used for data analysis. Results Based on the faculty members’ views, of the five curriculum elements, objectives and content were in relatively good conditions (at an average level) while other elements including method, evaluation and management were in poor conditions (lower than average). According to results oftwo-way ANOVA, there wasa significant relationship between faculty members with various work experiencein terms of curriculum evaluation. Conclusion According to research findings, a comparative examination of the curriculum elements and their characteristics in physiopathology course can be conducted, resulting in identification of curriculum weaknesses and their pitfalls. Also, with regard to teaching, evaluation, management methods, weak and strong pointsof the course,efficiency, and effectiveness of the elements were identified. PMID:25927069

  6. Chief Academic Officers' Perceptions about Faculty Evaluation.

    ERIC Educational Resources Information Center

    Williams, Kent F.; Rhodes, T. Michael

    The perceptions of chief academic officers (CAOs) at four-year colleges and universities and specialized institutions were examined to determine the criteria used to evaluate faculty teaching, college and community service, scholarship, and overall performance by Carnegie classification, type of control (public or private), and faculty…

  7. Faculty Ratings: Procedures for Interpreting Student Evaluations

    ERIC Educational Resources Information Center

    Shingles, Richard D.

    1977-01-01

    The author contends that student evaluations of faculty should be adjusted before use in tenure, salary, and promotion decisions to eliminate irrelevant course and teacher attributes which color students' opinions and confound analysis. To eliminate possible bias, a multiple regression analysis procedure for the adjustment of student evaluations…

  8. Faculty Development for Educators: A Realist Evaluation

    ERIC Educational Resources Information Center

    Sorinola, Olanrewaju O.; Thistlethwaite, Jill; Davies, David; Peile, Ed

    2015-01-01

    The effectiveness of faculty development (FD) activities for educators in UK medical schools remains underexplored. This study used a realist approach to evaluate FD and to test the hypothesis that motivation, engagement and perception are key mechanisms of effective FD activities. The authors observed and interviewed 33 course participants at one…

  9. Perceptions and Use of iPad Technology by Pharmacy Practice Faculty Members

    PubMed Central

    Zgarrick, David P.

    2014-01-01

    Objectives. To explore the potential of tablet technology to address the specific workload challenges of pharmacy practice faculty members and to evaluate tablet usage after a department-wide iPad initiative. Methods. After conducting a needs assessment to determine pharmacy faculty attitudes towards tablet technology and to identify potential usage scenarios, all faculty members in a department of pharmacy practice received an iPad. After iPad distribution, training sessions and virtual tutorials were provided. An anonymous survey was administered to evaluate the pilot. Results. The needs assessment survey revealed positive attitudes towards iPad technology, identified use scenarios, and led to a department-wide iPad pilot program. Most faculty members used iPads for connectivity with students (86%), paper/project annotation (68%), assessment (57%), and demonstration of tools used in practice (36%). For teaching, 61% of faculty members used iPads in seminars/laboratories, 57% used iPads in the experiential setting, and 43% used iPads in the classroom. Use of iPads for patient-care activities varied and depended on site support for mobile technology. The 23 faculty members with external practice sites used iPads to a greater extent and had more positive attitudes towards this technology compared with campus-based faculty members. Conclusion. Integration of tablet technology into the pharmacy education setting resulted in faculty-reported increased productivity and decreased paper waste. It also allowed faculty members to experiment with new teaching strategies in the classroom and experiential setting. Administrators at institutions exploring the use of tablet technology should allocate resources based on faculty needs and usage patterns. PMID:24761013

  10. Faculty Perceptions, Knowledge, and Attitudes Toward Interprofessional Education and Practice.

    PubMed

    Hinderer, Katherine A; Klima, Dennis; Truong, Hoai-An; Rangel, Adriana G; Brown, Voncelia; Talley, William; Dougherty, Patrick; Joyner, Robert L

    2016-01-01

    As interprofessional education (IPE) is incorporated into health professions programs, it is essential to understand faculty perceptions, knowledge, and attitudes about IPE and interprofessional practice (IPP). A descriptive, cross-sectional design was used. Seventy-one faculty from three campuses of two rural public universities representing seven different programs participated. Despite limited IPE experience, faculty appreciated IPE and IPP. Notably, many felt undervalued by other professions. Participants acknowledged the importance of working with other professions (mean 2.69±0.53), participating on IP teams (2.61±0.52), and integrating IPP in patient care (2.60±0.52). Faculty reported low IPE knowledge (1.74±0.66) and confidence in IPE teaching ability (1.74±0.67). These findings demonstrate a need for faculty development in both IPE and IPP across all health disciplines. PMID:26937886

  11. Teaching as a Social Practice: Implications for Faculty Development.

    PubMed

    D'Eon, Marcel; Overgaard, Valerie; Harding, Sheila Rutledge

    2000-01-01

    What we believe about the nature of teaching has important implications for faculty development. In this article we contrast three different beliefs about the nature of teaching and highlight the implications for faculty development. If teaching were merely a technical enterprise where well trained teachers delivered packaged lessons, a very directive style of faculty development might be appropriate. If teaching were primarily a craft where teachers made personal judgments daily about how and what to teach, then faculty development which encouraged individual reflection and artistry might be more suitable. This article advances the argument that teaching generally (and teaching in medical schools in particular) is best characterized as a type of social practice. Social practices (such as parenting, being polite, and going to university) are purposive, rational, moral, communal, and are identified by their activities. The communal aspect of teaching means, among other things, that the prevailing social norms of faculty at particular institutions of higher education have a large role to play in shaping the practice of teaching. This being the case, faculty development needs to provide teachers the opportunity to address and reshape these powerful social norms where necessary. PMID:12386471

  12. Experiential Learning Practices in Higher Education: Influences on Faculty Attitudes

    ERIC Educational Resources Information Center

    Smith, Lisa R.

    2013-01-01

    Although an association between high-impact experiential learning (HIEL) practices and university students' attainment of employability skills has been documented, factors related to implementation of HIEL practices such as faculty stages of concern, barriers faced, and resources needed from the institution to enhance implementation of HIEL…

  13. White Faculty Transforming Whiteness in the Classroom through Pedagogical Practice

    ERIC Educational Resources Information Center

    Charbeneau, Jessica

    2015-01-01

    The primary objective of this qualitative study is to present a conceptual framework of pedagogical practices reported by white faculty that serve to challenge the hegemony of whiteness in the university classroom. These transformative teaching practices surfaced through a review of racialized pedagogies discussed in the literature and in…

  14. Faculty Annual Merit Evaluation at Oregon Institute of Technology.

    ERIC Educational Resources Information Center

    Ward, John G.

    This paper describes the approach taken at the Oregon Institute of Technology (OIT) for the evaluation of its faculty in conjunction with the OIT administrator evaluation methods. A set of Annual Faculty Objectives (AFO) are established by both faculty and department chairmen. They review divisional and departmental goals and agree on specific…

  15. Organizational Change and the Development of Faculty Evaluation Systems.

    ERIC Educational Resources Information Center

    Orban, Deborah A.; Abedor, Allan J.

    1985-01-01

    Describes problems in faculty evaluation and performance appraisal and presents assumptions and features of newer alternative faculty evaluation systems. A strategy for developing systems which is based on organizational change theory is discussed. This system involves use of committees and structured phases for faculty input. (MBR)

  16. Faculty Evaluation by Students: A Comparison between Full-Time and Adjunct Faculty.

    ERIC Educational Resources Information Center

    Hellman, Chan M.

    1998-01-01

    Examines the validity of the faculty evaluation instrument used at Tulsa Community College (Oklahoma). Compares student evaluations of adjunct instructors and full-time faculty members. Finds that (1) a single dimension construct existed; (2) item-level comparisons yielded no meaningful differences between evaluations of teachers; and (3) overall…

  17. Institutional Policies and Practices Regarding Faculty in Higher Education. 1993 National Study of Postsecondary Faculty (NSOPF-93). Statistical Analysis Report.

    ERIC Educational Resources Information Center

    Kirshstein, Rita J.; And Others

    This is the second publication released from the 1993 National Study of Postsecondary Faculty (NSOPF), a study about faculty and instructional staff in U.S. higher education institutions. The document presents findings from the institution survey of NSOPF-93 regarding their policies and practices toward faculty and staff, including: full-time,…

  18. Faculty practice as partnership with a community coalition.

    PubMed

    Gale, B J

    1998-01-01

    Faculty practice as partnership with a community coalition can be a dynamic strategy for retooling the future of nursing. The Escalante ElderCARE Coalition was formed in 1991, with the Community Health Division of the Arizona State College of Nursing taking a leadership role. Since that time, more than 50 aging network and community agencies have become involved. More than $300,000 in grant funding has been awarded for Healthy WAY services with low-income seniors as health care and program partners. The conceptual model includes health-promotion services, participation of community elders in program planning and evaluation, and education of health professionals. Participation theory is the basis for the conceptual model. A large number of undergraduate and graduate nursing students have been involved in the nontraditional delivery of services provided by the coalition. The Short Form 36 (SF-36) and the Lifestyle Directions Questionnaire are the health status outcome measures, and elder satisfaction, coalition effectiveness, and cost-savings measures are the process indicators. Elders reported healthier scores in six of the eight SF-36 dimensions, including general health, than the older US general population, but they also report that their amount of physical exercise and fiber intake is less than adequate. Overall, the elders express great satisfaction with the Healthy WAY programs but do not perceive as much ownership as do the coalition's agency professionals. Coalitions are emerging as a force for change and a public health strategy, and faculty members are encouraged to take seriously the opportunities afforded by them for proactive, advanced practice roles. PMID:9775633

  19. Psychiatric Nursing Faculty Practice: Care within the Community Context.

    ERIC Educational Resources Information Center

    Richie, Mary Fern; And Others

    1996-01-01

    Psychiatric nursing faculty practice offers the academic nurse opportunity to generate salary support and integrate students into the real world of mental health care. It promotes scholarship and knowledge-building and has a direct impact on the lives of patients. (Author/JOW)

  20. Institutionalizing Equitable Policies and Practices for Contingent Faculty

    ERIC Educational Resources Information Center

    Kezar, Adrianna; Sam, Cecile

    2013-01-01

    This study is a qualitative inquiry into the institutionalization of equitable policies for non-tenure-track faculty. Through the theoretical framework of institutionalization, we examine factors and strategies forwarding various policies and practices and the challenges that arise. The results highlight themes throughout the stages of…

  1. Current Faculty Development Practices for Alternative Delivery Systems in Christian Higher Education Institutions: A Qualitative Study

    ERIC Educational Resources Information Center

    Yates, Steven Lowell

    2009-01-01

    This research study was an investigation of current faculty development practices for alternative delivery systems. Attention was given to faculty development in general as well as specific facets of faculty development for alternative delivery systems. Future or intended faculty development practices were pursued, along with factors that…

  2. Post-Tenure Faculty Evaluation: Threat or Opportunity? ASHE-ERIC Higher Education Report No. 1.

    ERIC Educational Resources Information Center

    Licata, Christine M.

    Factors that have led to post-tenure evaluation of faculty are considered, along with limitations of tenure in general and current post-tenure evaluation practices. Positions of advocacy and opposition to post-tenure evaluation are identified, along with practical considerations that institutions might consider before modifying or implementing a…

  3. Essential Components of a Comprehensive Faculty Evaluation System.

    ERIC Educational Resources Information Center

    Arreola, Raoul A.

    In response to an increasing demand for faculty evaluation, focus is on elements of a successful evaluation program. It is suggested that faculty must be consulted in order to arrive at a mutually agreed upon structure, incorporating such areas as which sources should provide the information or data on which the evaluation will be based. Another…

  4. Faculty Development at One Midwestern Dental School: A Program Evaluation.

    PubMed

    Gadbury-Amyot, Cynthia C; Smith, Deborah B; Overman, Pamela R; Bunce, Larry

    2015-10-01

    Most dental school faculty members arrive on campus with a wealth of clinical experience but little to no teacher training. For the past two decades, there has been a call for schools to educate their faculty on a wide variety of topics including educational methodology and cutting-edge educational techniques through faculty development programs. Drawing on theories of general program evaluation as well as evaluation specific to educational programming, the aim of this study was to investigate outcomes of the Faculty Development Program at the University of Missouri-Kansas City School of Dentistry between 2007 and 2014. A mixed-methods research design gathered quantitative data via email survey sent to all eligible teaching faculty members; it received an overall response rate of 54% (N=51). Qualitative data came from open-ended survey questions and a focus group with seven volunteer faculty participants. The survey data suggested that the stated outcomes of faculty development were being met for all stakeholder groups with varying degrees of success. Focus group results indicated a need for a more formal new faculty orientation and better communication with all about the specific charge of faculty development within the school. Evaluation of faculty development activities in academic dental institutions is a necessary component of the ongoing improvement of dental education. Suggestions for future evaluations include the idea of collaborating with other dental schools to increase sample sizes, which would increase participants' perception of the level of confidentiality and make statistical analyses more robust. PMID:26427777

  5. Design and Development of a Faculty Technology Practices Directory

    ERIC Educational Resources Information Center

    Oliver, Kevin

    2007-01-01

    As one part of a quality enhancement plan, North Carolina State University implemented a technology initiative with an initial focus on evaluating and improving classroom technology, piloting technology-rich workspaces for student projects, and initiating an internal grants program for faculty. An advisory committee directs the initiative with…

  6. Best Faculty Practice Plan Model for a Small College of Nursing

    ERIC Educational Resources Information Center

    Conrad, Sharyn Neiman

    2010-01-01

    Bridging the gap between theory and practice has been a priority with universities and colleges of nursing. A mechanism for bridging this gap has been the establishment of faculty practices. Faculty practices have provided nurse practitioner faculty opportunities to mentor students, augment income, implement evidence-based research, provide…

  7. Project for Faculty Development Program Evaluation: Final Report.

    ERIC Educational Resources Information Center

    Blackburn, Robert T.; And Others

    The project of faculty development program evaluation, developed by the Center for the Study of Higher Education of the University of Michigan, is described. Project thrusts were: to develop assessment instruments for judging the success of faculty development programs; to provide formative and summative evaluation for the programs of the 24…

  8. Radical Change in Faculty and Student Evaluation: A Justifiable Heresy?

    ERIC Educational Resources Information Center

    Gentry, Jeffery

    2011-01-01

    This article addresses the connection between two continuing trends in higher education: semester evaluation of faculty by students (SE's) and grade inflation. The two phenomena are explored historically; then a two-part plan is proposed to enhance the evaluation of both students and faculty. This solution does not replace current evaluation…

  9. Strategy for Developing a Comprehensive Faculty Evaluation System.

    ERIC Educational Resources Information Center

    Arreola, Raoul A.

    1979-01-01

    Presents a variety of examples for developing a faculty evaluation system and gathering data about faculty members' activities. An equation is given that can be used to compute merit pay. The system for evaluation is designed to promote individualization in many settings. (SA)

  10. Sustaining Educational Innovation: engaging traditional faculty in transformed practices

    NASA Astrophysics Data System (ADS)

    Pollock, Steven; Finkelstein, Noah

    2007-03-01

    Over the past five years CU Physics has engaged in an experimental study of what it means to transform our introductory physics sequence to employ the tools and practices shown to be productive by physics education research. We have previously reported on the successful transformation of the courses to make them student centered, interactive and post high learning gains on conceptual surveys. [1] In an effort to understand the long-term potential of these course transformations, we now examine what happens when the course is transferred to new faculty. We demonstrate that it is possible to maintain high learning gains with new faculty and find two critical factors that contribute to the sustained success of these course transformations: 1) faculty background and beliefs and 2) particular curricular materials and practices selected to use. We also present a model (the Learning Assistant program) designed for sustaining these reforms and for increasing student interest and retention in teaching. [2] [1] N.D. Finkelstein and S.J. Pollock, ``Replicating and Understanding Successful Innovations: Implementing Tutorials in Introductory Physics'' Physical Review, Spec Top: Physics Education Research, 1, 010101 (2005). [2] V.Otero, N.D. Finkelstein, R. McCray, and S. Pollock, ``Who is Responsible for Preparing Science Teachers?'' Science. 313(5786), 445-446 (2006).

  11. 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…

  12. Interprofessional practice in healthcare: Experiences of a faculty learning community.

    PubMed

    Robinson-Dooley, Vanessa; Nichols, Quienton

    2016-07-01

    Healthcare reform has had its impact on many health professionals as well as clinical settings, particularly with the enactment of the Affordable Care Act. In healthcare settings, healthcare teams are challenged with new systems of care and changing philosophies of management. However, healthcare providers retain a distinctive sense that they cannot always provide care without some form of collaboration. This article presents the results of a pilot study, which measured the effectiveness of a model of practice utilised at a faculty-practitioner operated university community clinic. The purpose of the study was to measure the perceived effectiveness of a practice model, client satisfaction, and students' perceptions of learning. Implications of this pilot study include providing an interprofessional practice model, which can be replicated in any healthcare setting. This study also provides an opportunity to improve student learning in degree programmes where practice is a significant aspect of the learning process. PMID:27191474

  13. Revised Faculty Compensation, Evaluation, and Advancement Plan. March, 1998.

    ERIC Educational Resources Information Center

    May, Joe

    This report provides the revised faculty compensation, evaluation, and advancement plan for Pueblo Community College (PCC) in Colorado. Section 1 contains the PCC three-level salary plan and discusses guidelines for initial appointment and level placement of faculty, initial salary computations, and minimum initial employment requirements. Section…

  14. Faculty Planning, Development, and Evaluation System: Washtenaw Community College.

    ERIC Educational Resources Information Center

    Altieri, Guy; And Others

    Between 1989 and 1991, the Planning, Development and Evaluation (PDE) Committee of Washtenaw Community College (Michigan) designed a faculty assessment process focusing on professional development and academic planning. It is an approach in which all educators (faculty and administrators) work together, using the PDE system to continually define…

  15. A Case Study: Evaluating Faculty at Bowling Green State University.

    ERIC Educational Resources Information Center

    Partin, Ronald L.

    1984-01-01

    A system of evaluating faculty performance in research and scholarly activity, service, and teaching by awarding points for specific activities is outlined. The point system is used to distribute merit monies allotted by the university. Advantages of the system include predictability, specificity, and flexibility for faculty to develop individual…

  16. A Faculty Evaluation Model for Community and Junior Colleges.

    ERIC Educational Resources Information Center

    Arreola, Raoul A.

    1987-01-01

    A procedure for developing a comprehensive faculty evaluation program is described with examples of various components. Procedures for implementing such a program are discussed. Determining and weighting faculty roles, defining roles and gaining information, and arriving at a matrix are described. (Author/MLW)

  17. Uncovering the Values in Faculty Evaluation of Service as Scholarship.

    ERIC Educational Resources Information Center

    O'Meara, KerryAnn

    2002-01-01

    Explored values and beliefs held by faculty and administrators that influenced the evaluation of service as scholarship for promotion and tenure in four colleges/units of education. Findings suggested that many faculty hold values and beliefs about service scholarship that doubt and devalue its scholarly nature, purpose, and products. (EV)

  18. Investigating the faculty evaluation system in Iranian Medical Universities

    PubMed Central

    Kamali, Farahnaz; Yamani, Nikoo; Changiz, Tahereh

    2014-01-01

    Introduction: To achieve a valid evaluation of faculty members, it is necessary to develop an inclusive and dynamic system of evaluation addressing all the activities and responsibilities of faculty members. Among these responsibilities, educational activities comprise an important part which needs to be investigated. This study aimed to investigate the current system of evaluating the faculty members’ educational duties. Methods: In this descriptive cross-sectional study, a checklist for investigating the current evaluation system and was developed confirmed by a focus group. The data for checklist were collected through a researcher-made questionnaire and interview with eight experts of faculty evaluation that worked in different Iranian Medical Universities. For completion of information, the available documents and records were studied. Finally, the current evaluation system of different universities was depicted. Results: The developed checklist had six themes and 123 subthemes. The extracted themes included: Tools, evaluators, processes, appropriateness of faculty field of work with evaluation, feedback status, and university status regarding decisions made based on faculty evaluation results. As for comprehensiveness, all evaluation items except for evaluation and assessment skills and religiosity from personality traits subtheme were fully investigated. The evaluation tools were not enough for different types of education such as clinical education. In six universities, the feedbacks provided were only for making inter/intra department comparison, and no scientific suggestions were included. The results of evaluations were used only for the faculties’ promotions. Discussion: Suitability between evaluation and performance components is a necessity in every evaluation system. The study showed this does not exist in Iranian Universities. For instance, there was no appropriate tool for the evaluation of clinical education. Also, the results of the faculty

  19. Are Online Student Evaluations of Faculty Influenced by the Timing of Evaluations?

    ERIC Educational Resources Information Center

    McNulty, John A.; Gruener, Gregory; Chandrasekhar, Arcot; Espiritu, Baltazar; Hoyt, Amy; Ensminger, David

    2010-01-01

    Student evaluations of faculty are important components of the medical curriculum and faculty development. To improve the effectiveness and timeliness of student evaluations of faculty in the physiology course, we investigated whether evaluations submitted during the course differed from those submitted after completion of the course. A secure…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Cook-Sather, Alison

    2014-01-01

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

  2. Pharmacy Student Perception of Characteristics and Activities of Pharmacy Faculty; Basic Science Compared with Pharmacy Practice.

    ERIC Educational Resources Information Center

    Doering, Paul L.; House, Michael L.

    1981-01-01

    Student attitudes toward pharmacy faculty were measured. Areas of inquiry included faculty characteristics such as age, sex, academic rank, education, licensure, experience, teaching, research, service and credibility. Analysis of data involved a comparision of student answers for pharmacy practice and basic science faculty. (Author/MLW)

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

    ERIC Educational Resources Information Center

    Hardre, Patricia; Cox, Michelle

    2009-01-01

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

  4. Does Faculty Incivility in Nursing Education Affect Emergency Nursing Practice?

    NASA Astrophysics Data System (ADS)

    Stokes, Pamela

    Incivility in nursing education is a complicated problem which causes disruptions in the learning process and negatively affects future nursing practice. This mixed method research study described incivility as well as incivility's effects through extensive literature review and application of a modified Incivility in Nursing Education (INE) survey. The INE included six demographic items, four quantitative sections, and five open-ended questions. The survey examined emergency nurses' perceptions of incivility and how the experience affected their personal nursing practice. The INE was initially tested in a 2004 pilot study by Dr. Cynthia Clark. For this research study, modifications were made to examine specifically emergency nurse's perceptions of incivility and the effects on their practice. The population was a group of nurses who were members of the emergency nurses association in a Midwestern state. In the quantitative component of the Incivility in Nursing Education (INE) survey, the Likert scale questions indicated that the majority of the participants reported witnessing or experiencing the uncivil behaviors. In the qualitative section of the INE survey, the participants reported that although they have not seen incivility within their own academic career, they had observed faculty incivility with nursing students when the participants were assigned as preceptors as part of their emergency nursing practice.

  5. Faculty of Radiation Oncology survey of work practices.

    PubMed

    Stevens, G; Berry, M; Firth, I

    1999-05-01

    The aim of the present paper was to determine the current working conditions of practising radiation oncologists (RO) in Australasia and their attitudes towards their work and work environment. The authors were requested by the Faculty of Radiation Oncology to conduct a survey of Fellows' work conditions and attitudes. The need for such a survey arose from a workshop of the Faculty held in Sydney in 1995, to determine future directions of the Faculty. Issues of potential interest were identified at the workshop and supplemented by the authors into a survey consisting of both directed and open questions. Respondents were free to remain anonymous. An address list of RO was supplied by the Royal Australian and New Zealand College of Radiologists (RANZCR). Two mailouts were performed to increase the response rate. The survey was completed during the second half of 1996 and analysed in 1997. The response rate was 79% (63-100% according to state/country). The age range was 30-69 years (median: 43 years; mean: 44 years), and 78% of the respondents were male. A public centre was identified as the sole or main place of work for 84% of respondents. The number of RO per practice varied from one to 25 (median: 5). The estimated hours worked per week ranged from 20 to 79 (mean: 52 h; median: 50 h). There were significant differences in allocation of hours between public and private (more clinical hours for private (P = 0.008), more teaching hours for public (P = 0.007)) but no difference in total hours. The responses for clinical work profile were: 'general' 39%, 'largely subspecialty' 37% and both 2% (23% did not respond). The proportion whose practice was 'largely subspecialty' differed between public and private (53% vs 13%, respectively; P = 0.06), and varied according to the number of RO in the practice (62% for > five RO vs 35% for < or = five RO, P = 0.03). The need for subspecialization for the treatment of common tumours (breast, gynaecological etc.) was held by 78% of

  6. Evaluating Faculty Salary Equity Using Hierarchical Linear Modeling.

    ERIC Educational Resources Information Center

    Stapleton, Laura M.; Lissitz, Robert W.

    This paper presents results from a comparison of the multiple regression (MR) approach to examining faculty salary equity (with clusters for the various disciplines) and hierarchical linear modeling (HLM) for the same problem. The comparison was done in two steps. First, a practical example of applying both techniques, using empirical data, is…

  7. Administrative Evaluation of Online Faculty in Community Colleges

    ERIC Educational Resources Information Center

    Darling, Douglas Duane

    2012-01-01

    Policy and procedure haven't kept up with institutional practices at community colleges. With over 5.5 million college students taking online courses, 29% of college students are taking an online course. As student numbers taking online courses have increased, so have the number of faculty teaching online. The purpose of this study is to…

  8. When Faculty Assess Integrative Learning: Faculty Inquiry to Improve Learning Community Practice

    ERIC Educational Resources Information Center

    Lardner, Emily; Malnarich, Gillies

    2009-01-01

    The "little blue book"--an affectionate title used by admirers of Student Assessment-as-Learning at Alverno College--is written (rather stunningly) "by the Alverno College Faculty." The story behind this paradigm-shifting work on assessment underscores the vital role faculty inquiry plays in institutional and system-wide educational reform--if…

  9. Ten Engineers Reading: Disjunctions between Preference and Practice in Civil Engineering Faculty Responses

    ERIC Educational Resources Information Center

    Taylor, Summer Smith; Patton, Martha D.

    2006-01-01

    Previous research has indicated that engineering faculty do not follow best practices when commenting on students' technical writing. However, it is unclear whether the faculty prefer to comment in these ineffective ways, or whether they prefer more effective practices but simply do not enact them. This study adapts a well known study of response…

  10. Legal Issues in Faculty Evaluation of Student Clinical Performance.

    ERIC Educational Resources Information Center

    Kapp, Marshall B.

    1981-01-01

    Many faculty members are reluctant to evaluate the clinical performance of medical students because of fear of legal liability and lawsuits. Current methods and uses of evaluation and legal issues are discussed. The Supreme Court's decision in Board of Curators of the University of Missouri v. Horowitz is discussed. (Author/MLW)

  11. The Role of Faculty Evaluation in Transformative Change

    ERIC Educational Resources Information Center

    Chisholm, Mervin; Hayes, Edward J.; LaBrecque, Suzanne; Smith, Don

    2011-01-01

    Faculty-evaluation systems are critical to successful transformation in the culture of an institution or any division of it; but modifying the criteria and priorities that have traditionally defined the evaluation process is possible only if one understands and respects the dynamics, difficulties, trade-offs, and complexities involved, especially…

  12. Student Evaluations of Faculty Members: A Call for Analytical Prudence

    ERIC Educational Resources Information Center

    Mitry, Darryl J.; Smith, David E.

    2014-01-01

    The authors of this article express concern about the use of parametric techniques to report faculty performance based on categorical Likert survey data gleaned from student responses to teaching evaluations. They argue that these surveys often violate primary statistical requirements for evaluative application. Therefore, the conclusions drawn…

  13. Faculty Work Practices in Material Environments: A Case Study

    ERIC Educational Resources Information Center

    Kuntz, Aaron M.; Berger, Joseph B.

    2011-01-01

    There is an extensive and well-developed body of literature on the nature of faculty work (e.g., Blackburn & Lawrence, 1996; Schuster & Finkelstein, 2006) that has examined numerous aspects of faculty work and sources of influence on that work (e.g., intrinsic and extrinsic motivation, personal characteristics, disciplinary affiliation,…

  14. Service-Learning Is... How Faculty Explain Their Practice

    ERIC Educational Resources Information Center

    O'Meara, KerryAnn; Niehaus, Elizabeth

    2009-01-01

    Many researchers have explored faculty engagement in service-learning. However, scholarship rarely considers ways in which the discourses used by faculty to describe service-learning--the stories they tell about what it is they are doing and why--construct images of subject positions, problems, and solutions that inform our beliefs about…

  15. From Theory to Practice: Faculty Training in Business Ethics.

    ERIC Educational Resources Information Center

    Boatright, John R.

    1991-01-01

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

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

    ERIC Educational Resources Information Center

    Scott, Joyce A.

    1984-01-01

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

  17. Adjunct Faculty in Developmental Education: Best Practices, Challenges, and Recommendations

    ERIC Educational Resources Information Center

    Datray, Jennifer L.; Saxon, D. Patrick; Martirosyan, Nara M.

    2014-01-01

    Adjunct and part-time faculty are an important resource for developmental education programs. Developmental courses and services are developed to serve underprepared, at-risk college students typically near the beginning of their college matriculation. According to Schults (2001), approximately 65% of the faculty teaching developmental education…

  18. Dimensions of Teacher Credibility and Faculty-Course Evaluation.

    ERIC Educational Resources Information Center

    Holdridge, William E.

    The author begins with a general review of source credibility research, as an introduction to his study on the dimensions of credibility for teachers in the classroom and the dimensions of faculty-course evaluation questionnaires. His investigation utilized 46 semantic differential scales for the concepts "this teacher" and "this class," using as…

  19. Faculty Performance Evaluation: The CIPP-SAPS Model.

    ERIC Educational Resources Information Center

    Mitcham, Maralynne

    1981-01-01

    The issues of faculty performance evaluation for allied health professionals are addressed. Daniel Stufflebeam's CIPP (content-imput-process-product) model is introduced and its development into a CIPP-SAPS (self-administrative-peer- student) model is pursued. (Author/CT)

  20. Student Faculty Evaluation (SFE) at Jordanian Universities: A Student Perspective

    ERIC Educational Resources Information Center

    Asassfeh, Sahail; Al-Ebous, Hana'; Khwaileh, Faisal; Al-Zoubi, Zohair

    2014-01-01

    This study is the first to address student evaluation of faculty members (SFE) from a student perspective at a major Jordanian public university using a comprehensive (71-item) questionnaire administered to 620 undergraduates. Addressed are students' perceptions of the SFE process in terms of: (a) their paper-based vs. online-format…

  1. The Impact of Electronic Media on Faculty Evaluation

    ERIC Educational Resources Information Center

    Barkhi, Reza; Williams, Paul

    2010-01-01

    With the proliferation of computer networks and the increased use of Internet-based applications, many forms of social interactions now take place in an on-line context through "Computer-Mediated Communication" (CMC). Many universities are now reaping the benefits of using CMC applications to collect data on student evaluations of faculty, rather…

  2. Faculty Evaluation of Educational Strategies in Medical Schools.

    ERIC Educational Resources Information Center

    Das, Mandira; And Others

    1994-01-01

    This study sought to evaluate faculty opinion of existing medical curricula in two medical schools in different countries in terms of six educational strategies using the "SPICES continuum." Significant differences between existing educational plans of the two medical schools were identified. (LZ)

  3. Peer Evaluation of University Faculty: A Monograph.

    ERIC Educational Resources Information Center

    Bergman, Jerry

    1980-01-01

    Analyzes the process of making peer evaluations. Factors on which peer evaluation is based are extremely subjective and unconscious. Concludes that until peer rating systems are developed that are reliable and valid, their use should be strictly supplementary, or on an experimental basis. (Author)

  4. The Influence and Outcomes of a STEM Education Research Faculty Community of Practice

    ERIC Educational Resources Information Center

    Nadelson, Louis S.

    2016-01-01

    To address the need to increase STEM faculty member expertise in STEM education research I developed a faculty community of practice (FCP) focused on increasing knowledge and experience in STEM education research. The STEM Education Research Scholars Group (SERSG) met every other week during the academic year to study and engage in education…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  6. Application of Community of Practice Theory to the Preparation of Engineering Graduate Students for Faculty Careers

    ERIC Educational Resources Information Center

    Crede, Erin D.; Borrego, Maura; McNair, Lisa D.

    2010-01-01

    In this paper, we demonstrate how theory can inform the design of a program to prepare graduate students for faculty careers. Preparing Future Faculty programs within and beyond engineering are not new, but explicit application of Communities of Practice and related literature is novel. We describe a prestigious teaching fellowship program that…

  7. SUCCEED Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes toward Teaching, 1999-2000.

    ERIC Educational Resources Information Center

    Brawner, Catherine E.; Felder, Richard M.; Allen, Rodney H.; Brent, Rebecca

    SUCCEED (Southeastern University and College Coalition for Engineering Education)is an 8-campus coalition of engineering schools formed in 1992 under the sponsorship of the National Science Foundation. In 1997, members of SUCCEED's faculty development and program assessment teams designed a faculty survey of instructional practices and attitudes…

  8. Scholarly Performance and Related Variables: A Comparison of Pharmacy Practice Faculty and Department Chairpersons.

    ERIC Educational Resources Information Center

    Jungnickel, Paul W.

    1997-01-01

    Comparison of 296 pharmacy practice faculty and 57 department heads concerning scholarship found differences between the groups in age, experience, tenure, and workload. Administrators found the department environment more supportive and resources more satisfactory than did faculty. The groups produced about the same amount of scholarly work.…

  9. Lessons in Higher Education: Five Pedagogical Practices that Promote Active Learning for Faculty and Students

    ERIC Educational Resources Information Center

    Cook-Sather, Alison

    2011-01-01

    Active learning by faculty members complements and promotes active learning for students. Through The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College, faculty members actively engage with one another and with undergraduate students positioned as pedagogical consultants to explore and to practice a wide range of pedagogies. In…

  10. Evaluation of an Online Model for Adjunct and Full-Time Community College Faculty Professional Development

    ERIC Educational Resources Information Center

    Baxter, Thomas D.

    2011-01-01

    The utilization of adjunct faculty, especially in the community college setting, has steadily increased over the last several decades. Staff development for faculty at a community college, however, is often disproportionately targeted toward full-time faculty. This study used a program evaluation to assess an existing online faculty development…

  11. The consistency of change in the development of nursing faculty practice plans.

    PubMed

    McNiel, N O; Mackey, T A

    1995-01-01

    Nursing faculty practice plans need to be inherently flexible to meet the changing needs of nursing schools and the external clients of the practice plans. The University of Texas-Houston Health Science Center (UT-Houston) School of Nursing has constructed two integrated models of faculty practice to meet the challenges of change. Our linkage model with outside agencies and our academic nursing center provided in excess of one million dollars of support to the School of Nursing in fiscal year 1992-1993. Flexibility in our linkage model is discussed in such areas as the negotiation process for contracts with outside agencies, methods of payment for services, calculations of cost recoveries, methods of setting consultant rate levels, revisions of fund-disbursement policies, and development of fund-tracking systems. UT-Houston School of Nursing's nursing center model is based on a business plan and was established without outside funding assistance. Over time, the areas of concentration have changed because of changing community needs and market conditions. Its revenues depend on marketing efforts by the clinic staff. Evaluation and outcome research, to be based on computerized financial and patient record information systems, are considered critical elements in maintaining the UT-Houston cutting-edge leadership as an academic nursing center. PMID:7665797

  12. Removal of nursing faculty practice barriers in academia: an evidence-based model.

    PubMed

    Aquadro, Lynn C; Bailey, Birdie Irene

    2014-11-01

    The goal of this faculty practice model is to provide a clinical practice site for faculty and provide clinical instruction for baccalaureate nursing students and primary health care services to an underserved, uninsured population in a nonprofit outpatient clinic setting. Community partnerships include a regional university, the city housing authority, local hospitals, the tri-county dental association, the United Way, and other community organizations. The facility is provided by the city housing authority, and the laboratory and diagnostic services are provided by the local hospital. The clinic nurse practitioners are university faculty, and clinical time is part of the faculty workload. Many barriers have been overcome, including lack of funding, increased faculty workloads, and proration of the state's allocation for higher education. Because the organization was initially set up as a nonprofit organization, federal, state, and local grants are available. PMID:25350046

  13. A model for faculty practice teaching clinics developed at the Oregon Health Sciences University.

    PubMed

    O'Hollaren, M T; Romm, C L; Cooney, T G; Bardana, E J; Walker, J; Martin, C

    1992-01-01

    In 1988 the Oregon Health Sciences University established its first faculty practice teaching clinic wherein physicians in training were incorporated into a faculty private practice clinic; this pilot project proved very successful and has been subsequently adopted as the model for essentially all outpatient clinics (both medical and surgery) in the university system. The model encourages efficiency, overhead control, and appropriate staffing; it also compensates faculty members for their additional time spent teaching. The authors conclude this model may help other academic training centers adapt to the changing demands of medical education. PMID:1729995

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

    ERIC Educational Resources Information Center

    Kocaeksi, Serdar

    2016-01-01

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

  15. Examining Reflective Practice: Insights from Pre-Service Teachers, In-Service Teachers and Faculty

    ERIC Educational Resources Information Center

    Fox, Kathy R.; Campbell, Monica; Hargrove, Tracy

    2011-01-01

    This study examines reflective practice of pre-service teachers, in-service teachers and teacher educators. Using Schon's in, on and for practice conceptual framework, the study addresses the following questions: Is there a disconnect between what teachers do, faculty require, and students perceive as reflective practice? What types and methods of…

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

    ERIC Educational Resources Information Center

    Manning, Kim Elise

    2010-01-01

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

  17. Faculty Searches at a Christian University: Ethical and Practical Considerations

    ERIC Educational Resources Information Center

    Steele, Richard B.

    2008-01-01

    In the space of four years, the School of Theology at Seattle Pacific University made eight faculty hires. But for various reasons, three of the eight hirees did not prove to be good "mission fits" for the institution. Suspecting that the regrettable outcome of these searches lay not in the persons hired, but in the deficiencies of the hiring…

  18. Reconceptualizing Faculty Mentoring within a Community of Practice Model

    ERIC Educational Resources Information Center

    Smith, Emily R.; Calderwood, Patricia E.; Dohm, Faith A.; Gill Lopez, Paula

    2013-01-01

    Despite the growing knowledge base on mentoring in academia, providing effective mentoring for faculty presents several complex dilemmas for academic units charged with facilitating mentoring. How do we institutionalize voluntary and spontaneous mentoring interaction? How do we support a collaborative climate in an inherently individual and…

  19. Do Student Evaluations Influence the Teaching Skills of Clerkship Clinical Faculty?

    ERIC Educational Resources Information Center

    Chandrasekhar, Arcot J.; Durazo-Arvizu, Ramon; Hoyt, Amy; McNulty, John A.

    2013-01-01

    Web-based student evaluations of clinical faculty were collected over an 8-year period. There were 19,881 medical student evaluations over the 8-year period for all clinical clerkships, representing a total of 952 faculty. Students used a 5-point Likert scale to rate the teaching effectiveness of faculty. Criterion-based methods and standard…

  20. Interprofessional Education and Practice Guide No. 1: developing faculty to effectively facilitate interprofessional education.

    PubMed

    Hall, Leslie Walter; Zierler, Brenda K

    2015-01-01

    With the growth of interprofessional education (IPE) and practice in health professional schools, faculty members are being asked to assume new roles in leading or delivering interprofessional curriculum. Many existing faculty members feel ill-prepared to face the challenges of this curricular innovation. From 2012-2013, University of Missouri - Columbia and University of Washington partnered with six additional academic health centers to pilot a faculty development course to prepare faculty leaders for IPE. Using a variety of techniques, including didactic teaching, small group exercises, immersion participation in interprofessional education, local implementation of new IPE projects, and peer learning, the program positioned each site to successfully introduce an interprofessional innovation. Participating faculty confirmed the value of the program, and suggested that more widespread similar efforts were worthwhile. This guide briefly describes this faculty development program and identifies key lessons learned from the initiative. Peer learning arising from a faculty development community, adaptation of curricula to fit local context, experiential learning, and ongoing coaching/mentoring, especially as it related to actual participation in IPE activities, were among the key elements of this successful faculty development activity. PMID:25019466

  1. Reliability and accuracy of resident evaluations of surgical faculty.

    PubMed

    Risucci, D A; Lutsky, L; Rosati, R J; Tortolani, A J

    1992-09-01

    This study examines the reliability and accuracy of ratings by general surgery residents of surgical faculty. Twenty-three of 33 residents anonymously and voluntarily evaluated 62 surgeons in June, 1988; 24 of 28 residents evaluated 64 surgeons in June, 1989. Each resident rated each surgeon on a 5-point scale for each of 10 areas of performance: technical ability, basic science knowledge, clinical knowledge, judgment, peer relations, patient relations, reliability, industry, personal appearance, and reaction to pressure. Reliability analyses evaluated internal consistency and interrater correlation. Accuracy analyses evaluated halo error, leniency/severity, central tendency, and range restriction. Ratings had high internal consistency (coefficient alpha = 0.97). Interrater correlations were moderately high (average Pearson correlation = 0.63 among raters). Ratings were generally accurate, with halo error most prevalent and some evidence of leniency. Ratings by chief residents had the least halo. Results were generally replicable across the two academic years. We conclude that anonymous ratings of surgical faculty by groups of residents can provide a reliable and accurate evaluation method, ratings by chief residents are most accurate, and halo error may pose the greatest threat to accuracy, pointing to the need for greater definition of evaluation items and scale points. PMID:10121283

  2. The use of radiation dose-reduction techniques in the practices of dental faculty members.

    PubMed

    Geist, James R; Katz, Jerald O

    2002-06-01

    X-ray exposure to dental patients has been significantly reduced by the introduction of speed group E intraoral film, rectangular beam limitation, long position indicating devices (PIDs), and rare-earth intensifying screens for extraoral radiography. Research indicates that many dentists do not use these techniques. However, schools of dentistry have implemented them to varying degrees for many years, so this investigation was conducted to determine the extent to which dental school faculty members use these materials and techniques in their own practices. Comparisons were made between full- and part-time instructors, those in practice for fifteen years or less and those in practice for more than fifteen years, and those with postgraduate education versus those with no formal education beyond dental school. The significance of differences was measured with chi-square analysis. The results indicate that dentists with faculty appointments utilize dose-reducing techniques to degrees that are comparable to or greater than reported usage by non-dental faculty practitioners. Faculty dentists in practice fifteen years or less are more likely than their older colleagues to use E-speed film (p = 0.001), whereas those in practice more than fifteen years are more likely to use longer PIDs (p = 0.049). Greater acceptance of these practices by faculty may lead to reinforcement of their use in the clinical education of dental students. PMID:12117090

  3. The Evaluation of Administrators and Faculty Members--or Evaluating the "Boss" and Each Other.

    ERIC Educational Resources Information Center

    Razor, Jack E.

    Evaluation of administrators and faculty is examined, including the identification of evaluation instruments and clarification of procedures. After a brief discussion of the rationale for evaluation and the need for acting on the outcomes of the evaluation, the process of evaluating the administrator is considered. The criteria of organizational…

  4. The impact of the Georgia Health Sciences University nursing faculty practice on tobacco cessation rates.

    PubMed

    Heath, Janie; Inglett, Sandra; Young, Sara; Joshua, Thomas V; Sakievich, Nita; Hawkins, James; Andrews, Jeannette O; Tingen, Martha S

    2012-03-01

    Nursing faculty practice groups can play a vital role in tobacco cessation in academic medical centers. Outcomes from the Georgia Health Sciences University Nursing Faculty Practice Group Tobacco Cessation Program revealed 64% abstinence outcomes at the end of treatment (N = 160) over a 2-year period from the campus-wide tobacco-free policy initiation. A nurse-led, evidence-based, interdisciplinary approach can be an effective strategy to make a difference in the lives of tobacco-dependent individuals, while at the same time integrating practice with education and research. PMID:22289393

  5. Nursing Faculty Decision Making about Best Practices in Test Construction, Item Analysis, and Revision

    ERIC Educational Resources Information Center

    Killingsworth, Erin Elizabeth

    2013-01-01

    With the widespread use of classroom exams in nursing education there is a great need for research on current practices in nursing education regarding this form of assessment. The purpose of this study was to explore how nursing faculty members make decisions about using best practices in classroom test construction, item analysis, and revision in…

  6. Dimensions of Faculty Participation in a Program Designed to Promote Practice-Centered Inquiry.

    ERIC Educational Resources Information Center

    Zitlow, Connie Swartz

    The Teaching Excellence Program, designed to promote faculty use of practice-centered inquiry, was conducted at a large research university (Ohio State). The program was based on a conceptualization of practice-centered inquiry that draws on action research, reflection-in-action, and action science ideas. Data collected throughout the program…

  7. Self-Archiving Journal Articles: A Case Study of Faculty Practice and Missed Opportunity

    ERIC Educational Resources Information Center

    Covey, Denise Troll

    2009-01-01

    Carnegie Mellon faculty Web pages and publisher policies were examined to understand self-archiving practice. The breadth of adoption and depth of commitment are not directly correlated within the disciplines. Determining when self-archiving has become a habit is difficult. The opportunity to self-archive far exceeds the practice, and much of what…

  8. Multiplying Perspectives and Improving Practice: What Can Happen When Undergraduate Students Collaborate with College Faculty to Explore Teaching and Learning

    ERIC Educational Resources Information Center

    Cook-Sather, Alison

    2014-01-01

    Traditional structures in higher education support a separation between faculty members' and students' perspectives on classroom practice. This is in part because student-faculty interactions are typically defined by a focus on content coverage and by a clear delineation between faculty and student roles in engaging that content. This…

  9. Five Year Follow-up Evaluation of a Faculty Development Program: A Qualitative Study

    ERIC Educational Resources Information Center

    Tennill, Marcia Marie

    2011-01-01

    This qualitative follow-up evaluation explored the long-term impact of a faculty development program on participants who were five years post program. This study focused on 12 faculty members who participated in the University of Missouri's New Faculty Teaching Scholars program. The nine month program focused on creating a culture of teaching…

  10. An Examination of the Use of Portfolios for Faculty Evaluation at Community Colleges

    ERIC Educational Resources Information Center

    Sain, Becky; Williams, Mitchell R.

    2009-01-01

    This study provides community college leaders with insights regarding how administrators and faculty members perceive faculty portfolios as an evaluation tool in two-year colleges. Utilizing a qualitative design, this study focused on perceptions of administrators and faculty members regarding the use of portfolios as the primary instrument for…

  11. When the Mission Is Teaching: Does Nursing Faculty Practice Fit?

    ERIC Educational Resources Information Center

    Sherwen, Laurie

    1998-01-01

    Asserts that nursing programs in liberal arts colleges must document that clinical practice is scholarship and conforms to the teaching mission. Discusses scholarly practice from nursing literature and from the work of Schon and Boyer. (SK)

  12. 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. PMID:24761010

  13. 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

  14. The Influence of Orientation, Integration, and Evaluation on Intent to Stay in Part-Time Clinical Nursing Faculty

    ERIC Educational Resources Information Center

    Carlson, Joanne S.

    2012-01-01

    The primary purpose of this study was to determine the extent to which orientation, evaluation, and integration practices, along with other select job aspects and demographic characteristics, were correlated with and explained intent to stay among part-time clinical nursing faculty. A conceptual model was developed and tested. A researcher…

  15. Evaluating Faculty Development and Clinical Training Programs in Substance Abuse: A Guide Book.

    ERIC Educational Resources Information Center

    Klitzner, Michael; Stewart, Kathryn

    Intended to provide an overview of program evaluation as it applies to the evaluation of faculty development and clinical training programs in substance abuse for health and mental health professional schools, this guide enables program developers and other faculty to work as partners with evaluators in the development of evaluation designs that…

  16. Faculty Evaluation in Higher Education: A Review of Court Cases and Implications for the 1980's.

    ERIC Educational Resources Information Center

    Balch, Pamela M.

    A study of purposes, processes, and results of faculty evaluation in higher education looks at court litigation and the criteria used--or not used--in evaluation: student evaluation, peer evaluation, and faculty qualities examined in courts (defamation of character, immorality, overt undesirable behavior, incompetence, lack of qualifications).…

  17. Online Course Evaluations: Faculty Perspective and Strategies for Improved Response Rates

    ERIC Educational Resources Information Center

    Crews, Tena B.; Curtis, Dylan F.

    2011-01-01

    This article provides an overview of issues involved with traditional paper versus online course evaluations. Data were gathered from university faculty, who transitioned from traditional paper to online course evaluations. Faculty preferred traditional course evaluations versus online course evaluations by a small margin. However, faculty…

  18. Design and Implementation of an Evaluation Methodology for the NASA Faculty Fellowship Program (NFFP)

    NASA Astrophysics Data System (ADS)

    Estes, M. G.; Miller, M.; Freeman, M.; Watson, C.; Khalkho, M.; Smith, T.

    2005-12-01

    The NFFP was created in 2002 to accommodate the needs and capabilities of both NASA and the university community. The program combines aspects of two successful former NASA programs, the NASA/ASEE Summer Faculty Fellowship Program and the NASA/USRA JOint VEnture (JOVE) program. The NFFP contributes directly to NASA's strategic goal to "inspire and motivate students to pursue careers in science, technology, engineering, and mathematics", and NASA's Office of Education strategic objective to "strengthen NASA's involvement in higher education to enhance the nation's science and technology capability in NASA related fields to help meet NASA's future personnel needs." The primary goals of the NFFP are to increase the quality and quantity of research collaborations between NASA and the academic community that contribute to Agency research objectives; provide research opportunities for college and university faculty that serve to enrich their knowledge base; involve faculty in cutting-edge science and engineering challenges related to NASA's strategic enterprises, while providing exposure to the methods and practices of real-world research; facilitate interdisciplinary networking; and establish an effective education and outreach activity to foster greater awareness of the program. Participants are required to submit a research report and complete a program evaluation. The NFFP is evaluated using Web-based survey instruments in the NASA Education Evaluation Information System (NEEIS) that have been designed to collect data that measure program activities and accomplishments against program goals and NASA's education programs evaluation criteria. Data are collected from Faculty Fellows, NASA Colleagues, and students who accompanied Faculty Fellows. Participant Feedback Forms gather quantitative and qualitative information on research accomplishments, the benefits and impacts of the program, and overall program evaluation data. Follow-up feedback instruments are designed to

  19. Knowledge and Competency of Nursing Faculty Regarding Evidence-Based Practice.

    PubMed

    Orta, Roxana; Messmer, Patricia R; Valdes, Guillermo R; Turkel, Marian; Fields, Sheldon D; Wei, Christina Cardenas

    2016-09-01

    The Institute of Medicine recommended that 90% of clinical decisions should be evidenced based by 2020. Both the IOM and the American Association of Critical-Care Nurses identified evidenced-based practice (EBP) as a core competency for practice. EBP can reduce costs, improve patient outcomes, and ensure optimal nursing interventions. Because nursing faculty may have deficits in knowledge, attitudes, and competencies to teach EBP, few nursing students conduct EBP reviews. The purpose of this project was to develop EBP educational resources to increase nursing faculty knowledge and competency of EBP in a southeastern college with both a multicultural faculty and student body. A pre- and postsurvey design using Stevens' ACE Star Model of Knowledge Transformation and Evidence Based Practice Readiness Inventory (ACE-ERI) determined the effectiveness of the educational intervention. Results indicated that faculty's self-confidence about their competency in EBP increased significantly from presurvey to postsurvey, t(17) = -2.04, p = .028, but there was no significant change from pretest to posttest, t(17) = -0.576, p =.572, for the EBP knowledge component of ACE-ERI. The results of the study suggest that educational programs for RN-to-BSN faculty are vital in increasing participant's readiness for EBP. J Contin Educ Nurs. 2016;47(9):409-419. PMID:27580508

  20. Stimulating Critical Thinking through Faculty Development: Design, Evaluation, and Problems.

    ERIC Educational Resources Information Center

    Gibbs, Leonard E.; And Others

    A faculty development program designed to encourage critical thinking skills across the curriculum at the University of Wisconsin Eau Claire is described in this report. The program's goal was to stimulate faculty to add critical thinking to their pedagogical objectives. Faculty participants attended six 4-hour meetings designed to heighten their…

  1. A One-Day Dental Faculty Workshop in Writing Multiple-Choice Questions: An Impact Evaluation.

    PubMed

    AlFaris, Eiad; Naeem, Naghma; Irfan, Farhana; Qureshi, Riaz; Saad, Hussain; Al Sadhan, Ra'ed; Abdulghani, Hamza Mohammad; Van der Vleuten, Cees

    2015-11-01

    Long training workshops on the writing of exam questions have been shown to be effective; however, the effectiveness of short workshops needs to be demonstrated. The aim of this study was to evaluate the impact of a one-day, seven-hour faculty development workshop at the College of Dentistry, King Saud University, Saudi Arabia, on the quality of multiple-choice questions (MCQs). Kirkpatrick's four-level evaluation model was used. Participants' satisfaction (Kirkpatrick's Level 1) was evaluated with a post-workshop questionnaire. A quasi-experimental, randomized separate sample, pretest-posttest design was used to assess the learning effect (Kirkpatrick's Level 2). To evaluate transfer of learning to practice (Kirkpatrick's Level 3), MCQs created by ten faculty members as a result of the training were assessed. To assess Kirkpatrick's Level 4 regarding institutional change, interviews with three key leaders of the school were conducted, coded, and analyzed. A total of 72 course directors were invited to and attended some part of the workshop; all 52 who attended the entire workshop completed the satisfaction form; and 22 of the 36 participants in the experimental group completed the posttest. The results showed that all 52 participants were highly satisfied with the workshop, and significant positive changes were found in the faculty members' knowledge and the quality of their MCQs with effect sizes of 0.7 and 0.28, respectively. At the institutional level, the interviews demonstrated positive structural changes in the school's assessment system. Overall, this one-day item-writing faculty workshop resulted in positive changes at all four of Kirkpatrick's levels; these effects suggest that even a short training session can improve a dental school's assessment of its students. PMID:26522635

  2. Building Capacity for Community-Engaged Scholarship: Evaluation of the Faculty Development Component of the Faculty for the Engaged Campus Initiative

    ERIC Educational Resources Information Center

    Gelmon, Sherril; Blanchard, Lynn; Ryan, Katharine; Seifer, Sarena D.

    2012-01-01

    This article reports the findings of an evaluation of the faculty development component of the Faculty for the Engaged Campus initiative. For this component, the Community-Engaged Scholarship Faculty Development Charrette was attended by 20 university teams from across the United States, and six teams subsequently received 2 years of funding and…

  3. Faculty-Specific Factors of Degree of HE Internationalization: An Evaluation of Four Faculties of a Post-1992 University in the United Kingdom

    ERIC Educational Resources Information Center

    Jiang, Nan; Carpenter, Victoria

    2013-01-01

    Purpose: The purpose of this paper is to investigate the difference in the process of higher education (HE) internationalization across faculties in a post-1992 university and to identify faculty-specific factors through evaluating the four faculties in the case study. Design/methodology/approach: A qualitative research is conducted in a post-1992…

  4. Strategies for improving teaching practices: a comprehensive approach to faculty development.

    PubMed

    Wilkerson, L; Irby, D M

    1998-04-01

    Medical school faculty members are being asked to assume new academic duties for which they have received no formal training. These include time-efficient ambulatory care teaching, case-based tutorials, and new computer-based instructional programs. In order to succeed at these new teaching tasks, faculty development is essential. It is a tool for improving the educational vitality of academic institutions through attention to the competencies needed by individual teachers, and to the institutional policies required to promote academic excellence. Over the past three decades, strategies to improve teaching have been influenced by the prevailing theories of learning and research on instruction, which are described. Research on these strategies suggests that workshops and students' ratings of instruction, coupled with consultation and intensive fellowships, are effective strategies for changing teachers' actions. A comprehensive faculty development program should be built upon (1) professional development (new faculty members should be oriented to the university and to their various faculty roles); (2) instructional development (all faculty members should have access to teaching-improvement workshops, peer coaching, mentoring, and/or consultations); (3) leadership development (academic programs depend upon effective leaders and well-designed curricula; these leaders should develop the skills of scholarship to effectively evaluate and advance medical education); (4) organizational development (empowering faculty members to excel in their roles as educators requires organizational policies and procedures that encourage and reward teaching and continual learning). Comprehensive faculty development, which is more important today than ever before, empowers faculty members to excel as educators and to create vibrant academic communities that value teaching and learning. PMID:9580715

  5. Examining the Effects of a National League for Nursing Core Competencies Workshop as an Intervention to Improve Nurse Faculty Practice

    ERIC Educational Resources Information Center

    VanBever Wilson, Robin R.

    2010-01-01

    Due to the complex challenges facing schools of nursing, a research study was implemented to introduce nurse faculty at one small rural northeastern Tennessee school of nursing to the NLN "Core Competencies for Nurse Educators". Utilizing Kalb's Nurse Faculty Self-Evaluation Tool as a pre- and post-intervention test, 30 nurse faculty members…

  6. Summative Evaluation on the Hospital Wards. What Do Faculty Say to Learners?

    ERIC Educational Resources Information Center

    Hasley, Peggy B.; Arnold, Robert M.

    2009-01-01

    No previous studies have described how faculty give summative evaluations to learners on the medical wards. The aim of this study was to describe summative evaluations on the medical wards. Participants were students, house staff and faculty at the University of Pittsburgh. Ward rotation evaluative sessions were tape recorded. Feedback was…

  7. Alternative Methods by Which Basic Science Pharmacy Faculty Can Relate to Clinical Practice.

    ERIC Educational Resources Information Center

    Kabat, Hugh F.; And Others

    1982-01-01

    A panel of pharmacy faculty ranked a broad inventory of basic pharmaceutical science topics in terms of their applicability to clinical pharmacy practice. The panel concluded that basic pharmaceutical sciences are essentially applications of foundation areas in biological, physical, and social sciences. (Author/MLW)

  8. Faculty Best Practices Using Blended Learning in E-Learning and Face-to-Face Instruction

    ERIC Educational Resources Information Center

    Mortera-Gutierrez, Fernando

    2006-01-01

    Presenting a higher education case study from Mexico: "Instituto Tecnologico y de Estudios Superiores de Monterrey" (ITESM-CCM) College, Mexico city campus, describing faculty best and worst practices using a blended learning approach in e-learning and face-to-face instruction. The article comments on conceptual definitions of blended learning,…

  9. The Consistency of Change in the Development of Nursing Faculty Practice Plans.

    ERIC Educational Resources Information Center

    McNiel, Nancy O.; Mackey, Thomas A.

    1995-01-01

    The University of Texas-Houston Health Sciences Center uses a linkage model and a nursing center model for faculty practice. In addition to high quality educational opportunities and patient care, the models are based on sound financial and business principles and respond to the changing needs of the nursing school and clients. (JOW)

  10. 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…

  11. Best Practices in Faculty Development in North American Higher Education: Distinctions and Dilemmas.

    ERIC Educational Resources Information Center

    King, Kathleen P.; Lawler, Patricia A.

    2003-01-01

    Uses quantitative and qualitative methods to analyze interview and survey data concerning best practices, goals, purposes, and influences among faculty developers in the U.S. and Canada. Presents the current state of the field, an interpretation of its meaning, and recommendations for future directions. Authors sent out 976 surveys; 249 were…

  12. Beliefs and Practices of Expert Respiratory Care Faculty on Critical-Thinking Learning: A Case Study

    ERIC Educational Resources Information Center

    Hulse, James Leland

    2009-01-01

    Problem. The development of critical-thinking skills during the professional training of respiratory therapists is imperative for good practice. Research evidence suggests that interactive instructional strategies are far more effective than traditional lectures. Missing from the literature are thick descriptions of how faculty organize the…

  13. The Influence of Leadership Practices on Faculty Job Satisfaction in Baccalaureate Degree Nursing Program

    ERIC Educational Resources Information Center

    Afam, Clifford C.

    2012-01-01

    Using a correlational, cross-sectional study design with self-administered questionnaires, this study explored the extent to which leadership practices of deans and department heads influence faculty job satisfaction in baccalaureate degree nursing programs. Using a simple random sampling technique, the study survey was sent to 400 faculty…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  15. Accounting Practitioners Reflect on Faculty Impact: Bridging the Gap between Theory and Practice

    ERIC Educational Resources Information Center

    Johnson, Ryan

    2014-01-01

    A gap exists between the perception of accounting education in the classroom and accounting as it is practiced. This study explores qualitatively the perceptions and experiences of mid-career accounting professionals with respect to the impact of academic faculty on their careers in accounting. The study identifies a perception gap in the…

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

    ERIC Educational Resources Information Center

    Winter, Paul A.

    1998-01-01

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

  17. Culturally Relevant Pedagogical Practice among White College Faculty: A Narrative Study

    ERIC Educational Resources Information Center

    Miller, Susan F.

    2013-01-01

    Faculty contribute to the campus racial climate for all students, but particularly for students of color, and play a significant role in shaping intellectual, social, and behavioral standards through their pedagogical practice (Hurtado, Milem, Clayton-Petersen, & Allen, 1998; Solózano, Ceja, & Yosso, 2000; Rankin & Reason, 2005).…

  18. 2002 SUCCEED Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes toward Teaching

    ERIC Educational Resources Information Center

    Brawner, Catherine E.; Felder, Richard M.; Allen, Rodney; Brent, Rebecca

    2003-01-01

    SUCCEED (Southeastern University and College Coalition for Engineering Education) is an eight-campus coalition of engineering schools formed in 1992 under the sponsorship of the National Science Foundation. In 1997, a faculty survey of instructional practices and attitudes regarding the climate for teaching on the Coalition campuses was designed…

  19. The Impact of Faculty Teaching Practices on the Development of Students' Critical Thinking Skills

    ERIC Educational Resources Information Center

    Shim, Woo-jeong; Walczak, Kelley

    2012-01-01

    Colleges and universities recognize that one of the primary goals of higher education is to promote students' ability to think critically. Using data from the Wabash National Study of Liberal Arts Education (WNS), this study examined the relationship between faculty teaching practices and the development of students' critical thinking skills,…

  20. Critical Mentoring Practices to Support Diverse Students in Higher Education: Chicana/Latina Faculty Perspectives

    ERIC Educational Resources Information Center

    Figueroa, Julie López; Rodriguez, Gloria M.

    2015-01-01

    This chapter outlines critical practices that emerged from utilizing social justice frameworks to mentor first-generation, underrepresented minority students at the undergraduate to doctoral levels. The mentoring strategies include helping students to reframe instances when faculty and peers unconsciously conflate academic rigor with color-blind…

  1. Work-Life: Policy and Practice Impacting LG Faculty and Staff in Higher Education

    ERIC Educational Resources Information Center

    Munn, Sunny L.; Hornsby, Eunice Ellen

    2008-01-01

    The work-life policies and benefits practices of public universities and the extent to which lesbian and gay (LG) faculty, staff and families receive different work-life benefits than their heterosexual married counterparts are examined. The analysis was conducted by searching university work-life benefits websites. Major benefits for domestic…

  2. Released Time for Faculty: Practices and Procedures in Selected Community Colleges.

    ERIC Educational Resources Information Center

    Munson, Ann

    A survey concerning released time for faculty was conducted of all the community colleges in Maryland, Mount Vernon College in Washington, D. C., and Northern Virginia Community College. Practices concerning the following types of released time were investigated: department or division chairman; curriculum development; curriculum coordinator;…

  3. Survey of Current Academic Practices for Full-Time Postlicensure Nursing Faculty Who Teach Online

    ERIC Educational Resources Information Center

    Hanford, Karen J.

    2010-01-01

    Purpose: The purpose of this study was to determine current academic practices of compensation, workload, rewards, and tenure and promotion for nursing faculty who teach graduate and postlicensure programs that are delivered 50% to 100% online. Deans and directors who are members of the American Association of Colleges of Nursing (AACN) were the…

  4. A Motivation Perspective on Faculty Mentoring: The Notion of "Non-Intrusive" Mentoring Practices in Science and Engineering

    ERIC Educational Resources Information Center

    Lechuga, Vicente M.

    2014-01-01

    Scholars have offered numerous approaches and best practices for mentoring faculty, many of which have provided valuable insight into the complex nature of the mentoring process. Yet, little attention has been paid to how faculty mentoring practices can influence a mentee's intrinsic motivation. Through a series of 15 interviews with faculty…

  5. Clinical Evaluation of Baccalaureate Nursing Students Using SBAR Format: Faculty versus Self Evaluation

    ERIC Educational Resources Information Center

    Saied, Hala; James, Joemol; Singh, Evangelin Jeya; Al Humaied, Lulawah

    2016-01-01

    Clinical training is of paramount importance in nursing education and clinical evaluation is one of the most challenging responsibilities of nursing faculty. The use of objective tools and criteria and involvement of the students in the evaluation process are some techniques to facilitate quality learning in the clinical setting. Aim: The aim of…

  6. Evaluating research for use in practice.

    PubMed

    Mayhew, P A

    1993-12-01

    Before using research in practice, nurses must adequately evaluate both the scientific merit of the research and its potential impact on practice. This column outlined some basic questions that nurses can ask when reading research for use in practice. Many references in the nursing literature may be helpful to nurses who want to increase their skill in evaluating research for use in their own practice settings (Alderman, 1985; Haller et al., 1979; Jacox & Prescott, 1978; Stetler & Marram, 1976; Topham & DeSilva, 1988). Clinical nurses have tangible knowledge of their own practice settings. This knowledge makes them the ideal decision-makers in determining when research findings are suitable for their practice. They should continue to develop their skills in evaluating research and form networks with nurse researchers, nursing faculty, clinical nurse specialists, and others with advanced research preparation to assist them in evaluating research and to validate their own assessment of the research. This kind of collaboration will promote prudent use of research findings in nursing practice. PMID:8261006

  7. Writing across the Curriculum: Faculty Workshop Practices (1977-1997)

    ERIC Educational Resources Information Center

    Kaufman, Owen Brian

    2010-01-01

    During the Writing Across the Curriculum (WAC) movement's formative years, programs were launched at hundreds of higher education institutions across North America. WAC programs incorporated workshops as the primary delivery mechanism to introduce participants to WAC pedagogy. To explore how workshops changed teaching practices, this study…

  8. Web Accessibility Theory and Practice: An Introduction for University Faculty

    ERIC Educational Resources Information Center

    Bradbard, David A.; Peters, Cara

    2010-01-01

    Web accessibility is the practice of making Web sites accessible to all, particularly those with disabilities. As the Internet becomes a central part of post-secondary instruction, it is imperative that instructional Web sites be designed for accessibility to meet the needs of disabled students. The purpose of this article is to introduce Web…

  9. A Community of Practice: Web Portals and Faculty Development.

    ERIC Educational Resources Information Center

    Carlson, Patricia A.

    2002-01-01

    Describes a Web portal constructed by Rose-Hulman Institute of Technology dedicated to improving middle school science, mathematics, and technology instruction. The portal emulates emerging corporate practices of knowledge management and process reinvention through information technology, and offers middle school teachers across Indiana a…

  10. Educational Practice for Small Size Class in Fundamental Education of Faculty of Engineering

    NASA Astrophysics Data System (ADS)

    Yokota, Mitsuhiro; Hirano, Kimitaka; Honda, Chikahisa

    An educational practice for small size class in fundamental education of our faculty has been carried out using a special fund from the Ministry of Education, Culture, Sports, Science and Technology since fiscal year 2005. The fundamental subjects such as Mathematics and Physics are very important for the students of Faculty of Engineering. In order to achieve the aim of each subject for students with insufficient understanding, we wrestle with the project of the education for small size class. Some projects are described in this paper.

  11. R&D Priorities for Educational Testing and Evaluation: The Testimony of the CRESST National Faculty.

    ERIC Educational Resources Information Center

    Herman, Joan L., Ed.

    At the 1989 meeting of the National Faculty of the Center for Research on Evaluation, Standards, and Student Testing (CRESST), faculty members were invited to present testimony on what they viewed as the most pressing research and policy issues in the fields of testing, evaluation, and standards. These views are expressed in this document,…

  12. Faculty Evaluation in an Accountable World: How Do You Do It?

    ERIC Educational Resources Information Center

    Rose, Clare

    As the accountability movement has brought forth renewed interest in the quality of teaching and new demands for faculty evaluation, it could be expected that the relationship between the two would have created the foundation for a rigorous program of faculty evaluation. Instead, educators continued a fruitless search for qualities and behaviors…

  13. Evaluations of Unionized College and University Faculty: A Review of the Laws

    ERIC Educational Resources Information Center

    Sun, Jeffrey C.; Permuth, Steve

    2007-01-01

    This article identifies key issues and provides administrative and faculty guidance on legal matters pertaining to unionized professors' evaluations. To do so, the authors trail the fact patterns of a series of cases on evaluations of unionized faculty that have emerged over the last 30 years--with an emphasis on the cases from the last decade.

  14. "A Desire for Growth": Online Full-Time Faculty's Perceptions of Evaluation Processes

    ERIC Educational Resources Information Center

    DeCosta, Meredith; Bergquist, Emily; Holbeck, Rick

    2015-01-01

    Post-secondary educational institutions use various means to evaluate the teaching performance of faculty members. There are benefits to effective faculty evaluation, including advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader…

  15. Unfulfilled Expectations: Faculty Participation and Voice in a University Program Evaluation

    ERIC Educational Resources Information Center

    De Valenzuela, J. S.; Copeland, Susan R.; Blalock, Gregory Alan

    2005-01-01

    This qualitative case study investigated faculty perceptions of the purposes, costs, and benefits of program evaluation during a comprehensive review by the Office of Graduate Studies at a large Research I university. The assumptions held by the faculty at the beginning of the review process about the purposes of a program evaluation and their…

  16. The Effect of Faculty Self-Promotion on Student Evaluations of Teaching

    ERIC Educational Resources Information Center

    Farreras, Ingrid G.; Boyle, Robert W.

    2012-01-01

    This study investigated the effect that varying degrees of faculty self-promotion had on 322 student evaluations. As high student evaluations are correlated with greater student learning, it is imperative that we assess how faculty's presentation style is perceived by students so as to enhance instruction and therefore student learning. Students…

  17. Recommendations for the successful pursuit of scholarship by pharmacy practice faculty members.

    PubMed

    Bosso, John A; Hastings, Jan K; Speedie, Marilyn K; Rodriguez de Bittner, Magaly

    2015-02-17

    Scholarship has long been a basic expectation of faculty members at institutions of higher learning in the United States and elsewhere. This expectation is no less assumed in academic pharmacy. A number of organizations have verbalized and enforced this precept over the years.(1-3) For example, this expectation is spoken to directly in the American Council for Pharmacy Education's Accreditation Standards and Guidelines.(4) This expectation is further emphasized in the draft document of the accreditation standards to be implemented in 2016, in Standard 20. Specifically, Element 20.2 states: "The college or school must create an environment that both requires and promotes scholarship, and must also develop mechanisms to assess both the quantity and quality of faculty scholarly productivity."(5) The successful pursuit of scholarship by clinical faculty members (those engaged in both clinical practice and teaching, without regard to tenure or clinical track status) is challenging. (6-10) Thus, faculty member job descriptions or models should be designed so clinical faculty members can successfully meet all academic job expectations, including productive and meaningful scholarship. In 2012, an AACP Section of Teachers of Pharmacy Practice task force was charged with examining this issue and providing recommendations for models for clinical faculty members that would allow the successful pursuit of scholarship. The task force gathered information relating to the current state of affairs at a number of colleges and reviewed relevant literature. This information, along with personal experiences and much discussion and contemplation, led to some general observations as well as specific recommendations. This paper reiterates the task force's observations and recommendations and provides further detail regarding our interpretation of the findings and basis for the eventual recommendations to the section. PMID:25741020

  18. Librarians and occupational therapy faculty: a collaboration for teaching evidence-based practice.

    PubMed

    Vogel, Kimberly A

    2012-01-01

    Students in allied health educational programs learn evidence-based practice (EBP) skills, yet often do not consistently utilize these skills as practitioners. Barriers to implementing EBP include time pressures and lack of skill. This descriptive study explains how librarians can teach information literacy skills and strengthen knowledge of EBP in graduate occupational therapy (OT) students. The goal of the study was to evaluate students' perception of the effectiveness of learning activities about EBP, and librarians' perception of the value of teaching in an OT curriculum. Sixty-three students at the University of Texas Health Science Center at San Antonio read articles and learned didactic information from OT faculty and librarians about EBP. Students researched intervention questions and electronically sent searches to librarians for feedback. Students applied skills by researching an intervention of their choice. Evaluative data were collected from students in 2009 and 2010 and from librarians in 2009. Both groups rated the learning experiences highly. Students felt the learning experiences improved their effectiveness in carrying out EBP. Librarians valued the experience of teaching information literacy to OT students. These results support other studies showing librarians' effectiveness in developing EBP skills in students. Recommendations are given about using journal clubs and secondary literature to ensure the use of EBP at the workplace. PMID:22544409

  19. Development of an interprofessional and interdisciplinary collaborative research practice for clinical faculty

    PubMed Central

    Hager, Keri; St Hill, Catherine; Prunuske, Jacob; Swanoski, Michael; Anderson, Grant; Lutfiyya, May Nawal

    2016-01-01

    ABSTRACT This article describes an interprofessional collaborative research practice fellowship designed to foster the research skills of clinical faculty. The year-long fellowship was grounded in big data analysis and the triangle of informatics—knowledge, information, and data. Fellows were selected to include diverse perspectives, training, and knowledge but had limited experience in team science or being a member of an interprofessional research team. The underlying philosophy of the fellowship was experiential learning. Protected time and formal mentorship were necessary factors for developing the interprofessional research practice and the skills to participate in an interprofessional research team. We believe that this innovative interprofessional faculty research fellowship is a viable option for supporting scholarly activity and research collaboration. The findings could inform interprofessional clinical practice and be implemented for patient care. Engagement in interprofessional collaborative research and incorporation of the perspectives, knowledge and expertise of multiple professions, is a model to de silo knowledge creation. PMID:26934068

  20. Development of an interprofessional and interdisciplinary collaborative research practice for clinical faculty.

    PubMed

    Hager, Keri; St Hill, Catherine; Prunuske, Jacob; Swanoski, Michael; Anderson, Grant; Lutfiyya, May Nawal

    2016-03-01

    This article describes an interprofessional collaborative research practice fellowship designed to foster the research skills of clinical faculty. The year-long fellowship was grounded in big data analysis and the triangle of informatics-knowledge, information, and data. Fellows were selected to include diverse perspectives, training, and knowledge but had limited experience in team science or being a member of an interprofessional research team. The underlying philosophy of the fellowship was experiential learning. Protected time and formal mentorship were necessary factors for developing the interprofessional research practice and the skills to participate in an interprofessional research team. We believe that this innovative interprofessional faculty research fellowship is a viable option for supporting scholarly activity and research collaboration. The findings could inform interprofessional clinical practice and be implemented for patient care. Engagement in interprofessional collaborative research and incorporation of the perspectives, knowledge and expertise of multiple professions, is a model to de silo knowledge creation. PMID:26934068

  1. A model for cultivating dental hygiene faculty development within a community of practice.

    PubMed

    Tax, Cara L; Doucette, Heather; Neish, Nancy R; Maillet, J Peggy

    2012-03-01

    There is a need to explore approaches in faculty development that will foster change in actual teaching practices. The literature suggests that there should be more deliberate use of theory in faculty development research. This study addressed this gap in the literature by exploring social learning theory in the context of communities of practice and applying this theory to a dental hygiene faculty development program. The purpose of the study was to determine if participation in a community of practice helped dental hygiene clinical instructors implement new teaching strategies by providing ongoing support for their learning. In addition, the study explored whether the level of participation in the community changed over time. A retrospective self-assessment questionnaire consisting of four open-ended questions was administered to a group of clinical dental hygiene instructors at the end of the 2010 academic year. The narrative data were analyzed thematically using qualitative methodology. The results indicated that participation in the community of practice helped clinical instructors make effective changes in their teaching practices by optimizing social learning opportunities. The responses also revealed that instructors became more comfortable participating in discussions as they identified with other members of this unique community. PMID:22383599

  2. Exploring the boundaries: A study of a physics faculty community of practice engaged in implementing innovation

    NASA Astrophysics Data System (ADS)

    Enderle, Patrick

    Undergraduate science education continues to develop new ways of improving the teaching and learning of science. This study describes the efforts of four science faculty members involved in developing and teaching an innovative sequence of introductory physics courses. These courses were designed in a studio format using the SCALE-UP course model, previously developed by other researchers in physics education. These four faculty members developed a cooperative group structure among themselves that was critical in sustaining these innovative courses. Using Wenger's Communities of Practice framework, the interactions of this faculty group with each other and with students through different pedagogical practices were explored for their impacts on the teaching and learning of physics. Further investigation explored the impact of multiple contextual forces operating at several levels on the development and maintenance of the studio physics program. The findings that emerged provide insight into necessary social elements for helping faculty to implement pedagogical change and offer evidence for their impact on a specific effort.

  3. Innovation in Faculty Practice: A College of Nursing and Juvenile Justice Collaboration.

    PubMed

    Clifton, Jennifer M; Roberts, Leissa A

    2016-01-01

    Residential Juvenile Justice Services (JJS) facilities are located in every state and, in general, represent an underserved and diverse adolescent population. The JJS centers present an exciting and innovative opportunity for collaboration with colleges of nursing to initiate faculty practice sites. The University of Utah College of Nursing has been serving 5 JJS centers for 14 years and recently doubled its services to incorporate 10 different JJS Centers in the state of Utah. Each center offers a unique patient population and setting providing the student with an opportunity to learn health assessment and physical examination skills not typically presented in more traditional hospital or outpatient facilities. This type of community collaboration affords an opportunity for faculty practice, education, research, and service. An interprofessional focus enriches the experience. PMID:27000193

  4. When University Faculty Nurture Teacher Leadership: "Horizontal" Practices and Values in a Professor's Work with Teachers

    ERIC Educational Resources Information Center

    Whitney, Anne Elrod

    2013-01-01

    Content-area university faculty can play a critical role in the trajectories of K-12 teachers into leadership. The purpose of this study is to examine the practices and values of one university faculty member with a long record of work with K-12 teachers, with an aim to offer some guiding considerations as to the potential role of university…

  5. Citation Ranking versus Peer Evaluation of Senior Faculty Research Performance: A Case Study of Kurdish Scholarship.

    ERIC Educational Resources Information Center

    Meho, Lokman I.; Sonnenwald, Diane H.

    2000-01-01

    Analyzes the relationship between citation ranking and peer evaluation in assessing senior faculty research performance. Describes a study of faculty specializing in Kurdish studies that investigated to what degree citation ranking correlates with data from citation content analysis, book reviews, and peer ranking. (Contains 72 references.)…

  6. Expansion of the University of Wisconsin-Oshkosh Faculty College: Evaluation Report.

    ERIC Educational Resources Information Center

    Mahler, William A.

    A project, sponsored by the Fund for the Improvement of Postsecondary Education, was conducted at the University of Wisconsin-Oshkosh to expand the Faculty College program, which is an on-going series of faculty development workshops and seminars. The project was designed to: implement and evaluate a series of in-depth special focus sessions that…

  7. Online vs. Paper Evaluations of Faculty: When Less Is Just as Good

    ERIC Educational Resources Information Center

    Fike, David S.; Doyle, Denise J.; Connelly, Robert J.

    2010-01-01

    Evaluation of teaching effectiveness is considered a critical element in determining whether or not faculty members are retained at higher education institutions; academic milestones such as tenure and promotion often require documentation of the quality of faculty teaching. As methods of assessing teaching effectiveness evolve, concerns about the…

  8. A National Survey of Faculty Development Evaluation Outcome Measures and Procedures

    ERIC Educational Resources Information Center

    Meyer, Katrina A.; Murrell, Vicki S.

    2014-01-01

    This article presents the results of a national study of 39 higher education institutions that collected information about their evaluation procedures and outcome measures for faculty development for online teaching conducted during 2011-2012. The survey results found that over 90% of institutions used measures of the faculty person's…

  9. Academic Freedom, Tenure, and Student Evaluation of Faculty: Galloping Polls in the 21st Century.

    ERIC Educational Resources Information Center

    Haskell, Robert E.

    1997-01-01

    The educational research literature suggests that student evaluation of faculty (SEF) infringes on instructional responsibilities of faculty by providing a control mechanism over curriculum, course content, grading, and teaching methodology. SEF also plays a role in attacks on tenure and is a threat to academic freedom. Commentary by Michael…

  10. Evaluation in Tenure and Promotion Letters: Constructing Faculty as Communicators, Stars, and Workers

    ERIC Educational Resources Information Center

    Hyon, Sunny

    2011-01-01

    This article examines a little-studied review genre of academe: letters written for faculty retention, promotion, and tenure (RPT). Given their centrally evaluative nature, these documents have potential to illuminate academic community values, particularly those related to faculty work. Of specific interest in this study is the evaluative…

  11. Lifelong Learning Programs of Education Faculty in Sinop: Evaluation of Participants' Problems and Worries

    ERIC Educational Resources Information Center

    Usakli, Hakan

    2009-01-01

    In this paper Lifelong Learning Program of Education Faculty in Sinop was evaluated in terms of interrelations between LLP and cultural shock. The barriers of LLP in Education Faculty in Sinop can be examined in two main parts: difficulties of finding suitable partner and students' difficulty in deciding whether to apply or not. These two main…

  12. Student Evaluations of Teaching: Perceptions of Faculty Based on Gender, Position, and Rank

    ERIC Educational Resources Information Center

    Kogan, Lori R.; Schoenfeld-Tacher, Regina; Hellyer, Peter W.

    2010-01-01

    The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as…

  13. Interprofessional faculty development: integration of oral health into the geriatric diabetes curriculum, from theory to practice

    PubMed Central

    Dounis, Georgia; Ditmyer, Marcia; VanBeuge, Susan; Schuerman, Sue; McClain, Mildred; Dounis, Kiki; Mobley, Connie

    2014-01-01

    Background Health care workforce shortages and an increase demand for health care services by an older demographic challenged by oral–systemic conditions are being recognized across health care systems. Demands are placed on health care professionals to render coordinated delivery of services. Management of oral–systemic conditions requires a trained health care workforce to render interprofessional patient-centered and coordinated delivery of health care services. The purpose of this investigation was to evaluate the effectiveness of an interprofessional health care faculty training program. Methods A statewide comprehensive type 2 diabetes training program was developed and offered to multidisciplinary health care faculty using innovative educational methods. Video-recorded clinically simulated patient encounters concentrated on the oral–systemic interactions between type 2 diabetes and comorbidities. Post-encounter instructors facilitated debriefing focused on preconceptions, self-assessment, and peer discussions, to develop a joint interprofessional care plan. Furthermore, the health care faculty explored nonhierarchical opportunities to bridge common health care themes and concepts, as well as opportunities to translate information into classroom instruction and patient care. Results Thirty-six health care faculty from six disciplines completed the pre-research and post-research assessment survey to evaluate attitudes, knowledge, and perceptions following the interprofessional health care faculty training program. Post-training interprofessional team building knowledge improved significantly. The health care faculty post-training attitude scores improved significantly, with heightened awareness of the unique oral–systemic care needs of older adults with type 2 diabetes, supporting an interprofessional team approach to care management. In addition, the health care faculty viewed communication across disciplines as being essential and interprofessional

  14. Faculty Grading of Quantitative Problems: A Mismatch between Values and Practice

    NASA Astrophysics Data System (ADS)

    Petcovic, Heather L.; Fynewever, Herb; Henderson, Charles; Mutambuki, Jacinta M.; Barney, Jeffrey A.

    2013-04-01

    Grading practices can send a powerful message to students about course expectations. A study by Henderson et al. (American Journal of Physics 72:164-169, 2004) in physics education has identified a misalignment between what college instructors say they value and their actual scoring of quantitative student solutions. This work identified three values that guide grading decisions: (1) a desire to see students' reasoning, (2) a readiness to deduct points from solutions with obvious errors and a reluctance to deduct points from solutions that might be correct, and (3) a tendency to assume correct reasoning when solutions are ambiguous. These authors propose that when values are in conflict, the conflict is resolved by placing the burden of proof on either the instructor or the student. Here, we extend the results of the physics study to earth science ( n = 7) and chemistry ( n = 10) instructors in a think-aloud interview study. Our results suggest that both the previously identified three values and the misalignment between values and grading practices exist among science faculty more generally. Furthermore, we identified a fourth value not previously recognized. Although all of the faculty across both studies stated that they valued seeing student reasoning, the combined effect suggests that only 49% of faculty across the three disciplines graded work in such a way that would actually encourage students to show their reasoning, and 34% of instructors could be viewed as penalizing students for showing their work. This research may contribute toward a better alignment between values and practice in faculty development.

  15. Faculty Acceptance of Instructional Technology: Attitudes toward Educational Practices and Computer-Assisted Instruction at Community Colleges

    ERIC Educational Resources Information Center

    Alderman, Donald L.; Mahler, William A.

    1977-01-01

    Completed surveys from about 300 faculty members at six community colleges indicated current opinions about educational practices and provided a baseline of initial attitudes towards CAI. The data was factor analysed. (BD)

  16. Teaching while learning while practicing: reframing faculty development for the patient-centered medical home.

    PubMed

    Clay, Michael A; Sikon, Andrea L; Lypson, Monica L; Gomez, Arthur; Kennedy-Malone, Laurie; Bussey-Jones, Jada; Bowen, Judith L

    2013-09-01

    Soaring costs of health care, patients living longer with chronic illnesses, and continued attrition of interest in primary care contribute to the urgency of developing an improved model of health care delivery. Out of this need, the concept of the team-based, patient-centered medical home (PCMH) has developed. Amidst implementation in academic settings, clinical teachers face complex challenges not previously encountered: teaching while simultaneously learning about the PCMH model, redesigning clinical delivery systems while simultaneously delivering care within them, and working more closely in expanded interprofessional teams.To address these challenges, the authors reviewed three existing faculty development models and recommended four important adaptations for preparing clinical teachers for their roles as system change agents and facilitators of learning in these new settings. First, many faculty find themselves in the awkward position of teaching concepts they have yet to master themselves. Professional development programs must recognize that, at least initially, health professions learners and faculty will be learning system redesign content and skills together while practicing in the evolving workplace. Second, all care delivery team members influence learning in the workplace. Thus, the definition of faculty must expand to include nurses, pharmacists, social workers, medical assistants, patients, and others. These team members will need to accept their roles as educators. Third, learning to deliver health care in teams will require support of both interprofessional collaboration and intraprofessional identity development. Fourth, learning to manage change and uncertainty should be part of the core content of any faculty development program within the PCMH. PMID:23887006

  17. Pediatric faculty and residents’ perspectives on In-Training Evaluation Reports (ITERs)

    PubMed Central

    Patel, Rikin; Drover, Anne; Chafe, Roger

    2015-01-01

    Background In-training evaluation reports (ITERs) are used by over 90% of postgraduate medical training programs in Canada for resident assessment. Our study examined the perspectives of faculty and residents in one pediatric program as a means to improve the ITER as an evaluation tool. Method Two separate focus groups were conducted, one with eight pediatric residents and one with nine clinical faculty within the pediatrics program of Memorial University’s Faculty of Medicine to discuss their perceptions of, and suggestions for improving, the use of ITERs. Results Residents and faculty shared many similar suggestions for improving the ITER as an evaluation tool. Both the faculty and residents emphasized the importance of written feedback, contextualizing the evaluation and timely follow-up. The biggest challenge appears to be the discrepancy in the quality of feedback sought by the residents and the faculty members’ ability to do so in a time effective manner. Others concerns related to the need for better engagement in setting rotation objectives and more direct observation by the faculty member completing the ITER. Conclusions The ITER is a useful tool in resident evaluations, but a number of issues relating to its actual use could improve the quality of feedback which residents receive. PMID:27004076

  18. Social Work Gerontological Practice: The Need for Faculty Development in the New Millennium.

    PubMed

    Berkman, Barbara; Silverstone, Barbara; June Simmons, W; Volland, Patricia J; Howe, Judith L

    2016-01-01

    There is a pressing need to upgrade the gerontological knowledge and skills of practicing social workers. Geriatrics and gerontology, as specialized fields of knowledge, have not been sufficiently integrated into formal academic training programs. There are major trends in the health care environment which impact on social work education, including technological advances, a shift from inpatient to outpatient and community care settings, increasing diversity of the older population, and client and family participation in decisionmaking. These trends necessitate social work education to emphasize new content areas in gerontology and the development of new skills in clinical, case management, care coordination, and teamwork. A significant obstacle to the preparation of future social workers to deliver the complex services needed by older adults and their families is a serious shortage of social work faculty in gerontology. Sustained and broad initiatives, such as the John A. Hartford Foundation funded Geriatric Social Work Faculty Scholars Program, are needed to develop academic and practice-based faculty in gerontology. This is crucial if social work is to maintain an important service role in the new millennium. PMID:27135560

  19. Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties

    PubMed Central

    2016-01-01

    Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments. PMID:26954776

  20. 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…

  1. Evaluation of Faculty Competencies in the Delivery of Contracted Workforce Training with Recommendations for Faculty Development at Fox Valley Technical College.

    ERIC Educational Resources Information Center

    May, Susan A.

    This document describes an evaluation of the competencies of faculty who deliver contracted workforce training at Fox Valley Technical College (FVTC). A self-assessment questionnaire was administered to FVTC's 150 full-time and adjunct faculty who conduct workforce training; in addition, 157 employers who were clients of the college in the…

  2. Evaluation of online course discussions. Faculty facilitation of active student learning.

    PubMed

    VandeVusse, L; Hanson, L

    2000-01-01

    Graduate nursing faculty evaluated their initial experiences with online course discussions after making the transition from traditional use of weekly face-to-face classroom discussions to primarily computer-based interactions with students at distant sites. The online discussion data were analyzed qualitatively. The ways the faculty member communicated to facilitate active student involvement in the online discussions were coded. Six categories were identified that describe the ways the faculty member communicated to facilitate active student involvement in online discussions: assist with navigation, explain expectations, clarify faculty role, stimulate critical thinking, share expertise, and provide encouragement. Examples of each were provided to demonstrate ways faculty promoted student learning in online discussions. PMID:10939187

  3. New Tools for Systematic Evaluation of Teaching Qualities of Medical Faculty: Results of an Ongoing Multi-Center Survey

    PubMed Central

    Arah, Onyebuchi A.; Hoekstra, Joost B. L.; Bos, Albert P.; Lombarts, Kiki M. J. M. H.

    2011-01-01

    Background Tools for the evaluation, improvement and promotion of the teaching excellence of faculty remain elusive in residency settings. This study investigates (i) the reliability and validity of the data yielded by using two new instruments for evaluating the teaching qualities of medical faculty, (ii) the instruments' potential for differentiating between faculty, and (iii) the number of residents' evaluations needed per faculty to reliably use the instruments. Methods and Materials Multicenter cross-sectional survey among 546 residents and 629 medical faculty representing 29 medical (non-surgical) specialty training programs in the Netherlands. Two instruments—one completed by residents and one by faculty—for measuring teaching qualities of faculty were developed. Statistical analyses included factor analysis, reliability and validity exploration using standard psychometric methods, calculation of the numbers of residents' evaluations needed per faculty to achieve reliable assessments and variance components and threshold analyses. Results A total of 403 (73.8%) residents completed 3575 evaluations of 570 medical faculty while 494 (78.5%) faculty self-evaluated. In both instruments five composite-scales of faculty teaching qualities were detected with high internal consistency and reliability: learning climate (Cronbach's alpha of 0.85 for residents' instrument, 0.71 for self-evaluation instrument, professional attitude and behavior (0.84/0.75), communication of goals (0.90/0.84), evaluation of residents (0.91/0.81), and feedback (0.91/0.85). Faculty tended to evaluate themselves higher than did the residents. Up to a third of the total variance in various teaching qualities can be attributed to between-faculty differences. Some seven residents' evaluations per faculty are needed for assessments to attain a reliability level of 0.90. Conclusions The instruments for evaluating teaching qualities of medical faculty appear to yield reliable and valid data

  4. Epistemological Beliefs and Practices of Science Faculty with Education Specialties: Combining Teaching Scholarship and Interdisciplinarity

    NASA Astrophysics Data System (ADS)

    Addy, Tracie Marcella

    2011-12-01

    Across the United States institutions of higher education address educational reform by valuing scholarship that focuses on teaching and learning, especially in STEM fields. University science departments can encourage teaching scholarship by hiring science faculty with education specialties (SFES), individuals who have expertise in both science and science education. The goal of this study was to understand how the epistemological beliefs and teaching practices of SFES relate to national reform efforts in science teaching promoting student-centered instruction. The research questions guiding this investigation were: (1) What epistemological belief systems do science faculty with education specialties espouse concerning the teaching and learning of science?; and (2) What are the classroom practices of science faculty with education specialties? How are these practices congruent with the reform efforts described by the National Research Council (1996, 2001, 2003)? The theoretical framework guiding the study was interdisciplinarity, the integration of knowledge between two or more disciplines (science and science pedagogy). The research design employed mixed (qualitative and quantitative) approaches and focused on 25 volunteer SFES participants. The TBI, ATI, and RTOP were used to triangulate self-report and videotaped teaching vignettes, and develop profiles of SFES. Of the 25 SFES participants, 82 percent of their beliefs were transitional or student-centered beliefs. Seventy-two percent of the 25 SFES espoused more student-focused than teacher focused approaches. The classroom practices of 10 SFES were on average transitional in nature (at the boundary of student-focused and teacher-focused). The beliefs of SFES appeared to be influenced by the sizes of their courses, and were positive correlated with reform-based teaching practices. There was a relationship between the degree to which they implemented reform-based practice and their perceived level of

  5. Integrating oral health into professional nursing practice: an interprofessional faculty tool kit.

    PubMed

    Dolce, Maria C

    2014-01-01

    Millions of children and adults in the United States have unmet oral health care needs, and professional nurses can play a central role in reducing oral health disparities and expanding access to care. Interprofessional education is requisite to improving oral health care outcomes. Baccalaureate nursing programs need to prepare collaborative practice-ready professional nurses to improve oral health care especially for vulnerable and underserved individuals, communities, and populations. This article presents an interprofessional faculty tool kit that builds upon The Essentials of Baccalaureate Education for Professional Nursing Practice as a framework for preparing professional nurses with basic knowledge, skills, and attitudes in oral health promotion and disease and injury prevention across the life cycle. Expectations for professional nursing practice are described within the context of The Essentials and contemporary oral health care issues. Exemplars of interprofessional teaching-learning strategies are provided to assist nurse faculty with integrating oral health into baccalaureate nursing curriculum. Nurse educators are called to prioritize oral health as an essential component of overall health and well-being, increase the visibility of evidence-based oral health promotion and disease and injury prevention in baccalaureate nursing curricula, and support interprofessional oral health education and collaborative care. PMID:24503317

  6. 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. PMID:25031564

  7. Faculty Scholarship Has a Profound Positive Association with Student Evaluations of Teaching--Except When It Doesn't

    ERIC Educational Resources Information Center

    Carter, Robert E.

    2016-01-01

    Conventional wisdom holds that research-productive faculty are also the finest instructors. But, is this commonly held belief correct? In the current study, the notion that faculty scholarship exhibits a positive association with teaching evaluations is investigated. Reflecting the data structure of faculty nested within university, the current…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  9. Perception of Locus of Control as a Predictor of Attitude Toward Students' Evaluation of University Faculty. AIR Forum Paper 1978.

    ERIC Educational Resources Information Center

    Kohler, Emmett T.; Christal, Melodie E.

    Student and faculty attitudes about faculty evaluation and the relationship of the attitudes to the concept of locus of control were investigated. Student respondents consisted of 172 males and 256 females, and 108 faculty responses were received. The measure of locus of control closely resembles the Rotter Internal-External Control Scale. Student…

  10. Faculty Teaching Performance: Perceptions of a Multi-Source Method for Evaluation (MME)

    ERIC Educational Resources Information Center

    Lyde, Adrian R.; Grieshaber, David C.; Byrns, George

    2016-01-01

    Evaluating college and university faculty teaching performance is necessary for multiple reasons, including assurance of student learning and informing administrative decision-making. A holistic system of evaluating university teaching is necessary for reasons including the limitations of student evaluations and the complexity of assessing…

  11. 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…

  12. Evaluation of Medical Practices

    ERIC Educational Resources Information Center

    Frazier, Howard S.; Hiatt, Howard H.

    1978-01-01

    Evaluation of the efficacy of a medical intervention requires measurements of both its benefits and risks as compared to those of alternative forms of management. The requisite measurements are more difficult to make than this description suggests, and the accumulation of information is inhibited by certain characteristics of our pattern of health…

  13. Differences in Student Evaluations of Limited-Term Lecturers and Full-Time Faculty

    ERIC Educational Resources Information Center

    Cho, Jeong-Il; Otani, Koichiro; Kim, B. Joon

    2014-01-01

    This study compared student evaluations of teaching (SET) for limited-term lecturers (LTLs) and full-time faculty (FTF) using a Likert-scaled survey administered to students (N = 1,410) at the end of university courses. Data were analyzed using a general linear regression model to investigate the influence of multi-dimensional evaluation items on…

  14. An Analysis of Grades, Class Level and Faculty Evaluation Scores in the United Arab Emirates

    ERIC Educational Resources Information Center

    Waller, Lee

    2016-01-01

    This study examined the results of a student evaluation of faculty against the grades awarded and the level of the course for a higher education institution in the United Arab Emirates. The purpose of the study was to determine if the grades awarded in the course and/or level of the course impacted the evaluation scores awarded to the faculty…

  15. Beyond Satisfaction: Toward an Outcomes-Based, Procedural Model of Faculty Development Program Evaluation

    ERIC Educational Resources Information Center

    Brooks, D. Christopher; Marsh, Lauren; Wilcox, Kimerly; Cohen, Brad

    2011-01-01

    In response to the well-documented need for rigorous evaluations of faculty development programs and increasing demands for institutional accountability, University of Minnesota's Office of Information Technology (OIT) researchers have developed an approach to program evaluation that assesses individual level changes to participants' attitudes,…

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

    PubMed

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

    2014-05-01

    The triple jump examination (TJE) is an oral examination that poses challenges for objective assessment. Student satisfaction levels with faculty assessment can provide information on quality of teaching and students' perceptions of the learning environment. The purpose of this study was to determine scale and interrater reliability of an instrument used by approximately 576 first-year dental students at one U.S. dental school for assessment of their faculty evaluators following midterm and final TJEs over a three-year period. One hundred and one faculty members served as administrators of the TJE with a range of one to 187 times (mean=44.10, median=29, mode=11). The grand mean for six items on a six-point Likert scale was 5.39 with a pooled standard deviation of 1.01. Results indicate positive agreement toward performance of examiners with strong interrater reliability (Average Measures ICC=0.936, Single Measures ICC=0.708) (F5,23475 = 51.564, p<0.001) and consistency across all items (Cronbach's α=0.936). The a priori assumption that students would rate faculty higher as they gained experience over time was rejected (r=0.018, p=0.429). Indications are that faculty members, who are relatively inexperienced with TJE examining, can perform acceptable assessment from the students' perspective. Overall, these students expressed a high level of satisfaction with TJE faculty performance. PMID:24789831

  17. Management Review of Evaluation Practice.

    ERIC Educational Resources Information Center

    Stanfield, Jonathan

    Evaluation practice within state education agencies (SEAs) is reviewed from a management consultant's perspective. The study is based upon a review of literature, discussions with the Northwest Regional Educational Laboratory Research on Evaluation Program, and visits to SEAs in California, Montana and Washington. The main findings of the study…

  18. The Socialization of Black College Faculty: Implications for Policy and Practice.

    ERIC Educational Resources Information Center

    Johnson, Barbara J.; Harvey, William

    2002-01-01

    Explored the faculty socialization process at Black colleges, reporting how faculty perceive the tenure process and working conditions, how they learn what is necessary for success in the promotion and tenure process, and the barriers they encounter. (EV)

  19. A descriptive study of a clinical evaluation tool and process: student and faculty perspectives.

    PubMed

    Krautscheid, Lorretta; Moceri, Joane; Stragnell, Susan; Manthey, Lisa; Neal, Thea

    2014-03-01

    Clinical evaluation tools are designed to assess nursing students' knowledge, skills, and attitudes related to program and course outcomes and professional nursing standards. Students, faculty, administrators, and the public rely on the effectiveness of the tool and process to determine progression within the curriculum and validate competency. In May 2012, a revised clinical evaluation tool was implemented in a baccalaureate nursing program. This study was undertaken to evaluate the revised clinical evaluation tool by exploring the perspectives of students and faculty who use the tool and engage in the evaluation process. Findings revealed the tool was user friendly and instructions were clear, with sufficient grading criteria to determine clinical competency. Findings also revealed areas for improvement in the evaluation process, including orientation to the tool, connecting program outcomes to clinical performance, and meaningful participation in evaluation. Recommendations are made for improving the clinical evaluation process. PMID:24512331

  20. Principles and Guidelines for Faculty Evaluation at South Oklahoma City Junior College. Revised FY 1982-83.

    ERIC Educational Resources Information Center

    South Oklahoma City Junior Coll., OK.

    Materials used in South Oklahoma City Junior College's faculty evaluation process are presented in these three booklets. First, the principles and guidelines applying to all areas of the faculty evaluation process are presented, including: (1) evaluation is dependent upon shared responsibility and rigorous professional judgments; (2) only agreed…

  1. Full-Time Women Faculty Off the Tenure Track: Profile and Practice.

    ERIC Educational Resources Information Center

    Harper, Elizabeth P.; Baldwin, Roger G.; Gansneder, Bruce G.; Chronister, Jay L.

    2001-01-01

    Data from the 1993 National Study of Postsecondary Faculty, institutional surveys, and interviews revealed that women are overrepresented as full-time, non-tenure-track faculty, are clustered in the lowest faculty ranks and in traditionally female disciplines, carry heavier teaching loads than male colleagues, are paid less, and have fewer…

  2. Multicultural Competence and Practices of Undergraduate Faculty and Their Relationships to Racial Identity, Education, and Experience

    ERIC Educational Resources Information Center

    Sauter, John P., Jr.

    2013-01-01

    Trends in higher education indicate a growing diversification of student populations. However, faculty racial and gender diversity lags behind the nation. Given this difference, this study proposed an exploration of multicultural competence among undergraduate faculty to offer insight into how higher education, and faculty in particular, might…

  3. 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…

  4. Standards of Practice for California Community College Library Faculty and Programs

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, 2010

    2010-01-01

    Libraries and library faculty play a significant role in supporting college curriculum and helping students succeed academically. In particular, libraries are the primary location both physically and remotely for supporting faculty and students in their research and information needs. Over the years, this role of libraries and library faculty has…

  5. Disciplinary Logics in Doctoral Admissions: Understanding Patterns of Faculty Evaluation

    ERIC Educational Resources Information Center

    Posselt, Julie R.

    2015-01-01

    Ph.D. attainment rates by race and gender vary widely across the disciplines, and previous research has found disciplinary variation in graduate admissions criteria and practices. To better understand how disciplines shape admissions preferences and practices, which in turn may shape student access to graduate education, this article uncovers…

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

    ERIC Educational Resources Information Center

    Kite, Mary E., Ed.

    2012-01-01

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

  7. Teaching the Teachers: Faculty Preparedness and Evaluation of a Retreat in Screening, Brief Intervention, and Referral to Treatment

    ERIC Educational Resources Information Center

    Childers, Julie W.; Broyles, Lauren M.; Hanusa, Barbara H.; Kraemer, Kevin L.; Conigliaro, Joseph; Spagnoletti, Carla; McNeil, Melissa; Gordon, Adam J.

    2012-01-01

    Effective clinical faculty are essential for disseminating substance abuse screening, brief intervention, and referral to treatment (SBIRT). The authors developed an 8-hour SBIRT training for internal medicine faculty preceptors. Trainers conducted SBIRT lectures and small-group communication practice sessions. The authors assessed participants'…

  8. Views of Evidence-Based Practice among Faculty in Master of Social Work Programs: A National Survey

    ERIC Educational Resources Information Center

    Rubin, Allen; Parrish, Danielle

    2007-01-01

    Objective: A national online survey assessed the views of 973 faculty members in master of social work programs regarding their receptivity toward, definition of, and views of disparate sources of evidence pertinent to evidence-based practice (EBP) and the teaching of EBP. Method: Due to Internet-related technical difficulties, the response rate…

  9. Understanding Faculty and Non-Traditional Student Perceptions of Self-Directed Learning in a Practical Nursing Program

    ERIC Educational Resources Information Center

    Rogers, Carmen

    2013-01-01

    This study was designed to identify and investigate nursing faculty and student perspectives of self-directed learning in a practical nursing program. It also explored the degree to which student's perceptions of self-directed learning exhibited factors consistent with that of critical thinking. This study is important because self-directed…

  10. The Utilization of the Seven Principles for Good Practices of Full-Time and Adjunct Faculty in Teaching Health & Science in Community Colleges

    ERIC Educational Resources Information Center

    Musaitif, Linda M.

    2013-01-01

    Purpose: The purpose of this study was to determine the degree to which undergraduate full-time and adjunct faculty members in the health and science programs at community colleges in Southern California utilize the seven principles of good practice as measured by the Faculty Inventory of the Seven Principles for Good Practice in Undergraduate…

  11. TQM and Faculty Evaluation: Ever the Twain Shall Meet? ERIC Digest.

    ERIC Educational Resources Information Center

    Andrews, Hans A.

    Although Total Quality Management (TQM) has been adopted at a number of community colleges in the areas of financial aid, admissions and registration, and staff performance, its use is almost non-existent in the evaluation of classroom teaching. Barriers to its application to the classroom include faculty resistance to the idea of students as…

  12. Are Teacher Course Evaluations Biased against Faculty That Teach Quantitative Methods Courses?

    ERIC Educational Resources Information Center

    Royal, Kenneth D.; Stockdale, Myrah R.

    2015-01-01

    The present study investigated graduate students' responses to teacher/course evaluations (TCE) to determine if students' responses were inherently biased against faculty who teach quantitative methods courses. Item response theory (IRT) and Differential Item Functioning (DIF) techniques were utilized for data analysis. Results indicate students…

  13. Thought Processes College Students Use When Evaluating Faculty: A Qualitative Study

    ERIC Educational Resources Information Center

    Pinto, Mary Beth; Mansfield, Phylis M.

    2010-01-01

    This study explores the thought processes college students use when answering survey questions on standardized course/faculty evaluations. Thought processes are categorized as: System One or System Two, based on the framework developed by Kahneman (2003) and Stanovich and West (2000). System One processes are typically hurried, superficial,…

  14. Grade Inflation and Student Individual Differences as Systematic Bias in Faculty Evaluations

    ERIC Educational Resources Information Center

    Germain, Marie-Line; Scandura, Terri A.

    2005-01-01

    The media has recently exposed that grade inflation is a concern for higher education in North America. Grade inflation may be due to consumerism by universities that now compete for students. Keeping students happy (and paying) may have been emphasized more than learning. We review the literature on faculty evaluation and present a model that…

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

    ERIC Educational Resources Information Center

    Beitzel, Brian D.

    2013-01-01

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

  16. The Relationship between Student Evaluation of Instruction Scores and Faculty Formal Educational Coursework

    ERIC Educational Resources Information Center

    Schellhase, Kristen C.

    2010-01-01

    Context: Emphasis is placed on athletic training educators' content area expertise and not on their formal training in educational concepts. Objective: The purposes of this study were to identify the amount of educational coursework completed by ATEP faculty and investigate the relationship between ATEP instructors' student evaluation of…

  17. Correlates of Honor Rating In a Clinical Clerkship Employing a Faculty Forum Evaluation System.

    ERIC Educational Resources Information Center

    DaRosa, Debra A.; And Others

    1984-01-01

    A relationship was found between a surgery clerk's chances of receiving an honor rating and level of student advocacy, number of completed patient interview and physical examination write-ups, and examination scores. Several less relevant variables had no relationship with honor ratings, lending support to the faculty forum evaluation approach.…

  18. Revisiting the AAUP Recommendation: The Viability of Collegiality as a Fourth Criterion for University Faculty Evaluation

    ERIC Educational Resources Information Center

    Johnston, Pattie C.; Schimmel, Tammy; O'Hara, Hunter

    2012-01-01

    Legal rulings have called for the inclusion of collegiality as a fourth evaluation category for university faculty. Collegiality is considered to be any extra-role behavior that represents individuals' behavior that is discretionary, not recognized by the formal reward system and that, in the aggregate, promotes the effective functioning of the…

  19. Instructional Quality, Student Satisfaction, Student Success, and Student Evaluations of Faculty: What Are the Issues in Higher Education?

    ERIC Educational Resources Information Center

    Jacobsen, Michele

    This paper reviews issues in student satisfaction and evaluation of faculty as factors in determining instructional quality. It is based on a recent controversy at the University of Calgary (Alberta) which centered around the proposed publication of the results of student evaluations of faculty (SEFs) and was intended to help students, as…

  20. The Relationship Between Students' Evaluations of Faculty and Instructional Improvement.

    ERIC Educational Resources Information Center

    Overall, Jesse U.; Marsh, Herbert W.

    A random half of the instructors of an introductory course in computer programming were given feedback from students' evaluations of instructional effectiveness conducted at the middle of the term. The impact of the feedback was assessed against three criteria: (1) change in students' evaluations between mid-quarter and end-of-quarter; (2)…

  1. 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. PMID:27037452

  2. Examining Student Evaluations of Black College Faculty: Does Race Matter?

    ERIC Educational Resources Information Center

    Smith, Bettye P.; Hawkins, Billy

    2011-01-01

    The purpose of this study was twofold. First, to describe the undergraduate student ratings of teaching effectiveness based on the traditional 36-item end-of-course evaluation form used in the College of Education (COE) at a southeastern Research Extensive predominantly White institution. Second, using critical race theory (CRT) to compare the…

  3. Dissonance as a Factor in College Student Evaluation of Faculty

    ERIC Educational Resources Information Center

    Lavender, Abraham D.

    1977-01-01

    This paper finds that, in general, college students give lower ratings to professors with whom they have normative dissonance. It suggests that dissonance should be given more consideration, raising the possibility of "matching" students and professors. This would also increase the objectivity of student evaluations. (Author/BP)

  4. Evaluating for Distance Learning: Feedback from Students and Faculty.

    ERIC Educational Resources Information Center

    Thomson, Joan S.; Stringer, Sharon B.

    This paper describes the development and evaluation of a World Wide Web-based component for a required freshman seminar at the Pennsylvania State University College of Agricultural Sciences. Students (n=170) were given a pre-test to assess their access to, knowledge of, and proficiency with computers. The pre-test was designed to address four…

  5. Computerized Statistical Analysis of Student Evaluation of Faculty.

    ERIC Educational Resources Information Center

    Bichara, Kamal F.; Hazard, Francis E.

    An instrument for measuring student evaluation of teacher performance is described. The questionnaire, consisting of two parts of fourteen and seven questions, respectively, covers the following scales: analytic-synthetic approach, organization-clarity, instructor-group interaction, instructor-individual student interaction, dynamism-enthusiasm,…

  6. Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

    ERIC Educational Resources Information Center

    Eagan, M. Kevin, Jr.; Jaeger, Audrey J.; Grantham, Ashley

    2015-01-01

    The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and…

  7. Faculty Prayer in Catholic Schools: A Survey of Practices and Meaning

    ERIC Educational Resources Information Center

    Mayotte, Gail

    2010-01-01

    This article presents a research study that utilized a web-based survey to gather data about the communal prayer experiences of faculty members in Catholic elementary and secondary schools in the United States and the meaning that such prayer holds to its participants. Key findings show that faculty prayer experiences take place readily, though…

  8. Faculty Development for E-Learning: A Multi-Campus Community of Practice (COP) Approach

    ERIC Educational Resources Information Center

    Reilly, Janet Resop; Vandenhouten, Christine; Gallagher-Lepak, Susan; Ralston-Berg, Penny

    2012-01-01

    Faculty development is a critical process, enabling instructors to remain abreast of new discipline specific content and innovations in the scholarship of teaching and learning. The explosion of online higher education and advances in technology provide examples and rationale for why faculty development for e-learning is needed. Literature on…

  9. Faculty Perspectives and Needs in Supporting Adult English Learners: Linking Measurement to Practice

    ERIC Educational Resources Information Center

    Shore, Jane; Lentini, Jennifer; Molloy, Hillary; Steinberg, Jonathan; Holtzman, Steven

    2015-01-01

    Results from a survey of 227 adult English learner (EL) faculty in community and technical colleges in the United States reveal a clear desire to better serve adult ELs, but a lack of resources specifically designed to do so. Faculty want and need more resources to support the teaching and learning process, in the form of thoughtful assessments,…

  10. Institutional Ethical Practices and Faculty Professional Self-Esteem: Survey Report.

    ERIC Educational Resources Information Center

    O'Hara, Leonard F.

    In November 1990, 25 community colleges participated in a study of variables known to have a significant influence on the professional self-esteem of faculty and which in turn should affect the quality of the teaching and learning environment. Questionnaires were distributed to all full-time faculty members (N=2,162) and chief executive officers…

  11. The Impact of Faculty Perceived Reconfigurability of Learning Management Systems on Effective Teaching Practices

    ERIC Educational Resources Information Center

    Wang, Jianfeng; Doll, William J.; Deng, Xiaodong; Park, Kihyun; Yang, Ma Ga

    2013-01-01

    This study explores whether learning management systems (LMSs) enable faculty course developers to use the reconfigurable characteristics of the software to implement the seven principles of effective teaching (Chickering & Gamson, 1987). If LMSs are to be considered pedagogically effective, these systems must help engage faculty in effective…

  12. Resource Guide to the Evaluation of the Faculty Development Program in Alcohol and Other Drug Abuse. Part I: Overview of the Evaluation Model.

    ERIC Educational Resources Information Center

    Pacific Inst. for Research and Evaluation, Walnut Creek, CA.

    This is an overview of an evaluation model developed to be used with the Faculty Development Program in Alcohol and Other Drug Abuse clinical training program for professional school faculty in medicine, nursing and social work. The evaluation model is in two major parts, a national evaluation which examines program process and outcome across all…

  13. American Association of Colleges of Nursing essential values: national study of faculty perceptions, practices, and plans.

    PubMed

    Elfrink, V; Lutz, E M

    1991-01-01

    A representative national sample of bachelor's-degree nurse educators (N = 697) were surveyed about the seven professional values identified by the American Association of Colleges of Nursing (1986) in Essentials of College and University Education for Professional Nursing. Participants agreed that these values were representative of values nurses need to use in practice, and that educational opportunities related to these values should be included in the curriculum. Eighty-six per cent of the sample perceived that they included some or all of these values predominantly through the informal lesson plan. Esthetics was the most frequently mentioned value that was not considered in any form in the nursing curriculum. Nurse educators teaching at religious-affiliated institutions, and those who had educational preparation in values, already included these values in their formal teaching (P less than .04 and P less than .0001, respectively) and they had discussions about including them differently in the future more frequently (P less than .005 and P less than .006) than did other educators. Faculty members teaching at religious-affiliated institutions also established more plans for including these values within the curriculum than those who taught at public institutions (P less than .0004). One conclusion from this study was that values may continue to be treated differently than other nursing education content, ie, predominantly through the informal lesson plan. PMID:1894844

  14. 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…

  15. Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices (Hacia una experimentación contextual: Creando comunidades de aprendizaje docente para el cultivo de prácticas de escritura para el aprendizaje)

    ERIC Educational Resources Information Center

    Chang, Mary K.; Rao, Kavita; Stewart, Maria L.; Farley, Cynthia A.; Li, Katherine

    2016-01-01

    In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…

  16. 21st century challenges faced by nursing faculty in educating for compassionate practice: embodied interpretation of phenomenological data.

    PubMed

    Curtis, Katherine

    2013-07-01

    Nursing faculty are facing challenges in facilitating student learning of complex concepts such as compassionate practice. Compassion is a stated expectation of Registered Nurse (RN) and student nurse practice, and yet how it is enabled and learned within the challenging environments of university and health service provider organisations are not yet understood. There is currently an international concern that student nurses are not being adequately prepared for compassion to flourish and for compassionate practice to be sustained upon professional qualification. In order to investigate the experiences of nursing faculty in their preparation of student nurses for compassionate practice, an exploratory aesthetic phenomenological research study was undertaken using in depth interviews with five nurse teachers in the North of England. Findings from this study were analysed and presented using embodied interpretation, and indicate that nurse teachers recognise the importance of the professional ideal of compassionate practice alongside specific challenges this expectation presents. They have concerns about how the economically constrained and target driven practice reality faced by RNs promotes compassionate practice, and that students are left feeling vulnerable to dissonance between learned professional ideals and the RNs' practice reality they witness. Nurse teachers also experience dissonance within the university setting, between the pressures of managing large student groups and the time and opportunity required for small group discussion with students that enables compassion to develop in a meaningful and emotionally sustainable way. Teachers also express discomfort due to a perceived promotion of an 'unachievable utopia' within practice, identifying how the constraints within practice could be better managed to support professional ideals. The nurse teachers within this exploratory study identify the need for strong nurse leadership in practice to challenge

  17. Institutional Policies on Assessment of Pedagogy and Faculty Classroom Practices: Evidence from 4-Year Colleges and Universities in the United States

    ERIC Educational Resources Information Center

    Myers, Carrie B.; Myers, Scott M.; Stewart, Tammy; Nynas, Suzette

    2015-01-01

    This study used a multi-theoretical approach to examine the associations between institutional policies on the assessment of faculty pedagogy and faculty's use of learner-centred assessment (LCA) practices in their undergraduate classrooms in the United States. We found strong evidence that it was not the number of methods but the types of methods…

  18. Successful Program Review. A Practical Guide in Evaluating Programs in Academic Settings.

    ERIC Educational Resources Information Center

    Barak, Robert J.; Breier, Barbara E.

    To help enhance the effectiveness of college and university program reviews, practical information is provided on all aspects of the program review process. Definitions are given of the specific roles and functions of faculty, administrators, support staff, and others in the review process and how to evaluate the effectiveness of an existing…

  19. A Utilization-Focused Evaluation of a Community College Adjunct Faculty Professional Development Program

    ERIC Educational Resources Information Center

    Edenfield, Gordon

    2010-01-01

    Nationally adjunct faculty comprise almost 70% of all two-year institution faculty while in the Virginia Community College System (VCCS) adjunct faculty teach 60% of the community college courses, and should past trends continue, the number of adjunct faculty members is expected to grow 10% within the next fifteen years (Caliber, 2007; Phillipe &…

  20. An Evaluation of Factors Regarding Students' Assessment of Faculty in a Business School

    ERIC Educational Resources Information Center

    Peterson, Richard L.; Berenson, Mark L.; Misra, Ram B.; Radosevich, David J.

    2008-01-01

    Student faculty ratings are used at most institutions of higher learning for three important reasons. First, the ratings provide direct feedback to the faculty, and this enables faculty to adjust their teaching styles. Second, the ratings provide the administration with information intended to assist in guiding and mentoring faculty toward more…

  1. Evaluation of a University Faculty Mentoring Program: Its Effect on Latino College Adjustment.

    ERIC Educational Resources Information Center

    Santos, Silvia J.; Reigadas, Elena T.

    The Faculty Mentoring Program (FMP) at California State University, Dominguez Hills, provides faculty mentors to students defined as "at-risk." FMP aims to encourage faculty-student interaction through a mentoring relationship that will lead to improved student achievement, retention, and graduation and to better faculty understanding of at-risk…

  2. A web-based data repository and review system for faculty evaluation and promotion.

    PubMed

    Howell, Lydia Pleotis; Poon, Benny; Nesbitt, Thomas S; Anders, Thomas F

    2007-07-01

    The authors describe the development of MyInfoVault (MIV), a Web-based central data repository with a variety of integrated applications that generate a series of professional documents. These documents can be circulated and archived. MIV was developed and piloted over several years (2002-2006) at the University of California-Davis in response to a perceived need to improve management of faculty merit and promotion dossiers. This article focuses on the faculty advancement module (PacketOnline) of MIV. Additional applications for generating a personal curriculum vitae and NIH Biosketch are also briefly described. The authors report their experience with a two-year pilot program for PacketOnline, including an evaluation of its functionality derived from a user survey. Tasks for dossier preparation were rated fairly equivalently to the conventional method. Initial data entry was reported to be tedious, and there were frustrations with unanticipated glitches, typical of new systems. The largest improvements and benefits were seen in electronic review of dossiers, which was considered to be more efficient and effective than the conventional paper method. The authors found all users to be generally supportive of the new electronic system. The authors conclude that an electronic database with applications for faculty merit and promotion review is a worthwhile tool, and they suggest using a multidisciplinary team of users to achieve buy-in. Additional enhancements and monitors of performance of the MIV system are ongoing. PMID:17595572

  3. The utilization of the seven principles for good practices of full-time and adjunct faculty in teaching health & science in community colleges

    NASA Astrophysics Data System (ADS)

    Musaitif, Linda M.

    Purpose. The purpose of this study was to determine the degree to which undergraduate full-time and adjunct faculty members in the health and science programs at community colleges in Southern California utilize the seven principles of good practice as measured by the Faculty Inventory of the Seven Principles for Good Practice in Undergraduate Education. A second purpose was to compare degree of utilization for gender and class size. Methodology. This is a quantitative study wherein there exists a systematic and mathematical assessment of data gathered through the use of a Likert scale survey to process and determine the mathematical model of the use of the principles by the target population of both full-time and adjunct faculty of health/science programs of community colleges in Southern California. Findings. Examination of the data revealed that both full-time and adjunct faculty members of Southern California community colleges perceive themselves a high degree of utilization of the seven principles of good practice. There was no statistically significant data to suggest a discrepancy between full-time and adjunct professors' perceptions among the utilization of the seven principles. Overall, male faculty members perceived themselves as utilizing the principles to a greater degree than female faculty. Data suggest that faculty with class size 60 or larger showed to utilize the seven principles more frequently than the professors with smaller class sizes. Conclusions. Full-time and adjunct professors of the health and sciences in Southern California community colleges perceive themselves as utilizing the seven principles of good practice to a high degree. Recommendations. This study suggests many recommendations for future research, including the degree to which negative economic factors such as budget cuts and demands affect the utilization of the seven principles. Also recommended is a study comparing students' perceptions of faculty's utilization of the seven

  4. Multicultural/Multilingual Instruction in Educational Programs: A Survey of Perceived Faculty Practices and Outcomes

    ERIC Educational Resources Information Center

    Stockman, Ida J.; Boult, Johanna; Robinson, Gregory C.

    2008-01-01

    Purpose: To describe the instructional strategies reported for multicultural/multilingual issues (MMI) education at programs in speech-language pathology and audiology and the perceived ease and effectiveness of doing so. Method: A 49-item questionnaire elicited anonymous responses from administrators, faculty, and teaching clinical supervisors at…

  5. Engaging Faculty in the Achieving the Dream Initiative. Principles and Practices of Student Success

    ERIC Educational Resources Information Center

    Birnback, Lara; Friedman, Will

    2009-01-01

    Stakeholder engagement is critical to the success of Achieving the Dream. Broad-based support for the college's student success agenda and institutional change efforts requires engaging faculty, staff, students, community members, and others in the change process. These stakeholders can bring to light critical obstacles to student success and help…

  6. Use of Innovation Component Configuration Map (ICCM) to Measure Technology Integration Practices of Higher Education Faculty

    ERIC Educational Resources Information Center

    Javeri, Manisha; Persichitte, Kay

    2010-01-01

    The purpose of this study was to investigate the relationship between the level of technology integration fidelity (high, moderate or low) by higher education faculty in Schools Colleges and Department of Education (SCDE), and a) access to technological infrastructure, b) support from human infrastructure, and c) personal attitude toward computer…

  7. State University of New York Maritime College Faculty Student Association--Selected Financial Management Practices. Report.

    ERIC Educational Resources Information Center

    New York State Office of the Comptroller, Albany. Div. of Management Audit and State Financial Services.

    The Maritime College Faculty Student Association (FSA) is a campus-based, not-for-profit corporation that was formed to operate, manage, and promote educationally related services for the benefit of the campus community at the State University of New York Maritime College, which trains students to become licensed officers in the U.S. Merchant…

  8. Faculty Conceptions and Practices of Action Research in the NOVA Program.

    ERIC Educational Resources Information Center

    Raudenheimer, Carol Dianne

    This study examined approaches to action research held by science, education, and mathematics faculty and how they convert ideas to action research proposals and plan to gather and analyze their research data. The study also described some of the research outcomes of successful action research projects. Rubrics were used on a diverse set of…

  9. Best Practices for Working Effectively with Your Faculty Athletics Representative (FAR)

    ERIC Educational Resources Information Center

    Munger, Roger

    2014-01-01

    Positions held by faculty members at institutions offering NCAA-sponsored intercollegiate athletics, F acuity Athletics Representatives (or FARs) serve as a liaison between athletics and academics and play a critical role in the institutional control and academic integrity of athletics as well as the welfare of student-athletes on campus. Based on…

  10. The Faculty Experience of Internationalization: Motivations for, Practices of, and Means for Engagement

    ERIC Educational Resources Information Center

    Klyberg, Sarah Grace Fuller

    2012-01-01

    In recent decades, many U.S. colleges and universities have adopted policies of internationalization through which they have promoted such activities as study abroad, international student recruitment, curriculum development and/or reform, faculty exchanges, institutional linkages, and overseas campus development. Prior research has identified…

  11. Teaching Approaches of Community College Mathematics Faculty: Do They Relate to Classroom Practices?

    ERIC Educational Resources Information Center

    Mesa, Vilma; Celis, Sergio; Lande, Elaine

    2014-01-01

    We report on a qualitative investigation of the ways in which 14 faculty members in the mathematics department at a community college described their approaches to teaching and contrasted those with analyses of their mathematics lessons. We characterized instructors' teaching approaches as traditional, meaning-making, or student-support and…

  12. Science Faculty Improving Teaching Practice: Identifying Needs and Finding Meaningful Professional Development

    ERIC Educational Resources Information Center

    Bouwma-Gearhart, Jana

    2012-01-01

    While research into the effectiveness of teaching professional development for postsecondary educators has increased over the last 40 years, little is known about science faculty members' teaching professional development needs and their perceptions regarding what constitutes meaningful teaching professional development. Informed by an extensive…

  13. The Degree of the Faculties' Practice towards Students' Academic Counseling at Jordanian Universities

    ERIC Educational Resources Information Center

    Thawabieh, Ahmad M.; Al-roud, Atallah A.

    2011-01-01

    Academic counseling is considered as one of the most important factors of students instructional success. Since it orient students to the right direction of the university success and help them to face all academic challenges, especially students with learning disabilities. This study aimed to investigate the extent of the faculties commitment at…

  14. Full-Time Faculty Recruitment and Selection Strategies Practiced by Learning-Centered Community Colleges.

    ERIC Educational Resources Information Center

    Fowler-Hill, Sandra A.

    This report presents the results of a study of faculty recruitment and selection strategies used by self-reported learning-centered community colleges during the 1998-1999 academic year. The study examined six key principles of a learning college: (1) creates substantive change in learners; (2) engages students as partners in learning; (3) offers…

  15. Exposing Ideology within University Policies: A Critical Discourse Analysis of Faculty Hiring, Promotion and Remuneration Practices

    ERIC Educational Resources Information Center

    Uzuner-Smith, Sedef; Englander, Karen

    2015-01-01

    Using critical discourse analysis (CDA), this paper exposes the neoliberal ideology of the knowledge-based economy embedded within university policies, specifically those that regulate faculty hiring, promotion, and remuneration in two national contexts: Turkey and Mexico. The paper follows four stages of CDA: (1) focus upon a social wrong in its…

  16. Critical Thinking in Teacher Education: Perceptions and Practices of Teacher Candidates and College Faculty

    ERIC Educational Resources Information Center

    Wagley, Spencer A.

    2013-01-01

    Educators at all levels are expected to provide instruction that promotes critical thinking, but faculty are hindered by time constraints, expertise, and the attitude that critical thinking is taught and learned automatically. From Socrates to Dewey to Bloom to Facione, a firm foundation has been set for critical thinking pedagogies. This study…

  17. Criteria for Practice Guideline Development and Evaluation.

    ERIC Educational Resources Information Center

    American Psychologist, 2002

    2002-01-01

    Provides a guide for developing, evaluating, and reviewing proposed and existing practice guidelines, explaining the difference between guidelines and standards and between practice and treatment. Describes the process of developing the 1995 American Psychological Association practice guidelines document, then focuses on practice guideline…

  18. Faculty Member’s Views, Attitude and Current Practice As Regards International Committee of Medical Journal Editors Criteria for Authorship

    PubMed Central

    Jawaid, Masood; Jawaid, Shaukat Ali

    2013-01-01

    Abstract Background The objective of this study was to assess the knowledge and views of faculty members on criteria for authorship by International Committee of Medical Journal Editors (ICMJE), their current practice of choosing the authors, views on gift authorship and problems they had faced concerning authorship. Methods It was a cross sectional survey from January 2011 to July 2011 among faculty members of various private and public sector medical institutions of Pakistan through a self-administered questionnaire. Main outcome measures included awareness and use of ICMJE criteria, which contribution to research merit authorship and their perceptions about gift authorship. Results Two hundred eighteen faculty members (180 males, 38 females) participated in the study. One hundred twenty eight (58.7%) were from surgery and allied disciplines. Ninety six percent had published between one to five papers while 60(27.5%) had six to ten papers to their credit. One hundred eleven (50.9%) claimed they were aware about the authorship criteria, only twenty two (19.8%) could name this document. Only four (1.8%) could correctly state this. Only one hundred twenty (55.0%) said that all three criteria’s must be met to be eligible for authorship. Ninety three (42.7%) said that they were not included as authors though they deserved it while sixty three said they did not merit but were still included. Forty two (19.3%) said that they were not aware when they were listed as authors. Conclusion A vast majority of young faculty members are not aware of the existence of authorship criteria and gift authorship is quite common. PMID:26060616

  19. Ending the Disconnect between the Student Evaluation of Teaching and the Improvement of Teaching: A Faculty Developer's Plea.

    ERIC Educational Resources Information Center

    Marincovich, Michele

    This paper offers eight steps institutions of higher education can take to improve teaching through the use of student evaluations. They are: (1) situate the evaluation system firmly within the academic context; (2) strive for quick processing and return of forms; (3) help faculty interpret the evaluation results; (4) create opportunities for peer…

  20. Online Assessment, Measurement and Evaluation: Emerging Practices

    ERIC Educational Resources Information Center

    Williams, David, Ed.; Hricko, Mary, Ed.; Howell, Scott, Ed.

    2006-01-01

    "Online Assessment, Measurement and Evaluation: Emerging Practices" provides a view of the possibilities and challenges facing online educators and evaluators in the 21st Century. As technology evolves and online measurement and assessment follow, "Online Assessment, Measurement and Evaluation: Emerging Practices" uses established evaluation…

  1. Approaches to Evaluation of Training: Theory & Practice.

    ERIC Educational Resources Information Center

    Eseryel, Deniz

    2002-01-01

    Reviews current approaches to evaluation of training both in theory and in practice. Highlights include complexities associated with evaluation practice; possible means of expediting the performance of evaluations; expanding the range and precision of data collection using automated systems; and recommendations for further research. (Author/LRW)

  2. 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. PMID:25976653

  3. A model for evaluation of faculty members’ activities based on meta-evaluation of a 5-year experience in medical school

    PubMed Central

    Mohammadi, Aeen; Arabshahi, Kamran Soltani; Mojtahedzadeh, Rita; Jalili, Mohammad; Valian, Hossein Keshavarz

    2015-01-01

    Background: There is a global interest for deploying faculty members’ activities evaluation systems, however implementing a fair and reliable system is a challenging issue. In this study, the authors devised a model for evaluation of faculty members’ activities with regard to their viewpoints and meta-evaluation standards. Materials and Methods: The reliability of the current faculty members’ activities metrics system was investigated in Medical School of Tehran University of Medical Sciences in 2014. Then authors conducted semi-structured interviews regarding meta-evaluation standards and designed a questionnaire based on interviews’ results which were delivered to faculty members. Finally, they extracted the components of the model regarding interviews’ content analysis and questionnaire's factor analysis and finalized them in a focus group session with experts. Results: Reliability of the current system was 0.99 (P < 0.05). The final model had six dimensions (mission alignment, accuracy, explicit, satisfaction, appropriateness, and constructiveness) derived from factor analysis of the questionnaire and nine factors (consensus, self-reporting, web-based system, evaluation period, minimum expectancies, analysis intervals, verifiers, flexibility, and decision making) obtained via qualitative content analysis of the interviews. Conclusion: In this study, the authors presented a model for faculty members’ activities evaluation based on meta-evaluation of the existing system. The model covered conceptual and executive aspects. Faculty members’ viewpoints were the core component of this model, so it would be acceptable in a medical school to use the model for evaluating their activities. PMID:26600831

  4. Predictors of a positive attitude of medical students towards general practice – a survey of three Bavarian medical faculties

    PubMed Central

    Schneider, Antonius; Karsch-Völk, Marlies; Rupp, Alica; Fischer, Martin R.; Drexler, Hans; Schelling, Jörg; Berberat, Pascal

    2013-01-01

    Objective: Germany is witnessing an increasing shortage of general practitioners (GPs). The aim was to determine predictors of the job-related motivation of medical students of three medical faculties with different institutionalisation of general practice as an academic discipline. Methods: Medical students were surveyed with a standardised questionnaire about their attitudes towards general practice and their motivation to work as a GP in different working conditions. Predictors for positive attitudes and motivation were calculated using logistic regression models. Results: 940 (15.2%) out of 6182 medical students from three Bavarian medical faculties participated in an online survey. 585 (62.7%) were female, and the average age was 25.0 (standard deviation 3.7). The average grade of a university-entrance diploma was 1.6 (standard deviation 0.5). 718 (76.4%) could imagine working as a GP. However, they favoured being employed within another organisation and not having their own private practice (65.5% vs. 35.1%). “Presence of a professorship of general practice” was associated with a positive attitude towards general practice (OR 1.57; 95%CI 1.13-2.417). Motivation for working as a GP was associated with “being female” (OR 2.56; 95%CI 1.80-3.56) and “presence of a professorship of general practice” (OR 1.68; 95%CI 1.14-2.46). Having a lower grade for one’s university-entrance diploma was associated with a higher preference to work in one’s own practice (OR 1.39; 95%CI 1.02-1.90). Conclusion: A high amount of medical students were open-minded towards general practice. However, they favoured employment within an organization over working in their own practice. Institutionalisation of general practice as an academic discipline might be of importance to gain positive attitudes towards general practice and motivate medical students to work as a GP. PMID:24282448

  5. Evaluation of Reflective Practice in Teacher Education

    ERIC Educational Resources Information Center

    Belvis, Esther; Pineda, Pilar; Armengol, Carme; Moreno, Victoria

    2013-01-01

    Teacher education based on "reflective practice" consists of observing, analysing and reflecting on teacher performance in order to improve professional practice. This article presents the results of an evaluation of a programme on mathematics teaching carried out using reflective practice. It was targeted at 284 teachers in various…

  6. Using Faculty Evaluation to Improve Teaching Quality: A Longitudinal Case Study of Higher Education in Southeast Asia

    ERIC Educational Resources Information Center

    Hallinger, Philip

    2010-01-01

    This paper presents a case study of implementation of a new system of faculty teaching evaluation at a graduate school of business in Thailand. The research employed a non-experimental, longitudinal case study design in the analysis of student course evaluation data gathered over a period of 21 terms during a seven-year period. The report…

  7. Cost of Evaluating Faculty Performance at Antelope Valley Community College for the 1972-1973 School Year.

    ERIC Educational Resources Information Center

    Ross, Donald M.; Brown, Jennings G.

    The costs incurred at Antelope Valley Community College (California) in evaluating the performance of college faculty members for the 1972-73 school year are summarized. Evaluation fell into two phases--implementation and operation. Implementation involved the issuance of written procedures, necessary forms, the purchase of equipment and supplies,…

  8. Evaluation of portable haemoglobinometer in general practice.

    PubMed Central

    Neville, R G

    1987-01-01

    The HemoCue system for estimating haemoglobin was evaluated within urban general practice. It gave excellent results when used within a laboratory environment (on 103 paired samples) but disappointing ones when evaluated by practice nurses within general practice (on 235 paired samples). The most likely source of error was inadequate mixing of the blood specimens before sampling, which might be obviated by using a rotating mixer. It is emphasised that equipment intended for use in general practice should be evaluated under normal working conditions envisaged. PMID:3109609

  9. Evaluation as Persuasion: A Practical Argument.

    ERIC Educational Resources Information Center

    Kelly, Edward F.

    1980-01-01

    This critique of Ernest R. House's monograph, "The Logic of Evaluative Argument," attempts to clarify the relationships between evaluation as persuasion and the practical argument. If the outcome of a practical argument is action, then to be persuaded is to be persuaded to act. (Author/RL)

  10. Standards of Practice for Evaluators.

    ERIC Educational Resources Information Center

    Stufflebeam, Daniel L.

    The state of the "Standards for Evaluation of Educational Programs, Projects, and Materials" is discussed. The standards were designed by a 17-member Joint Committee on Standards for Educational Evaluation to insure an ethical approach to the evaluation of educational programs and personnel. There are four major categories of standards. Utility…

  11. [Websites of dental practices evaluated].

    PubMed

    Poorterman, J H G; Tjiook, S P; Moeijes, S F S; Brand, H S

    2014-05-01

    In 2013, a dental practice without a website is almost unthinkable. Using a sample of309 dentists drawn from the list of members of the Dutch Dental Association in 2012, a study was carried out to find out whether the dental practice of the general dental practitioner had a website. The content of each website was subsequently inventoried using a questionnaire. Eighty-nine percent of the dental practices had a website. The content of the websites, however, varied enormously. An element such as the professional registration number with a reference to the professional register were absent in 73% of the websites and the date of the most recent update of the website was mentioned only once. The name of the dentist, his or her professional qualification and an email address were missing on respectively 9%, 20% and 9% of the websites. Contracts of the practice with insurance companies were rarely clearly indicated. The websites of many practices would benefit considerably from a significant improvement. PMID:24881254

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

    ERIC Educational Resources Information Center

    Livingston, Jennifer; Jun, Alexander

    2011-01-01

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

  13. An Initial Evaluation of a Predoctoral General Practice Program.

    ERIC Educational Resources Information Center

    Rekow, Marlin F.; And Others

    1994-01-01

    The University of Maryland Dental School's revised predoctoral general practice program includes a clinical component simulating actual practice, including patient, personnel and office management, team-building, marketing, specialist referrals, and quality control. The program is described and patient, student, and faculty responses to it are…

  14. Initial evaluation of the Robert Wood Johnson Foundation Nurse Faculty Scholars program

    PubMed Central

    Hickey, Kathleen T.; Hodges, Eric A.; Thomas, Tami L.; Coffman, Maren J.; Taylor-Piliae, Ruth E.; Johnson-Mallard, Versie M.; Goodman, Janice H.; Jones, Randy A.; Kuntz, Sandra; Galik, Elizabeth; Gates, Michael G.; Casida, Jesus M.

    2014-01-01

    Background The Robert Wood Johnson Foundation Nurse Faculty Scholars (RWJF NFS) program was developed to enhance the career trajectory of young nursing faculty and to train the next generation of nurse scholars. Although there are publications that describe the RWJF NFS, no evaluative reports have been published. The purpose of this study was to evaluate the first three cohorts (n = 42 scholars) of the RWJF NFS program. Methods A descriptive research design was used. Data were derived from quarterly and annual reports, and a questionnaire (seven open-ended questions) was administered via Survey Monkey Inc. (Palo Alto, CA, USA). Results During their tenure, scholars had on average six to seven articles published, were teaching/mentoring at the graduate level (93%), and holding leadership positions at their academic institutions (100%). Eleven scholars (26%) achieved fellowship in the American Academy of Nursing, one of the highest nursing honors. The average ratings on a Likert scale of 1 (not at all supportive) to 10 (extremely supportive) of whether or not RWJF had helped scholars achieve their goals in teaching, service, research, and leadership were 7.7, 8.0, 9.4, and 9.5, respectively. The majority of scholars reported a positive, supportive relationship with their primary nursing and research mentors; although, several scholars noted challenges in connecting for meetings or telephone calls with their national nursing mentors. Conclusions These initial results of the RWJF NFS program highlight the success of the program in meeting its overall goal—preparing the next generation of nursing academic scholars for leadership in the profession. PMID:25085329

  15. Tensions between Evaluations and Communication Practices

    ERIC Educational Resources Information Center

    Laudel, Grit; Glaser, Jochen

    2006-01-01

    When publications are used in the evaluation of research performance, tensions between the simplifying, standardizing approaches of evaluations and the communication practices of scientific communities are likely to arise. An analysis of data gathered in an evaluation at the Australian National University demonstrates that many academic…

  16. The Practice and Politics of Responsive Evaluation

    ERIC Educational Resources Information Center

    Abma, Tineke

    2006-01-01

    Responsive evaluation offers a perspective in which evaluation is reframed from the assessment of program interventions on the basis of policy makers' goals to an engagement with and among all stakeholders about the value and meaning of their practice. Responsive evaluators have to be extra sensitive to power relations given the deliberate…

  17. Values, Policies, and Practices Affecting the Hiring Process for Full-Time Arts and Sciences Faculty in Community Colleges

    ERIC Educational Resources Information Center

    Twombly, Susan B.

    2005-01-01

    Community colleges employ over 100,000 full-time faculty members, or one fifth of all faculty members in U.S. post-secondary education (National Center for Education Statistics [NCES], 2001; Huber, 1998). These faculty members provide instruction in a wide range of programs for approximately 37% of all postsecondary students in the U.S., including…

  18. Planning for Effective Faculty Development: Using Adult Learning Strategies. Professional Practices in Adult Education and Human Resource Development Series.

    ERIC Educational Resources Information Center

    Lawler, Patricia A.; King, Kathleen P.

    This book describes how to use adult learning strategies in planning faculty development. Chapter 1 addresses concerns about success, demonstrating how to use an adult learning model to help faculty developers succeed. Chapter 2 presents the Adult Learning Model for Faculty Development, which has four stages grounded in adult learning and program…

  19. Revealing Opportunities and Obstacles for Changing Non-Tenure-Track Faculty Practices: An Examination of Stakeholders' Awareness of Institutional Contradictions

    ERIC Educational Resources Information Center

    Maxey, Daniel; Kezar, Adrianna

    2015-01-01

    Over a period of several decades, non-tenure-track faculty members (NTTF) have become a majority of instructional faculty among nonprofit higher education institutions. A growing volume of research points to a relationship between the poor working conditions or lack of support these faculty members often experience and adverse effects on student…

  20. Supporting Graduate Students of Color in Educational Administration Preparation Programs: Faculty Perspectives on Best Practices, Possibilities, and Problems

    ERIC Educational Resources Information Center

    Young, Michelle D.; Brooks, Jeffrey S.

    2008-01-01

    Overview: This article presents findings from a study that examined faculty perspectives on how individual faculty members and institutions support graduate students of color in educational administration preparation programs. Purpose: The purpose of this study was to identify strategies that faculty members and institutions employ to support…

  1. Faculty Development.

    ERIC Educational Resources Information Center

    Gillan, Bob, Ed.; McFerrin, Karen, Ed.

    This document contains the following papers on faculty development and technology: "Involving Faculty in Faculty Development" (Kristine Blair and Dan Madigan); "Technology Use in Higher Education: A Faculty Development Model" (Jessica Kahn); "A Faculty of Education as a Community of Learners: Growing to Meet the Demands of Instruction and…

  2. Framing Faculty Agency inside Striving Universities: An Application of Bourdieu's Theory of Practice

    ERIC Educational Resources Information Center

    Gonzales, Leslie D.

    2014-01-01

    Drawn from a qualitative study and framed with Bourdieu's theory of practice, I present a three-pronged framework to describe how tenure-line professors assumed agency as their university strove to establish itself as a national research institution. Implications for practice and future research are offered.

  3. Legitimate Peripheral Participation in Communities of Practice: Participation Support Structures for Newcomers in Faculty Student Councils

    ERIC Educational Resources Information Center

    Eberle, Julia; Stegmann, Karsten; Fischer, Frank

    2014-01-01

    Participating in communities of practice (CoPs) is an important way of learning. For newcomers in such communities, the learning process can be described as legitimate peripheral participation (LPP). Although a body of knowledge on LPP has been accumulated from qualitative case studies, mostly focusing on the use of practices, the concrete…

  4. The Paradox of Faculty Development

    ERIC Educational Resources Information Center

    Minter, Robert L.

    2009-01-01

    This paper explores the weaknesses in university faculty development efforts when compared with corporate professional development practices. Suggestions are offered to think of faculty development as a process rather than as isolated development activities.

  5. Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations

    ERIC Educational Resources Information Center

    Fulkerth, Robert

    2014-01-01

    A comprehensive adjunct faculty training program is described, whose aim is to improve student perceptions of courses and programs in a private, not-for-profit MBA and Law degree granting university in San Francisco, The program is somewhat novel in that it uses (a) student input from open-ended responses on course evaluations to determine faculty…

  6. Academic Freedom, Tenure, and Student Evaluation of Faculty: Galloping Polls in the 21st Century. ERIC/AE Digest.

    ERIC Educational Resources Information Center

    Haskell, Robert E.

    Despite a history of conflicting research on its reliability and validity, student evaluation of faculty (SEF) has typically not been viewed as an infringement on academic freedom; it has generally been taken for granted that SEF is appropriate and necessary. However, informal and reasoned analyses of the issue indicate that because SEF is used…

  7. 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,…

  8. Evaluating How Education Faculty Spend Their Time at a Private Research University

    ERIC Educational Resources Information Center

    Lee, Michelle Silver

    2012-01-01

    Defining and measuring faculty productivity are among the most central issues for quality and accountability in higher education today, and it is the subject this study seeks to illuminate. This study first examines how the productivity of faculty in the School of Education at a private university differ according to different faculty…

  9. Evaluation of a Training Program in Aging Research for Social Work Faculty

    ERIC Educational Resources Information Center

    Mehrotra, Chandra M.; Townsend, Aloen; Berkman, Barbara

    2013-01-01

    Since 2004, we have offered a postgraduate training program in aging research for social work faculty from across the country. The overarching goal of the program is to expand the pool of social work faculty engaged in aging research. This, in turn, will reinvigorate participants' teaching; prepare them to update aging-related content in the…

  10. Evaluation of a Crisis-Preparedness Training Program for the Faculty of a Private Elementary School

    ERIC Educational Resources Information Center

    Boyle, Marybeth N.

    2010-01-01

    The purpose of this study was to determine the effectiveness of a training program for the faculty of a private elementary school on executing the protocols, roles, and responsibilities defined in the institution's crisis-management plan. A formal training program for the faculty had not been developed, and administrators had no measure by which…

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

    ERIC Educational Resources Information Center

    Kaminski, Karen; Bolliger, Doris

    2012-01-01

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

  12. Clinical Psychology Ph.D. Program Rankings: Evaluating Eminence on Faculty Publications and Citations

    ERIC Educational Resources Information Center

    Matson, Johnny L.; Malone, Carrie J.; Gonzalez, Melissa L.; McClure, David R.; Laud, Rinita B.; Minshawi, Noha F.

    2005-01-01

    Program rankings and their visibility have taken on greater and greater significance. Rarely is the accuracy of these rankings, which are typically based on a small subset of university faculty impressions, questioned. This paper presents a more comprehensive survey method based on quantifiable measures of faculty publications and citations. The…

  13. Practical guidance on undertaking a service evaluation.

    PubMed

    Moule, Pam; Armoogum, Julie; Dodd, Emily; Donskoy, Anne-Laure; Douglass, Emma; Taylor, Julie; Turton, Pat

    2016-07-01

    This article describes the basic principles of evaluation, focusing on the evaluation of healthcare services. It emphasises the importance of evaluation in the current healthcare environment and the requirement for nurses to understand the essential principles of evaluation. Evaluation is defined in contrast to audit and research, and the main theoretical approaches to evaluation are outlined, providing insights into the different types of evaluation that may be undertaken. The essential features of preparing for an evaluation are considered, and guidance provided on working ethically in the NHS. It is important to involve patients and the public in evaluation activity, offering essential guidance and principles of best practice. The authors discuss the main challenges of undertaking evaluations and offer recommendations to address these, drawing on their experience as evaluators. PMID:27380702

  14. The Community of Practice among Mathematics and Mathematics Education Faculty Members at an Urban Minority Serving Institution in the U.S.

    ERIC Educational Resources Information Center

    Sack, Jacqueline; Quander, Judith; Redl, Timothy; Leveille, Nancy

    2016-01-01

    Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students' mathematical knowledge. As their community of…

  15. National Educational Technology Standards and Technology Beliefs and Practices of Social Studies Faculty: Results from a Seven-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Friedman, Adam; Bolick, Cheryl; Berson, Michael; Porfeli, Erik

    2009-01-01

    This paper presents the findings from the third survey administration of a longitudinal study that explores the beliefs, practices, and efficacy of social studies faculty members from across the United States in terms of instructional technology use. The findings of this study demonstrate that familiarity with the "National Educational Technology…

  16. Practical Assessment, Research and Evaluation, 2000.

    ERIC Educational Resources Information Center

    Rudner, Lawrence M., Ed.; Schafer, William D., Ed.

    2000-01-01

    This document consists of articles 1 through 14 of volume 6 of "Practical Assessment, Research & Evaluation": (1) "Seven Myths about Literacy in the United States" (Jeff McQuillan); (2) "Implementing Performance Assessment in the Classroom" (Amy Brualdi); (3) "Some Evaluation Questions" (William Shadish); (4) "Item Banking" (Lawrence Rudner); (5)…

  17. Rating Faculty Collegiality

    ERIC Educational Resources Information Center

    Cipriano, Robert E.; Buller, Jeffrey L.

    2012-01-01

    Most position descriptions for college and university faculty include benchmarks that indicate assumptions about collegiality. Criticism about this practice has been voiced for years. But case law in the United States has upheld the use of collegiality as a factor in decisions regarding faculty employment, tenure, and promotion. Indeed, several…

  18. A Community of Practice That Supported the Transition from Doctoral Student to Faculty Member

    ERIC Educational Resources Information Center

    Dunn, Robin J.; Hemphill, Michael A.; Beaudoin, Sylvie

    2016-01-01

    Professional collaboration is an important aspect of any field. It allows for individuals to share ideas and be part of a team. The TPSR Alliance has been a space for such professional collaborations where members have been able to both benefit from and contribute to it by sharing research and practices revolving around developing responsible…

  19. Educational Theory and Medical Education Practice: A Cautionary Note for Medical School Faculty.

    ERIC Educational Resources Information Center

    Colliver, Jerry A.

    2002-01-01

    Reflects on educational theory, in particular cognitive theory, and concludes that theory is little more than metaphor, not rigorous, tested, confirmed scientific theory. Asserts that this metaphor may lead to ideas for basic and applied research, but in the meantime it cannot be trusted to determine practice in medical education. (EV)

  20. Current views and practice of faculty members and consultants regarding ‘Publications in India’: A cross-sectional study

    PubMed Central

    Kurdi, Madhuri S; Ramaswamy, Ashwini Halebid; Lokare, Laxmikant; Sutagatti, Jagadish G

    2015-01-01

    Background and Aims: There is an increasing enthusiasm and pressure to submit scientific articles to journals for publication due to official policies. This has led to increased stress on authors and editors and in issues like plagiarism. We planned a cross-sectional study with an aim to explore the current publication related views and practice of faculty members and consultants. Methods: We conducted a questionnaire based prospective survey with 22 questions divided into parts. Print and electronic versions were sent to around 18,270 members in total, a majority of whom were anaesthesiologists and 600 members responded to our questionnaire. A database was created and analysed using Microsoft Excel. Results: About 80% felt that online journals were better read than print journals. Eighty eight percent agreed that publications improve academic skills. The Medical Council of India requirements to publish in reputed journals were cited as the main reasons for plagiarism. The publication rule had become a burden for 46% respondents. Review articles were most likely to be read though clinical investigations were considered to be of maximum academic significance. Review/publishing time followed by author requirements and journal indexing were the points our respondents liked to see most when choosing a journal for article submission. Conclusion: Our survey results depict the current author related views and trends in publication practice which may guide in evidence-based policy making. PMID:26903673

  1. Evaluation Masterclass: Linking Evaluation Theory to HRD Practice

    ERIC Educational Resources Information Center

    Russ-Eft, Darlene F.; Preskill, Hallie

    2006-01-01

    This is one of six innovative sessions organized by the AHRD Scholar-Practitioner Committee. It examines how research and theory can be applied to inform common practitioner questions on evaluation. By examining use of research and theory to inform evaluation practice, session attendees will consider how to improve their own evaluations and link…

  2. Evaluation of Social Media Use by Emergency Medicine Residents and Faculty

    PubMed Central

    Pearson, David; Bond, Michael C.; Kegg, Jason; Pillow, Tyson; Hopson, Laura; Cooney, Robert; Garg, Manish; Khadpe, Jay; Runyon, Michael; Patterson, Leigh

    2015-01-01

    Introduction Clinicians and residency programs are increasing their use of social media (SM) websites for educational and promotional uses, yet little is known about the use of these sites by residents and faculty. The objective of the study is to assess patterns of SM use for personal and professional purposes among emergency medicine (EM) residents and faculty. Methods In this multi-site study, an 18-question survey was sent by e-mail to the residents and faculty in 14 EM programs and to the Council of Emergency Medicine Residency Directors (CORD) listserv via the online tool SurveyMonkey™. We compiled descriptive statistics, including assessment with the chi-square test or Fisher’s exact test. StatsDirect software (v 2.8.0, StatsDirect, Cheshire, UK) was used for all analyses. Results We received 1,314 responses: 63% of respondents were male, 40% were <30 years of age, 39% were between the ages 31 and 40, and 21% were older than 40. The study group consisted of 772 residents and 542 faculty members (15% were program directors, 21% were assistant or associate PDs, 45% were core faculty, and 19% held other faculty positions. Forty-four percent of respondents completed residency more than 10 years ago. Residents used SM markedly more than faculty for social interactions with family and friends (83% vs 65% [p<0.0001]), entertainment (61% vs 47% [p<0.0001]), and videos (42% vs 23% [p=0.0006]). Residents used Facebook™ and YouTube™ more often than faculty (86% vs 67% [p<0.001]; 53% vs 46% [p=0.01]), whereas residents used Twitter™ (19% vs 26% [p=0.005]) and LinkedIn™ (15% vs 32% [p<0.0001]) less than faculty. Overall, residents used SM sites more than faculty, notably in daily use (30% vs 24% [p<0.001]). For professional use, residents were most interested in its use for open positions/hiring (30% vs 18% [p<0.0001]) and videos (33% vs 26% [p=0.005]) and less interested than faculty with award postings (22% vs 33% [p<0.0001]) or publications (30% vs 38% [p

  3. Practice nursing: an evaluation of a training practice initiative.

    PubMed

    Stark, S; Warne, T; Street, C

    2001-05-01

    Globally, health care is moving towards a primary care approach. In the UK initiatives for nurses wishing to gain experience in primary and community care may be crucial with the advent of Primary Care Groups (PCGs) and Primary Care Trusts (PCTs). This paper outlines an initiative in practice nursing, developed as a pilot study by a Health Authority. The training practice initiative was aimed at nurses returning to practice and offered them an experiential and supportive career pathway into primary care. The evaluation (carried out over 1 year), highlighted that those primarily involved in the initiative--the trainees, educators and general practitioners--felt it had been successful, especially in relation to professional development issues. The funding bodies for the initiative, who previously had concerns over the recruitment and retention of practice nurses, were also optimistic that the support networks which developed as a result of the initiative had raised morale. The paper suggests several educational, organizational and professional issues which arose from the evaluation exercise. Further, it suggests how this initiative, in an extended form, could provide an effective basis for the training and development of nursing staff in PCGs/PCTs. PMID:11339872

  4. Faculty Perceptions of the National Undergraduate Teaching and Learning Evaluation at Regular Higher Education Institutions from 2003 to 2008 in China

    ERIC Educational Resources Information Center

    An, Jumei

    2012-01-01

    This study explored how faculty members at regular higher education institutions in China perceived the National Undergraduate Teaching and Learning Evaluation (NUTLE). Specifically, this study examined how the NUTLE influenced faculty teaching and research and how the NUTLE influenced student learning outcomes. Primarily descriptive and…

  5. Advancing a program of research within a nursing faculty role.

    PubMed

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

    2008-01-01

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

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

    PubMed Central

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

    2008-01-01

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

  7. The Baltic dental programme at the Faculty of Dentistry of The Karolinska Institute: first evaluation.

    PubMed

    Röding, K

    1997-02-01

    In 1992, The Faculty of Dentistry of The Karolinska Institute (KI) introduced a dental undergraduate programme specifically for Baltic students. Initiative for this programme came from both the Ministries of Health in Estonia and Latvia and a Member's Bill in the Swedish Committee for Foreign Affairs. The first 10 students were admitted in January 1992, and in 1994, a further 8 students were accepted. The main objective is to train Baltic students according to the Scandinavian model of dental education, in order to facilitate a positive development in dentistry in these countries. Candidates for the programme, dental students in Latvia or Estonia who had completed several preclinical years, were interviewed and tested in their home countries by a Swedish Admissions Committee. The curriculum comprises 7 semesters at the School of Dentistry, and includes complementary courses in basic science, preventive dentistry, and theoretical and practical courses in all fields of clinical dentistry. The students work with increasing independence, treating patients with a great variety of oral diseases and from different age groups. A course in Informatics is central and forms a base for a research-based assignment in collaboration with the respective home universities. The Baltic Programme is the first time KI has designed and implemented a specially tailored dental undergraduate curriculum in English for a selected group of foreign undergraduates. The students have proved to be ambitious and industrious, with very high academic standards. Their results in the written examinations were equal to or better than those of the home students. Of the 9 students who to date have completed the course, all are working as dentists in their respective countries and 6 are associated with their university. PMID:9567911

  8. Faculty Development and the Community College LRC.

    ERIC Educational Resources Information Center

    Kazlauskas, Edward John; Maxwell, William

    1990-01-01

    Urges community college libraries to provide and expand services in faculty development. Considers trends toward an increasing emphasis on faculty development, the professional development needs of community college faculty, faculty development methods, consulting services, reward structures for faculty development, and program evaluation. (DMM)

  9. Faculty Perception of Improvements to Instructional Practices in Response to Student Ratings

    ERIC Educational Resources Information Center

    Safavi, Seyedeh Azadeh; Bakar, Kamariah Abu; Tarmizi, Rohani Ahmad; Alwi, Nor Hayati

    2013-01-01

    Enhancing quality of instruction can be defined as the main purpose of instructional evaluation procedures in universities. Many universities collect and analyze feedback information from student ratings for the purpose of instructional improvement. Nevertheless, concrete research evidence is still needed to explore whether this purpose has been…

  10. Follow the Leaders? An Analysis of Convergence and Innovation of Faculty Recruiting Practices in US Business Schools

    ERIC Educational Resources Information Center

    Finch, David; Deephouse, David L.; O'Reilly, Norm; Massie, Tyler; Hillenbrand, Carola

    2016-01-01

    The debate associated with the qualifications of business school faculty has raged since the 1959 release of the Gordon-Howell and Pierson reports, which encouraged business schools in the USA to enhance their legitimacy by increasing their faculties' doctoral qualifications and scholarly rigor. Today, the legitimacy of specific faculty…

  11. The Whole-Faculty Study Groups Fieldbook: Lessons Learned and Best Practices From Classrooms, Districts, and Schools

    ERIC Educational Resources Information Center

    Lick, Dale W.; Murphy, Carlene U.

    2006-01-01

    The Whole-Faculty Study Group (WFSG) System is a student-centered, teacher-driven process for facilitating major staff development and schoolwide change. When applied properly, it has produced extraordinary results for thousands of educators and students in schools and school districts across the country. The Whole-Faculty Study Groups Fieldbook…

  12. Engaging external senior faculty members as faculty mentors.

    PubMed

    Haines, Seena L; Popovich, Nicholas G

    2014-06-17

    A small nonprofit private college with limited resources and a high proportion of junior faculty developed a nontraditional external faculty mentor program in the summer of 2011 in response to the American Association of Colleges of Pharmacy (AACP) faculty survey data regarding the professional development needs of pharmacy faculty members. Experienced faculty members with national reputations from other colleges and schools of pharmacy were hired as consultants to serve as mentors for assigned faculty members. Program goals were to provide directed, individual mentorship for pharmacy practice and basic science faculty members, expand peer review of faculty teaching prowess, and enhance monthly faculty development programming. The latter was based upon the specific needs assessment of the faculty. Program outcomes reported will include faculty satisfaction (AACP faculty survey data) changes over time, achievement of board certification for clinical faculty members and other credentialing, and other benchmarks, eg, publications, grant funding, service engagement (site development, professional organizations), after the implementation of the nontraditional faculty-mentoring program. PMID:24954941

  13. Faculty Development for Ambulatory Care Education.

    ERIC Educational Resources Information Center

    Anderson, William A.; Carline, Jan D.; Ambrozy, Donna M.; Irby, David M.

    1997-01-01

    A study documented the practices of 14 peer-nominated medical educators who conduct faculty development programs in ambulatory care settings. Results indicate the programs were delivered almost exclusively in workshop format, with great similarities in topics and strategies. Evaluation was generally limited to satisfaction ratings. Makes…

  14. Practical Assessment, Research and Evaluation, 2001.

    ERIC Educational Resources Information Center

    Rudner, Lawrence M., Ed.; Schafer, William D., Ed.

    2001-01-01

    This document consists of articles 23 through 26 published in the electronic journal "Practical Assessment, Research & Evaluation" in 2001: (23) "Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance" (Jennifer Mullane and Stuart J. McKelvie); (24) "Consequences of (Mis)use of the Texas Assessment of…

  15. Practical Assessment, Research & Evaluation, 2000-2001.

    ERIC Educational Resources Information Center

    Rudner, Lawrence M., Ed.; Schafer, William D., Ed.

    2001-01-01

    This document consists of papers published in the electronic journal "Practical Assessment, Research & Evaluation" during 2000-2001: (1) "Advantages of Hierarchical Linear Modeling" (Jason W. Osborne); (2) "Prediction in Multiple Regression" (Jason W. Osborne); (3) Scoring Rubrics: What, When, and How?" (Barbara M. Moskal); (4) "Organizational…

  16. Commentary: Minimizing Evaluation Misuse as Principled Practice

    ERIC Educational Resources Information Center

    Cousins, J. Bradley

    2004-01-01

    "Ethical Challenges," in my experience, is invariably interesting, often instructive and sometimes amusing. Some of the most engaging stimulus scenarios raise thorny evaluation practice issues that ultimately lead to disparate points of view about the nature of the issue and how to handle it (Datta, 2002; Smith, 2002). Despite my poor performance…

  17. Faculty development in family medicine. A reassessment.

    PubMed Central

    Steinert, Y.

    1993-01-01

    The 16 Canadian departments of family medicine were surveyed to ascertain the availability and content of faculty development activities. The results suggest numerous changes since 1985 and a strong commitment to faculty development. With the consolidation of many faculty development activities to date, departments should now consider other methods of faculty development, broaden their activities beyond the current emphasis on "teaching skills," examine the possibility of integrating faculty development with faculty evaluation, and conduct more systematic program evaluations. PMID:8219840

  18. A Model for Differential Norming of Faculty Evaluations for Promotion and Tenure Decisions.

    ERIC Educational Resources Information Center

    Arreola, Raoul A.; Heinrich, Darlene

    Florida State University instituted a mandatory system to be used in making promotion and tenure decisions, in which teaching faculty were rated by their students. Under an agreement with Michigan State University, the Student Instructional Rating System (SIRS) was adapted for use on the Florida State campus. Since the data were to be used to…

  19. Evaluation of 1976-1977 Faculty Development Program. Vol. IX, No. 4.

    ERIC Educational Resources Information Center

    Voegel, George H.; Lucas, John A.

    In order to assess the effectiveness of the faculty development program for full-time instructors and the orientation program for part-time instructors at William Rainey Harper College, a questionnaire was mailed to all 67 lead teachers, coordinators, and academic administrators; 23 (34%) responded. Half of the respondents indicated that the…

  20. Latinos in Higher Education: An Evaluation of a University Faculty Mentoring Programs.

    ERIC Educational Resources Information Center

    Santos, Silvia J.; Reigadas, Elena T.

    2002-01-01

    Surveyed Latino students participating in a university Faculty Mentoring Program (FMP). Found that: (1) students experienced an increase in college self-efficacy and academic goal definition; (2) students with same-ethnic mentors perceived them as more supportive and reported greater program satisfaction; and (3) frequency of contact was…

  1. Online Professional Development: Using Data to Evaluate Program Effectiveness in Preparing Faculty to Teach Online

    ERIC Educational Resources Information Center

    Burke, Laure Sue

    2012-01-01

    This study investigated a sample of community college faculty who participated in an online professional development program. The purpose of the study was to determine the relationship between participating in an online professional development program and changes in participants' self-assessed knowledge about tasks associated with effective…

  2. Infusing Theory into Practice, Practice into Theory: Small Wins and Big Gains for Evaluation

    ERIC Educational Resources Information Center

    Rog, Debra J.

    2015-01-01

    This article illustrates the synergistic role between practice and theory in evaluation. Using reflective practice, the author reviews her own work as well as the work of other evaluators to illustrate how theory can influence practice and, in turn, how evaluation practice can inform and grow theory, especially evaluation theory. The following…

  3. Faculty Burnout

    ERIC Educational Resources Information Center

    Minter, Robert L.

    2009-01-01

    Dysfunctional faculty performance behaviors related to stress are seldom openly discussed in professional circles, let alone with faculty members exhibiting these behaviors. If stress issues are discussed, they are often mentioned in a humorous vein with little, if any, solutions put forth to assist faculty who are experiencing aggravated stress…

  4. Hemodialysis safety: Evaluation of clinical practice.

    PubMed

    Fadili, Wafaa; Adnouni, Adil; Laouad, Inass

    2016-05-01

    Hemodialysis (HD) safety has become a clinical priority; therefore, the use of checklists for making the dialysis session safe is now widely adopted. The aim of our study was to assess different shortcomings in the clinical practice of nurses working in different Moroccan dialysis centers and to discuss the interest of using such checklists. This cross-sectional study was performed in 13 chronic HD centers. Clinical practice of nurses was evaluated through checklists used in European outpatient dialysis units. We noted several deficiencies mainly related to the clinical evaluation of dialysis patients and to aspects related to hygiene and protection measures against contamination. Optimal safety of dialysis sessions requires the use of simple and reproducible means that improve clinical skills of the health staff. PMID:27215249

  5. Teaching "Out" in the University: An Investigation into the Effects of Lesbian, Bisexual, and Transgender Faculty Self-Disclosure upon Student Evaluations of Faculty Teaching Effectiveness in the USA

    ERIC Educational Resources Information Center

    Jennings, Todd

    2010-01-01

    Many lesbian, gay, bisexual, and transgender (LGBT) university faculty worry about the effects of self-disclosure in their professional lives. One concern is that self-disclosure as LGBT could result in negative evaluations of one's teaching by students due to student bias against LGBT people. In order to investigate this concern, this study…

  6. Faculty application of the American Psychological Association style.

    PubMed

    Morse, Gwen Goetz

    2009-10-01

    This article explores current faculty methods with the application and evaluation of the American Psychological Association (APA) style. Specific aims were to determine concerns related to APA style, review faculty grading practices, identify institutional resources, and report potential solutions for improving application of APA style. A survey with an exploratory descriptive research design was developed and distributed online to academic chairs and deans, requesting their support in distributing the survey to their faculty. Responses (N = 704) were grouped into five categories: departmental and personal concerns; faculty grading practices; institutional resources; format, writing style, and grammar; and suggestions and potential solutions. Sixty percent reported that application and evaluation of APA style is a concern in their department. Content analysis identified four categories as proposed solutions: consistency, education, resources, and dialogue. On the basis of the feedback of the participants, the CRED program is proposed for the issues that were identified. PMID:19645365

  7. Faculty Meetings: Hidden Conversational Dynamics

    ERIC Educational Resources Information Center

    Bowman, Richard F.

    2015-01-01

    In the everydayness of faculty meetings, collegial conversations mirror distinctive dynamics and practices, which either enhance or undercut organizational effectiveness. A cluster of conversational practices affect how colleagues connect, engage, interact, and influence others during faculty meetings in diverse educational settings. The…

  8. Preparing student nurses, faculty and clinicians for 21st century informatics practice: findings from a national survey of nursing education programs in the United States.

    PubMed

    McNeil, Barbara J; Elfrink, Victoria L; Pierce, Susan T

    2004-01-01

    Because healthcare delivery increasingly mandates data-driven decision-making, it is imperative that informatics knowledge and skills are integrated into nursing education curricula for all future nurse clinicians and educators. A national online survey of deans/directors of 266 baccalaureate and higher nursing education programs in the U.S. identified perceived informatics competencies and knowledge of under-graduate and graduate nursing students; determined the preparedness of nurse faculty to teach and use informatics tools; and elicited perceptions of informatics requirements of local practicing nurses. Frequency data and qualitative responses were analyzed. Approximately half of the programs reported requiring word processing and email skills upon entry into the nursing major. The use of standardized languages and the nurse's role in the life cycle of an information system were the least visible informatics content at all levels. Half of program faculty, rated as "novice" or "advanced beginners", are teaching information literacy skills. Findings have major implications for nurse educators, staff developers, and program administrators who are planning faculty/staff development opportunities and designing nursing education curricula that prepare nurses for professional practice. PMID:15360943

  9. [Evaluation of qualification regulations for medical faculties of German universities and recommendations for standardization].

    PubMed

    Nagelschmidt, M; Bergdolt, K; Troidl, H

    1998-04-01

    The original reason for using the German "Habilitation" degree to mean that a candidade had qualified and could conduct research and teach at a university is no longer really valid, as this is being threatened by its importance to further careers. Medical faculties must discuss how this development can be curtailed. In order to check the current situation, the Habilitation degree systems of 36 medical faculties of German universities were compared with the aid of a scoring system. They differed dramatically. Conformity existed only in the demand for a doctoral dissertation, scientific publications and a lecture on approval. Concerning other criteria for qualification there was decreasing consensus in the following order: Habilitation thesis, commitment to teaching, further professional education, participation in congresses, inaugural lecture, qualification to teach, scientific activity, broad background in the discipline, and introduction to the faculty. Application of the scoring system with a maximum of 33 score points resulted in a mean value of 15.2 points and a range from 6 to 29 points. A significant decrease in the score values occurred with increasing age of the Habilitation degree (P = 0.002). Even if scoring systems are ambiguous and unfair, our analysis revealed serious differences in the quality of the Habilitation degree. Presuming that the German Habilitation degree should be maintained as a high-level qualification, we developed proposals that might be used to standardize this academic examination. PMID:9612639

  10. Online Faculty Development and Assessment System (OFDAS): A Study of Academic Learning

    ERIC Educational Resources Information Center

    Villar Angulo, Luis Miguel; Alegre de la Rosa, Olga Maria

    2007-01-01

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

  11. The Absence of Diversity in the Academy: Faculty of Color in Educational Administration Programs

    ERIC Educational Resources Information Center

    Quezada, Reyes L.; Louque, Angela

    2004-01-01

    To develop culturally proficient educational administration leaders, higher education institutions need to increase the representation of ethnically and culturally diverse faculty within their ranks. Through reviews of research and practice, this article proposes factors to consider in the recruitment, retention and evaluation of faculty of color…

  12. 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 Central

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

    2014-01-01

    Introduction: 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. Materials and Methods: 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. Results: 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

  13. Supporting faculty proposal development and publication.

    PubMed

    Anders, Robert L; Monsivais, Diane

    2006-01-01

    The Hispanic Health Disparities Research Center, a collaborative venture between the University of Texas at El Paso and the University of Texas at Houston Health Sciences Center, supports the research capabilities of junior faculty through a variety of programs. Novice researchers often need practical help in conducting literature reviews, extracting data, evaluating the evidence, and formulating a research question of significant importance to be funded yet narrow enough to fit within the scope of the proposal. The authors discuss a successful proposal development program that includes mentoring by more senior faculty and structured sessions with a medical writer and editor. PMID:17108782

  14. So Much Depends upon a Red Chili Pepper: A Faculty Perspective on the Bringing Theory to Practice Project

    ERIC Educational Resources Information Center

    Herzig, Rebecca

    2007-01-01

    The author had a conversation one late afternoon with an untenured colleague from another department regarding chili pepper ratings. Her colleague explained that the popular RateMyProfessor.com Web site allows students to rate faculty members not only according to standards of "clarity," "helpfulness," and something called "easiness," but also in…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  16. Faculty Development Units at Mexican Higher Education Institutions: A Descriptive Study of Characteristics, Common Practices and Challenges

    ERIC Educational Resources Information Center

    Chavela Guerra, Rocio del Carmen

    2011-01-01

    The rapid expansion in higher education in the 1960s and early 1970s brought a reexamination of university teaching and learning, placing significant attention on the role of faculty development. The steady growth of this field has been reflected in the establishment of centers, offices, and divisions at many colleges and universities that are in…

  17. A New "Class" of Undergraduate Professors: Examining Teaching Beliefs and Practices of Science Faculty with Education Specialties

    ERIC Educational Resources Information Center

    Addy, Tracie M.; Simmons, Patricia; Gardner, Grant E.; Albert, Jennifer

    2015-01-01

    Within higher education, science departments have been making efforts to place more emphasis on improving discipline-specific teaching and learning. One such shift is the increased hiring of science faculty with educational specialties (SFES). Although SFES have begun to multiply in number, there is little published on their teaching ideologies…

  18. Preliminary Examination of Safety Issues on a University Campus: Personal Safety Practices, Beliefs & Attitudes of Female Faculty & Staff

    ERIC Educational Resources Information Center

    Fletcher, Paula C.; Bryden, Pamela J.

    2007-01-01

    University and college campuses are not immune to acts of violence. Unfortunately there is limited information regarding violence in the academic setting among women employees. As such, the purpose of this exploratory research was to examine issues that female faculty and staff members have about safety on and around campus, including concerns…

  19. Practical Diagnostics for Evaluating Residential Commissioning Metrics

    SciTech Connect

    Wray, Craig; Walker, Iain; Siegel, Jeff; Sherman, Max

    2002-06-11

    In this report, we identify and describe 24 practical diagnostics that are ready now to evaluate residential commissioning metrics, and that we expect to include in the commissioning guide. Our discussion in the main body of this report is limited to existing diagnostics in areas of particular concern with significant interactions: envelope and HVAC systems. These areas include insulation quality, windows, airtightness, envelope moisture, fan and duct system airflows, duct leakage, cooling equipment charge, and combustion appliance backdrafting with spillage. Appendix C describes the 83 other diagnostics that we have examined in the course of this project, but that are not ready or are inappropriate for residential commissioning. Combined with Appendix B, Table 1 in the main body of the report summarizes the advantages and disadvantages of all 107 diagnostics. We first describe what residential commissioning is, its characteristic elements, and how one might structure its process. Our intent in this discussion is to formulate and clarify these issues, but is largely preliminary because such a practice does not yet exist. Subsequent sections of the report describe metrics one can use in residential commissioning, along with the consolidated set of 24 practical diagnostics that the building industry can use now to evaluate them. Where possible, we also discuss the accuracy and usability of diagnostics, based on recent laboratory work and field studies by LBNL staff and others in more than 100 houses. These studies concentrate on evaluating diagnostics in the following four areas: the DeltaQ duct leakage test, air-handler airflow tests, supply and return grille airflow tests, and refrigerant charge tests. Appendix A describes those efforts in detail. In addition, where possible, we identify the costs to purchase diagnostic equipment and the amount of time required to conduct the diagnostics. Table 1 summarizes these data. Individual equipment costs for the 24

  20. Creating and Implementing a Faculty Interest Group for Historically Underrepresented Faculty

    ERIC Educational Resources Information Center

    Follins, Lourdes D.; Paler, Lisa K.; Nanin, Jose E.

    2015-01-01

    This article describes the creation and implementation of a faculty interest group for historically underrepresented faculty at a large, urban community college in the Northeast. Faculty interest groups provide opportunities for faculty across disciplines to meet to explore common interests and share concerns and best practices. The faculty…

  1. Faculty Changing Departments: Why, Who, and When?

    ERIC Educational Resources Information Center

    Wallerstein, George

    1976-01-01

    Departmental changes by faculty staff are suggested to be one solution to the budgetary problems of some institutions, rather than the more prevalent practice of nonreappointment of untenured faculty. (LBH)

  2. Promoting Faculty Scholarship – An evaluation of a program for busy clinician-educators

    PubMed Central

    Reader, Stacia; Fornari, Alice; Simon, Sherenne; Townsend, Janet

    2015-01-01

    Background Clinician educators face barriers to scholarship including lack of time, insufficient skills, and access to mentoring. An urban department of family medicine implemented a federally funded Scholars Program to increase the participants’ perceived confidence, knowledge and skills to conduct educational research. Method A part-time faculty development model provided modest protected time for one year to busy clinician educators. Scholars focused on designing, implementing, and writing about a scholarly project. Scholars participated in skill seminars, cohort and individual meetings, an educational poster fair and an annual writing retreat with consultation from a visiting professor. We assessed the increases in the quantity and quality of peer reviewed education scholarship. Data included pre- and post-program self-assessed research skills and confidence and semi-structured interviews. Further, data were collected longitudinally through a survey conducted three years after program participation to assess continued involvement in educational scholarship, academic presentations and publications. Results Ten scholars completed the program. Scholars reported that protected time, coaching by a coordinator, peer mentoring, engagement of project leaders, and involvement of a visiting professor increased confidence and ability to apply research skills. Participation resulted in academic presentations and publications and new educational leadership positions for several of the participants. Conclusions A faculty scholars program emphasizing multi-level mentoring and focused protected time can result in increased confidence, skills and scholarly outcomes at modest cost. PMID:26451230

  3. Faculty Inbreeding.

    ERIC Educational Resources Information Center

    Eells, Walter Crosby; Cleveland, Austin Carl

    1999-01-01

    A study of 16,837 faculty members at 219 colleges and universities in 42 states found great variation in the extent to which faculties were hiring their own institution's graduates as teachers. Six institutions showed no such "inbreeding," whereas seven had over 60% inbreeding. (Originally published in 1935) (MSE)

  4. Faculty Remarks.

    ERIC Educational Resources Information Center

    Feldman, Marvin

    A discussion is provided of the Fashion Institute of Technology's (FIT's) new faculty contract and its implications for the college. First, the paper traces the history of union-management negotiations. After looking at the bitter relationship that restricted faculty growth, development, and morale in the 1970s, the paper describes the "contract…

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

    NASA Astrophysics Data System (ADS)

    Holmes, M. A.

    2015-12-01

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

  6. Teaching and evaluating multitasking ability in emergency medicine residents - what is the best practice?

    PubMed Central

    2014-01-01

    Multitasking is an essential skill to develop during Emergency Medicine (EM) residency. Residents who struggle to cope in a multitasking environment risk fatigue, stress, and burnout. Improper management of interruption has been causally linked with medical errors. Formal teaching and evaluation of multitasking is often lacking in EM residency programs. This article reviewed the literature on multitasking in EM to identify best practices for teaching and evaluating multitasking amongst EM residents. With the advancement in understanding of what multitasking is, deliberate attempts should be made to teach residents pitfalls and coping strategies. This can be taught through a formal curriculum, role modeling by faculty, and simulation training. The best way to evaluate multitasking ability in residents is by direct observation. The EM Milestone Project provides a framework by which multitasking can be evaluated. EM residents should be deployed in work environments commiserate with their multitasking ability and their progress should be graduated after identified deficiencies are remediated. PMID:25635201

  7. [Clinical practice guideline: a complete geriatric evaluation].

    PubMed

    Medina-Chávez, Juan Humberto; Torres-Arreola, Laura Del Pilar; Cortés-González, Rosa María; Durán-Gómez, Verónica; Martínez-Hernández, Fernando; Esquivel-Romero, Gustavo

    2011-01-01

    The care of elderly patients requires an evaluation that deserves a host of special considerations, such as biological aspects of aging, those related to activities of daily living and functionality, neuro-psychological conceptions, family dynamics and economic conditions. The growth of the aging population in our country is accompanied by an increase in chronic diseases and more individuals have greater vulnerability, requiring a more consumption of resources because of the high demand for services. This requires the incorporation of specialized care in the institutional system, which has caused serious consequences in the current health system, benefiting specialization and technology, but with a loss of an integrated and horizontal view of the patient. Therefore it is necessary to develop a practical tool that allows the family physician to identify and differentiate the geriatric population that requires specialized care from who does not, identifying problems that may improve and allow the design of strategies to improve health status and maintain functional autonomy of the elderly. Comprehensive Geriatric Assessment (CGA) is a fundamental tool for clinical practice of any medical care to the elderly. PMID:22176832

  8. For Those of Us at the Borders: Recognition and Evaluation of Faculty Work in the Academic Field of Film and Digital Media

    ERIC Educational Resources Information Center

    Collins, E. Anthony

    2011-01-01

    Artistic, scholarly, and professional works by individual faculty members in the field of film and digital media are not being adequately recognized or rewarded as scholarship activity during performance evaluation in institutions of higher learning. Conventional systems for the recognition and evaluation of work prioritize scientism and compel…

  9. Preliminary Evaluation of the Implementation of a Mentorship Plan in the Faculty of Education at the University of Lleida (UdL), Spain

    ERIC Educational Resources Information Center

    Filella, Gemma; Lara, Isabel; Soldevila, Anna; Nadal, Jesus; Ribes, Ramona; Agullo, Maria Jesus; Carrillo, Fernando

    2008-01-01

    The evaluation of a preliminary study on the possible implementation of a Mentorship Plan in the Faculty of Teacher Education at the University of Lleida (UdL) is described. A total of sixty-seven first-year Special- and Nursery School-education teacher students participated in this survey. Results were evaluated in both qualitative and…

  10. An Exploratory Investigation of the Periodic Performance Evaluation Processes for Marketing Faculty: A Comparison of Doctoral-Granting and Non-Doctoral-Granting Universities

    ERIC Educational Resources Information Center

    Shepherd, C. David; Carley, Susan S.; Stuart, Randy S.

    2009-01-01

    Whether a first entrant into the academic job market or a seasoned professional, career outcomes for marketing educators depend heavily on the evaluation process used at their institutions. This research explores the periodic performance evaluation process for marketing faculty members using data collected from a national sample of marketing…

  11. A Conceptual Framework for How Evaluators Make Everyday Practice Decisions

    ERIC Educational Resources Information Center

    Kundin, Delia M.

    2010-01-01

    How do evaluators make decisions about how to approach an evaluation in their everyday practice? What are the bases for evaluators' approach choices? In what ways do evaluators think about evaluation models? The evaluation literature remains unclear about what specific information evaluators consider when making decisions in response to everyday…

  12. Educational Leaders' Perceptions about Ethical Practices in Student Evaluation

    ERIC Educational Resources Information Center

    Johnson, Robert L.; Green, Susan K.; Kim, Do-Hong; Pope, Nakia S.

    2008-01-01

    "The Student Evaluation Standards" call for student evaluations to be ethical, fair, useful, feasible, and accurate. However, little is known about educators' perceptions about the ethics of student evaluation practices. This study was designed to examine the degree of agreement among administrators about ethical student evaluation practices. It…

  13. Evaluators' Decision Making: The Relationship between Theory, Practice, and Experience

    ERIC Educational Resources Information Center

    Tourmen, Claire

    2009-01-01

    How do evaluation practitioners make choices when they evaluate a program? What function do evaluation theories play in practice? In this article, I report on an exploratory study that examined evaluation practices in France. The research began with observations of practitioners' activities, with a particular focus on the phases of evaluation…

  14. Faculty Development. [SITE 2002 Section].

    ERIC Educational Resources Information Center

    Gillan, Bob, Ed.; McFerrin, Karen, Ed.

    This document contains the papers on faculty development from the SITE (Society for Information Technology & Teacher Education) 2002 conference. Topics covered include: integration for ESL (English as a Second Language) success; changing roles of college faculty; inducing reflection on educational practice; a joint instructional technology and…

  15. Unheard Voices among Faculty Developers

    ERIC Educational Resources Information Center

    Mighty, Joy; Ouellett, Mathew L.; Stanley, Christine A.

    2010-01-01

    If one looks at the current literature and practice of faculty development through various lenses, one thing remains clear: there are voices that are missing from the discourse. In this article, the authors discuss "unheard voices" which they define as those who are still on the margins of the profession--faculty developers who are diverse in…

  16. Supporting Women and Minority Faculty

    ERIC Educational Resources Information Center

    Moody, JoAnn

    2004-01-01

    Good departmental practices can help women and minority faculty thrive and make the greatest possible contribution to the academic enterprise. Several recent books have explored what is wrong with the current way of doing business. In this article, the author outlines steps to bring U.S. minority and European American women faculty--at both the…

  17. To the point: medical education reviews-ongoing call for faculty development.

    PubMed

    Hueppchen, Nancy; Dalrymple, John L; Hammoud, Maya M; Abbott, Jodi F; Casey, Petra M; Chuang, Alice W; Cullimore, Amie; Davis, Katrina R; Dugoff, Lorraine; Espey, Eve L; Kaczmarczyk, Joseph M; Nuthalapaty, Francis S; Peskin, Edward; Pradhan, Archana; Katz, Nadine T

    2011-09-01

    This article in the To the Point series will focus on best practices regarding faculty development in medical education in the field of obstetrics and gynecology. Faculty development is an essential component in achieving teacher and learner satisfaction as well as improving learner outcomes. The Liaison Committee on Medical Education requires medical school faculty to have the capability and longitudinal commitment to be effective teachers. Although many programs have been created to address faculty development, there remains a paucity of literature documenting the impact of these programs on learner outcomes. We reviewed the qualities of an excellent medical educator, expectations regarding medical school teaching faculty, elements of comprehensive faculty development programs, and outcome measures for evaluating the effectiveness of these programs. PMID:21514919

  18. Faculty Composition in Four-Year Institutions: The Role of Pressures, Values, and Organizational Processes in Academic Decision-Making

    ERIC Educational Resources Information Center

    Kezar, Adrianna; Gehrke, Sean

    2016-01-01

    This study broadens our understanding of conditions that shape faculty composition in higher education. We surveyed academic deans to evaluate their views on the professoriate, values, pressures, and practices pertaining to the use of non-tenure-track faculty (NTTF). We utilized [ordinary-least-squares] OLS regression to test a model for…

  19. Reframing research on faculty development.

    PubMed

    O'Sullivan, Patricia S; Irby, David M

    2011-04-01

    Research on faculty development has focused primarily on individual participants and has produced relatively little generalizable knowledge that can guide faculty development programs. In this article, the authors examine how current research on faculty development in medical education can be enriched by research in related fields such as teacher education, quality improvement, continuing medical education, and workplace learning. As a result of this analysis, the authors revise the old model for conceptualizing faculty development (preferably called professional development). This expanded model calls for research on educational process and outcomes focused on two communities of practice: the community created among participants in faculty development programs and the communities of teaching practice in the workplace (classroom or clinic) where teaching actually occurs. For the faculty development community, the key components are the participants, program, content, facilitator, and context in which the program occurs and in which the faculty teach. For the workplace community, associated components include relationships and networks of association in that environment, the organization and culture of the setting, the teaching tasks and activities, and the mentoring available to the members of that academic and/or clinical community of teaching practice. This expanded model of faculty development generates a new set of research questions, which are described along with six recommendations for enhancing research, including establishment of a national center for research in health professions education. PMID:21346505

  20. Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation

    PubMed Central

    Chandler, Nicole; Henderson, Gavin; Park, Brittany; Byerley, Julie; Brown, Wallace D.; Steiner, Michael J.

    2010-01-01

    Background Faculty have traditionally evaluated resident physician professionalism and interpersonal skills without input from patients, family members, nurses, or the residents themselves. The objective of our study was to use “360-degree evaluations,” as suggested by the Accreditation Council for Graduate Medical Education (ACGME), to determine if nonfaculty ratings of resident professionalism and interpersonal skills differ from faculty ratings. Methods Pediatrics residents were enrolled in a hospital-based resident continuity clinic during a 5-week period. Patient/families (P/Fs), faculty (MD [doctor of medicine]), nurses (RNs [registered nurses]), and residents themselves (self) completed evaluator-specific evaluations after each clinic session by using a validated 10-item questionnaire with a 5-point Likert scale. The average Likert score was tallied for each questionnaire. Mean Likert scale scores for each type of rater were compared by using analysis of variance, text with pair-wise comparisons when appropriate. Agreement between rater types was measured by using the Pearson correlation. Results A total of 823 evaluations were completed for 66 residents (total eligible residents, 69; 95% participation). All evaluators scored residents highly (mean Likert score range, 4.4 to 4.9). However, MDs and RNs scored residents higher than did P/Fs (mean scores: MD, 4.77, SD [standard deviation], 0.32; RN, 4.85, SD, 0.30; P/F, 4.53, SD, 0.96; P < .0001). MD and RN scores also were higher than residents' self-evaluation scores, but there was no difference between self-scores and P/F scores (average resident self-score, 4.44, SD, 0.43; P < .0001 compared to MD and RN; P  =  .19 compared to P/F). Correlation coefficients between all combinations of raters ranged from −0.21 to 0.21 and none were statistically significant. Conclusion Our study found high ratings for resident professionalism and interpersonal skills. However, different members of the health care

  1. ASHE Reader on Faculty and Faculty Issues in Colleges and Universities.

    ERIC Educational Resources Information Center

    Finkelstein, Martin J., Ed.

    The academic profession is discussed in 25 articles that cover: the current status of the professoriate, the faculty culture and nature of the career, teaching/research roles, women and minority faculty, part-time and two-year college faculty, and faculty development/evaluation. The book is intended as a reader for students in graduate programs in…

  2. A User Centered Faculty Scheduled Development Framework

    ERIC Educational Resources Information Center

    Hadian, Shohreh; Sly, Nancy

    2014-01-01

    Colleges provide professional development opportunities to faculty to promote knowledge growth and improvement of skills. At the college, Scheduled Development (SD) time for faculty is based on the educational practice and recognition of the need for continuous professional development of faculty members. The paper presents a user-centered…

  3. Faculty at Work. Motivation, Expectation, Satisfaction.

    ERIC Educational Resources Information Center

    Blackburn, Robert T.; Lawrence, Janet H.

    This book draws together empirical evidence on college and university faculty work, develops and tests a theoretical framework of faculty motivation to engage in different teaching, research, and service activities, and suggests how administrative practices can be improved so that faculty work lives are enriched and institutions become more…

  4. The Digital Learning Faculty Certificate Program

    ERIC Educational Resources Information Center

    Ginzburg, Ekaterina; Chepya, Peter; Demers, David

    2010-01-01

    To assist in the training and professional development of faculty new to teaching online, Sacred Heart University established the Digital Learning Faculty Certificate Program. This 8-week online cohort program provides faculty with best practices for teaching online, including instructional design, effective online communication and appropriate…

  5. Faculty Recruitment in an Era of Change

    ERIC Educational Resources Information Center

    Levine, Marilyn; Schimpf, Martin

    2010-01-01

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

  6. Faculty: ERIC Trends, 1999-2000.

    ERIC Educational Resources Information Center

    Kezar, Adrianna J.

    Educational Research Information Center (ERIC) Trends are analyses of higher education literature contained in the ERIC database, describing major concerns in institutional practice. There has been little real change in the literature on faculty in the last 5 years. Workload for faculty remains higher than many professions, and faculty often…

  7. Developing Evaluation Capacity in Extension 4-H Field Faculty: A Framework for Success

    ERIC Educational Resources Information Center

    Arnold, Mary E.

    2006-01-01

    Developing evaluation capacity in organizations is a complex and multifaceted task. This article outlines a framework for building evaluation capacity. The framework is based on four strategic methods for teaching evaluation: (a) using logic models for sound program planning, (b) providing one-on-one help, (c) facilitating small-team collaborative…

  8. Using a Faculty Evaluation Triad To Achieve Evidence-based Teaching.

    ERIC Educational Resources Information Center

    Appling, Susan E.; Naumann, Phyllis L.; Berk, Ronald A.

    2001-01-01

    Describes a system to evaluate evidence-based nursing teaching that uses three sources: student evaluation of teacher, teaching portfolios, and peer evaluation. The system also includes mentoring and administrative structure for using the data for pay and promotion. (Contains 29 references.) (SK)

  9. Selection of Course Evaluation Items by High and Low Rated Faculty.

    ERIC Educational Resources Information Center

    Ory, John C.; Brandenburg, Dale C.

    CAFETERIA-type rating systems, modeled after the one developed at Purdue University, allow the instructors being evaluated to select those items which their students will use in evaluating the instructors. Such computer-assisted systems allow the instructor to tailor the evaluation to the particular instructional strategies used. This study…

  10. Using Personnel Evaluation To Focus on the Development of Teaching Skills: Faculty Ideas and University Policy.

    ERIC Educational Resources Information Center

    O'Leary, Neil; Fenton, Ray

    The role of the personnel evaluation process in improving the performance of teachers as classroom communicators is explored by contrasting the personnel evaluation system of Alaska Pacific University (APU) with that of the Anchorage School District (Alaska). While the APU system offers little specification for formative evaluation activities, the…

  11. Evaluation of the admission procedure and academic performance on the Medical Faculty in Ljubljana, Yugoslavia.

    PubMed

    Susec-Michieli, M; Kalisnik, M

    1983-07-01

    The data about the applicants and medical students who matriculated at the Medical Faculty of Ljubljana during the period from 1962-63 to 1969-70 by admission procedure were reviewed. A higher proportion of women than men was accepted, but men went on from year to year more regularly (P less than 0.05). Women graduated significantly later (P less than 0.05). More than half the students came from Ljubljana and its surrounding area. Academic success was correlated with general success in secondary school and with the raw scores at the admission examinations. Pearson's correlation coefficients were calculated and their values varied greatly between men and women, as well as among single cohorts. The multiple regression analysis showed that the best predictor for academic performance was the average success in secondary school (gymnasium) and in addition, the raw scores in biology and foreign language obtained at the admission examination. The results also showed the standardized regression coefficients beta and these variables should therefore be retained in the admission procedure in future. The cumulated coefficient of determination could explain about 11% to 15% of the variability of dependent variables--i.e., average academic success (mean mark of all examinations) and average academic success standardized to the duration of study. The psychological test was of the least importance and could be omitted in future admission procedures. The mean mark in mathematics in secondary school and the mean mark in somatology (the study of the anatomy and physiology of the body) at the admission examination correlated highly with other admission criteria and could also be omitted in future. PMID:6877106

  12. An In-Depth Evaluation of the Distance Education Program at Makerere University Based on a Quality Scorecard and the Perceptions of Administrators and Faculty

    ERIC Educational Resources Information Center

    Sonko, Julius

    2013-01-01

    The purpose of this study was to evaluate the quality of the distance education program at Makerere University based on a quality scorecard and the perceptions of administrators and faculty. The study employed an explanatory mixed-methods design which utilizes both the quantitative and qualitative research phases. Data for the quantitative phase…

  13. Impacts of Workshops for Instructional Improvement: The Results of an Evaluation of a Component of a Faculty Development Program. AIR Forum Paper 1978.

    ERIC Educational Resources Information Center

    Braxton, John M.

    Reported are the impacts of a series of workshops for instructional improvement conducted by the Faculty Development Organization of Wittenberg University, a private, undergraduate institution of 2300 students. The impacts delineated are the results of an evaluation of these workshops. The impacts examined were extracted from the expected outcomes…

  14. Using Critical Incidents To Model Effective Evaluation Practice in the Teaching of Evaluation.

    ERIC Educational Resources Information Center

    Preskill, Hallie

    1997-01-01

    Discusses the importance of modeling effective evaluation practice as teachers teach about evaluation. Using the critical incidents evaluation tool and process students in graduate evaluation courses were asked to reflect on their learning of modeling formative evaluation throughout the course as a way to teach about evaluation practice. (SLD)

  15. The Viewpoints of Students and Evaluation Experts About Performance Processes of Faculty Member Evaluation at Mazandaran University of Medical Sciences, 2014

    PubMed Central

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

    2015-01-01

    Background and purpose: One of the most common ways used in most of the countries and Iran to determine the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire, the content of a number of questions about educational activities provided to the students. The researchers plan to evaluate the students’ and experts’ performances at Mazandaran University of Medical Sciences on the process of evaluating the performance of teachers, they examined in 2014. Materials and methods: This study surveys the students and experts in the evaluation of faculty members’ performance process. The study subjects were 3904 students and 37 evaluation expert of Mazandaran University of Medical Sciences. Using Cochran sampling formula of 350 students through proportional stratified random sampling were selected. The experts’ viewpoint, method was used. Data collection tools consisted of 14 questions with answers Yes, or, I don’t know. Descriptive Statistical analysis of the data and chi-square test was performed. Results: From total of 350 students, 346 and the entire 37 evaluations expert participated in this study. Most of the students, 80 (23.12%) and the largest number of experts, 8 (21.62%) were from Sari Allied Medical Sciences Faculty. Most of the demographic information about gender were, 255 female students (74.56%) and 29 female experts (78.37%). In most age groups of students, 188 (55.62 percent) were in the category of 18 to 20 years, and the experts, 19 (51.35%) were in the category of 22 and 31 years. Most students, 232 of them (70.95%) were in semester 2 and 4. Most experts, 20 (54.05 percent) were under 10 years of work experience. The comparison between the views of students and experts in the evaluation process between the schools of Mazandaran University of Medical Sciences, Sari School of Nursing and Midwifery, there was difference between the opinions of experts and students (p-value=0

  16. Answering Student Questions During Examinations: A Descriptive Study of Faculty Beliefs.

    PubMed

    Stillwell, Susan B; Krautscheid, Lorretta C

    2016-01-01

    Examinations are used to evaluate individual student learning. Therefore, fair and consistent administration practices are essential. One issue associated with testing administration practices includes whether or not students should be allowed to ask questions during exams and how faculty should respond. Findings from this descriptive study indicate that faculty believe answering questions disrupts the testing environment, inhibits effective monitoring of the testing environment, and could provide unfair hints to students who ask questions. Yet, faculty permit students to ask questions to clarify unclear wording, to provide definitions, and to appear receptive to student needs. Recommendations for nursing education and research are provided. PMID:27405200

  17. The Practice of Educational Evaluation: A View from the Inside.

    ERIC Educational Resources Information Center

    Jolly, S. Jean; Gramenz, Gary W.

    The literature on the practice of educational evaluation is reviewed, and internal and external evaluations in a school setting are compared. The paper states that the typical external evaluation is conducted as if school districts were rational organizations, a view which permeated 19th century evaluation activities. The internal evaluator, on…

  18. Enhancing baccalaureate nursing information technology outcomes: faculty perspectives.

    PubMed

    Fetter, Marilyn S

    2008-01-01

    Baccalaureate nurses must be prepared to meet information technology expectations for practice and future professional development. Therefore, educational programs must evaluate curriculum and student outcomes and address areas for improvement. Faculty members were surveyed regarding barriers and strategies for improving information technology outcomes. Project findings have educational, clinical agency, legal, and policy implications. PMID:18312224

  19. Assessing Faculty Performance Using Student Evaluations of Teaching in an Uncontrolled Setting

    ERIC Educational Resources Information Center

    Nowell, Clifford; Gale, Lewis R.; Handley, Bruce

    2010-01-01

    This paper provides new evidence on the disparity between student evaluation of teaching (SET) ratings when evaluations are conducted online versus in-class. Using a multiple regression analysis, we show that after controlling for many of the class and student characteristics not under the direct control of the instructor, average SET ratings from…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  1. Moving towards Multidimensional Evaluation of Teaching in Higher Education: A Study across Four Faculties

    ERIC Educational Resources Information Center

    Ghedin, Elisabetta; Aquario, Debora

    2008-01-01

    The article investigates the issue of teaching evaluation in higher education, providing a picture of the phenomenon into the Italian specific context within a European dimension. Starting from the premise that in Italian universities, teaching evaluation is based on general indicators which reflect a simplification of a complex phenomenon,…

  2. Team Building through Faculty Coaching and Faculty Coaching System Guidebook.

    ERIC Educational Resources Information Center

    Slicker, Russ; And Others

    A description is provided of the development and implementation of a Faculty Coaching System, a systematic evaluation process, at Milwaukee Area Technical College (MATC). Introductory comments by Russ Slicker offer a brief history and description of MATC and a profile of MATC's well-established, stable faculty. Next, Beverly Simone discusses the…

  3. Student Expectations of Course Content Affect Faculty Evaluations in an Abnormal Psychology Course.

    ERIC Educational Resources Information Center

    Bock, Frances A.

    1979-01-01

    Describes a study measuring how student expectations of an abnormal psychology course affect their rating of professors. Findings showed a significant impact, especially in relation to popularized topics. Recommends evaluative instruments separating course-related factors from instructor ratings. (CK)

  4. Faculty Perceptions of Effective Practices for Utilizing a Framework to Develop a Concept-Based Curriculum in Nursing Education

    ERIC Educational Resources Information Center

    Magorian, Kathryn G.

    2013-01-01

    All programs of healthcare education face increasing change and daunting challenges to prepare new graduates for the real world of practice as care providers in complex systems. The necessity for change in nursing education is at a critical level, called on from a variety of sources. New nurses must be able to enter practice as competent, safe,…

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

    ERIC Educational Resources Information Center

    Calabrese, Raymond

    2015-01-01

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

  6. Evaluating Teaching: A Guide to Current Thinking and Best Practice.

    ERIC Educational Resources Information Center

    Stronge, James, Ed.

    This guide presents current research and thinking about teacher evaluation and combines that research with practice. Chapters contain illustrations and examples to make a research-practice connection and present a comprehensive approach to designing, implementing, and monitoring quality teacher-evaluation systems. Chapters include: (1) "Improving…

  7. Evaluating a Community-School Model of Social Work Practice

    ERIC Educational Resources Information Center

    Diehl, Daniel; Frey, Andy

    2008-01-01

    While research has shown that social workers can have positive impacts on students' school adjustment, evaluations of overall practice models continue to be limited. This article evaluates a model of community-school social work practice by examining its effect on problem behaviors and concerns identified by teachers and parents at referral. As…

  8. Program Evaluation Theory and Practice: A Comprehensive Guide

    ERIC Educational Resources Information Center

    Mertens, Donna M.; Wilson, Amy T.

    2012-01-01

    This engaging text takes an evenhanded approach to major theoretical paradigms in evaluation and builds a bridge from them to evaluation practice. Featuring helpful checklists, procedural steps, provocative questions that invite readers to explore their own theoretical assumptions, and practical exercises, the book provides concrete guidance for…

  9. Using Developmental Evaluation Methods with Communities of Practice

    ERIC Educational Resources Information Center

    van Winkelen, Christine

    2016-01-01

    Purpose: This paper aims to explore the use of developmental evaluation methods with community of practice programmes experiencing change or transition to better understand how to target support resources. Design/methodology/approach: The practical use of a number of developmental evaluation methods was explored in three organizations over a…

  10. Theory and Practice on Teacher Performance Evaluation

    ERIC Educational Resources Information Center

    Yonghong, Cai; Chongde, Lin

    2006-01-01

    Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance…

  11. Democratizing Evaluation: Meanings and Methods from Practice.

    ERIC Educational Resources Information Center

    Ryan, Katherine E.; Johnson, Trav D.

    2000-01-01

    Uses the results of an instrumental case study to identify issues connected to evaluation participation and its representation and the role of the internal evaluator in democratic, deliberative evaluation. Identified direct participation and participation by representation, sanctioned or unsanctioned representation, and extrinsic and intrinsic…

  12. Accountability Gap: Evaluation Practices Show Improvement.

    ERIC Educational Resources Information Center

    Bissland, James H.

    1990-01-01

    Analyzes evaluation methods used by winners of the Silver Anvil (an award presented by the Public Relations Society of America for outstanding public relations campaigns and programs) during the 1980s. Concludes that the quality of evaluation activity is far lower than the quantity of evaluation but that practitioners' efforts to substantiate…

  13. Building a Community of Evaluation Practice within a Multisite Program

    ERIC Educational Resources Information Center

    Goodyear, Leslie K.

    2011-01-01

    New and novel uses of evaluation processes and findings are possible when a community of practice develops as evaluation stakeholders participate in multisite evaluations in multiple ways. Developing such communities takes advantage of what makes multisite evaluations special. This chapter uses the example of the Innovative Technology Experiences…

  14. The Evaluation Attitudes and Practices of 4-H Educators

    ERIC Educational Resources Information Center

    Lekies, Kristi S.; Bennett, Amanda M.

    2011-01-01

    Extension educators are expected to conduct program evaluation. An Internet survey was sent to county 4-H educators in Ohio to examine their evaluation attitudes and practices, as well as barriers to conducting evaluation. Respondents indicated a range of attitudes about evaluation and limited use of different designs and methods. Having enough…

  15. Academic Freedom, Tenure, and Student Evaluations of Faculty: A Response to Haskell and His Critics

    ERIC Educational Resources Information Center

    Cisneros-Cohernour, Edith J.

    2005-01-01

    I comment on the strengths and limitations of Haskell's article and provide a critical review of his arguments about the negative impact of SEF on tenure and other administrative decisions. I object to the limited evidence supporting the claim that the use of student evaluations per se challenges academic freedom. (Contains 2 footnotes.)

  16. Academic Freedom, Promotion, Reappointment, Tenure and the Administrative Use of Student Evaluation of Faculty (SEF): (Part IV) Analysis and Implications of Views from the Court in Relation to Academic Freedom, Standards, and Quality Instruction.

    ERIC Educational Resources Information Center

    Haskell, Robert E.

    1997-01-01

    Legal rulings related to student evaluation of faculty (SEF) are reviewed in terms of their implications for academic freedom and quality of instruction in higher education. The issues examined are not primarily concerned with individual faculty rights, but with the implications of SEF when used for administrative purposes. (SLD)

  17. Using Open Badges to Certify Practicing Evaluators

    ERIC Educational Resources Information Center

    Davies, Randall; Randall, Dan; West, Richard E.

    2015-01-01

    For several decades members of the American Evaluation Association have discussed and disputed the issue of evaluator certification. Our past inability to agree on a certification solution may have been partially caused by the weaknesses of traditional certification systems, which rely on candidates obtaining a degree and completing a…

  18. Teaching Practical Public Health Evaluation Methods

    ERIC Educational Resources Information Center

    Davis, Mary V.

    2006-01-01

    Human service fields, and more specifically public health, are increasingly requiring evaluations to prove the worth of funded programs. Many public health practitioners, however, lack the required background and skills to conduct useful, appropriate evaluations. In the late 1990s, the Centers for Disease Control and Prevention (CDC) created the…

  19. Evaluating Vocational Training Programs. A Practical Guide.

    ERIC Educational Resources Information Center

    Hunting, Gordon; And Others

    This guide is intended to serve as a systematic checklist for evaluators of vocational training institutions and for directors of schools or skills centers who want to identify areas in need of improvement. Discussed first are steps in defining the purpose of the evaluation (nature and objectives of the project, point of view, and the initial…

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

    PubMed Central

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

    2016-01-01

    We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices. PMID:27034985

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

    PubMed

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

    2016-03-01

    We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices. PMID:27034985

  2. Faculty Advising Examined: Enhancing the Potential of College Faculty as Advisors.

    ERIC Educational Resources Information Center

    Kramer, Gary L., Ed.

    This collection explores faculty advising as a potential contributor to student college success and provides information on how to organize, deliver, and improve overall faculty advising in the current higher education climate. The chapters are: (1) "Advising as Teaching" (Gary L. Kramer); (2) "Faculty Advising: Practice and Promise" (Wesley R.…

  3. A Research Training Program for Dental Faculty.

    ERIC Educational Resources Information Center

    Dirkson, Thomas, R.

    1992-01-01

    This article describes and presents evaluation results of a faculty promotion program initiated at the Medical College of Georgia. The program assists faculty in career development by facilitating faculty research and publication and in helping to secure extramural funding for its participants. (GLR)

  4. Impact of a 360-degree Professionalism Assessment on Faculty Comfort and Skills in Feedback Delivery

    PubMed Central

    Korenstein, Deborah; Karani, Reena

    2008-01-01

    Background Professionalism is identified as a competency of resident education. Best approaches to teaching and evaluating professionalism are unknown, but feedback about professionalism is necessary to change practice and behavior. Faculty discomfort with professionalism may limit their delivery of feedback to residents. Objectives A pilot program to implement a 360-degree evaluation of observable professionalism behaviors and determine how its use impacts faculty feedback to residents. Design Internal Medicine (IM) residents were evaluated during ambulatory rotations using a 360-degree assessment of professional behaviors developed by the National Board of Medical Examiners®. Faculty used evaluation results to provide individual feedback to residents. Patients/Participants Fifteen faculty members. Measurements and Main Results Faculty completed pre- and post-intervention surveys. Using a 7-point Likert scale, faculty reported increased skill in giving general feedback (4.85 vs 4.36, p < .05) and feedback about professionalism (4.71 vs 3.57, p < .01) after the implementation of the 360-degree evaluation. They reported increased comfort giving feedback about professionalism (5.07 vs 4.35, p < .05) but not about giving feedback in general (5.43 vs 5.50). Conclusions A 360-degree professionalism evaluation instrument used to guide feedback to residents improves faculty comfort and self-assessed skill in giving feedback about professionalism. PMID:18612726

  5. A Metric-Based System for Evaluating the Productivity of Preclinical Faculty at an Academic Medical Center in the Era of Clinical and Translational Science.

    PubMed

    Wiegers, Susan E; Houser, Steven R; Pearson, Helen E; Untalan, Ann; Cheung, Joseph Y; Fisher, Susan G; Kaiser, Larry R; Feldman, Arthur M

    2015-08-01

    Academic medical centers are faced with increasing budgetary constraints due to a flat National Institutes of Health budget, lower reimbursements for clinical services, higher costs of technology including informatics and a changing competitive landscape. As such, institutional stakeholders are increasingly asking whether resources are allocated appropriately and whether there are objective methods for measuring faculty contributions and engagement. The complexities of translational research can be particularly challenging when trying to assess faculty contributions because of team science. For over a decade, we have used an objective scoring system called the Matrix to assess faculty productivity and engagement in four areas: research, education, scholarship, and administration or services. The Matrix was developed to be dynamic, quantitative, and able to insure that a fully engaged educator would have a Matrix score that was comparable to a fully engaged investigator. In this report, we present the Matrix in its current form in order to provide a well-tested objective system of performance evaluation for nonclinical faculty to help academic leaders in decision making. PMID:25740181

  6. Supporting Future Faculty in Developing Their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants

    ERIC Educational Resources Information Center

    Wise, Alyssa

    2011-01-01

    Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little is known about how these informal helping relationships evolve and how universities can help support their formation as part of the preparation of future…

  7. University Faculty's Perspectives on the Roles of E-Instructors and Their Online Instruction Practice

    ERIC Educational Resources Information Center

    Chang, Chiungsui; Shen, Hun-Yi; Liu, Eric Zhi-Feng

    2014-01-01

    Despite the rapid use of e-Learning in higher education, the beliefs of instructors about and their practices during online instruction have been seldom addressed. This study explores the role perceptions of e-instructors in higher education. In total, 106 instructors from 20 Taiwanese universities filled out a questionnaire. Analytical results…

  8. Learner-Centered Assessment: A Comparison of Faculty Practices in US Colleges and Universities 1993 to 2004

    ERIC Educational Resources Information Center

    Webber, Karen L.; Tschepikow, Kyle

    2011-01-01

    Over a decade ago, Barr and Tagg (1995) declared that a shift had occurred in higher education from an instruction paradigm to a learning paradigm. A central element in this new paradigm is learner-centered assessment. While a growing body of literature suggests that this approach to assessment is a best practice in higher education pedagogy, it…

  9. Faculty Experiences and Satisfaction with Academic Freedom

    ERIC Educational Resources Information Center

    Barger, Becky M.

    2010-01-01

    An original questionnaire concerning academic freedom policies and practices was created and mailed to 1,264 faculty members from 316 private baccalaureate colleges and universities. There is a lack of empirical research on faculty satisfaction with academic freedom policies and practices. The variables under investigation included faculty…

  10. Evaluation Concepts and Practices in Selected Distance Education Institutions.

    ERIC Educational Resources Information Center

    Schuemer, Rudolf, Ed.

    This report contains, in addition to the introduction and preface, 13 papers written by individuals working in the field of evaluation who present the concepts and practices of evaluation at their own particular distance education institutions. The introduction (Schuemer) gives a short outline of the evaluation nomenclature and an overview of the…

  11. Practical Considerations in the Interview and Evaluation of Sexual Offenders

    ERIC Educational Resources Information Center

    Clipson, Clark R.

    2003-01-01

    The evaluation and assessment of sexual offenders is different than any other type of evaluation, and most clinicians are not properly trained to interview this population. This article addresses the clinical and ethical issues particular to the interview, assessment, and evaluation of these types of offenders. It offers both practical information…

  12. Radiologic sciences. Faculty needs assessment.

    PubMed

    Powers, Kevin J

    2005-01-01

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

  13. Faculty searches get a facelift.

    PubMed

    Bernstein, Rachel

    2014-09-25

    Hiring committees address the glut of highly qualified applicants for faculty positions by experimenting with new evaluation methods and adapting their expectations for today's increasingly competitive academic environment. PMID:25259912

  14. Evaluation of Classified Employees. Research into Practice

    ERIC Educational Resources Information Center

    Williamson, Ronald

    2012-01-01

    Evaluation is an important tool to develop and retain skilled employees. It should be used to recognize employees that are performing well, to identify areas for growth and to provide employees with clear, explicit feedback about their performance. An agreed upon appraisal system lets employees know what is expected, what is recognized and…

  15. Empirical Software Evaluation: A Practical Alternative.

    ERIC Educational Resources Information Center

    Hedbring, Charles

    1987-01-01

    The article presents a software evaluation checklist developed by a teaching-research laboratory for severely handicapped students in New York City. In an introductory section, the use of laptop microcomputers in helping handicapped learners acquire, maintain, and generalize functional skills is described as the fifth ingredient of an integrated…

  16. Evaluating Practice: Does It Improve Treatment Outcome?

    ERIC Educational Resources Information Center

    Slonim-Nevo, Vered; Anson, Yonatan

    1998-01-01

    Single-case design methodology is evaluated for its effect on treatment outcomes. Participants were juvenile delinquents treated by probation officers with social work degrees in Israel. A quasi-experimental design used measures of the functioning of participants in several settings as dependent variables. Results are presented and discussed. (EMK)

  17. Appraisal and Evaluation: Chimera, Fantasy, or Practicality?

    ERIC Educational Resources Information Center

    Marland, Michael

    1986-01-01

    Looks beyond the threatening and remunerative aspects of teacher appraisal in the United Kingdom to the contribution that evaluation can make to professional and school development. Considers five sound reasons for appraisal, the roles and behaviors to be appraised, and some workable approaches and techniques. Effective leadership is the key.…

  18. Journal Evaluation: Technical and Practical Issues.

    ERIC Educational Resources Information Center

    Rousseau, Ronald

    2002-01-01

    Provides an overview of journal evaluation indicators, highlighting strengths and weaknesses and their range of applicability. Topics include the definition of a quality journal; different notions of impact factors; citation models; electronic journals; ranking journals; possible biases in citation databases; and using the journal impact in…

  19. Evaluation Development and Use in Social Work Practice

    ERIC Educational Resources Information Center

    Gervin, Derrick W.; Davis, Sarita K.; Jones, Jenny L.; Counts-Spriggs, Margaret S. E.; Farris, Kimberly D.

    2010-01-01

    Background: Social workers entering the profession typically receive little, if any, content or training on evaluation practice. This is, in part, due to limited course offerings outside of the typical courses in most schools of social work. In addition, practicing social workers who often serve in the role as field instructors have not fully…

  20. Evaluating clinical dermatology practice in medical undergraduates.

    PubMed

    Casanova, J M; Sanmartín, V; Martí, R M; Morales, J L; Soler, J; Purroy, F; Pujol, R

    2014-06-01

    The acquisition of competences (the set of knowledge, skills and attitudes required to perform a job to a professional level) is considered a fundamental part of medical training. Dermatology competences should include, in addition to effective clinical interviewing and detailed descriptions of skin lesions, appropriate management (diagnosis, differentiation, and treatment) of common skin disorders and tumors. Such competences can only be acquired during hospital clerkships. As a way of certifying these competences, we propose evaluating the different components as follows: knowledge, via clinical examinations or critical incident discussions; communication and certain instrumental skills, via structured workplace observation and scoring using a set of indicators; and attitudes, via joint evaluation by staff familiar with the student. PMID:23664251

  1. Needs assessment and evaluation of a short course to improve faculties teaching skills at a former World Health Organization regional teacher training center

    PubMed Central

    KOJURI, JAVAD; AMINI, MITRA; KARIMIAN, ZAHRA; DEHGHANI, MOHAMMAD REZA; SABER, MAHBOOBEH; BAZRAFCAN, LEILA; EBRAHIMI, SEDIGHEH; REZAEE, RITA

    2015-01-01

    Introduction: In the design of educational programs, much attention has been paid to teaching methods, needs assessment, an important part of the development of educational programs, generally is neglected. Another important aspect in educational program design is assessing effectiveness. The aims of this study were to design a formal needs assessment program to define the core contents of a faculty development program, and to determine whether participation in the faculty development program reinforced new teaching skills. Methods: A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors boost their teaching skills. Needs assessment was done with nominal group technique followed by a 5-point Likert scale questionnaire. The program, imparted in workshop format, covered effective teaching methods, feedback, assessing knowledge and time management. Instruction was in the form of lectures, group discussions, case simulations, video presentations and role-plays. The program was evaluated in several phases using data triangulation and multi-item assessments of overall program quality in three major dimensions: Kirkpatrick program evaluation model, evaluation of the educational environment and qualitative analysis with open-ended questions. All participants in the study belonged to the academic staff of Shiraz University of Medical Sciences (n=396). Results: Seven main categories were derived from nominal group techniques and questionnaires. After the program, participants rated the quality of the program highly. They felt that the educational intervention was appropriate and had a positive impact on their knowledge of effective teaching methods, feedback, knowledge assessment and time management. Assessment of the effectiveness of the program showed that participants reported significant improvements in their teaching abilities. Conclusions: Our faculty development program  have a significant positive effect on

  2. Evaluation of the Education Practicum Program 1977-1978. Faculty of Education Program Evaluation Report Number 1.

    ERIC Educational Resources Information Center

    Ratsoy, Eugene W.; And Others

    Designed as the first stage of a four-year evaluation of the education practicum program at the University of Alberta, this study had two major purposes. The first was to provide a pool of data to serve as a base line against which to compare new practicum programs. The second was to identify satisfactory and unsatisfactory aspects of the program.…

  3. Pedagogies, Perspectives, and Practices: Mobile Learning through the Experiences of Faculty Developers and Instructional Designers in Centers for Teaching and Learning

    ERIC Educational Resources Information Center

    Hosler, Kim A.

    2013-01-01

    The purpose of this qualitative case study was to explore the experiences, perceptions, and pedagogy of nine self-identified faculty developers and instructional designers who work in centers for teaching and learning supporting faculty members requesting assistance with mobile learning. With the ever-increasing use of mobile devices across…

  4. The Changing Faculty and Student Success: Conceptual Diagrams--Interactions of Non-Tenure-Track Policies and Practices on Student Learning Outcomes

    ERIC Educational Resources Information Center

    Kezar, Adrianna; Maxey, Daniel

    2012-01-01

    The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, more than two-thirds of the professoriate in non-profit postsecondary education is now comprised of non-tenure-track faculty. New hires across all institutional types are now…

  5. Practice to Pedagogy: A Study of the Lived Experiences of Part-Time Nursing Faculty Transitioning from Expert Nurse to Novice Educator

    ERIC Educational Resources Information Center

    Testut, Tammy A.

    2013-01-01

    Part-time faculty in nursing programs are increasingly being hired as a supplement to the deteriorating pool of full-time nursing faculty. There is a growing need to fill the many vacant slots in nursing academe at the same time that there is substantial growth in prospective students inspiring to become nurses. While these "expert"…

  6. Structural Dimensions and Functions of Student Centers in the Open Education Faculty Practices: Three Metropolis Samplings--Istanbul, Ankara and Izmir

    ERIC Educational Resources Information Center

    Tunckan, Ergun

    2007-01-01

    The Open Education Faculty Students Centers have been offering many services to students in Turkey since 1982. Building up bridges between students and faculties, student centers have had technological improvements since 1998 and thereafter quality of services have been increased and services given to students at the student center have been…

  7. Personal Safety Practices, Beliefs and Attitudes of Academic Faculty on a Small University Campus: Comparison of Males and Females (Part 1)

    ERIC Educational Resources Information Center

    Bryden, Pamela J.; Fletcher, Paula C.

    2007-01-01

    The current study reports on a study examining the safety concerns of male and female faculty members on a small university campus. A 160-item questionnaire was distributed to 100 faculty members (58 males and 42 females; response rate was approximately 30%), which asked individuals questions pertaining to socio-demographic information, daily…

  8. Evaluation of Continuous Assessment Practice by University Lecturers

    ERIC Educational Resources Information Center

    Osadebe, Patrick U.

    2015-01-01

    The study evaluated the extent to which Continuous Assessment (CA) was practiced by university lecturers in Delta State University, Abraka, Nigeria. The evaluation of continuous assessment focused on the cognitive, affective and psychomotor domains of students' behaviour. That is teaching and learning should focus on these areas. Two research…

  9. An Introduction to Research and Evaluation in Practice.

    ERIC Educational Resources Information Center

    Flor, Richard

    1991-01-01

    Research and evaluation are tools that can help validate experiential education practice and provide a better understanding of it. Defines types of research and evaluation and discusses the benefits of these activities. Reasons for conducting research include (1) gaining support and credibility; (2) program improvement; and (3) marketing. (KS)

  10. Advancing Empirical Scholarship to Further Develop Evaluation Theory and Practice

    ERIC Educational Resources Information Center

    Christie, Christina A.

    2011-01-01

    Good theory development is grounded in empirical inquiry. In the context of educational evaluation, the development of empirically grounded theory has important benefits for the field and the practitioner. In particular, a shift to empirically derived theory will assist in advancing more systematic and contextually relevant evaluation practice, as…

  11. Superintendent Performance Evaluation: Current Practice and Directions for Improvement.

    ERIC Educational Resources Information Center

    Candoli, Carl; And Others

    The school district superintendent plays a critical role in the education of America's students. This guidebook asserts that districts are not being well served by their present systems for evaluating superintendents. It outlines some of the problems and deficiencies in current evaluation practice and offers professionally based leads for…

  12. An Assessment of the Theoretical Underpinnings of Practical Participatory Evaluation

    ERIC Educational Resources Information Center

    Smits, Pernelle A.; Champagne, Francois

    2008-01-01

    This article is concerned with the underpinnings of practical participatory evaluation (PPE). Evaluation approaches have long been criticized because their results are often not used. It is believed that PPE addresses this drawback. The article focuses on the mechanisms underlying the links between activities and consequences in PPE. A PPE theory…

  13. Reflections on the Implementation of a Course Website Maintained by Multiple Faculty Members: Analysis, Development, Sustainability, and Evaluation

    ERIC Educational Resources Information Center

    Fried, Aaron P.

    2007-01-01

    Sustainability is a major issue when creating Websites that students use with courses. How will content change over time, how can faculty inexperienced with Web development add to and maintain content? This article will examine an implemented sustainable Website that can be managed by everyone associated with the course. (Contains 4 tables and 1…

  14. 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…

  15. Evaluation of best practices in the design of online evidence-based practice instructional modules*

    PubMed Central

    Foster, Margaret J.; Shurtz, Suzanne; Pepper, Catherine

    2014-01-01

    Objectives: The research determined to what extent best practices are being followed by freely available online modules aimed at teaching critical thinking and evidence-based practices (EBPs) in health sciences fields. Methods: In phase I, an evaluation rubric was created after reviewing the literature. Individual rubric questions were assigned point values and grouped into sections, and the sections weighted. Phase II involved searching Internet platforms to locate online EBP modules, which were screened to determine if they met predetermined criteria for inclusion. Phase III comprised a first evaluation, in which two authors assessed each module, followed by a second evaluation of the top-scoring modules by five representatives from different health sciences units. Results: The rubric's 28 questions were categorized into 4 sections: content, design, interactivity, and usability. After retrieving 170 online modules and closely screening 91, 42 were in the first evaluation and 8 modules were in the second evaluation. Modules in the first evaluation earned, on average, 59% of available points; modules in the second earned an average of 68%. Both evaluations had a moderate level of inter-rater reliability. Conclusions: The rubric was effective and reliable in evaluating the modules. Most modules followed best practices for content and usability but not for design and interactivity. Implications: By systematically collecting and evaluating instructional modules, the authors found many potentially useful elements for module creation. Also, by reviewing the limitations of the evaluated modules, the authors were able to anticipate and plan ways to overcome potential issues in module design. PMID:24415917

  16. Creating a faculty community that values curricular assessment and improvement: one DNP program's experience.

    PubMed

    Meek, Julie A; Runshe, Debra; Young, Judith; Embree, Jennifer; Riner, Mary Beth

    2015-01-01

    Developing faculty ownership of ongoing curricular improvement presents educational and management challenges for schools of nursing, yet little has been published about which components help build a faculty community that values curricular assessment and improvement. The purpose of this case study was to describe key features of and faculty satisfaction with one school of nursing's doctor of nursing practice curricular assessment process, with a description of key considerations for developing an ePortfolio-supported curricular assessment process. ePortfolio matrices were used as a curricular organizing structure for mapping and scoring each completed student assignment to an American Association of Colleges of Nursing Essential descriptor using a rubric that measured evidence of student learning. Faculty satisfaction with the process was also evaluated. First-year results indicated high levels of faculty satisfaction with the assessment process. The initial findings led to four actions for curricular improvement and agreement to continue the assessment process biannually. The curricular assessment was successful in generating faculty satisfaction, identifying needed areas to improve the curriculum, and obtaining faculty agreement to continue the process. A faculty community supportive of curricular assessment is essential to a transformational learning environment that prepares future nursing leaders. PMID:25601241

  17. Dental School Faculty Shortages Increase: An Update on Future Dental School Faculty.

    ERIC Educational Resources Information Center

    Haden, N. Karl; Beemsterboer, Phyllis L.; Weaver, Richard G.; Valachovic, Richard W.

    2000-01-01

    Gathered information about the shortage of dental school faculty through a survey of dental school deans. Respondents identified retirement and entry into private practice as the leading reasons for leaving faculty positions, and indicated that offering a salary competitive with private practice was the most critical factor in recruiting future…

  18. Part-time faculty and gerontology programs:dilemmas and solutions.

    PubMed

    Parrott, Tonya M; Grabinski, C Joanne; Silverstein, Nina M; Spencer, Marian; Takayanagi, Paul W; Yee-Melichar, Darlene

    2007-01-01

    This article presents an overview of the use of adjunct faculty generally and within gerontology programs and discusses the benefits, drawbacks and possible solutions for both adjunct faculty and gerontology programs to utilize part-time teaching staff. The benefits reported for being a part-time faculty member include wanting to be in academia and supplementing an income. The reasons gerontology programs hire adjunct faculty members include their being less costly and bringing new skills to the programs. There are also practical and substantive drawbacks faced by part-time faculty. Practical issues include confusion with the pay schedule and last-minute class cancellations. Substantive issues include a lack of both respect and opportunities for professional development. The solutions to these issues include assigned space and support to part-time faculty members, maintaining peer and student evaluations, and affirming diversity in gerontology by recruiting adjunct faculty with knowledge and research capabilities for tenure-track positions as a strategy for successful gerontology program development. PMID:17537716

  19. Leveraging a faculty fellowship programme to develop leaders in interprofessional education.

    PubMed

    Robins, Lynne; Murphy, Nanci; Zierler, Brenda

    2016-07-01

    This article reports findings from an interprofessional education (IPE) study of a longitudinal faculty fellowship that aimed to develop IPE leaders at an academic institution based in the United States. Eight applicants were competitively selected to participate in an IPE track of the fellowship, alongside 14 faculty members who entered through a separate selection process. One year after graduation, a survey of the IPE fellows was undertaken to evaluate programme outcomes using open-ended questions based on an adaptation of Kirkpatrick's four-level training evaluation model. Results indicated that respondents valued participating in a longitudinal programme where they could learn about and practice teaching and leadership skills and conduct education scholarship. While learning on an interprofessional basis, the fellows reported establishing relationships that endured after graduation. This report suggests that adding IPE activities to existing faculty fellowship programmes can be an effective means of building faculty capacity to advance institutional IPE initiatives. PMID:27191191

  20. Faculty Perceptions of Basic Skills Faculty Development

    ERIC Educational Resources Information Center

    Duffy, Michelle Moreau

    2012-01-01

    This study investigated the perceptions of faculty regarding why they choose to attend basic skills faculty development; what they choose to implement in their classrooms; and how they determine the effectiveness of the strategies selected. A survey was completed by 173 full and part-time faculty from a large, suburban single-campus community…

  1. [Practical chemistry education provided by team-based learning (TBL) and peer evaluation].

    PubMed

    Yasuhara, Tomohisa; Konishi, Motomi; Nishida, Takahiro; Kushihata, Taro; Sone, Tomomichi; Kurio, Wasako; Yamamoto, Yumi; Nishikawa, Tomoe; Yanada, Kazuo; Nakamura, Mitsutaka

    2014-01-01

    Learning chemistry is cumulative: basic knowledge and chemical calculation skills are required to gain understanding of higher content. However, we often suffer from students' lack of learning skills to acquire these concepts. One of the reasons is the lack of adequate training in the knowledge and skills of chemistry, and one of the reasons for this lack is the lack of adequate evaluation of training procedures and content. Team-based learning (TBL) is a strong method for providing training in the knowledge and skills of chemistry and reaffirms the knowledge and skills of students of various levels. In our faculty, TBL exercises are provided for first-year students concurrently with lectures in physical chemistry and analytical chemistry. In this study, we researched the adoption of a peer evaluation process for this participatory learning model. Questionnaires taken after TBL exercises in the previous year showed a positive response to TBL. Further, a questionnaire taken after TBL exercises in the spring semester of the current year also yielded a positive response not only to TBL but also to peer evaluation. In addition, a significant correlation was observed between the improvement of students' grades in chemistry classes and the feeling the percentage (20%) of peer evaluation in overall evaluation low (logistic regression analysis, p=0.022). On the basis of the findings, we argue that TBL provides a generic, practical learning environment including an effective focus on learning strategy and evaluation of knowledge, skills, and attitudes, and studies on the educational effects of TBL and peer evaluation. PMID:24492221

  2. Social Work Faculty and Undergraduate Research Mentorships

    ERIC Educational Resources Information Center

    Horner, Pilar S.; Hughes, Anne K.; Vélez Ortiz, Daniel

    2016-01-01

    Social work faculty scholars lead the field as generators of knowledge that integrates investigative studies with practical social welfare outcomes. As such, the faculty potentially offers undergraduate researchers a different way of envisioning research that extends beyond traditional undergraduate research models. To date, however, no research…

  3. 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…

  4. 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…

  5. e-Support4U: An evaluation of academic writing skills support in practice.

    PubMed

    Griffiths, Lauren; Nicolls, Barbara

    2010-11-01

    The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon's 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum. PMID:20471319

  6. Evaluation of health information outreach: theory, practice, and future direction*

    PubMed Central

    Whitney, Wanda; Dutcher, Gale A.; Keselman, Alla

    2013-01-01

    Objective: Convincing evidence of the effectiveness of health information outreach projects is essential to ensure their continuity. This paper reviews the current state of health information outreach evaluation, characterizes strengths and weaknesses in projects' ability to measure their impact, and assesses enablers of and barriers to projects' success. It also relates the projects' characteristics to evaluation practices. The paper then makes recommendations for strengthening evaluation. Methods: Upon conducting a literature search, the authors identified thirty-three articles describing consumer health information outreach programs, published between 2000 and 2010. We then analyzed the outreach projects with respect to their goals and characteristics, evaluation methods and measures, and reported outcomes. Results: The results uncovered great variation in the quality of evaluation methods, outcome measures, and reporting. Outcome measures did not always match project objectives; few quantitative measures employed pretests or reported statistical significance; and institutional change was not measured in a structured way. While papers reported successful outcomes, greater rigor in measuring and documenting outcomes would be helpful. Conclusion: Planning outcome evaluation carefully and conducting research into mediators between health information and behavior will strengthen the ability to identify best practices and develop a theoretical framework and practical guidance for health information outreach. PMID:23646029

  7. Preventing and managing unprofessionalism in medical school faculties.

    PubMed

    Binder, Renee; Friedli, Amy; Fuentes-Afflick, Elena

    2015-04-01

    Professionalism is a required competency for medical students, residents, practicing physicians, and academic faculty. Faculty members must adhere to codes of conduct or risk discipline. The authors describe issues of unprofessionalism that culminate in allegations of faculty misconduct or filing of grievances in academic medicine and outline strategies for early intervention and prevention. The authors, vice and associate deans and executive director of the office of faculty affairs at a large U.S. medical school, have handled many allegations of unprofessional conduct over the past decade. They present case examples based on behaviors such as lack of respect, inappropriate language and behavior, failure to cooperate with members of the health care team, and sexual harassment/discrimination. They discuss factors complicating evaluation of these behaviors, including variable definitions of respect, different cultural norms, and false allegations. The authors make recommendations for prevention and intervention, including early identification, performance management, education about sexual harassment, and referrals to professional coaches, anger management classes, and faculty-staff assistance programs. PMID:25470311

  8. Effective Practices for Evaluating Education and Public Outreach Programs

    NASA Astrophysics Data System (ADS)

    Wilkerson, S.

    2013-12-01

    Stephanie Baird Wilkerson, PhD Carol Haden EdD Magnolia Consulting,LLC Education and public outreach (EPO) program developers and providers seeking insights regarding effective practices for evaluating EPO activities programs benefit from understanding why evaluation is critical to the success of EPO activities and programs, what data collection methods are appropriate, and how to effectively communicate and report findings. Based on our extensive experience evaluating EPO programs, we will share lessons learned and examples of how these practices play out in actual evaluation studies. EPO program developers, providers, and evaluators must consider several factors that influence which evaluation designs and data collection methods will be most appropriate, given the nature of EPO programs. Effective evaluation practices of EPO programs take into account a program's phase of development, duration, and budget as well as a program's intended outcomes. EPO programs that are just beginning development will have different evaluation needs and priorities than will well-established programs. Effective evaluation practices consider the 'life' of a program with an evaluation design that supports a program's growth through various phases including development, revision and refinement, and completion. It would be premature and inappropriate to expect the attainment of longer-term outcomes of activities during program development phases or early stages of implementation. During program development, EPO providers should clearly define program outcomes that are feasible and appropriate given a program's scope and expected reach. In many respects, this directly relates to the amount of time, or duration, intended audiences participate in EPO programs. As program duration increases so does the likelihood that the program can achieve longer-term outcomes. When choosing which outcomes are reasonable to impact and measure, program duration should be considered. Effective evaluation

  9. A Model for Evaluating eXtension Communities of Practice

    ERIC Educational Resources Information Center

    Kelsey, Kathleen D.; Stafne, Eric T.

    2012-01-01

    As Americans shift their work and leisure activities online, Extension seeks to remain viable by delivering programs through a website known as eXtension. eXtension is predicated on the voluntary labor of Extension specialists and educators who form Communities of Practice to create and deliver content through the website. Evaluation of eXtension…

  10. Grounded Practice: Putting the "Self" Back into Self-Evaluation

    ERIC Educational Resources Information Center

    Walters, David

    2014-01-01

    Inspired by Whitehead and McNiff's "living theory" approach and the "Thinking Schools International" programme, this paper focuses on issues surrounding self-evaluation practices in schools and research aimed at school improvement, with specific consideration given to grounded theory and action research. Specifically, the…

  11. Firm Size, Ownership, Training Duration and Training Evaluation Practices

    ERIC Educational Resources Information Center

    Asadullah, Muhammad Ali; Peretti, Jean Marie; Ali, Arain Ghulam; Bourgain, Marina

    2015-01-01

    Purpose: The purpose of this paper was to test the mediating role of training duration in relationship between firm characteristics and training evaluation practices. In this paper, the authors also investigated if this mediating effect differs with respect to the size of the firm. Design/methodology/approach: The authors collected data from 260…

  12. Practical Assessment, Research and Evaluation, 2002-2003.

    ERIC Educational Resources Information Center

    Rudner, Lawrence M., Ed.; Schaefer, William D., Ed.

    2000-01-01

    This document consists of the first 10 articles of volume 8 of the electronic journal "Practical Assessment, Research & Evaluation" published in 2002-2003: (1) "Using Electronic Surveys: Advice from Survey Professionals" (David M. Shannon, Todd E. Johnson, Shelby Searcy, and Alan Lott); (2) "Four Assumptions of Multiple Regression That Researchers…

  13. Teacher Evaluation Practices in Malaysian Primary Schools: Issues and Challenges

    ERIC Educational Resources Information Center

    Malakolunthu, Suseela; Vasudevan, Vasundhara

    2012-01-01

    This paper describes a qualitative case study that investigated the underlying issues in implementing school-based teacher evaluation practices in four Malaysian primary schools. The participants of the study comprised eight school administrators and sixteen teachers. Data obtained through interviews, observations, and document reviews were…

  14. Enhancing Sustainability Curricula through Faculty Learning Communities

    ERIC Educational Resources Information Center

    Natkin, L. W.; Kolbe, Tammy

    2016-01-01

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

  15. Faculty Handbook for Sabbaticals Abroad.

    ERIC Educational Resources Information Center

    Klitz, Sally Innis

    Practical guidelines to help faculty members plan sabbaticals abroad are presented. It is recommended that plans be begun two years prior to the departure time in order to prepare a proposal if necessary, secure funding, and make housing and schooling arrangements for the family. Specific funding sources are identified, including U.S. federal…

  16. Contingent Faculty across the Disciplines

    ERIC Educational Resources Information Center

    Jacobe, Monica F.

    2006-01-01

    This article reports the findings of a 1999 survey conducted by the Coalition on the Academic Workforce (CAW), a group of higher education and disciplinary associations concerned about the dramatic rise in contingent faculty, to examine the staffing practices across eleven humanities and social science disciplines. The comprehensive report showed…

  17. Faculty Workload: An Analytical Approach

    ERIC Educational Resources Information Center

    Dennison, George M.

    2012-01-01

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

  18. A realist evaluation of the role of communities of practice in changing healthcare practice

    PubMed Central

    2011-01-01

    Background Healthcare organisations seeking to manage knowledge and improve organisational performance are increasingly investing in communities of practice (CoPs). Such investments are being made in the absence of empirical evidence demonstrating the impact of CoPs in improving the delivery of healthcare. A realist evaluation is proposed to address this knowledge gap. Underpinned by the principle that outcomes are determined by the context in which an intervention is implemented, a realist evaluation is well suited to understand the role of CoPs in improving healthcare practice. By applying a realist approach, this study will explore the following questions: What outcomes do CoPs achieve in healthcare? Do these outcomes translate into improved practice in healthcare? What are the contexts and mechanisms by which CoPs improve healthcare? Methods The realist evaluation will be conducted by developing, testing, and refining theories on how, why, and when CoPs improve healthcare practice. When collecting data, context will be defined as the setting in which the CoP operates; mechanisms will be the factors and resources that the community offers to influence a change in behaviour or action; and outcomes will be defined as a change in behaviour or work practice that occurs as a result of accessing resources provided by the CoP. Discussion Realist evaluation is being used increasingly to study social interventions where context plays an important role in determining outcomes. This study further enhances the value of realist evaluations by incorporating a social network analysis component to quantify the structural context associated with CoPs. By identifying key mechanisms and contexts that optimise the effectiveness of CoPs, this study will contribute to creating a framework that will guide future establishment and evaluation of CoPs in healthcare. PMID:21600057

  19. Faculty Retention Study, 2002.

    ERIC Educational Resources Information Center

    South Texas Community Coll., McAllen. Office of Institutional Research and Effectiveness.

    This survey attempted to study factors important to making faculty decide to continue or terminate employment at South Texas Community College (STCC). Surveys were e-mailed to 276 full time, regular faculty and 170 adjunct faculty with valid STCC e-mail addresses. Although 54% (150) of the full time faculty responded to the survey, it remains a…

  20. Evaluating oral health promotion activity within a general dental practice.

    PubMed

    Richards, W

    2013-07-01

    The prevention of the common dental diseases is fundamental to modern day general dental practice. Oral health promotion (OHP) is therefore key to facilitating health outcomes within organisations. The literature surrounding OHP stresses the importance of evaluation in order to assess the effectiveness of OHP activities. This paper describes the evaluation of OHP within a general dental practice setting. Early attendance, the use of adult toothpastes during childhood and consequential fluorosis are investigated. A small service evaluation study of 100 consecutive patients was undertaken. The results support the ongoing promotion of early attendance and the use of toothpastes with adequate fluoride levels. There was no evidence of unsightly fluorosis in the sample studied. PMID:23887535

  1. Evaluation of Teacher Induction Practices in a US University English Language Program: Towards Useful Evaluation

    ERIC Educational Resources Information Center

    Yang, WeiWei

    2009-01-01

    This article reports on a formative and internal evaluation of teacher induction practices for newly hired teachers in a US university ESL program. By adopting a utilization-focused approach, evaluators produced a design that was articulated to the information needs of the evaluation users. The ensuing findings were then used to develop and…

  2. Evaluation, or Just Data Collection? An Exploration of the Evaluation Practice of Selected UK Environmental Educators

    ERIC Educational Resources Information Center

    West, Sarah Elizabeth

    2015-01-01

    Little is known about the evaluation practices of environmental educators. Questionnaires and discussion groups with a convenience sample of UK-based practitioners were used to uncover their evaluation methods. Although many report that they are evaluating regularly, this is mainly monitoring numbers of participants or an assessment of enjoyment.…

  3. Relationships Among Perceived Wellness Culture, Healthy Lifestyle Beliefs, and Healthy Behaviors in University Faculty and Staff: Implications for Practice and Future Research.

    PubMed

    Melnyk, Bernadette Mazurek; Amaya, Megan; Szalacha, Laura A; Hoying, Jacqueline

    2016-03-01

    Identifying key factors influencing healthy lifestyle behaviors in university faculty and staff is critical in designing interventions to improve health outcomes and reduce health care costs. A descriptive study was conducted with 3,959 faculty and staff at a Midwestern, U.S. University. Key measures included perceived worksite culture, healthy lifestyle beliefs, and healthy lifestyle behaviors. Healthy lifestyle beliefs were strongly positively associated with healthy lifestyle behaviors. Regression analyses demonstrated positive healthy lifestyle behaviors based upon sex (female, Std. β = .068, p < .001) and role (faculty, Std. β = .059, p < .001) and a negative effect of race (African Americans, Std. β = -.059, p < .001). The positive effect of perceived wellness culture on healthy lifestyle behaviors was completely mediated by healthy lifestyle beliefs. Interventions to enhance perceived wellness culture and healthy lifestyle beliefs should result in healthier behaviors and improved health outcomes. PMID:26574561

  4. Family Medicine Educators' Perceptions of the Future of Faculty Development.

    ERIC Educational Resources Information Center

    Quirk, Mark; Lasser, Daniel; Domino, Frank; Chuman, Alan; Devaney-O'Neil, Sarah

    2002-01-01

    Family medicine faculty participated in focus groups to gather their perceptions about faculty development. They emphasized that faculty development methods must be proven effective, woven into the fabric of clinical practice, and deal with increasing time and financial pressures. Much discussion was related to the need for national and regional…

  5. Academic Faculty Wives and Systemic Discrimination--Antinepotism and "Inbreeding."

    ERIC Educational Resources Information Center

    Dagg, Anne Innis

    1993-01-01

    A study at the University of Waterloo (Canada) investigated existence of formal or informal policies of (1) antinepotism affecting spouses of current faculty and (2) hiring of the department's own doctoral recipients. Although some departments do hire faculty spouses and own doctorates, many faculty oppose these practices. The questionnaire is…

  6. Assess and Invest: Faculty Feedback on Library Tutorials

    ERIC Educational Resources Information Center

    Appelt, Kristina M.; Pendell, Kimberly

    2010-01-01

    Communication and collaboration with faculty are increasingly important in the development of both curriculum-integrated and stand-alone "just in time" library tutorials. In the final developmental stages of the Evidence-Based Practice online tutorials, faculty members were asked to provide input during structured faculty feedback…

  7. Inservice Training for Part-time Dental Faculty.

    ERIC Educational Resources Information Center

    Powell, G. L.; Barrett, Jim E.

    1981-01-01

    Described is an inservice training program for part-time faculty involving workshops, weekly meetings, and practice sessions designed to provide training in instructional techniques. Results indicate a need for such programs because part-time faculty outnumber full-time faculty in clinical dentistry programs yet receive little formal training in…

  8. A model for preparing faculty to teach model C clinical nurse leader students.

    PubMed

    Webb, Sherry; McKeon, Leslie

    2014-07-01

    Model C clinical nurse leader (CNL) programs are complex because they must meet the The Essentials of Baccalaureate Education for Professional Nursing Practice and The Essentials of Master's Education in Nursing, as well as the graduate level competencies outlined in the white paper Competencies and Curricular Expectations for Clinical Nurse Leader Education and Practice. Faculty assigned to teach in these programs may be experts in education or areas of clinical specialty, but they may not have a clear understanding of the CNL role to teach and mentor CNL students. This article describes a faculty development model that includes an introduction to the CNL role, course mapping of the essentials, integration of CNL professional values into clinical evaluation, consultation with practicing model C graduates, and participation in a comprehensive CNL certification review course. The model was effective in preparing faculty to teach and mentor students in a model C CNL program. PMID:24971734

  9. Faculty role modeling of professional writing: one baccalaureate nursing program's experience.

    PubMed

    Newton, Sarah E

    2008-01-01

    According to The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998), professional writing is an important outcome of baccalaureate nursing education. Most baccalaureate nursing programs in the United States expect formally written student papers to adhere to the style requirements outlined in the Publication Manual of the American Psychological Association (APA, 2001). It is essential for the baccalaureate nursing faculty members who evaluate student papers to be role models for the desired writing behaviors to facilitate student attainment of professional writing outcomes. However, to what extent nursing faculty members' writing behaviors and knowledge of the APA style requirements impact student writing outcomes is not known because the issue has not been addressed in the literature. The purpose of this article is to describe one Midwestern baccalaureate nursing program's faculty development efforts to assess faculty familiarity with the APA style requirements and how such knowledge may impact baccalaureate nursing students' writing outcomes. PMID:18358441

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

    PubMed

    Berent, Georgine R; Anderko, Laura

    2011-01-01

    Researchers have explored reasons why nurse faculty leave academia, but few have focused on factors that encourage them to stay. Using Herzberg's Motivation-Hygiene Theory, an online cross-sectional survey was completed by 1,171 tenured nurse faculty nationwide. Factor analysis revealed that the most significant factor influencing retention was professional satisfaction with faculty identity, including the ability to shape nursing practice. Academia may benefit by considering these factors to promote nurse faculty retention. PMID:21857339

  11. Faculty Hiring and Development at BYU: Perspectives of a Recent Hire and Department Chair

    NASA Astrophysics Data System (ADS)

    Turley, R. Steven

    2002-04-01

    I will present a personal perspective on the transition from an industrial to an academic physicist. For those planning on a similar transition, I will mention several things that were helpful in preparing myself, marketing myself, and adapting to an academic setting. For instance, a significant difference between academic and industrial physics is the responsibility of classroom teaching. Several things that proved particularly useful in improving my own teaching were mentoring teaching partnerships, student evaluations, help in the tenure and promotion process, and programs available from our Faculty Center. From my current perspective as a department chair, I will further discuss mentoring practices I have found helpful with other new faculty. These include such things as inviting mentors to participate with new faculty in development workshops and providing financial and other recognition for participation as a mentor. In addition to developing professional skills, I have found that good mentoring is particularly critical in encouraging new faculty to adapt to departmental culture. Finally, I will discuss ideas I have found helpful in successfully recruiting new faculty. This involves researching, identifying, and actively recruiting faculty we think will build our department. For us, it has not been sufficient to passively rely on responses from applicants to advertisements and word-of-mouth inquiries. Through careful hiring and effective mentoring, we have developed an excellent record of having our faculty being successful in the tenure process.

  12. Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses.

    ERIC Educational Resources Information Center

    Graham, Charles; Cagiltay, Kursat; Lim, Byung-Ro; Craner, Joni; Duffy, Thomas M.

    2001-01-01

    Discusses principles to use in evaluating online university courses, including student-faculty contact; cooperation among students; active learning, including course projects; prompt feedback; time on task, including the need for deadlines; high expectations; and respecting diverse talents and ways of learning. (LRW)

  13. Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education.

    ERIC Educational Resources Information Center

    Schell, Eileen E., Ed.; Stock, Patricia Lambert, Ed.

    This book addresses the counterproductive conditions in which part-time and non-tenure-track composition faculty must teach, using case studies, local narratives, and models for ethical employment practices. It presents and evaluates a range of proactive strategies for change, both for local conditions and broader considerations. Section 1,…

  14. To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 1982.

    ERIC Educational Resources Information Center

    Professional and Organizational Development Network in Higher Education.

    This annual journal issue contains 21 papers, many of which were developed as background pieces for sessions of the annual conferences of the Professional and Organizational Development Network in Higher Education (POD). Papers are grouped into four sections on: personal reflections, faculty development, evaluation of teaching practices, and…

  15. [Assessment of clinical practice guidelines evaluation. Scales and criteria].

    PubMed

    Rico Iturrioz, Rosa; Gutiérrez-Ibarluzea, Iñaki; Asua Batarrita, José; Navarro Puerto, Maria Asunción; Reyes Domínguez, Antonio; Marín León, Ignacio; Briones Pérez de la Blanca, Eduardo

    2004-01-01

    Not only are there large number of guides, protocols and other support tools available for the clinical decision-making process in the Spanish National Health System, but there is also a major degree of variability among them, reflecting inconsistencies and low quality of those documents. This study is aimed at conducting all inventory of the Clinical Practice Guideline assessment scales and clinical analysis tools and to propose a scale or set of criteria for assessing the quality of the Clinical Practice Guidelines put out in Spain. A systematic search of critical evaluation scales was conducted. The inclusion criteria and the concordance analysis of the items by three evaluators were independently applied. The discordances were resolved by explicit consensus. Ten suggested critical assessment scales and sets of criteria from eleven institutions were identified, eight of which consist of scales and tools proposed for assessing the quality of the Clinical Practice Guidelines, the other two being proposals for assessing the implementation and inclusion of the Clinical Practice Guidelines in a register. In the comparative analysis, the criteria most often repeated on the scales analysed were related to the areas included in the AGREE Instrument. The areas considered in most of the critical assessment scales were the same as those of the AGREE Instrument. Although this tool does not take in criteria for guide implementation assessment purposes, it is considered suitable for use in the assessment prior to inclusion to the national CPG register. PMID:15384260

  16. Controlled trials in the evaluation of counselling in general practice.

    PubMed Central

    King, M; Broster, G; Lloyd, M; Horder, J

    1994-01-01

    In this paper the difficulties of conducting a controlled evaluation of counselling (brief psychotherapy) in general practice are discussed. Results of a pilot study indicate that patients referred by family doctors to counsellors are often seriously emotionally distressed and recovery is slow. Counsellors come from different backgrounds and use a variety of therapies. Although the results show that controlled research is feasible, in a definitive trial patients should be randomized in a stratified manner, according to severity, by the researcher after initial assessments have been made. Counsellors should have a recognized accreditation and preferably be employed for the trial to ensure uniformity of approach and avoid long waiting lists. Blind assessments of outcome are desirable but are not always feasible and reliance on patient self-report is important. Within the limitations of current knowledge, only controlled evaluations will provide a greater understanding of the efficacy of counselling in general practice. PMID:8204338

  17. Superstars and Rookies of the Year: Faculty Hiring Practices in the Postmodern Age. Research & Occasional Paper Series: CSHE.10.05

    ERIC Educational Resources Information Center

    Burgan, Mary

    2005-01-01

    Hiring new colleagues is a matter that engages individual faculty members intensely, for peer control of admission to the professoriate has been a highly successful source of academic quality in American higher education. "Super Stars and Rookies of the Year" analyzes the fixation on research acclaim as a negative version of academic hiring…

  18. Teaching Faculty How To Use Technology: Best Practices from Leading Institutions. American Council on Education/Oryx Press Series on Higher Education.

    ERIC Educational Resources Information Center

    Epper, Rhonda M., Ed.; Bates, A. W., Ed.

    The case studies and analyses in this book address the ways in which higher education institutions are responding to the growing demand for faculty support in the use of technology. Cases were selected from more than 100 institutions that participated in a study by the State Higher Education Executive Officers and the American Productivity &…

  19. Dynamics of Faculty Engagement in the Movement for Democracy's Education at Northern Arizona University: Backgrounds, Practices, and Future Horizons. Kettering Foundation Working Paper: [2015:02

    ERIC Educational Resources Information Center

    Coles, Romand; Scarnati, Blase

    2015-01-01

    As scholarship has become increasingly narrow and disconnected from public life, Kettering research has documented an intense sense of malaise in higher education, what Harry Boyte has called a loss of civic agency. Surprisingly, however, faculty at a few campuses have begun to self-organize to integrate civic work into their teaching and…

  20. 1982 Idea Handbook: Attracting and Retaining Highly Qualified Young Faculty Members at Colleges and Universities. A Compendium of Innovative Approaches, Practical Ideas, and Notable Programs.

    ERIC Educational Resources Information Center

    Tickton, Sidney G.; And Others

    Information is presented on activities that colleges and universities are undertaking to recruit and retain promising young faculty members. Educators were asked to nominate appropriate programs, and certificates of achievement and cash awards were made to 10 of the 115 universities and colleges submitting information. The efforts of the 115…