22 CFR 217.44 - Academic adjustments.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

22 CFR 217.44 - Academic adjustments.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

22 CFR 217.44 - Academic adjustments.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

22 CFR 217.44 - Academic adjustments.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

The Management Review and Analysis Program: An Assisted Self-Study to Secure Constructive Change in the Management of Research Libraries

ERIC Educational Resources Information Center

Webster, Duane E.

1974-01-01

The Management Review and Analysis Program, an assisted self-study strategy for large academic and research libraries, assists libraries in reviewing and analyzing their current management policies and practices, and provides guidelines for the application of contemporary principles of management for the improvement of library programs. (Author/LS)

A survey of U.S. dental school programs that help students consider academic careers.

PubMed

McAndrew, Maureen; Brunson, W David; Kamboj, Karanjit

2011-11-01

The faculty shortage in dental education has been reported for many years and is expected to increase. Some dental schools have developed "grow your own" programs that introduce students to academic careers and give them teaching experiences. These programs generally consist of teaching assistant, fellowship, and peer tutoring opportunities. In this study, a nineteen-item survey was sent to fifty-six U.S. dental schools to determine the extent to which such programs were being implemented. Thirty-six out of fifty-six dental schools responded, a response rate of 64 percent. Twenty-five schools or 69 percent of the respondents reported the existence of a formal teaching assistant, fellowship, or peer tutoring program in which students teach in some capacity. The main reasons reported for implementing these programs were to expose students to academia and to address faculty shortages. The respondents reported that positive outcomes for dental student teachers and their students were academic benefits and increased interest in academic life. Among the barriers reported were securing faculty and financial support and problems with scheduling.

Supporting Student Athletes with Disabilities: A Case Study

ERIC Educational Resources Information Center

Weiss, Margaret P.

2011-01-01

Students with disabilities face tremendous change when transitioning to postsecondary education. Student athletes with disabilities face additional time and academic demands. Many universities have developed academic support programs for these student athletes. This article describes a case study of a Learning Assistance Program developed to…

Challenges of Dental Assisting Students in Their Pursuit of Academic Success.

PubMed

Leong, Nancy; Laughter, Lory; Rowe, Dorothy J

2017-04-01

The aim of this study was to identify the challenges encountered by dental assisting students, especially those from underrepresented racial and ethnic groups (UREG), that affected their achieving academic success. In 2016, directors of the nine northern California dental assisting programs were contacted via email to explain the study and request an opportunity to administer the 26-item survey to their currently enrolled students. Student responses were entered into a survey research program, which tabulated the data and calculated the frequency of responses to each item. All nine programs participated, and the overall student response rate was 98%. Most (71%) of the 215 respondents agreed that they had experienced challenges in achieving academic success. Respondents reported the following challenges that made it difficult to perform well at school: financial responsibilities (41%), family responsibilities (33%), and language challenges (21%). These challenges, as well as difficulty understanding the language and vocabulary of instructional materials and cost of tuition and supplies, were statistically related to respondents' perceptions of their challenges to academic success. Most (83%) of the respondents perceived that faculty members supported their academic success. One-third of the respondents were from UREG: Hispanic, African American, and Native American. Higher percentages of UREG than non-UREG participants worked more hours/week (p=0.03) and tended to perceive financial (52%/32%) and family (42%/28%) responsibilities as challenges. Since both UREG and non-UREG respondents experienced these challenges, all students should be informed of institutional and programmatic resources that can assist them in achieving academic success.

28 CFR 92.7 - Scope.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Recruitment Program Guidelines § 92.7 Scope. (a) The Police Recruitment program offers funds to qualified... encountering problems throughout the police department application process shall receive counseling, tutorials, and other academic assistance as necessary to assist them in the application process of a police...

34 CFR 668.3 - Academic year.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

34 CFR 668.3 - Academic year.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

34 CFR 668.3 - Academic year.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

An Innovative Model to Design an Academic and Social Development Program for International College Students

ERIC Educational Resources Information Center

Eldaba, Abir

2016-01-01

The globalization of economies and societies has created many positive influences on American universities. One relevant influence is increasing the number of international students. Conversely, these students encounter many social and academic challenges. Therefore, universities should adapt their programs to assist international students in…

Third Phase: Achievement Gains Associated with Implementation of the Assistant Teacher Program in the First Three Grades.

ERIC Educational Resources Information Center

Handley, Herbert M.

The effectiveness of Mississippi's Assistant Teacher Program (ATP) was evaluated after its third year of operation, determining: (1) whether first graders who were exposed to teachers and assistant teachers who had been in ATP for three years continued to make progress in academic achievement; (2) the effectiveness of ATP in fostering achievement…

Tips for Implementing a Student Assistance Program.

ERIC Educational Resources Information Center

Cooley, Van E.

1993-01-01

SAFARI (Student Assistance for At-Risk Individuals) is a nationally recognized, comprehensive K-12 program that addresses drug and alcohol use, sociological concerns, conflicts experienced by students, and at-risk behaviors interfering with academic success. Two neighboring Indiana school districts have combined resources to develop a program…

An Holistic Approach for Assisting Educationally Underprepared Students.

ERIC Educational Resources Information Center

Greenbaum, Allen

1981-01-01

Describes the Supportive Services Program (SSP) at the University of Minnesota, Duluth, focusing on program objectives and components, the three-stage academic assessment process, the structure of SSP courses, the use of peer assistants, cluster scheduling, advising, and the experiences and reactions of SSP students. (AYC)

Vandalized: Educational Opportunity, Inclusion, and Academic Outsiders at the University of Idaho

ERIC Educational Resources Information Center

Clyde, Scott

2013-01-01

This dissertation employed a critical action research methodology to problematize the University of Idaho's observed failure to successfully integrate nontraditional scholars into its academic culture. This dissertation explores the appropriate role and responsibility of the embedded educational opportunity programs in assisting academic outsiders…

Effects of Curriculum and Nonacademic Factors on Undergraduate Electronic Engineering Program Retention

NASA Astrophysics Data System (ADS)

Sulaiman, Munir

Science, technology, engineering, and mathematics (STEM) programs in higher education institutions, particularly engineering programs, face challenges related to recruitment, retention, and graduation rates. The purpose of this study was to determine whether there are significant relationships among students' major preference, academic skills, nonacademic characteristics and perceptions, and retention to year 2 among students in electronic engineering, other STEM, and non STEM majors. The academic skills considered were study habits, intellectual interest, verbal and writing confidence, and academic assistance. The non-academic factors included academic support, family support, financial support, and student social integration into the campus environment. Tinto's theory of retention served as the theoretical framework. The research design was quantitative with a general linear method of analysis using responses to the College Student Inventory (CSI) survey as secondary data to determine the relationships among the independent variables (major and academic and non-academic factors) and dependent variable (retention). Participants were 3,575 first year undergraduate full-time students from three entering classes, 2012 to 2014. Findings suggested that student major and non-academic factors had no effect on student retention, but student study habits and seeking academic assistance were predictors of retention in each of the three groups of majors: engineering, other STEM majors, and nonSTEM majors. Strategies to help increase undergraduate students' study skills and help seeking behaviors may contribute to positive social change at HBCU institutions.

Current Practices in Resident Assistant Training

ERIC Educational Resources Information Center

Koch, Virginia Albaneso

2016-01-01

Developing resident assistant (RA) training is a challenge for most housing and residence life staff. Grounded in the author's doctoral research on the curricular design of RA training programs, this study summarizes current practices in three types of RA training programs--preservice training, in-service training, and academic courses--and…

An Evaluation of Student Assistance Programs in Pennsylvania.

ERIC Educational Resources Information Center

Swisher, John D.; And Others

Student Assistance Programs (SAPs) are considered an effective intervention for at-risk students. School faculty and staff are trained to identify and refer students whose personal and/or academic behaviors change in a problematic way. Once identified, the students are provided special services which include referral to community agencies for…

Preparing Marriage and Family Therapy Students to Become Employee Assistance Professionals.

ERIC Educational Resources Information Center

Smith, Thomas A., Jr.; And Others

1989-01-01

Addresses issues pertinent to training Marriage and Family Therapy (MFT) students to develop the skills needed to become Employee Assistance Programs (EAP) professionals. Describes qualifications for becoming EAP professional. Suggests how skills may be taught within the framework of an academically based MFT training program. (Author/ABL)

The Role of Academic Computer Departments in the Uses of Computers in the Undergraduate Curricula at the Two-Year College Level.

ERIC Educational Resources Information Center

Little, Joyce Currie

Academic computer departments, whether called by this name or by others such as the department of computer science or data programing, can be of great assistance to other departments in the two-year college. Faculty in other departments need to know about computer applications in their fields, require assistance in the development of curriculum…

Long-term follow-up of a facilitated peer mentoring program.

PubMed

Mayer, Anita P; Blair, Janis E; Ko, Marcia G; Patel, Salma I; Files, Julia A

2014-03-01

Mentoring plays an important role in career success of academic medical faculty. New mentoring models such as peer mentoring have emerged. To evaluate the long-term impact of a facilitated peer mentoring program on academic achievements. Women faculty at the instructor or assistant professor rank were recruited to voluntarily participate in a facilitated peer mentoring program. Recruitment occurred over 3.8 years between 2005 and 2009. A 26-item questionnaire to assess academic skill, career satisfaction, and self-efficacy was administered before program participation and again with seven additional questions in 2011. Curriculum vitae were reviewed retrospectively to tally peer-reviewed publications, other academic activities, and promotions. Participants had long-term improvement in their perceived mastery of academic skills. Peer-reviewed publications, book chapters, abstracts, posters, and other academic activities increased when activities before the program were compared to those in the five years after program enrollment. At follow-up, participants reported positive perceptions of the program and 44% continued to work with their original peer mentor groups. Involvement in the facilitated peer mentoring program was associated with increased skills and academic activities for most participants. Future studies are needed to assess its applicability and success among various demographic groups in academic medicine.

Sex Differences in Academic Rank and Publication Rate at Top-Ranked US Neurology Programs.

PubMed

McDermott, Mollie; Gelb, Douglas J; Wilson, Kelsey; Pawloski, Megan; Burke, James F; Shelgikar, Anita V; London, Zachary N

2018-04-02

Women are underrepresented in academic neurology, and the reasons for the underrepresentation are unclear. To explore potential sex differences in top-ranked academic neurology programs by comparing the number of men and women at each academic faculty rank and how many articles each group has published. Twenty-nine top-ranked neurology programs were identified by combining the top 20 programs listed on either the 2016 or 2017 Doximity Residency Navigator tool with the top 20 programs listed in the US News and World Report ranking of Best Graduate Schools. An internet search of the departmental websites was performed between December 1, 2015, and April 30, 2016. For each faculty member on a program site, the following biographical information was obtained: first name, last name, academic institution, sex, academic faculty rank, educational leadership (clerkship, fellowship, or residency director/assistant director), and year of medical school graduation. To compare the distribution of men vs women and the number of publications for men vs women at each academic faculty rank. Secondary analyses included Scopus h-index, book authorship, educational leadership (clerkship, residency, or fellowship director/assistant director), and clinical activity as inferred through Medicare claims data in men vs women after controlling for years since medical school graduation. Of 1712 academic neurologists in our sample, 528 (30.8%) were women and 1184 (69.2%) were men (P < .001). Men outnumbered women at all academic faculty ranks, and the difference increased with advancing rank (instructor/lecturer, 59.4% vs 40.5%; assistant professor, 56.7% vs 43.3%; associate professor, 69.8% vs 30.2%; and professor, 86.2% vs 13.8%). After controlling for clustering and years since medical school graduation, men were twice as likely as women to be full professors (odds ratio [OR], 2.06; 95% CI, 1.40-3.01), whereas men and women had the same odds of being associate professors (OR, 1.04; 95% CI, 0.82-1.32). Men had more publications than women at all academic ranks, but the disparity in publication number decreased with advancing rank (men vs women after adjusting for years since medical school graduation: assistant professor [exponentiated coefficient, 1.85; 95% CI, 1.57-2.12]; associate professor [1.53; 95% CI, 1.22-1.91]; and full professor [1.36; 95% CI, 1.09-1.69]). Men had a higher log Scopus h-index than women after adjustment (linear coefficient, 0.44; 95% CI, 0.34-0.55). There was no significant association between sex and clinical activity (linear coefficient, 0.02; 95% CI, -0.10 to 0.13), educational leadership (OR, 1.09; 95% CI, 0.85-1.40), or book authorship (OR, 2.75; 95% CI, 0.82-9.29) after adjusting for years since medical school graduation. Men outnumber women at all faculty ranks in top-ranked academic neurology programs, and the discrepancy increases with advancing rank. Men have more publications than women at all ranks, but the gap narrows with advancing rank. Other measures of academic productivity do not appear to differ between men and women.

At-a-Glance B3 Resource Guide for Supporting Academic Achievement for Students with Disabilities

ERIC Educational Resources Information Center

Regional Resource Center Program, 2011

2011-01-01

This results improvement resource guide includes a listing of TA&D programs and centers that provide technical assistance related to academic achievement results improvement for students with disabilities. The website URL, target audience(s), and purpose are provided for each center/program. In addition, a brief example describing the…

75 FR 12226 - Privacy Act of 1974; Computer Matching Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-15

... include: the Federal Pell Grant Program; the Academic Competitiveness Grant Program; the National Science... the VIS database for the purpose of confirming the immigration status of applicants for assistance, as...

Computer-Assisted College Administration. Final Report.

ERIC Educational Resources Information Center

Punga, V.

Rensselaer Polytechnic Institute of Connecticut offered a part-time training program "Computer-Assisted-College-Administration" during the academic year 1969-70. Participants were trained in the utilization of computer-assisted methods in dealing with the common tasks of college administration, the problems of college development and…

Security Force Assistance: What Right Looks Like

DTIC Science & Technology

2013-03-01

manuscript is submitted in partial fulfillment of the requirements of the Master of Strategic Studies Degree. The views expressed in this student academic...Education Accreditation. The views expressed in this student academic research paper are those of the author and do not reflect the official policy...partner capacity the institution can learn from the program executed by the U.S. Army Europe (USAREUR) to assist the Romanian Land Forces. The

A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

PubMed

Chen, Mary M; Sandborg, Christy I; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K

2016-01-01

The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. The mentees were instructors and assistant professors in the department of pediatrics. Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly to establish the mentoring relationship. Identifying "next steps" at the end of individual meetings was helpful to hold both parties accountable for progress. Mentees most valued workshops fostering development of tangible skills (such as scientific writing) and those clarifying the criteria for promotion more transparent. Facilitated peer-group mentoring for mentees at the instructor rank provided valuable peer support.

A Multi-faceted Mentoring Program for Junior Faculty in Academic Pediatrics

PubMed Central

Chen, Mary M.; Sandborg, Christy I.; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K.

2016-01-01

Problem The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research and work-life integration which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. Intervention The goals of this academic pediatrics department were to develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees, structured mentee exit interviews as well as retention data for assistant professors. Context The mentees were Instructors and Assistant Professors in the department of pediatrics Outcome Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of Assistant Professors improved after initiation of the program; 4 of 13 hired from 2002–2006 left the institution whereas 18 of 18 hired from 2007–2014 were retained. Lessons Learned This multi-faceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly to establish the mentoring relationship. Identifying “next steps” at the end of individual meetings was helpful to hold both parties accountable for progress. Mentees most valued workshops fostering development of tangible skills (such as scientific writing) and those clarifying the criteria for promotion more transparent. Facilitated peer-group mentoring for mentees at the Instructor rank provided valuable peer support. PMID:27054562

Training and technical assistance to enhance capacity building between prevention research centers and their partners.

PubMed

Spadaro, Antonia J; Grunbaum, Jo Anne; Dawkins, Nicola U; Wright, Demia S; Rubel, Stephanie K; Green, Diane C; Simoes, Eduardo J

2011-05-01

The Centers for Disease Control and Prevention has administered the Prevention Research Centers Program since 1986. We quantified the number and reach of training programs across all centers, determined whether the centers' outcomes varied by characteristics of the academic institution, and explored potential benefits of training and technical assistance for academic researchers and community partners. We characterized how these activities enhanced capacity building within Prevention Research Centers and the community. The program office collected quantitative information on training across all 33 centers via its Internet-based system from April through December 2007. Qualitative data were collected from April through May 2007. We selected 9 centers each for 2 separate, semistructured, telephone interviews, 1 on training and 1 on technical assistance. Across 24 centers, 4,777 people were trained in 99 training programs in fiscal year 2007 (October 1, 2006-September 30, 2007). Nearly 30% of people trained were community members or agency representatives. Training and technical assistance activities provided opportunities to enhance community partners' capacity in areas such as conducting needs assessments and writing grants and to improve the centers' capacity for cultural competency. Both qualitative and quantitative data demonstrated that training and technical assistance activities can foster capacity building and provide a reciprocal venue to support researchers' and the community's research interests. Future evaluation could assess community and public health partners' perception of centers' training programs and technical assistance.

Impact of fellowship training on research productivity in academic ophthalmology.

PubMed

Huang, Grace; Fang, Christina H; Lopez, Santiago A; Bhagat, Neelakshi; Langer, Paul D; Eloy, Jean Anderson

2015-01-01

To assess whether scholarly impact of academic ophthalmologists, as measured using the h-index, is affected by fellowship training status and to further characterize differences in productivity among the various subspecialties and by departmental rank. A descriptive and correlational design was used. In total, 1440 academic ophthalmologists from 99 ophthalmology training programs were analyzed. The h-index data were obtained from the Scopus database. Faculty members were classified by academic rank and grouped into 10 categories based on fellowship training: anterior segment, corneal and external disease, glaucoma, uveitis and ocular immunology, vitreoretinal disease, ophthalmic plastic surgery, pediatric ophthalmology, neuro-ophthalmology, ophthalmic pathology, and "other." A one-way analysis of variance or Student t test using Microsoft Excel and "R" statistical software were used for comparison of continuous variables, with significance set at p < 0.05. Faculty working in academic ophthalmology residency training programs in the United States whose information is stored in the American Medical Association's Fellowship and Residency Electronic Interactive Database. Fellowship-trained ophthalmologists had significantly higher research productivity, as measured using the h-index, than non-fellowship-trained ophthalmologists in this study (p < 0.0005). Academic ophthalmologists trained in vitreoretinal disease or ophthalmic pathology had the highest scholarly productivity compared with those in other ophthalmology subspecialties (p < 0.05). There was a significant increase in scholarly productivity with increasing academic rank from Assistant Professor to Professor (p < 0.05). A significant difference in productivity between fellowship-trained and non-fellowship-trained ophthalmologists existed individually only at the level of Assistant Professor (p < 0.0005). Academic ophthalmologists with fellowship training have significantly higher scholarly output than non-fellowship-trained ophthalmologists do, as measured using the h-index. Research productivity increases with departmental academic rank from Assistant Professor to Professor. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Making the Connections across Institutional Types and Academic Programs: Recommendations for Institutional Research Practice and Future Research

ERIC Educational Resources Information Center

King, Beverly Rae

2016-01-01

This chapter sheds light on the ways in which institutional research (IR) professionals can be involved in the development and/or modification of high-quality academic programs. Suggestions from authors within this volume for how IR can assist in accomplishing these goals will be integrated and organized in alignment with Terenzini's (1993) three…

The Impact of an After-School Intervention Program on Academic Achievement among Middle School Students

ERIC Educational Resources Information Center

Sebastian, JoAnn

2013-01-01

The United States Department of Education (2005) cited that during 2005-2006 academic school year an estimated 2 million students across the nation were eligible to receive after-school services. The after-school tutoring program is one of the most effective instructional strategies to assist low-performing students to meet criteria mandated by…

Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program

ERIC Educational Resources Information Center

Ellis, Keyana Chamere

2013-01-01

The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the…

Academic plastic surgery: faculty recruitment and retention.

PubMed

Chen, Jenny T; Girotto, John A; Kitzmiller, W John; Lawrence, W Thomas; Verheyden, Charles N; Vedder, Nicholas B; Coleman, John J; Bentz, Michael L

2014-03-01

A critical element of a thriving academic plastic surgery program is the quality of faculty. A decline in recruitment and retention of faculty has been attributed to the many challenges of academic medicine. Given the substantial resources required to develop faculty, academic plastic surgery has a vested interest in improving the process of faculty recruitment and retention. The American Council of Academic Plastic Surgeons Issues Committee and the American Society of Plastic Surgeons/Plastic Surgery Foundation Academic Affairs Council surveyed the 83 existing programs in academic plastic surgery in February of 2012. The survey addressed the faculty-related issues in academic plastic surgery programs over the past decade. Recruitment and retention strategies were evaluated. This study was designed to elucidate trends, and define best strategies, on a national level. Academic plastic surgery programs have added substantially more full-time faculty over the past decade. Recruitment efforts are multifaceted and can include guaranteed salary support, moving expenses, nurse practitioner/physician's assistant hires, protected time for research, seed funds to start research programs, and more. Retention efforts can include increased compensation, designation of a leadership appointment, protected academic time, and call dilution. Significant change and growth of academic plastic surgery has occurred in the past decade. Effective faculty recruitment and retention are critical to a successful academic center. Funding sources in addition to physician professional fees (institutional program support, grants, contracts, endowment, and so on) are crucial to sustain the academic missions.

Managing Enrollments for Institutional Vitality.

ERIC Educational Resources Information Center

Hossler, Don

1985-01-01

The concept of enrollment management is gaining acceptance as a means of ensuring institutional vitality. Those responsible for enrollment management must have direct responsibility for: student marketing and recruitment, pricing and financial aid, academic and career advising, academic assistance programs, institutional research, orientation,…

Exploring Vocational and Academic Fields of Study: Development and Validation of the Flemish SIMON Interest Inventory (SIMON-I)

ERIC Educational Resources Information Center

Fonteyne, Lot; Wille, Bart; Duyck, Wouter; De Fruyt, Filip

2017-01-01

A new, Holland-based Interest Inventory is proposed, intended to facilitate the transition from secondary to tertiary education. Specific interest items were designed to grasp activities that are prevalent during tertiary studies, including an Academic-track-scale to assist in the choice between academic and vocational-oriented programs. Interest…

Animal Assisted Therapy and the Reading Education Assistance Dogs[RTM] (R.E.A.D.) Program as Perceived by Volunteer R.E.A.D. Facilitators: A National Study

ERIC Educational Resources Information Center

Swift, Catherine Hayes

2009-01-01

This study investigated the demographics and perceptions of participants who utilize animals in academic programs, specifically the volunteers who use dogs to work with at-risk children in reading programs. It presented an argument for incorporating research-supported elements of reading tutor skills into the volunteer tutor training for the…

A Program for Training Special Education Consultants in Remediating Academic and Social Behaviors of Handicapped Children. Final Report.

ERIC Educational Resources Information Center

Harris, Jasper W.; And Others

Presented is the final report of a 4-year project to develop and evaluate a prototype program for training special education consultants who are qualified to assist school personnel and parents in remediating academic and social behaviors of handicapped children in the Kansas City (Missouri) area. An overview and introduction are provided in the…

The Impact of the College Assistance Migrant Program on Migrant Student Academic Achievement in the California State University System

ERIC Educational Resources Information Center

Ramirez, Adrian D.

2012-01-01

The 7-year longitudinal study examined the College Assistance Migrant Program (CAMP) impact on migrant student achievement in the California State University system. Participants included migrant students, Latinos, and general student populations from 2002-2009. The analysis of variance and chi-square test of independence were used to explore…

Medical Assistant. [FasTrak Specialization Integrated Technical and Academic Competency (ITAC).] 2002 Revision.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This curriculum for a medical assistant program is designed for students interested in caring for the sick, injured, convalescent, or disabled under the direction of the family, physicians, and credentialed nurses. The curriculum is divided into 12 units: orientation to medical assisting; principles of medical ethics; risk management; infection…

34 CFR 685.102 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

...-third of an academic year Parent Payment period State Teacher Education Assistance for College and Higher Education (TEACH) Grant Program TEACH Grant Two-thirds of an academic year Undergraduate student U... Institutional Eligibility under the Higher Education Act of 1965, as amended, 34 CFR part 600: Accredited Clock...

34 CFR 685.102 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

...-third of an academic year Parent Payment period State Teacher Education Assistance for College and Higher Education (TEACH) Grant Program TEACH Grant Two-thirds of an academic year Undergraduate student U... Institutional Eligibility under the Higher Education Act of 1965, as amended, 34 CFR part 600: Accredited Clock...

Adjusting to Community College as an International Student in Appalachia

ERIC Educational Resources Information Center

Guyton, Deirdre T.

2017-01-01

The study examines the primary aspects of academic, cultural, and social challenges affecting international students attending community colleges in rural Appalachia. Through qualitative interviews with international students, this study explores academic, cultural, and social challenges. Implications for programs to assist international students…

Student retention practices in associate degree, entry-level dental hygiene programs.

PubMed

Holt, Marianne P

2005-01-01

The main purpose of this study was to investigate student retention strategies and practices implemented in associate degree, entry-level dental hygiene programs. Included are student attrition issues, academic standards, re-entry policies, and clinical remediation strategies. A survey consisting of forced choice and open-ended questions was mailed to 31 randomly selected associate degree, entry-level dental hygiene programs. Surveys were analyzed using descriptive statistics and frequency distributions. Open-ended questions were analyzed using the constant comparative qualitative method to identify recurring themes. There was an 80% (n=25) return response to the survey. The findings of this study determined that dental hygiene programs are graduating, on average, a higher percentage (83%) of students when compared to two-year, associate degree programs in general (46%). The primary reasons reported by respondents for student attrition included: academic difficulties (88%), dissatisfaction with career choice (76%), family/personal responsibilities (72%), and clinical skill difficulties (56%). A wide variety of retention strategies were reported. Those most often cited were academic remediation (92%), clinical skill development/remediation (84%), academic advising (84%), financial aid assistance (84%), and tutoring (80%). Participating programs also reported setting high academic and ethical standards. Specific criteria for student re-entry were discussed. The findings of this study suggest that associate degree, entry-level dental hygiene programs are committed to student retention and make considerable efforts to help students succeed. Student retention efforts could be enhanced for those student groups identified as possibly being at high risk for attrition. The findings and recommendations in this investigation may assist associate degree, entry-level dental hygiene programs in their efforts to retain a higher percentage of students.

Special Programs for Minorities and Women in Higher Education.

ERIC Educational Resources Information Center

Council for Financial Aid to Education, New York, NY.

This volume describes and discusses numerous educational programs for minorities and women conducted and/or supported by academic and nonacademic institutions and organizations. Included are general assistance programs conducted at black, minority, and women's colleges and specific/career oriented programs supported by corporations. Information is…

25 CFR 41.9 - Reports.

Code of Federal Regulations, 2010 CFR

2010-04-01

... financial assistance was expended during the preceding academic year; the annual cost of education programs of the Community College from all sources for such academic year; and a final report of the performance based upon the criteria set forth in the Community College's stated goals, philosophy or plan of...

Tuition Assistance Program (TAP) at Court Reporting Institute (CRI). Audit for 1989-1990 through 1994-1995 Academic Years.

ERIC Educational Resources Information Center

Maldonado, Carmen

The State of New York conducted an audit on the Court Reporting Institute (CRI), a two-year registered business school, to determine whether CRI's management complied with relevant laws and regulations for certifying students as eligible for the Tuition Assistance Program (TAP) awards. Results indicated that CRI was overpaid a total of $817,909 in…

Creative Programming for Young Minds...on the TRS-80. I-Volume VII and All Stars Programs.

ERIC Educational Resources Information Center

Brown, Devin

These manuals provide self-teaching and individualized instruction activities to assist students in learning BASIC programming. Originally planned as a mathematics enrichment program for academically gifted children, three series of instructional workbooks and supplementary projects for seven microcomputers are now included to accommodate…

75 FR 34805 - Program Integrity Issues

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-18

...The Secretary proposes to improve integrity in the programs authorized under title IV of the Higher Education Act of 1965, as amended (HEA) by amending the regulations for Institutional Eligibility Under the HEA, the Secretary's Recognition of Accrediting Agencies, the Secretary's Recognition Procedures for State Agencies, the Student Assistance General Provisions, the Federal Family Education Loan (FFEL) Program, the William D. Ford Federal Direct Loan Program, the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program, the Federal Pell Grant Program, and the Academic Competitiveness Grant (AGC) and National Science and Mathematics Access to Retain Talent Grant (National Smart Grant) Programs.

75 FR 66831 - Program Integrity Issues

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-29

...The Secretary is improving integrity in the programs authorized under title IV of the Higher Education Act of 1965, as amended (HEA), by amending the regulations for Institutional Eligibility Under the HEA, the Secretary's Recognition of Accrediting Agencies, the Secretary's Recognition Procedures for State Agencies, the Student Assistance General Provisions, the Federal Family Education Loan (FFEL) Program, the William D. Ford Federal Direct Loan Program, the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program in part 686, the Federal Pell Grant Program, and the Academic Competitiveness Grant (AGC) and National Science and Mathematics Access to Retain Talent Grant (National Smart Grant) Programs.

Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants

ERIC Educational Resources Information Center

Bury, Sophie; Sheese, Ron

2016-01-01

We discuss an educational development approach to embedding academic literacies instruction within disciplinary curricula. This developmental, embedded approach contrasts with the generic, extra-curricular, study-skills approach adopted in many universities. Learning Commons partners at York University, including librarians, writing instructors,…

Student Support Services: A Practice Brief Based On BEAMS Project Outcomes

ERIC Educational Resources Information Center

Bridges, Brian K.

2008-01-01

Student support services are critical to student success, especially at campuses that enroll large numbers of academically under-prepared students. These programs assist students in addressing areas of academic deficiency and provide necessary resources to maximize students' intellectual and social capital while in college. Several…

34 CFR 607.10 - What activities may and may not be carried out under a grant?

Code of Federal Regulations, 2011 CFR

2011-07-01

..., including the integration of computer technology into institutional facilities to create smart buildings... academic programs or methodology, including computer-assisted instruction, that strengthen the academic... new technology or methodology to increase student success and retention or to retain accreditation; or...

34 CFR 607.10 - What activities may and may not be carried out under a grant?

Code of Federal Regulations, 2012 CFR

2012-07-01

..., including the integration of computer technology into institutional facilities to create smart buildings... academic programs or methodology, including computer-assisted instruction, that strengthen the academic... new technology or methodology to increase student success and retention or to retain accreditation; or...

Improving Academic Performance in a Bilingual Education Classroom.

ERIC Educational Resources Information Center

Golub, Lester S.; Sweeney, Gladys M.

The purpose of this study is twofold. First, it evaluates the effectiveness of token economy programs in increasing academic performance in a bilingual education classroom setting. Second, it attempts to train the teacher in the basic behavior modification principles and assist her/him in the delivery of appropriate and consistent reinforcement…

25 CFR 166.905 - Who can get assistance for postgraduate studies?

Code of Federal Regulations, 2011 CFR

2011-04-01

... participants to obtain additional academic credentials such as a degree or diploma in a natural resources or... program must meet performance standards as required by the graduate school offering the study program. (d...

Implementing a robotics curriculum at an academic general surgery training program: our initial experience.

PubMed

Winder, Joshua S; Juza, Ryan M; Sasaki, Jennifer; Rogers, Ann M; Pauli, Eric M; Haluck, Randy S; Estes, Stephanie J; Lyn-Sue, Jerome R

2016-09-01

The robotic surgical platform is being utilized by a growing number of hospitals across the country, including academic medical centers. Training programs are tasked with teaching their residents how to utilize this technology. To this end, we have developed and implemented a robotic surgical curriculum, and share our initial experience here. Our curriculum was implemented for all General Surgical residents for the academic year 2014-2015. The curriculum consisted of online training, readings, bedside training, console simulation, participating in ten cases as bedside first assistant, and operating at the console. 20 surgical residents were included. Residents were provided the curriculum and notified the department upon completion. Bedside assistance and operative console training were completed in the operating room through a mix of biliary, foregut, and colorectal cases. During the fiscal years of 2014 and 2015, there were 164 and 263 robot-assisted surgeries performed within the General Surgery Department, respectively. All 20 residents completed the online and bedside instruction portions of the curriculum. Of the 20 residents trained, 13/20 (65 %) sat at the Surgeon console during at least one case. Utilizing this curriculum, we have trained and incorporated residents into robot-assisted cases in an efficient manner. A successful curriculum must be based on didactic learning, reading, bedside training, simulation, and training in the operating room. Each program must examine their caseload and resident class to ensure proper exposure to this platform.

New Start Program Report: September 1985--June 1989.

ERIC Educational Resources Information Center

Winchell, Anne

In 1985, Kingsborough Community College (KCC) in Brooklyn, established the New Start Program to assist students who began their post-secondary education at cooperating senior colleges, but encountered academic difficulties there. The program offers individual and group counseling to help participants overcome previous difficulties and work toward…

PROJECT 13.

ERIC Educational Resources Information Center

ANDERSON, CLARA M.

A PROGRAM IN LOW-INCOME AREAS IN MINNEAPOLIS PROVIDED THE SERVICES OF HIGH SCHOOL COUNSELORS TO GRADUATES AND DROPOUTS BY (1) OFFERING VOCATIONAL GUIDANCE TO UNEMPLOYED GRADUATES AND ACTIVELY ASSISTING IN JOB PLACEMENT, (2) ENCOURAGING THE RETURN OF DROPOUTS TO SCHOOL AND ASSISTING IN THEIR READJUSTMENT TO ACADEMIC LIFE, (3) ORGANIZING DATA ON…

Perceptions of Support Networks During the Graduate-Assistant Athletic Trainer Experience.

PubMed

Mazerolle, Stephanie M; Clines, Stephanie; Eason, Christianne M; Pitney, William A

2015-12-01

The graduate-assistant position can be a highly influential experience because it is often the first time novice athletic trainers (ATs) are practicing autonomously. To gain an understanding of how graduate-assistant ATs (GAATs) perceive professional socialization and mentorship during their assistantships. Semistructured phone interviews. Graduate-assistant ATs in various clinical settings. Twenty-five GAATs (20 women, 5 men) studying in 1 of 3 academic tracks (postprofessional athletic training = 8, athletic training-based curriculum = 11, non-athletic training-based curriculum = 6). Median age was 24 years. Phone interviews were digitally recorded and transcribed verbatim. Data analysis used principles of the general inductive approach. Credibility was maintained using peer review, field notes, and intercoder reliability. Participants identified peer support throughout their experiences, in both academic and clinical settings. The GAATs frequently relied on other GAATs for support due to shared experiences and understanding of workloads. Participants described difficulty receiving supervisor support from full-time staff ATs due to the supervisors' workload and time constraints, limiting their availability for mentoring. Guidance from academic support personnel occurred only in athletic training-centered academic programs. Communication emerged as helpful for incoming GAATs; the previous GAATs provided formal mentorship via job descriptions highlighting role responsibilities and expectations. Differences between assistantship types were noted only in terms of receiving balanced mentorship between the academic and clinical staffs, such that students studying in postprofessional athletic training programs perceived more balanced support. Our results confirm the literature regarding the GAAT's pursuit of continued formal mentoring. The GAATs perceived less support from full-time AT staff members due to limited availability. Therefore, GAATs leaned on their peers for support during the graduate experience.

Perceptions of Support Networks During the Graduate-Assistant Athletic Trainer Experience

PubMed Central

Mazerolle, Stephanie M.; Clines, Stephanie; Eason, Christianne M.; Pitney, William A.

2015-01-01

Context  The graduate-assistant position can be a highly influential experience because it is often the first time novice athletic trainers (ATs) are practicing autonomously. Objective  To gain an understanding of how graduate-assistant ATs (GAATs) perceive professional socialization and mentorship during their assistantships. Design  Semistructured phone interviews. Setting  Graduate-assistant ATs in various clinical settings. Patients or Other Participants  Twenty-five GAATs (20 women, 5 men) studying in 1 of 3 academic tracks (postprofessional athletic training = 8, athletic training-based curriculum = 11, non–athletic training-based curriculum = 6). Median age was 24 years. Data Collection and Analysis  Phone interviews were digitally recorded and transcribed verbatim. Data analysis used principles of the general inductive approach. Credibility was maintained using peer review, field notes, and intercoder reliability. Results  Participants identified peer support throughout their experiences, in both academic and clinical settings. The GAATs frequently relied on other GAATs for support due to shared experiences and understanding of workloads. Participants described difficulty receiving supervisor support from full-time staff ATs due to the supervisors' workload and time constraints, limiting their availability for mentoring. Guidance from academic support personnel occurred only in athletic training-centered academic programs. Communication emerged as helpful for incoming GAATs; the previous GAATs provided formal mentorship via job descriptions highlighting role responsibilities and expectations. Differences between assistantship types were noted only in terms of receiving balanced mentorship between the academic and clinical staffs, such that students studying in postprofessional athletic training programs perceived more balanced support. Conclusions  Our results confirm the literature regarding the GAAT's pursuit of continued formal mentoring. The GAATs perceived less support from full-time AT staff members due to limited availability. Therefore, GAATs leaned on their peers for support during the graduate experience. PMID:26565423

Evaluation Policy on Assistance Program Bidikmisi Higher Education in Private Kopertis Region XII

ERIC Educational Resources Information Center

Wasahua, Tahir; Koesmaryono, Yonny; Sailah, Illah

2018-01-01

One of the governments' policy through Directoral General of Learning and Student Affair, Ministry of Research, Technology and Higher Education in improving the access for new students namely the bidikmisi program. Program bidikmisi is a tuition fee subsidy program allocated to selected new students who possess excellent academic capability yet…

Holistic Growth of College Peer Study Group Participants: Prompting Academic and Personal Development

ERIC Educational Resources Information Center

Arendale, David R.; Hane, Amanda R.

2014-01-01

This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team…

Implementing Adolescent Male Leadership Model to Enhance Behavior, Academic Success

ERIC Educational Resources Information Center

Beliele, Laressa

2012-01-01

Schools are challenged to assist struggling youth. This study used a mixed methods design to evaluate how the school-based program Men of Distinction helps struggling male students develop leadership skills, promoting academic and social success. Quantitative data included attendance, grade point averages, the number of days in in-school…

The Spirit of Excellence. Each One, Reach One. A Program Manual.

ERIC Educational Resources Information Center

National Black Child Development Inst., Inc., Washington, DC.

Because disadvantaged children rarely receive extra assistance or encouragement, the National Black Child Development Institute created Each One, Reach One: The Spirit of Excellence, a comprehensive tutorial program designed to improve the academic skills and self-esteem of African American children to help them achieve. The program, originally…

NASA/USRA university advanced design program at the University of Illinois for the 1989-1990 academic year

NASA Technical Reports Server (NTRS)

Koepke, Andrew; Sivier, Kenneth

1990-01-01

The University's design project, the Unmanned Probe to Pluto, is reviewed. Forty-two students divided into seven groups, participated in the program. A presentation, prepared by three students and a graduate teaching assistant for the program's summer conference, summarized the project results.

Improving Mandatory Tutoring: A Mixed-Methods Program Evaluation

ERIC Educational Resources Information Center

Baggett, Brooks

2009-01-01

In recent years, the local school leadership in a suburban southern U.S. high school adopted innovative academic intervention programs to assist underperforming students but did not develop formal methods to evaluate program effectiveness. This gap in the professional practice continued with the inception of mandatory tutoring (MT), an…

Toward a New Era: Alternatives for Revitalizing Student Services Programs.

ERIC Educational Resources Information Center

Deegan, William L.

Alternatives for revitalizing the programs and management of student services in community colleges are reviewed in this paper. First, alternatives related to student services programs are considered, including: (1) the increased use of computer-assisted counseling to integrate student services more fully with mainstream academic activities; (2)…

Pedagogy and Related Criteria: The Selection of Software for Computer Assisted Language Learning

ERIC Educational Resources Information Center

Samuels, Jeffrey D.

2013-01-01

Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and…

Discipline-Specific Practica for International Teaching Assistants

ERIC Educational Resources Information Center

Gorsuch, Greta J.

2006-01-01

A topic of continued discussion has been whether international teaching assistant (ITA) education is best done within academic departments, or within university-wide programs organized by English as a Second Language (ESL) specialists. This report describes a pilot ITA practicum which may potentially combine the best of both approaches: Academic…

[Education reform with the support of the faculty--introduction of a supplementary education program including teacher support and individual guidance].

PubMed

Wada, Keiji; Yoshimura, Teruki

2015-01-01

  To deal with declining levels of academic ability and motivation among students (a situation attributable to fewer high school graduates, a greater number of universities, and the diversification of entrance examination methods), one must comprehend the conditions of faculties collectively, and take appropriate measures. Using the results of examinations carried out in each grade as indices, we examined levels of academic ability and established various support programs based on the results. Basic chemistry, biology, and physics courses were designed to help first-year students acquire essential academic skills. For second, third, and fourth-year students, two types of support programs were implemented: supplementary instruction to help students improve their understanding of basic topics in pharmaceutical sciences, and an e-learning system to promote self-study, requiring minimal assistance from teachers. Although educational benefits were observed in many students, the number of learners whose understanding failed to improve as a result of the support programs continued to increase. Consequently, The Support Section for Pharmaceutical Education opened in October 2011 to address these concerns. The support section functions mainly to provide individual assistance to students who lack strong academic abilities, and provides teachers with information useful for educational reform. Here, we describe the educational support provided by our faculty and its effectiveness.

Expanding undergraduate dietetic education through a health promotion internship program.

PubMed

Rye, J A; Weston, C

1987-05-01

The Lifestyle Assistant Program is a health promotion internship offered by the University of Wisconsin-Stevens Point Health Service. Students majoring in health-related disciplines (e.g., dietetics) gain skills in promoting the six dimensions of wellness: social, occupational, spiritual, physical, intellectual, and emotional. Thirteen competencies provide the basis for training Lifestyle Assistants, who develop, market, present, and evaluate wellness sessions for the university and residential communities. Assistants earn academic credit or a wage. Of particular benefit to assistants majoring in dietetics are studying and operating a self-testing physical assessment unit, which approximates body composition, cardiovascular endurance, muscular strength, and flexibility; using a health hazard appraisal; assisting the University's Nutrition Task Force with its education campaign in the campus cafeterias; and presenting programs on popular nutrition topics (e.g., the athlete's diet). Program evaluation reveals that 84% of participants in programs conducted by assistants gained information of personal benefit. The Lifestyle Assistant competencies support The American Dietetic Association Plan IV minimum competencies in such areas as communication and education. The Lifestyle Assistant experience is in accordance with The American Dietetic Association's Dietetic Manpower Study recommendations: to provide student learning experiences in wellness programs and fitness settings.

Tuition Assistance Program (TAP) at ASA Institute of Computer and Business Technology, Inc. Audit for 1991-1992 through 1993-1994 Academic Years. Report 95-T-5 (Revised).

ERIC Educational Resources Information Center

Maldonado, Carmen

In an audit of the records and procedures for ASA Institute of Computer and Business Technology, Inc. (ASA), the New York Office of the State Comptroller determined that ASA was overpaid $696,352 because school officials incorrectly certified certain students as eligible for Tuition Assistance Program (TAP) awards. This error was discovered using…

Precious "MeTL": Reflections on the Use of Tablet PCs and Collaborative Interactive Software in Peer- Assisted Study Sessions

ERIC Educational Resources Information Center

Devey, Adrian; Hicks, Marianne; Gunaratnam, Shaminka; Pan, Yijun; Plecan, Alexandru

2012-01-01

Peer-Assisted Study Sessions (PASS) is an academic mentoring program, where high achieving senior students assist small groups of first years in study sessions throughout semester. One of the challenges PASS Leaders face at Monash in conducting their classes is the limited time they have with their students. The current paper explores, through…

Effects of Participation in after-School Programs for Middle School Students: A Randomized Trial

ERIC Educational Resources Information Center

Gottfredson, Denise; Cross, Amanda Brown; Wilson, Denise; Rorie, Melissa; Connell, Nadine

2010-01-01

This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly…

Analysis of Practice Settings for Craniofacial Surgery Fellowship Graduates in North America.

PubMed

Silvestre, Jason; Runyan, Christopher; Taylor, Jesse A

In North America, the number of craniofacial surgery fellowship graduates is increasing, yet an analysis of practice settings upon graduation is lacking. We characterize the practice types of recent graduates of craniofacial fellowship programs in the United States and Canada. A 6-year cohort of craniofacial fellows in the United States and Canada (2010-2016) were obtained from craniofacial programs recognized by the American Society of Craniofacial Surgery. Practice setting was determined at 1 and 3 years of postgraduation, and predictors of practice setting were determined. A total of 175 craniofacial surgeons were trained at 35 fellowship programs. At 1 year of postgraduation, 33.6% had an academic craniofacial position and 27.1% were in private practice (p = 0.361). A minority of graduates pursued additional fellowships (16.4%), nonacademic craniofacial positions (10.0%), academic noncraniofacial positions (5.7%), and international practices (7.1%). At 3 years of postgraduation, the percentage of graduates in academic craniofacial positions was unchanged (34.5% vs 33.6%, p = 0.790). The strongest predictors of future academic craniofacial practice were completing plastic surgery residency at a program with a craniofacial fellowship program (odds ratio = 6.78, p < 0.001) and completing an academic craniofacial fellowship program (odds ratio = 4.48, p = 0.020). A minority of craniofacial fellowship graduates practice academic craniofacial surgery. A strong academic craniofacial surgery background during residency and fellowship is associated with a future career in academic craniofacial surgery. These data may assist trainees choose training programs that align with career goals and educators select future academic surgeons. Copyright © 2017. Published by Elsevier Inc.

Arts Educators' Perceptions regarding Decreased Administrative Support for Public School Arts Education: A Phenomenological Study

ERIC Educational Resources Information Center

Parsons, Robert W.

2009-01-01

Research has indicated that there is a positive relationship between students who enroll in arts education courses and students who excel academically (Stuht & Gates, 2007). Not only has participation in arts education classes and programs assisted students in academic achievement, but also participation in the arts has helped students develop…

29 CFR 541.204 - Educational establishments.

Code of Federal Regulations, 2012 CFR

2012-07-01

..., and any assistants, responsible for administration of such matters as curriculum, quality and methods..., establishing and maintaining academic and grading standards, and other aspects of the teaching program; the...

29 CFR 541.204 - Educational establishments.

Code of Federal Regulations, 2013 CFR

2013-07-01

..., and any assistants, responsible for administration of such matters as curriculum, quality and methods..., establishing and maintaining academic and grading standards, and other aspects of the teaching program; the...

29 CFR 541.204 - Educational establishments.

Code of Federal Regulations, 2014 CFR

2014-07-01

..., and any assistants, responsible for administration of such matters as curriculum, quality and methods..., establishing and maintaining academic and grading standards, and other aspects of the teaching program; the...

Implementation and Early Outcomes of the Comprehensive School Reform Demonstration (CSRD) Program. Doc # 2004-15

ERIC Educational Resources Information Center

LaPointe, Michelle; Stullich, Stephanie

2004-01-01

The Comprehensive School Reform (CSR) program provides financial assistance to help schools develop and implement systematic approaches to schoolwide improvement that are grounded in scientifically based research and effective practices. The goal of the program is to enable all children to meet challenging state academic content and achievement…

34 CFR 270.6 - What limitation is imposed on providing race and national origin desegregation assistance under...

Code of Federal Regulations, 2011 CFR

2011-07-01

... development of curriculum materials for the direct instructional of students of limited English proficiency... programs may not use funds to assist in the development or implementation of activities or the development of curriculum materials for the direct instruction of students to improve their academic and...

34 CFR 270.6 - What limitation is imposed on providing race and national origin desegregation assistance under...

Code of Federal Regulations, 2010 CFR

2010-07-01

... development of curriculum materials for the direct instructional of students of limited English proficiency... programs may not use funds to assist in the development or implementation of activities or the development of curriculum materials for the direct instruction of students to improve their academic and...

A Retrospective View of Selective Admission of Physical Therapist Assistants.

ERIC Educational Resources Information Center

Pape, C. Dale; Casey, John P.

1986-01-01

This study was an attempt to evaluate how well a specific selection formula for admission to a physical therapist assistant program worked. It compared the relative selective admission score with the clinical and academic success of those students who completed the course of study; this necessitated a retrospective analysis. (Author/CT)

Factors Contributing to the Development of Graduate Teaching Assistant Self-Image

ERIC Educational Resources Information Center

Sandi-Urena, Santiago; Gatlin, Todd

2013-01-01

Laboratory graduate teaching assistants (GTAs) play a prominent role in undergraduate chemistry education. Although the success of a laboratory program relies significantly on the performance of GTAs, only rarely have they been considered actual partners in instruction or have their experiences in the academic lab been investigated. This paper…

Learning Disability Programs in Large Universities. Research Report #18-87.

ERIC Educational Resources Information Center

Woods, Paula A.; And Others

Thirteen large state universities offering comprehensive services to learning-disabled students responded to a questionnaire concerning general program characteristics, existing support services, accommodations to aid students in using those services, standardized assessment and diagnosis, and types of academic assistance. Results showed that most…

Retaining Faculty in Academic Medicine: The Impact of Career Development Programs for Women

PubMed Central

Morahan, Page S.; Magrane, Diane; Helitzer, Deborah; Lee, Hwa Young; Newbill, Sharon; Peng, Ho-Lan; Guindani, Michele; Cardinali, Gina

2016-01-01

Abstract Background: For more than two decades, national career development programs (CDPs) have addressed underrepresentation of women faculty in academic medicine through career and leadership curricula. We evaluated CDP participation impact on retention. Methods: We used Association of American Medical Colleges data to compare 3268 women attending CDPs from 1988 to 2008 with 17,834 women and 40,319 men nonparticipant faculty similar to CDP participants in degree, academic rank, first year of appointment in rank, and home institution. Measuring from first year in rank to departure from last position held or December 2009 (study end date), we used Kaplan–Meier curves; Cox survival analysis adjusted for age, degree, tenure, and department; and 10-year rates to compare retention. Results: CDP participants were significantly less likely to leave academic medicine than their peers for up to 8 years after appointment as Assistant and Associate Professors. Full Professor participants were significantly less likely to leave than non-CDP women. Men left less often than non-CDP women at every rank. Participants attending more than one CDP left less often than those attending one, but results varied by rank. Patterns of switching institutions after 10 years varied by rank; CDP participants switched significantly less often than men at Assistant and Associate Professor levels and significantly less often than non-CDP women among Assistant Professors. Full Professors switched at equal rates. Conclusion: National CDPs appear to offer retention advantage to women faculty, with implications for faculty performance and capacity building within academic medicine. Intervals of retention advantage for CDP participants suggest vulnerable periods for intervention. PMID:27058451

Retaining Faculty in Academic Medicine: The Impact of Career Development Programs for Women.

PubMed

Chang, Shine; Morahan, Page S; Magrane, Diane; Helitzer, Deborah; Lee, Hwa Young; Newbill, Sharon; Peng, Ho-Lan; Guindani, Michele; Cardinali, Gina

2016-07-01

For more than two decades, national career development programs (CDPs) have addressed underrepresentation of women faculty in academic medicine through career and leadership curricula. We evaluated CDP participation impact on retention. We used Association of American Medical Colleges data to compare 3268 women attending CDPs from 1988 to 2008 with 17,834 women and 40,319 men nonparticipant faculty similar to CDP participants in degree, academic rank, first year of appointment in rank, and home institution. Measuring from first year in rank to departure from last position held or December 2009 (study end date), we used Kaplan-Meier curves; Cox survival analysis adjusted for age, degree, tenure, and department; and 10-year rates to compare retention. CDP participants were significantly less likely to leave academic medicine than their peers for up to 8 years after appointment as Assistant and Associate Professors. Full Professor participants were significantly less likely to leave than non-CDP women. Men left less often than non-CDP women at every rank. Participants attending more than one CDP left less often than those attending one, but results varied by rank. Patterns of switching institutions after 10 years varied by rank; CDP participants switched significantly less often than men at Assistant and Associate Professor levels and significantly less often than non-CDP women among Assistant Professors. Full Professors switched at equal rates. National CDPs appear to offer retention advantage to women faculty, with implications for faculty performance and capacity building within academic medicine. Intervals of retention advantage for CDP participants suggest vulnerable periods for intervention.

The effect of health care reform on academic medicine in Canada. Editorial Committee of the Canadian Institute for Academic Medicine.

PubMed

Hollenberg, C H

1996-05-15

Although Canadian health care reform has constrained costs and improved efficiency, it has had a profound and mixed effect on Canadian academic medicine. Teaching hospitals have been reduced in number and size, and in patient programs have shifted to ambulatory and community settings. Specialized care programs are now multi-institutional and multidisciplinary. Furthermore, the influence of regional planning bodies has grown markedly. Although these changes have likely improved clinical service, their impact on the quality of clinical education is uncertain. Within the academic clinical department, recruitment of young faculty has been greatly complicated by constraints on licensing, billing numbers, fee-for-service income and research funding. The departmental practice plan based on university funds and fee-for-service income is being replaced by less favourable funding arrangements. However, emphasis on multidisciplinary programs has rendered these departments more flexible in structure. The future of Canadian academic medicine depends on an effective alliance with government. Academia and government must agree, particularly on human-resource requirements, research objectives and the delivery of clinical and academic programs in regional and community settings. The establishment of focal points for academic health sciences planning within academic health sciences centres and within governments would assist in these developments. Finally, government and the academic health sciences sector must work together to remove the current impediments to the recruitment of highly qualified young faculty.

Academic Advising Audit: An Institutional Evaluation and Analysis of the Organization and Delivery of Advising Services.

ERIC Educational Resources Information Center

Crockett, David S.

Designed to assist institutions in evaluating the current status of their academic advising program, this manual provides guidelines and materials used to conduct a four-step audit. Following a brief introduction, an overview of the audit procedure is presented. The next four sections, corresponding to the steps in the audit, are presented: (1)…

A Description of the Computer Assisted Assessment Program in University Elementary Algebra at Norfolk State University

ERIC Educational Resources Information Center

White, Ronald L.; Myers, Shadana; Earl, Archie W., Sr.

2008-01-01

Many colleges and universities today are faced with the problem of low student academic achievement in math. Some of them are trying to improve student academic achievement through the use of technology. Their proposed solution is to teach children how to use the technological tools available to them and integrate that technology into the…

Real Estate Education: A Curriculum Guide for a Two-year Post Secondary Program.

ERIC Educational Resources Information Center

Overton, R. Jean

This curriculum guide was designed to assist in the development of associate degree programs and/or options for real estate education in North Carolina community colleges. The real estate education program prescribed by this guide spans six academic quarters. The 28 courses listed cover such subject areas as real estate fundamentals, human…

Predicting Success: How Predictive Analytics Are Transforming Student Support and Success Programs

ERIC Educational Resources Information Center

Boerner, Heather

2015-01-01

Every year, Lone Star College in Texas hosts a "Men of Honor" program to provide assistance and programming to male students, but particularly those who are Hispanic and black, in hopes their academic performance will improve. Lone Star might have kept directing its limited resources toward these students--and totally missed the subset…

ORGANIZATION OF SCHOOLS TO PROVIDE ACADEMIC AID AND THERAPEUTIC COUNSELING TO DISADVANTAGED CHILDREN.

ERIC Educational Resources Information Center

ROSEMAN, MARTHA O.

THE HELPING TEACHER, OR CRISIS TEACHER, PROGRAM WAS INITIATED TO SERVE CULTURALLY DEPRIVED AND DISTURBED CHILDREN IN ELEMENTARY SCHOOL. IT (1) ASSISTED THE UNDERACHIEVER, (2) PROVIDED GUIDANCE, COUNSELING, AND LIFE SPACE INTERVIEWING TO A CHILD IN CRISIS, AND (3) DEFINED AND IMPROVED THE MENTAL HYGIENE OF STUDENTS AND STAFF. ASSISTANCE WAS OFFERED…

Preparing marriage and family therapy students to become employee assistance professionals*.

PubMed

Smith, T A; Salts, C J; Smith, C W

1989-10-01

While the number of Employee Assistance Programs (EAPs) has grown tremendously, opportunities for marriage and family therapists in EAP settings have not been adequately described. This paper addresses issues pertinent to training Marriage and Family Therapy (MFT) students to develop the skills needed to become EAP professionals. Qualifications for becoming an EAP professional are described and suggestions are made as to how these skills may be taught within the framework of an academically based MFT training program.

The professional socialization of the graduate assistant athletic trainer.

PubMed

Mazerolle, Stephanie M; Eason, Christianne M; Clines, Stephanie; Pitney, William A

2015-05-01

The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. To understand the socialization process for graduate assistant ATs during their graduate experience. Qualitative study. We conducted phone interviews with all participants. A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.

The Professional Socialization of the Graduate Assistant Athletic Trainer

PubMed Central

Mazerolle, Stephanie M.; Eason, Christianne M.; Clines, Stephanie; Pitney, William A.

2015-01-01

Context: The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective: To understand the socialization process for graduate assistant ATs during their graduate experience. Design: Qualitative study. Setting: We conducted phone interviews with all participants. Patients or Other Participants: A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis: We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results: The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions: Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity. PMID:25761132

75 FR 17930 - Privacy Act of 1974; Report of an Altered System of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-08

... Training Program; Section 409(b) of the Health Professions Educational Assistance Act of 1976, (42 U.S.C..., performance awards, and adverse or disciplinary actions); commercial credit reports, educational data including tuition and other related education expenses; educational data including academic program and...

Indian Resource Development and Internship Program. Annual Report 1981-1982.

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

The Indian Resource Development and Internship (IRDI) Program marked its seventh year by continuing to assist Indian tribes in developing a managerial, professional, and scientific corps of American Indians through college academic education and related practical work experience. Participants attended universities and pursued majors of their…

Assessment of Student Academic Achievement.

ERIC Educational Resources Information Center

Neosho County Community Coll., Chanute, KS.

Neosho Community College (NCC) in Kansas developed an assessment program to measure changes in student learning and progress in courses and programs. The specific objectives of student assessment at NCC are to determine readiness for regular college courses; to determine proper placement; to assist students in meeting personal objectives; and to…

The Nevada Proficiency Examination Program.

ERIC Educational Resources Information Center

Nevada State Dept. of Education, Carson City. Planning, Research and Evaluation Branch.

The Nevada Proficiency Examination Program was established by the Nevada State Legislature in 1977 to identify students who might require additional assistance to maintain normal academic progress through school and to serve as a minimum competency examination, insuring that each student who receives a high school diploma has met certain minimum…

Teachers' Perceptions of Georgia's Early Reading Intervention Program: A Qualitative Study

ERIC Educational Resources Information Center

Hobby, Patti Tennant

2012-01-01

This qualitative study used an ethnographic method to investigate teachers' perceptions of reading interventions delivered in a state-funded early intervention program (EIP). Academically at-risk students struggle to meet grade-level standards year after year, even with interventions involving small group, targeted assistance. Teacher perceptions…

Comprehensive Career Education in a University: Evaluation.

ERIC Educational Resources Information Center

McLean, James E.; Loree, M. Ray

The University of Alabama Career Development Program was designed as a comprehensive, university-wide effort to enhance career development of students and faculty. The operational plan included four systems: (1) Academic mainstream system, designed to assist in the development of separate programs within the colleges and departments, (2) support…

A Multicomponent Library Resource Model to Enhance Academic Global Health Education Among Residency Programs.

PubMed

Patel, Rupa R; Ravichandran, Sandhiya; Doering, Michelle M; Hardi, Angela C

2017-01-01

Global health is becoming an increasingly important component of medical education. Medical libraries have an opportunity to assist global health residents with their information needs, but first it is important to identify what those needs are and how best they can be addressed. This article reports a collaboration between global health faculty and an academic medical librarian to assess the information needs of global health pathway residents and how assessment data are used to create a multicomponent program designed to enhance global health education.

Facilitating Scholarly Writing in Academic Medicine

PubMed Central

Pololi, Linda; Knight, Sharon; Dunn, Kathleen

2004-01-01

Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants’ future academic productivity requires long-term follow-up. PMID:14748862

Development of an Inventory of Fiscal Competencies for Colorado Postsecondary Academic Administrators. AIR Forum Paper 1978.

ERIC Educational Resources Information Center

Geiger, Joseph J.

A survey, designed to assist in the development of an inventory of fiscal competencies that academic administrators perceive to be needed if they are to be effective contributors to the budgetary process and to seek answers to the question of the existence of a widespread need for the development of in-service training programs for academic…

Women in STEM Research: Federal Agencies Differ in the Data They Collect on Grant Applicants. GAO-15-291R STEM Research

ERIC Educational Resources Information Center

US Government Accountability Office, 2015

2015-01-01

Since the enactment of Title IX in 1972--which prohibits discrimination on the basis of sex in education programs and activities receiving any federal financial assistance--women have made significant gains in many academic fields. However, recent research shows that women continue to lag behind men in academic and professional advancement in…

A Comparison of Two After School Strategies for Improving the Parenting Knowledge and Parenting Perceptions of Preschool Families Enrolled in a Title 1 Program

ERIC Educational Resources Information Center

Newman, Rae Ette Veronna

2013-01-01

A parent is a child's first educator in communication, social/emotional skills, motor development, and academics. As the achievement expectations placed on schools increase and the schooling population continually diversifies, the need to increase the overall parental involvement in schools and their ability to assist with academics in the home…

The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?

ERIC Educational Resources Information Center

Leidenfrost, Birgit; Strassnig, Barbara; Schütz, Marlene; Carbon, Claus-Christian; Schabmann, Alfred

2014-01-01

Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their…

The Organization of the Faculty Development Programs for Research Assistants: The Case of Education Faculties in Turkey

ERIC Educational Resources Information Center

Kabakçi, Isil; Odabasi, H. Ferhan

2008-01-01

The faculty development of research assistants who are at the first step of their academic careers are significant for the employment of faculty members of future and realizing the responsibilities of higher education institutions as to contribute to science and technology. However, there is little research on the features of faculty development…

Keewatin Region Educational Authority Pilot Education Project: Computer-Assisted Learning. Preliminary Final Report.

ERIC Educational Resources Information Center

Wolter, Heidi; And Others

A project was conducted to improve and expand academic upgrading, job readiness, and special skill training for adults in the Keewatin Region through the implementation of computer-assisted learning (CAL). It was intended as a response to the special needs of unemployed Inuit who were not reached in the past by traditional training programs and…

Outdoor Programs and Academic Departments Working Together: Examining the Benefits of Offering For-Credit Recreation Hard Skills Courses.

ERIC Educational Resources Information Center

Poff, Raymond A.; Calvin, David A.; Stuessy, Thomas L.

The relationship between Indiana University Outdoor Adventures (IUOA) and the Indiana University Department of Recreation and Park Administration began in the early 1980s with the department providing IUOA with lists of potential graduate-assistant employees. If a graduate assistant was hired, IUOA paid the student a stipend and the department…

A method for building evaluation competency among community-based organizations.

PubMed

Kelly, Cheryl M; LaRose, Jessi; Scharff, Darcell P

2014-05-01

Community-based organizations often lack the capacity (e.g., time, staff, skills) to effectively evaluate programs, policies, and environmental changes. Providing evaluation technical assistance and training can be an effective and feasible way to build individual evaluation competency. The purpose of this article is to present a practical approach and related tools that can be used by evaluators and others (e.g., academic partners, funders) providing assistance to build evaluation skills in community organizations. The approach described was developed in collaboration with local universities and a regional health foundation to provide intensive technical support to 19 community-based organizations awarded funding to implement obesity prevention projects. Technical assistance processes and tools were designed to be tailored to organizations' capacity and needs and can be used as templates by others who provide technical assistance. Evaluators, funders, and academic partners can use lessons learned from this experience to help shape and implement evaluation technical assistance approaches with community-based organizations.

10 CFR Appendix A to Subpart E of... - DOE Federally Assisted Programs Containing Age Distinctions

Code of Federal Regulations, 2010 CFR

2010-01-01

... in the minority communities in careers in science and engineering and to establish individual working... economically disadvantaged youths in an integrated program of career motivation and basic academic skill... to continue their education and to pursue energy-related careers upon graduation from high school X...

The Indian Resources Development and Internship Program (IRDI), Fiscal Year 1979-1980. Annual Progress Report.

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

The Indian Resources Development and Internship (IRDI) Program marked its fifth year by continuing to assist Indian tribes in developing a managerial, professional, and scientific corps of American Indians through college academic education and related practical work experience. Participants attended universities and pursued majors of their…

75 FR 55785 - Office of Special Education Programs, Office of Special Education and Rehabilitative Services...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-14

... appropriate assessments of students with disabilities, as well as emerging issues related to the inclusion of... assistance to States regarding the inclusion of students with disabilities as they develop new academic... Improve Services and Results for Children with Disabilities program (TA&D), authorized under section 663...

Cost-Effectiveness of a School-Based Obesity Prevention Program

ERIC Educational Resources Information Center

Wang, Li Yan; Gutin, Bernard; Barbeau, Paule; Moore, Justin B.; Hanes, John, Jr.; Johnson, Maribeth H.; Cavnar, Marlo; Thornburg, Janet; Yin, Zenong

2008-01-01

Background: A school-based obesity prevention study (Medical College of Georgia FitKid Project) started in the fall of 2003 in 18 elementary schools. Half of the schools were randomized to an after-school program that included moderate-to-vigorous physical activity, healthy snacks, homework assistance, and academic enrichment. All third graders…

Project Career: An individualized postsecondary approach to promoting independence, functioning, and employment success among students with traumatic brain injuries.

PubMed

Minton, Deborah; Elias, Eileen; Rumrill, Phillip; Hendricks, Deborah J; Jacobs, Karen; Leopold, Anne; Nardone, Amanda; Sampson, Elaine; Scherer, Marcia; Gee Cormier, Aundrea; Taylor, Aiyana; DeLatte, Caitlin

2017-09-14

Project Career is a five-year interdisciplinary demonstration project funded by NIDILRR. It provides technology-driven supports, merging Cognitive Support Technology (CST) evidence-based practices and rehabilitation counseling, to improve postsecondary and employment outcomes for veteran and civilian undergraduate students with traumatic brain injury (TBI). Provide a technology-driven individualized support program to improve career and employment outcomes for students with TBI. Project staff provide assessments of students' needs relative to assistive technology, academic achievement, and career preparation; provide CST training to 150 students; match students with mentors; provide vocational case management; deliver job development and placement assistance; and maintain an electronic portal regarding accommodation and career resources. Participating students receive cognitive support technology training, academic enrichment, and career preparatory assistance from trained professionals at three implementation sites. Staff address cognitive challenges using the 'Matching Person with Technology' assessment to accommodate CST use (iPad and selected applications (apps)). JBS International (JBS) provides the project's evaluation. To date, 117 students participate with 63% report improved life quality and 75% report improved academic performance. Project Career provides a national model based on best practices for enabling postsecondary students with TBI to attain academic, employment, and career goals.

The glass ceiling in academe: health administration is no exception.

PubMed

Stoskopf, C H; Xirasagar, S

1999-01-01

This paper reviews gender issues in academe and presents findings of a limited survey of ACEHSA-accredited health administration graduate programs. The survey shows gender ratios adverse to women at the full, associate, and assistant professor levels. Men to women ratio among faculty was 1.98, among full-time faculty it was 2.24, and among tenured/tenure-track faculty it was 2.69, despite an excess of female students over male students in graduate programs, and despite equal proportions of women and men faculty holding doctoral degrees. Distribution by rank showed 48.5 percent full professors, 27.8 percent associate professors, and, 20.1 percent assistant professors among men, vs. 27.4 percent, 41.1 percent, and 31.5 percent respectively among women. In other academic fields similar gender ratios prevail, and many researchers have documented evidence of continuing gender inequities in tenure, promotion and salary, given comparable performance, despite the enactment of Title IX in 1972. Gender disparities are rooted in a complex web of gender-specific constraints interwoven with secular human capital and structural variables, and confounded by sexist discriminatory factors. In light of these issues, recommendations are made toward creating an equitable academic climate without compromising the ideal of meritocracy, through gender-sensitive initiatives and vigilance mechanisms to bring policies to fruition.

Measuring faculty retention and success in academic medicine.

PubMed

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

2012-08-01

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

Development of a Study Skills Curriculum as a Component of the ACT I Extended Freshman Orientation Experience at Brenau: Curriculum and Program Planning.

ERIC Educational Resources Information Center

Robinson, Patricia W.

The purpose of this practicum was to develop a study skills curriculum to be incorporated into the existing ACT I Extended Freshman Orientation program at Brenau College in Georgia, to assist underprepared students admitted under special admissions programs in achieving greater academic success. An eight-step curriculum development process was…

The impact of the healthy schools program on reading, mathematics, and science achievement of 5th grade students: A causal-comparative inquiry

NASA Astrophysics Data System (ADS)

Barrera, Christina Lynn

The obesity rate for children has become a national epidemic in America, resulting in the need to incorporate physical fitness and nutrition into the curriculum in an effort to improve health and academic achievement. The Healthy Schools Program (HSP) is an initiative that assists schools in establishing and sustaining healthy environments, which can be instrumental in making students perform better in school. Therefore, the purpose of the study was to examine the impact of the HSP on academic achievement. (Abstract shortened by ProQuest.).

Academic Productivity in Psychiatry: Benchmarks for the H-Index.

PubMed

MacMaster, Frank P; Swansburg, Rose; Rittenbach, Katherine

2017-08-01

Bibliometrics play an increasingly critical role in the assessment of faculty for promotion and merit increases. Bibliometrics is the statistical analysis of publications, aimed at evaluating their impact. The objective of this study is to describe h-index and citation benchmarks in academic psychiatry. Faculty lists were acquired from online resources for all academic departments of psychiatry listed as having residency training programs in Canada (as of June 2016). Potential authors were then searched on Web of Science (Thomson Reuters) for their corresponding h-index and total number of citations. The sample included 1683 faculty members in academic psychiatry departments. Restricted to those with a rank of assistant, associate, or full professor resulted in 1601 faculty members (assistant = 911, associate = 387, full = 303). h-index and total citations differed significantly by academic rank. Both were highest in the full professor rank, followed by associate, then assistant. The range in each, however, was large. This study provides the initial benchmarks for the h-index and total citations in academic psychiatry. Regardless of any controversies or criticisms of bibliometrics, they are increasingly influencing promotion, merit increases, and grant support. As such, benchmarking by specialties is needed in order to provide needed context.

An Analysis of Academic Assistance Programs on At-Risk Students at the United States Naval Academy

DTIC Science & Technology

2005-06-01

ADDRESS(ES) N/ A 10. SPONSORING/MONITORING AGENCY REPORT NUMBER 11. SUPPLEMENTARY NOTES The views expressed in this thesis are those of the...programs are available to these students. In particular, the Naval Academy administers a program known as the Midshipmen Group Study Program, which...is based on the supplemental instruction model. This study examines the impact of participation in each of these programs as a determinant to

Gender Differences in Scholarly Productivity Within Academic Gynecologic Oncology Departments

PubMed Central

Hill, Emily K.; Blake, Rachel A.; Emerson, Jenna B.; Svider, Peter; Eloy, Jean Anderson; Raker, Christina; Robison, Katina; Stuckey, Ashley

2016-01-01

OBJECTIVE To estimate whether there is a gender difference in scholarly productivity among academic gynecologic oncologists. METHODS In this cross-sectional study, the academic rank and gender of gynecologic oncology faculty in the United States were determined from online residency and fellowship directories and departmental web sites. Each individual’s h-index and years of publication were determined from Scopus (a citation database of peer-reviewed literature). The h-index is a quantification of an author’s scholarly productivity that combines the number of publications with the number of times the publications have been cited. We generated descriptive statistics and compared rank, gender, and productivity scores. RESULTS Five hundred seven academic faculty within 137 U.S. teaching programs were identified. Of these, 215 (42%) were female and 292 (58%) were male. Men had significantly higher median h-indices than women, 16 compared with 8, respectively (P<.001). Women were more likely to be of junior academic rank with 63% of assistant professors being female compared with 20% of full professors. When stratifying h-indices by gender and academic rank, men had significantly higher h-indices at the assistant professor level (7 compared with 5, P<.001); however, this difference disappeared at the higher ranks. Stratifying by the years of active publication, there was no significant difference between genders. CONCLUSION Female gynecologic oncologists at the assistant professor level had lower scholarly productivity than men; however, at higher academic ranks, they equaled their male counterparts. Women were more junior in rank, had published for fewer years, and were underrepresented in leadership positions. PMID:26551177

Gender Differences in Scholarly Productivity Within Academic Gynecologic Oncology Departments.

PubMed

Hill, Emily K; Blake, Rachel A; Emerson, Jenna B; Svider, Peter; Eloy, Jean Anderson; Raker, Christina; Robison, Katina; Stuckey, Ashley

2015-12-01

To estimate whether there is a gender difference in scholarly productivity among academic gynecologic oncologists. In this cross-sectional study, the academic rank and gender of gynecologic oncology faculty in the United States were determined from online residency and fellowship directories and departmental web sites. Each individual's h-index and years of publication were determined from Scopus (a citation database of peer-reviewed literature). The h-index is a quantification of an author's scholarly productivity that combines the number of publications with the number of times the publications have been cited. We generated descriptive statistics and compared rank, gender, and productivity scores. Five hundred seven academic faculty within 137 U.S. teaching programs were identified. Of these, 215 (42%) were female and 292 (58%) were male. Men had significantly higher median h-indices than women, 16 compared with 8, respectively (P<.001). Women were more likely to be of junior academic rank with 63% of assistant professors being female compared with 20% of full professors. When stratifying h-indices by gender and academic rank, men had significantly higher h-indices at the assistant professor level (7 compared with 5, P<.001); however, this difference disappeared at the higher ranks. Stratifying by the years of active publication, there was no significant difference between genders. Female gynecologic oncologists at the assistant professor level had lower scholarly productivity than men; however, at higher academic ranks, they equaled their male counterparts. Women were more junior in rank, had published for fewer years, and were underrepresented in leadership positions. III.

Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students

ERIC Educational Resources Information Center

Keil, Valerie

2017-01-01

Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade.…

New Graduate Entry: Students' Transition to an Adapted Physical Education Graduate Program

ERIC Educational Resources Information Center

Sato, Takahiro; Samalot-Rivera, Amaury; Kozub, Francis M.

2016-01-01

The purpose of this study was to describe and explain master of arts students' academic and social experiences during the transition to an adapted physical education (APE) graduate program. In this study, we used the theory of transition, which allowed us to understand students' transition to graduate studies and to assist them in connecting to…

The Path to University Admission in the United States through Intensive English Programs

ERIC Educational Resources Information Center

Grosik, Sarah Arva

2017-01-01

In recent years, university-based Intensive English Programs (IEPs) have expanded to serve the growing population of international students who wish to earn their degrees at U.S. universities. Many of these IEPs have shifted their focus to assist these academically bound international students by functioning as a bridge to enrollment in American…

Evaluation of Peabody Early Childhood Education Project. Academic Year 1969-70.

ERIC Educational Resources Information Center

Armstrong, Robert J.; And Others

During the 1969-70 school year, this program assisted 51 women in becoming qualified, certified teachers of young children. All were college graduates in fields other than education and most of them mothers in the over 30 age bracket. Funded by EPDA, this intensive teacher preparation program incorporated two major features--open education for…

Testing the Efficacy of a Scholarship Program for Single Parent, Post-Freshmen, Full Time Undergraduates

ERIC Educational Resources Information Center

Carpenter, Dick M., II; Kaka, Sarah J.; Tygret, Jennifer A.; Cathcart, Katy

2018-01-01

This study examines the efficacy of a scholarship program designed to assist single parent, post-freshmen, full time undergraduate students and predictors of success among a sample of said students, where success is defined as progress toward completion, academic achievement, and degree completion. Results of fixed effects regression and…

Strengthening Attainment of Student Learning Outcomes during Work-Integrated Learning: A Collaborative Governance Framework across Academia, Industry and Students

ERIC Educational Resources Information Center

Henderson, Amanda; Trede, Franziska

2017-01-01

Graduate capability and employability are regarded as critical success factors for degree programs by universities, industry, and the students. Furthering work-based experiences for academic credit within degree programs is being increasingly explored to assist employability. Effective work-based experiences are reliant on good partnerships…

Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-Year Undergraduates at Universidad Andres Bello, Chile

ERIC Educational Resources Information Center

Jiménez, Verónica A.; Acuña, Fabiola C.; Quiero, Felipe J.; López, Margarita; Zahn, Carmen I.

2015-01-01

This work describes the preliminary results of a tutoring program that provides personalized academic assistance to first-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad Andres Bello (UNAB), in Concepción, Chile. Intervened courses have historically large enrolments, diverse student population…

Development of Program for Enhancing the Ideal Desirable Characteristic of Basic School Administrators

ERIC Educational Resources Information Center

Khakhlong, Chettha; Julsuwan, Suwat; Somprach, Kanokorn; Khangpheng, Samrit

2015-01-01

The objective of this research is to develop a program for enhancing ideal desirable characteristic of basic school administrators. An in-depth interview was done with experts. The opinions of school administrators, assistant school administrators, and teachers as the chiefs of academic work were found out. A total of 330 persons participated in…

The Power of Persuasion: It Takes More than Just an Idea to Effect Change.

ERIC Educational Resources Information Center

Wilson, Quelda

1988-01-01

The strategy involved in the planning process to develop an employee assistance program is described. Issues to be decided include whether the program should cover both academic and nonacademic personnel; whether the idea could be made attractive to management and staff; and identification of a potential source of funding. (MLW)

A School/Curricular Intervention Martial Arts Program for At-Risk Students.

ERIC Educational Resources Information Center

Glanz, Jeffrey

Statistics clearly demonstrate the need to assist students who may drop out of school or who may graduate with inadequate academic, social, and emotional skills. This paper describes efforts at one elementary school to address some of the needs of at-risk students. The program revolves around a structured martial arts class designed to develop…

Special Programs for Female and Minority Graduate Students. Higher Education Panel Report, Number 41.

ERIC Educational Resources Information Center

Atelsek, Frank J.; Gomberg, Irene L.

A study was conducted to assess the extent to which academic institutions are currently providing special assistance to women and minorities for graduate study. The survey was limited to formal programs designed specifically for female or minority students and is not an inventory of all opportunities. Coeducational and predominantly white colleges…

Evaluation of Safe Medication Administration through the Use of Simulation in an Academic Setting

ERIC Educational Resources Information Center

Dover, Cheryl D.

2013-01-01

Nursing educational programs are struggling with how to educate students to safely and efficiently administer medications. There is no doubt education programs need to find a way to assist students to acquire the skill of medication administration and to also transfer the skill into practice. Knowledge, skills, and abilities are requirements for…

State Funded Scholarship/Grant Programs for Students To Attend Postsecondary Educational Institutions: The National Association of State Scholarship & Grant Programs 25th Annual Survey Report, 1993-94 Academic Year.

ERIC Educational Resources Information Center

Davis, Jerry S.; And Others

This report documents results of a survey of the 52 members (the 50 states, District of Columbia, and Puerto Rico) of the National Association of State Scholarship and Grant Programs (NASSGP) which collected data concerning state-funded programs of scholarship or grant assistance for postsecondary students. Text sections present a summary and…

Resident assistant training program for increasing alcohol, other drug, and mental health first-aid efforts.

PubMed

Thombs, Dennis L; Gonzalez, Jennifer M Reingle; Osborn, Cynthia J; Rossheim, Matthew E; Suzuki, Sumihiro

2015-05-01

In college and university residence halls, resident assistants (RAs) are expected to serve as first-aid providers to students who may have alcohol, other drug, mental health, and academic problems. Despite this responsibility, evidence-based, first-aid programs have not been developed and tested for the RA workforce. The current study examined effects of an investigational first-aid program designed specifically for RAs. The online Peer Hero Training program is a novel approach to RA training in its use of interactive video dramatizations of incidents involving substance-using or distressed residents. A 9-month randomized trial conducted on eight US campuses compared RAs who participated in the Peer Hero Training program to RAs who received training-as-usual. Participation in the Peer Hero Training program significantly increased RA first-aid efforts for residential students who may have had alcohol, other drug, mental health, or academic problems 6 months after baseline. Compared with those in the training-as-usual condition, RAs in the Peer Hero Training program made more than 10 times as many first-aid efforts for possible alcohol problems, almost 14 times the number of first-aid efforts for possible drug use, almost 3 times the number of first-aid efforts for possible mental health problems, and 3 times the number of first-aid efforts for academic problems. There was no evidence that measured RA attitudes mediated the effects of the intervention. Results of this preliminary evaluation trial suggest that online training using interactive video dramatizations is a viable approach to strengthening RAs' ability to provide alcohol, other drugs, and mental health first-aid to undergraduates.

Pros and cons of using paid feeding assistants in nursing homes.

PubMed

Remsburg, Robin E

2004-01-01

Recently the Centers for Medicare and Medicaid Services (CMS), citing increasing resident acuity, staffing shortages, and high turnover rates that make it difficult for nursing homes to provide adequate feeding assistance to residents who need minimal help at mealtimes, began allowing nursing facilities to use single-task workers to provide assistance during mealtimes. This article describes the use of single-task workers to provide feeding assistance to nutritionally at-risk residents during a 6-month clinical study designed to evaluate the effectiveness and feasibility of implementing a buffet-dining program in an academic long-term care facility.

Intelligent Computer Assisted Instruction (ICAI): Formative Evaluation of Two Systems

DTIC Science & Technology

1986-03-01

appreciation .’.,-* for the power of computer technology. Interpretati on Yale students are a strikingly high performing group by traditional academic ...COMPUTER ASSISTED INSTRUCTION April 1984 - August 1985 (ICAI): FORMATIVE EVALUATION OF TWO SYSTEMS 6. PERFORMING ORG. REPORT NUMBER 7. AUTHOR(*) S...956881 9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASK AREA & WORK UNIT NUMBERS Jet Propulsion Laboratory 2Q263743A794

18 CFR 1317.105 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... not offer academic study. Institution of vocational education means a school or institution (except an... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... unit means a school, department, or college of an educational institution (other than a local...

28 CFR 54.105 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... not offer academic study. Institution of vocational education means a school or institution (except an... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Introduction § 54.105 Definitions. As used in these Title IX regulations, the term: Administratively separate unit means a school...

14 CFR 1253.105 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... not offer academic study. Institution of vocational education means a school or institution (except an... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Introduction § 1253.105 Definitions. As used in these Title IX regulations, the term: Administratively separate unit means a school...

Academic Advising Reaches Out

ERIC Educational Resources Information Center

Stein, Gordon B.; Spille, Henry A.

1974-01-01

Describes an outreach program of the counseling center at the University of Wisconsin - Green Bay. Tables where assistance was offered were placed in school corridors in buildings with heavy student traffic and paraprofessionals were trained to help provide more manpower. Results are very favorable. (HMV)

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2012 CFR

2012-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2010 CFR

2010-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2014 CFR

2014-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2013 CFR

2013-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

Plastics Technical Competency Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is intended to assist individuals responsible for developing tech prep programs, lists the occupational, academic, and employability competencies that representatives from education, business/industry, and labor throughout Ohio have identified as being necessary for employment in technician-level positions involving the…

Application of the h-Index in Academic Plastic Surgery.

PubMed

Therattil, Paul J; Hoppe, Ian C; Granick, Mark S; Lee, Edward S

2016-05-01

The h-index is a measure designed to assess the quantity and significance of an individual's academic contributions. The objective of this study was to determine whether the h-index of plastic surgeons correlates with academic rank and whether there is a difference based on academic rank, residency training model, sex, geographic region, faculty size, and departmental status. A database of all US academic plastic surgeons was created. The rank and sex of each surgeon were obtained, as were characteristics of their plastic surgery program. The Scopus database was queried to determine each surgeon's h-index. The 592 plastic surgeons in our database had a mean h-index of 8.97. The h-index increased with academic rank: 4.59 for assistant professors, 9.10 for associate professors, and 15.30 for professors. There was no significant difference in the h-index between chairpersons and chiefs. Plastic surgeons on faculty in integrated plastic surgery programs had significantly higher h-indices (9.64) than those at traditional programs (6.28). Those who were on faculty at larger programs also had higher h-indices. Male plastic surgeons had higher h-indices (9.57) than did female plastic surgeons (6.07), although this was insignificant when taking other variables into account. There was no correlation between the h-index and location or departmental status. The h-index of plastic surgeons seems to correlate with academic rank and has potential as a tool to measure academic productivity within plastic surgery. Plastic surgeons on faculty in integrated plastic surgery programs, those at larger programs, and male plastic surgeons tend to have higher h-indices. The difference between sexes seems to be, at least in part, due to the higher number of men in high academic positions. There does not seem to be a regional difference with regard to h-indices or a difference with regard to departmental status.

Educator User Guide for Adminstrators and Educational Personnel. A Supplement to the Texas Successful Schools Study: Quality Education for Limited English Proficient Students.

ERIC Educational Resources Information Center

Texas Education Agency, Austin.

The Texas Successful Schools Study profiled the contributions of programs, policies, and school personnel to the academic success of limited English proficient (LEP) students in seven successful elementary schools. This guide shares study information with school administrators to assist them in designing, implementing, and enhancing programs for…

A Multi-Faceted Approach for the Development of the Army's Functional Basic Skills Education Program (BSEP).

ERIC Educational Resources Information Center

Begland, Robert R.

In reviewing the Army Continuing Education System in 1979, the Assistant Secretary of the Army found a basic skills program based on traditional academic level goals was inadequate to meet the Army's requirement to provide functional, job-related basic skill education. Combining the shrinking manpower pool and projected basic skill deficiencies of…

Evaluation of the Centers for Disease Control and Prevention's chronic disease state-based epidemiology for public health program support (STEPPS) program.

PubMed

Frey, Catherine A; Remington, Patrick L; Lengerich, Eugene

2003-01-01

To identify effective strategies for improving epidemiology capacity in state chronic disease programs, staff epidemiologists and program directors from 25 states were interviewed using a structured questionnaire by phone or in person. Respondents reported three chief barriers to chronic disease epidemiology capacity: lack of institutional commitment and support for chronic disease epidemiology; lack of professional opportunities to engage with peers, colleagues, and scientists; and lack of trained epidemiology staff and resources to support chronic disease functions and activities. Epidemiology capacity in states would be improved by expanding the role and scope of staff placement programs; assisting states in establishing formal collaborations with academic institutions; and providing technical assistance to staff currently employed in states through training, consultation, and networking.

NASA/USRA University advanced design program

NASA Technical Reports Server (NTRS)

Lembeck, Michael F.; Prussing, John

1989-01-01

The participation of the University of Illinois at Urbana-Champaign in the NASA/USRA University Advanced Design Program for the 1988 to 1989 academic year is reviewed. The University's design project was the Logistics Resupply and Emergency Crew Return System for Space Station Freedom. Sixty-one students divided into eight groups, participated in the spring 1989 semester. A presentation prepared by three students and a graduate teaching assistant for the program's summer conference summarized the project results. Teamed with the NASA Marshall Space Flight Center (MSFC), the University received support in the form of remote telecon lectures, reference material, and previously acquired applications software. In addition, a graduate teaching assistant was awarded a summer 1989 internship at MSFC.

A First--and Maybe Last--Chance for College-Bound Migrants

ERIC Educational Resources Information Center

Richardson, Laura

1977-01-01

Four colleges are now helping migrant students through the federally-funded College Assistance Migrant Program, which provides the children of migrant and seasonal farmworkers with the financial, academic, and psychological resources they need to compete with traditional middle-class students. (LBH)

76 FR 14954 - National Professional Development Program; Office of English Language Acquisition, Language...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-18

... Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview... to provide instruction that accelerates ELs' acquisition of language, literacy, and content knowledge.... Rosalinda Barrera, Assistant Deputy Secretary and Director for English Language Acquisition, Language...

38 CFR 23.105 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... not offer academic study. Institution of vocational education means a school or institution (except an...) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... unit means a school, department, or college of an educational institution (other than a local...

24 CFR 3.105 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... not offer academic study. Institution of vocational education means a school or institution (except an... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... unit means a school, department, or college of an educational institution (other than a local...

32 CFR 196.105 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... not offer academic study. Institution of vocational education means a school or institution (except an... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... unit means a school, department, or college of an educational institution (other than a local...

Role Models and Mentors in Mid-Pipeline Retention of Geoscience Students, Newark, NJ

NASA Astrophysics Data System (ADS)

Gates, A. E.; Kalczynski, M. J.

2012-12-01

Undergraduate minority students retained enthusiasm for majoring in the geosciences by a combination of working with advanced minority mentors and role models as well as serving as role models for middle and high school students in Geoscience Education programs in Newark, NJ. An academic year program to interest 8-10th grade students from the Newark Public schools in the Geosciences employs minority undergraduate students from Rutgers University and Essex Community College as assistants. There is an academic year program (Geoexplorers) and a science festival (Dinosaur Day) at the Newark Museum that employs Rutgers University students and a summer program that employs Rutgers and Essex Community College students. All students are members of the Garden State LSAMP and receive any needed academic support from that program. The students receive mentoring from minority graduate students, project personnel and participating Newark Public School teachers, many of whom are from minority groups. The main factor in success and retention, however, is their role as authorities and role models for the K-12 students. The assistants are respected and consulted by the K-12 students for their knowledge and authority in the geosciences. This positive feedback shows them that they can be regarded as geoscientists and reinforces their self-image and enthusiasm. It further reinforces their knowledge of Geoscience concepts. It also binds the assistants together into a self-supporting community that even extends to the non-participating minority students in the Rutgers program. Although the drop-out rate among minority Geoscience majors was high (up to 100%) prior to the initiation of the program, it has dropped to 0% over the past 3 years with 2 participants now in PhD programs and 2 others completing MS degrees this year. Current students are seriously considering graduate education. Prior to this program, only one minority graduate from the program continued to graduate school in the Geosciences over the past decade or more. Even students with poor performance are not leaving the major. Prior to the program, there were no geoscience courses offered at ECC and no students pursuing majors when transferring. Since ECC began participating in the program 3 years ago, 4 students (of 15 assistants) are confirmed Geoscience majors at Rutgers or elsewhere and not all have been successfully tracked. ECC is further initiating undergraduate geoscience courses this year to meet the emerging demand. Although there are several contributing factors including the support of the GS-LSAMP, it is clear that the level of enthusiasm and self-esteem as Geoscientists has been enhanced by the positive feedback of serving as a role-model and authority.

The Economics of Academic Advancement Within Surgery.

PubMed

Baimas-George, Maria; Fleischer, Brian; Korndorffer, James R; Slakey, Douglas; DuCoin, Christopher

The success of an academic surgeon's career is often viewed as directly related to academic appointment; therefore, the sequence of promotion is a demanding, rigorous process. This paper seeks to define the financial implication of academic advancement across different surgical subspecialties. Data was collected from the Association of American Medical College's 2015 report of average annual salaries. Assumptions included 30 years of practice, 5 years as assistant professor, and 10 years as associate professor before advancement. The base formula used was: (average annual salary) × (years of practice [30 years - fellowship/research years]) + ($50,000 × years of fellowship/research) = total adjusted lifetime salary income. There was a significant increase in lifetime salary income with advancement from assistant to associate professor in all subspecialties when compared to an increase from associate to full professor. The greatest increase in income from assistant to associate professor was seen in transplant and cardiothoracic surgery (35% and 27%, respectively). Trauma surgery and surgical oncology had the smallest increases of 8% and 9%, respectively. With advancement to full professor, the increase in lifetime salary income was significantly less across all subspecialties, ranging from 1% in plastic surgery to 8% in pediatric surgery. When analyzing the economics of career advancement in academic surgery, there is a substantial financial benefit in lifetime income to becoming an associate professor in all fields; whereas, advancement to full professor is associated with a drastically reduced economic benefit. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Catalyst, 2000-01.

ERIC Educational Resources Information Center

Ryan, Barbara E., Ed.

2001-01-01

"Catalyst" is a publication designed to assist higher education in developing alcohol and other drug prevention polices and programs that will foster students' academic and social development and promote campus and community safety. Issue 1 of volume 6 introduces a series of "Presidential Profiles" in which university presidents describe their…

76 FR 3120 - Native American and Alaska Native Children in School Program; Office of English Language...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-19

... English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English.... Barrera, Assistant Deputy Secretary and Director, Office of English Language Acquisition, Language... learners (ELs) \\1\\, and to promote parental and community participation in language instruction educational...

34 CFR 104.44 - Academic adjustments.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... such requirements do not discriminate or have the effect of discriminating, on the basis of handicap...

34 CFR 104.44 - Academic adjustments.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... such requirements do not discriminate or have the effect of discriminating, on the basis of handicap...

34 CFR 104.44 - Academic adjustments.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... such requirements do not discriminate or have the effect of discriminating, on the basis of handicap...

34 CFR 104.44 - Academic adjustments.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... such requirements do not discriminate or have the effect of discriminating, on the basis of handicap...

Succession Planning for Library Instruction

ERIC Educational Resources Information Center

Sobel, Karen; Drewry, Josiah

2015-01-01

Detailed succession planning helps libraries pass information from one employee to the next. This is crucial in preparing for hiring, turnover, retirements, training of graduate teaching assistants in academic libraries, and other common situations. The authors of this article discuss succession planning for instruction programs in academic…

Executive High School Internships

ERIC Educational Resources Information Center

Hirsch, Sharlene Pearlman

1974-01-01

The Executive High School Internships Program enables juniors and seniors to take a one-semester sabbatical from their studies to serve as special assistants to executives in government, business, non-profit organizations, and civic organizations. They perform a variety of duties, earning full academic credit for their participation. (AG)

A Study of Research Assistants' Perceptions about Academic Adviser and Academic Life through Metaphors

ERIC Educational Resources Information Center

Gulmez, Deniz; Kozan, Hatice Irem Ozteke

2017-01-01

In current study research assistants' perceptions about the concepts of "Academic adviser" and "Academic life" via metaphors were aimed which is conducted with qualitative research method. Participants of study consist of 82 research assistant (45 of them women) work in Educational Faculties in Turkey. In data collection, for…

Tips on establishing a robotics program in an academic setting.

PubMed

Steers, William D

2006-02-17

Over the past 5 years, robotic-assisted laparoscopic surgery has gone from being a novelty to an accepted approach for intra-abdominal and pelvic surgery. Driving this trend has been the large number of robotic-assisted laparoscopic prostatectomies performed throughout the U.S. Nearly a quarter of the prostatectomies done for prostate cancer in the U.S. in 2006 will use robotic assistance, yet reports fail to confirm cost effectiveness. The most important predictor of a successful program is a champion at the institution. Studies have demonstrated safety and immediate benefits with regard to reduced surgical morbidity such as pain, loss of work, quality of life, and blood loss for a variety of surgeries patients. Specific to prostatectomy for cancer, long-term data on biochemical (PSA) failures and cancer cures, as well as validated secondary outcomes for continence and potency, are still unavailable. Benefits accrue for the surgeon as well with improved ergonomics and potential extension of a surgical career. Yet, enthusiasm for robotics must be tempered by this lack of data and economic limitations. However, if a thoughtful and thorough process in initiating a robotic program is undertaken, the risks to the institution can be minimized. With proper training, the risk to the patient is reduced and with due diligence with regard to market and operative resources, the risk to the surgeon can be eliminated. This report reviews the steps to assess, plan, initiate, and maintain a robotics program at an academic institution with the hope that other programs can benefit from lessons acquired by early adopters of this expensive technology.

Tips on Establishing a Robotics Program in an Academic Setting

PubMed Central

Steers, William D.

2006-01-01

Over the past 5 years, robotic-assisted laparoscopic surgery has gone from being a novelty to an accepted approach for intra-abdominal and pelvic surgery. Driving this trend has been the large number of robotic-assisted laparoscopic prostatectomies performed throughout the U.S. Nearly a quarter of the prostatectomies done for prostate cancer in the U.S. in 2006 will use robotic assistance, yet reports fail to confirm cost effectiveness. The most important predictor of a successful program is a champion at the institution. Studies have demonstrated safety and immediate benefits with regard to reduced surgical morbidity such as pain, loss of work, quality of life, and blood loss for a variety of surgeries patients. Specific to prostatectomy for cancer, long-term data on biochemical (PSA) failures and cancer cures, as well as validated secondary outcomes for continence and potency, are still unavailable. Benefits accrue for the surgeon as well with improved ergonomics and potential extension of a surgical career. Yet, enthusiasm for robotics must be tempered by this lack of data and economic limitations. However, if a thoughtful and thorough process in initiating a robotic program is undertaken, the risks to the institution can be minimized. With proper training, the risk to the patient is reduced and with due diligence with regard to market and operative resources, the risk to the surgeon can be eliminated. This report reviews the steps to assess, plan, initiate, and maintain a robotics program at an academic institution with the hope that other programs can benefit from lessons acquired by early adopters of this expensive technology. PMID:17619728

Title I versus Non-Title I Students and Standardized Test Scores in a School District in Georgia

ERIC Educational Resources Information Center

Ross, Charles

2016-01-01

The Title I program was established to support students who were enrolled in schools that had high rates of children from low-income households. The program's goal was to provide supplemental services that would assist in raising the academic success of students in Title I schools so that they achieve comparable outcomes to children in Non-Title I…

Evaluation of a Faith-Based Socioemotional Support Program for Parents of African American Youth with Antisocial Behaviors

ERIC Educational Resources Information Center

Francis-Williams, Nicole

2005-01-01

Due to many of the stresses and societal challenges that African American parents face, parents who have children with antisocial behaviors need guidance and support to assist them with their children in the areas of parenting, academics, and social support. This study proposed a program that focuses on the parents and caregivers as vital persons…

The Design and Implementation of a Peer Mentoring Program for International Students at Morehead State University

ERIC Educational Resources Information Center

Murray, Donell Cochran

2017-01-01

Peer mentoring is a way to help guide and form valuable relationships between two or more students and plays an important role in the success, both academically and socially, of students. At Morehead State University (MSU), the International Peer Mentoring Program (IPMP) was designed and implemented in the Fall of 2016 to assist in the academic…

Academic health center teaching hospitals in transition: a perspective from the field.

PubMed

Cyphert, S T; Colloton, J W; Levey, S

1997-01-01

A study of 11 Academic Health Center Teaching Hospitals (ATHs) in 11 states found that cost reduction programs, internal reorganizations, reengineering, benchmarking, and broadened entrepreneurial activity were prominent among the strategic initiatives reported in dealing with an increasingly turbulent environment. Although none of the ATHs had experienced negative net margins, we conclude that today's competitive healthcare system requires ATHs be reimbursed separately for their educational and other societally related costs to assist them in competing on a level playing fields.

Gender differences in promotion and scholarly impact: an analysis of 1460 academic ophthalmologists.

PubMed

Lopez, Santiago A; Svider, Peter F; Misra, Poonam; Bhagat, Neelakshi; Langer, Paul D; Eloy, Jean Anderson

2014-01-01

In recent years, gender differences in academic promotion have been documented within surgical fields. To the best of our knowledge, gender discrepancies in association with scholarly productivity have not been well assessed among academic ophthalmologists. Because research productivity is strongly associated with academic career advancement, we sought to determine whether gender differences in scholarly impact, measured by the h-index, exist among academic ophthalmologists. Academic rank and gender were determined using faculty listings from academic ophthalmology departments. h-index and publication experience (in years) of faculty members were determined using the Scopus database. Academic medical center. From assistant professor through professor, the h-index increased with subsequent academic rank (p < 0.001), although between chairpersons and professors no statistical difference was found (p > 0.05). Overall, men had higher h-indices (h = 10.4 ± 0.34 standard error of mean) than women (h = 6.0 ± 0.38 standard error of mean), a finding that was only statistically significant among assistant professors in a subgroup analysis. Women were generally underrepresented among senior positions. When controlling for publication range (i.e., length of time publishing), men had higher h-indices among those with 1 to 10 years of publication experience (p < 0.0001), whereas women had scholarly impact equivalent to and even exceeding that of men later in their careers. Women in academic ophthalmology continue to be underrepresented among senior faculty. Although women surpass men in scholarly productivity during the later stages of their careers, low scholarly impact during the earlier stages may impede academic advancement and partly explain the gender disparity in senior academic positions. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Effects of Animal-Assisted Activities with Guinea Pigs in the Primary School Classroom

PubMed Central

O’Haire, Marguerite E.; McKenzie, Samantha J.; McCune, Sandra; Slaughter, Virginia

2013-01-01

This study investigated the effects of a classroom-based animal-assisted activities (AAA) program with guinea pigs on the social functioning of primary school children. We hypothesized that participants in the experimental condition (n = 64), compared with a waitlist control group (n = 64), would demonstrate improvements in social functioning following the program. Parents and teachers used the Social Skills Rating System (SSRS) to evaluate the social skills and problem behaviors of 128 participating children (age range = 4.8 to 12.7 years) before and after an 8-week period. Teachers also rated academic competence at both time points. Children who participated in the AAA program demonstrated significantly greater improvements in social functioning than their control group peers, as defined by greater increases in social skills (teacher SSRS) and decreases in problem behaviors (parent and teacher SSRS). There were no significant differences between the groups in academic competence. AAA participants demonstrated significant increases in social skills and decreases in problem behaviors from pre- to post-program on the teacher version of the SSRS. Control group participants did not show significant changes on these measures. These findings suggest that an AAA program with guinea pigs may be a feasible addition to the primary school classroom in order to improve social functioning. Further component analysis will be necessary to determine whether the animal is the active ingredient in AAA programs of this nature. PMID:24265514

Community Colleges Broadening Horizons through Service Learning, 2003-2006. Project Brief. AACC-PB-04-2

ERIC Educational Resources Information Center

Robinson, Gail

2004-01-01

The "Horizons" project features model programs, national data collection and dissemination, and an information clearinghouse. In addition, "Horizons" provides professional development opportunities and technical assistance through regional workshops on service learning and civic responsibility, chief academic officer summits,…

Best Practices in Academic Mentoring: A Model for Excellence

PubMed Central

Nick, Jan M.; Delahoyde, Theresa M.; Del Prato, Darlene; Mitchell, Claudia; Ortiz, Jennifer; Ottley, Clarise; Young, Patricia; Cannon, Sharon B.; Lasater, Kathie; Reising, Deanna; Siktberg, Linda

2012-01-01

Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities. PMID:22685645

Outcomes assessment of a residency program in laboratory medicine.

PubMed

Morse, E E; Pisciotto, P T; Hopfer, S M; Makowski, G; Ryan, R W; Aslanzadeh, J

1997-01-01

During a down-sizing of residency programs at a State University Medical School, hospital based residents' positions were eliminated. It was determined to find out the characteristics of the residents who graduated from the Laboratory Medicine Program, to compare women graduates with men graduates, and to compare IMGs with United States Graduates. An assessment of a 25 year program in laboratory medicine which had graduated 100 residents showed that there was no statistically significant difference by chi 2 analysis in positions (laboratory directors or staff), in certification (American Board of Pathology [and subspecialties], American Board of Medical Microbiology, American Board of Clinical Chemistry) nor in academic appointments (assistant professor to full professor) when the male graduates were compared with the female graduates or when graduates of American medical schools were compared with graduates of foreign medical schools. There were statistically significant associations by chi 2 analysis between directorship positions and board certification and between academic appointments and board certification. Of 100 graduates, there were 57 directors, 52 certified, and 41 with academic appointments. Twenty-two graduates (11 women and 11 men) attained all three.

Bringing education to your virtual doorstep

NASA Astrophysics Data System (ADS)

Kaurov, Vitaliy

2013-03-01

We currently witness significant migration of academic resources towards online CMS, social networking, and high-end computerized education. This happens for traditional academic programs as well as for outreach initiatives. The talk will go over a set of innovative integrated technologies, many of which are free. These were developed by Wolfram Research in order to facilitate and enhance the learning process in mathematical and physical sciences. Topics include: cloud computing with Mathematica Online; natural language programming; interactive educational resources and web publishing at the Wolfram Demonstrations Project; the computational knowledge engine Wolfram Alpha; Computable Document Format (CDF) and self-publishing with interactive e-books; course assistant apps for mobile platforms. We will also discuss outreach programs where such technologies are extensively used, such as the Wolfram Science Summer School and the Mathematica Summer Camp.

Pre-admission factors and utilization of tutoring services in health professions educational programs.

PubMed

Olivares-Urueta, Mayra; Williamson, Jon W

2013-01-01

Pre-admission factors tend to serve as indicators of student success in health professions educational programs, but less is known about the effects that academic assistance programs have on student success. This study sought to determine whether specific pre-admission factors could help to identify students who may require academic support during their health professions education. This retrospective analysis aimed to identify differences in pre-admission variables between those students requiring tutoring and a matched sample of students who did not require tutoring. One-way ANOVA was used to assess differences for dependent variables-age, cumulative GPA (cGPA), science GPA (sGPA), verbal graduate record examination (GRE) score, quantitative GRE score, analytical GRE score and combined GRE score, community college hours, average credit hours per semester, and highest semester credit hour load-across three groups of students who received no tutoring (NT 0 hrs), some tutoring (ST <8 hrs), and more tutoring (MT >8 hrs). Total GRE and average semester hours differentiated NT from ST from MT (p<0.05). A linear regression model with these pre-admission factors found only four of the independent variables to be significant (r2=0.41; p<0.05) in predicting hours of tutoring: quantitative GRE, sGPA, cGPA and average semester hours taken. The combination of lower GRE scores and lighter average semester course load were most predictive of the need for academic assistance as defined by hours of tutoring. While the value of the GRE in admissions processes is generally accepted, the average semester hour load in college can also provide important information regarding academic preparation and the need for tutoring services.

Computer-Assisted Decision Support for Student Admissions Based on Their Predicted Academic Performance.

PubMed

Muratov, Eugene; Lewis, Margaret; Fourches, Denis; Tropsha, Alexander; Cox, Wendy C

2017-04-01

Objective. To develop predictive computational models forecasting the academic performance of students in the didactic-rich portion of a doctor of pharmacy (PharmD) curriculum as admission-assisting tools. Methods. All PharmD candidates over three admission cycles were divided into two groups: those who completed the PharmD program with a GPA ≥ 3; and the remaining candidates. Random Forest machine learning technique was used to develop a binary classification model based on 11 pre-admission parameters. Results. Robust and externally predictive models were developed that had particularly high overall accuracy of 77% for candidates with high or low academic performance. These multivariate models were highly accurate in predicting these groups to those obtained using undergraduate GPA and composite PCAT scores only. Conclusion. The models developed in this study can be used to improve the admission process as preliminary filters and thus quickly identify candidates who are likely to be successful in the PharmD curriculum.

Academic musculoskeletal radiology: influences for gender disparity.

PubMed

Qamar, Sadia R; Khurshid, Kiran; Jalal, Sabeena; Bancroft, Laura; Munk, Peter L; Nicolaou, Savvas; Khosa, Faisal

2018-03-01

Research productivity is one of the few quintessential gauges that North American academic radiology departments implement to determine career progression. The rationale of this study is to quantify the relationship of gender, research productivity, and academic advancements in the musculoskeletal (MSK) radiology to account for emerging trends in workforce diversity. Radiology residency programs enlisted in the Fellowship and Residency Electronic Interactive Database (FREIDA), Canadian Resident Matching Service (CaRMS) and International Skeletal Society (ISS) were searched for academic faculty to generate the database for gender and academic profiles of MSK radiologists. Bibliometric data was collected using Elsevier's SCOPUS archives, and analyzed using Stata version 14.2. Among 274 MSK radiologists in North America, 190 (69.34%) were men and 84 (30.66%) were women, indicating a statistically significant difference (χ2 = 6.34; p value = 0.042). The available number of female assistant professors (n = 50) was more than half of the male assistant professors (n = 88), this ratio however, plummeted at higher academic ranks, with only one-fourth of women (n = 11) professors compared to men (n = 45). The male MSK radiologist had 1.31 times the odds of having a higher h-index, keeping all other variables constant. The trend of gender disparity exists in MSK radiology with significant underrepresentation of women in top tiers of academic hierarchy. Even with comparable h-indices, at the lower academic ranks, a lesser number of women are promoted relative to their male colleagues. Further studies are needed to investigate the degree of influence research productivity has, in determining academic advancement of MSK radiologists.

The Adequacy of Health Care Among the Indian and Spanish Populations in Polk, Lincoln, Benton, Linn and Southwestern Portion of Marion Counties. A Public Opinion Perspective.

ERIC Educational Resources Information Center

GMA Research Corp., Portland, OR.

A bilingual and bicultural organization, CISCO (Chicano-Indian Study Center of Oregon) assists students to escape the poverty cycle through vocational training, academic programs, and general guidance counseling. A major CISCO goal is to provide vocational training in the health care industry in conjunction with a program meeting the health needs…

Wyoming Institute on Foreign TA Training. Working Papers, Volume I.

ERIC Educational Resources Information Center

Constantinides, Janet C., Ed.

This document presents 11 papers that consider the problems and opportunities relating to the design and implementation of training programs for foreign teaching assistants (FTAs): "Academic Sub-cultures within U.S. Higher Education: Implications for FTA Training of Differences in Teaching Styles and Methods" (Patricia Byrd); "Cross-cultural…

Special Populations Grant Report, Fiscal Year 1991. Executive Summary.

ERIC Educational Resources Information Center

Singley, Yvonne

Special population grants to Illinois public community colleges fund services, special programs, and instruction that assist academically and socially disadvantaged students, students with disabilities, and minority students to succeed in college. In fiscal year 1991, grants totaling $9.7 million enabled the Illinois community colleges to provide…

Syllabus in Dental Assisting.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

The syllabus, part of the New York Health Occupations Education Program, is a statement of the minimum course content acceptable for State credit, requiring two and one-half hours each day of 160 teaching days in each of two academic years. The Introduction to the syllabus contains recommendations regarding selection of teachers and students,…

Catching the Wind in a Bottle: Collection Development for Wind Energy Technology Programs at Universities and Colleges

ERIC Educational Resources Information Center

Johnson-Renvall, Poppy

2009-01-01

This article aims to assist information professionals in developing a resource collection that serves Wind Energy students in academic settings. Traditional as well as Internet resources should be utilized in order to meet the needs of this unique student population.

Innovative Technology Gives Potential Dropouts a New Lease on Learning.

ERIC Educational Resources Information Center

Eckenrod, James; Wheeler, Carl

1987-01-01

To give at-risk teenagers the best chance for high school graduation and further schooling or employment, Baltimore schools created Student Adventures in Learning (SAIL), a remedial computer-assisted instruction program. Over 100 eighth graders identified as potential dropouts instead improved academically and made secure transitions to high…

Successful Principles for Collaboration: Formation of the IAIMS Consortium.

ERIC Educational Resources Information Center

Stead, William W.; And Others

1991-01-01

Six universities collaborated in developing an integrated academic information management system (IAIMS) to manage data and information as a shared resource and to bring together resources for timely decision making. The program assists institutions in linking their library systems and other information systems to support education, research,…

Transforming Learning through Technology: Educating More, Costing Less

ERIC Educational Resources Information Center

Twigg, Carol A.

2011-01-01

Face-to-face instruction has been held as the gold standard of a quality academic program. But using information technology to redesign traditional courses can actually improve the quality of teaching, cut costs, and improve access and success. A strong redesign often involves active learning opportunities; individualized, on-demand assistance; a…

Peer Study Groups as Catalyst for Vocational Exploration

ERIC Educational Resources Information Center

Arendale, David R.; Hane, Amanda R.

2016-01-01

Postsecondary peer assisted learning programs often cite improving academic achievement for students. This qualitative study investigated the potential effect of serving as student facilitators of a peer study group on their future vocation. This was a replication of previous studies of personal and professional outcomes for study group…

Alcohol Impaired University Professors: A Problem until the 21st Century?

ERIC Educational Resources Information Center

Caliguri, Joseph P.

1989-01-01

Contends that work obsession and alcoholism can and do become steady partners for academics with high achievement need. Suggests that some technological changes may contribute to the resolution of the alcohol-impaired professoriate problem. Examines alcohol abuse, employee assistance programs, and stages of adulthood. (NB)

School Dropout Indicators, Trends, and Interventions for School Counselors

ERIC Educational Resources Information Center

Dockery, Donna J.

2012-01-01

School counselors are expected to develop programs that promote academic success for all students, including those at risk for dropping out of school. Knowledge of key indicators of potential dropouts and current trends in dropout prevention research may assist school counselors in better understanding this complex issue. Implementing recommended…

Career transition and dental school faculty development program.

PubMed

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

2013-11-01

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

How we developed the GIM clinician-educator mentoring and scholarship program to assist faculty with promotion and scholarly work.

PubMed

Bertram, Amanda; Yeh, Hsin Chieh; Bass, Eric B; Brancati, Frederick; Levine, David; Cofrancesco, Joseph

2015-02-01

Clinician Educators' (CEs) focus on patient care and teaching, yet many academic institutions require dissemination of scholarly work for advancement. This can be difficult for CEs. Our division developed the Clinician-Educator Mentoring and Scholarship Program (CEMSP) in an effort to assist CEs with scholarship, national reputation, recognition, promotion and job satisfaction. The key components are salary-supported director and co-director who coordinate the program and serve as overall mentors and link CEs and senior faculty, and a full-time Senior Research Coordinator to assist with all aspects of scholarship, a close relationship with the General Internal Medicine (GIM) Methods Core provides advanced statistical support. Funding for the program comes from GIM divisional resources. Perceived value was evaluated by assessing the number of manuscripts published, survey of faculty regarding usage and opinion of CEMSP, and a review of faculty promotions. Although impossible to attribute the contributions of an individual component, a program specifically aimed at helping GIM CE faculty publish scholarly projects, increase participation in national organizations and focus on career progression can have a positive impact.

Employment of physical therapist assistants in a residential state school.

PubMed

Lovelace-Chandler, V; Lovelace-Chandler, B

1979-10-01

Development of a job description for physical therapist assistants in a residential center serving persons with developmental disabilities is presented. Academic preparation and ethical guidelines for the assistant were reviewed to determine appropriate job responsibilities. Assistants had sufficient academic preparation in modalities and bronchial drainage to function effectively and partial academic preparation in other areas related to treating developmental disabilities. Substantial on-the-job training was necessary for the assistant to perform specific tasks competently. Need for additional training was not considered a deterrent to hiring the assistant.

Thermal-Structures and Materials Testing Laboratory

NASA Technical Reports Server (NTRS)

Teate, Anthony A.

1997-01-01

Since its inception and successful implementation in 1997 at James Madison University, the Thermal Structures and Materials Testing Laboratory (T-SaMTL) funded by the NASA Langley Research Center is evolving into one of the University's premier and exemplary efforts to increase minority representation in the sciences and mathematics. Serving ten (10) students and faculty directly and almost fifty (50) students indirectly, T-SAMTL, through its recruitment efforts, workshops, mentoring program, tutorial services and its research and computational laboratories has marked the completion of the first year with support from NASA totaling $ 100,000. Beginning as an innovative academic research and mentoring program for underrepresented minority science and mathematics students, the program now boasts a constituency which consists of 50% graduating seniors in the spring of 1998 with 50% planning to go to graduate school. The program's intent is to increase the number of underrepresented minorities who receive doctoral degrees in the sciences by initiating an academically enriched research program aimed at strengthening the academic and self actualization skills of undergraduate students with the potential to pursue doctoral study in the sciences. The program provides financial assistance, academic enrichment, and professional and personal development support for minority students who demonstrate the potential and strong desire to pursue careers in the sciences and mathematics. James Madison University was awarded the first $100,000, in April 1997, by The NASA Langley Research Center for establishment and support of its Thermal Structures and Materials Testing

Do Plastic Surgery Programs with Integrated Residencies or Subspecialty Fellowships Have Increased Academic Productivity?

PubMed Central

Duquette, Stephen P.; Valsangkar, Nakul P.; Sood, Rajiv; Socas, Juan; Zimmers, Teresa A.

2016-01-01

Background: The aim of this study was to evaluate the effect of different surgical training pathways on the academic performance of plastic surgical divisions. Methods: Eighty-two academic parameters for 338 plastic surgeons (PS), 1737 general surgeons (GS), and 1689 specialist surgeons (SS) from the top 55 National Institutes of Health (NIH)-funded academic departments of surgery were examined using data gathered from websites, SCOPUS, and NIH Research Portfolio Online Reporting Tools. Results: The median size of a PS division was 7 faculty members. PS faculty had lower median publications (P)/citations (C) (ie, P/C) than GS and SS (PS: 25/328, GS: 35/607, and SS: 40/713, P < 0.05). Publication and citation differences were observed at all ranks: assistant professor (PS: 11/101, GS: 13/169, and SS: 19/249), associate professor (PS: 33/342, GS: 40/691, and SS: 44/780), and professor (PS: 57/968, GS: 97/2451, and SS: 101/2376). PS had a lower percentage of faculty with current/former NIH funding (PS: 13.5%, GS: 22.8%, and SS: 25.1%, P < 0.05). Academic productivity for PS faculty was improved in integrated programs. P/C for PS faculty from divisions with traditional 3-year fellowships was 19/153, integrated 6-year residency was 25/329, and both traditional and 6-year programs were 27/344, P < 0.05. Craniofacial and hand fellowships increased productivity within the integrated residency programs. P/C for programs with a craniofacial fellowship were 32/364 and for those that additionally had a hand fellowship were 45/536. PS faculty at divisions with integrated training programs also had a higher frequency of NIH funding. Conclusions: PS divisions vary in degree of academic productivity. Dramatically improved scholarly output is observed with integrated residency training programs and advanced specialty fellowships. PMID:27014543

Using bibliometrics to analyze the state of academic productivity in US pediatric surgery training programs.

PubMed

Desai, Nidhi; Veras, Laura V; Gosain, Ankush

2018-06-01

The Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements state that faculty must establish and maintain an environment of inquiry and scholarship. Bibliometrics, the statistical analysis of written publications, assesses scientific productivity and impact. The goal of this study was to understand the state of scholarship at Pediatric Surgery training programs. Following IRB approval, Scopus was used to generate bibliometric profiles for US Pediatric Surgery training programs and faculty. Statistical analyses were performed. Information was obtained for 430 surgeons (105 female) from 48 US training programs. The mean lifetime h-index/surgeon for programs was 14.4 +/- 4.7 (6 programs above 1 SD, 9 programs below 1 SD). The mean 5-yearh-index/surgeon for programs was 3.92 +/- 1.5 (7 programs above 1 SD, 8 programs below 1 SD). Programs accredited after 2000 had a lower lifetime h-index than those accredited before 2000 (p=0.0378). Female surgeons had a lower lifetime h-index (p<0.0001), 5-yearh-index (p=0.0049), and m-quotient (p<0.0001) compared to males. Mean lifetime h-index increased with academic rank (p<0.0001), with no gender differences beyond the assistant professor rank (p=NS). Variability was identified based on institution, gender, and rank. This information can be used for benchmarking the academic productivity of faculty and programs and as an adjunct in promotion/tenure decisions. Original Research. n/a. Copyright © 2018 Elsevier Inc. All rights reserved.

Classification of Living Things. A Teacher's Manual for General Level Program Development. Grades 7 and 8. Science and Society Teaching Units. Informal Series/55.

ERIC Educational Resources Information Center

Roberts, Douglas A.; And Others

This manual is one of a series designed to assist junior high school teachers in developing general level or non-academic science programs which focus on the relationship between science and society. Although designed primarily for grades 7 and 8, the content is also suitable for students in grade 6. The major portion of the manual consists of six…

Motivation and Effective Management of Student Assistants in Academic Libraries.

ERIC Educational Resources Information Center

Banks, Julie

1991-01-01

Discussion of student assistants in academic libraries focuses on a study of 40 academic libraries in Texas with church affiliations that investigated ways to motivate student assistants to shelve more productively. Student attitudes are discussed, and it is concluded that a small across-the-board pay incentive is an effective motivator. (17…

Chairman's Report to the Council for the Academic Year 1978-79.

ERIC Educational Resources Information Center

Thistlethwaite, Frank

The chairman's report to the Inter-University Council for Higher Education Overseas covers financial outlays, expenditure cuts and program assistance ventures conducted with British government approval to educationally impoverished areas in Africa, the Caribbean, the Far East and other locales during 1978-79. The chairman argues that the IUC's…

First Year Teacher Education Candidates: What Are Their Perceptions about Multicultural Education?

ERIC Educational Resources Information Center

Ford, Theron N.; Quinn, Linda

2010-01-01

In order for some minority groups to perform well academically, they need to develop a positive relationship with their teachers. Given the ongoing cultural difference between the majority of the teaching workforce and the student population, the question for teacher education programs is how they might assist future teachers in developing…

The Investigation of Study Strategies that Maximize Learning for Underprepared Students

ERIC Educational Resources Information Center

Cukras, Grace-Ann Gorga

2006-01-01

Research has consistently found that college students, especially freshmen, are not independent learners. To help students become self-regulated learners, reading and study skills courses as well as academic assistance programs should be designed to address this concern. Students must develop an inventory of study strategies that can be…

Auditing Communication Effectiveness in Higher Education: A Team-Based Study by MBA Students

ERIC Educational Resources Information Center

Hart, Claudia; Plemmons, Tony; Stulz, Karin; Vroman, Margo

2017-01-01

A regional University in the United States implemented an AQIP (Academic Quality Improvement Program) Action Project with a goal of developing processes for effective leadership communication. An MBA (Masters of Business Administration) class conducted a university-wide communication audit to assist with the AQIP project. Quantitative and…

WhatsApp Messaging: Achievements and Success in Academia

ERIC Educational Resources Information Center

Nitza, Davidivitch; Roman, Yavich

2016-01-01

In recent years, there has been a significant rise in the use of technological means in general and in academic teaching in particular. Many programs have been developed that include computer-assisted teaching, as well as online courses at educational institutions. The current study focuses on WhatsApp messaging and its use in academia. Studies…

Linking Flexible Delivery and Community Development: The Wugularr Story. Occasional Paper

ERIC Educational Resources Information Center

Anderson, Stuart

2009-01-01

Building the research capacity of the vocational education and training (VET) sector is a key concern for the National Centre for Vocational Education Research (NCVER). To assist with this objective, NCVER supports an academic scholarship program, whereby VET practitioners are sponsored to undertake university study at honours', master's or…

Evaluation of Educational Personnel Development Projects in Indian Education. Final Report.

ERIC Educational Resources Information Center

Wechsler, Marjorie E.; And Others

The Educational Personnel Development (EPD) program provides training for educational personnel to serve American Indian and Alaska Native students. From FY 1987 to FY 1991, EPD grants averaging $2.25 million per year were awarded to 21 institutions, which provided academic counseling, direct financial assistance, and supplemental training to a…

The Study of an Intervention Summer Bridge Program Learning Community: Remediation, Retention, and Graduation

ERIC Educational Resources Information Center

McEvoy, Suzanne

2012-01-01

With the changing U.S. demographics, higher numbers of diverse, low-income, first-generation students are underprepared for the academic rigors of four-year institutions oftentimes requiring assistance, and remedial and/or developmental coursework in English and mathematics. Without intervention approaches these students are at high risk for…

Use of school gardens in academic instruction.

PubMed

Graham, Heather; Beall, Deborah Lane; Lussier, Mary; McLaughlin, Peggy; Zidenberg-Cherr, Sheri

2005-01-01

To determine the status of gardens in California schools. A self-administered Internet and mailed survey was sent to all California principals (N = 9805). 4194 California school principals. School garden practices, attitudes associated with the use of gardens in schools, and perceptions of barriers to having and using school gardens in academic instruction. Descriptive statistics and chi-square; P < .05. A 43% response rate was achieved. The most frequent reason for having a garden was for enhancement of academic instruction. Gardens were most commonly used for teaching science, environmental studies, and nutrition. Principals strongly agreed that resources such as curriculum materials linked to academic instruction and lessons on teaching nutrition in the garden would assist in the school garden being used for academic instruction. Principals deemed the garden as being not to slightly effective at enhancing the school meal program. School gardens appear to be predominantly used by most schools to enhance academic instruction. There is a need for curriculum materials and teacher training for gardening and nutrition. The link between the garden and the school meal program is an area that clearly requires attention. School lunch would be a logical setting for provision of edible produce, in addition to taste-testing of fresh produce in the garden or classroom setting.

The Quantitative Evaluation of the Clinical and Translational Science Awards (CTSA) Program Based on Science Mapping and Scientometric Analysis

PubMed Central

Zhang, Yin; Wang, Lei

2013-01-01

Abstract The Clinical and Translational Science Awards (CTSA) program is one of the most important initiatives in translational medical funding. The quantitative evaluation of the efficiency and performance of the CTSA program has a significant referential meaning for the decision making of global translational medical funding. Using science mapping and scientometric analytic tools, this study quantitatively analyzed the scientific articles funded by the CTSA program. The results of the study showed that the quantitative productivities of the CTSA program had a stable increase since 2008. In addition, the emerging trends of the research funded by the CTSA program covered clinical and basic medical research fields. The academic benefits from the CTSA program were assisting its members to build a robust academic home for the Clinical and Translational Science and to attract other financial support. This study provided a quantitative evaluation of the CTSA program based on science mapping and scientometric analysis. Further research is required to compare and optimize other quantitative methods and to integrate various research results. PMID:24330689

The quantitative evaluation of the Clinical and Translational Science Awards (CTSA) program based on science mapping and scientometric analysis.

PubMed

Zhang, Yin; Wang, Lei; Diao, Tianxi

2013-12-01

The Clinical and Translational Science Awards (CTSA) program is one of the most important initiatives in translational medical funding. The quantitative evaluation of the efficiency and performance of the CTSA program has a significant referential meaning for the decision making of global translational medical funding. Using science mapping and scientometric analytic tools, this study quantitatively analyzed the scientific articles funded by the CTSA program. The results of the study showed that the quantitative productivities of the CTSA program had a stable increase since 2008. In addition, the emerging trends of the research funded by the CTSA program covered clinical and basic medical research fields. The academic benefits from the CTSA program were assisting its members to build a robust academic home for the Clinical and Translational Science and to attract other financial support. This study provided a quantitative evaluation of the CTSA program based on science mapping and scientometric analysis. Further research is required to compare and optimize other quantitative methods and to integrate various research results. © 2013 Wiley Periodicals, Inc.

Strategies and perceived barriers to recruitment of underrepresented minority students in physician assistant programs.

PubMed

DiBaise, Michelle; Salisbury, Helen; Hertelendy, Attila; Muma, Richard D

2015-03-01

The purpose of this descriptive cross-sectional study was to identify the characteristics and effectiveness of recruitment strategies for underrepresented minorities (URM) and barriers to URM applicants to physician assistant programs. A 108-question survey was e-mailed to 168 physician assistant programs; 36 partial and 67 fully completed surveys were returned. The fully completed surveys were used in the data analysis. Participants were asked about the use of 20 recruitment strategies and the importance of 34 perceived barriers to enrollment of URM applicants. Of the 20 recruitment strategies, only 4 were used by close to 50% or more of programs: site visits (61.2%), preadmission counseling (58.2%), student loans (57.6%), and presentations targeted to minority students (47.8%). Only 9% of programs used enrichment courses, but this strategy was rated as most effective. Of the 34 barriers, the most frequent was low undergraduate grade point average (GPA) (82.5%). Self-reported success in recruitment was correlated with increased URM matriculation. Higher proportion of African American and Hispanic faculty on admissions committees was correlated with increased rates of URM matriculation. According to a similar survey, compared with medical schools, physician assistant programs use URM recruitment strategies less frequently and perceive financial barriers as a larger problem. The academically competitive physician assistant applicant pool decreases the need for recruitment of all students. Use of GPA and standardized test scores as sole criteria for admission and lack of recruitment of URM students lead to a decrease in diversity. If the physician assistant profession desires to improve student diversity in programs, they should consider using a more holistic approach for the admission process, which may allow for a more flexible and individualized review of applicants.

A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey.

PubMed

Kitts, Robert Li; Koleoglou, Kyle John; Holland, Jennifer Elysia; Hutchinson, Eliza Haapaniemi; Nang, Quincy Georgdie; Mehta, Clare Marie; Tran, Chau Minh; Fishman, Laurie Newman

2015-11-02

Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. To address the needs of these future health professionals, a novel program-Program for Research Assistant Development and Achievement (PRADA)-was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. High response rate and favorable outlook among respondents indicate that the program had been well received by the program's target population. The high percentage of respondents seeking short-term entry into graduate programs in health care-related fields supports the claim that many RAs may see their positions as stepping-stones and therefore could benefit from a professional development program such as the one described herein. Strong institutional support and sustainable growth and participation are other indications of early success. Further evaluation is necessary to assess the full impact of the program, particularly in areas such as job satisfaction, recruitment, retention, productivity, and career trajectory, but also in reproducibility in other institutions.

Supplemental Instruction Online: As Effective as the Traditional Face-to-Face Model?

NASA Astrophysics Data System (ADS)

Hizer, Suzanne E.; Schultz, P. W.; Bray, Richard

2017-02-01

Supplemental Instruction (SI) is a well-recognized model of academic assistance with a history of empirical evidence demonstrating increases in student grades and decreases in failure rates across many higher education institutions. However, as college students become more accustomed to learning in online venues, what is not known is whether an SI program offered online could benefit students similarly to SI sessions that occur in face-to-face settings. The in-person (traditional) SI program at California State University San Marcos has demonstrated increases in grades and lower fail rates for courses being supported in science and math. Students enrolled in four biology courses who participated in online SI received increases in academic performance similar to the students in the courses who attended traditional SI. Both the online and traditional SI participating students had higher course grades and lower fail rates as compared to students who did not participate in either form of SI. Self-selection, as measured by past cumulative college grade point average, did not differ between students who attended either form of SI or who did not attend. Student perceptions of online SI were generally positive and appeared to offer an alternative path to receive this valuable academic assistance for some students. Overall, results are promising that the highly effective traditional model can be translated to an online environment.

The role of advanced practice providers in pediatric otolaryngology academic practices.

PubMed

Reilly, Brian K; Brandon, Gretchen; Shah, Rahul; Preciado, Diego; Zalzal, George

2013-01-01

The goal of this study was to examine the roles of Physician Assistants (PAs) and Nurse Practitioners (NPs) in pediatric academic otolaryngology programs to provide a better understanding of their scope of practice, levels of autonomy, clinical duties, teaching opportunities and research participation. An anonymous web-based electronic survey tool was sent to all pediatric otolaryngology fellowship program directors in the United States. Nurse Practitioners and Physician Assistants are utilized in approximately 3 out of every 4 pediatric otolaryngology practices. The top three job activities of both the PA and NP were: (1) seeing patients independently, (2) working alongside doctors in clinic, and (3) answering phone lines/parental calls. A higher percentage of PAs (83%), worked alongside doctors in clinic, as compared to NPs, where only 55% work alongside MDs. Over half of PAs round with the in-patient team and see consults as compared to just over one third of NPs who participate in such activities. Twenty-five percent of practices reported that PAs cover call and assist in the OR. Most PAs/NPs saw between 11 and 15 patients per clinic which provides a clear productivity advantage when looking to screen patients, provide medical care, generate surgical cases, and maximize billings. NPs and PAs have complimentary skill sets ideal for the pediatric otolaryngology workplace, although job activities and "best fit" are hospital and practice dependent. Our study suggests that the use of PAs and NPs will continue to grow to meet increased demand for services in the field of pediatric otolaryngology. Employing advanced practice providers enables academic centers to improve access, provide additional financial remuneration, reduce wait times for new patients, and allow attending physicians to meet increased practice demands. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey

PubMed Central

Koleoglou, Kyle John; Holland, Jennifer Elysia; Hutchinson, Eliza Haapaniemi; Nang, Quincy Georgdie; Mehta, Clare Marie; Tran, Chau Minh; Fishman, Laurie Newman

2015-01-01

Background Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. Objective To address the needs of these future health professionals, a novel program—Program for Research Assistant Development and Achievement (PRADA)—was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. Methods In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Results Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. Conclusions High response rate and favorable outlook among respondents indicate that the program had been well received by the program's target population. The high percentage of respondents seeking short-term entry into graduate programs in health care-related fields supports the claim that many RAs may see their positions as stepping-stones and therefore could benefit from a professional development program such as the one described herein. Strong institutional support and sustainable growth and participation are other indications of early success. Further evaluation is necessary to assess the full impact of the program, particularly in areas such as job satisfaction, recruitment, retention, productivity, and career trajectory, but also in reproducibility in other institutions. PMID:27731841

School re-entry of the pediatric heart transplant recipient.

PubMed

Weil, Constance M; Rodgers, S; Rubovits, S

2006-12-01

Pediatric cardiac transplant has become increasingly frequent in the last decade and survival rates have improved remarkably. Outcome research on this population suggests that the majority of children have the capacity for healthy adaptation although 25-40% have been shown to have some type of psychiatric difficulties. As school plays a major role in these children's lives, early intervention and close liaison with schools is indicated to reduce psychological morbidity, enhance adaptation within the school environment and enhance overall adjustment. This paper proposes a model for a school re-entry program for this population. The school re-entry program is aimed at children who are undergoing cardiac transplant and will be entering or re-entering the school system. They may range in academic age from preschool to college level and have been attending private or public schools with placements in regular education programs, regular education programs with resource support, special education programs, and alternative school programs. Others may not have been attending school because of the severity of their medical condition and have been receiving in-home tutoring. Each child is offered school re-entry assistance by a multi-disciplinary team composed of members from the Cardiology Transplant Service. The re-entry program includes cognitive and psychosocial assessment, liaison with the child's school pre- and post-transplant, academic planning and provision of academic, emotional, and behavioral support before, during, and immediately after transplant, a school re-entry visit, and an ongoing school consultation. The goal is to address issues necessary for a successful school re-entry including appropriate academic placement and support, psychosocial adjustment, education of school personnel and ongoing health needs of the student. The next step is to formally evaluate the efficacy of this program in successful school re-entry.

Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study.

PubMed

Jordan, Jaime; Coates, Wendy C; Clarke, Samuel; Runde, Daniel P; Fowlkes, Emilie; Kurth, Jacqueline; Yarris, Lalena M

2017-01-01

Recent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner. Understanding the emergency medicine (EM) educator workforce is a crucial precursor to developing policies to support educators and promote education scholarship in EM. This study aims to illuminate the current workforce model for the academic EM educator. Program leadership at EM training programs completed an online survey consisting of multiple choice, completion, and free-response type items. We calculated and reported descriptive statistics. 112 programs participated. Mean number of core faculty/program: 16.02 ± 7.83 [14.53-17.5]. Mean number of faculty full-time equivalents (FTEs)/program dedicated to education is 6.92 ± 4.92 [5.87-7.98], including (mean FTE): Vice chair for education (0.25); director of medical education (0.13); education fellowship director (0.2); residency program director (0.83); associate residency director (0.94); assistant residency director (1.1); medical student clerkship director (0.8); assistant/associate clerkship director (0.28); simulation fellowship director (0.11); simulation director (0.42); director of faculty development (0.13). Mean number of FTEs/program for education administrative support is 2.34 ± 1.1 [2.13-2.61]. Determination of clinical hours varied; 38.75% of programs had personnel with education research expertise. Education faculty represent about 43% of the core faculty workforce. Many programs do not have the full spectrum of education leadership roles and educational faculty divide their time among multiple important academic roles. Clinical requirements vary. Many departments lack personnel with expertise in education research. This information may inform interventions to promote education scholarship.

Academic Productivity of Faculty Associated With Craniofacial Surgery Fellowship Programs.

PubMed

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

2017-11-01

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

Status of Higher Education in Connecticut: A Report to the Governor and General Assembly. BHE Reports.

ERIC Educational Resources Information Center

Connecticut State Board of Higher Education, Hartford.

Current data on enrollment, degrees conferred, academic programs, finances, student financial assistance, and capital facilities in Connecticut higher education institutions are summarized, and significant policy issues that the state must address on both a short-term and long-range basis are examined. Findings from the Board of Higher Education…

Parents' Handbook for Successful Schools = Manual de Padres para Escuelas de Exito.

ERIC Educational Resources Information Center

Patterson, Chris

This handbook is designed to help parents learn more about what is taking place in the schools their children attend and to help parents evaluate the effectiveness of the school's academic program. It offers tips for locating important information and identifies where assistance can be obtained. A checklist is provided to help parents identify the…

Career Transitions for Adults. Maine Guide. A Developmental Framework for Life Choices.

ERIC Educational Resources Information Center

Maine State Dept. of Educational and Cultural Services, Augusta. Bureau of Adult and Secondary Vocational Education.

This curriculum presents career, academic, and life skill activities to assist education and training organizations in developing and delivering comprehensive career development and life skill programs. It is designed for the out-of-school person who has life and work experiences and who wants to assess a current life or career situation. The…

Why Alumni Give: How Campus Environment and Sense of Belonging Shape Nontraditional Students' Intent to Give Financially to Their University

ERIC Educational Resources Information Center

Miller, Myra E.

2013-01-01

Institutions of higher learning are dependent on financial giving from alumni, individuals, companies, foundations, and organizations whose gifts help strengthen the core of the university. Donations improve academic programs, fund research, enhance student life, provide better facilities, and assist with initiatives of the institution.…

After-School Tutoring for Reading Achievement and Urban Middle School Students

ERIC Educational Resources Information Center

Nelson-Royes, Andrea M.; Reglin, Gary L.

2011-01-01

This research study's purpose or theme was to qualitatively investigate the reading component of a private after-school tutoring program that offered academic assistance to eighth-grade students. The problem with reading is many urban middle school students have poor reading skills and do not perform well on reading standardized tests. Relative to…

Measuring the Effects of Peer Learning on Students' Academic Achievement in First-Year Business Statistics

ERIC Educational Resources Information Center

Dancer, Diane; Morrison, Kellie; Tarr, Garth

2015-01-01

Peer-assisted study session (PASS) programs have been shown to positively affect students' grades in a majority of studies. This study extends that analysis in two ways: controlling for ability and other factors, with focus on international students, and by presenting results for PASS in business statistics. Ordinary least squares, random effects…

Current issues in the design of academic health sciences libraries: findings from three recent facility projects*

PubMed Central

Nelson, Patricia P.

2003-01-01

Planning a new health sciences library at the beginning of the twenty-first century is a tremendous challenge. Technology has radically changed the way libraries function in an academic environment and the services they provide. Some individuals question whether the library as place will continue to exist as information becomes increasingly available electronically. To understand how libraries resolve programming and building design issues, visits were made to three academic health sciences libraries that have had significant renovation or completed new construction. The information gathered will be valuable for planning a new library for the University of Colorado Health Sciences Center and may assist other health sciences librarians as they plan future library buildings. PMID:12883559

Mentoring advanced practice nurses in research: recommendations from a pilot program.

PubMed

Leung, Doris; Widger, Kimberley; Howell, Doris; Nelson, Sioban; Molassiotis, Alex

2012-01-01

Advanced Practice Nurses (APNs) need research skills to develop and advance their practice and, yet, many have limited access to research training and support following completion of their advanced degree. In this paper we report on the development, delivery, and evaluation of an innovative pilot program that combined research training and one-to-one mentorship for nine APNs in conducting research relevant to their practice. The program was organized within an academic institution and its affiliated hospitals in Toronto, Canada. Our experience with this program may assist those in other organizations to plan and deliver a similar program for APN research mentorship.

Preschool teachers' perception and use of hearing assistive technology in educational settings.

PubMed

Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

2013-07-01

This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

Corpus of High School Academic Texts (COHAT): Data-Driven, Computer Assisted Discovery in Learning Academic English

ERIC Educational Resources Information Center

Bohát, Róbert; Rödlingová, Beata; Horáková, Nina

2015-01-01

Corpus of High School Academic Texts (COHAT), currently of 150,000+ words, aims to make academic language instruction a more data-driven and student-centered discovery learning as a special type of Computer-Assisted Language Learning (CALL), emphasizing students' critical thinking and metacognition. Since 2013, high school English as an additional…

RIPS: a UNIX-based reference information program for scientists.

PubMed

Klyce, S D; Rózsa, A J

1983-09-01

A set of programs is described which implement a personal reference management and information retrieval system on a UNIX-based minicomputer. The system operates in a multiuser configuration with a host of user-friendly utilities that assist entry of reference material, its retrieval, and formatted printing for associated tasks. A search command language was developed without restriction in keyword vocabulary, number of keywords, or level of parenthetical expression nesting. The system is readily transported, and by design is applicable to any academic specialty.

Learning analytics for smart campus: Data on academic performances of engineering undergraduates in Nigerian private university.

PubMed

Popoola, Segun I; Atayero, Aderemi A; Badejo, Joke A; John, Temitope M; Odukoya, Jonathan A; Omole, David O

2018-04-01

Empirical measurement, monitoring, analysis, and reporting of learning outcomes in higher institutions of developing countries may lead to sustainable education in the region. In this data article, data about the academic performances of undergraduates that studied engineering programs at Covenant University, Nigeria are presented and analyzed. A total population sample of 1841 undergraduates that studied Chemical Engineering (CHE), Civil Engineering (CVE), Computer Engineering (CEN), Electrical and Electronics Engineering (EEE), Information and Communication Engineering (ICE), Mechanical Engineering (MEE), and Petroleum Engineering (PET) within the year range of 2002-2014 are randomly selected. For the five-year study period of engineering program, Grade Point Average (GPA) and its cumulative value of each of the sample were obtained from the Department of Student Records and Academic Affairs. In order to encourage evidence-based research in learning analytics, detailed datasets are made publicly available in a Microsoft Excel spreadsheet file attached to this article. Descriptive statistics and frequency distributions of the academic performance data are presented in tables and graphs for easy data interpretations. In addition, one-way Analysis of Variance (ANOVA) and multiple comparison post-hoc tests are performed to determine whether the variations in the academic performances are significant across the seven engineering programs. The data provided in this article will assist the global educational research community and regional policy makers to understand and optimize the learning environment towards the realization of smart campuses and sustainable education.

Debating the Effectiveness and Necessity of Tenure in Pharmacy Education.

PubMed

Asbill, Scott; Moultry, Aisha Morris; Policastri, Anne; Sincak, Carrie A; Smith, Lisa S; Ulbrich, Timothy R

2016-08-25

Academic tenure is a controversial and highly debated topic. Is tenure truly outdated or does it simply need to be reformed? On one hand, the tenure system has shortcomings including deincentivizing productive faculty members, inconsistent application of tenure policies and procedures, and the potential for discrimination during tenure decisions. On the other hand, the tenure system is a long held tradition in the academy, essential in higher education to ensure academic standards and values are upheld in the best interest of students. It provides faculty members with the academic freedom to try innovative teaching strategies and conduct research and assists with faculty retention and recruitment. Regardless of one's opinion, the tenure debate is not going away and warrants further discussion. This paper represents the work of a group of academic leaders participating in the 2014-2015 AACP Academic Leadership Fellowship Program. This work was presented as a debate at the 2015 AACP Interim Meeting in Austin, TX in February 2015.

Debating the Effectiveness and Necessity of Tenure in Pharmacy Education

PubMed Central

Asbill, Scott; Moultry, Aisha Morris; Policastri, Anne; Sincak, Carrie A.; Smith, Lisa S.

2016-01-01

Academic tenure is a controversial and highly debated topic. Is tenure truly outdated or does it simply need to be reformed? On one hand, the tenure system has shortcomings including deincentivizing productive faculty members, inconsistent application of tenure policies and procedures, and the potential for discrimination during tenure decisions. On the other hand, the tenure system is a long held tradition in the academy, essential in higher education to ensure academic standards and values are upheld in the best interest of students. It provides faculty members with the academic freedom to try innovative teaching strategies and conduct research and assists with faculty retention and recruitment. Regardless of one’s opinion, the tenure debate is not going away and warrants further discussion. This paper represents the work of a group of academic leaders participating in the 2014-2015 AACP Academic Leadership Fellowship Program. This work was presented as a debate at the 2015 AACP Interim Meeting in Austin, TX in February 2015. PMID:27667831

Fair Play: Developing Self-Concept and Decision-Making Skills in the Middle School. Implementation Handbook.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee.

This handbook is designed to assist schools in carrying out the following goals of the Fair Play program: to strengthen and expand students' female or male self-concepts, to increase their decision-making skills, and to increase their academic achievement by changing their stereotypic attitude toward particular content areas. The Fair Play program…

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

PubMed

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

2017-04-01

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

The supplemental instruction program: Student perceptions of the learning environment and impact on student academic achievement in college science at California State University, San Marcos

NASA Astrophysics Data System (ADS)

Hizer, Suzanne Elizabeth

Higher education in science has been criticized and calls to increase student learning and persistence to degree has been recognized as a national problem by the Department of Education, the National Science Foundation, the National Research Council, and the National Academy of Sciences. One mode of academic assistance that may directly address this issue is the implementation of Supplemental Instruction (SI) in science courses. SI is a specific model of academic assistance designed to help students in historically difficult science classes master course content, thus increasing their academic achievement and retention. This study assessed the SI program at California State University, San Marcos, in supported science courses. Specifically, academic achievement based on final course grades were compared between SI participating and nonparticipating students, multiple affective factors were measured at the beginning and end of the semester, and students' perceptions of the classroom and SI session learning environments recorded. Overall, students who attended five or more SI sessions achieved higher final course grades. Students who chose to participate in SI had higher initial levels of responsibility and anxiety. Additionally, SI participants experienced a reduction in anxiety over the semester whereas nonparticipants experienced an increase in anxiety from beginning to the end of the semester. The learning environment of SI embodies higher levels of constructivist principles of active learning such as cooperation, cohesiveness, innovation, and personalization---with one exception for the physics course, which is a based on problem-based learning. Structural equation modeling of variables indicates that high self-efficacy at the end of the semester is directly related to high final course grades; this is mediated by cohesion in the classroom and the cooperation evidenced in SI sessions. These findings are elaborated by student descriptions of what happened in SI sessions and discussed given the theoretical frameworks of Bandura's concept of self-efficacy and learning environment activities that embody constructivist principles.

Development of a pharmacy student research program at a large academic medical center.

PubMed

McLaughlin, Milena M; Skoglund, Erik; Bergman, Scott; Scheetz, Marc H

2015-11-01

A program to promote research by pharmacy students created through the collaboration of an academic medical center and a college of pharmacy is described. In 2009, Midwestern University Chicago College of Pharmacy and Northwestern Memorial Hospital (NMH) expanded their existing partnership by establishing a program to increase opportunities for pharmacy students to conduct clinical-translational research. All professional year 1, 2, or 3 students at the college, as well as professional year 4 students on rotation at NMH, can participate in the program. Central to the program's infrastructure is the mentorship of student leads by faculty- and hospital-based pharmacists. The mentors oversee the student research projects and guide development of poster presentations; student leads mentor junior students and assist with orientation and training activities. Publication of research findings in the peer-reviewed literature is a key program goal. In the first four years after program implementation, participation in a summer research program grew nearly 10-fold (mainly among incoming professional year 2 or 3 students, and student poster presentations at national pharmacy meetings increased nearly 20-fold; the number of published research articles involving student authors increased from zero in 2009 to three in 2012 and two in 2013. A collaborative program between an academic medical center and a college of pharmacy has enabled pharmacy students to conduct research at the medical center and has been associated with increases in the numbers of poster presentations and publications involving students. Copyright © 2015 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Does Formal Research Training Lead to Academic Success in Plastic Surgery? A Comprehensive Analysis of U.S. Academic Plastic Surgeons.

PubMed

Lopez, Joseph; Ameri, Afshin; Susarla, Srinivas M; Reddy, Sashank; Soni, Ashwin; Tong, J W; Amini, Neda; Ahmed, Rizwan; May, James W; Lee, W P Andrew; Dorafshar, Amir

2016-01-01

It is currently unknown whether formal research training has an influence on academic advancement in plastic surgery. The purpose of this study was to determine whether formal research training was associated with higher research productivity, academic rank, and procurement of extramural National Institutes of Health (NIH) funding in plastic surgery, comparing academic surgeons who completed said research training with those without. This was a cross-sectional study of full-time academic plastic surgeons in the United States. The main predictor variable was formal research training, defined as completion of a postdoctoral research fellowship or attainment of a Doctor of Philosophy (PhD). The primary outcome was scientific productivity measured by the Hirsh-index (h-index, the number of publications, h that have at least h citations each). The secondary outcomes were academic rank and NIH funding. Descriptive, bivariate, and multiple regression statistics were computed. A total of 607 academic surgeons were identified from 94 Accreditation Council for Graduate Medical Education-accredited plastic surgery training programs. In all, 179 (29.5%) surgeons completed formal research training. The mean h-index was 11.7 ± 9.9. And, 58 (9.6%) surgeons successfully procured NIH funding. The distribution of academic rank was the following: endowed professor (5.4%), professor (23.9%), associate professor (23.4%), assistant professor (46.0%), and instructor (1.3%). In a multiple regression analysis, completion of formal research training was significantly predictive of a higher h-index and successful procurement of NIH funding. Current evidence demonstrates that formal research training is associated with higher scientific productivity and increased likelihood of future NIH funding. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

PROMOTING CANCER PREVENTION AND CONTROL IN COMMUNITY-BASED HIV/AIDS SERVICE ORGANIZATIONS: ARE THEY READY?

PubMed Central

Guidry, John A.; Lubetkin, Erica I.; Corner, Geoffrey W.; Lord-Bessen, Jennifer; Kornegay, Mark; Burkhalter, Jack E.

2015-01-01

Community-based organizations (CBOs) serving persons living with HIV or AIDS face the challenge of an aging population with more chronic diseases. This study assessed cancer programming needs of AIDS service organizations (ASOs) in New York, New Jersey, and Connecticut by conducting a community needs assessment. Sixty (58%) of 103 organizations completed the survey. ASOs conduct activities most related to early steps along the cancer care continuum, but they also express great interest in expanding cancer-focused programming into new areas. ASOs have resources or capacities in assisting HIV+ clients with mental health or substance abuse problems, but there exists a need for funding in undertaking or expanding cancer-focused programs. ASOs are receptive to collaborating with researchers on disseminating cancer prevention and control knowledge in their settings. Community-academic research partnerships enable resonant training and technical assistance methods to be explored that will enhance the abilities of ASOs to bring cancer-related programming to their clients. PMID:24450277

Promoting cancer prevention and control in community-based HIV/AIDS service organizations: are they ready?

PubMed

Guidry, John A; Lubetkin, Erica; Corner, Geoffrey; Lord-Bessen, Jennifer; Kornegay, Mark; Burkhalter, Jack E

2014-02-01

Community-based organizations (CBOs) serving persons living with HIV or AIDS face the challenge of an aging population with more chronic diseases. This study assessed cancer programming needs of AIDS service organizations (ASOs) in New York, New Jersey, and Connecticut by conducting a community needs assessment. Sixty (58%) of 103 organizations completed the survey. ASOs conduct activities most related to early steps along the cancer care continuum, but they also express great interest in expanding cancer-focused programming into new areas. ASOs have resources or capacities in assisting HIV+ clients with mental health or substance abuse problems, but there exists a need for funding in undertaking or expanding cancer-focused programs. ASOs are receptive to collaborating with researchers on disseminating cancer prevention and control knowledge in their settings. Community-academic research partnerships enable resonant training and technical assistance methods to be explored that will enhance the abilities of ASOs to bring cancer-related programming to their clients.

Examining Response to Intervention (RTI) Models in Secondary Education

ERIC Educational Resources Information Center

Epler, Pam, Ed.

2015-01-01

Response to Intervention (RTI) is an intervention model designed to assist all students regardless of their academic ability. It seeks to assist students who are struggling in academics by providing them with targeted assistance in the form of tutoring, pull-out services, and differentiated classroom instruction. "Examining Response to…

The Impact of Personal Digital Assistants on Academic Achievement

ERIC Educational Resources Information Center

Bick, Alexander

2005-01-01

A positive correlation has been found between laptops and student achievement. Laptops are similar to Personal Digital Assistants (PDAs) in many respects. This study seeks to determine the effect of PDA usage on high school student academic achievement. It was hypothesized that a positive correlation between PDA usage and academic achievement in…

PRINCIPAL STARS [Secondary Training for Alaskan Rural Students]: An Administrative Manual for the Initial Consideration and Implementation of the STARS Materials.

ERIC Educational Resources Information Center

Johnson, Mike

The manual provides information to assist administrators in deciding whether to adopt and implement the STARS program, a grade 9 and 10 science, math, and language arts curriculum designed to provide Kodiak Island, Alaska, students with academic skills, vocational training, and village skills to be successful whether they choose to go to college,…

International Perspectives on Academic and Professional Preparation of School and Educational Psychologists: Introduction to a Special Issue of the "International Journal of School & Educational Psychology"

ERIC Educational Resources Information Center

Oakland, Thomas; Hatzichristou, Chryse

2014-01-01

This special issue of the "International Journal of School & Educational Psychology" is devoted to promoting an understanding of some current features of school psychology programs and to suggest ways to further strengthen preparation. Information summarized in these 12 articles is intended to assist us in determining the relevance…

Identifying Methods for Implementing Differentiated Instruction in Middle School Language Arts/Reading Classes

ERIC Educational Resources Information Center

Pierre, Linda

2014-01-01

Students enter school with a range of abilities and learning styles. Many of these diverse learners are in need of academic support and assistance from educators in reaching grade-level competency within the academic area of language arts/reading. Differentiation addresses the possibility of assisting each of these students academically. The…

Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education.

PubMed

Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E; Voytko, Mary Lou

2006-09-01

Women and minority faculty and students are seriously underrepresented in university and academic healthcare institutions. The role of mentoring has been identified as one of the significant factors in addressing this underrepresentation. We have described the mentoring efforts at two institutions of higher learning in assisting women and minority students and faculty in being accomplished in their academic pursuits. One-hundred-thirty students and >50 women and minority faculty have participated in the mentoring programs described. The number of participants has increased dramatically over the years and continues to evolve positively. These programs appear to be quite successful in the short term. Further evaluation of measurable outcomes will be necessary to fully determine their true impact. The mentoring models for women and underrepresented minority faculty and students at Creighton University Health Sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools.

The use of the h-index in academic otolaryngology.

PubMed

Svider, Peter F; Choudhry, Zaid A; Choudhry, Osamah J; Baredes, Soly; Liu, James K; Eloy, Jean Anderson

2013-01-01

The h-index is an objective and easily calculable measure that can be used to evaluate both the relevance and amount of scientific contributions of an individual author. Our objective was to examine how the h-index of academic otolaryngologists relates with academic rank. A descriptive and correlational design was used for analysis of academic otolaryngologists' h-indices using the Scopus database. H-indices of faculty members from 50 otolaryngology residency programs were calculated using the Scopus database, and data was organized by academic rank. Additionally, an analysis of the h-indices of departmental chairpersons among different specialties was performed. H-index values of academic otolaryngologists were higher with increased academic rank among the levels of assistant professor, associate professor, and professor. There was no significant difference between the h-indices of professors and department chairpersons within otolaryngology. H-indices of chairpersons in different academic specialties were compared and were significantly different, suggesting that the use of this metric may not be appropriate for comparing different fields. The h-index is a reliable tool for quantifying academic productivity within otolaryngology. This measure is easily calculable and may be useful when evaluating decisions regarding advancement within academic otolaryngology departments. Comparison of this metric among faculty members from different fields, however, may not be reliable. Copyright © 2012 The American Laryngological, Rhinological, and Otological Society, Inc.

The measurement of community benefit: issues, options, and questions for further research.

PubMed

Longo, D R

1994-01-01

Community benefit from a conceptual perspective can be traced to the philanthropic and humanitarian spirit that dominated the earliest foundations of the hospital as a social institution. However, the measurement of community benefit is a recent development and one rarely addressed in the literature in any detail. This article outlines the various concepts integral to community benefit measurement that must be taken into account for a program to demonstrate community accountability in an era where hospitals and health care institutions are increasingly required to evaluate and document their value to society. The perspective taken is that of a practicing health care executive. The use of the discussed concepts will assist health care executives and their staff in designing and evaluating programs, and will also assist academics in preparing students for this important professional responsibility.

Influences for Gender Disparity in Academic Psychiatry in the United States.

PubMed

Sheikh, Muhammad H; Chaudhary, Amna Mohyud Din; Khan, Anum S; Tahir, Muhammad A; Yahya, Hafiz A; Naveed, Sadiq; Khosa, Faisal

2018-04-22

Introduction Academic undertakings, including research, lead to career progression. However, the career paths of female psychiatrists appear to diverge significantly from that of their male counterparts. This article reviews the pervasiveness of the trend of women being less likely to pursue active research in psychiatry. In addition, we examine the correlation between academic rank and research productivity. Methods We searched the American Medical Association's (AMA) Fellowship and Residency Electronic Interactive Database (FREIDA) to identify training programs for psychiatry. A total of 5234 psychiatrists met our inclusion criteria. The gender, academic rank, research work, and h-index of faculty members were compared. The ratio of women reaching senior ranks as compared to men was also calculated. The Scopus database was used to determine the h-index of the individuals included in this study. Data analysis was done with SPSS 22.0 Release 2013 (IBM SPSS Statistics for Windows, IBM, Armonk, NY, USA). Kruskal-Wallis and Mann-Whitney U tests were used where required, with the P-value set at less than 0.05. Results In our study sample, 2181 (42%) of the psychiatrists were women. However, according to the information obtained from the websites of 23 programs, few women reached higher ranks, full professorship, or positions such as the chairperson of a program, and only 9% of women achieved the designation of chairperson of the psychiatry department, with men representing the other 91%. Higher academic rank correlated with higher h-index. A statistically-significant difference between the genders in terms of h-index was found for the assistant professor rank as well. However, this difference was not observed at the level of an associate professor. Conclusions Despite adequate representation of women in the academic workforce in psychiatry, there appears to be a discrepancy in the research productivity of the two genders. This study highlights the need for targeted interventions to address gender disparities in academic psychiatry.

Back to the future: A practice led transition program from Assistant in Nursing to Enrolled Nurse.

PubMed

Faithfull-Byrne, Annette; Thompson, Lorraine; Welch, Tony; Williamson, Moira; Schafer, Keppel; Hallinan, Claire

2017-01-01

Continuing professional development is an essential element in professional nursing practice. In our Hospital and Health service, a gap in existing nursing pathways was identified for Assistants in Nursing (AINs), who wished to further their career in nursing and progress to Enrolled Nurse (EN). There is also little in the literature that addresses Assistants in Nursing wishing to progress their career to Enrolled Nurses. This article describes a quality improvement project designed to address this gap. The project was a collaborative venture between a Queensland Hospital and Health Service and an Institute of Tertiary and Further Education (TAFE). The focus was on creating a flexible career path for Assistants in Nursing, wishing to become Enrolled Nurses. The project resulted in the Diploma of Nursing program (theory and practice) being delivered within the hospital setting by nurse educators and clinical nurse consultants. This is unusual in that the program is normally delivered in the tertiary setting, by academic staff from the Institute of Further Education. Program implementation is described along with the challenges encountered. Outcomes from the project were: 78% completion rate; 100% employment on completion of their course of study; and 18% progressing to further their education such as Advance Enrolled Nurse or Registered Nurse. Student satisfaction regarding the program was also positive. The initiative established a local career path for Assistants in Nursing wishing to progress to Enrolled Nurse. This quality project demonstrates that collaborative ventures between the tertiary sector and hospital and health services, can create innovative flexible solutions for staff wishing to further their career in nursing. Copyright © 2016 Elsevier Ltd. All rights reserved.

Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology

NASA Astrophysics Data System (ADS)

Huppert, J.; Michal Lomask, S.; Lazarowitz, R.

2002-08-01

Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills.

Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study

ERIC Educational Resources Information Center

Demir, Seda; Basol, Gülsah

2014-01-01

The aim of the current study is to determine the overall effects of Computer-Assisted Mathematics Education (CAME) on academic achievement. After an extensive review of the literature, studies using Turkish samples and observing the effects of Computer-Assisted Education (CAE) on mathematics achievement were examined. As a result of this…

Academic Support as a Predictor of Retention to Graduation: New Insights on the Role of Tutoring, Learning Assistance, and Supplemental Instruction

ERIC Educational Resources Information Center

Grillo, Michael C.; Leist, Cathy W.

2013-01-01

This study seeks to examine the relationship between the long-term use of academic support services such as tutoring, learning assistance, and supplemental instruction and retention to graduation. Little research has been devoted to the relationship between academic support and retention to graduation in both the literatures on retention and…

The Federal Voting Assistance Program and the Road Ahead: Achieving Institutional Change Through Analysis and Collaboration

DTIC Science & Technology

2015-01-01

election officials, representatives of overseas-citizen groups , academics and technologists, and election advocates who shared their perspectives on ...small- group format One to eight FVAP staff members, including leadership Multiple one - and two-hour exchanges, spread over several weeks Office...guidance, small- group format One to three FVAP staff members, including leadership Unable to estimate Discussion of preliminary recommendations and

Deaf Education: Costs and Student Characteristics at Federally Assisted Schools. Briefing Report to the Chairman, Subcommittee on the Handicapped, Committee on Labor and Human Resources, United States Senate.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC.

The report examines data from Gallaudet College, the National Technical Institute for the Deaf (NTID) and four centers in the Regional Postsecondary Education Program for the Deaf. Data are analyzed in terms of student characteristics, per-student costs, student academic achievment and subsequent employment, and the schools' abilities to serve…

Annual program analysis of the NASA Space Life Sciences Research and Education Support Program

NASA Technical Reports Server (NTRS)

1994-01-01

The basic objectives of this contract are to stimulate, encourage, and assist research and education in NASA life sciences. Scientists and experts from a number of academic and research institutions in this country and abroad are recruited to support NASA's need to find a solution to human physiological problems associated with living and working in space and on extraterrestrial bodies in the solar system. To fulfill the contract objectives, a cadre of staff and visiting scientists, consultants, experts, and subcontractors has been assembled into a unique organization dedicated to the space life sciences. This organization, USRA's Division of Space Life Sciences, provides an academic atmosphere, provides an organizational focal point for science and educational activities, and serves as a forum for the participation of eminent scientists in the biomedical programs of NASA. The purpose of this report is to demonstrate adherence to the requirement of Contract NAS9-18440 for a written review and analysis of the productivity and success of the program. In addition, this report makes recommendations for future activities and conditions to further enhance the objectives of the program and provides a self-assessment of the cost performance of the contract.

A gender-based comparison of promotion and research productivity in academic dermatology.

PubMed

John, Ann M; Gupta, Arjun B; John, Elizabeth S; Lopez, Santiago A; Lambert, William Clark

2016-04-18

Gender disparities within academic promotion have been reported in several medical specialties. Female representationin association with research productivity has not been reported among academic dermatologists. As research productivity is a heavily weighted factor in determining promotion, we sought to determine whether gender disparities in academic rank and scholarly impact, measured by the h-index, exist in academic dermatology. In 2015, the authors determined gender and academic rank using academic dermatology department websites. H- index and publication range were determined using the Scopus database. Rank, h-index, and publication range were compared between male and female academic dermatologists. The h-index of academic dermatologists increased with successive academic rank from Assistant Professor through Professor (p<0.001), although no significant difference existed between Chairs and Professors. Publication range also increased with each successive rank from Assistant Professor through Professor (p<0.001), with no statistical significant difference between publication range of Chairs and Professors. Overall, men had higher h-indices than female colleagues (p<0.001). This difference was maintained when controlling for academic rank among Assistant Professors, Professors, and Chairs and when controlling for publication range in years. Women in academic dermatology are underrepresented among senior academic ranks. The difference in scholarly productivity between male and female academic dermatologists may contribute to this disparity. Recommendation for earlyinvolvement in research activities may help minimize this gap.

Benefits and costs of integrating technology into undergraduate nursing programs.

PubMed

Glasgow, Mary Ellen Smith; Cornelius, Frances H

2005-01-01

Advances in technology over the last decade have resulted in increased opportunities for educators to become more innovative in classroom and clinical teaching. These innovations have allowed students and faculty to access essential clinical information at the point of care/need. By capitalizing on technologies such as personal digital assistants and course delivery shells, faculty and students have both portable and remote access to information that can guide practice and learning activities in clinical, classroom, and distance settings. For instance, a student can use a personal digital assistant to research a patient's new medication at the bedside, study course information, access references during class in response to a question, or download clinical materials from home. Although the benefits of having ready access to information seem obvious, there are costs and strategic planning activities associated with implementing these projects. Clearly, the objective of any academic nursing program is to develop skills among students so they can efficiently access information and use that information to guide their nursing practice. To do so, academic nursing administrators must have the forethought to envision how new technologies can support achieving this goal as well as the ability to put in place the infrastructure supports needed for success. This article presents a case study of how one institution developed the necessary infrastructure and garnished the appropriate resources to implement an ambitious technology initiative integrated throughout a large undergraduate nursing program. In addition, how the integration of technology, online and mobile, can enhance clinical learning will be discussed.

Circle of strength.

PubMed

Arnault-Pelletier, Valerie; Brown, Sandra; Desjarlais, Joyce; McBeth, Bev

2006-04-01

In 1984, the college of nursing at the University of Saskatchewan (U of S), the First Nations University of Canada and the University of Regina, with funding from Health Canada, established the National Native Access Program to Nursing (NNAPN). This program promoted nursing to aboriginal people, negotiated access seats for aboriginal students at all Canadian universities and offered a nine-week spring orientation program intended to prepare aboriginal students for the demands of campus life and nursing programs. A restructuring of the program in 1997 made it provincial in scope, becoming NAPN, which focuses on the recruitment, support and retention of aboriginal nursing students at the U of S's Nursing Education Program of Saskatchewan (NEPS). Currently, more than 200 self-identified aboriginal students are enrolled in NEPS. All aboriginal students are encouraged to access the NAPN services and to become involved in NAPN activities. NAPN advisers strive for success and excellence for aboriginal nursing students through support and advocacy (personal issues, social services, individual funding, academic assistance, advocacy with faculty), summer employment assistance, recruitment efforts and community partnerships (including community-building activities among the students and building partnerships with outside stakeholders, both First Nations and non-First Nations).

Burnout among physical therapist assistant program directors: a nationwide survey and analysis.

PubMed

Berry, Justin W; Hosford, Charles C

2014-01-01

The purpose of this study was to assess burnout in directors of physical therapist assistant (PTA) programs and to analyze the relationship between individual and institutional variables and burnout. Surveys were completed by 120 directors from accredited PTA programs. The surveys consisted of demographic information and the Maslach Burnout Inventory-Educators Survey (MBI-ES). The MBI-ES assesses burnout in the areas of emotional exhaustion, depersonalization, and personal accomplishment. PTA program directors showed moderate levels of emotional exhaustion, low levels of depersonalization, and high levels of personal accomplishment. Gender, the number of faculty in a department, and length of academic contract had no correlation with participant burnout levels. Significantly lower levels of emotional exhaustion were found in participants who were in their current position for more than 11 years and those who planned to remain in their current position or within higher education for at least 5 additional years. A significant negative correlation was found between participant age and depersonalization. PTA program directors and their institutions should develop strategies to minimize the effects of burnout in younger program directors and those in the early years of their position.

A decade of building massage therapy services at an academic medical center as part of a healing enhancement program.

PubMed

Rodgers, Nancy J; Cutshall, Susanne M; Dion, Liza J; Dreyer, Nikol E; Hauschulz, Jennifer L; Ristau, Crystal R; Thomley, Barb S; Bauer, Brent A

2015-02-01

The use of complementary and integrative medicine therapies is steadily becoming an integral part of health care. Massage therapy is increasingly offered to hospitalized patients for various conditions to assist with the management of common symptoms such as pain, anxiety, and tension. This article summarizes a decade of building the massage therapy service at a large tertiary care medical center, from the early pilot studies and research to the current program offerings, and the hopes and dreams for the future. Copyright © 2014 Elsevier Ltd. All rights reserved.

From Start to Finish: Retention of Physics Undergraduates

NASA Astrophysics Data System (ADS)

Hammer, Donna; Uher, Tim

The University of Maryland Physics Department's NSF Scholarships in Science Technology, Engineering and Mathematics (S-STEM) project is a unique program that aims to reduce the attrition of students that occurs in the ``pre-major-to-major'' gap - i.e., students who begin at the university intending to study physics, but do not graduate with a physics degree. To increase the retention of admitted students, the UMD S-STEM program is designed to provide student with financial assistance, a strong sense of community, academic support, and career planning. We will discuss how the program has been integrated into the curriculum and culture of the physics department, and focus on developing key components of the program: a nurturing environment, dedicated mentorship, early research experience, and professional development.

Research productivity and gender disparities: a look at academic plastic surgery.

PubMed

Paik, Angie M; Mady, Leila J; Villanueva, Nathaniel L; Goljo, Erden; Svider, Peter F; Ciminello, Frank; Eloy, Jean Anderson

2014-01-01

The h-index has utility in examining the contributions of faculty members by quantifying both the amount and the quality of research output and as such is a metric in approximating academic productivity. The objectives of this study were (1) to evaluate the relationship between h-index and academic rank in plastic surgery and (2) to describe the current gender representation in academic plastic surgery to assess whether there are any gender disparities in academic productivity. The h-index was used to evaluate the research contributions of plastic surgeons from academic departments in the United States. There were 426 (84%) men and 79 (16%) women in our sample. Those in higher academic ranks had higher h-index scores (p < 0.0005). There was a significant difference in overall mean h-index by gender, where the mean scores were 9.0 and 6.0 for men and women, respectively (p = 0.0005). When analyzed by academic rank, there was a significant difference in academic productivity between men and women in assistant and associate professor positions (6.4 vs 5.1, respectively; p = 0.04). The h-index is able to objectively and reliably quantify academic productivity in plastic surgery. We found that h-indices increased with higher academic rank, and men had overall higher scores than their female colleagues. Adoption of this metric as an adjunct to other objective and subjective measures by promotions committees may provide a more reliable measure of research relevance and academic productivity in academic plastic surgery. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Statement by Carol D'Amico, Assistant Secretary for Vocational and Adult Education, on the Fiscal Year 2004 Request for Vocational and Adult Education Programs.

ERIC Educational Resources Information Center

D'Amico, Carol

The U.S. Department of Education's (DOE's) request from Congress for vocational and adult education funding for fiscal year 2004 was based on the department's belief that current and future U.S. workers must be challenged to master academic knowledge and practical skills at levels that are at least comparable to those mastered by workers in other…

Student assistance program: a new approach for student success in addressing behavioral health and life events.

PubMed

Veeser, Peggy Ingram; Blakemore, Carol Warren

2006-01-01

College health centers, whether large or small, often find it challenging to provide counseling and supportive services for all students (including remotely located students) 24 hours a day, 7 days a week. Student assistance programs (SAPs) are services provided to students through a contractual arrangement to the university or college as a part of student services. The goal is to address psychosocial concerns that may interfere with academic performance within the realm of short-term counseling. These services range from traditional behavioral health concerns about stress and depressive reactions to how to find child care with foreign-speaking services. In this article, the authors describe a method to provide such short-term counseling to a 2,200-student health-science campus. They present data from 1 year of service as well as the benefits and limitations.

Guidance for Efficient Small Animal Imaging Quality Control.

PubMed

Osborne, Dustin R; Kuntner, Claudia; Berr, Stuart; Stout, David

2017-08-01

Routine quality control is a critical aspect of properly maintaining high-performance small animal imaging instrumentation. A robust quality control program helps produce more reliable data both for academic purposes and as proof of system performance for contract imaging work. For preclinical imaging laboratories, the combination of costs and available resources often limits their ability to produce efficient and effective quality control programs. This work presents a series of simplified quality control procedures that are accessible to a wide range of preclinical imaging laboratories. Our intent is to provide minimum guidelines for routine quality control that can assist preclinical imaging specialists in setting up an appropriate quality control program for their facility.

Diabetes mellitus disease management in a safety net hospital system: translating evidence into practice.

PubMed

Butler, Michael K; Kaiser, Michael; Johnson, Jolene; Besse, Jay; Horswell, Ronald

2010-12-01

The Louisiana State University Health Care Services Division system assessed the effectiveness of implementing a multisite disease management program targeting diabetes mellitus in an indigent patient population. A population-based disease management program centered on evidence-based clinical care guidelines was applied from the system level. Specific clinic modifications and models were used, as well as ancillary services such as medication assistance and equipment subsidies. Marked improvement in process goals led to improved clinical outcomes. From 2001 to 2008, the percentage of patients with a hemoglobin A1c < 7.0 increased from 45% to 55% on the system level, with some sites experiencing a more dramatic shift. Results were similar across sites, which included both small provider groups and academic health centers. In order to achieve these results, the clinical environment changed to promote those evidence-based interventions. Even in complex environments such as academic health centers with several provider levels, or those environments with limited care resources, disease management programs can be successfully implemented and achieve statistically significant results.

Academic-health department collaborative relationships are reciprocal and strengthen public health practice: results from a study of academic research centers.

PubMed

Neri, Elizabeth M; Ballman, Marie R; Lu, Hua; Greenlund, Kurt J; Grunbaum, Jo Anne

2014-01-01

Collaborations between academic institutions and state and local health departments have been shown to enhance the public health core functions of Assurance by improving the public health workforce's knowledge and skills. Few studies have analyzed how academic-health department collaborations enhance Assessment and Policy Development core functions. This qualitative study explores types of collaborations between health departments and Prevention Research Centers (PRCs) and how they align with the core functions. Prevention Research Centers are academic institutions funded by the Centers for Disease Control and Prevention to conduct public health research and translate research results for policies and practices. We reviewed each PRC's annual report from fiscal year 2011 and abstracted descriptions of PRC-health department collaborations. We identified 14 themes of PRC-health department collaborations and conducted a qualitative analysis to describe the dimensions and distribution of themes. Of the 37 PRCs, 36 reported 215 collaborations with 19 city, 97 county, 31 state, and 46 tribal health departments. Themes of research, survey, and surveillance aligned with the Assessment core function and evaluation, strategic planning, technical assistance, and program implementation supported the Policy Development and Assurance core functions. Overall, health departments provided on-the-ground expertise to inform PRC research, ensuring its applicability to public health practice. Reciprocally, PRCs improved data quality, increased the scientific rigor of health department processes and programs, and filled knowledge gaps within health departments. Both PRCs and health departments enhanced the relevance of public health programs and practices by grounding implementation and evaluation in community needs and views. Findings from this study demonstrate that PRC-health department collaborations often enhanced multiple core functions that could lead to implementation of evidence-based interventions and continuous quality improvement of public health administration at the local, state, and tribal levels. This study highlights the value and importance of reciprocal academic-health department partnerships.

Physician assistant students' attitudes and behaviors toward cheating and academic integrity.

PubMed

Dereczyk, Amy; Bozimowski, Greg; Thiel, Linda; Higgins, Rose

2010-01-01

To examine physician assistant (PA) students' attitudes towards academic integrity. Three integrity factors were assessed: academic environment, personal cheating behaviors, and perceived seriousness of specific cheating behaviors. After receiving local IRB approval, an anonymous online survey was disseminated to PA students at the University of Detroit Mercy. Ninety-four potential participants were contacted through the university's email account. Respondents were directed to an online site to complete the academic integrity survey. This descriptive study was part of a larger study of students in the whole college, including the PA department, in order to determine baseline data prior to instituting a college-wide honor code. The response rate was 52% (n = 49). The majority of respondents (86%) indicated "never" having seen another student cheat during an exam. Respondents perceived cheating during a test or exam campuswide as occurring "never" (47%) or "very seldom" (42%). All (100%) respondents reported that they had "never" personally turned in work done by another student or purchased from a "paper mill." All participants (100%) responded "never" to not taking vital signs and reporting approximates. A few respondents (8%) reported getting test questions and answers from another student. Respondents' perceptions of the seriousness of cheating behaviors varied. Working with others when asked to do individual work was considered "not cheating" by 14% of respondents; 35% indicated that not taking vital signs and reporting approximates was less serious than cheating. PA students have a self-reported high level of integrity in general course assignments, tests and exams, and clinical courses. This apparent high level of academic integrity may be a result of admissions practices and of various program practices throughout the curriculum, including an honor agreement acknowledged by PA students that reinforces what is expected of them.

Emotional intelligence as a noncognitive factor in student registered nurse anesthetists.

PubMed

Collins, Shawn

2013-12-01

Current nurse anesthesia program admissions requirements usually focus on high grade point averages, Graduate Record Examination scores, number of years of acute care experience, and a personal interview to assist in predicting those who will succeed in these intensive academic and clinical programs. Some people believe these criteria may not be sufficient in predicting success and have suggested that the use of noncognitive criteria such as emotional intelligence measurements may be helpful. The purpose of this cross-sectional correlational study was to explore the relationship between emotional intelligence and academic factors of student registered nurse anesthetists at 3 points in a program--matriculation, at 1 year of study, and in the last semester of study--and the relationship of these to clinical scores and National Certification Examination scores. An ex post facto cross-sectional study design was used to gather data at 3 critical times in nurse anesthesia programs to explore the relationships between emotional intelligence scores, preadmission demographics, clinical scores, and National Certification Examination scores. The online Mayer-Salovey-Caruso Emotional Intelligence Test instrument provided 15 individual emotional intelligence scores for each subject. The statistical relationship between variables was examined.

Role of the Undergraduate Student Research Assistant in the New Millennium

PubMed Central

2004-01-01

In this study, we analyze the contribution of the undergraduate student who participates in the process of generating scientific data and developing a research project using Brazilian research as an example. Historically, undergraduate students have performed the critical role of research assistants in developing countries. This aspect has been underappreciated as a means of generating scientific data in Brazilian research facilities. Brazilian educational institutions are facing major age-related generational changes among the science faculty within the next 5–10 yr. A lack of adequate support for graduate students leads to a concern that undergraduates will not be interested in choosing research assistant programs and, subsequently, academic research careers. To remedy this situation it is important to focus on ways to encourage new research careers and enhance university–industry collaborations. PMID:15592596

Technology diffusion of anesthesia information management systems into academic anesthesia departments in the United States.

PubMed

Stol, Ilana S; Ehrenfeld, Jesse M; Epstein, Richard H

2014-03-01

Anesthesia information management systems (AIMS) are electronic health records that automatically import vital signs from patient monitors and allow for computer-assisted creation of the anesthesia record. When most recently surveyed in 2007, it was estimated that at least 16% of U.S. academic hospitals (i.e., with an anesthesia residency program) had installed an AIMS. At least an additional 28% reported that they were in the process of implementing, or searching for an AIMS. In this study, we updated the adoption figures as of May 2013 and examined the historical trend of AIMS deployment in U.S. anesthesia residency programs from the perspective of the theory of diffusion of technologic innovations. Questionnaires were sent by e-mail to program directors or their identified contact individuals at the 130 U.S. anesthesiology residency programs accredited as of June 30, 2012 by the Accreditation Council for Graduate Medical Education. The questionnaires asked whether the department had an AIMS, the year of installation, and, if not present, whether there were plans to install an AIMS within the next 12 months. Follow-up e-mails and phone calls were made until responses were obtained from all programs. Results were collected between February and May 2013. Implementation percentages were determined using the number of accredited anesthesia residency programs at the start of each academic year between 1987 and 2013 and were fit to a logistic regression curve using data through 2012. Responses were received from all 130 programs. Eighty-seven (67%) reported that they currently are using an AIMS. Ten programs without a current AIMS responded that they would be installing an AIMS within 12 months of the survey. The rate of AIMS adoption by year was well fit by a logistic regression curve (P = 0.90). By the end of 2014, approximately 75% of U.S. academic anesthesiology departments will be using an AIMS, with 84% adoption expected between 2018 and 2020. Historical adoption of AIMS has followed Roger's 1962 formulation of the theory of diffusion of innovation.

A Comprehensive Framework for International Medical Programs: A 2017 consensus statement from the American College of Academic International Medicine

PubMed Central

Garg, Manish; Peck, Gregory L.; Arquilla, Bonnie; Miller, Andrew C.; Soghoian, Sari E.; Anderson III, Harry L.; Bloem, Christina; Firstenberg, Michael S.; Galwankar, Sagar C.; Guo, Weidun Alan; Izurieta, Ricardo; Krebs, Elizabeth; Hansoti, Bhakti; Nanda, Sudip; Nwachuku, Chinenye O.; Nwomeh, Benedict; Paladino, Lorenzo; Papadimos, Thomas J.; Sharpe, Richard P.; Swaroop, Mamta; Stawicki, Stanislaw P.

2017-01-01

The American College of Academic International Medicine (ACAIM) represents a group of clinicians who seek to promote clinical, educational, and scientific collaboration in the area of Academic International Medicine (AIM) to address health care disparities and improve patient care and outcomes globally. Significant health care delivery and quality gaps persist between high-income countries (HICs) and low-and-middle-income countries (LMICs). International Medical Programs (IMPs) are an important mechanism for addressing these inequalities. IMPs are international partnerships that primarily use education and training-based interventions to build sustainable clinical capacity. Within this overall context, a comprehensive framework for IMPs (CFIMPs) is needed to assist HICs and LMICs navigate the development of IMPs. The aim of this consensus statement is to highlight best practices and engage the global community in ACAIM's mission. Through this work, we highlight key aspects of IMPs including: (1) the structure; (2) core principles for successful and ethical development; (3) information technology; (4) medical education and training; (5) research and scientific investigation; and (6) program durability. The ultimate goal of current initiatives is to create a foundation upon which ACAIM and other organizations can begin to formalize a truly global network of clinical education/training and care delivery sites, with long-term sustainability as the primary pillar of international inter-institutional collaborations. PMID:29291171

DrugPath: a database for academic investigators to match oncology molecular targets with drugs in development.

PubMed

Shah, Eric D; Fisch, Brandon M A; Arceci, Robert J; Buckley, Jonathan D; Reaman, Gregory H; Sorensen, Poul H; Triche, Timothy J; Reynolds, C Patrick

2014-05-01

Academic laboratories are developing increasingly large amounts of data that describe the genomic landscape and gene expression patterns of various types of cancers. Such data can potentially identify novel oncology molecular targets in cancer types that may not be the primary focus of a drug sponsor's initial research for an investigational new drug. Obtaining preclinical data that point toward the potential for a given molecularly targeted agent, or a novel combination of agents requires knowledge of drugs currently in development in both the academic and commercial sectors. We have developed the DrugPath database ( http://www.drugpath.org ) as a comprehensive, free-of-charge resource for academic investigators to identify agents being developed in academics or industry that may act against molecular targets of interest. DrugPath data on molecular targets overlay the Michigan Molecular Interactions ( http://mimi.ncibi.org ) gene-gene interaction map to facilitate identification of related agents in the same pathway. The database catalogs 2,081 drug development programs representing 751 drug sponsors and 722 molecular and genetic targets. DrugPath should assist investigators in identifying and obtaining drugs acting on specific molecular targets for biological and preclinical therapeutic studies.

Depression in the classroom: considerations and strategies.

PubMed

Calear, Alison L

2012-01-01

Depression is a prevalent and debilitating disorder that can severely affect a young person’s social, emotional, and academic functioning. Identifying depression early is essential to reducing the impact of this disorder. Depression is treatable. However, there are a number of classroom and school supports that can be put in place to assist a young person experiencing or recovering from depression. Preventing the development of depression through effective classroom programs should be encouraged and supported within the school environment.

How the Supplement-Not-Supplant Requirement Can Work against the Policy Goals of Title I: A Case for Using Title I, Part A, Education Funds More Effectively and Efficiently. Tightening Up Title I

ERIC Educational Resources Information Center

Junge, Melissa; Krvaric, Sheara

2012-01-01

Title I of the Elementary and Secondary Education Act, a federal program to provide additional assistance to academically struggling students in high-poverty areas, has long contained a provision called the "supplement-not-supplant" requirement. This provision was designed to ensure Title I funds were spent on extra educational services for…

Dental Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the dental assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

Assistive Technology and Academic Libraries: Legal Issues and Problem Resolution

ERIC Educational Resources Information Center

Green, Ravonne A.

2009-01-01

Legal issues have increasingly come to the forefront in academic libraries in recent years. Most of these issues involve The Rehabilitation Act, Section 504 (1973) or Americans with Disabilities Act (1990), complaints related to discriminatory practices with regard to accommodations or assistive technologies. This article provides a brief synopsis…

Nurse Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the nurse assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

Listening to Consumer Perspectives to Inform Addictions and Housing-Related Practice and Research

PubMed Central

Farquhar, Stephanie A.; Ryder, Marianne; Henderlong, Derek; Lowe, Robert A.; Amann, Ted

2014-01-01

The study, funded by the Northwest Health Foundation of Portland, Oregon and the National Institute on Drug Abuse (NIDA), was conducted as part of the HEARTH collaborative (Housing, Employment and Recovery Together for Health). HEARTH, established in 2010, is a community-academic partnership involving partners from Portland State University (PSU), Oregon Health and Science University (OHSU), and Central City Concern (CCC). Using the approaches of community-based participatory research (CBPR), these diverse stakeholders collaborated to co-develop research of direct relevance to the local community and to national academic and policy communities. This study employed qualitative methods and community-based participatory research principles to solicit personal experiences with housing, employment, and recovery programs. We recruited interview participants via CCC-operated housing programs, including Alcohol and Drug Free Community Housing (ADFC), family housing, transitional housing, and non-ADFC (low barrier) housing units. The manuscript presents interview themes based on the five broad categories of interview questions: housing, employment programs, recovery programs, definitions of recovery, and definitions of success. Co-authors describe recommendations for practice and research protocol based on our findings. Our results highlight the importance of involving consumers in the development, data collection, and analysis of research, and present the unique perspectives of those who experience homelessness, recovery, and the programs designed to assist them. PMID:25580474

Listening to Consumer Perspectives to Inform Addictions and Housing-Related Practice and Research.

PubMed

Farquhar, Stephanie A; Ryder, Marianne; Henderlong, Derek; Lowe, Robert A; Amann, Ted

2014-06-01

The study, funded by the Northwest Health Foundation of Portland, Oregon and the National Institute on Drug Abuse (NIDA), was conducted as part of the HEARTH collaborative (Housing, Employment and Recovery Together for Health). HEARTH, established in 2010, is a community-academic partnership involving partners from Portland State University (PSU), Oregon Health and Science University (OHSU), and Central City Concern (CCC). Using the approaches of community-based participatory research (CBPR), these diverse stakeholders collaborated to co-develop research of direct relevance to the local community and to national academic and policy communities. This study employed qualitative methods and community-based participatory research principles to solicit personal experiences with housing, employment, and recovery programs. We recruited interview participants via CCC-operated housing programs, including Alcohol and Drug Free Community Housing (ADFC), family housing, transitional housing, and non-ADFC (low barrier) housing units. The manuscript presents interview themes based on the five broad categories of interview questions: housing, employment programs, recovery programs, definitions of recovery, and definitions of success. Co-authors describe recommendations for practice and research protocol based on our findings. Our results highlight the importance of involving consumers in the development, data collection, and analysis of research, and present the unique perspectives of those who experience homelessness, recovery, and the programs designed to assist them.

Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education.

PubMed Central

Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E.; Voytko, Mary Lou

2006-01-01

Women and minority faculty and students are seriously underrepresented in university and academic healthcare institutions. The role of mentoring has been identified as one of the significant factors in addressing this underrepresentation. We have described the mentoring efforts at two institutions of higher learning in assisting women and minority students and faculty in being accomplished in their academic pursuits. One-hundred-thirty students and >50 women and minority faculty have participated in the mentoring programs described. The number of participants has increased dramatically over the years and continues to evolve positively. These programs appear to be quite successful in the short term. Further evaluation of measurable outcomes will be necessary to fully determine their true impact. The mentoring models for women and underrepresented minority faculty and students at Creighton University Health Sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools. PMID:17019912

Success in baccalaureate nursing programs: a matter of accommodation?

PubMed

Haislett, J; Hughes, R B; Atkinson, G; Williams, C L

1993-02-01

This article explores student learning styles as an important variable in four-year baccalaureate nursing programs. Student learning styles were assessed by Kolb's Learning Style Inventory-1985 (LSI-1985), which identifies the accommodator, diverger, assimilator, and converger learning styles. The authors examined the relationship between learning style and academic performance as measured by grade-point ratio (GPR) and studied behaviors and attitudes as measured by Brown and Holtzman's (1964) Survey of Study Habits and Attitudes. Analysis indicated that this sample (N = 100) included mainly assimilators and divergers, making reflective observation the most common mode of learning. Compared to the accommodator/converger group, the assimilator/diverger group earned a significantly higher GPR, significantly better scores on the study habits variable of Work Methods (WM), and moderately better scores on the study attitude variable of Educational Acceptance (EA). Accommodators were identified as the most at-risk learning style group, and specific interventions were suggested to assist accommodators in adapting to the academic rigors of a nursing curriculum.

An analysis of publication productivity for 1225 academic neurosurgeons and 99 departments in the United States.

PubMed

Khan, Nickalus R; Thompson, Clinton J; Taylor, Douglas R; Venable, Garrett T; Wham, R Matthew; Michael, L Madison; Klimo, Paul

2014-03-01

Bibliometrics is defined as the study of statistical and mathematical methods used to quantitatively analyze scientific literature. The application of bibliometrics in neurosurgery is in its infancy. The authors calculate a number of publication productivity measures for almost all academic neurosurgeons and departments within the US. The h-index, g-index, m-quotient, and contemporary h-index (hc-index) were calculated for 1225 academic neurosurgeons in 99 (of 101) programs listed by the Accreditation Council for Graduate Medical Education in January 2013. Three currently available citation databases were used: Google Scholar, Scopus, and Web of Science. Bibliometric profiles were created for each surgeon. Comparisons based on academic rank (that is, chairperson, professor, associate, assistant, and instructor), sex, and subspecialties were performed. Departments were ranked based on the summation of individual faculty h-indices. Calculations were carried out from January to February 2013. The median h-index, g-index, hc-index, and m-quotient were 11, 20, 8, and 0.62, respectively. All indices demonstrated a positive relationship with increasing academic rank (p < 0.001). The median h-index was 11 for males (n = 1144) and 8 for females (n = 81). The h-index, g-index and hc-index significantly varied by sex (p < 0.001). However, when corrected for academic rank, this difference was no longer significant. There was no difference in the m-quotient by sex. Neurosurgeons with subspecialties in functional/epilepsy, peripheral nerve, radiosurgery, neuro-oncology/skull base, and vascular have the highest median h-indices; general, pediatric, and spine neurosurgeons have the lowest median h-indices. By summing the manually calculated Scopus h-indices of all individuals within a department, the top 5 programs for publication productivity are University of California, San Francisco; Barrow Neurological Institute; Johns Hopkins University; University of Pittsburgh; and University of California, Los Angeles. This study represents the most detailed publication analysis of academic neurosurgeons and their programs to date. The results for the metrics presented should be viewed as benchmarks for comparison purposes. It is our hope that organized neurosurgery will adopt and continue to refine bibliometric profiling of individuals and departments.

Development of a computer-assisted learning software package on dental traumatology.

PubMed

Tolidis, K; Crawford, P; Stephens, C; Papadogiannis, Y; Plakias, C

1998-10-01

The development of computer-assisted learning software packages is a relatively new field of computer application. The progress made in personal computer technology toward more user-friendly operating systems has stimulated the academic community to develop computer-assisted learning for pre- and postgraduate students. The ability of computers to combine audio and visual data in an interactive form provides a powerful educational tool. The purpose of this study was to develop and evaluate a computer-assisted learning package on dental traumatology. This program contains background information on the diagnosis, classification, and management of dental injuries in both the permanent and the deciduous dentitions. It is structured into chapters according to the nature of the injury and whether injury has occurred in the primary or permanent dentition. At the end of each chapter there is a self-assessment questionnaire as well as references to relevant literature. Extensive use of pictures and video provides a comprehensive overview of the subject.

Assistive Technology in Special Education and the Universal Design for Learning

ERIC Educational Resources Information Center

Alnahdi, Ghaleb

2014-01-01

Using technology can help students with disabilities to enhance and improve their independence in academic and employment tasks, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This paper discusses the role and benefits of using assistive technology in the Universal Design for…

The Strategic Thinking and Learning Community: An Innovative Model for Providing Academic Assistance

ERIC Educational Resources Information Center

Commander, Nannette Evans; Valeri-Gold, Maria; Darnell, Kim

2004-01-01

Today, academic assistance efforts are frequently geared to all students, not just the underprepared, with study skills offered in various formats. In this article, the authors describe a learning community model with the theme, "Strategic Thinking and Learning" (STL). Results of data analysis indicate that participants of the STL…

STEm Minority Graduate Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nicholas, Kaen E

ABSTRACT The state of science, technology, engineering and math (STEM) education in the United States has seen some unfavorable assessments over the past decade. In early February, 2010 the House of Representatives heard testimony on undergraduate and graduate education. The message from the panel, which included experts from academia, STEM-based industries, and the National Science Foundation (NSF) was dire and required an urgent response. The experts along with the committee's chairperson, U. S. Representative Daniel Lipinski (D-IL) cited that the complexity of Science, Technology, Engineering, and Mathematics applications and coursework and the methodology utilized to teach these subjects are forcingmore » students out of these disciplines. As the National Academies described in its 2007 report Rising Above the Gathering Storm, successful STEM education is not just an academic pursuit it's a necessity for competing in the knowledge-based economy that the United States had a key role in creating. The potential for action is being made available again as the America COMPETES Act of 2007 is up for reauthorization. Its initial focus was on STEM education at the K-12 levels, but efforts at the undergraduate and graduate levels are needed to retain students to fill the jobs left vacant as baby boomers retire. The Educational Advancement Alliance, Inc. (EAA) has for two decades created programs that have not only addressed the issues of ensuring that students are aptly prepared for college but have focused its efforts over the past decade on increasing the number of students who pursue degrees in STEM disciplines. For the EAA, the introduction of the wonders of science begins at the elementary and middle school level via the Learning Lab, a state-of-the-art mobile science laboratory that visits students in grades 4-6 at the various schools throughout Philadelphia and The Math/Tech Academy which meets on Saturdays for students in grades 5-7. For the past two years the EAA has assisted college graduates in their quest to attain advanced degrees in STEM by providing fellowships. The EAA continued this effort by recruiting and providing fellowships to students who aspired to continue their education at the graduate level. The fellowships provided funding for tuition, fees, books, technology, and stipends to assist with room, board, and living expenses during the academic year and salary, transportation, and living expenses to those students who secured internships with the Department of Energy. Additionally the EAA designed and implemented needed support systems to ensure successful completion of the Masters degree programs, including but not limited to membership in professional associations, attendance at industry and academic conferences, and professional development workshops, and tutorial assistance if needed. This program assisted over 80 students directly and society-at-large by helping to educate and develop future physicists, engineers, biostatisticians, and researchers who will have the necessary skillsets to fill the increasing numbers of positions that require such expertise.« less

Space Life Sciences Research and Education Program

NASA Technical Reports Server (NTRS)

Coats, Alfred C.

2001-01-01

Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

Pilot Testing of the NURSE Stress Management Intervention.

PubMed

Delaney, Colleen; Barrere, Cynthia; Robertson, Sue; Zahourek, Rothlyn; Diaz, Desiree; Lachapelle, Leeanne

2016-12-01

Student nurses experience significant stress during their education, which may contribute to illness and alterations in health, poor academic performance, and program attrition. The aim of this pilot study was to evaluate the feasibility and potential efficacy of an innovative stress management program in two baccalaureate nursing programs in Connecticut, named NURSE (Nurture nurse, Use resources, foster Resilience, Stress and Environment management), that assists nursing students to develop stress management plans. An explanatory sequential mixed-methods design was used to evaluate the effects of the intervention with 40 junior nursing students. Results from this study provide evidence that the NURSE intervention is highly feasible, and support further testing to examine the effect of the intervention in improving stress management in nursing students. © The Author(s) 2015.

The Impact of a Junior Faculty Fellowship Award on Academic Advancement and Retention.

PubMed

Connelly, Maureen T; Sullivan, Amy M; Chinchilla, Manuel; Dale, Margaret L; Emans, S Jean; Nadelson, Carol Cooperman; Notman, Malkah Tolpin; Tarbell, Nancy J; Zigler, Corwin M; Shore, Eleanor G

2017-08-01

Academic faculty experience barriers to career development and promotion. In 1996, Harvard Medical School (HMS) initiated an intramural junior faculty fellowship to address these obstacles. The authors sought to understand whether receiving a fellowship was associated with more rapid academic promotion and retention. Junior faculty fellowship recipients and all other instructor and assistant professors at HMS between 1996 and 2011 were identified. Using propensity score modeling, the authors created a matched comparison group for the fellowship recipients based on educational background, training, academic rank, department, hospital affiliation, and demographics. Time to promotion and time to leaving were assessed by Kaplan-Meier curves. A total of 622 junior faculty received fellowships. Faculty who received fellowships while instructors (n = 480) had shorter times to promotion to assistant professor (P < .0001) and longer retention times (P < .0001) than matched controls. There were no significant differences in time to promotion for assistant professors who received fellowships (n = 142) compared with matched controls, but assistant professor fellowship recipients were significantly more likely to remain longer on the faculty (P = .0005). Women instructors advanced more quickly than matched controls, while male instructors' rates of promotions did not differ. Fellowships to support junior faculty were associated with shorter times to promotion for instructors and more sustained faculty retention for both instructors and assistant professors. This suggests that relatively small amounts of funding early in faculty careers can play a critical role in supporting academic advancement and retention.

Reimagining professional competence in physical education

PubMed Central

Ennis, Catherine D.

2015-01-01

Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students’ opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education. PMID:26617976

Physicians' perspectives and practices regarding the fertility management of obese patients.

PubMed

Harris, Isiah D; Python, Johanne; Roth, Lauren; Alvero, Ruben; Murray, Shona; Schlaff, William D

2011-10-01

To assess the practice patterns and personal beliefs of fertility physicians who care for obese patients seeking assisted reproduction, we conducted a national survey of fertility program directors from both private and academic practices and discovered that although few practices have firm guidelines regarding the management of obese patients, the overwhelming majority of providers believe that body mass index guidelines or cutoffs should exist. Copyright © 2011 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

7 CFR 15b.32 - Academic adjustments.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 1 2012-01-01 2012-01-01 false Academic adjustments. 15b.32 Section 15b.32... ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 15b.32 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its...

7 CFR 15b.32 - Academic adjustments.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 1 2011-01-01 2011-01-01 false Academic adjustments. 15b.32 Section 15b.32... ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 15b.32 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its...

7 CFR 15b.32 - Academic adjustments.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 1 2014-01-01 2014-01-01 false Academic adjustments. 15b.32 Section 15b.32... ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 15b.32 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its...

7 CFR 15b.32 - Academic adjustments.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 1 2013-01-01 2013-01-01 false Academic adjustments. 15b.32 Section 15b.32... ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 15b.32 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its...

Visiting professorship in hospital medicine: An innovative twist for a growing specialty.

PubMed

Cumbler, Ethan; Herzke, Carrie; Smalligan, Roger; Glasheen, Jeffrey J; O'Malley, Cheryl; Pierce, J Rush

2016-10-01

As an emerging and rapidly growing specialty, academic hospitalists face unique challenges in career advancement. Key mentoring needs, especially developing reputation and relationships outside of their institution are often challenging. We describe the structure of a novel Visiting Professorship in Hospital Medicine Program. It utilizes reciprocal exchanges of hospitalist faculty at the rank of late assistant to early associate professor. The program is designed explicitly to facilitate spread of innovation between institutions through a presentation by the visiting professor and exposure to an innovation at the host hospital medicine group. It provides a platform to advance the career success of both early- and midcareer hospitalist faculty through 1-on-1 coaching sessions between the visiting professor and early-career faculty at the host institution and commitment by visiting professors to engage in mentoring after the visit. Five academic hospitalist groups participated. Seven visiting professors met with 29 early-career faculty. Experience following faculty exchange visits demonstrates program effectiveness, as perceived by both early-career faculty and the visiting professors, in advancing the goals of mentorship and career advancement. One-year follow-up suggests that 62% of early-career faculty will engage in subsequent interactions with the visiting professor, and half report spread of innovation between academic hospital medicine groups. The Visiting Professorship in Hospital Medicine offers a low-cost framework to promote collaboration between academic hospital medicine groups and facilitate interinstitutional hospitalist mentoring. It is reported to be effective for the goal of professional development for midcareer hospitalists. Journal of Hospital Medicine 2016;11:714-718. © 2016 Society of Hospital Medicine. © 2016 Society of Hospital Medicine.

78 FR 14102 - Committee Name: Homeland Security Academic Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-04

... with disabilities or to request special assistance at the meeting, send an email to AcademicEngagement....regulations.gov . Follow the instructions for submitting comments. Email: AcademicEngagement@hq.dhs.gov . Include the docket number in the subject line of the message. Fax: 202-447-3713. Mail: Academic Engagement...

75 FR 35893 - Office of Elementary and Secondary Education Overview Information; Smaller Learning Communities...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-23

... academic achievement in large public high schools. These smaller units include freshman academies, multi... academic supports to help students succeed in rigorous academic courses; (4) Deliver comprehensive guidance and academic advising to students and their parents that includes assistance in selecting courses and...

What do clinicians want? Interest in integrative health services at a North Carolina academic medical center

PubMed Central

Kemper, Kathi J; Dirkse, Deborah; Eadie, Dee; Pennington, Melissa

2007-01-01

Background Use of complementary medicine is common, consumer driven and usually outpatient focused. We wished to determine interest among the medical staff at a North Carolina academic medical center in integrating diverse therapies and services into comprehensive care. Methods We conducted a cross sectional on-line survey of physicians, nurse practitioners and physician assistants at a tertiary care medical center in 2006. The survey contained questions on referrals and recommendations in the past year and interest in therapies or services if they were to be provided at the medical center in the future. Results Responses were received from 173 clinicians in 26 different departments, programs and centers. There was strong interest in offering several specific therapies: therapeutic exercise (77%), expert consultation about herbs and dietary supplements (69%), and massage (66%); there was even stronger interest in offering comprehensive treatment programs such as multidisciplinary pain management (84%), comprehensive nutritional assessment and advice (84%), obesity/healthy lifestyle promotion (80%), fit for life (exercise and lifestyle program, 76%), diabetes healthy lifestyle promotion (73%); and comprehensive psychological services for stress management, including hypnosis and biofeedback (73%). Conclusion There is strong interest among medical staff at an academic health center in comprehensive, integrated services for pain, obesity, and diabetes and in specific services in fitness, nutrition and stress management. Future studies will need to assess the cost-effectiveness of such services, as well as their financial sustainability and impact on patient satisfaction, health and quality of life. PMID:17291340

SCHIP directors' perception of schools assisting students in obtaining public health insurance.

PubMed

Price, James H; Rickard, Megan

2009-07-01

Health insurance coverage increases access to health care. There has been an erosion of employer-based health insurance and a concomitant rise in children covered by public health insurance programs, yet more than 8 million children are still without health insurance coverage. This study was a national survey to assess the perceptions of State Child Health Insurance Program (SCHIP) directors (N = 51) regarding schools assisting students in obtaining public health insurance. This study examined the perceived benefits of and barriers to working with school systems and the perceived benefits to schools in assisting students to enroll in SCHIPs and what SCHIP activities were actually being conducted with school systems. The majority (78%) of SCHIPs had been working with school systems for more than a year. Perceived benefits of working with schools were greater access to SCHIP-eligible children (75%), assistance with meeting mandates to cover all SCHIP-eligible children (65%), and greater ability of state agencies to identify SCHIP-eligible children (58%). A majority of the directors did not identify any of the potential barrier items. The directors cited the following benefits to schools in helping enroll students in public health insurance programs: reduces the number of students with untreated health problems (80%), reduces student absenteeism rates (68%), improves student attention and concentration during school (58%), and reduces the number of students being held back in school because of health problems (53%). The perceived benefits derived from schools assisting in enrolling eligible students into SCHIPs are congruent with the mission of schools. Schools need to become proactive in helping to establish a healthy student body, which is more likely to be an academically successful body.

An academic writing needs assessment of English-as-a-second-language clinical investigators.

PubMed

Wang, Min-Fen; Bakken, Lori L

2004-01-01

Academic writing for publication is competitive and demanding for researchers. For the novice English-as-a-second-language (ESL) researcher, the pressure to publish compounds the difficulties of mastering the English language. Very few studies have used ESL graduate and post-graduate students as academic writing research subjects. The purpose of this project was to assess the learning needs of ESL clinical investigators regarding academic writing for English scholarly publication. A qualitative evaluation approach was used to examine the gap between the current and desired proficiency level for the academic writing of ESL clinical investigators. We considered the perspectives of seven ESL clinical investigators plus three mentors and three writing instructors. Semi-structured questions were asked. Field notes were organized using a field-work recording system. They were analyzed using the constant comparative method. ESL clinical investigators do not accurately perceive their writing deficiencies. They have little knowledge of criteria for academic writing and they are influenced by their prior English learning experiences in their home culture, which engender passive attitudes toward seeking appropriate writing resources. Adequate time is especially needed to develop successful writing skills. Four basic steps are recommended to guide program planners in developing ESL writing activities for professional learning: (1) recognize discrepancies, (2) establish clear standards and performance criteria for scholarly writing, (3) develop individual plans, and (4) organize long-term writing assistance.

Improving academic leadership and oversight in large industry-sponsored clinical trials: the ARO-CRO model

PubMed Central

Goldenberg, Neil A.; Spyropoulos, Alex C.; Halperin, Jonathan L.; Kessler, Craig M.; Schulman, Sam; Turpie, Alexander G. G.; Skene, Allan M.; Cutler, Neal R.

2011-01-01

Standards for clinical trial design, execution, and publication have increased in recent years. However, the current structure for interaction among the pharmaceutical sponsor funding a drug or device development program, the contract research organization (CRO) that typically assists in executing the trial, regulatory agencies, and academicians, provides inadequate leadership and oversight of the development process. Conventional academic steering committees are not provided with the independent infrastructure by which to verify statistical analyses and conclusions regarding safety and efficacy. We propose an alternative approach centered on partnerships between CROs and university-based academic research organizations (AROs). In this model, the ARO takes responsibility for processes that address journal requirements and regulatory expectations for independent academic oversight (including oversight of Steering Committee and Data and Safety Monitoring Board activities), whereas the CRO provides infrastructure for efficient trial execution, site monitoring, and data management. The ARO engages academic experts throughout the trial process and minimizes conflicts of interest in individual industry relationships via diversification of sponsors, agents, and therapeutic areas. Although numerous models can be entertained, the ARO-CRO model is uniquely structured to meet the demand for greater assurance of integrity in clinical trials and the needs of each stakeholder in the process. PMID:21068436

Peer teaching in paediatrics - medical students as learners and teachers on a paediatric course.

PubMed

Schauseil-Zipf, Ulrike; Karay, Yassin; Ehrlich, Roland; Knoop, Kai; Michalk, Dietrich

2010-01-01

Peer assisted learning is known as an effective educational strategy in medical teaching. We established a peer assisted teaching program by student tutors with a focus on clinical competencies for students during their practical training on paediatric wards. It was the purpose of this study to investigate the effects of a clinical skills training by tutors, residents and consultants on students evaluations of the teaching quality and the effects of a peer teaching program on self assessed clinical competencies by the students. Medical student peers in their 6(th) year were trained by an intensive instruction program for teaching clinical skills by paediatric consultants, doctors and psychologists. 109 students in their 5(th) year (study group) participated in a peer assisted teaching program for training clinical skills in paediatrics. The skills training by student peer teachers were supervised by paediatric doctors. 45 students (control group) participated in a conventional paediatric skills training by paediatric doctors and consultants. Students from both groups, which were consecutively investigated, completed a questionnaire with an evaluation of the satisfaction with their practical training and a self assessment of their practical competencies. The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff. Self assessed learning success in practical skills was higher rated in the peer teaching program than in the conventional training. The peer assisted teaching program of paediatric skills training was rated higher by the students regarding their satisfaction with the teaching quality and their self assessment of the acquired skills. Clinical skills training by student peer teachers have to be supervised by paediatric doctors. Paediatric doctors seem to be more motivated for their own teaching tasks if they are assisted by student peer teachers. More research is needed to investigate the influence of peer teaching on the motivation of paediatric doctors to teach medical students und the academic performance of the student peers.

An Examination of Three Intervention Strategies with Primary Children. Research Report.

ERIC Educational Resources Information Center

Math, Hannah; Virgin, Albert E.

The purpose of this study was to examine the academic and social growth of first grade pupils whose teachers received one of the following sources of assistance: (1) information regarding pupil performance on academic and social measures early in the school year, (2) student volunteers who assisted the teacher on a regular basis, and (3) both test…

The Effects of Parental Use of Learning-Style Preference Strategies on Parent and Student Attitudes toward Homework Assistance and Student Academic Self-Perception

ERIC Educational Resources Information Center

Ewings, Stacy

2012-01-01

This study examined parent attitudes when assisting with elementary school students' homework, comparing parents who used learning-style preference strategies with parents who used traditional homework strategies. The study also examined the attitudes toward homework and the academic self-perception of elementary students. Teachers often expect…

Peer Assisted Study Sessions and Student Performance: The Role of Academic Engagement, Student Identity, and Statistics Self-Efficacy

ERIC Educational Resources Information Center

Spedding, Jason; Hawkes, Amy J.; Burgess, Matthew

2017-01-01

The initial year of university is often a sensitive period for new students. Commencing students may lack the necessary skills and resources to adapt to unfamiliar learning environments. One intervention demonstrating academic benefits is Peer Assisted Study Sessions (PASS). PASS is a structured peer led study group where students collectively…

H-index and academic rank in general surgery and surgical specialties in the United States.

PubMed

Ashfaq, Awais; Kalagara, Roshini; Wasif, Nabil

2018-09-01

H-index serves as an alternative to measure academic achievement. Our objective is to study the h-index as a measure of academic attainment in general surgery and surgical specialties. A database of all surgical programs in the United States was created. Publish or Perish software was used to determine surgeons h-index. A total of 134 hospitals and 3712 surgeons (79% male) were included. Overall, mean h-index was 14.9 ± 14.8. H-index increased linearly with academic rank: 6.8 ± 6.4 for assistant professors (n = 1557, 41.9%), 12.9 ± 9.3 for associate professors (n = 891, 24%), and 27.9 ± 17.4 for professors (n = 1170, 31.5%); P < 0.001. Thoracic surgery and surgical oncology had the highest subspecialty mean h-indices (18.7 ± 16.7 and 18.4 ± 17.6, respectively). Surgeons with additional postgraduate degrees, university affiliations and male had higher mean h-indices; P < 0.001. Scatterplot analysis showed a strong correlation between h-index and the number of publications (R2 = 0.817) and citations (R2 = 0.768). The h-index of academic surgeons correlates with academic rank and serves a potential tool to measure academic productivity. Copyright © 2018 Elsevier Inc. All rights reserved.

Are Quantitative Measures of Academic Productivity Correlated with Academic Rank in Plastic Surgery? A National Study.

PubMed

Susarla, Srinivas M; Lopez, Joseph; Swanson, Edward W; Miller, Devin; O'Brien-Coon, Devin; Zins, James E; Serletti, Joseph M; Yaremchuk, Michael J; Manson, Paul N; Gordon, Chad R

2015-09-01

The purpose of this study was to investigate the correlation between quantitative measures of academic productivity and academic rank among full-time academic plastic surgeons. Bibliometric indices were computed for all full-time academic plastic surgeons in the United States. The primary study variable was academic rank. Bibliometric predictors included the Hirsch index, I-10 index, number of publications, number of citations, and highest number of citations for a single publication. Descriptive, bivariate, and correlation analyses were computed. Multiple comparisons testing was used to calculate adjusted associations for subgroups. For all analyses, a value of p < 0.05 was considered significant. The cohort consisted of 607 plastic surgeons across 91 Accreditation Council for Graduate Medical Education-approved programs. Of them, 4.1 percent were instructors/lecturers, 43.7 percent were assistant professors, 22.1 percent were associate professors, 25.7 percent were professors, and 4.4 percent were endowed professors. Mean values were as follows: Hirsch index, 10.2 ± 9.0; I-10 index, 17.2 ± 10.2; total number of publications, 45.5 ± 69.4; total number of citations, 725.0 ± 1448.8; and highest number of citations for a single work, 117.8 ± 262.4. Correlation analyses revealed strong associations of the Hirsch index, I-10 index, number of publications, and number of citations with academic rank (rs = 0.62 to 0.64; p < 0.001). Academic rank in plastic surgery is strongly correlated with several quantitative metrics of research productivity. Although academic promotion is the result of success in multiple different areas, bibliometric measures may be useful adjuncts for assessment of research productivity.

Pathways to Academic Leadership in Plastic Surgery: A Nationwide Survey of Program Directors, Division Chiefs, and Department Chairs of Plastic Surgery.

PubMed

Fishman, Jordan E; Pang, John Henry Y; Losee, Joseph E; Rubin, J Peter; Nguyen, Vu T

2018-06-01

Many aspire to leadership in academic plastic surgery yet there is no well-documented pathway. Information regarding plastic surgery residencies and program directors was obtained from the American Medical Association's FREIDA database. The division chief or department chair (academic head) of every academic plastic surgery program was identified. One Internet-based survey was distributed to academic heads; another, to program directors. Ninety academic heads were identified, 35 of whom also serve as program director. Sixty-seven unique program directors were identified. There was a 51 percent academic head response rate and a 65 percent program director response rate. Academic plastic surgery is overwhelmingly administered by midcareer men. The average program director was appointed at age 45 and has served for 7 years. She or he was trained through the independent track, completed additional training in hand surgery, and is a full professor. She or he publishes two or three peer-reviewed manuscripts per year and spends 9 hours per week in administration. The average academic head was appointed at age 45 and has held the position for 12 years. She or he was trained in the independent model, completed fellowship training, and is a full professor. She or he publishes five peer-reviewed manuscripts per year and spends 12 hours per week involved in administration. Program directors and academic heads serve nonoverlapping roles. Few program directors will advance to the role of academic head. Successful applicants to the program director position often serve as an associate program director and are seen as motivated resident educators. In contrast, those faculty members selected for the academic head role are academically accomplished administrators with business acumen.

Tenure Track Investigator | Center for Cancer Research

Cancer.gov

This position, which is supported with stable financial resources, is the equivalent of Assistant Professor/Associate Professor in an academic department. The Thoracic and Gastrointestinal Oncology Branch (TGIB) is looking for a candidate who will complement our current group of principal investigators focused on thoracic and gastrointestinal (GI) cancers. The candidate is expected to develop a translational research program focused on GI cancers. As such, the candidate will conduct both laboratory-based investigations, as well as develop a clinical program related to work being conducted in his or her laboratory. We encourage outstanding physician scientists investigating any area of GI research to apply. Areas of interest include, but are not limited to, hepatobiliary and colon rectal cancer, and development of novel therapeutics. Candidates may be eligible to join the NCI Liver Cancer Program.

Citation-based Estimation of Scholarly Activity Among Domestic Academic Radiation Oncologists: Five-Year Update.

PubMed

Choi, Mehee; Holliday, Emma B; Jagsi, Reshma; Wilson, Lynn D; Fuller, Clifton D; Thomas, Charles R

2014-03-01

To analyze up-to-date Hirsch index ( h -index) data to estimate the scholarly productivity of academic radiation oncology faculty. Bibliometric citation database searches were performed for radiation oncology faculty at domestic residency-training institutions. Outcomes analyzed included the number of manuscripts, number of citations, and h -index between 1996 and 2012. Analyses of overall h -index rankings with stratification by academic ranking, gender, and departmental faculty size were performed. One thousand thirty-seven radiation oncologists from 87 programs were included. Overall, the mean h -index was 10.8. Among the top 10% by h -index, 38% were chairpersons, all were senior faculty, and 11% were women. As expected, higher h -index was associated with higher academic ranking and senior faculty status. Recursive partitioning analysis revealed an h -index threshold of 20 ( p <0.001) as an identified breakpoint between senior vs. junior faculty. Furthermore, h -index breakpoints of 12 ( p <0.001) and 25 ( p <0.001) were identified between assistant professor vs. associate professor, and associate professor vs. professor levels, respectively. Multivariate analysis identified higher academic ranking, male gender, and larger departmental faculty size as independent variables associated with higher h -index. The current results suggest an overall rise in scholarly citation metrics among domestic academic radiation oncologists, with a current mean h- index of 10.8, vs. 8.5 in 2008. Significant relationships exist between h -index and academic rank, gender, and departmental size. The results offer up-to-date benchmarks for evaluating academic radiation oncologist to the national average and potentially has utility in the process of appointment and promotion decisions.

Academic Buoyancy and Academic Outcomes: Towards a Further Understanding of Students with Attention-Deficit/Hyperactivity Disorder (ADHD), Students without ADHD, and Academic Buoyancy Itself

ERIC Educational Resources Information Center

Martin, Andrew J.

2014-01-01

Background: Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. Aims: This study investigated the…

Community input requested

NASA Astrophysics Data System (ADS)

Fine, Rana A.; Walker, Dan

In June 1996, the National Research Council (NRC) formed the Committee on Major U.S. Oceanographic Research Programs to foster coordination among the large programs (e.g., World Ocean Circulation Experiment, Ocean Drilling Program, Ridge Interdisciplinary Global Experiment, and others) and examine their role in ocean research. In particular, the committee is charged with (1) enhancing information sharing and the coordinated implementation of the research plans of the major ongoing and future programs; (2) assisting the federal agencies and ocean sciences community in identifying gaps, as well as appropriate followon activities to existing programs; (3) making recommendations on how future major ocean programs should be planned, structured and organized; and (4) evaluating the impact of major ocean programs on the understanding of the oceans, development of research facilities, education, and collegiality in the academic community. The activity was initiated at the request of the National Science Foundation (NSF) Division of Ocean Sciences, is overseen by the NRC's Ocean Studies Board (OSB), and is funded by both NSF and the Office of Naval Research.

A Growth Model for Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis

ERIC Educational Resources Information Center

Acquah, Edward H. K.

2010-01-01

Academic program life cycle concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to enrolment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The regression analysis yield…

An Analysis of the Position of Assistant Principal of the Year in Indiana: An Analysis of What Is Really Important

ERIC Educational Resources Information Center

Mercer, Stephen D.

2016-01-01

This work is an analysis of the alignment between schools associated with an Indiana Assistant Principal of the Year, as selected by the Indiana Association of School Principals, and increases in academic performance of those schools on state mandated "high stakes" academic tests. The focus was on school improvement using annual school…

Academic Health Center Management of Chronic Diseases through Knowledge Networks: Project ECHO

PubMed Central

Arora, Sanjeev; Geppert, Cynthia M. A.; Kalishman, Summers; Dion, Denise; Pullara, Frank; Bjeletich, Barbara; Simpson, Gary; Alverson, Dale C.; Moore, Lori B.; Kuhl, Dave; Scaletti, Joseph V.

2013-01-01

The authors describe an innovative academic health center (AHC)-led program of health care delivery and clinical education for the management of complex, common, and chronic diseases in underserved areas, using hepatitis C virus (HCV) as a model. The program, based at the University of New Mexico School of Medicine, represents a paradigm shift in thinking and funding for the threefold mission of AHCs, moving from traditional fee-for-service models to public health funding of knowledge networks. This program, Project Extension for Community Healthcare Outcomes (ECHO), involves a partnership of academic medicine, public health offices, corrections departments, and rural community clinics dedicated to providing best practices and protocol-driven health care in rural areas. Telemedicine and Internet connections enable specialists in the program to comanage patients with complex diseases, using case-based knowledge networks and learning loops. Project ECHO partners (nurse practitioners, primary care physicians, physician assistants, and pharmacists) present HCV-positive patients during weekly two-hour telemedicine clinics using a standardized, case-based format that includes discussion of history, physical examination, test results, treatment complications, and psychiatric, medical, and substance abuse issues. In these case-based learning clinics, partners rapidly gain deep domain expertise in HCV as they collaborate with university specialists in hepatology, infectious disease, psychiatry, and substance abuse in comanaging their patients. Systematic monitoring of treatment outcomes is an integral aspect of the project. The authors believe this methodology will be generalizable to other complex and chronic conditions in a wide variety of underserved areas to improve disease outcomes, and it offers an opportunity for AHCs to enhance and expand their traditional mission of teaching, patient care, and research. PMID:17264693

Ethics, equity, and economics: a primer on women in medicine.

PubMed

Essary, Alison C; Coplan, Bettie

2014-05-01

Women account for more than 70% of physician assistant (PA) students, 62% of practicing PAs, and 57% of faculty in PA programs. About half of all US medical students, 30% of actively practicing physicians, and 37% of faculty at academic medical centers are female. However, women in medicine are paid less than men for equal work effort and achieve fewer leadership positions within academia and medicine. Neglecting the skills and talents of women may lead to a workforce that fails to represent our patient and student populations.

Using tablet assisted Social Stories™ to improve classroom behavior for adolescents with intellectual disabilities.

PubMed

Kim, Mi-Seon; Blair, Kwang-Sun Cho; Lim, Kyoung-Won

2014-09-01

The present study examined the use of tablet assisted Social Stories™ intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up. Copyright © 2014 Elsevier Ltd. All rights reserved.

Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review.

PubMed

Knopf, John A; Hahn, Robert A; Proia, Krista K; Truman, Benedict I; Johnson, Robert L; Muntaner, Carles; Fielding, Jonathan E; Jones, Camara Phyllis; Fullilove, Mindy T; Hunt, Pete C; Qu, Shuli; Chattopadhyay, Sajal K; Milstein, Bobby

2015-01-01

Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985-2003) was supplemented with a Community Guide update (search period 2003-2011). Standardized mean difference. Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.

Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review

PubMed Central

Knopf, John A.; Hahn, Robert A.; Proia, Krista K.; Truman, Benedict I.; Johnson, Robert L.; Muntaner, Carles; Fielding, Jonathan E.; Jones, Camara Phyllis; Fullilove, Mindy T.; Hunt, Pete C.; Qu, Shuli; Chattopadhyay, Sajal K.; Milstein, Bobby

2015-01-01

Context Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. Objective This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Design Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985–2003) was supplemented with a Community Guide update (search period 2003–2011). Main Outcome Measure Standardized mean difference. Results Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. Conclusions OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs. PMID:26062096

Assessing Awareness and Use of Evidence-Based Programs for Cancer Control in Puerto Rico

PubMed Central

Calo, William A.; Fernández, María E.; Rivera, Mirza; Díaz, Elba C.; Correa-Fernández, Virmarie; Pattatucci, Angela; Wetter, David W.

2012-01-01

The Community Cancer Control Outreach Program (CCCOP) is a community-academic partnership aimed at developing and implementing a cancer control outreach, research, and training program in Puerto Rico. The CCCOP surveyed 56 partners to assess their awareness, training needs, and use of resources related to evidence-based programs (EBPs). Despite relatively high levels (70%) of confidence in adopting EBPs, there were low levels of awareness (37%) and use (25%) of existing EBPs resources. Respondents’ who had used EBPs resources were more likely to have positive beliefs about EBPs than nonusers (p<0.05). Training needs were high among respondents and no significant differences were found between those who had and had not used existing EBPs resources. These findings can guide the development of training tools and technical assistance to increase the use of EBPs for Latino audiences. PMID:22528632

Breaking through the glass ceiling: an industrial perspective.

PubMed

Harlander, S K

1996-11-01

Many companies have recognized that the workforce of the future will be significantly more diverse than in the past. A substantial number of these new employees will be women. Industry must create an environment that attracts the best, brightest, and most talented women and provide an environment that empowers them to reach their full potential. Barriers to advancement, such as the real or perceived "glass ceiling," inhibit the individual and ultimately negatively affect the company. Successful companies will recognize that gender diversity is a critical business strategy and implement aggressive programs to assist women in breaking through the glass ceiling. Gender diversity initiatives should include examination of quality of life issues, training and development, organizational policies and practices, and management accountability. Mentoring programs clearly play an important role in gender diversity programs. Personal mentoring experiences in academic and corporate environments, as well as a pilot mentoring program at Land O'Lakes, will be discussed.

Sports Involvement and Academic Achievement: A Study of Malaysian University Athletes

ERIC Educational Resources Information Center

Chuan, Chun Cheng; Yusof, Aminuddin; Shah, Parilah Mohd

2013-01-01

Factors that influence the academic achievement of Malaysian university athletes were investigated using 156 field hockey players from several universities. The relationship between team subculture, parental influence, the learning environment, support systems, financial aid, training factors, academic assistance, socialization, and stress level…

25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

A Longitudinal Daily Diary Study of Family Assistance and Academic Achievement among Adolescents from Mexican, Chinese, and European Backgrounds

ERIC Educational Resources Information Center

Telzer, Eva H.; Fuligni, Andrew J.

2009-01-01

A longitudinal daily diary method was employed to examine the implications of family assistance for the academic achievement of 563 adolescents (53% female) from Mexican (n = 217), Chinese (n = 206), and European (n = 140) backgrounds during the high school years (mean age 14.9 years in 9th grade to 17.8 years in 12th grade). Although changes in…

A Growth Model for the Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis. IR Applications, Volume 33

ERIC Educational Resources Information Center

Acquah, Edward H. K.

2012-01-01

The academic program life cycle (APLC) concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to annual enrollment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The…

Multiple impacts of an intergenerational program in Japan: Evidence from the Research on Productivity through Intergenerational Sympathy Project.

PubMed

Yasunaga, Masashi; Murayama, Yoh; Takahashi, Tomoya; Ohba, Hiromi; Suzuki, Hiroyuki; Nonaka, Kumiko; Kuraoka, Masataka; Sakurai, Ryota; Nishi, Mariko; Sakuma, Naoko; Kobayashi, Erika; Shinkai, Shoji; Fujiwara, Yoshinori

2016-03-01

Compelling evidence supporting the benefits of social engagement in older adults has been increasingly discussed. However, knowledge regarding an intergenerational program is limited. Herein, we provide a targeted review of intergenerational programs by focusing on our novel interventional program, Research on Productivity through Intergenerational Sympathy. The Research on Productivity through Intergenerational Sympathy program is an intergenerational picture-book reading program launched in 2004. Participants were involved a 3-month intensive weekly training seminar comprising classes about book selection, reading techniques and basic knowledge of children's school life. Subsequently, they participated in group activities that involved playing a hand game, and reading picture books to children at kindergartens, elementary schools and public childcare centers, once every 1-2 weeks. The Research on Productivity through Intergenerational Sympathy program has shown improvement of physical and psychological functioning of older adults and healthy upbringing of children. Similarly, Experience Corps - designed to train and place volunteers in participating elementary schools for an academic year during which time they assist teachers - also showed positive effects for older adults' health status and the psychological/academic success of young children in the USA. Health promotion efforts for older adults must support social policy for the creation of meaningful service programs for older adults on a large social scale. As such, an intergenerational program based on the concept of social capital, defined as "features of social organization, such as trust, norms and networks, that can improve the efficacy of society by facilitating coordinated actions," is an effective and sustainable program for health promotion among older adults. © 2016 Japan Geriatrics Society.

Early Career Academic Perceptions, Attitudes and Professional Development Activities: Questioning the Teaching and Research Gap to Further Academic Development

ERIC Educational Resources Information Center

Matthews, Kelly E.; Lodge, Jason M.; Bosanquet, Agnes

2014-01-01

Early career academia is a challenging time, particularly as academics are facing increasing pressures to excel across a range of areas. Boyer argued for the "true scholar" versed in the overlapping areas of scholarship in research, teaching, integration and engagement. Academic developers have an important role to play in assisting the…

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

ERIC Educational Resources Information Center

Dickenson, Don

2006-01-01

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

Interservice Physician Assistant Program: Educators for an Expanding Profession.

PubMed

Brock, Douglas M; Orrahood, Scott A; Cooper, Christopher K; Alvitre, John J; Tozier, William

2017-10-01

The number of physician assistant (PA) programs has increased exponentially across the past decade, and the demand for PAs will likely remain strong through 2025. Because of this rapid growth, both new and established PA programs face significant challenges in recruiting experienced educators. We describe the value of using PAs trained through the Interservice Physician Assistant Program (IPAP) as civilian PA educators. The literature on IPAP and its graduates proved too limited to conduct a formal systematic review. We searched the PubMed and Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases for works speaking to the value that IPAP-trained PAs may bring to civilian PA training. Those findings were supplemented with informal conversations with IPAP-trained PAs currently employed in the military and those working in civilian PA education. Themes were identified supporting the potential value of IPAP-trained PAs in civilian training. Military PAs work within hierarchical organizations and may transition easily to academic settings. They leave military service not only as highly trained and proficient primary care providers but also as experienced educators. Military PAs must demonstrate professionalism across their entire military careers. They serve as leaders and work in teams, but they are also experienced in negotiating up chains of command. They are trained in and apply the latest innovations in health care delivery and have provided care with a degree of autonomy uncommon in civilian PA practice. The PAs trained through IPAP leave the service with skills and experiences valuable to civilian PA training. Employing these PAs in civilian education honors their service contributions while addressing emerging PA educator workforce demands.

Dissemination of Technology to Evaluate Healthy Food Incentive Programs.

PubMed

Freedman, Darcy A; Hunt, Alan R; Merritt, Katie; Shon, En-Jung; Pike, Stephanie N

2017-03-01

Federal policy supports increased implementation of monetary incentive interventions for chronic disease prevention among low-income populations. This study describes how a Prevention Research Center, working with a dissemination partner, developed and distributed technology to support nationwide implementation and evaluation of healthy food incentive programming focused on Supplemental Nutrition Assistance Program recipients. FM Tracks, an iOS-based application and website, was developed to standardize evaluation methods for healthy food incentive program implementation at direct-to-consumer markets. This evaluation examined diffusion and adoption of the technology over 9 months (July 2015-March 2016). Data were analyzed in 2016. FM Tracks was disseminated to 273 markets affiliated with 37 regional networks in 18 states and Washington, DC. All markets adopted the sales transaction data collection feature, with nearly all recording at least one Supplemental Nutrition Assistance Program (99.3%) and healthy food incentive (97.1%) transaction. A total of 43,493 sales transactions were recorded. By the ninth month of technology dissemination, markets were entering individual sales transactions using the application (34.5%) and website (29.9%) and aggregated transactions via website (35.6%) at similar rates. Use of optional evaluation features like recording a customer ID with individual transactions increased successively with a low of 22.2% during the first month to a high of 69.2% in the ninth month. Systematic and widely used evaluation technology creates possibilities for pragmatic research embedded within ongoing, real-world implementation of food access interventions. Technology dissemination requires supportive technical assistance and continuous refinement that can be advanced through academic-practitioner partnerships. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

An assessment of burnout in graduate assistant certified athletic trainers.

PubMed

Mazerolle, Stephanie M; Monsma, Eva; Dixon, Colin; Mensch, James

2012-01-01

Graduate assistant athletic trainers (GAATs) must balance the demands of clinical care and the academic load of graduate-level students. To examine burnout among GAATs with clinical assistantships at National Collegiate Athletic Association (NCAA) Division I institutions and to identify the personal and situational variables that are related to burnout. Cross-sectional study. Division I universities offering graduate assistantship programs. Two hundred one GAATs enrolled at NCAA Division I universities with graduate assistantship positions. The Athletic Training Burnout Inventory, which assesses stress and burnout among ATs through 4 constructs: emotional exhaustion and depersonalization, administrative responsibility, time commitment, and organizational support. The 6-point Likert scale is anchored by 1 (never true) and 6 (always true). The GAATs who traveled with athletic teams (4.051 ± 0.895) and those who provided classroom instruction (4.333 ± 1.16) reported higher levels of stress due to time commitment than those who did not travel (3.713 ± 1.22) or teach (3.923 ± 0.929). We also found a difference in administrative responsibility across clinical settings (F(6,194) = 3.507, P = .003). The results showed that GAATs in NCAA Division I clinical settings (44.55 ± 13.17 hours) worked more hours than those in NCAA Division III clinical settings (33.69 ± 12.07 hours) and those in high school settings (30.51 ± 9.934 hours). Graduate assistant ATs are at risk for burnout because of the time necessary to complete their clinical and academic responsibilities and their additional administrative responsibilities. Graduate assistants who work in the Division I clinical setting are at greater risk for burnout than those in the secondary school setting because of the large number of hours required.

Technology and Information Tool Preferences of Academics in the Field of Anaesthesiology

PubMed Central

Akkaya, Akcan; Bilgi, Murat; Demirhan, Abdullah; Kurt, Adem Deniz; Tekelioğlu, Ümit Yaşar; Akkaya, Kadir; Koçoğlu, Hasan; Tekçe, Hikmet

2014-01-01

Objective Researchers use a large number of information technology tools from the beginning until the publication of a scientific study. The aim of the study is to investigate the technology and data processing tool usage preferences of academics who produce scientific publications in the field of anaesthesiology. Methods A multiple-choice survey, including 18 questions regarding the use of technology to assess the preferences of academicians, was performed. Results PubMed has been the most preferred article search portal, and the second is Google Academic. Medscape has become the most preferred medical innovation tracking website. Only 12% of academicians obtain a clinical trial registration number for their randomized clinical research. In total, 28% of respondents used the Consolidated Standards of Reporting Trials checklist in their clinical trials. Of all participants, 21% was using Dropbox and 9% was using Google-Drive for sharing files. Google Chrome was the most preferred internet browser (32.25%) for academic purposes. English language editing service was obtained from the Scribendi (21%) and Textcheck (12%) websites. Half of the academics were getting help from their specialist with a personal relationship, 27% was doing it themselves, and 24% was obtaining professional assistance for statistical requirements. Sixty percent of the participants were not using a reference editing program, and 21% was using EndNote. Nine percent of the academics were spending money for article writing, and the mean cost was 1287 Turkish Liras/year. Conclusion Academics in the field of anaesthesiology significantly benefit from technology and informatics tools to produce scientific publications. PMID:27366448

The research impact of school psychology faculty.

PubMed

Watkins, Marley W; Chan-Park, Christina Y

2015-06-01

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

Strengthening Academic Advising by Developing a Normative Theory

ERIC Educational Resources Information Center

Himes, Hilleary A.

2014-01-01

Discussions on academic advising theory have centered on application from many disciplines; however, academic advising is unlike any other field, and therefore, theories from other disciplines do not correspond with all of the unique goals of advising: assisting students in understanding the meaning of higher education, supporting students in…

Academic Achievement and Emotional Status of Children with ADHD Treated with Long-Term Methylphenidate and Multimodal Psychosocial Treatment

ERIC Educational Resources Information Center

Hechtman, Lily; Abikoff, Howard; Klein, Rachel G.; Weiss, Gabrielle; Respitz, Chara; Kouri, Joan; Blum, Carol; Greenfield, Brian; Etcovitch, Joy; Fleiss, Karen; Pollack, Simcha

2004-01-01

Objective: To test the hypothesis that intensive multimodal psychosocial intervention (that includes academic assistance and psychotherapy) combined with methylphenidate significantly enhances the academic performance and emotional status of children with attention-deficit/hyperactivity disorder (ADHD) compared with methylphenidate alone and with…

Researchers' Expectations Regarding the Online Presence of Academic Libraries

ERIC Educational Resources Information Center

Mierzecka, Anna; Kisilowska, Malgorzata; Suminas, Andrius

2017-01-01

The article reports the results of a survey conducted among the Polish and Lithuanian academics concerning their information needs and expectations regarding academic library websites. The survey was realized using the technique of Computer-Assisted Web Interviewing (CAWI) on a group of scholars representing sciences and humanities or social…

The Impact of Supplemental Instruction on Learning Competence and Academic Performance

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2010-01-01

This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and…

An Examination of the Relationship between SkillsUSA Student Contest Preparation and Academics

ERIC Educational Resources Information Center

Threeton, Mark D.; Pellock, Cynthia

2010-01-01

Career and Technical Student Organizations (CTSOs) assert they are assisting students in developing leadership, teamwork, citizenship, problem solving, communication, and academic skills for workplace success, but with limited research on their outcomes, are these empty claims? With integration of academics being a major Career and Technical…

Ownership & Authorship of Collaborative Academic Work. CAUT Intellectual Property Advisory. Number 2

ERIC Educational Resources Information Center

Canadian Association of University Teachers, 2008

2008-01-01

The purpose of this advisory is to assist academic staff members in avoiding conflict over ownership and authorship rights in collaborative academic work. When students, professors, librarians and other researchers work together in teams, they can create fundamental advances in knowledge. Unfortunately, these arrangements are also generating…

Military and academic programs outperform community programs on the American Board of Surgery Examinations.

PubMed

Falcone, John L; Charles, Anthony G

2013-01-01

There is a paucity of American Board of Surgery (ABS) Qualifying Examination (QE) and Certifying Examination (CE) outcomes comparing residency programs by academic, community, or military affiliation. We hypothesize that the larger academic programs will outperform the smaller community programs. In this retrospective study from 2002 to 2012, examination performance on the ABS QE and CE were obtained from the ABS for all of the general surgery residency programs. Programs were categorized by academic, community, and military affiliation. Both nonparametric and parametric statistics were used for comparison, using an α = 0.05. There were 137/235 (58.3%) academic programs, 90/235 (38.3%) community programs, and 8/235 (3.4%) military programs that satisfied inclusion criteria for this study. The Mann-Whitney U tests showed that the military programs outperformed academic and community programs on the ABS QE and the ABS CE, and had a higher proportion of examinees passing both examinations on the first attempt (all p≤0.02). One-tailed Student t-tests showed that academic programs had higher pass rates than community programs on the ABS QE (85.4%±9.5% vs. 81.9%±11.5%), higher pass rates on the ABS CE (83.6%±8.3% vs. 80.6%±11.0%), and a higher proportion of examinees passing both examinations on the first attempt (0.73±0.12 vs. 0.68±0.15) (all p≤0.01). The chi-square and Fisher exact tests showed that examinees performed highest in military programs, followed by academic programs, and lowest in community programs on the ABS QE and ABS CE (all p≤ 0.01). Military programs have the highest degrees of success on all of the ABS examinations. Academic programs outperform community programs. These results have the potential to affect application patterns to established general surgery residency programs. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Lessons from a local government unit - health academic partnership.

PubMed

Paterno, Elizabeth R

2007-08-01

The devolution of health services from the Department of Health to the Local Government Unit in the Philippines in 1992 led to the deterioration of the management of local health services. The UP College of Medicine (UPCM) has forged a partnership with a Local Government Unit of a rural municipality to implement a community based health program geared towards the development of local health systems. Program objectives were: (1) to provide learning opportunities for UPCM faculty, medical residents and students in community medicine; and (2) to assist communities develop their health systems. In July, 2004, the UPCM jointly drafted a municipal health plan with its partner municipality. Before the actual planning session, the rural health midwives were assisted by the UPCM students in determining the health needs of their communities and in drafting community health plans. The plans were then presented by the midwives in a 2-day planning workshop, and became the basis of the municipal health plan. The outcome of the workshop was the first municipal health plan that this health office had drafted. Main outcomes from the implementation of the plan included the organization of the Local Health Board, improved health service provision by the municipal health office, active health committees in selected villages and better learning opportunities for medical residents and interns. Colleges of Medicine in the Philippines can and should play a role in the development of local health systems within the overall framework of Alma Ata Primary Health Care. National health planners should seriously consider this role of the health academe.

Medical school and residency influence on choice of an academic career and academic productivity among neurosurgery faculty in the United States. Clinical article.

PubMed

Campbell, Peter G; Awe, Olatilewa O; Maltenfort, Mitchell G; Moshfeghi, Darius M; Leng, Theodore; Moshfeghi, Andrew A; Ratliff, John K

2011-08-01

Factors determining choice of an academic career in neurological surgery are unclear. This study seeks to evaluate the graduates of medical schools and US residency programs to determine those programs that produce a high number of graduates remaining within academic programs and the contribution of these graduates to academic neurosurgery as determined by h-index valuation. Biographical information from current faculty members of all accredited neurosurgery training programs in the US with departmental websites was obtained. Any individual who did not have an American Board of Neurological Surgery certificate (or was not board eligible) was excluded. The variables collected included medical school attended, residency program completed, and current academic rank. For each faculty member, Web of Science and Scopus h-indices were also collected. Ninety-seven academic neurosurgery departments with 986 faculty members were analyzed. All data regarding training program and medical school education were compiled and analyzed by center from which each faculty member graduated. The 20 medical schools and neurosurgical residency training programs producing the greatest number of graduates remaining in academic practice, and the respective individuals' h-indices, are reported. Medical school graduates of the Columbia University College of Physicians and Surgeons chose to enter academics the most frequently. The neurosurgery training program at the University of Pittsburgh produced the highest number of academic neurosurgeons in this sample. The use of quantitative measures to evaluate the academic productivity of medical school and residency graduates may provide objective measurements by which the subjective influence of training experiences on choice of an academic career may be inferred. The top 3 residency training programs were responsible for 10% of all academic neurosurgeons. The influence of medical school and residency experiences on choice of an academic career may be significant.

Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

PubMed

Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

2017-07-26

This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

Persistence of physics and engineering students via peer mentoring, active learning, and intentional advising

NASA Astrophysics Data System (ADS)

McCavit, K.; Zellner, N. E. B.

2016-11-01

Albion College, a private, undergraduate-only, liberal arts college in Michigan, USA, has developed and implemented a low-cost peer-mentoring programme that blends personal and academic support to help students achieve academic success in the introductory courses required for the Physics Major or the Dual-Degree Program in Engineering. This enhanced mentoring programme provides much-needed assistance for undergraduate students to master introductory physics and mathematics coursework, to normalise the struggle of learning hard material, and to accept their identity as physics or engineering students (among other goals). Importantly, this programme has increased retention among entering science, technology, engineering and mathematics students at Albion College as they move through the introductory classes, as shown by a 20% increase in retention from first-semester to third-semester physics courses compared to years when this programme was not in place.

Perspectives on statistics education: observations from statistical consulting in an academic nursing environment.

PubMed

Hayat, Matthew J; Schmiege, Sarah J; Cook, Paul F

2014-04-01

Statistics knowledge is essential for understanding the nursing and health care literature, as well as for applying rigorous science in nursing research. Statistical consultants providing services to faculty and students in an academic nursing program have the opportunity to identify gaps and challenges in statistics education for nursing students. This information may be useful to curriculum committees and statistics educators. This article aims to provide perspective on statistics education stemming from the experiences of three experienced statistics educators who regularly collaborate and consult with nurse investigators. The authors share their knowledge and express their views about data management, data screening and manipulation, statistical software, types of scientific investigation, and advanced statistical topics not covered in the usual coursework. The suggestions provided promote a call for data to study these topics. Relevant data about statistics education can assist educators in developing comprehensive statistics coursework for nursing students. Copyright 2014, SLACK Incorporated.

New Century Scholars: A Mentorship Program to Increase Workforce Diversity in Academic Pediatrics.

PubMed

Pachter, Lee M; Kodjo, Cheryl

2015-07-01

This article describes a program aimed to increase workforce diversity and underrepresented minority (URM) representation in academic pediatric medicine. The New Century Scholars (NCScholars) program is a core program in the Academic Pediatric Association, the largest national organization for academic pediatric generalists. The program selects URM pediatric (or medicine-pediatrics) residents who are interested in academic careers and provides each NCScholar with a junior and senior mentor, as well as travel grants to the Pediatric Academic Societies annual meeting where activities specific to the program are held, and provides ongoing mentorship and career counseling support.The authors discuss the origination, operation, and changes to the program over the first 10 years of its existence, as well as outcome data for the participants in the program. To date, 60 of the 63 NCScholars have finished residency and/or have made postresidency plans, and 38 of these URM pediatricians (63%) have entered academic careers. The authors suggest that this type of mentorship program for URM pediatric trainees can be used as a model for other specialties and medical organizations.

Promoting Resilience in New Perioperative Nurses.

PubMed

Stephens, Teresa M; Smith, Pamela; Cherry, Caitlin

2017-03-01

New nursing graduates experience many challenges when transitioning from the academic environment to the practice setting. For many, the period of transition from student to employee is less than optimal, with many still experiencing reality shock, cognitive dissonance, and theory-practice gaps. The Stephens Model of Nursing Student Resilience addresses the unique issues faced by new graduate nurses to assist them in developing healthy coping strategies and to promote resilience. This model forms the basis of the RN Personal Resilience Enhancement Plan, a supplemental onboarding program created to assist new nurses in confidently facing challenges encountered during orientation and successfully moving forward as nursing professionals. This article describes the concept of resilience and explains how to link the RN Personal Resilience Enhancement Plan to the onboarding process in the perioperative setting. Copyright © 2017 AORN, Inc. Published by Elsevier Inc. All rights reserved.

Project development teams: a novel mechanism for accelerating translational research.

PubMed

Sajdyk, Tammy J; Sors, Thomas G; Hunt, Joe D; Murray, Mary E; Deford, Melanie E; Shekhar, Anantha; Denne, Scott C

2015-01-01

The trend in conducting successful biomedical research is shifting from individual academic labs to coordinated collaborative research teams. Teams of experienced investigators with a wide variety of expertise are now critical for developing and maintaining a successful, productive research program. However, assembling a team whose members have the right expertise requires a great deal of time and many resources. To assist investigators seeking such resources, the Indiana Clinical and Translational Sciences Institute (Indiana CTSI) created the Project Development Teams (PDTs) program to support translational research on and across the Indiana University-Purdue University Indianapolis, Indiana University, Purdue University, and University of Notre Dame campuses. PDTs are multidisciplinary committees of seasoned researchers who assist investigators, at any stage of research, in transforming ideas/hypotheses into well-designed translational research projects. The teams help investigators capitalize on Indiana CTSI resources by providing investigators with, as needed, mentoring and career development; protocol development; pilot funding; institutional review board, regulatory, and/or nursing support; intellectual property support; access to institutional technology; and assistance with biostatistics, bioethics, recruiting participants, data mining, engaging community health, and collaborating with other investigators.Indiana CTSI leaders have analyzed metrics, collected since the inception of the PDT program in 2008 from both investigators and team members, and found evidence strongly suggesting that the highly responsive teams have become an important one-stop venue for facilitating productive interactions between basic and clinical scientists across four campuses, have aided in advancing the careers of junior faculty, and have helped investigators successfully obtain external funds.

Academic Programs in Alternative Education: An Overview

ERIC Educational Resources Information Center

Ruzzi, Betsy Brown; Kraemer, Jacqueline

2006-01-01

This paper, second in a series of papers on alternative education, examines the academic programming in alternative education programs by reviewing the literature specifically focused on the academic programs in alternative education and summarizing a survey of fifteen alternative education programs. It suggests options for further research on…

A pilot project of an online cross-age tutoring program: crescent school virtual learning (vLearning).

PubMed

Chow, Ronald

2016-11-01

Traditional classroom teaching is the standard of education. However, there may be some students who feel uncomfortable approaching their teachers and may feel more at ease if they ask for assistance from their peers. There are two types of student-to-student tutoring methods that are supplements to classroom learning: peer tutoring between same-age students and cross-age tutoring between different-age children. Cross-age tutoring programs in which the tutor is 2-3 years older than the tutee have been reported to be more effective than those between same-age students in promoting student responsibility, empowerment and academic performance. A pilot online cross-age tutoring program was launched in September 2014 at Crescent School. A new website was designed, created and implemented with the permission and regular monitoring of the Student Services faculty for the online program - Crescent School Virtual Learning (vLearning). The program was well received and will undergo evaluation in the future.

Safe Patient Handling and Mobility: Development and Implementation of a Large-Scale Education Program.

PubMed

Lee, Corinne; Knight, Suzanne W; Smith, Sharon L; Nagle, Dorothy J; DeVries, Lori

This article addresses the development, implementation, and evaluation of an education program for safe patient handling and mobility at a large academic medical center. The ultimate goal of the program was to increase safety during patient mobility/transfer and reduce nursing staff injury from lifting/pulling. This comprehensive program was designed on the basis of the principles of prework, application, and support at the point of care. A combination of online learning, demonstration, skill evaluation, and coaching at the point of care was used to achieve the goal. Specific roles and responsibilities were developed to facilitate implementation. It took 17 master trainers, 88 certified trainers, 176 unit-based trainers, and 98 coaches to put 3706 nurses and nursing assistants through the program. Evaluations indicated both an increase in knowledge about safe patient handling and an increased ability to safely mobilize patients. The challenge now is sustainability of safe patient-handling practices and the growth and development of trainers and coaches.

Process Improvement: Addressing Attrition from the Uniformed Services University of the Health Sciences Nurse Anesthesia Program.

PubMed

Wilson, John Tyler; Gibbons, Susanne W; Wofford, Kenneth

2015-10-01

This retrospective cohort study examined the Uniformed Services University of the Health Sciences Registered Nurse Anesthesia program to identify reasons for high attrition rates. Relevant data were examined for 180 students enrolled in classes from 2005 through 2011. During that period, 40 students were dismissed or disenrolled, with the highest attrition rate (35%) occurring in the class of 2010. Evidence from this investigation indicates students who completed the program were younger, earned higher grade point averages while completing their undergraduate bachelor of science in nursing, and achieved higher analytic and total Graduate Record Examination scores than did students who withdrew or were dismissed. Gender differences were noted, as a greater proportion of women completed the program compared with men. Personal, family, and other issues frequently overlapped, with academic performance problems leading to attrition. Based on these findings, a number of important changes were made in the admission process to the USUHS RNA program and in the nonacademic mentoring and assistance offered to students.

The Influence of an Academic Pharmacy Mentorship Program on Mentees' Commitment to Pursue an Academic Career.

PubMed

Sierra, Caroline M; Adams, Jennifer

2017-02-25

The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees' attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy.

The Influence of an Academic Pharmacy Mentorship Program on Mentees’ Commitment to Pursue an Academic Career

PubMed Central

Sierra, Caroline M.

2017-01-01

The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees’ attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart* Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy. PMID:28289293

Contributions of Academic Emergency Medicine Programs to U.S. Health Care: Summary of the AAAEM-AACEM Benchmarking Data.

PubMed

Reznek, Martin A; Scheulen, James J; Harbertson, Cathi A; Kotkowski, Kevin A; Kelen, Gabor D; Volturo, Gregory A

2018-04-01

The societal contribution of emergency care in the United States has been described. The role and impact of academic emergency departments (EDs) has been less clear. Our report summarizes the results of a benchmarking effort specifically focused on academic emergency medicine (EM) practices. From October through December 2016, the Academy of Academic Administrators of Emergency Medicine (AAAEM) and the Association of Academic Chairs of Emergency Medicine (AACEM) jointly administered a benchmarking survey to allopathic, academic departments and divisions of emergency medicine. Participation was voluntary and nonanonymous. The survey queried various aspects of the three components of the tripartite academic mission: clinical care, education and research, and faculty effort and compensation. Responses reflected a calendar year from July 1, 2015, to June 30, 2016. Of 107 eligible U.S. allopathic, academic departments and divisions of emergency medicine, 79 (74%) responded to the survey overall, although individual questions were not always answered by all responding programs. The 79 responding programs reported 6,876,189 patient visits at 97 primary and affiliated academic clinical sites. A number of clinical operations metrics related to the care of these patients at these sites are reported in this study. All responding programs had active educational programs for EM residents, with a median of 37 residents per program. Nearly half of the overall respondents reported responsibility for teaching medical students in mandatory EM clerkships. Fifty-two programs reported research and publication activity, with a total of $129,494,676 of grant funding and 3,059 publications. Median faculty effort distribution was clinical effort, 66.9%; education effort, 12.7%; administrative effort, 12.0%; and research effort, 6.9%. Median faculty salary was $277,045. Academic EM programs are characterized by significant productivity in clinical operations, education, and research. The survey results reported in this investigation provide appropriate benchmarking for academic EM programs because they allow for comparison of academic programs to each other, rather than nonacademic programs that do not necessarily share the additional missions of research and education and may have dissimilar working environments. © 2017 by the Society for Academic Emergency Medicine.

Dedicated training in adult education among otolaryngology faculty.

PubMed

McMains, Kevin C; Peel, Jennifer

2014-12-01

Most faculty members undergo ad hoc training in education. This survey was developed to assess the prevalence and type of dedicated training in education received by academic otolaryngology-head and neck surgery (OTO-HNS) faculty in the United States. Survey. An 11-item survey was developed to assess the prevalence of dedicated instruction in education theory and practice, the types of instruction received, and the barriers to receiving instruction. The survey was sent to all OTO-HNS program directors for distribution among their respective faculty. A total of 216 responses were received. Seventy respondents (32.7%) serve as program director, associate program director, or assistant program director in their respective programs. Forty-six respondents (21.8%) had received dedicated training in education. Of the respondents who described the type of education training received, 48.7% participated in didactics/seminar, 35.9% in degree/certificate programs, 10.3% in multimodality training, and 5.1% online training. Among the barriers encountered to participation in instruction in education, time/productivity pressures was the most commonly cited reason (60.2%), followed by not knowing about the opportunity to receive training (36.4%), lack of departmental support (26.2%), lack of available training (22.3%), and the perception that such training would not be useful (7.8%). Presently, only a minority of surveyed academic otolaryngologists in the United States have received any dedicated instruction in the theory and practice of education. Personal, departmental, and institutional barriers exist in many practice environments that hinder otolaryngology faculty from participating in education training. N/A. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

Required Academic Proficiency (RAP) Program: Final Report.

ERIC Educational Resources Information Center

Ronacher, Karl; And Others

The Required Academic Proficiency (RAP) program was established by the Houston (Texas) Independent School District to reduce and remediate the academic failure of students. The purpose of the RAP program was twofold: (1) to provide supplemental instruction to students identified as being at risk of failing academic subjects; and (2) to provide…

34 CFR 668.3 - Academic year.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Academic year. 668.3 Section 668.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this...

Academic Computing at Florida A&M University. A Case Study.

ERIC Educational Resources Information Center

Hunter, Beverly; Kearsley, Greg

This case study is one of a series on academic computing at minority institutions which is designed to assist educators at other such institutions in identifying academic computing needs, establishing realistic goals, organizing a staff, and selecting materials. Following a brief description of the purpose and background of the overall study, the…

Academic help seeking: theory and strategies for nursing faculty.

PubMed

Lee, Carolyn J

2007-10-01

This article examines the topic of academic student help seeking and its significance to nursing faculty. Content includes definitions of help seeking, pertinent theory and research on the influence of individual and environmental factors on academic help-seeking behaviors, and suggested strategies in assisting undergraduate nursing students in help seeking endeavors.

A Psychoeducational Group Model to Build Academic Competence in New Middle School Students

ERIC Educational Resources Information Center

Brannigan, Michael

2007-01-01

Students entering middle school are faced with many challenges and opportunities. School counselors can optimally assist them in their journey through academic development by providing skill building experiences. With study skills and the ability to self-advocate, students can build a solid foundation upon which confidence and academic performance…

Educating educators about alcoholism and drug addiction: the role of employee assistance programmes.

PubMed

Van den Bergh, N

1990-01-01

The historical development of employee assistance programmes (EAPs) from occupational alcoholism programmes is outlined. Services for the three prevention levels of a 'broad brush' programme are described. The 'at-risk' characteristics of academia in potentiating alcoholism and addiction are noted, including several intrinsic characteristics of academics which could predispose to substance abuse. Ways in which EAPs enhance organizational goals are noted and several crucial steps in designing an academic EAP are suggested.

Pediatric injury prevention programs: Identifying markers for success and sustainability.

PubMed

Chaudhary, Sofia; Pomerantz, Wendy J; Miller, Beverly; Pan, Anqi; Agarwal, Maneesha

2017-11-01

Injury is the leading cause of death in children. Although many pediatric hospitals and trauma centers provide injury prevention (IP) programming, there is no national standard. This study aims to identify characteristics of a sustainable and successful IP program by querying programs affiliated with the Injury Free Coalition for Kids (IFCK). The IFCK sites were sent a 30-question survey via e-mail. Questions focused on demographics, scope of IP activities, self-efficacy, and outcome measures including finances, academic productivity, and legislative advocacy. Counts and frequencies were calculated and compared using χ tests. The survey was completed by 38 (90.4%) of 42 sites. The majority were associated with a freestanding children's hospital (57.9%) and Level I pediatric trauma center (86.8%). Most programs (79%) had at least one dedicated full-time equivalent (FTE) staff. Research was most common on child passenger safety and teen driving. Nearly 30% of programs offered educational curricula to health care providers; these sites were more likely to have FTE support (p = 0.036). Steady sources of funding were identified for 60.5% of programs, with 47.8% citing their hospital as the primary source; 73% of respondents were confident in their program's capacity to sustain activities; these were more likely to be larger programs (p = 0.001) with steady sources of funding (p < 0.001). Despite 73.7% of sites having academic affiliations, 60.5% had 5 or fewer publications over the previous 5 years. In the prior 2 years, 55.3% of programs impacted legislative or policy changes. Funding, size of program, and FTE had no statistical correlation with research productivity or number of legislative/policy contributions. This study characterizes the variation among pediatric IP programs within IFCK sites, while highlighting the association between financial and FTE support from programs' institutions with sustainable IP programming. These results can assist programs in identifying differences in relation to their peers.

Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea.

PubMed

Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

2014-10-15

To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists' perceptions of preceptorship. We surveyed a convenience sample of 200 community pharmacists who graduated from a 4-year program who were participating in a continuing education program for clinical pharmacy as organized by the Daejeon branch of the Korea Pharmaceutical Association in 2011. Twenty-one questions were asked about the academic gap, needs for an education program, preceptorship, and medication therapy management services. International precedents were examined through a literature review to glean ideas of how to bridge the academic gap between the 4- and 6-year programs. In total, 132 pharmacists answered the survey (return rate=66.0%). The survey findings included problems caused by the academic gap, high need for an adequate education program, low acceptability of preceptorship, and the possibility of medication therapy management services. US-based, non-traditional PharmD programs and new curriculum-support training in Japan provided examples of how the academic gap has been successfully bridged. Nationwide efforts and government support are urgently required to close the academic gap, and experiential education should be included in transitional programs for 4-year pharmacy program pharmacists.

Chief of Residents for Quality Improvement and Patient Safety: A Recipe for a New Role in Graduate Medical Education.

PubMed

Ferraro, Kelly; Zernzach, Randall; Maturo, Stephen; Nagy, Christopher; Barrett, Rebecca

2017-03-01

The San Antonio Uniformed Services Health Education Consortium (SAUSHEC) is the largest group of residency programs in the Department of Defense. In an effort to provide improved Quality Improvement and Patient Safety (QI/PS) training for its residents, SAUSHEC created the position of Chief of QI/PS for Residents in the academic year 2014-2015. The Chief of QI/PS for Residents was based in the Internal Medicine residency program but also assisted with SAUSHEC-wide QI/PS projects. This is the first such job in the Department of Defense. Here, we detail the accomplishments during this first academic year, including the alignment of the job with the stated QI/PS-related goals of the Accreditation Council for Graduate Medical Education Clinical Learning Environment Review. Efforts focused within the Internal Medicine residency program included QI/PS curriculum development, improvement upon monthly morbidity and mortality (M&M) conferences, and facilitating resident participation in QI projects. The 2014-2015 academic year Internal Medicine residency QI/PS project focused on increasing comfort and discussions with patients regarding advance directives; this also served to emphasize the humanistic side of potential QI/PS projects. The Chief of QI/PS for Residents also spearheaded hospital-wide initiatives, including the creation of a quarterly hospital-wide M&M conference, coordinating resident involvement in QI/PS-related committees, and facilitating feedback of patient safety report responses to trainees. We focus on the portion of the QI/PS curriculum involving the presentation of a mock Root Cause Analysis (RCA) and provide the results of a pre- and postpresentation survey of resident knowledge of RCAs. In order to quantify the efforts over the entire academic year, we also report the results of a resident self-assessment of QI/PS aptitude and competencies, including changes in these measures over the academic year. Finally, we discuss challenges faced and outline future goals for the position. The SAUSHEC Chief of QI/PS for Residents is the first such designated position in the Department of Defense. As QI/PS continues to increase as a focus area for physician training, we anticipate that other programs will create similar positions. We provide ideas for how a Chief of QI/PS for Residents can be involved at a program and hospital-wide level and quantify the success of different efforts. Reprint & Copyright © 2017 Association of Military Surgeons of the U.S.

IMAGES: An interactive image processing system

NASA Technical Reports Server (NTRS)

Jensen, J. R.

1981-01-01

The IMAGES interactive image processing system was created specifically for undergraduate remote sensing education in geography. The system is interactive, relatively inexpensive to operate, almost hardware independent, and responsive to numerous users at one time in a time-sharing mode. Most important, it provides a medium whereby theoretical remote sensing principles discussed in lecture may be reinforced in laboratory as students perform computer-assisted image processing. In addition to its use in academic and short course environments, the system has also been used extensively to conduct basic image processing research. The flow of information through the system is discussed including an overview of the programs.

Examining causes of the urban (inner city) asthma epidemic: Implementing new management strategies

PubMed Central

2016-01-01

Asthma in the inner city contributes to high morbidity and mortality, and, in school children, reduced school attendance and alteration in academic performance. There is a need to improve asthma care in the inner city by reducing asthma exacerbations. Methods are currently available to predict and prevent seasonal exacerbations of asthma. In addition, new medications are being developed that will be effective in improving pulmonary function and reducing asthma exacerbations. School-centered asthma programs can also be helpful to assist children and clinicians in applying asthma treatment plans and assuring optimal adherence to these plans. PMID:26831839

Leadership Qualities of Assistant/Associate Directors.

ERIC Educational Resources Information Center

Bailey, Martha J.

1992-01-01

Describes job responsibilities of assistant/associate library directors. Changes affecting libraries as a result of automation and their impact on management are discussed, and two studies of public and academic libraries that examined ratings of managerial skills and competencies by directors and assistant directors are reviewed. (nine…

The College Library Assistant Director: Serving at the Pleasure.

ERIC Educational Resources Information Center

O'Connor, Thomas F.; Duchon, Maire I.

1993-01-01

This survey of 164 assistant academic library directors at comprehensive and liberal arts institutions was conducted to analyze the professional characteristics and role of assistant directors. Findings indicated similar characteristics within this group and differences in administrative and service responsibilities, depending on the preferences…

34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

76 FR 58074 - 30-Day Notice of Proposed Information Collection: DS-7001 and DS-7005, DOS-Sponsored Academic...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-19

...-7001 and DS- 7005, DOS-Sponsored Academic Exchange Program Application, OMB Control Number 1405-0138.... Title of Information Collection: DOS-Sponsored Academic Exchange Program Application. OMB Control Number... Academic Exchange Program. Estimated Number of Respondents: 7160 (For DS-7001, 3842 estimated; for DS-7005...

34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

The academic differences between students involved in school-based robotics programs and students not involved in school-based robotics programs

NASA Astrophysics Data System (ADS)

Koumoullos, Michael

This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N=121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these students was compared to a group of students who were members of school based sports teams and to a group of students who were not part of either of the first two groups. Academic record was defined as overall GPA, English grade, mathematics grade, mathematics-based standardized state exam scores, and attendance rates. All of the participants of this study were students in a large, urban career and technical education high school. As STEM (Science, Technology, Engineering, and Mathematics) has come to the forefront of educational focus, robotics programs have grown in quantity. Starting robotics programs requires a serious commitment of time, money, and other resources. The benefits of such programs have not been well analyzed. This research study had three major goals: to identify the academic characteristics of students who are drawn to robotics programs, to identify the academic impact of the robotics program during the robotics season, and to identify the academic impact of the robotics program at the end of the school year. The study was a non-experiment. The researchers ran MANOVS, repeated measures analyses, an ANOVA, and descriptive statistics to analyze the data. The data showed that students drawn to robotics were academically stronger than students who did not participate in robotics. The data also showed that grades and attendance did not significantly improve or degrade either during the robotics season or at year-end. These findings are significant because they show that robotics programs attract students who are academically strong. This information can be very useful in high school articulation programs. These findings also show that robotics programs can be an educational activity for academically strong students. Further, they show that participation in such programs does not distract students from their academic focus.

Simulations of Laboratory Astrophysics Experiments using the CRASH code

NASA Astrophysics Data System (ADS)

Trantham, Matthew; Kuranz, Carolyn; Manuel, Mario; Keiter, Paul; Drake, R. P.

2014-10-01

Computer simulations can assist in the design and analysis of laboratory astrophysics experiments. The Center for Radiative Shock Hydrodynamics (CRASH) at the University of Michigan developed a code that has been used to design and analyze high-energy-density experiments on OMEGA, NIF, and other large laser facilities. This Eulerian code uses block-adaptive mesh refinement (AMR) with implicit multigroup radiation transport, electron heat conduction and laser ray tracing. This poster/talk will demonstrate some of the experiments the CRASH code has helped design or analyze including: Kelvin-Helmholtz, Rayleigh-Taylor, imploding bubbles, and interacting jet experiments. This work is funded by the Predictive Sciences Academic Alliances Program in NNSA-ASC via Grant DEFC52-08NA28616, by the NNSA-DS and SC-OFES Joint Program in High-Energy-Density Laboratory Plasmas, Grant Number DE-NA0001840, and by the National Laser User Facility Program, Grant Number DE-NA0000850.

Interdisciplinary rural immersion week.

PubMed

Deutchman, Mark E; Nearing, Kathryn; Baumgarten, Brenda; Westfall, John M

2012-01-01

Health professions students interested in future rural practice locations spend a week learning about and investigating all aspects of small town personal, professional and community life. This augments the mainly clinical experience provided by clinical rotations they complete as part of their professional academic training program. Students from professional programs in medicine, physician assistant, pharmacy, nursing, public health and psychology travel to a small community, receive an orientation and in small interprofessional groups investigate health care, education, government, law enforcement, public health, economy and natural resources. Participants report that the experience raises their interest in future rural practice, answers questions they have about rural life and enhances their understanding of the issues they must learn more about before making a career location choice. The interdisciplinary rural immersion program provides students with the time, structure and permission to move out of their clinical 'comfort zone' and think about the cultural, economic and environmental aspects of rural life and work.

Lasting Benefits: The Long-Term Legacy of the Assisted Places Scheme for Assisted Place Holders

ERIC Educational Resources Information Center

Power, Sally; Sims, Stuart; Whitty, Geoff

2013-01-01

The "Assisted Places Scheme" was introduced in 1980 by the Conservative Government to provide a "ladder of opportunity" for academically able students from poor homes. Over the next 17 years, more than 75,000 pupils received means-tested assistance from public funds to attend the most selective and prestigious private schools…

Job satisfaction among academic coordinators of clinical education in physical therapy.

PubMed

Harris, M J; Fogel, M; Blacconiere, M

1987-06-01

The Academic Coordinator of Clinical Education is the physical therapy faculty member who is responsible for the clinical component of the curriculum. The responsibilities involved in the ACCE's job are such that ACCEs seem to be at risk for job dissatisfaction and burnout. The purpose of this descriptive study was to investigate the levels and patterns of job satisfaction among ACCEs in physical therapy. A questionnaire, including a 32-item job satisfaction inventory, was sent to the ACCE at each accredited entry-level education program for physical therapists and physical therapist assistants (N = 169). One hundred twelve (66.3%) responses were received and analyzed. Demographic characteristics of the respondents are reported. The results of the study showed that ACCEs, in general, expressed low levels of occupational dissatisfaction and burnout. Satisfaction with the aspects of the job involving self-esteem, achievement, and creativity seems to outweight dissatisfaction with the time available, the work load, and organizational efficiency. Those ACCEs with doctoral degrees expressed the highest levels of dissatisfaction and burnout. Those ACCEs working in entry-level master's degree programs expressed the lowest level of dissatisfaction; those in tenure-track positions expressed the lowest level of burnout. Factors contributing to job satisfaction and dissatisfaction are discussed.

Traditional matriculation vs an early assurance program: Effect on elected student leadership positions and academic performance.

PubMed

McLaughlin, Milena M; Masic, Dalila; Giometti, Paula L; Mazan, Jennifer L; Wieczorkiewicz, Jeffrey T; Felczak, Margaret; Chapman, Robert L

2018-02-01

The objective of this study was to compare leadership and academic performance among students admitted by traditional pathways vs. a dual acceptance program (DAP). A list of students admitted to the Midwestern University Chicago College of Pharmacy (MWUCCP) DAP was cross-checked with students elected to serve in leadership positions and students on the MWUCCP Dean's List for their first professional year from 2010 to 2015. The proportion of students serving in leadership positions and those on the Dean's List were compared to students that matriculated via the traditional route. In total, 1069 students were analyzed (n = 937 traditional; n = 132 DAP). DAP students were more likely to have an elected leadership role (n = 61, 46.2% vs. n = 314, 33.5%, p < 0.01) and achieve Dean's List for their first professional year (n = 64, 48.5% vs. n = 292, 31.2%, p < 0.01) compared to traditional students. DAP students were more likely to hold an elected leadership position than traditional students. Further study of DAP student motivation is needed to potentially assist in the success of other students. Copyright © 2017 Elsevier Inc. All rights reserved.

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

"When You Fail, You Feel Like a Failure": One Student's Experience of Academic Probation and an Academic Support Program

ERIC Educational Resources Information Center

Arcand, Isabelle; LeBlanc, Raymond N.

2012-01-01

This in-depth, qualitative study explored the experience of academic probation. It recounts the story of Mark, an undergraduate student on academic probation who participated in an academic support program to attain good academic standing. His story is contrasted to the current literature on academic probation and is considered in light of Dewey's…

STEM Outreach to the African Canadian Community - The Imhotep Legacy Academy

NASA Astrophysics Data System (ADS)

Hewitt, Kevin

2012-02-01

Like the African American community in the US, the African Canadian community is underrepresented in the Science Technology Engineering and Mathematics (STEM) fields. To serve these communities two outreach organizations emerged in Canadian cities where there is a critical mass of learners of African Descent - Toronto and Halifax. I will describe the Imhotep's Legacy Academy, which began in the Physics labs of Dalhousie University in Halifax, Nova Scotia and has grown to a province-wide program serving three-quarters of the school boards in the province with an annual budget that has grown to 400,000 in 2011-12. It follows the learner from the time they enter grade 7 to the time they graduate from university, through three programs: (a) Weekly After-School science enrichment for junior high learners, (b) Virtual High school tutoring program and (c) Summer student internships and research scholarships for post-secondary students. This year, the program was the beneficiary of funding from TD Bank to establish scholarships for program participants to enter Dalhousie university. Modeled on the Meyerhoff scholarships the program participants are identified at an early stage and are promised a subset of funding as they meet selected criteria during participation in the program. The program enjoys support from the Department of Education and the highest levels of government. A tri-mentoring system exists where faculty of African descent train mentors, who are science students of African descent at associated universities, to deliver hands-on enrichment activities to learners of African Descent. Evidence supporting the success of the program will be highlighted. Project outcomes measured include (i) recruitment; (ii) attendance; (iii) stakeholder relationships; (iv) programming; (v) staff training; (vi) perception of ILASP's value; (vii) academic performance. The end results are new lessons and best practices that are incorporated into a strategic plan for the new project year. Teachers perceived that ILASP had a positive ripple effect on the entire academic and non-academic educational experience of the learners, crediting the project with (i) encouraging self-learning; (ii) assisting in honing learners' science and math skills; (iii) developing core skills that were applicable in learners' schoolwork; (iv) boosting learners' self-esteem; (v) improving school attendance; (vi) boosting learners' motivation to be engaged participants in all other classes.

"I Know I'm Unlovable": Desperation, Dislocation, Despair, and Discourse on the Academic Job Hunt

ERIC Educational Resources Information Center

Herrmann, Andrew F.

2012-01-01

Failure, according to the academic canonical narrative, is anything other than a tenure-track professorship. The academic job hunt is fraught with unknowns: a time of fear, hope, and despair. This personal narrative follows the author's three-year journey from doctoral candidate, to visiting assistant professor, to the unemployment line. Using a…

Becoming and Being Academic Women: Perspectives from the Maldives

ERIC Educational Resources Information Center

Maxwell, T. W.; Mohamed, Mizna; Mohamed, Naashia; Naseer, Badhoora; Zahir, Aminath; Nasheeda, Aminath

2015-01-01

This exploratory study aimed at understanding the role of women teaching in a university in the Maldives is a first of its kind. The many studies of academic women in Western countries guided the 20 semi-structured interviews. The data were thematically analysed with the assistance of NVivo. Becoming an academic appeared to be an independent…

Association of Academic Physiatrists

MedlinePlus

... AAP Research Awards Resources Advocacy Podcasts AAP Podcasts Leadership & Academic Development Program for Academic Leadership (PAL) Volunteer Opportunities Mentorship Programs Publications & News American ...

Promoting First-Generation College Students' Mental Well-Being: Student Perceptions of an Academic Enrichment Program

ERIC Educational Resources Information Center

Swanbrow Becker, Martin A.; Schelbe, Lisa; Romano, Kelly; Spinelli, Carmella

2017-01-01

Academic enrichment programs seek to address the challenges first-generation students face, but research tends to focus on academic outcomes. In this study we investigated first-generation students' perceptions of how a program addresses their mental well-being. A total of 25 undergraduate students who were enrolled in an academic enrichment…

Students Across Borders: A Summer Earth Science Workshop for Hispanic High School Students

NASA Astrophysics Data System (ADS)

Butler, R. F.; Kresan, P.; Baez, A.; Sheppard, P.; Forger, G.; Rendon-Coke, G.; Gray, F.

2003-12-01

Southern Arizona has a high school (HS) population that is 28% Hispanic. However this fast-growing minority group represents only 14% of undergraduate students at the University of Arizona and 11% of science and engineering majors. The Students Across Borders Program was designed to assist Hispanic HS students across borders that often separate them from higher education and careers in science. In June 2003, five person student-teacher teams from Tucson, Yuma, and northern Sonora, Mexico lived in dormitories and participated in a weeklong program based on the University of Arizona campus. Activities included: field trips featuring inquiry-based investigations of geology, water quality, and tree rings; tours of engineering and science laboratories; introduction to student support organizations such as the Society of Hispanic Professional Engineers; and counseling by Career Services and Admissions personnel. Technology training included instruction in web design, digital imaging and online communication tools. Web sites developed by the student teams were presented to participants and families at the conclusion of the on-campus program. Web site development is continuing during the academic year to foster continuing communication between the student teams and presentation of results of follow-on projects assisted by graduate and undergraduate CATTS fellows and university faculty.

Preparing displaced adults for the optics/photonics workforce

NASA Astrophysics Data System (ADS)

Hull, Darrell M.

2000-06-01

As the optics/photonics industry continues to grow, the demand for workers is assumed to increase proportionally. Empirical data seem to support this assumption. This increase presents a challenge to optics/photonics education, since they control and assume responsibility for a key factor in the ability of industry to further expand. At the same time, the U.S. government through the Department of Labor and the Workforce Investment Act has requested that communities enact programs for displaced adults to transition to the workplace. A program of study is provided that would assist adults in making this transition from unemployment to the optics/photonics industry, with the necessary general work skills, occupational optics/photonics skills, and ability to progress on the job with academic foundations in math and science.

Space commerce - Preparing for the next century

NASA Technical Reports Server (NTRS)

Stone, Barbara A.

1991-01-01

The role of NASA in space commerce is discussed in terms of providing direct assistance to the private sector and in terms of the most suitable industrial areas for such support. The primary mechanism for such support is the program of Centers for the Commercial Development of Space (CCDS) which selects industrial high-technology projects to help make them viable. The research spans such fields as remote sensing, crop forecasting, and microgravity materials processing. The collaboration of NASA and private industry is discussed in terms of sounding-rocket projects, the Commercial Experiment Transporter, and academic/industrial programs designed to generate enthusiasm for commercial space research. The future of such research is expected to focus on CCDSs for microgravity-developed products, commercial infrastructure, SEI, and commercial use of the Space Station Freedom.

Minorities Road to Graduate School: The Xavier Experience

NASA Astrophysics Data System (ADS)

Sunda-Meya, Anderson

2010-10-01

During the past decade, Xavier University of Louisiana has ranked first nationally in the number of African American students who have earned undergraduate degrees in biology, chemistry, physics, and the physical sciences overall. Recent data shows that Xavier also ranks 8th in the nation in producing African American students who go on to earn science and engineering PhDs. A look at Xavier's ``way'' will examine several components that contribute to its success: pre-college preparation, recruitment programs, admissions policies, financial assistance, and academic monitoring programs. By promoting comprehensive recruitment and retention strategies and by leveling the playing field, Xavier experience may offer a paradigm and a model for increasing the pool of motivated, talented and well-prepared minority applicants ready to tackle the rigors of a graduate level education in physics.

NASA Workshop on Biological Adaptation

NASA Technical Reports Server (NTRS)

Morey-Holton, Emily (Editor); Tischler, Marc (Editor)

1988-01-01

A workshop was convened to review the current program in Space Biology Biological Adaptation Research and its objectives and to identify future research directions. Two research areas emerged from these deliberations: gravitational effects on structures and biomineralization and gravity affected regulatory mechanisms. The participants also recommended that research concentrate on rapidly growing animals, since gravity effects may be more pronounced during growth and development. Both research areas were defined and future research directions were identified. The recommendations of the workshop will assist the Life Sciences Division of NASA in it assessment and long-range planning of these areas of space biology. Equally important, the workshop was intended to stimulate thought and research among those attending so that they would, in turn, interest, excite, and involve other members of the academic community in research efforts relevant to these programs.

Leadership Behaviour and Effectiveness of Academic Program Directors in Australian Universities

ERIC Educational Resources Information Center

Vilkinas, Tricia; Ladyshewsky, Richard K.

2012-01-01

This article focuses on leadership behaviour and effectiveness of university academic program directors who have responsibility for managing a program or course of study. The leadership capabilities were assessed using the Integrated Competing Values Framework as its theoretical foundation. Data from 90 academic program directors and 710…

Survey of academic pediatric hospitalist programs in the US: organizational, administrative, and financial factors.

PubMed

Gosdin, Craig; Simmons, Jeffrey; Yau, Connie; Sucharew, Heidi; Carlson, Douglas; Paciorkowski, Natalia

2013-06-01

Many pediatric academic centers have hospital medicine programs. Anecdotal data suggest that variability exists in program structure. To provide a description of the organizational, administrative, and financial structures of academic pediatric hospital medicine (PHM). This online survey focused on the organizational, administrative, and financial aspects of academic PHM programs, which were defined as hospitalist programs at US institutions associated with accredited pediatric residency program (n = 246) and identified using the Accreditation Council for Graduate Medical Education (ACGME) Fellowship and Residency Electronic Interactive Database. PHM directors and/or residency directors were targeted by both mail and the American Academy of Pediatrics Section on Hospital Medicine LISTSERV. The overall response rate was 48.8% (120/246). 81.7% (98/120) of hospitals reported having an academic PHM program, and 9.1% (2/22) of hospitals without a program reported plans to start a program in the next 3 years. Over a quarter of programs provide coverage at multiple sites. Variability was identified in many program factors, including hospitalist workload and in-house coverage provided. Respondents reported planning increased in-house hospitalist coverage coinciding with the 2011 ACGME work-hour restrictions. Few programs reported having revenues greater than expenses (26% single site, 4% multiple site). PHM programs exist in the majority of academic centers, and there appears to be variability in many program factors. This study provides the most comprehensive data on academic PHM programs and can be used for benchmarking as well as program development. Copyright © 2013 Society of Hospital Medicine.

Effect of assistive technology in a public school setting.

PubMed

Watson, Anne H; Ito, Max; Smith, Roger O; Andersen, Lori T

2010-01-01

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) requires assistive technology (AT) be considered at the yearly individualized education program (IEP) meeting of every student in special education. IDEA also directs that AT be implemented on the basis of peer-reviewed literature despite a paucity of research on AT's effectiveness in the public schools. This repeated-measures quasi-experimental study explored AT's effect in a public school special education setting. Participants (N=13) were a heterogeneous group of students in 1 school system who had newly provided AT to address academic and communication goals in one school year. Results suggest that relative to other interventions, AT provided by a multidisciplinary team may have a significant effect on IEP goal improvement (t[12] = 5.54, p= .00) for students in special education (F[2] = 9.35, p= .00), which may support AT's use in special education by occupational therapists as directed by IDEA.

Biofeedback-assisted relaxation training to decrease test anxiety in nursing students.

PubMed

Prato, Catherine A; Yucha, Carolyn B

2013-01-01

Nursing students experiencing debilitating test anxiety may be unable to demonstrate their knowledge and have potential for poor academic performance. A biofeedback-assisted relaxation training program was created to reduce test anxiety. Anxiety was measured using Spielberger's Test Anxiety Inventory and monitoring peripheral skin temperature, pulse, and respiration rates during the training. Participants were introduced to diaphragmatic breathing, progressive muscle relaxation, and autogenic training. Statistically significant changes occurred in respiratory rates and skin temperatures during the diaphragmatic breathing session; respiratory rates and peripheral skin temperatures during progressive muscle relaxation session; respiratory and pulse rates, and peripheral skin temperatures during the autogenic sessions. No statistically significant difference was noted between the first and second TAI. Subjective test anxiety scores of the students did not decrease by the end of training. Autogenic training session was most effective in showing a statistically significant change in decreased respiratory and pulse rates and increased peripheral skin temperature.

Productivity change of surgeons in an academic year.

PubMed

Nakata, Yoshinori; Watanabe, Yuichi; Otake, Hiroshi; Nakamura, Toshihito; Oiso, Giichiro; Sawa, Tomohiro

2015-01-01

The goal of this study was to calculate total factor productivity of surgeons in an academic year and to evaluate the effect of surgical trainees on their productivity. We analyzed all the surgical procedures performed from April 1 through September 30, 2013 in the Teikyo University Hospital. The nonradial and nonoriented Malmquist model under the variable returns-to-scale assumptions was employed. A decision-making unit is defined as a surgeon with the highest academic rank in the surgery. Inputs were defined as the number of physicians who assisted in surgery, and the time of surgical operation from skin incision to skin closure. The output was defined as the surgical fee for each surgery. April is the beginning month of a new academic year in Japan, and we divided the study period into April to June and July to September 2013. We computed each surgeon's Malmquist index, efficiency change, and technical change. We analyzed 2789 surgical procedures that were performed by 105 surgeons. The Malmquist index of all surgeons was significantly greater than 1 (p = 0.0033). The technical change was significantly greater than 1 (p < 0.0001). However, the efficiency change was not statistically significantly different from 1 (p = 0.1817). The surgeons are less productive in the beginning months of a new academic year. The main factor of this productivity loss is considered to be surgical training. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

77 FR 37890 - Submission for OMB Review; Office of Postsecondary Education; Graduate Assistance in Areas of...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-25

... through academic departments of institutions of higher education to assist graduate students of superior... DEPARTMENT OF EDUCATION Submission for OMB Review; Office of Postsecondary Education; Graduate Assistance in Areas of National Need (GAANN) Performance Report AGENCY: Department of Education. ACTION...

Academic Year Abroad, 1994/95. The Most Complete Guide to Planning Academic Year Study Abroad.

ERIC Educational Resources Information Center

Steen, Sara J., Ed.

This book describes over 2,100 academic programs (at least one academic quarter in length) sponsored by accredited U.S. postsecondary institutions or developed for U.S. students by foreign universities and other organizations. Entries are based on a 1993 survey. While most programs listed are available to undergraduates, many programs are also…

25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

Code of Federal Regulations, 2013 CFR

2013-04-01

... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

Code of Federal Regulations, 2014 CFR

2014-04-01

... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

Code of Federal Regulations, 2012 CFR

2012-04-01

... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

Increasing self-esteem and school connectedness through a multidimensional mentoring program.

PubMed

King, Keith A; Vidourek, Rebecca A; Davis, Beth; McClellan, Warren

2002-09-01

High levels of self-esteem and positive school, peer, and family connections represent protective factors against youth involvement in risky behavior. This paper reports findings from year one of the Healthy Kids Mentoring Program, a multidisciplinary mentoring program for fourth-grade students in a Midwestern public school. In October 2000, 28 fourth-grade students were admitted into the program, based on findings from a 55-item survey distributed to all fourth-grade students (N = 283) regarding overall self-esteem, school, peer, and family connectedness and involvement in risky behavior. The program, which ran from January 2000 to May 2000, consisted of four components: 1) relationship building, 2) self-esteem enhancement, 3) goal setting, 4) academic assistance. Pretest-Posttest data showed significant improvements at posttest in mentored students' self-esteem levels and positive connections to school, peers, and family. Mentored students also were significantly less likely to be depressed or involved in bullying and fighting at posttest than at pretest. Compared to nonmentored students, mentored students reported significantly higher school and family connectedness scores at posttest. Recommendations for effective mentoring program design are offered.

The AcCell series 2000 as a support system for training and evaluation in educational and clinical settings.

PubMed

Greening, S E; Grohs, D H; Guidos, B J

1997-01-01

Providing effective training, retraining and evaluation programs, including proficiency testing programs, for cytoprofessionals is a challenge shared by many academic and clinical educators internationally. In cytopathology the quality of training has immediately transferable and critically important impacts on satisfactory performance in the clinical setting. Well-designed interactive computer-assisted instruction and testing programs have been shown to enhance initial learning and to reinforce factual and conceptual knowledge. Computer systems designed not only to promote diagnostic accuracy but to integrate and streamline work flow in clinical service settings are candidates for educational adaptation. The AcCell 2000 system, designed as a diagnostic screening support system, offers technology that is adaptable to educational needs during basic and in-service training as well as testing of screening proficiency in both locator and identification skills. We describe the considerations, approaches and applications of the AcCell 2000 system in education programs for both training and evaluation of gynecologic diagnostic screening proficiency.

Partnership between CTSI and Business Schools Can Promote Best Practices for Core Facilities and Resources

PubMed Central

Reeves, Lilith; Dunn‐Jensen, Linda M.; Baldwin, Timothy T.; Tatikonda, Mohan V.

2013-01-01

Abstract Biomedical research enterprises require a large number of core facilities and resources to supply the infrastructure necessary for translational research. Maintaining the financial viability and promoting efficiency in an academic environment can be particularly challenging for medical schools and universities. The Indiana Clinical and Translational Sciences Institute sought to improve core and service programs through a partnership with the Indiana University Kelley School of Business. The program paired teams of Masters of Business Administration students with cores and programs that self‐identified the need for assistance in project management, financial management, marketing, or resource efficiency. The projects were developed by CTSI project managers and business school faculty using service‐learning principles to ensure learning for students who also received course credit for their participation. With three years of experience, the program demonstrates a successful partnership that improves clinical research infrastructure by promoting business best practices and providing a valued learning experience for business students. PMID:23919365

Partnership between CTSI and business schools can promote best practices for core facilities and resources.

PubMed

Reeves, Lilith; Dunn-Jensen, Linda M; Baldwin, Timothy T; Tatikonda, Mohan V; Cornetta, Kenneth

2013-08-01

Biomedical research enterprises require a large number of core facilities and resources to supply the infrastructure necessary for translational research. Maintaining the financial viability and promoting efficiency in an academic environment can be particularly challenging for medical schools and universities. The Indiana Clinical and Translational Sciences Institute sought to improve core and service programs through a partnership with the Indiana University Kelley School of Business. The program paired teams of Masters of Business Administration students with cores and programs that self-identified the need for assistance in project management, financial management, marketing, or resource efficiency. The projects were developed by CTSI project managers and business school faculty using service-learning principles to ensure learning for students who also received course credit for their participation. With three years of experience, the program demonstrates a successful partnership that improves clinical research infrastructure by promoting business best practices and providing a valued learning experience for business students. © 2013 Wiley Periodicals, Inc.

A Case Study and Analysis of a Successful and Collaborative Student-Centered Textbook Reserve Program in a Mid-Size Academic Library

ERIC Educational Resources Information Center

Schlak, Timothy M.; Johnston, Bruce

2018-01-01

This article presents an innovative textbook reserve program at a mid-sized academic library. Research conducted subsequent to the program's launch showed a positive correlation between students' use of the program and their perceived academic success. In addition, the program has proved effective at helping students with college affordability.…

77 FR 31606 - Privacy Act of 1974; System of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-29

... Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students, Department.... Barrera, Assistant Deputy Secretary, Office of English Language Acquisition, Language Enhancement and... Secretary and Director for English Language Acquisition, Language Enhancement and Academic Achievement for...

One vision of academic nursing centers.

PubMed

Esperat, M Christina; Green, Alexia; Acton, Cindy

2004-01-01

Reconciling vision, mission, and financial realities into a successful socially responsive endeavor is a challenge for academic nursing centers. A financially viable faculty practice enterprise is a response to this challenge. Entrepreneurial management and strategy assist in establishing financial sustainability.

Arctic Risk Management (ARMNet) Network: Linking Risk Management Practitioners and Researchers Across the Arctic Regions of Canada and Alaska To Improve Risk, Emergency and Disaster Preparedness and Mitigation Through Comparative Analysis and Applied Research

NASA Astrophysics Data System (ADS)

Garland, A.

2015-12-01

The Arctic Risk Management Network (ARMNet) was conceived as a trans-disciplinary hub to encourage and facilitate greater cooperation, communication and exchange among American and Canadian academics and practitioners actively engaged in the research, management and mitigation of risks, emergencies and disasters in the Arctic regions. Its aim is to assist regional decision-makers through the sharing of applied research and best practices and to support greater inter-operability and bilateral collaboration through improved networking, joint exercises, workshops, teleconferences, radio programs, and virtual communications (eg. webinars). Most importantly, ARMNet is a clearinghouse for all information related to the management of the frequent hazards of Arctic climate and geography in North America, including new and emerging challenges arising from climate change, increased maritime polar traffic and expanding economic development in the region. ARMNet is an outcome of the Arctic Observing Network (AON) for Long Term Observations, Governance, and Management Discussions, www.arcus.org/search-program. The AON goals continue with CRIOS (www.ariesnonprofit.com/ARIESprojects.php) and coastal erosion research (www.ariesnonprofit.com/webinarCoastalErosion.php) led by the North Slope Borough Risk Management Office with assistance from ARIES (Applied Research in Environmental Sciences Nonprofit, Inc.). The constituency for ARMNet will include all northern academics and researchers, Arctic-based corporations, First Responders (FRs), Emergency Management Offices (EMOs) and Risk Management Offices (RMOs), military, Coast Guard, northern police forces, Search and Rescue (SAR) associations, boroughs, territories and communities throughout the Arctic. This presentation will be of interest to all those engaged in Arctic affairs, describe the genesis of ARMNet and present the results of stakeholder meetings and webinars designed to guide the next stages of the Project.

Reaching Out, But In Which Direction? The Future Focus of Academic Outreach Programs.

ERIC Educational Resources Information Center

Rodriguez, Roberto

1997-01-01

A new trend in academic outreach programs, initiated to inspire and motivate minority students to prepare generally for college, is to create curriculum-based programs targeting students' specific academic or career interests. The MESA (Mathematics, Science, Engineering Achievement) Program serves as a model for development of other…

Rethinking the "Apprenticeship of Liberty": The Case for Academic Programs in Community Engagement in Higher Education

ERIC Educational Resources Information Center

Butin, Dan W.

2012-01-01

This article articulates a model for the "engaged campus" through academic programs focused on community engagement, broadly construed. Such academic programs--usually coalesced in certificate programs, minors, and majors--provide a complementary vision for the deep institutionalization of civic and community engagement in the academy that can…

Academic Program Review: Guidelines and Procedures.

ERIC Educational Resources Information Center

State Univ. of New York, Delhi. Agricultural and Technical Coll.

The Academic Program Review system at the State University Agricultural and Technical College at Delhi consists of two phases: preparation of a self-study report by specialized faculty providing instruction in the particular program, and review of the report and program operation by a visiting panel of experts in the field or academic discipline.…

The ACI-REF Program: Empowering Prospective Computational Researchers

NASA Astrophysics Data System (ADS)

Cuma, M.; Cardoen, W.; Collier, G.; Freeman, R. M., Jr.; Kitzmiller, A.; Michael, L.; Nomura, K. I.; Orendt, A.; Tanner, L.

2014-12-01

The ACI-REF program, Advanced Cyberinfrastructure - Research and Education Facilitation, represents a consortium of academic institutions seeking to further advance the capabilities of their respective campus research communities through an extension of the personal connections and educational activities that underlie the unique and often specialized cyberinfrastructure at each institution. This consortium currently includes Clemson University, Harvard University, University of Hawai'i, University of Southern California, University of Utah, and University of Wisconsin. Working together in a coordinated effort, the consortium is dedicated to the adoption of models and strategies which leverage the expertise and experience of its members with a goal of maximizing the impact of each institution's investment in research computing. The ACI-REFs (facilitators) are tasked with making connections and building bridges between the local campus researchers and the many different providers of campus, commercial, and national computing resources. Through these bridges, ACI-REFs assist researchers from all disciplines in understanding their computing and data needs and in mapping these needs to existing capabilities or providing assistance with development of these capabilities. From the Earth sciences perspective, we will give examples of how this assistance improved methods and workflows in geophysics, geography and atmospheric sciences. We anticipate that this effort will expand the number of researchers who become self-sufficient users of advanced computing resources, allowing them to focus on making research discoveries in a more timely and efficient manner.

A Review of Global Health Competencies for Postgraduate Public Health Education

PubMed Central

Sawleshwarkar, Shailendra; Negin, Joel

2017-01-01

During the last decade, the literature about global health has grown exponentially. Academic institutions are also exploring the scope of their public health educational programs to meet the demand for a global health professional. This has become more relevant in the context of the sustainable development goals. There have been attempts to describe global health competencies for specific professional groups. The focus of these competencies has been variable with a variety of different themes being described ranging from globalization and health care, analysis and program management, as well as equity and capacity strengthening. This review aims to describe global health competencies and attempts to distill common competency domains to assist in curriculum development and integration in postgraduate public health education programs. A literature search was conducted using relevant keywords with a focus on public health education. This resulted in identification of 13 articles that described global health competencies. All these articles were published between 2005 and 2015 with six from the USA, two each from Canada and Australia, and one each from UK, Europe, and Americas. A range of methods used to describe competency domains included literature review, interviews with experts and employers, surveys of staff and students, and description or review of an academic program. Eleven competency domains were distilled from the selected articles. These competency domains primarily referred to three main aspects, one that focuses on burden of disease and the determinants of health. A second set focuses on core public health skills including policy development, analysis, and program management. Another set of competency domains could be classified as “soft skills” and includes collaboration, partnering, communication, professionalism, capacity building, and political awareness. This review presents the landscape of defined global health competencies for postgraduate public health education. The discussion about use of “global health,” “international health,” and “global public health” will continue, and academic institutions need to explore ways to integrate these competencies in postgraduate public health programs. This is critical in the post-MDG era that we prepare global public health workforce for the challenges of improving health of the “global” population in the context of sustainable development goals. PMID:28373970

Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4.

ERIC Educational Resources Information Center

Swanson, Judy

Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The…

Duty and liability surrounding clinical internships: What every internship coordinator should know.

PubMed

Dye, Deanna C; Bender, Denise

2006-01-01

Practical work experience has become a common component of many academic programs. However, there are risks involved when students engage in required academic internships, particularly if these experiences are conducted off-campus. In the academic setting, particularly on the campus property, the university has an established relationship with the student that carries implied contractual duties. The university's duty to the students, which is to provide them with educational opportunities and a safe environment, may be upheld even when the educational activity is occurring off-campus. Recent court rulings indicate that universities may be held liable for students' safety while these students are engaged in the fulfillment of education requirements off-campus. Recognizing that universities cannot control the behavior and choices of students, universities still have a duty to consistently enforce precautionary safety measures and forewarn students of any known risks. The delineation and fulfillment of the university's duty to provide a safe environment and educational opportunities can be addressed through contractual agreements, policies and procedures, and communication among the parties. This discussion should assist the internship coordinator in establishing policies and procedures that meet the required duties and minimize exposure to liability surrounding internships held off-campus.

45th Annual Survey Report on State-Sponsored Student Financial Aid, 2013-2014 Academic Year

ERIC Educational Resources Information Center

National Association of State Student Grant and Aid Programs, 2014

2014-01-01

This report provides data regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Information in this report is based on academic year 2013-14 data from the 45th Annual NASSGAP survey. Data highlights include: (1) In the 2013-14 academic year, the…

Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Bruno, Paula

This report assesses the Acquisition of Learning by Facilitating Academics (Project ALFA), which is designed to assist the academic progress of Haitian students at Lafayette High School in Brooklyn, New York. Project ALFA served a total of 62 students of limited English proficiency who had attended an English-speaking school system for less than 5…

Practical experience in development and promotion of food-based dietary guidelines in Thailand.

PubMed

Sirichakwal, Prapaisri P; Sranacharoenpong, Kitti

2008-01-01

Although under-nutrition problems have been decreasing in Thailand, non-communicable diseases have become leading causes of death and disability. Food-Based Dietary Guidelines (FBDGs) is a key strategy to promote healthy daily food consumption and appropriate lifestyles. The development consists of qualitative and quantitative parts. The purposes were 1) to assist consumers in making healthy dietary choices and disease prevention; 2) to guide governmental agencies in nutrition implementations, promotion of healthy food products and education programs; 3) to assist national and local agencies in policy formulations and implementations; 4) to assist healthcare providers in primary diseases prevention efforts. The procedures to develop FBDGs specifically were to 1) set nutritional goals based on Thai DRI and RDI; 2) assign the units used for one portion of each food group; 3) quantify the size and number of servings of the major food groups, using the nutritive value calculated by the popularity vote method from secondary data; 4) evaluate the nutritive value of recommended amounts from combinations; 5) develop and test several food guide models based on Thai people's understanding and cultures; 6) implement through educational tools for the nationwide public units; 7) offer training programs, monitoring and evaluation in various populations to be performed by Ministry of Public Health (MOPH) and other academic sections. In long run successful FBDGs, there must not only be support from policy makers and cooperation between nutritionists from universities and the MOPH, but also application of ongoing activities such as "Sweet Enough Campaign Network" or "School Lunch Program"

Project Development Teams: A Novel Mechanism for Accelerating Translational Research

PubMed Central

Sajdyk, Tammy J.; Sors, Thomas G.; Hunt, Joe D.; Murray, Mary E.; Deford, Melanie E.; Shekhar, Anantha; Denne, Scott C.

2014-01-01

The trend in conducting successful biomedical research is shifting from individual academic labs to coordinated collaborative research teams. Teams of experienced investigators with a wide variety of expertise are now critical for developing and maintaining a successful, productive research program. However, assembling a team whose members have the right expertise requires a great deal of time and many resources. To assist investigators seeking such resources, the Indiana Clinical and Translational Sciences Institute (Indiana CTSI) created the Project Development Teams (PDTs) Program to support translational research on and across the Indiana University-Purdue University Indianapolis, Indiana University, Purdue University, and University of Notre Dame campuses. PDTs are multidisciplinary committees of seasoned researchers who assist investigators, at any stage of research, in transforming ideas/hypotheses into well-designed translational research projects. The teams help investigators capitalize on Indiana CTSI resources by providing investigators with, as needed, mentoring and career development; protocol development; pilot funding; institutional review board, regulatory, and/or nursing support; intellectual property support; access to institutional technology; and assistance with biostatistics, bioethics, recruiting participants, data mining, engaging community health, and collaborating with other investigators. Indiana CTSI leaders have analyzed metrics, collected since the inception of the PDT Program in 2008 from both investigators and team members, and found evidence strongly suggesting that the highly responsive teams have become an important one-stop venue for facilitating productive interactions between basic and clinical scientists across four campuses, have aided in advancing the careers of junior faculty, and have helped investigators successfully obtain external funds. PMID:25319172

Measuring Scholastic Production by Dermatopathologists Using the H-Index: A Cross-Sectional Study.

PubMed

Fraga, Garth R

2018-06-01

Academic advancement in dermatopathology requires evidence of scientific production. The H-index is a useful bibliometric for measuring scientific production because it weights both volume and impact of an individual's scholastic production. The H-index distribution among academic dermatopathologists is unknown. In this cross-sectional study of 299 dermatopathologists with academic appointments in North America, H-index, publication counts, and citation counts were retrieved from Thomas Reuters Web of Science. Analytic statistics were performed to identify best predictors of academic rank and cutoff points between academic ranks. The H-index was a superior predictor of overall academic rank than publication or citation counts. The median H-index for assistant, associate, and full professors was 4, 6, and 11, respectively. H-index cutoff scores of 8 and 10 favored associate and full professor rank, respectively. These data provide benchmarks for dermatopathologists to gauge their scientific productivity against that of their peers. Although advancement decisions will depend on a careful examination of the scope and impact of a candidate's work, assistant professors of dermatopathology with H-index scores of >7 and associate professors of dermatopathology with H-index scores of >9 may wish to consider application for promotion.

Academic achievement and emotional status of children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment.

PubMed

Hechtman, Lily; Abikoff, Howard; Klein, Rachel G; Weiss, Gabrielle; Respitz, Chara; Kouri, Joan; Blum, Carol; Greenfield, Brian; Etcovitch, Joy; Fleiss, Karen; Pollack, Simcha

2004-07-01

To test the hypothesis that intensive multimodal psychosocial intervention (that includes academic assistance and psychotherapy) combined with methylphenidate significantly enhances the academic performance and emotional status of children with attention-deficit/hyperactivity disorder (ADHD) compared with methylphenidate alone and with methylphenidate combined with nonspecific psychosocial treatment (attention control). One hundred three children with ADHD (ages 7-9), free of conduct and learning disorders, who responded to short-term methylphenidate were randomized for 2 years to receive one of three treatments: (1) methylphenidate alone, (2) methylphenidate plus psychosocial treatment that included academic remediation, organizational skills training, and psychotherapy as well as parent training and counseling and social skills training, or (3) methylphenidate plus attention control treatment. Children's function was assessed through academic testing, parent ratings of homework problems, and self-ratings of depression and self-esteem. No advantage was found on any measure of academic performance or emotional status for the combination treatment over methylphenidate alone and over methylphenidate plus attention control. Significant improvement occurred across all treatments and was maintained over 2 years. In stimulant-responsive young children with ADHD without learning and conduct disorders, there is no support for academic assistance and psychotherapy to enhance academic achievement or emotional adjustment. Significant short-term improvements were maintained over 2 years. Copyright 2004 American Academy of Child and Adolescent Psychiatry

Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

PubMed

Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

2016-01-01

Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

Effects of a direct refill program for automated dispensing cabinets on medication-refill errors.

PubMed

Helmons, Pieter J; Dalton, Ashley J; Daniels, Charles E

2012-10-01

The effects of a direct refill program for automated dispensing cabinets (ADCs) on medication-refill errors were studied. This study was conducted in designated acute care areas of a 386-bed academic medical center. A wholesaler-to-ADC direct refill program, consisting of prepackaged delivery of medications and bar-code-assisted ADC refilling, was implemented in the inpatient pharmacy of the medical center in September 2009. Medication-refill errors in 26 ADCs from the general medicine units, the infant special care unit, the surgical and burn intensive care units, and intermediate units were assessed before and after the implementation of this program. Medication-refill errors were defined as an ADC pocket containing the wrong drug, wrong strength, or wrong dosage form. ADC refill errors decreased by 77%, from 62 errors per 6829 refilled pockets (0.91%) to 8 errors per 3855 refilled pockets (0.21%) (p < 0.0001). The predominant error type detected before the intervention was the incorrect medication (wrong drug, wrong strength, or wrong dosage form) in the ADC pocket. Of the 54 incorrect medications found before the intervention, 38 (70%) were loaded in a multiple-drug drawer. After the implementation of the new refill process, 3 of the 5 incorrect medications were loaded in a multiple-drug drawer. There were 3 instances of expired medications before and only 1 expired medication after implementation of the program. A redesign of the ADC refill process using a wholesaler-to-ADC direct refill program that included delivery of prepackaged medication and bar-code-assisted refill significantly decreased the occurrence of ADC refill errors.

Factors affecting academic leadership in dermatology.

PubMed

Martires, Kathryn J; Aquino, Lisa L; Wu, Jashin J

2015-02-01

Although prior studies have examined methods by which to recruit and retain academic dermatologists, few have examined factors that are important for developing academic leaders in dermatology. This study sought to examine characteristics of dermatology residency programs that affect the odds of producing department or division chairs/chiefs and program directors (PDs). Data regarding program size, faculty, grants, alumni residency program attended, lectures, and publications for all accredited US dermatology residency programs were collected. Of the 103 programs examined, 46% had graduated at least 1 chair/chief, and 53% had graduated at least 1 PD. Results emphasize that faculty guidance and research may represent modifiable factors by which a dermatology residency program can increase its graduation of academic leaders.

Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

PubMed

Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

2017-10-25

Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p < 0.0001). Furthermore, 42% of RR are still active in research compared to 29% of CR (p = 0.04), but no statistical difference in postgraduate academic productivity identified. The CSTP increased academic productivity during residency for the residents and the program. However, this program did not lead to a clear increase in academic productivity after residency and did not result in more trainees choosing a career as clinician-scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Education for Incarcerated Juveniles: A Meta-Analysis

ERIC Educational Resources Information Center

Steele, Jennifer L.; Bozick, Robert; Davis, Lois M.

2016-01-01

Based on screenings of 1,150 manuscripts, we synthesize evidence from 18 eligible studies of educational interventions implemented within juvenile correctional facilities. The studies include 5 intervention categories: remedial academic instruction, computer-assisted instruction, personalized academic instruction, vocational education, and GED…

Facts and Statistics

MedlinePlus

... Drug Listings Blood Cancer Conferences Researchers & Healthcare Professionals Academic Grants Academic Grant Programs Apply for a Grant Grant Finder Therapy Acceleration Program Academic Concierge Biotechnology Accelerator Clinical Trials Division Resources for ...

The Learning Community: A Program to Address Issues of Academic Achievement and Retention.

ERIC Educational Resources Information Center

Hummel, Mary; Steele, Claude

1996-01-01

Describes the 21st Century Program at the University of Michigan, a program to address issues of academic achievement and student retention in higher education. The conceptual basis for this program comes from C. Steele's work that finds that there are disruptive pressures tied to racial stereotypes that in turn diminish academic performance. (SLD)

The Impact of Modernization Programs on Academic Teachers' Work: A Mexican Case Study

ERIC Educational Resources Information Center

Zavala, Blanca Arciga

2006-01-01

For more than ten years, academics of public universities in Mexico have endured modernization programs that promote individual productivity and operate as a mechanism of selection and assessment. The implementation of the programs has exposed a tension between the values implicit in the programs and the values of the academic teachers. There is a…

Illinois Prekindergarten Program for Children At Risk of Academic Failure. FY 93 Summary Report.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.

The Illinois Prekindergarten Program for Children at Risk of Academic Failure was a grant program for public school districts to enhance growth and development of children ages 3 to 5 who are at risk of academic failure. The program has experienced significant growth since its initial implementation, and the number of participating projects…

Summer at Oxford Requires Academic Rigor from U.S. Adults.

ERIC Educational Resources Information Center

Palmer, Stacy E.

1987-01-01

American universities are sponsoring overseas academic programs designed for their alumni and other adults. The programs last for 2 or 3 weeks, make money and cement cross-cultural academic ties. A program run by the University of California at Berkeley is described. (MLW)

Academic Labor Markets and Assistant Professors' Employment Outcomes

ERIC Educational Resources Information Center

Hargens, Lowell L.

2012-01-01

Using data for 638 assistant professors who joined graduate sociology departments between 1975 and 1992, I examine the claim that when the labor market for new doctorates is weak, assistant professors experience less favorable employment outcomes than when that labor market is strong. Surprisingly, I find that those hired during the weak…

10 CFR 455.122 - Applicant certifications for State grants for technical assistance, program assistance, and...

Code of Federal Regulations, 2011 CFR

2011-01-01

... assistance, program assistance, and marketing. 455.122 Section 455.122 Energy DEPARTMENT OF ENERGY ENERGY... for State grants for technical assistance, program assistance, and marketing. Applications from States for financial assistance for technical assistance programs, program assistance, and marketing shall...

A culture conducive to women's academic success: development of a measure.

PubMed

Westring, Alyssa Friede; Speck, Rebecca M; Sammel, Mary Dupuis; Scott, Patricia; Tuton, Lucy Wolf; Grisso, Jeane Ann; Abbuhl, Stephanie

2012-11-01

The work environment culture inhibits women's career success in academic medicine. The lack of clarity and consistency in the definition, measurement, and analysis of culture constrains current research on the topic. The authors addressed this gap by defining the construct of a culture conducive to women's academic success (CCWAS) and creating a measure (i.e., tool) to evaluate it. First, the authors conducted a review of published literature, held focus groups, and consulted with subject matter experts to develop a measure of academic workplace culture for women. Then they developed and pilot-tested the measure with a convenience sample of women assistant professors. After refining the measure, they administered it, along with additional scales for validation, to 133 women assistant professors at the University of Pennsylvania. Finally, they conducted statistical analyses to explore the measure's nature and validity. A CCWAS consists of four distinct, but related, dimensions: equal access, work-life balance, freedom from gender biases, and supportive leadership. The authors found evidence that women within departments/divisions agree on the supportiveness of their units but that substantial differences among units exist. The analyses provided strong evidence for the reliability and validity of their measure. This report contributes to a growing understanding of women's academic medicine careers and provides a measure that researchers can use to assess the supportiveness of the culture for women assistant professors and that leaders can use to evaluate the effectiveness of interventions designed to increase the supportiveness of the environment for women faculty.

Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-Grade Students' Achievement, Behavior, and Engagement

ERIC Educational Resources Information Center

Gauchat, Tiffanie A.

2010-01-01

The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group (n = 30) and the comparison academic/elective course option programs group (n = 30)…

ASHE Reader on Academic Programs in Colleges and Universities.

ERIC Educational Resources Information Center

Conrad, Clifton F., Ed.

Historical and philosophical perspectives on college academic programs, current curriculum practices and agendas, and academic program development and implementation are considered in 20 articles in a reader designed for graduate classes in higher education administration. Titles and authors are as follows: "Frames of Reference" (Frederick…

A Comparative Study of Major OPACs in Selected Academic Libraries for Developing Countries: User Study and Subjective User Evaluation.

ERIC Educational Resources Information Center

Park, Iljong

1997-01-01

A study of five Texas academic libraries provided information on OPAC use by Korean college students to assist system managers select OPACs. The study determined that academic level and age influence preference for the type of OPAC system, that more specific search instructions are needed, and that system menus were the most commonly used source…

A Descriptive Analysis of the Relationship Between Academic Ability and Achievement of Middlesex Community College Students.

ERIC Educational Resources Information Center

Lee, Glenda E.

The purpose of this study was to determine if there was a relationship between the academic achievement and academic ability of students who did and those who did not request assistance in reading. Subjects used in the study were 416 entering students at Middlesex Community College in the fall of 1973. Responses on tests of reading ability,…

Between resentment and aid: German and Austrian psychiatrist and neurologist refugees in Great Britain since 1933.

PubMed

Loewenau, Aleksandra

2016-01-01

This article is a historiographical exploration of the experiences that German and Austrian émigré psychiatrists and neurologists made in Great Britain since 1933, after the Nazi Governments in Central Europe had ousted them from their positions. When placing these occurrences in a wider historiographical perspective, the in-depth analysis provided here also describes the living and working conditions of the refugee neuroscientists on the British Isles. In particular, it looks at the very elements and issues that influenced the international forced migration of physicians and psychiatrists during the 1930s and 1940s. Only a fraction of refugee neuroscientists had however been admitted to Britain. Those lucky ones were assisted by a number of charitable, local, and academic organizations. This article investigates the rather lethargic attitude of the British government and medical circles towards German-speaking Jewish refugee neuroscientists who wished to escape Nazi Germany. It will also analyze the help that those refugees received from the academic establishment and British Jewish organizations, while likewise examining the level and extent of the relationship between social and scientific resentments in Great Britain. A special consideration will be given to the aid programs that had already began in the first year after the Nazis had seized power in Germany, with the foundation of the British Assistance Council by Sir William Henry Beveridge (1879-1963) in 1933.

Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

ERIC Educational Resources Information Center

Day, Sandra K.

2012-01-01

This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…

Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment.

PubMed

Suldo, Shannon M; Shaunessy, Elizabeth; Thalji, Amanda; Michalowski, Jessica; Shaffer, Emily

2009-01-01

Navigating puberty while developing independent living skills may render adolescents particularly vulnerable to stress, which may ultimately contribute to mental health problems (Compas, Orosan, & Grant, 1993; Elgar, Arlett, & Groves, 2003). The academic transition to high school presents additional challenges as youth are required to interact with a new and larger peer group and manage greater academic expectations. For students enrolled in academically rigorous college preparatory programs, such as the International Baccalaureate (IB) program, the amount of stress perceived may be greater than typical (Suldo, Shaunessy, & Hardesty, 2008). This study investigated the environmental stressors and psychological adjustment of 162 students participating in the IB program and a comparison sample of 157 students in general education. Factor analysis indicated students experience 7 primary categories of stressors, which were examined in relation to students' adjustment specific to academic and psychological functioning. The primary source of stress experienced by IB students was related to academic requirements. In contrast, students in the general education program indicated higher levels of stressors associated with parent-child relations, academic struggles, conflict within family, and peer relations, as well as role transitions and societal problems. Comparisons of correlations between categories of stressors and students' adjustment by curriculum group reveal that students in the IB program reported more symptoms of psychopathology and reduced academic functioning as they experienced higher levels of stress, particularly stressors associated with academic requirements, transitions and societal problems, academic struggles, and extra-curricular activities. Applied implications stem from findings suggesting that students in college preparatory programs are more likely to (a) experience elevated stress related to academic demands as opposed to more typical adolescent concerns, and (b) manifest worse outcomes in the face of stress.

A Statewide Information Databases Program: What Difference Does It Make to Academic Libraries?

ERIC Educational Resources Information Center

Lester, June; Wallace, Danny P.

2004-01-01

The Oklahoma Department of Libraries (ODL) launched Oklahoma's statewide database program in 1997. For the state's academic libraries, the program extended access to information, increased database use, and fostered positive relationships among ODL, academic libraries, and Oklahoma State Regents for Higher Education (OSRHE), creating a more…

Improving oncology nurses' communication skills for difficult conversations.

PubMed

Baer, Linda; Weinstein, Elizabeth

2013-06-01

When oncology nurses have strong communication skills, they play a pivotal role in influencing patient satisfaction, adherence to plans of care, and overall clinical outcomes. However, research studies indicate that nurses tend to keep communication with patients and families at a superficial, nontherapeutic level. Processes for teaching goals-of-care communication skills and for implementing skills into clinical practice are not clearly defined. Nurses at a large comprehensive cancer center recognized the need for help with this skill set and sought out communication experts to assist in providing the needed education. An educational project was developed to improve therapeutic communication skills in oncology nurses during goals-of-care discussions and giving bad news. The program was tailored to nurses and social workers providing care to patients in a busy, urban, academic, outpatient oncology setting. Program topics included exploring the patient's world, eliciting hopes and concerns, and dealing with conflict about goals. Sharing and discussing specific difficult questions and scenarios were encouraged throughout the program. The program was well attended and well received by oncology nurses and social workers. Participants expressed interest in the continuation of communication programs to further enhance skills.

A Catalyst for Industry-University Partnerships

NASA Astrophysics Data System (ADS)

Senich, Donald

2004-03-01

Technology is one of the key elements that define a society or civilization. Whether technology causes everything in a society is not as important as it is to recognize that the processes of technological innovation are critical to the eveolution of a society. Industry is relying more and more on their university and small business partners to provide some of the most innovative paths to economic well being. The United States Government has established several innovative programs to assist in the technology deployment that is the underpining to the technological revolution. This presentation will examine funding trends and selected research alliances involving Industry, Government, and University collaboration. Three programs at the National Science Foundation are stimulating and encouraging the partnerships between different sectors of the technology dependent industrial community and entrepreneurs. This presentation provides a description of three of the most successful programs: Grant Opportunities for Academic Liasion with Industry (GOALI), Small Business Innovation Research Program (SBIR), and the Small Business Technology Transfer Program (STTR). By working together within the boundaries of Industry-University collaborations we can perpetuate leadership in research to develop tools, goods, services, and prosperity.

Cultural Awareness Among Nursing Staff at an Academic Medical Center.

PubMed

McElroy, Jennifer; Smith-Miller, Cheryl A; Madigan, Catherine K; Li, Yin

2016-03-01

The goal is to identify areas for targeted improvement in regard to cultural awareness and competence among nursing staff and in the work environment. Many facilities have initiated programs to facilitate cultural competence development among nursing staff; however, there has been little examination of the effect of these initiatives, assessment of experienced nurses' cultural awareness, or investigation of nurse leader's role in promoting cultural competence in the literature. In this cross-sectional descriptive study, a cultural awareness survey was modified and electronically distributed to all registered nurses and assistive personnel at an academic medical center. The modified survey instrument showed good reliability and validity among the study population. Most nursing staff exhibited a moderate to high level of cultural awareness and held positive opinions about nursing leadership and the work environment with regard to cultural issues. In increasingly diverse work environments, assessing the cultural awareness of nursing staff enables nurse leaders to evaluate efforts in promoting cultural competence and to identify specific areas in which to target staff development efforts and leadership training.

Increasing Social Integration for College Students with Autism Spectrum Disorder

PubMed Central

Ashbaugh, Kristen; Koegel, Robert; Koegel, Lynn

2016-01-01

Increasing numbers of individuals with Autism Spectrum Disorder (ASD) are entering postsecondary education; however, many report feeling lonely and isolated. These difficulties with socialization have been found to impact students’ academic success, involvement within the university, and overall well being. Therefore, the purpose of this study was to assess, within the context of a multiple-baseline across participants design, whether a structured social planning intervention would increase social integration for college students with ASD. The intervention consisted of weekly meetings to plan social activities around the student with ASD's interests, improve organizational skills, and target specific social skills. Additionally, each participant had a peer mentor for support during the social activities. The results showed that following intervention all participants increased their number of community-based social events, extracurricular activities, and peer interactions. Furthermore, participants improved in their academic performance and satisfaction with their college experience. Results are discussed in regards to developing specialized programs to assist college students with ASD. PMID:28642808

Supporting assistant practitioners during their training.

PubMed

Ripley, Kenneth; Hoad, Bridget

2016-07-27

Assistant practitioners, also known as associate practitioners, provide support to the registered healthcare workforce, practising with advanced knowledge and skills. Assistant practitioners require substantial training to obtain the skills and knowledge required for the role. This article identifies the challenges trainee assistant practitioners may encounter, and makes recommendations for how they can be best supported. The core areas where trainee assistant practitioners require support from their colleagues and mentors are workload, role clarity, mentoring, academic challenge and recognition as learners.

An Assessment of Burnout in Graduate Assistant Certified Athletic Trainers

PubMed Central

Mazerolle, Stephanie M.; Monsma, Eva; Dixon, Colin; Mensch, James

2012-01-01

Context: Graduate assistant athletic trainers (GAATs) must balance the demands of clinical care and the academic load of graduate-level students. Objective: To examine burnout among GAATs with clinical assistantships at National Collegiate Athletic Association (NCAA) Division I institutions and to identify the personal and situational variables that are related to burnout. Design: Cross-sectional study. Setting: Division I universities offering graduate assistantship programs. Patients or Other Participants: Two hundred one GAATs enrolled at NCAA Division I universities with graduate assistantship positions. Main Outcome Measures(s): The Athletic Training Burnout Inventory, which assesses stress and burnout among ATs through 4 constructs: emotional exhaustion and depersonalization, administrative responsibility, time commitment, and organizational support. The 6-point Likert scale is anchored by 1 (never true) and 6 (always true). Results: The GAATs who traveled with athletic teams (4.051 ± 0.895) and those who provided classroom instruction (4.333 ± 1.16) reported higher levels of stress due to time commitment than those who did not travel (3.713 ± 1.22) or teach (3.923 ± 0.929). We also found a difference in administrative responsibility across clinical settings (F6,194  =  3.507, P  =  .003). The results showed that GAATs in NCAA Division I clinical settings (44.55 ± 13.17 hours) worked more hours than those in NCAA Division III clinical settings (33.69 ± 12.07 hours) and those in high school settings (30.51 ± 9.934 hours). Conclusions: Graduate assistant ATs are at risk for burnout because of the time necessary to complete their clinical and academic responsibilities and their additional administrative responsibilities. Graduate assistants who work in the Division I clinical setting are at greater risk for burnout than those in the secondary school setting because of the large number of hours required. PMID:22892414

Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics

ERIC Educational Resources Information Center

Beghetto, Ronald A.; Kaufman, James C.

2009-01-01

Academic learning and creativity should be overlapping goals that can be simultaneously pursued in programs of advanced academics. However, efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths; this separation is unnecessary and can undermine the development of creative and…

Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

ERIC Educational Resources Information Center

Barna, Jennifer S.; Brott, Pamelia E.

2014-01-01

Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

Robotics--The New Silent Majority: Engineering Robot Applications and Education.

ERIC Educational Resources Information Center

Kimbler, D. L.

1984-01-01

The impact of robotics in education is discussed in terms of academic assistance to industry in robotics as well as academic problems in handling the demands put upon it. Some potential solutions that can have lasting impact on educational systems are proposed. (JN)

Imperfect physician assistant and physical therapist admissions processes in the United States

PubMed Central

2014-01-01

We compared and contrasted physician assistant and physical therapy profession admissions processes based on the similar number of accredited programs in the United States and the co-existence of many programs in the same school of health professions, because both professions conduct similar centralized application procedures administered by the same organization. Many studies are critical of the fallibility and inadequate scientific rigor of the high-stakes nature of health professions admissions decisions, yet typical admission processes remain very similar. Cognitive variables, most notably undergraduate grade point averages, have been shown to be the best predictors of academic achievement in the health professions. The variability of non-cognitive attributes assessed and the methods used to measure them have come under increasing scrutiny in the literature. The variance in health professions students’ performance in the classroom and on certifying examinations remains unexplained, and cognitive considerations vary considerably between and among programs that describe them. One uncertainty resulting from this review is whether or not desired candidate attributes highly sought after by individual programs are more student-centered or graduate-centered. Based on the findings from the literature, we suggest that student success in the classroom versus the clinic is based on a different set of variables. Given the range of positions and general lack of reliability and validity in studies of non-cognitive admissions attributes, we think that health professions admissions processes remain imperfect works in progress. PMID:24810020

Course Evaluation Matters: Improving Students' Learning Experiences with a Peer-Assisted Teaching Programme

ERIC Educational Resources Information Center

Carbone, Angela; Ross, Bella; Phelan, Liam; Lindsay, Katherine; Drew, Steve; Stoney, Sue; Cottman, Caroline

2015-01-01

In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in…

Assistive Technology for Students with Disabilities: Resources and Challenges Encountered by Teachers

ERIC Educational Resources Information Center

Jacobsen, Dawn LaRae

2012-01-01

Assistive technology may be a solution for students with disabilities who are struggling to achieve academic growth; however, the consideration for assistive technology process is not prevalent in schools. The purpose of this qualitative study was to take an in-depth look at the processes and factors that teachers of students with disabilities…

Teaching Assistants Who Instruct Preparatory Mathematics to Academically-Challenged First-Year College Students

ERIC Educational Resources Information Center

Tawfeeq, Dante A. L.

2011-01-01

Teaching preparatory mathematics to first-time college students--who come from economically impoverished high schools that have not prepared their students to do college level mathematics--can be a daunting task for teaching assistants (TAs). The preparation of TAs to assist such students in the mastery of mathematical content is a complex…

Towards a More Meaningful Involvement of Librarians in Academic Program Reviews

ERIC Educational Resources Information Center

Bowker, Lynne

2018-01-01

Purpose: Using a descriptive case study approach, this paper aims to validate academic librarians' perceptions that they are marginalized by faculty during academic program reviews, and recommends ways for the two groups to collaborate more effectively to make program reviews more meaningful. Design/methodology/approach: The paper describes a case…

Students' Perception of IS Academic Programs, IS Careers, and Outsourcing

ERIC Educational Resources Information Center

Martz, Ben; Cata, Teuta

2008-01-01

The authors compared the perceptions of information systems (IS) students with those of IS practitioners regarding IS careers, the practice of outsourcing, and academic programs. Results indicate that students and practitioners appreciate the integration of real-life practice in academic programs and that the general perception of IS careers is…

The Intersections of Living-Learning Programs and Social Identity as Factors of Academic Achievement and Intellectual Engagement

ERIC Educational Resources Information Center

Pasque, Penny A.; Murphy, Rena

2005-01-01

Findings from this study show that living-learning (LL) programs at a research institution in the Midwest have a series of positive outcomes for both academic achievement and intellectual engagement. Controlling for past academic achievement, socioeconomic status, and demographic characteristics, LL programs are predictors, albeit small…

Academic Internship Program: Sponsor's Handbook.

ERIC Educational Resources Information Center

Charlotte-Mecklenburg Public Schools, Charlotte, NC.

Since its beginning in 1975 at the West Charlotte High School in North Carolina, the Academic Internship Program has joined over 6,000 high school students in partnerships with more than 600 sponsors from the business community. The program is intended to: (1) provide opportunities for high school students to explore areas of academic, career, or…

Gender differences in promotions and scholarly productivity in academic urology.

PubMed

Awad, Mohannad A; Gaither, Thomas W; Osterberg, E Charles; Yang, Glen; Greene, Kirsten L; Weiss, Dana A; Anger, Jennifer T; Breyer, Benjamin N

2017-10-01

The gender demographics within urology are changing as more women are entering the workforce. Since research productivity strongly influence career advancement, we aim to characterize gender differences in scholarly productivity and promotions in a cohort of graduated academic urologists. Urologists who graduated between 2002 and 2008 from 34 residency programs affiliated with the top 50 urology hospitals as ranked in 2009 by U.S. News & World Report were followed longitudinally. Only urologists affiliated with an academic teaching hospital were included for analysis. A total of 543 residents graduated, 459 (84.5%) males and 84 (15.5%) females. Of these, 173 entered academia, 137 (79.2%) males and 36 (20.8%) females. Women had fewer publications compared to men (mean 19.3 versus 61.7, p = 0.001). Fewer women compared to men were promoted from assistant professor 11 (30.6%) versus 83 (60.6%), p = 0.005. Fewer women achieved associate professor 10 (27.8%) versus 67 (48.9%), p = 0.005 or professor ranks 1 (2.8%) versus 16 (11.7%), p = 0.005 respectively compared to men. In a multivariate logistic regression analysis, after controlling for the number of total publications and number of years since graduation, gender was not predictive of achieving promotion, OR = 0.81 (95% CI 0.31-2.13), p = 0.673. Women are underrepresented in senior faculty roles in urology. Scholarly productivity seems to play a major role in academic promotion within urology. With increasing women in academic urology, further studies are needed to explore predictors of promotion and how women can achieve higher leadership roles in the field.

Gender differences in successful National Institutes of Health funding in ophthalmology.

PubMed

Svider, Peter F; D'Aguillo, Christine M; White, Priscilla E; Pashkova, Anna A; Bhagat, Neelakshi; Langer, Paul D; Eloy, Jean Anderson

2014-01-01

To determine whether gender differences in individual National Institutes of Health (NIH) awards and in funding totals exist in ophthalmology, and to further characterize whether factors such as experience, academic rank, and terminal degree play a role. A retrospective review of awards granted to primary investigators (PIs) in ophthalmology departments from 2011 through the present was conducted. PIs were classified by gender, degree, experience, and academic position. The NIH funding database was used to gather award data. Academic medical center. Men had higher mean NIH awards ($418,605) than their female colleagues ($353,170; p = 0.005) and had higher total funding per PI (p = 0.004). Men had statistically higher awards at the level of assistant professor than their female counterparts (p < 0.05). A gender difference was statistically significant and most marked among researchers holding an MD (or equivalent) degree. When controlled for publication experience, men had higher NIH awards throughout their careers, although this difference only reached statistical significance on comparison of faculty with 10 or fewer years of experience. Male PIs receiving grants since 2011 had higher awards than their female colleagues did, most markedly among PIs in the earlier portions of their career. Differences in gender representation among senior faculty and in positions of leadership in academic ophthalmology may be partially a result of disparities in research output, as scholarly productivity is an important component of the academic advancement process in ophthalmology. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Minority faculty voices on diversity in academic medicine: perspectives from one school.

PubMed

Mahoney, Megan R; Wilson, Elisabeth; Odom, Kara L; Flowers, Loma; Adler, Shelley R

2008-08-01

To examine the perceptions and experiences of ethnic minority faculty at University of California-San Francisco regarding racial and ethnic diversity in academic medicine, in light of a constitutional measure outlawing race- and gender-based affirmative action programs by public universities in California. In 2005, underrepresented minority faculty in the School of Medicine at University of California-San Francisco were individually interviewed to explore three topics: participants' experiences as minorities, perspectives on diversity and discrimination in academic medicine, and recommendations for improvement. Interviews were tape-recorded, transcribed verbatim, and subsequently coded using principles of qualitative, text-based analysis in a four-stage review process. Thirty-six minority faculty (15 assistant professors, 11 associate professors, and 10 full professors) participated, representing diversity across specialties, faculty rank, gender, and race/ethnicity. Seventeen were African American, 16 were Latino, and 3 were Asian. Twenty participants were women. Investigators identified four major themes: (1) choosing to participate in diversity-related activities, driven by personal commitment and institutional pressure, (2) the gap between intention and implementation of institutional efforts to increase diversity, (3) detecting and reacting to discrimination, and (4) a need for a multifaceted approach to mentorship, given few available minority mentors. Minority faculty are an excellent resource for identifying strategies to improve diversity in academic medicine. Participants emphasized the strong association between effective mentorship and career satisfaction, and many delineated unique mentoring needs of minority faculty that persist throughout academic ranks. Findings have direct application to future institutional policies in recruitment and retention of underrepresented minority faculty.

Minority Faculty Voices on Diversity in Academic Medicine: Perspectives From One School

PubMed Central

Mahoney, Megan R.; Wilson, Elisabeth; Odom, Kara L.; Flowers, Loma; Adler, Shelley R.

2010-01-01

Purpose To examine the perceptions and experiences of ethnic minority faculty at University of California–San Francisco regarding racial and ethnic diversity in academic medicine, in light of a constitutional measure outlawing race- and gender-based affirmative action programs by public universities in California. Method In 2005, underrepresented minority faculty in the School of Medicine at University of California–San Francisco were individually interviewed to explore three topics: participants’ experiences as minorities, perspectives on diversity and discrimination in academic medicine, and recommendations for improvement. Interviews were tape-recorded, transcribed verbatim, and subsequently coded using principles of qualitative, text-based analysis in a four-stage review process. Results Thirty-six minority faculty (15 assistant professors, 11 associate professors, and 10 full professors) participated, representing diversity across specialties, faculty rank, gender, and race/ethnicity. Seventeen were African American, 16 were Latino, and 3 were Asian. Twenty participants were women. Investigators identified four major themes: (1) choosing to participate in diversity-related activities, driven by personal commitment and institutional pressure, (2) the gap between intention and implementation of institutional efforts to increase diversity, (3) detecting and reacting to discrimination, and (4) a need for a multifaceted approach to mentorship, given few available minority mentors. Conclusions Minority faculty are an excellent resource for identifying strategies to improve diversity in academic medicine. Participants emphasized the strong association between effective mentorship and career satisfaction, and many delineated unique mentoring needs of minority faculty that persist throughout academic ranks. Findings have direct application to future institutional policies in recruitment and retention of underrepresented minority faculty. PMID:18667896

Legal aspects associated with dismissal from clinical laboratory education programs.

PubMed

Legrys, V A; Beck, S J; Laudicina, R J

1995-01-01

To review academic dismissals, students' rights in dismissal cases, and several key cases involving academic and disciplinary dismissals. Recent academic literature and legal precedents. Not applicable. Not applicable. Students involved in dismissals are protected under the principles of constitutional law and/or contract law, depending on whether the institution is public or private. The basis for dismissal from educational programs is either academic or disciplinary in nature. In academic dismissals, a student has failed to meet either the cognitive or the noncognitive academic standards of the program. In disciplinary dismissals, a student has violated the institutional rules governing conduct. Policies that affect progress in the program and the dismissal process should be published and distributed to students, as well as reviewed for consistency with institutional policies. The amount of documentation needed in the defense of a dismissal decision has not been specified, but, in general, more is better. Procedures are suggested as a guide to dismissals in clinical laboratory programs.