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Sample records for academic faculty position

  1. Recruiting faculty with clinical responsibilities: factors that influence a decision to accept an academic position.

    PubMed

    Grauer, Gregory F

    2005-01-01

    The current opportunities for veterinary clinical specialists in private practice and industry have made recruiting and retaining faculty a major focus for most clinical academic departments. To gain a better understanding of the importance of the various factors considered in accepting an academic position, an electronic survey was distributed to newly hired veterinary faculty with clinical responsibilities. The results suggest that the perceived climate and collegiality within the prospective hiring department is the most important factor influencing the decision to accept an academic position. Salary is the second most important factor. Institutional support for the newly hired faculty member and the reputation and quality of the prospective institution rank as more important than the perceived quality of the local community and the geographic location of the institution. The search process and administrative support are the least important factors. There were no differences between the responses of faculty hired into tenure-track positions and those of faculty hired into clinical-track positions. Focusing on the advantages of a collegial environment, enhancing compensation packages, and using creative and flexible appointments may improve faculty recruitment and retention in clinical academic departments.

  2. Dental School Vacant Budgeted Faculty Positions, Academic Years 2011-12 Through 2013-14.

    PubMed

    Wanchek, Tanya; Cook, Bryan J; Anderson, Eugene L; Duranleau, Lauren; Valachovic, Richard W

    2015-10-01

    The American Dental Education Association (ADEA) Survey of Dental School Faculty is conducted annually to provide an overview of the hiring and retention activity of U.S. dental school faculty. The survey collects data on the dental faculty workforce, including vacant budgeted positions by appointment and discipline, number of new and lost positions, sources of new hires, and reasons for faculty separations. This report highlights the results of three years of survey data, from the 2011-12 academic year through the 2013-14 academic year. After declining in previous years, the number of vacant faculty positions in U.S. dental schools has begun to increase, rising to 242 full-time and 55 part-time positions in 2013-14. Additionally, the number of schools having more than ten vacancies increased from five to 12. Although the number of vacancies has increased, the length of faculty searches that took more than one year declined from 25% to 16% in the same period. Retirements as a share of full-time faculty separations increased from 14% in 2008-09 to 31% in 2013-14. The current average retirement age of dental school faculty members is 69.7 years. The percentage of full-time faculty members leaving for the private sector remained constant over the last three years at approximately 16%. Full-time faculty members were more likely to be recruited from other dental schools, while part-time faculty members were more likely to come from the private sector.

  3. Dental School Vacant Budgeted Faculty Positions, Academic Years 2011-12 Through 2013-14.

    PubMed

    Wanchek, Tanya; Cook, Bryan J; Anderson, Eugene L; Duranleau, Lauren; Valachovic, Richard W

    2015-10-01

    The American Dental Education Association (ADEA) Survey of Dental School Faculty is conducted annually to provide an overview of the hiring and retention activity of U.S. dental school faculty. The survey collects data on the dental faculty workforce, including vacant budgeted positions by appointment and discipline, number of new and lost positions, sources of new hires, and reasons for faculty separations. This report highlights the results of three years of survey data, from the 2011-12 academic year through the 2013-14 academic year. After declining in previous years, the number of vacant faculty positions in U.S. dental schools has begun to increase, rising to 242 full-time and 55 part-time positions in 2013-14. Additionally, the number of schools having more than ten vacancies increased from five to 12. Although the number of vacancies has increased, the length of faculty searches that took more than one year declined from 25% to 16% in the same period. Retirements as a share of full-time faculty separations increased from 14% in 2008-09 to 31% in 2013-14. The current average retirement age of dental school faculty members is 69.7 years. The percentage of full-time faculty members leaving for the private sector remained constant over the last three years at approximately 16%. Full-time faculty members were more likely to be recruited from other dental schools, while part-time faculty members were more likely to come from the private sector. PMID:26702464

  4. Gender Differences in Publication Productivity, Academic Position, Career Duration and Funding Among U.S. Academic Radiation Oncology Faculty

    PubMed Central

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

    2015-01-01

    Purpose There has been much recent interest in promoting gender equality in academic medicine. This study aims to analyze gender differences in rank, career duration, publication productivity and research funding among radiation oncologists at U.S. academic institutions. Methods For 82 domestic academic radiation oncology departments, the authors identified current faculty and recorded their academic rank, degree and gender. The authors recorded bibliographic metrics for physician faculty from a commercially available database (SCOPUS, Elsevier BV, Amsterdam, NL), including numbers of publications and h-indices. The authors then concatenated this data with National Institute of Health funding for each individual per Research Portfolio Online Reporting Tools (REPORTer). The authors performed descriptive and correlative analyses, stratifying by gender and rank. Results Of 1031 faculty, 293 (28%) women and 738 (72%) men, men had a higher median h-index (8 (0-59) versus 5 (0-39); P<.05) and publication number (26 (0-591) versus 13 (0-306); P<.05) overall, and were more likely to be senior faculty and receive NIH funding. However, after stratifying for rank, these differences were largely non-significant. On multivariate analysis, there were significant correlations between gender, career duration and academic position, and h-index (P<.01). Conclusions The determinants of a successful career in academic medicine are certainly multi-factorial, particularly in traditionally male-dominated fields. However, data from radiation oncologists show a systematic gender association withfewer women achieving senior faculty rank. However, women who achieve senior status have productivity metrics comparable to their male counterparts. This suggests early career development and mentorship of female faculty may narrow productivity disparities. PMID:24667510

  5. The positive impact of a facilitated peer mentoring program on academic skills of women faculty

    PubMed Central

    2012-01-01

    Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty. PMID:22439908

  6. Dental school vacant budgeted faculty positions, academic years 2008-09 to 2010-11.

    PubMed

    Garrison, Gwen E; McAllister, Dora Elías; Anderson, Eugene L; Valachovic, Richard W

    2014-04-01

    The annual turnover of dental school faculty creates a varying number of vacant budgeted positions from year to year. The American Dental Education Association (ADEA) conducts an annual survey to determine the status and characteristics of these vacant faculty positions. The number of vacant budgeted faculty positions in U.S. dental schools increased throughout the 1990s, with a peak of 417 positions in 2005-06. Since that time, there has been a decrease in the number of estimated vacancies, falling to 227 in 2010-11. The 2008-09 to 2010-11 faculty vacancy surveys explored these decreases, along with information relevant to the number and characteristics of dental faculty vacancies, including data on the distribution of full-time, part-time, and volunteer faculty, reasons for faculty separations, and sources of new faculty.

  7. Academic Careers from a European Perspective: The Declining Desirability of the Faculty Position.

    ERIC Educational Resources Information Center

    Huisman, Jeroen; de Weert, Egbert; Bartelse, Jeroen

    2002-01-01

    This comparative analysis examined the developments and state of the art with respect to the academic career in a number of European countries (The Netherlands, Germany, United Kingdom, and Sweden). It focused on the position of Ph.D. students and "advanced" academics and uncovered common developments, policies, problems, and possible solutions.…

  8. Nursing Faculty and Academic Integrity

    ERIC Educational Resources Information Center

    Wilson, Cecilia E.

    2013-01-01

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

  9. Sharing a Faculty Position.

    ERIC Educational Resources Information Center

    O'Kane, Patricia K.; Meyer, Mary

    1982-01-01

    Describes the experience of two nursing faculty members who shared an assistant professor of nursing position. Discusses positive and negative aspects of the experience and notes that a unified and creative approach must be taken for it to succeed. (JOW)

  10. Faculty Satisfaction in Academic Medicine.

    ERIC Educational Resources Information Center

    Nyquist, Julie G.; Hitchcock, Maurice A.; Teherani, Arianne

    2000-01-01

    Describes the challenges and elements of satisfaction in academic medicine. Proposes a model of academic faculty satisfaction which postulates that organizational, job-related, and personal factors combine to develop self-knowledge, social knowledge, and satisfaction with outcomes of productivity, retention, and learner-patient satisfaction. (DB)

  11. Academic Incivility among Health Sciences Faculty

    ERIC Educational Resources Information Center

    Wright, Melissa; Hill, Lilian H.

    2015-01-01

    Academic health centers are under pressure to graduate more health professionals and, therefore, must retain talented faculty members who can educate students in respective disciplines. Faculty-to-faculty incivility is especially relevant to academic medical centers because faculty in the health professions must not only meet university tenure and…

  12. Faculty Practice: Criterion for Academic Advancement.

    ERIC Educational Resources Information Center

    Wright, Dolores J.

    1993-01-01

    Although nursing educators must use academic criteria for faculty advancement, they should customized them to reflect the need of nursing faculty not only to be good teachers and researchers but also to maintain expertise in nursing practice. (SK)

  13. Perceptions of Faculty Status among Academic Librarians

    ERIC Educational Resources Information Center

    Galbraith, Quinn; Garrison, Melissa; Hales, Whitney

    2016-01-01

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

  14. Race, Disadvantage and Faculty Experiences in Academic Medicine

    PubMed Central

    Cooper, Lisa A.; Carr, Phyllis

    2010-01-01

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

  15. Chief Academic Officers' Perceptions about Faculty Evaluation.

    ERIC Educational Resources Information Center

    Williams, Kent F.; Rhodes, T. Michael

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

  16. Academic Alliances: School/College Faculty Collaboratives.

    ERIC Educational Resources Information Center

    Slaughter, Debra

    1985-01-01

    Reports on the activities and accomplishments of school and college faculty groups that are part of the national network of Academic Alliances. Includes information on the Rockefeller Fellowship Program, a listing of eight new member groups, information on four new statewide networks, and a synopsis of meetings and events of some groups. (SED)

  17. Reflections on academic careers by current dental school faculty.

    PubMed

    Rogér, James M; Wehmeyer, Meggan M H; Milliner, Matthew S

    2008-04-01

    During the inaugural year (2006-07) of the Academic Dental Careers Fellowship Program (ADCFP), 110 faculty members at ten different dental schools were interviewed by dental students who were participating as ADCFP fellows in this year-long program designed to introduce them to faculty roles and activities and help them gain an appreciation for the rewards and issues associated with academic life. The goals, format, and components of the ADCFP are described in a companion article in this issue of the Journal of Dental Education. One of the fellows' assignments during the ADCFP was to interview faculty at various academic ranks who had differing degrees of work emphasis in teaching, research, service/patient care, and administration. Sixty-nine (63 percent of the total) of these interviews were reviewed and analyzed by the authors, who were student fellows in the ADCFP during 2006-07. The purpose of these interviews was to provide the fellows with insight into the positive aspects and challenges in becoming and remaining a dental school faculty member. This aggregate perspective of the interviews conducted at ten dental schools highlights the motivations and challenges that confront a dentist during the process of choosing a career in academic dentistry and determining if dental education is a good fit for each individual who elects to pursue this pathway. Thematic analysis of the interviews revealed several factors consistently identified by faculty across the schools as being positive influences on the quality of the academic work environment and career satisfaction: mentorship and student interaction, opportunities for scholarship (research and discovery), job diversity, intellectual challenge, satisfaction with the nature of academic work, lifestyle/family compatibility, flexibility, lifelong learning, professional duty, and lab responsibility. A series of negative themes were also consistently identified: bureaucracy/administrative burdens and barriers, time

  18. Faculty and Academic Integrity: The Influence of Current Honor Codes and Past Honor Code Experiences.

    ERIC Educational Resources Information Center

    McCabe, Donald L.; Butterfield, Kenneth D.; Trevino, Linda Klebe

    2003-01-01

    Found that faculty at honor-code schools have more positive attitudes toward their schools' academic integrity policies and allow the system to take care of monitoring and disciplinary activities. Faculty in noncode institutions have less positive attitudes and are more likely to take personal actions designed to deal with cheaters. Faculty in…

  19. The New Academic Environment and Faculty Misconduct.

    PubMed

    Binder, Renée; Friedli, Amy; Fuentes-Afflick, Elena

    2016-02-01

    Faculty members are expected to abide by codes of conduct that are delineated in institutional policies and to behave ethically when engaging in scientific pursuits. As federal funds for research decrease, faculty members face increasing pressure to sustain their research activities, and many have developed new collaborations and pursued new entrepreneurial opportunities. As research collaborations increase, however, there may be competition to get credit as the first person to develop ideas, make new discoveries, and/or publish new findings. This increasingly competitive academic environment may contribute to intentional or unintentional faculty misconduct. The authors, who work in the Dean's Office at a large U.S. medical school (University of California, San Francisco), investigate one to two cases of alleged misconduct each month. These investigations, which are stressful and unpleasant, may culminate in serious disciplinary action for the faculty member. Further, these allegations sometimes result in lengthy and acrimonious civil litigation. This Perspective provides three examples of academic misconduct: violations of institutional conflict-of-interest policies, disputes about intellectual property, and authorship conflicts.The authors also describe prevention and mitigation strategies that their medical school employs, which may be helpful to other institutions. Prevention strategies include training campus leaders, using attestations to reduce violations of institutional policies, encouraging open discussion and written agreements about individuals' roles and responsibilities, and defining expectations regarding authorship and intellectual property at the outset. Mitigation strategies include using mediation by third parties who do not have a vested academic, personal, or financial interest in the outcome. PMID:26488567

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

    ERIC Educational Resources Information Center

    Gidman, Lori Kathleen

    2013-01-01

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

  1. An Expanded Model of Faculty Vitality in Academic Medicine

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Laird, Thomas F. Nelson; Ribera, Amy K.; Bogdewic, Stephen P.

    2012-01-01

    Many faculty in today's academic medical centers face high levels of stress and low career satisfaction. Understanding faculty vitality is critically important for the health of our academic medical centers, yet the concept is ill-defined and lacking a comprehensive model. Expanding on previous research that examines vital faculty in higher…

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

    ERIC Educational Resources Information Center

    Burnett, Perry; Shemroske, Kenneth; Khayum, Mohammed

    2014-01-01

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

  3. Improving the retention of underrepresented minority faculty in academic medicine.

    PubMed Central

    Daley, Sandra; Wingard, Deborah L.; Reznik, Vivian

    2006-01-01

    BACKGROUND: Although several studies have outlined the need for and benefits of diversity in academia, the number of underrepresented minority (URM) faculty in academic health centers remains low, and minority faculty are primarily concentrated at the rank of assistant professor. In order to increase the diversity of the faculty of the University of California, San Diego (UCSD) School of Medicine, the UCSD National Center for Leadership in Academic Medicine, in collaboration with the UCSD Hispanic Center of Excellence, implemented a junior faculty development program designed in part to overcome the differential disadvantage of minority faculty and to increase the academic success rate of all faculty. METHODS: Junior faculty received counseling in career and research objectives; assistance with academic file preparation, introduction to the institutional culture; workshops on pedagogy and grant writing; and instrumental, proactive mentoring by senior faculty. RESULTS: After implementation of the program, the retention rate of URM junior faculty in the school of medicine increased from 58% to 80% and retention in academic medicine increased from 75% to 90%. CONCLUSION: A junior faculty development program that integrates professional skill development and focused academic career advising with instrumental mentoring is associated with an increase in the retention of URM faculty in a school of medicine. PMID:17019910

  4. An expanded model of faculty vitality in academic medicine.

    PubMed

    Dankoski, Mary E; Palmer, Megan M; Nelson Laird, Thomas F; Ribera, Amy K; Bogdewic, Stephen P

    2012-12-01

    Many faculty in today's academic medical centers face high levels of stress and low career satisfaction. Understanding faculty vitality is critically important for the health of our academic medical centers, yet the concept is ill-defined and lacking a comprehensive model. Expanding on previous research that examines vital faculty in higher education broadly and in academic medical centers specifically, this study proposes an expanded model of the unique factors that contribute to faculty vitality in academic medicine. We developed an online survey on the basis of a conceptual model (N = 564) and used linear regression to investigate the fit of the model. We examined the relationships of two predictor variables measuring Primary Unit Climate and Leadership and Career and Life Management with an overall Faculty Vitality index comprised of three measures: Professional Engagement, Career Satisfaction, and Productivity. The findings revealed significant predictive relationships between Primary Unit Climate and Leadership, Career and Life Management, and Faculty Vitality. The overall model accounted for 59% of the variance in the overall Faculty Vitality Index. The results provide new insights into the developing model of faculty vitality and inform initiatives to support faculty in academic medical centers. Given the immense challenges faced by faculty, now more than ever do we need reliable evidence regarding what sustains faculty vitality.

  5. Connecting Student-Faculty Interaction to Academic Dishonesty

    ERIC Educational Resources Information Center

    Bluestein, Stephanie A.

    2015-01-01

    This paper highlights the results of a study on the effects of student-faculty interaction on academic dishonesty; the results were used to develop an explanatory model showing how faculty's classroom demeanor and attitude can impact the likelihood of cheating. Individual, confidential interviews pertaining to student-faculty interaction and…

  6. Colleges and Money. A Faculty Guide to Academic Economics.

    ERIC Educational Resources Information Center

    Change Magazine, New Rochelle, NY.

    The basics of academic economics are examined in this faculty guide. The modern management movement has reached American higher education and has created new expectations concerning the faculty's role. An earlier preoccupation with management methods has been replaced by concentration on evaluation. Faculty should share in the preparation of their…

  7. Academe as Extreme Sport: Black Women, Faculty Development, and Networking

    ERIC Educational Resources Information Center

    Davis, Dannielle Joy; Chaney, Cassandra; Edwards, LaWanda; Thompson-Rogers, G. Kaye; Gines, Kathryn T.

    2012-01-01

    In this article we describe the experiences of Black women academics who participated in one or more of the following programs geared towards supporting the research and professional development of faculty: (a) the Sisters of the Academy's (SOTA) Research Boot Camp; (b) the National Center for Faculty Development and Diversity's Faculty Success…

  8. The Status of Faculty Status in Ohio Academic Libraries, 1990.

    ERIC Educational Resources Information Center

    Dimmick, Judith A.

    A questionnaire survey sent to 75 of the 134 Ohio academic library directors elicited 59 respondents in a study of faculty status for academic librarians. Results show that only 42% of libraries assign librarians faculty rank, even though 61% of directors favor it, and 64% think librarians themselves favor it. Some Association of College and…

  9. Academic Writing: Supporting Faculty in a Critical Competency for Success

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

    2012-01-01

    All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing.…

  10. An Analysis of Academic Library Web Pages for Faculty

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  11. Academic Advisee Motives for Pursuing Out-of-Class Communication with the Faculty Academic Advisor

    ERIC Educational Resources Information Center

    Leach, Rebecca B.; Wang, Tiffany R.

    2015-01-01

    This study examined advisee communication motives for engaging in out-of-class communication (OCC) with the faculty academic advisor. Undergraduate students (n = 21) were interviewed about their motives for engaging in OCC with their faculty academic advisors. In a thematic analysis, six motives emerged for engaging in OCC with faculty academic…

  12. A conceptual model for faculty development in academic medicine: the underrepresented minority faculty experience.

    PubMed

    Daley, Sandra P; Broyles, Shelia L; Rivera, Lourdes M; Brennan, Jesse J; Lu, Ethel Regis; Reznik, Vivian

    2011-01-01

    In May 2010, the Association of American Medical Colleges reported that nonwhite professors have a lower promotion rate than white professors. A cohort of 30 underrepresented minority (URM) junior faculty who participated in a structured faculty development program at a public, research-intensive, academic medical center were followed in a 10-year longitudinal study. This paper reports on the career status of 12 of the 30 URM faculty who were eligible for promotion during this period. Ninety-two percent (11/12) of URM faculty eligible for promotion were promoted to associate professor. When asked what factors contributed to their success, these URM faculty identified access and support of senior faculty mentors, peer networking, professional skill development, and knowledge of institutional culture. A faculty development program that addresses these components can promote the success of URM faculty in academic medicine.

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

    ERIC Educational Resources Information Center

    DeZure, Deborah; Shaw, Allyn; Rojewski, Julie

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Horta, Hugo

    2009-01-01

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

  15. Systematizing the Process of Academic Promotion and Faculty Recognition.

    ERIC Educational Resources Information Center

    Bortz, Richard F.

    An institution of higher education requires an evaluation scheme that measures program and service quality and value and justly recognizes and evaluates faculty efforts. The department chairperson assumes a leadership role in planning and implementing an academic promotion and faculty recognition system and in evaluating the success of the…

  16. The Role of the Academic Portfolio in Documenting Faculty Development

    ERIC Educational Resources Information Center

    Zipp, Genevieve Pinto; Simpkins, Susan

    2010-01-01

    The academic portfolio provides a means for faculty to organize, present and reflect on their accomplishments in the areas of teaching, scholarship and service. Since the portfolio represents faculty accomplishments in these key areas it may be used to support an application for promotion, tenure or merit reviews. Given this, it is important to…

  17. The Academic Training of Two-Year College Mathematics Faculty.

    ERIC Educational Resources Information Center

    Long, Calvin T.

    The academic training needs of two-year college mathematics faculty are discussed in this paper and appropriate courses of study are proposed. After introductory comments on the diversity of two-year college students' needs for mathematics education, an undergraduate course of study appropriate for two-year college math faculty is proposed. This…

  18. Exploring Faculty Perceptions toward Working with Academically Vulnerable College Students

    ERIC Educational Resources Information Center

    Quick, Robin L.

    2013-01-01

    This study is an exploratory study of faculty members' knowledge and perceptions toward of with academically vulnerable college students who are specifically experiencing reading and writing difficulties. Data were gathered from 174 college faculty at six higher education institutions throughout northwestern Pennsylvania via an online…

  19. Faculty Gender Effects on Academic Research and Teaching.

    ERIC Educational Resources Information Center

    Gander, James P.

    1999-01-01

    A study estimated the effects of college faculty gender differences on research and teaching productivity, using a sample of 523 four-year institutions for the academic year 1987-1988. Results indicate that female faculty have significant marginal productivity in research at liberal arts institutions but not in other institution categories.…

  20. Mentorship perceptions and experiences among academic family medicine faculty

    PubMed Central

    Stubbs, Barbara; Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola

    2016-01-01

    Abstract Objective To collect information about the types, frequency, importance, and quality of mentorship received among academic family medicine faculty, and to identify variables associated with receiving high-quality mentorship. Design Web-based survey of all faculty members of an academic department of family medicine. Setting The Department of Family and Community Medicine of the University of Toronto in Ontario. Participants All 1029 faculty members were invited to complete the survey. Main outcome measures Receiving mentorship rated as very good or excellent in 1 or more of 6 content areas relevant to respondents’ professional lives, and information about demographic and practice characteristics, faculty ratings of their local departments and main practice settings, teaching activities, professional development, leadership, job satisfaction, and health. Bivariate and multivariate analyses identified variables associated with receiving high-quality mentorship. Results The response rate was 66.8%. Almost all (95.0%) respondents had received mentorship in several areas, with informal mentorship being the most prevalent mode. Approximately 60% of respondents rated at least 1 area of mentoring as very good or excellent. Multivariate logistic regression identified 5 factors associated with an increased likelihood of rating mentorship quality as very good or excellent: positive perceptions of their local department (odds ratio [OR] = 4.02, 95% CI 2.47 to 6.54, P < .001); positive ratings of practice infrastructure (OR = 1.86, 95% CI 1.23 to 2.80, P = .003); increased frequency of receiving mentorship (OR = 2.78, 95% CI 1.59 to 4.89, P < .001); fewer years in practice (OR = 1.93, 95% CI 1.19 to 3.12, P = .007); and practising in a family practice teaching unit (OR = 1.51, 95% CI 1.01 to 2.27, P = .040). Conclusion With increasing emphasis on distributed education and community-based teachers, family medicine faculties will need to develop strategies to support

  1. Pursuing a Faculty Position in the Sciences.

    ERIC Educational Resources Information Center

    Hinkle, Nancy C.

    2001-01-01

    Provides advice for graduate students aiming for faculty positions in the sciences. Addresses developing a professional reputation, the application, the interview, conducting a seminar, preparing a curriculum vitae, and questions an interviewee may be asked and should ask his interviewers. (EV)

  2. 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.

  3. A Model Academic Advisement Manual for Teaching Faculty.

    ERIC Educational Resources Information Center

    Watson, Rose T.; Hogges, Ralph

    The manual, for faculty advisors at Florida International University, provides information regarding policies and procedures relating to the academic advisement process. The introduction includes an academic advisement policy statement and the philosophy of the School of Health and Social Services. Part 2 provides an overview of the four phases of…

  4. Pharmacy Residents’ Pursuit of Academic Positions

    PubMed Central

    Shin, Tiffany R.; Mehta, Bella H.; Rodis, Jennifer L.; Pruchnicki, Maria C.

    2015-01-01

    Objective. To describe pharmacy residents’ interest in and pursuit of academic positions. Methods. An electronic presurvey and postsurvey were sent to pharmacy residents during the 2011-2012 residency year. The initial survey evaluated residents’ job preferences and interest in academia at the beginning of residency, and the follow-up survey focused on job selection and reasons for pursuing or not pursuing positions in academia. Results. Nine hundred thirty-six residents responded to the initial survey and 630 participated in both the initial and follow-up survey. Forty-eight percent of those responding to both surveys strongly considered a career in academia in the initial survey, 28% applied for an academic position, and 7% accepted a position. Second-year postgraduate residents were more likely than first-year postgraduate residents to apply for and be offered a faculty position. Conclusion. Pharmacy residents are interested in academia. While increasing interest among residents is encouraging for faculty recruitment, the academy should also encourage and develop adequate training experiences to prepare residents to succeed in these positions. PMID:25995513

  5. Academic Primer Series: Five Key Papers Fostering Educational Scholarship in Junior Academic Faculty

    PubMed Central

    Chan, Teresa M.; Gottlieb, Michael; Fant, Abra L.; Messman, Anne; Robinson, Daniel W.; Cooney, Robert R.; Papanagnou, Dimitrios; Yarris, Lalena M.

    2016-01-01

    Introduction Scholarship is an essential part of academic success. Junior faculty members are often unfamiliar with the grounding literature that defines educational scholarship. In this article, the authors aim to summarize five key papers which outline education scholarship in the setting of academic contributions for emerging clinician educators. Methods The authors conducted a consensus-building process to generate a list of key papers that describe the importance and significance of academic scholarship, informed by social media sources. They then used a three-round voting methodology, akin to a Delphi study, to determine the most useful papers. Results A summary of the five most important papers on the topic of academic scholarship, as determined by this mixed group of junior faculty members and faculty developers, is presented in this paper. These authors subsequently wrote a summary of these five papers and discussed their relevance to both junior faculty members and faculty developers. Conclusion Five papers on education scholarship, deemed essential by the authors’ consensus process, are presented in this paper. These papers may help provide the foundational background to help junior faculty members gain a grasp of the academic scholarly environment. This list may also inform senior faculty and faculty developers on the needs of junior educators in the nascent stages of their careers.

  6. Academic Primer Series: Five Key Papers Fostering Educational Scholarship in Junior Academic Faculty

    PubMed Central

    Chan, Teresa M.; Gottlieb, Michael; Fant, Abra L.; Messman, Anne; Robinson, Daniel W.; Cooney, Robert R.; Papanagnou, Dimitrios; Yarris, Lalena M.

    2016-01-01

    Introduction Scholarship is an essential part of academic success. Junior faculty members are often unfamiliar with the grounding literature that defines educational scholarship. In this article, the authors aim to summarize five key papers which outline education scholarship in the setting of academic contributions for emerging clinician educators. Methods The authors conducted a consensus-building process to generate a list of key papers that describe the importance and significance of academic scholarship, informed by social media sources. They then used a three-round voting methodology, akin to a Delphi study, to determine the most useful papers. Results A summary of the five most important papers on the topic of academic scholarship, as determined by this mixed group of junior faculty members and faculty developers, is presented in this paper. These authors subsequently wrote a summary of these five papers and discussed their relevance to both junior faculty members and faculty developers. Conclusion Five papers on education scholarship, deemed essential by the authors’ consensus process, are presented in this paper. These papers may help provide the foundational background to help junior faculty members gain a grasp of the academic scholarly environment. This list may also inform senior faculty and faculty developers on the needs of junior educators in the nascent stages of their careers. PMID:27625714

  7. Faculty Development in a Changing Academic Environment.

    ERIC Educational Resources Information Center

    Evans, Clyde H.

    1995-01-01

    The traditional model for medical faculty development is inadequate in the face of shrinking government support, changes in biomedical research, changes in reimbursement systems, loss of respect for medical professions, and radical changes in the structure of the health care delivery system. Implications of changes in the health care system for…

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

    PubMed Central

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

    2010-01-01

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

  9. Driving Success over the Past 50 Years-The Faculty in Academic Veterinary Medicine.

    PubMed

    Buss, Daryl D

    2015-01-01

    The faculty at member schools and colleges of the Association of American Veterinary Medical Colleges (AAVMC) are critical for continued progress in veterinary medicine. The success of those faculty members over the past 50 years has positioned veterinary medicine to engage an ever-widening array of opportunities, responsibilities, and societal needs. Yet the array of skills and accomplishments of faculty in academic veterinary medicine are not always visible to the public, or even within our profession. The quality and the wide range of their scholarship are reflected, in part, through the according of national and international awards and honors from organizations relevant to their particular areas of expertise. The goal of this study was to illustrate the breadth of expertise and the quality of the faculty at 34 schools/colleges of veterinary medicine by examining the diversity of organizations that have recognized excellence in faculty achievements through a variety of awards.

  10. The Junior College Academic Dean's Leadership Behavior as Viewed by Superiors and Faculty.

    ERIC Educational Resources Information Center

    Verbeke, Maurice George

    This study is concerned with the leadership behavior of the junior college academic dean. It illuminates administrative relationships that may be significant for institutions preparing future junior college administrators, for the dean occupies a position between the president and the faculty. This study was based on the perceptions and…

  11. Continuity or Change? Gender, Family, and Academic Work for Junior Faculty in Ontario Universities

    ERIC Educational Resources Information Center

    Acker, Sandra; Webber, Michelle; Smyth, Elizabeth

    2016-01-01

    Over the past 40 or so years, women's share of faculty positions in Canada and elsewhere has increased considerably, if not yet reaching parity. Yet working in the gendered university remains problematic. This article uses data from a qualitative research project in which 38 junior academics were interviewed about their responses to being on the…

  12. Publish or Perish: Academic Life as Management Faculty Live It

    ERIC Educational Resources Information Center

    Miller, Alan N.; Taylor, Shannon G.; Bedeian, Arthur G.

    2011-01-01

    Purpose: Although many in academe have speculated about the effects of pressure to publish on the management discipline--often referred to as "publish or perish"--prevailing knowledge has been based on anecdotal rather than empirical evidence. The aim of the present paper is to shed light on the perceptions of management faculty regarding the…

  13. Comparing Veterinary Student and Faculty Perceptions of Academic Misconduct

    ERIC Educational Resources Information Center

    Royal, Kenneth D.; Schoenfeld-Tacher, Regina M.; Flammer, Keven

    2016-01-01

    A study was conducted to assess veterinary students' and faculty perceptions of a variety of academic and classroom behaviors, and the degree to which these are acceptable or not. Two instruments were developed for this purpose: 1) The Exams and Assignments Scale (EAS), consisted of 23 items measuring the extent to which a variety of examination…

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

    ERIC Educational Resources Information Center

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

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

  15. Kinesiology Faculty Citations across Academic Rank

    ERIC Educational Resources Information Center

    Knudson, Duane

    2015-01-01

    Citations to research reports are used as a measure for the influence of a scholar's research line when seeking promotion, grants, and awards. The current study documented the distributions of citations to kinesiology scholars of various academic ranks. Google Scholar Citations was searched for user profiles using five research interest areas…

  16. Library School Faculty Member Perceptions Regarding Faculty Status for Academic Librarians

    ERIC Educational Resources Information Center

    Wyss, Paul Alan

    2010-01-01

    The faculties of the library schools listed as ALA-accredited are directly involved in setting the direction of the education provided to academic librarians through curriculum development and teaching. The curricula and teaching at ALA-accredited library schools revolve around aspects of librarianship such as providing research assistance at a…

  17. Institutional Academic Freedom vs. Faculty Academic Freedom in Public Colleges and Universities: A Dubious Dichotomy.

    ERIC Educational Resources Information Center

    Hiers, Richard H.

    2002-01-01

    Analyzes the origins of recent federal appellate decisions' divergence from the Supreme Court's identification of teachers' or faculty's academic freedom as "a special concern of the First Amendment." Suggests ways in which academic freedom might better be accorded its rightful importance within the framework of current Supreme Court First…

  18. Hiring and incorporating doctor of nursing practice-prepared nurse faculty into academic nursing programs.

    PubMed

    Agger, Charlotte A; Oermann, Marilyn H; Lynn, Mary R

    2014-08-01

    Semistructured interviews were conducted with 15 deans and directors of nursing programs across the United States to gain an understanding of how Doctor of Nursing Practice (DNP)-prepared nurses seeking academic positions are hired and used in schools of nursing. Interviews sought to gain information regarding (a) differences and similarities in the roles and responsibilities of DNP- and Doctor of Philosophy (PhD)-prepared faculty, (b) educational advancement and mentoring of DNP-prepared nurse faculty, (c) recruitment of doctorally prepared nurse faculty, and (d) shortages of nursing faculty. DNP- and PhD-prepared nurse faculty are hired for varying roles in baccalaureate and higher degree schools of nursing, some similar to other faculty with master's degrees and others similar to those with PhDs; in associate degree in nursing programs, they are largely hired for the same type of work as nurse faculty with master's degrees. Regardless of program or degree type, the main role of DNP-prepared faculty is teaching.

  19. Faculty Perceptions of and Attitudes toward Academic Dishonesty at a Two-Year College.

    ERIC Educational Resources Information Center

    Burke, Jonathan L.

    This study sought to determine factors impacting faculty response to academic dishonesty at a multi-campus, two-year college. This study investigated faculty: (1) perceptions of the extent of academic honesty; (2) perceptions of, and attitudes toward Academic Dishonesty Policy and policy implementation; (3) responses to academic dishonesty; (4)…

  20. FAST-Future Academic Scholars in Teaching: A High-Engagement Development Program for Future STEM Faculty

    ERIC Educational Resources Information Center

    Vergara, Claudia E.; Urban-Lurain, Mark; Campa, Henry, III; Cheruvelil, Kendra S.; Ebert-May, Diane; Fata-Hartley, Cori; Johnston, Kevin

    2014-01-01

    Doctoral granting institutions prepare future faculty members for academic positions at institutions of higher education across the nation. Growing concerns about whether these institutions are adequately preparing students to meet the demands of a changing academic environment have prompted several reform efforts. We describe a professional…

  1. Faculty Status, Tenure, and Professional Identity: A Pilot Study of Academic Librarians in New England

    ERIC Educational Resources Information Center

    Freedman, Shin

    2014-01-01

    Faculty status, tenure, and professional identity have been long-lasting issues for academic librarians for nearly forty years, yet there is little agreement on the benefits of faculty status. This paper examines faculty status and tenure for academic librarians and presents the results of a survey inquiry into professional identity, current and…

  2. Judicial Recognition of Academic Collective Interests: A New Approach to Faculty Title VII Litigation.

    ERIC Educational Resources Information Center

    Yurko, Richard J.

    1980-01-01

    Faculty Title VII litigation, challenges to the faculty evaluation process, and possible jucidial responses to faculty claims are reviewed. A proposed model would temper judicial interference in faculty employment disputes by informed deferences while preserving the unique character of academic institutions. (Journal availbility: Boston Univ. Law…

  3. Chapter 4: PETE Women's Experiences of Being Mentored into Postsecondary Faculty Positions

    ERIC Educational Resources Information Center

    Dodds, Patt

    2005-01-01

    Postsecondary education is rapidly changing. Virtually every kind of institution aspires to higher status, major internal restructuring continues on many campuses, and expectations for faculty productivity keep rising. The academic gender gap for women in the professoriate is characterized by smaller salaries for comparable positions,…

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

    PubMed

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

    2016-01-01

    There are an increasing number of nursing academic administrators who identify themselves as victims of faculty incivility. This study examined experiences that academic administrators encountered with faculty incivility using a phenomenological research design. Three major themes emerged: faculty inappropriate behaviors, consequences of faculty behaviors on administrator targets, and administrators call for action. Findings revealed that incivility had devastating effects on administrators personally and professionally. PMID:26673315

  5. Enhancing the Voice of Faculty in the Association of American Medical Colleges: The Evolution of Faculty in U.S. Medical Schools and the Transformation of the Council of Academic Societies Into the Council of Faculty and Academic Societies.

    PubMed

    Nelson, Kathleen G; Crawford, James M; Fisher, Rosemarie L L

    2015-10-01

    Since its inception in 1966, the Council of Academic Societies (CAS) represented academic faculty in the governance structure of the Association of American Medical Colleges (AAMC). As the role of faculty in the academic health center of the 21st century has evolved (e.g., the number of faculty members has increased, contact hours with trainees per individual faculty member have decreased, the faculty has aged), new models for representation have become necessary. Because of the structure and requirements for organizational membership, CAS was not representing faculty as broadly as possible, so a redesign was necessary. In November 2012, the AAMC Assembly adopted changes to its bylaws creating the new Council of Faculty and Academic Societies. The new design increases the opportunity for all schools to be represented by both junior and senior faculty members while retaining society membership and, therefore, representation of the breadth of specialties in academic medicine. The new council's structure better facilitates meeting its charge: to identify critical issues facing academic medicine faculty members; to provide faculty with a voice as the AAMC addresses those issues through the creation and implementation of AAMC programs, services, and policies; and to serve as a communications conduit between the AAMC and faculty regarding matters related to the core missions of academic medicine.

  6. Academic leadership style predictors for nursing faculty job satisfaction in Taiwan.

    PubMed

    Shieh, H L; Mills, M E; Waltz, C F

    2001-05-01

    The purpose of this study was to examine the influence of nursing deans' and nursing directors' transformational and transactional leadership styles on nursing faculty job satisfaction in baccalaureate and associate degree nursing programs in Taiwan. The study provides a mechanism by which nursing deans or nursing directors can obtain feedback from nursing faculty about leadership styles. Such feedback can then serve as the basis for further development of academic nursing leadership potential in Taiwan. The theory of transformational versus transactional leadership style guided this study. A cross-sectional mailed survey design was conducted. A convenience sample of 233 nursing faculty participated in this study. Idealized influence, intellectual stimulation, and contingent reward leadership styles significantly and positively predicted job satisfaction. However, active management-by-exception significantly and negatively predicted job satisfaction. Nursing leaders should implement effective leadership styles. Study implications for nursing education administration, limitations, and recommendations for future studies were discussed.

  7. Faculty Attitudes and Perceptions of Academic Dishonesty at a Career College

    ERIC Educational Resources Information Center

    Lane, Iris

    2013-01-01

    Academic dishonesty in postsecondary education can often transfer to dishonesty in the workplace. Dishonest behavior by students undermines the integrity of the entire institution, including its faculty. The purpose of this study was to explore faculty perceptions of goal orientation and its impact on student cheating behavior, faculty experiences…

  8. Academic Leadership Forum on Faculty Workload, Engagement, and Development. Executive Summary

    ERIC Educational Resources Information Center

    WCET, 2011

    2011-01-01

    A select group of academic officers and deans from institutions (all sectors) whose programs are primarily online and whose teaching faculty differ considerably from traditional faculty participated in the Academic Leadership Forum, October 26, 2011, held in conjunction with WCET's (WICHE Cooperative for Educational Technologies') Annual Meeting.…

  9. Change in the Academic Marketplace: A Study of Faculty Mobility in the 1980s.

    ERIC Educational Resources Information Center

    Burke, Dolores Lewis

    Internal and external organizational influences on faculty mobility were studied during the 1985-1986 academic year. The investigation, which was designed as a replication of a 1958 study of the academic marketplace by Caplow and Reece, involved interviews with department heads, colleagues of departed faculty members, and new appointees at six…

  10. Strategic Planning Effectiveness in Jordanian Universities: Faculty Members' and Academic Administrators' Perspectives

    ERIC Educational Resources Information Center

    Al-Omari, Aieman Ahmad; Salameh, Kayed M.

    2009-01-01

    This study aims to explore the faculty and academic administrators' perception of strategic planning effectiveness (SPE) in a reform environment, measuring the impact of university type, gender, and job role. A total of 338 faculty members and 183 academic administrators who enrolled during the first semester of the 2007-08 term at a public and a…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  12. Exploring Faculty Experiences in a Striving University through the Lens of Academic Capitalism

    ERIC Educational Resources Information Center

    Gonzales, Leslie D.; Martinez, E.; Ordu, C.

    2014-01-01

    In this paper, we draw from academic capitalism to explore the work lives and experiences of faculty who work in a striving university. Our analysis suggests that faculty members feel pressures induced by academic capitalism, including a lack of space, no time and the sense of constant surveillance. Our work adds to the theoretical as well as…

  13. The Generosity of an Urban Professoriate: Understanding Faculty as Donors and Academic Citizens

    ERIC Educational Resources Information Center

    Shaker, Genevieve G.

    2013-01-01

    Although faculties are often portrayed as institutionally uninvolved, evidence exists that many of them are actually academic citizens who contribute beyond requirements and expectations. Using a phenomenological approach to examine major giving by faculty and their academic citizenship at an urban university, this study of limited sample size…

  14. Academic Freedom for Whom? Experiences and Perceptions of Faculty of Color

    ERIC Educational Resources Information Center

    Locher, Holley M.

    2013-01-01

    Academic freedom is a cornerstone principle to the U. S. system of higher education and is intended to exist for all faculty. Thus, the dominant discourse is that academic freedom is neutral. Utilizing the framework of critical race theory, this research demonstrates that faculty of color can differentially experience and perceive their academic…

  15. Faculty and Peer Influences on Academic Integrity: College Cheating in Romania

    ERIC Educational Resources Information Center

    Teodorescu, Daniel; Andrei, Tudorel

    2009-01-01

    The purpose of this research was to examine student perceptions of academic integrity among faculty and peers at a sample of public universities in Romania. The study explores the factors that influence academic dishonesty among college students and compares the relative importance of faculty influences and peer influences on students' intent to…

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

    PubMed Central

    Hudmon, Karen Suchanek; Sowinski, Kevin M.; Corelli, Robin L.

    2016-01-01

    Objective. To characterize the educational background and academic rank of faculty members in US schools of pharmacy, estimate the extent to which they are employed by institutions where they received previous training, and determine whether differences in degree origin and rank exist between faculty members in established (≤1995) vs newer programs. Methods. A cross-sectional study was conducted using the American Association of Colleges of Pharmacy (AACP) faculty database and demographic information from the public domain. Results. Among 5516 faculty members, 50.3% held two or more types of degrees. Established schools had a higher median number of faculty members and a higher mean faculty rank than did newer schools. Conclusion. The difference in mean faculty rank highlights the shortage of experienced faculty members in newer schools. Future research efforts should investigate educational attainment in correlation to other faculty and school characteristics and prospectively track and report trends related to pharmacy faculty members composition. PMID:27293228

  17. Commercial Funding in Academe: Examining the Correlates of Faculty's Use of Industrial and Business Funding for Academic Work

    ERIC Educational Resources Information Center

    Szelenyi, Katalin; Goldberg, Richard A.

    2011-01-01

    This study examines the demographic, academic, attitudinal, and institutional correlates of receiving industry or business funding for academic work in a national sample of faculty in the United States. The findings depict a complicated picture of externally funded academic work, with implications for the practical and theoretical understanding of…

  18. Sponsorship: a path to the academic medicine C-suite for women faculty?

    PubMed

    Travis, Elizabeth L; Doty, Leilani; Helitzer, Deborah L

    2013-10-01

    Despite increases in the percentages of women medical school graduates and faculty over the past decade, women physicians and scientists remain underrepresented in academic medicine's highest-level executive positions, known as the "C-suite." The challenges of today and the future require novel approaches and solutions that depend on having diverse leaders. Such diversity has been widely shown to be critical to creating initiatives and solving complex problems such as those facing academic medicine and science. However, neither formal mentoring programs focused on individual career development nor executive coaching programs focused on individual job performance have led to substantial increases in the proportion of women in academic medicine's top leadership positions.Faced with a similar dilemma, the corporate world has initiated sponsorship programs designed to accelerate the careers of women as leaders. Sponsors differ from mentors and coaches in one key area: They have the position and power to advocate publicly for the advancement of nascent talent, including women, in the organization. Although academic medicine differs from the corporate world, the strong sponsorship programs that have advanced women into corporations' upper levels of leadership can serve as models for sponsorship programs to launch new leaders in academic medicine. PMID:23969365

  19. Faculty Self-reported Experience with Racial and Ethnic Discrimination in Academic Medicine

    PubMed Central

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

    2004-01-01

    BACKGROUND Despite the need to recruit and retain minority faculty in academic medicine, little is known about the experiences of minority faculty, in particular their self-reported experience of racial and ethnic discrimination at their institutions. OBJECTIVE To determine the frequency of self-reported experience of racial/ethnic discrimination among faculty of U.S. medical schools, as well as associations with outcomes, such as career satisfaction, academic rank, and number of peer-reviewed publications. DESIGN A 177-item self-administered mailed survey of U.S. medical school faculty. SETTING Twenty-four randomly selected medical schools in the contiguous United States. PARTICIPANTS A random sample of 1,979 full-time faculty, stratified by medical school, specialty, graduation cohort, and gender. MEASUREMENTS Frequency of self-reported experiences of racial/ethnic bias and discrimination. RESULTS The response rate was 60%. Of 1,833 faculty eligible, 82% were non-Hispanic white, 10% underrepresented minority (URM), and 8% nonunderrepresented minority (NURM). URM and NURM faculty were substantially more likely than majority faculty to perceive racial/ethnic bias in their academic environment (odds ratio [OR], 5.4; P < .01 and OR, 2.6; P < .01, respectively). Nearly half (48%) of URM and 26% of NURM reported experiencing racial/ethnic discrimination by a superior or colleague. Faculty with such reported experiences had lower career satisfaction scores than other faculty (P < .01). However, they received comparable salaries, published comparable numbers of papers, and were similarly likely to have attained senior rank (full or associate professor). CONCLUSIONS Many minority faculty report experiencing racial/ethnic bias in academic medicine and have lower career satisfaction than other faculty. Despite this, minority faculty who reported experiencing racial/ethnic discrimination achieved academic productivity similar to that of other faculty. PMID:15009781

  20. New Faculty: Catalyst for Change in Academic Departments.

    ERIC Educational Resources Information Center

    Naidoo, Kogi

    This paper discusses a faculty development program for new faculty at the M L Sultan Technikon in Durban, South Africa, especially as it relates to faculty development programs at other South African institutions. This associate lecturer training program was designed to provide support and training for newly appointed black faculty who did not…

  1. Searching for excellence & diversity: increasing the hiring of women faculty at one academic medical center.

    PubMed

    Sheridan, Jennifer T; Fine, Eve; Pribbenow, Christine Maidl; Handelsman, Jo; Carnes, Molly

    2010-06-01

    One opportunity to realize the diversity goals of academic health centers comes at the time of hiring new faculty. To improve the effectiveness of search committees in increasing the gender diversity of faculty hires, the authors created and implemented a training workshop for faculty search committees designed to improve the hiring process and increase the diversity of faculty hires at the University of Wisconsin-Madison. They describe the workshops, which they presented in the School of Medicine and Public Health between 2004 and 2007, and they compare the subsequent hiring of women faculty in participating and nonparticipating departments and the self-reported experience of new faculty within the hiring process. Attendance at the workshop correlates with improved hiring of women faculty and with a better hiring experience for faculty recruits, especially women. The authors articulate successful elements of workshop implementation for other medical schools seeking to increase gender diversity on their faculties.

  2. Searching for Excellence & Diversity: Increasing the Hiring of Women Faculty at One Academic Medical Center

    PubMed Central

    Sheridan, Jennifer T.; Fine, Eve; Pribbenow, Christine Maidl; Handelsman, Jo; Carnes, Molly

    2014-01-01

    One opportunity to realize the diversity goals of academic health centers comes at the time of hiring new faculty. To improve the effectiveness of search committees in increasing the gender diversity of faculty hires, the authors created and implemented a training workshop for faculty search committees designed to improve the hiring process and increase the diversity of faculty hires at the University of Wisconsin–Madison. They describe the workshops, which they presented in the School of Medicine and Public Health between 2004 and 2007, and they compare the subsequent hiring of women faculty in participating and nonparticipating departments and the self-reported experience of new faculty within the hiring process. Attendance at the workshop correlates with improved hiring of women faculty and with a better hiring experience for faculty recruits, especially women. The authors articulate successful elements of workshop implementation for other medical schools seeking to increase gender diversity on their faculties. PMID:20505400

  3. Defining "faculty" in academic medicine: responding to the challenges of a changing environment.

    PubMed

    Block, Steven M; Sonnino, Roberta E; Bellini, Lisa

    2015-03-01

    Academic medicine in the United States is at a crossroads. There are many drivers behind this, including health care reform, decreased federal research funding, a refined understanding of adult learning, and the emergence of disruptive innovations in medicine, science, and education. As faculty members are at the core of all academic activities, the definition of "faculty" in academic medicine must align with the expectations of institutions engaged in patient care, research, and education. Faculty members' activities have changed and continue to evolve. Academic health centers must therefore define new rules of engagement that reflect the interplay of institutional priorities with the need to attract, retain, and reward faculty members. In this Commentary, the authors describe and explore the potential effects of the changing landscape for institutions and their clinical faculty members. The authors make a case for institutions to adapt faculty appointment, evaluation, and promotion processes, and they propose a framework for a standardized definition of "faculty" that allows for individual variability. This framework also provides a means to evaluate and reward faculty members' contributions in education, research, and clinical care. The authors propose a deliberate national conversation to ensure that careers in academic medicine remain attractive and sustainable and that the future of academic medicine is secure. PMID:25406611

  4. Non-Academic Service Quality: Comparative Analysis of Students and Faculty as Users

    ERIC Educational Resources Information Center

    Sharif, Khurram; Kassim, Norizan Mohd

    2012-01-01

    The research focus was a non-academic service quality assessment within higher education. In particular, non-academic service quality perceptions of faculty and students were evaluated using a service profit chain. This enabled a comparison which helped understanding of non-academic service quality orientation from a key users' perspective. Data…

  5. Retaining the wisdom: Academic nurse leaders' reflections on extending the working life of aging nurse faculty.

    PubMed

    Falk, Nancy L

    2014-01-01

    Aging nurse faculty members are vital human resources who serve as educators, researchers, and leaders within baccalaureate nursing (BSN) programs. On average, aging nurse faculty members are over 50 years of age and face key retirement decisions over the next decade. The purpose of this study was to begin to build substantive theory about academic nurse leaders' perceptions of extending the academic working life of aging nurse faculty members. Nine academic nurse leaders from BSN programs nationwide were interviewed in this grounded theory study. Data were analyzed using constant comparative analysis. Four categories emerged: valuing aging nurse faculty, enduring environmental challenges, recognizing stakeholder incongruence, and readjusting. Findings reveal that aging nurse faculty members are highly valued by academic nurse leaders, bringing wisdom, experience, and institutional, historical, and cultural awareness to their many roles. Yet, some aging nurse faculty fail to keep knowledge, skills, and teaching modes current, which is problematic given the multiple environmental challenges that academic nurse leaders face. Stakeholder incongruence arises as a mismatch between the needs of the BSN program and the skills and contributions of aging nurse faculty members. BSN programs, program leaders, and aging nurse faculty members can lessen incongruence by readjusting to address the pressures, tensions, and ongoing change. PMID:24503313

  6. Inadequate Progress for Women in Academic Medicine: Findings from the National Faculty Study

    PubMed Central

    Gunn, Christine M.; Kaplan, Samantha A.; Raj, Anita; Freund, Karen M.

    2015-01-01

    Abstract Background: Women have entered academic medicine in significant numbers for 4 decades and now comprise 20% of full-time faculty. Despite this, women have not reached senior positions in parity with men. We sought to explore the gender climate in academic medicine as perceived by representatives to the Association of American Medical Colleges (AAMC) Group on Women in Medicine and Science (GWIMS) and Group on Diversity and Inclusion (GDI). Methods: We conducted a qualitative analysis of semistructured telephone interviews with GWIMS and GDI representatives and other senior leaders at 24 randomly selected medical schools of the 1995 National Faculty Study. All were in the continental United States, balanced for public/private status and AAMC geographic region. Interviews were audiotaped, transcribed, and organized into content areas before an inductive thematic analysis was conducted. Themes that were expressed by multiple informants were studied for patterns of association. Results: Five themes were identified: (1) a perceived wide spectrum in gender climate; (2) lack of parity in rank and leadership by gender; (3) lack of retention of women in academic medicine (the “leaky pipeline”); (4) lack of gender equity in compensation; and (5) a disproportionate burden of family responsibilities and work-life balance on women's career progression. Conclusions: Key informants described improvements in the climate of academic medicine for women as modest. Medical schools were noted to vary by department in the gender experience of women, often with no institutional oversight. Our findings speak to the need for systematic review by medical schools and by accrediting organizations to achieve gender equity in academic medicine. PMID:25658907

  7. Faculty's Empathy and Academic Support for Grieving Students

    ERIC Educational Resources Information Center

    Hedman, Amy S.

    2012-01-01

    This study assessed a voluntary sample (n = 123) of college faculty's attitudes toward grieving students and likelihood to provide referrals and course accommodations. Empathy levels of faculty were also measured. Although 91% of faculty indicated that at least 1 student had reported a death, only 36% had referred a student to counseling services.…

  8. Academic Faculty Wives and Systemic Discrimination--Antinepotism and "Inbreeding."

    ERIC Educational Resources Information Center

    Dagg, Anne Innis

    1993-01-01

    A study at the University of Waterloo (Canada) investigated existence of formal or informal policies of (1) antinepotism affecting spouses of current faculty and (2) hiring of the department's own doctoral recipients. Although some departments do hire faculty spouses and own doctorates, many faculty oppose these practices. The questionnaire is…

  9. The American Faculty: The Restructuring of Academic Work and Careers

    ERIC Educational Resources Information Center

    Schuster, Jack H.; Finkelstein, Martin J.

    2008-01-01

    Higher education is becoming destabilized in the face of extraordinarily rapid change. The composition of the academy's most valuable asset--the faculty--and the essential nature of faculty work are being transformed. Jack H. Schuster and Martin J. Finkelstein describe the transformation of the American faculty in the most extensive and ambitious…

  10. Addressing Administrator/Faculty Conflict in an Academic Online Environment.

    ERIC Educational Resources Information Center

    Sellani, Robert J.; Harrington, William

    2002-01-01

    Identifies significant issues of conflict between administration and faculty that resulted from an online MBA program at Nova Southeastern University. Highlights include faculty compensation for teaching online; exams and workload of online courses compared to traditional courses; learning outcomes; classroom management; faculty selection and…

  11. Generation X: implications for faculty recruitment and development in academic health centers.

    PubMed

    Bickel, Janet; Brown, Ann J

    2005-03-01

    Differences and tensions between the Baby Boom generation (born 1945-1962) and Generation X (born 1963-1981) have profound implications for the future of academic medicine. By and large, department heads and senior faculty are Boomers; today's residents and junior faculty are Generation X'ers. Looking at these issues in terms of the generations involved offers insights into a number of faculty development challenges, including inadequate and inexpert mentoring, work-life conflicts, and low faculty morale. These insights suggest strategies for strengthening academic medicine's recruitment and retention of Generation X into faculty and leadership roles. These strategies include (1) improving career and academic advising by specific attention to mentoring "across differences"--for instance, broaching the subject of formative differences in background during the initial interaction; adopting a style that incorporates information-sharing with engagement in problem solving; offering frequent, frank feedback; and refraining from comparing today to the glories of yesterday; to support such improvements, medical schools should recognize and evaluate mentoring as a core academic responsibility; (2) retaining both valued women and men in academic careers by having departments add temporal flexibility and create and legitimize less-than-full-time appointments; and (3) providing trainees and junior faculty with ready access to educational sessions designed to turn their "intellectual capital" into "academic career capital."Given the trends discussed in this article, such supports and adaptations are indicated to assure that academic health centers maintain traditions of excellence. PMID:15734801

  12. Generation X: implications for faculty recruitment and development in academic health centers.

    PubMed

    Bickel, Janet; Brown, Ann J

    2005-03-01

    Differences and tensions between the Baby Boom generation (born 1945-1962) and Generation X (born 1963-1981) have profound implications for the future of academic medicine. By and large, department heads and senior faculty are Boomers; today's residents and junior faculty are Generation X'ers. Looking at these issues in terms of the generations involved offers insights into a number of faculty development challenges, including inadequate and inexpert mentoring, work-life conflicts, and low faculty morale. These insights suggest strategies for strengthening academic medicine's recruitment and retention of Generation X into faculty and leadership roles. These strategies include (1) improving career and academic advising by specific attention to mentoring "across differences"--for instance, broaching the subject of formative differences in background during the initial interaction; adopting a style that incorporates information-sharing with engagement in problem solving; offering frequent, frank feedback; and refraining from comparing today to the glories of yesterday; to support such improvements, medical schools should recognize and evaluate mentoring as a core academic responsibility; (2) retaining both valued women and men in academic careers by having departments add temporal flexibility and create and legitimize less-than-full-time appointments; and (3) providing trainees and junior faculty with ready access to educational sessions designed to turn their "intellectual capital" into "academic career capital."Given the trends discussed in this article, such supports and adaptations are indicated to assure that academic health centers maintain traditions of excellence.

  13. The Faculty Handbook: Information for the Academic Staff of Iowa State University.

    ERIC Educational Resources Information Center

    Iowa State Univ. of Science and Technology, Ames.

    Contents of the Iowa State University faculty handbook include (1) a chapter on the administrative structure of the university describing functions of the various offices and committees illustrated with an organizational chart; (2) a chapter on faculty policies, responsibilities, and benefits, which includes statements on tenure, academic freedom,…

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

    ERIC Educational Resources Information Center

    Darby, Alexa; Newman, Gabrielle

    2014-01-01

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

  15. Faculty Use of Culturally Mediated Instruction in a Community College Academic Enrichment Program

    ERIC Educational Resources Information Center

    Lacey, Charna L.

    2009-01-01

    The purpose of this study was to examine faculty use of Culturally Mediated Instructional (CMI) practices in a community college-based academic enrichment program. The intent of the study was two-fold: (a) to search for evidence that instructional practices were reflective of Hollins' (1996) theory of CMI, and (b) to explore faculty perceptions of…

  16. The Importance of Graduate Program Experiences to Faculty Self-Efficacy for Academic Tasks

    ERIC Educational Resources Information Center

    Major, Claire H.; Dolly, John P.

    2004-01-01

    The authors present results from a qualitative study involving recent faculty hires in a college of education at a research university. The focus of the study is experiences that relate to faculty confidence levels for successfully completing academic tasks. The study involves semi-structured interviews for data collection and an inductive…

  17. Coloring the Academic Landscape: Faculty of Color Breaking the Silence in Predominantly White Colleges and Universities

    ERIC Educational Resources Information Center

    Stanley, Christine A.

    2006-01-01

    This article, based on a larger, autoethnographic qualitative research project, focuses on the first-hand experiences of 27 faculty of color teaching in predominantly White colleges and universities. The 27 faculty represented a variety of institutions, disciplines, academic titles, and ranks. They identified themselves as African American,…

  18. Constant Vigilance, Babelfish, and Foot Surgery: Perspectives on Faculty Status and Tenure for Academic Librarians

    ERIC Educational Resources Information Center

    Hill, Janet Swan

    2005-01-01

    Faculty status and tenure for academic librarians are topics of continuous discussion. The rationales for having a tenure system have relevance for librarians but affect librarians differently than they do other faculty. A well-conceived tenure system can enhance a library's vitality and effectiveness, but maintaining the system requires…

  19. Analysis of Faculty Members Attitude towards Academic Development Endeavors in Some Selected Ethiopian Universities

    ERIC Educational Resources Information Center

    Seyoum, Yilfashewa

    2016-01-01

    This article aims to analyse the attitudes of faculty members on how the current academic development programs were enacted in selected Ethiopian Universities. With the help of multiple cases design, evidence was gathered from faculty through attitude scale having a reliability index of 0.77. Moreover, a document study including the day-to-day…

  20. Developing an Organizational Understanding of Faculty Mentoring Programs in Academic Medicine in Major American Research Universities

    ERIC Educational Resources Information Center

    Fischer Zellers, Darlene

    2013-01-01

    This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation…

  1. Institutional Strategies That Foster Academic Integrity: A Faculty-­Based Case Study

    ERIC Educational Resources Information Center

    Prins, Sebastian; Jones, Edward; Lathrop, Anna H.

    2014-01-01

    In recognition that student academic misconduct is a complex issue that requires a holistic and institutional approach, this case study explores the impact of an intervention strategy adopted by the Faculty of Applied Health Sciences (comprised of approximately 80 faculty and an average of 3,240 undergraduate students) at Brock University, St.…

  2. Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration

    ERIC Educational Resources Information Center

    Bair, Mary A.; Mader, Cynthia E.

    2013-01-01

    This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course…

  3. Scholarship in Occupational Therapy Faculty: The Interaction of Cultural Forces in Academic Departments

    ERIC Educational Resources Information Center

    Dow-Royer, Cathy A.

    2010-01-01

    Over the last two decades there has been heightened interest in redefining faculty scholarship in higher education (Boyer, 1990). Trends have included the development of cultural frameworks for understanding how disciplines and institutions influence faculty work and how socialization processes impact academic career development. Despite the fact…

  4. Perceptions of Canadian Dental Faculty and Students about Appropriate Penalties for Academic Dishonesty.

    ERIC Educational Resources Information Center

    Teplitsky, Paul E.

    2002-01-01

    Surveyed Canadian dental school students and faculty and found that students gave equal or more lenient penalties than faculty for the same academic offense; extenuating circumstances introduced via case presentations altered penalty choice only slightly; and offenses could be grouped to correspond with appropriate penalties, thereby establishing…

  5. Academic Transitions in Education: A Developmental Perspective of Women Faculty Experiences

    ERIC Educational Resources Information Center

    Reybold, L. Earle; Alamia, Jennifer J.

    2008-01-01

    Becoming and being a faculty is a dynamic journey defined by various career transitions, such as moving up through promotion and tenure, moving on to other institutions, and sometimes moving out of the academy altogether. This longitudinal qualitative study explored women faculty experiences of academic transitions and their impact on faculty…

  6. Academic Faculty in University Research Centers: Neither Capitalism's Slaves nor Teaching Fugitives

    ERIC Educational Resources Information Center

    Bozeman, Barry; Boardman, Craig

    2013-01-01

    This study addresses university-industry interactions for both educational and industrial outcomes. The results suggest that while academic faculty who are affiliated with centers are more involved with industry than non-affiliated faculty, affiliates are also more involved with and supportive of students at the undergraduate, graduate, and…

  7. The relationship between budget allocated and budget utilized of faculties in an academic institution

    NASA Astrophysics Data System (ADS)

    Aziz, Wan Noor Hayatie Wan Abdul; Aziz, Rossidah Wan Abdul; Shuib, Adibah; Razi, Nor Faezah Mohamad

    2014-06-01

    Budget planning enables an organization to set priorities towards achieving certain goals and to identify the highest priorities to be accomplished with the available funds, thus allowing allocation of resources according to the set priorities and constraints. On the other hand, budget execution and monitoring enables allocated funds or resources to be utilized as planned. Our study concerns with investigating the relationship between budget allocation and budget utilization of faculties in a public university in Malaysia. The focus is on the university's operations management financial allocation and utilization based on five categories which are emolument expenditure, academic or services and supplies expenditure, maintenance expenditure, student expenditure and others expenditure. The analysis on financial allocation and utilization is performed based on yearly quarters. Data collected include three years faculties' budget allocation and budget utilization performance involving a sample of ten selected faculties of a public university in Malaysia. Results show that there are positive correlation and significant relationship between quarterly budget allocation and quarterly budget utilization. This study found that emolument give the highest contribution to the total allocation and total utilization for all quarters. This paper presents some findings based on statistical analysis conducted which include descriptive statistics and correlation analysis.

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

    PubMed Central

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

    2015-01-01

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

  9. Multilingual Faculty across Academic Disciplines: Language Difference in Scholarship

    ERIC Educational Resources Information Center

    Cavazos, Alyssa G.

    2015-01-01

    Due to the dominance of the English language in scholarship, multilingual academics often encounter challenges in achieving academic biliteracy and identifying successful language negotiation practices in academia. Through personal interviews with self-identified multilingual academics across academic disciplines, this paper explores how they…

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

    PubMed Central

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

    2012-01-01

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

  11. A Predictive Study of Community College Faculty Perceptions of Student Academic Preparation, Work Ethics, and Institutional Support

    ERIC Educational Resources Information Center

    Ibezim-Uche, Scholar

    2013-01-01

    Examined in this study were faculty perceptions of students who do not continue their college education. Also examined was how urban and rural community colleges faculty perceived academic preparation, work ethics, and institutional support as predictors of student success. In this predictive study of community college faculty, 36 faculty members…

  12. Transforming the Academic Faculty Perspective in Graduate Medical Education to Better Align Educational and Clinical Outcomes.

    PubMed

    Wong, Brian M; Holmboe, Eric S

    2016-04-01

    The current health care delivery model continues to fall short in achieving the desired patient safety and quality-of-care outcomes for patients. And, until recently, an explicit acknowledgment of the role and influence of the clinical learning environment on professional development had been missing from physician-based competency frameworks. In this Perspective, the authors explore the implications of the insufficient integration of education about patient safety and quality improvement by academic faculty into the clinical learning environment in many graduate medical education (GME) programs, and the important role that academic faculty need to play to better align the educational and clinical contexts to improve both learner and patient outcomes. The authors propose a framework that closely aligns the educational and clinical contexts, such that both educational and clinical outcomes are centered around the patient. This will require a reorganization of academic faculty perspective and educational design of GME training programs that recognizes that (1) the dynamic interplay between the faculty, learner, training program, and clinical microsystem ultimately influences the quality of physician that emerges from the training program and environment, and (2) patient outcomes relate to the quality of education and the success of clinical microsystems. To enable this evolution, there is a need to revisit the core competencies expected of academic faculty, implement innovative faculty development strategies, examine closely faculty's current clinical super vision practices, and establish a training environment that supports bridging from clinician to educator, training program to clinical microsystem, and educational outcomes to clinical outcomes that benefit patients.

  13. Diversity in academic medicine no. 6 successful programs in minority faculty development: ingredients of success.

    PubMed

    Daley, Sandra P; Palermo, Ann-Gel; Nivet, Marc; Soto-Greene, Maria L; Taylor, Vera S; Butts, Gary C; Johnson, Jerry; Strelnick, A Hal; Lee-Rey, Elizabeth; Williams, Beverly; Dorscher, Jocelyn; Lipscomb, Wanda D; McDowell, Sherria; Cornbill, Ray; Mindt, Monica Rivera; Herbert-Carter, Janice; Fry-Johnson, Yvonne W; Smith, Quentin T; Rust, George; Kondwani, Kofi

    2008-12-01

    This article describes the ingredients of successful programs for the development of minority faculty in academic medicine. Although stung by recent cuts in federal funding, minority faculty development programs now stand as models for medical schools that are eager to join the 140-year-old quest for diversity in academic medicine. In this article, the ingredients of these successful faculty development programs are discussed by experts in minority faculty development and illustrated by institutional examples. Included are descriptions of program goals and content, mentoring and coaching, selecting participants, providing a conducive environment, managing the program, and sustaining support. This article is a companion to another article, "Successful Programs in Minority Faculty Development: Overview," in this issue of the Mount Sinai Journal of Medicine.

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

    ERIC Educational Resources Information Center

    Cook-Sather, Alison

    2014-01-01

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

  15. Student and Faculty Expectations of Academic Advising. Preliminary Report.

    ERIC Educational Resources Information Center

    Larsen, Max D.; Brown, Bonnie

    Perceptions and expectations concerning the advising function held by faculty and students in arts and sciences colleges of four midwestern universities were surveyed. Usable responses were obtained from 541 (40 percent) of faculty members from the University of Wyoming, Mankato State University, Kansas State University, and the University of…

  16. Faculty Attitudes toward Tenure and Academic Freedom at Private Universities.

    ERIC Educational Resources Information Center

    Keith, Kent M.

    In this study, 76 faculty (48 tenured, 28 nontenured) at 5 private universities were interviewed and asked to rate seven questions on tenure and then comment on their ratings. Faculty were at small and medium-sized colleges and universities in Southern California and represented the fields of sociology, history, biology, and business. The faculty…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  18. Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations among Doctoral Students

    ERIC Educational Resources Information Center

    Curtin, Nicola; Malley, Janet; Stewart, Abigail J.

    2016-01-01

    We know little about the role of faculty mentoring in the development of interest in pursuing an academic career among doctoral students. Drawing on Social Cognitive Career Theory, this study examined the relationships between different kinds of mentoring (instrumental, psychosocial, and sponsorship) and academic career self-efficacy, interests,…

  19. The Effect of Multitasking to Faculty Members' Academic Works

    ERIC Educational Resources Information Center

    Baran, Bahar

    2013-01-01

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

  20. Bourdieu and Academic Capitalism: Faculty "Habitus" in Materials Science and Engineering

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Kuntz, Aaron M.; Berger, Joseph B.

    2012-01-01

    We present Bourdieu's notions of field, capital, "habitus," and strategy and how these concepts apply today in light of academic capitalism using an empirical study of faculty work in one specific field in engineering that exemplifies current tendencies brought by academic capitalism. We conclude with a discussion of practical implications.…

  1. Retention of Underrepresented Minority Faculty: Strategic Initiatives for Institutional Value Proposition Based on Perspectives from a Range of Academic Institutions

    PubMed Central

    Whittaker, Joseph A.; Montgomery, Beronda L.; Martinez Acosta, Veronica G.

    2015-01-01

    The student and faculty make-up of academic institutions does not represent national demographics. Racial and ethnic minorities are disproportionately underrepresented nationally, and particularly at predominantly white institutions (PWIs). Although significant efforts and funding have been committed to increasing points of access or recruitment of under-represented minority (URM) students and faculty at PWIs, these individuals have not been recruited and retained at rates that reflect their national proportions. Underrepresentation of URMs is particularly prevalent in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This reality represents a national crisis given a predicted shortage of workers in STEM disciplines based on current rates of training of all individuals, majority and URM, and the intersection of this limitation with persistent challenges in the recruitment, training, retention and advancement of URMs who will soon represent the largest pool of future trainees. An additional compounding factor is the increasingly disproportionate underrepresentation of minorities at higher professorial and administrative ranks, thus limiting the pool of potential mentors who are correlated with successful shepherding of URM students through STEM training and development. We address issues related to improving recruitment and retention of URM faculty that are applicable across a range of academic institutions. We describe challenges with recruitment and retention of URM faculty and their advancement through promotion in the faculty ranks and into leadership positions. We offer specific recommendations, including identifying environmental barriers to diversity and implementing strategies for their amelioration, promoting effective and innovative mentoring, and addressing leadership issues related to constructive change for promoting diversity. PMID:26240521

  2. Evidence-based appointment and promotion of academic faculty at the University of Chicago.

    PubMed

    Feder, Martin E; Madara, James L

    2008-01-01

    The authors report how one academic medical center (AMC) and associated nonclinical departments implemented evidence-based academic criteria and an evidence-based academic vetting process, which may be models for other institutions. In 2004-2005, The University of Chicago Division of the Biological Sciences and Pritzker School of Medicine reconceptualized its appointment, promotion, and tenure criteria to recognize all forms of scholarship as equally legitimate bases for academic tenure. The revised criteria also accommodate differences in academic effort consistent with varying clinical demands. Implementation of these criteria, however, necessitated revised practices in providing objective evidence and analysis of their satisfaction. Three complementary mechanisms now yield excellent evidence and analysis. The first, electronic forms (e-forms) comprise highly specific response items with embedded instructions, advice, and rationale. The e-forms encourage candidates and departments to provide the evidence that subsequent review needs to evaluate appointment or promotion proposals. Unexpectedly, the e-forms have been coopted as effective mechanisms for faculty development. Second, a faculty dean of academic affairs, a regular faculty member, was appointed to provide robust academic authority and perspective to the process. Third, the promotion and tenure advisory committee was restricted to evaluating academic criteria, and from considerations of institutional value. This change interposed a "firewall" between academic and institutional review. These changes have attenuated dissatisfaction with the appointments and promotions process both within and outside the AMC. PMID:18162758

  3. Academic freedom and academic duty to teach social justice: a perspective and pedagogy for public health nursing faculty.

    PubMed

    Fahrenwald, Nancy L; Taylor, Janette Y; Kneipp, Shawn M; Canales, Mary K

    2007-01-01

    Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy.

  4. Faculty Research Productivity in Hong Kong across Academic Discipline

    ERIC Educational Resources Information Center

    Jung, Jisun

    2012-01-01

    This study examines the research productivity of Hong Kong academics. Specifically, it explores the individual and institutional factors that contribute to their productivity while also comparing determinants across academic disciplines. We have conducted OLS regression analysis using the international survey data from "The Changing Academics…

  5. Improving the Diversity Climate in Academic Medicine: Faculty Perceptions as a Catalyst for Institutional Change

    PubMed Central

    Price, Eboni G.; Powe, Neil R.; Kern, David E.; Golden, Sherita Hill; Wand, Gary S.; Cooper, Lisa A.

    2010-01-01

    Purpose To assess perceptions of underrepresented minority (URM) and majority faculty physicians regarding an institution’s diversity climate, and to identify potential improvement strategies. Method The authors conducted a cross-sectional survey of tenure-track physicians at the Johns Hopkins University School of Medicine from June 1, 2004 to September 30, 2005; they measured faculty perceptions of bias in department/division operational activities, professional satisfaction, career networking, mentorship, and intentions to stay in academia, and they examined associations between race/ethnicity and faculty perceptions using multivariate logistic regression. Results Among 703 eligible faculty, 352 (50.1%) returned surveys. Fewer than one third of respondents reported experiences of bias in department/division activities; however, URM faculty were less likely than majority faculty to believe faculty recruitment is unbiased (21.1% versus 50.6%, P = .006). A minority of respondents were satisfied with institutional support for professional development. URM faculty were nearly four times less likely than majority faculty to report satisfaction with racial/ethnic diversity (12% versus 47.1%, P = .001) and three times less likely to believe networking included minorities (9.3% versus 32.6%, P = .014). There were no racial/ethnic differences in the quality of mentorship. More than 80% of respondents believed they would be in academic medicine in five years. However, URM faculty were less likely to report they would be at their current institution in five years (42.6% versus 70.5%, P = .004). Conclusions Perceptions of the institution’s diversity climate were poor for most physician faculty and were worse for URM faculty, highlighting the need for more transparent and diversity-sensitive recruitment, promotion, and networking policies/practices. PMID:19116484

  6. Faculty Observables and Self-Reported Responsiveness to Academic Dishonesty

    ERIC Educational Resources Information Center

    Burrus, Robert T., Jr.; Jones, Adam T.; Sackley, William H.; Walker, Michael

    2015-01-01

    Prior to 2009, a mid-sized public institution in the southeast had a faculty-driven honor policy characterized by little education about the policy and no tracking of repeat offenders. An updated code, implemented in August of 2009, required that students sign an honor pledge, created a formal student honor board, and developed a process to track…

  7. Transforming the Academic Faculty Perspective in Graduate Medical Education to Better Align Educational and Clinical Outcomes.

    PubMed

    Wong, Brian M; Holmboe, Eric S

    2016-04-01

    The current health care delivery model continues to fall short in achieving the desired patient safety and quality-of-care outcomes for patients. And, until recently, an explicit acknowledgment of the role and influence of the clinical learning environment on professional development had been missing from physician-based competency frameworks. In this Perspective, the authors explore the implications of the insufficient integration of education about patient safety and quality improvement by academic faculty into the clinical learning environment in many graduate medical education (GME) programs, and the important role that academic faculty need to play to better align the educational and clinical contexts to improve both learner and patient outcomes. The authors propose a framework that closely aligns the educational and clinical contexts, such that both educational and clinical outcomes are centered around the patient. This will require a reorganization of academic faculty perspective and educational design of GME training programs that recognizes that (1) the dynamic interplay between the faculty, learner, training program, and clinical microsystem ultimately influences the quality of physician that emerges from the training program and environment, and (2) patient outcomes relate to the quality of education and the success of clinical microsystems. To enable this evolution, there is a need to revisit the core competencies expected of academic faculty, implement innovative faculty development strategies, examine closely faculty's current clinical super vision practices, and establish a training environment that supports bridging from clinician to educator, training program to clinical microsystem, and educational outcomes to clinical outcomes that benefit patients. PMID:26703412

  8. 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

  9. Becoming Part of the Academy: Factors Affecting the Academic Career Success of Foreign-Born Faculty

    ERIC Educational Resources Information Center

    Switzer, Teri R.

    2012-01-01

    The entire diversity landscape of our university campuses is changing. As American colleges and universities address their need for more globally aware campuses, academic institutions are hiring well-qualified foreign-born scholars to teach in their programs. Both non-resident alien faculty as well as those who are foreign-born but are classified…

  10. Faculty Writing Groups: A Support for Women Balancing Family and Career on the Academic Tightrope

    ERIC Educational Resources Information Center

    Penney, Sharon; Young, Gabrielle; Badenhorst, Cecile; Goodnough, Karen; Hesson, J.; Joy, Rhonda; McLeod, Heather; Pickett, Sarah; Stordy, Mary; Vaandering, Dorothy

    2015-01-01

    This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the…

  11. Faculty and Staff Use of Academic Library Resources and Services: A University of Iowa Libraries' Perspective.

    ERIC Educational Resources Information Center

    Washington-Hoagland, Carlette; Clougherty, Leo

    2002-01-01

    Discusses the effects of reductions in federal funding on academic libraries and describes the development and implementation of a faculty and staff needs assessment at the University of Iowa that identified what resources and services are used for research, teaching, study, and work so plans can be made for the future. (Author/LRW)

  12. Opportunities for Faculty to Influence Academic Matters at Kazakh National University and Eurasian National University

    ERIC Educational Resources Information Center

    Sarinzhipov, Aslan

    2013-01-01

    Kazakhstan's higher education system is based on the Soviet governance structure, limited academic freedom and no autonomy from the state. In such a system faculties are contract employees delivering predesigned courses with no incentive to bring new ideas and methods. But employers and the general public are concerned with the mismatch between…

  13. Candid Reflections on the Departure of Black Women Faculty from Academe in the United States

    ERIC Educational Resources Information Center

    Chambers, Crystal Renee

    2012-01-01

    Critical content analysis is used to identify content within blogs, exposing views within academe that reinforce and normalize racist, sexist, and interactively racist and sexist perspectives. The two themes explored here are unfairness and subjectivities within personnel processes and the qualifications of Black women faculty, as raised through a…

  14. Internationalization of Higher Education and the Impacts on Academic Faculty Members

    ERIC Educational Resources Information Center

    Bedenlier, Svenja; Zawacki-Richter, Olaf

    2015-01-01

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

  15. Faculty Perceptions Regarding Authentication of Online Students' Identities and Academic Dishonesty

    ERIC Educational Resources Information Center

    McMillan, Stephanie Renee

    2012-01-01

    This study explored undergraduate teaching faculty's perceptions regarding using biometric-based technologies to reduce academic dishonesty in online classes. The first objective was to develop a baseline of the respondents' concerns toward and experience with using biometrics; attitudes, experience, and mitigation strategies used to…

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

    ERIC Educational Resources Information Center

    Goldstein, Larry

    2005-01-01

    The intended audience for this primer includes new academic administrators and faculty members who seek involvement in campus governance and need a greater understanding of administrative processes, particularly those related to budgets and budgeting. After reading this publication, readers will have a better understanding of the budget process at…

  17. Contract Faculty in Canada: Using Access to Information Requests to Uncover Hidden Academics in Canadian Universities

    ERIC Educational Resources Information Center

    Brownlee, Jamie

    2015-01-01

    In Canada, universities are undergoing a process of corporatization where business interests, values and practices are assuming a more prominent place in higher education. A key feature of this process has been the changing composition of academic labor. While it is generally accepted that universities are relying more heavily on contract faculty,…

  18. Gender Differences in Calling and Work Spirituality among Israeli Academic Faculty

    ERIC Educational Resources Information Center

    Lazar, Aryeh; Davidovitch, Nitza; Coren, Gal

    2016-01-01

    In order to examine possible gender differences in work calling and work spirituality, 68 university academic faculty members responded to self-report multidimensional measures of these constructs. No gender differences were found for the attribution of the source of a transcendent summons, with a majority of respondents indicating internal…

  19. An Examination of the Factors That Shape the Engagement of Faculty Members and Academic Staff

    ERIC Educational Resources Information Center

    Lunsford, Crystal G.; Omae, Hilda Nyougo

    2011-01-01

    In this article we discuss some of the factors that influence how faculty members and academic staff at Michigan State University connect their scholarly activities to external audiences. Logistic regression was used to analyze data collected using an institutional-wide survey. Findings reveal that appointment type, discipline, and demographic…

  20. Black Males and the Community College: Student Perspectives on Faculty and Academic Success

    ERIC Educational Resources Information Center

    Wood, J. Luke; Turner, Caroline S.

    2011-01-01

    This article highlights findings from a qualitative study of factors affecting the academic success of African American male students in the community college. Data was collected through interviews with 28 Black male students in a midsized institution in the southwestern United States. Findings illuminated four key faculty-initiated elements that…

  1. What Academic Administrators Should Know To Attract Senior Level Faculty Members to Online Learning Environments.

    ERIC Educational Resources Information Center

    Giannoni, D. L.; Tesone, Dana V.

    2003-01-01

    Presents findings of a focus group study used to design a survey instrument for applications in future studies to determine factors of influence that inspire senior faculty members to participate in course delivery through online learning environments (OLE). Concludes with discussion points to encourage academic administrators to consider the…

  2. Understanding Faculty Perceptions of the Future: Action Research for Academic Librarians

    ERIC Educational Resources Information Center

    Malenfant, Kara Josephine

    2011-01-01

    The intent of this study was to aid academic librarians in examining their perceptions of the future of higher education, engaging disciplinary faculty members to understand their views, and determining actions to take to shape the future. In this mixed methods study, scenarios about the future of higher education served as the basis for…

  3. Faculty Response to Department Leadership: Strategies for Creating More Supportive Academic Work Environments

    ERIC Educational Resources Information Center

    Miller, Michael T.; Murry, John W., Jr.

    2015-01-01

    Having a strong, positive departmental chair is critical to enhancing and assuring faculty performance and student learning. Poor leadership, however, can result in increased faculty turn over, poor teaching and research performance, and even the discouragement of students from enrolling. The current study explored response strategies by faculty…

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

    ERIC Educational Resources Information Center

    Lampman, Claudia; Crew, Earl C.; Lowery, Shea D.; Tompkins, Kelley

    2016-01-01

    Academic contrapower harassment (ACPH) occurs when someone with seemingly less power in an educational setting (e.g., a student) harasses someone more powerful (e.g., a professor). A representative sample of 289 professors from U.S. institutions of higher education described their worst incident with ACPH. Open-ended responses were coded using a…

  5. Faculty Perceptions of Academic Freedom at a GCC University

    ERIC Educational Resources Information Center

    Romanowski, Michael H.; Nasser, Ramzi

    2010-01-01

    Massive oil revenues are currently fueling a surge in the number of educational institutions in the Gulf Cooperation Council (GCC) countries, presenting leadership at all levels with many unprecedented questions. In particular, the growth and reform of higher education challenges the delicate balance between academic freedom and Arab cultural…

  6. Medical school faculty discontent: prevalence and predictors of intent to leave academic careers

    PubMed Central

    Lowenstein, Steven R; Fernandez, Genaro; Crane, Lori A

    2007-01-01

    Background Medical school faculty are less enthusiastic about their academic careers than ever before. In this study, we measured the prevalence and determinants of intent to leave academic medicine. Methods A 75-question survey was administered to faculty at a School of Medicine. Questions addressed quality of life, faculty responsibilities, support for teaching, clinical work and scholarship, mentoring and participation in governance. Results Of 1,408 eligible faculty members, 532 (38%) participated. Among respondents, 224 (40%; CI95: 0.35, 0.44) reported that their careers were not progressing satisfactorily; 236 (42%; CI95: 0.38, 0.46) were "seriously considering leaving academic medicine in the next five years." Members of clinical departments (OR = 1.71; CI95: 1.01, 2.91) were more likely to consider leaving; members of inter-disciplinary centers were less likely (OR = 0.68; CI95: 0.47, 0.98). The predictors of "serious intent to leave" included: Difficulties balancing work and family (OR = 3.52; CI95: 2.34, 5.30); inability to comment on performance of institutional leaders (OR = 3.08; CI95: 2.07, 4.72); absence of faculty development programs (OR = 3.03; CI95: 2.00, 4.60); lack of recognition of clinical work (OR = 2.73; CI95: 1.60, 4.68) and teaching (OR = 2.47; CI95: 1.59, 3.83) in promotion evaluations; absence of "academic community" (OR = 2.67; CI95: 1.86, 3.83); and failure of chairs to evaluate academic progress regularly (OR = 2.60; CI95: 1.80, 3.74). Conclusion Faculty are a medical school's key resource, but 42 percent are seriously considering leaving. Medical schools should refocus faculty retention efforts on professional development programs, regular performance feedback, balancing career and family, tangible recognition of teaching and clinical service and meaningful faculty participation in institutional governance. PMID:17935631

  7. Burnout among faculty physicians in an academic health science centre

    PubMed Central

    Wright, James Gardner; Khetani, Nicole; Stephens, Derek

    2011-01-01

    BACKGROUND: Burnout experienced by physicians is concerning because it may affect quality of care. OBJECTIVE: To determine the frequency of burnout among physicians at an academic health science centre and to test the hypothesis that work hours are related to burnout. METHODS: All 300 staff physicians, contacted through their personal e-mail, were provided an encrypted link to an anonymous questionnaire. The primary outcome measure, the Copenhagen Burnout Inventory, has three subscales: personal, work related and patient related. RESULTS: The response rate for the questionnaire was 70%. Quantitative demands, insecurity at work and job satisfaction affected all three components of burnout. Of 210 staff physicians, 22% (n=46) had scores indicating personal burnout, 14% (n=30) had scores indicating work-related burnout and 8% (n=16) had scores indicating patient-related burnout. The correlation between total hours worked and total burnout was only 0.10 (P=0.14) DISCUSSION: Up to 22% of academic paediatric physicians had scores consistent with mild to severe burnout. A simple reduction in work hours is unlikely to be successful in reducing burnout and, therefore, quantitative demands, job satisfaction and work insecurity may require attention to address burnout among academic physicians. PMID:22851895

  8. Allocation of Academic Workloads in the Faculty of Human and Social Sciences at a South African University

    ERIC Educational Resources Information Center

    Botha, P. A.; Swanepoel, S.

    2015-01-01

    This article reports on the results of a statistical analysis of the weekly working hours of academics in a Faculty of Human and Social Sciences at a South African university. The aim was to quantify, analyse and compare the workload of academic staff. Seventy-five academics self-reported on their workload by completing the workload measuring…

  9. Faculty Transitioning into Associate Dean Positions in Higher Education: Perspectives on Personal and Professional Experiences

    ERIC Educational Resources Information Center

    White, Gary W.

    2012-01-01

    The purpose of this study is to explore the factors and mechanisms by which a faculty member chooses to move into an administrative position in higher education, and to examine their early experiences in associate dean positions. As faculty move into administrative positions they will likely experience a significant shift in their job duties and…

  10. Faculty-Preferred Strategies to Promote a Positive Classroom Environment

    ERIC Educational Resources Information Center

    Black, Laurel Johnson; Wygonik, Mindy L.; Frey, Barbara A.

    2011-01-01

    The purpose of this study was to identify the frequency and seriousness of disruptive student behaviors and the effective strategies used by educators to manage these classroom behaviors. At a mid-sized state university, 228 of 780 faculty members (29.2%) completed a 76-item survey. Results indicated that as faculty members' participation in…

  11. Geoscience Academic Provenance: A Comparison of Undergraduate Students' Pathways to Faculty Pathways

    NASA Astrophysics Data System (ADS)

    Houlton, H. R.; Keane, C. M.; Wilson, C. E.

    2012-12-01

    Most Science, Technology, Engineering and Mathematics (STEM) disciplines have a direct recruiting method of high school science courses to supply their undergraduate majors. However, recruitment and retention of students into geoscience academic programs, who will be the future workforce, remains an important issue. The geoscience community is reaching a critical point in its ability to supply enough geoscientists to meet the current and near-future demand. Previous work done by Houlton (2010) determined that undergraduate geoscience majors follow distinct pathways when pursuing their degree and career. These pathways are comprised of students' interests, experiences, goals and career aspirations, which are depicted in six pathway steps. Three population groups were determined from the original 17 participants, which exhibited differences in pathway trajectories. Continued data collection efforts developed and refined the pathway framework. As part of an informal workshop activity, data were collected from 27 participants who are underrepresented minority early-career and future faculty in the geosciences. In addition, 20 geoscience departments' Heads and Chairs participated in an online survey about their pathway trajectories. Pathways were determined from each of these new sample populations and compared against the original geoscience undergraduate student participants. Several pathway components consistently spanned across sample populations. Identification of these themes have illuminated broad geoscience-related interests, experiences and aspirations that can be used to broadly impact recruitment and retention initiatives for our discipline. Furthermore, fundamental differences between participants' ages, stages in career and racial/ethnic backgrounds have exhibited subtle nuances in their geoscience pathway trajectories. In particular, those who've had research experiences, who think "creativity" is an important aspect of a geoscience career and those who

  12. Cultures in conflict: a challenge to faculty of academic health centers.

    PubMed

    Magill, M K; Catinella, A P; Haas, L; Hughes, C C

    1998-08-01

    Academic health centers (AHCs) are experiencing turmoil in all three of their traditional missions of teaching, research, and patient care. The authors examine origins of universities and medical education to place in historical context the stresses affecting AHCs at the end of the 20th century. They describe the cultures of the university to suggest strategies for successful adaptation to these stresses. Clashes of values and norms of the cultures within universities and AHCs can hinder effective adaptation to external change. Administrators, researchers, teachers, and clinicians can have strongly conflicting perspectives. For example, business skill is of increasing importance to the survival of the clinical enterprise, but not typically valued by faculty members. University faculty have often considered accountability as antithetical to academic freedom, and, until recently, accountability was not strongly demanded of AHCs. The authors conclude that AHC faculty must transcend the outdated view that the roles of the scholar, scientist, and healer are in opposition to those of the leader and manager. If AHCs are to survive and prosper through their current cultural transition, their faculty must understand all these roles as part of their intellectual and organizational responsibility. PMID:9736847

  13. Faculty development in geriatrics for clinician educators: a unique model for skills acquisition and academic achievement.

    PubMed

    Levine, Sharon A; Caruso, Lisa B; Vanderschmidt, Hannelore; Silliman, Rebecca A; Barry, Patricia P

    2005-03-01

    As the size of the aged American population increases, so too does the shortage of trained providers in geriatrics. Educational strategies to train physicians at all levels of experience within adult medical and surgical disciplines are needed to complement fellowship training, given the small size of most academic faculties in geriatrics. This article describes a unique faculty development program that creates geriatrically oriented faculty in multiple disciplines. The Boston University Center of Excellence in Geriatrics (COE), funded by the John A. Hartford Foundation, has trained 25 faculty members. Four to six scholars enter the program each year and participate in the COE 1 day per week. Nine months are spent in four content modules-Geriatrics Content, Clinical Teaching, Evidence-based Medicine, and Health Care Systems; 3 months are spent in supervised scholarly activities and clinical settings. A self-report questionnaire and a structured interview were used to evaluate the outcomes of participation in the COE. The results from the first 4 years of the program are reported. The response rate was 83% for the self-report questionnaire and 75% for the structured interview. The results indicate that the COE is effective in improving scholars' assessment and management of older patients. The structured interview revealed that the COE program promotes the integration of geriatrics into clinical teaching at the medical student and resident level. Participants also completed scholarly projects in geriatrics. This program effectively trains faculty scholars to better care for older adults and to teach others to do likewise.

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

    ERIC Educational Resources Information Center

    Kezar, Adrianna; Gehrke, Sean

    2016-01-01

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

  15. Faculty Work and Public Trust: Restoring the Value of Teaching and Public Service in American Academic Life.

    ERIC Educational Resources Information Center

    Fairweather, James S.

    In examining the source of public distrust for higher education and faculty work, this volume reviews empirical data concerning questions which lie at the core of the roles of faculty in academe, in the economy, and the larger society. Chapter 1 describes the background in changing social attitudes and economic factors. Chapter 2 looks at faculty…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  17. Participation of Part-time Faculty on the Executive Committee of the Academic Senate for California Community Colleges.

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, Sacramento.

    At the 1996 Spring Plenary Session, the Academic Senate for California Community Colleges (ASCCC) passed resolution S961.5, which authorizes the participation of part-time faculty on the Executive Committee. The assurance of participation of part-time faculty on the Executive Committee of the ASCCC at first appeared a simple proposal, but was soon…

  18. The Characteristics of Faculty in Comprehensive Institutions: New England Comprehensive Universities Academic Labor Market Study. Working Paper #10.

    ERIC Educational Resources Information Center

    Youn, Ted I. K.

    This paper compares the characteristics of faculty in comprehensive institutions of higher education with those of faculty in other college and university categories. The paper summarizes demographic features, working conditions, satisfaction and participation in academic work organizations, mobility and careers, and attitudes and orientations…

  19. Academic Inbreeding in Nursing

    ERIC Educational Resources Information Center

    Miller, Michael H.

    1977-01-01

    Academic inbreeding, the employment for faculty positions of persons who receive their graduate training at the same academic institution, is considered detrimental to an institution's academic environment. Results of a study conducted at 54 universities revealed that almost half the faculty (48 percent) in collegiate nursing programs are drawn…

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

    ERIC Educational Resources Information Center

    Al-Madi, Bayan

    2013-01-01

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

  1. The Writing Retreat: A High-Yield Clinical Faculty Development Opportunity in Academic Writing

    PubMed Central

    Cable, Christian T.; Boyer, Debra; Colbert, Colleen Y.; Boyer, Edward W.

    2013-01-01

    Background The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. Intervention To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. Methods The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008–2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. Results An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. Conclusions The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time. PMID:24404277

  2. Effects of assessing the productivity of faculty in academic medical centres: a systematic review

    PubMed Central

    Akl, Elie A.; Meerpohl, Joerg J.; Raad, Dany; Piaggio, Giulia; Mattioni, Manlio; Paggi, Marco G.; Gurtner, Aymone; Mattarocci, Stefano; Tahir, Rizwan; Muti, Paola; Schünemann, Holger J.

    2012-01-01

    Background: Many academic medical centres have introduced strategies to assess the productivity of faculty as part of compensation schemes. We conducted a systematic review of the effects of such strategies on faculty productivity. Methods: We searched the MEDLINE, Healthstar, Embase and PsycInfo databases from their date of inception up to October 2011. We included studies that assessed academic productivity in clinical, research, teaching and administrative activities, as well as compensation, promotion processes and satisfaction. Results: Of 531 full-text articles assessed for eligibility, we included 9 articles reporting on eight studies. The introduction of strategies for assessing academic productivity as part of compensation schemes resulted in increases in clinical productivity (in six of six studies) in terms of clinical revenue, the work component of relative-value units (these units are nonmonetary standard units of measure used to indicate the value of services provided), patient satisfaction and other departmentally used standards. Increases in research productivity were noted (in five of six studies) in terms of funding and publications. There was no change in teaching productivity (in two of five studies) in terms of educational output. Such strategies also resulted in increases in compensation at both individual and group levels (in three studies), with two studies reporting a change in distribution of compensation in favour of junior faculty. None of the studies assessed effects on administrative productivity or promotion processes. The overall quality of evidence was low. Interpretation: Strategies introduced to assess productivity as part of a compensation scheme appeared to improve productivity in research activities and possibly improved clinical productivity, but they had no effect in the area of teaching. Compensation increased at both group and individual levels, particularly among junior faculty. Higher quality evidence about the benefits

  3. In from the Margins: The Essential Role of Faculty in Transforming a Professional Studies Unit into an Academic Department

    ERIC Educational Resources Information Center

    Blair, Anthony L.

    2010-01-01

    The article addresses the effective use of full-time and part-time faculty in transforming an institutionalized marginalized professional studies unit into an academic unit with greater academic credibility, as perceived by traditional colleagues and accreditors. Recommendations are supported by a case study narrative from the experiences of the…

  4. Business Faculty Perceptions of Positive and Negative Student Behaviors

    ERIC Educational Resources Information Center

    Shepherd, C. David; Shepherd, Kathy; True, Sheb

    2008-01-01

    The behavior of students can enhance or degrade the classroom experience for students and faculty alike. While a stream of research has focused on student behaviors in primary and secondary education, little attention has been directed at student behaviors in the higher education setting. The qualitative research presented in this manuscript…

  5. Students' academic performance in nursing as a function of student and faculty learning style congruency.

    PubMed

    Joyce-Nagata, B

    1996-02-01

    The purposes of this study were to identify learning styles of traditional baccalaureate nursing students, registered nurse baccalaureate students, baccalaureate nursing students holding a previous non-nursing degree, and nursing educators and to determine the effects of teacher/student learning style congruency on academic performance, when controlled for students' previous academic achievement. Kolb's Learning Style Inventory and a Descriptive Data Questionnaire were administered to 334 nursing students and their respective nurse educators from two nursing schools in Mississippi. Learning style scores were computed and faculty and student learning style congruency was described as: 1) matched on both abstract-concrete and active-reflective dimensions; 2) matched on only the abstract-concrete dimension; 3) matched on only the active-reflective dimension; or 4) not matched on either dimension. There were no significant differences in learning style among the three groups of nursing students, and learning style congruency between student and faculty did not appear to significantly affect academic performance of students. PMID:8926523

  6. Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties

    PubMed Central

    2011-01-01

    Background In accord with new European university reforms initiated by the Bologna Process, our objectives were to assess psychological quality of life (QoL) and to analyse its associations with academic employability skills (AES) among students from the Faculty of Language, Literature, Humanities, Arts and Education, Walferdange Luxembourg (F1, mostly vocational/applied courses); the Faculty of Social and Human Sciences, Liege, Belgium (F2, mainly general courses); and the Faculty of Social Work, Iasi, Romania (F3, mainly vocational/professional courses). Method Students who redoubled or who had studied at other universities were excluded. 355 newly-registered first-year students (145 from F1, 125 from F2, and 85 from F3) were invited to complete an online questionnaire (in French, German, English or Romanian) covering socioeconomic data, the AES scale and the QoL-psychological, QoL-social relationships and QoL-environment subscales as measured with the World Health Organisation Quality of Life short-form (WHOQoL-BREF) questionnaire. Analyses included multiple regressions with interactions. Results QoL-psychological, QoL-social relationships and QoL-environment' scores were highest in F1 (Luxembourg), and the QoL-psychological score in F2 (Belgium) was the lower. AES score was higher in F1 than in F3 (Romania). A positive link was found between QoL-psychological and AES for F1 (correlation coefficient 0.29, p < 0.01) and F3 (correlation coefficient 0.30, p < 0.05), but the association was negative for F2 (correlation coefficient -0.25, p < 0.01). QoL-psychological correlated positively with QoL-social relationships (regression coefficient 0.31, p < 0.001) and QoL-environment (regression coefficient 0.35, p < 0.001). Conclusions Psychological quality of life is associated with acquisition of skills that increase employability from the faculties offering vocational/applied/professional courses in Luxembourg and Romania, but not their academically orientated Belgian

  7. 'I thought I was just going to teach': stories of new nurse academics on transitioning from sessional teaching to continuing academic positions.

    PubMed

    McDermid, Fiona; Peters, Kath; Daly, John; Jackson, Debra

    2013-08-01

    Currently many nursing faculties and schools employ high numbers of sessional teachers to meet the demands of teaching. Sessional teachers are a source for future continuing academic staff; however, there is little exploration on the experiences of sessional teachers as they transition into the full-time nurse academic role. A qualitative study of 14 registered nurse participants used a story-telling approach to explore the experiences of sessional teachers as they transitioned into full-time and continuing academic roles. Findings revealed that participants had only a very limited understanding of the requirements of the academic role when appointed to it. Thematic analysis revealed two major themes. These were: 'Uncertainty: Dealing with role expectation' and 'Mitigating lack of confidence'. The implications of this paper contributes to and enhances knowledge of the transition experiences of sessional teachers and provides new evidence to suggest that adequate support processes are essential for sessional staff transitioning into permanent, full-time academic positions.

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

    NASA Astrophysics Data System (ADS)

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

    2007-12-01

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

  9. Methods used by accredited dental specialty programs to advertise faculty positions: results of a national survey.

    PubMed

    Ballard, Richard W; Hagan, Joseph L; Armbruster, Paul C; Gallo, John R

    2011-01-01

    The various reasons for the current and projected shortages of dental faculty members in the United States have received much attention. Dental school deans have reported that the top three factors impacting their ability to fill faculty positions are meeting the requirements of the position, lack of response to position announcement, and salary/budget limitations. An electronic survey sent to program directors of specialty programs at all accredited U.S. dental schools inquired about the number of vacant positions, advertised vacant positions, reasons for not advertising, selection of advertising medium, results of advertising, and assistance from professional dental organizations. A total of seventy-three permanently funded full-time faculty positions were reported vacant, with 89.0 percent of these positions having been advertised in nationally recognized professional journals and newsletters. Networking or word-of-mouth was reported as the most successful method for advertising. The majority of those responding reported that professional dental organizations did not help with filling vacant faculty positions, but that they would utilize the American Dental Association's website or their specialty organization's website to post faculty positions if they were easy to use and update. PMID:21205727

  10. Association of faculty perceptions of work-life with emotional exhaustion and intent to leave academic nursing: report on a national survey of nurse faculty.

    PubMed

    Yedidia, Michael J; Chou, Jolene; Brownlee, Susan; Flynn, Linda; Tanner, Christine A

    2014-10-01

    The current and projected nurse faculty shortage threatens the capacity to educate sufficient numbers of nurses for meeting demand. As part of an initiative to foster strategies for expanding educational capacity, a survey of a nationally representative sample of 3,120 full-time nurse faculty members in 269 schools and programs that offered at least one prelicensure degree program was conducted. Nearly 4 of 10 participants reported high levels of emotional exhaustion, and one third expressed an intent to leave academic nursing within 5 years. Major contributors to burnout were dissatisfaction with workload and perceived inflexibility to balance work and family life. Intent to leave was explained not only by age but by several potentially modifiable aspects of work, including dissatisfaction with workload, salary, and availability of teaching support. Preparing sufficient numbers of nurses to meet future health needs will require addressing those aspects of work-life that undermine faculty teaching capacity. PMID:25275990

  11. May a Public University Restrict Faculty Expression on Its Internet World Wide Web Sites? Academic Freedom and University Facility Use Restrictions.

    ERIC Educational Resources Information Center

    Allred, Lisa R.

    1997-01-01

    Public university restriction of faculty expression on the institution's World Wide Web server is discussed based on recent Supreme Court decisions. It is proposed that in some circumstances, content-based restriction of faculty expression is permissible and will not violate the First Amendment academic freedom rights of faculty. (MSE)

  12. Present but Not Counted: The Tenuous Position of Academic Board Chairs within Contemporary University Governance

    ERIC Educational Resources Information Center

    Rowlands, Julie

    2015-01-01

    This article draws on multiple case study research of Australian academic governance to examine the role and place of chairpersons of university academic boards (also known as academic senates or faculty senates) within university executive leadership committees. A Bourdieusian analysis of the data suggests that while within the broader university…

  13. Mission-Focused, Productivity-Based Model for Sustainable Support of Academic Hematology/Oncology Faculty and Divisions

    PubMed Central

    Holcombe, Randall F.; Hollinger, Krista J.

    2010-01-01

    Purpose: Adoption of a mission-focused, productivity-based funds-flow model recognizes faculty activities regardless of their primary mission and incentivizes and financially rewards both academic and clinical productivity. We describe here how such a model could be utilized for an academic division of hematology and medical oncology. Methods: On the basis of our own experience in managing the Division of Hematology/Oncology at the University of California at Irvine, and results of a survey of hematology/oncology division chiefs, a new model was developed with clear definitions of missions (ascertaining faculty effort toward each mission and definition of productivity benchmarks for each), careful identification of revenue streams, and establishment of base and incentive salary support that rewards productivity. Ongoing performance improvement and monitoring was incorporated into the model. Results: A model for sustainable support of hematology/oncology faculty and divisions was developed that was transparent, flexible, and had buy-in from both the faculty and departmental/school administration. Development of the model was supported by a survey of hematology/oncology division chiefs. Conclusion: It is possible to reorganize a faculty practice and salary structure to achieve a mission-focused, productivity-based paradigm. Although the model described is specifically targeted at academic hematology and medical oncology divisions, with modification, it could serve as a framework for other departments or throughout schools of medicine. PMID:20592779

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

    PubMed

    Susec-Michieli, M; Kalisnik, M

    1983-07-01

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

  15. Diversity in academic medicine no. 1 case for minority faculty development today.

    PubMed

    Nivet, Marc A; Taylor, Vera S; Butts, Gary C; Strelnick, A Hal; Herbert-Carter, Janice; Fry-Johnson, Yvonne W; Smith, Quentin T; Rust, George; Kondwani, Kofi

    2008-12-01

    For the past 20 years, the percentage of the American population consisting of nonwhite minorities has been steadily increasing. By 2050, these nonwhite minorities, taken together, are expected to become the majority. Meanwhile, despite almost 50 years of efforts to increase the representation of minorities in the healthcare professions, such representation remains grossly deficient. Among the underrepresented minorities are African and Hispanic Americans; Native Americans, Alaskans, and Pacific Islanders (including Hawaiians); and certain Asians (including Hmong, Vietnamese, and Cambodians). The underrepresentation of underrepresented minorities in the healthcare professions has a profoundly negative effect on public health, including serious racial and ethnic health disparities. These can be reduced only by increased recruitment and development of both underrepresented minority medical students and underrepresented minority medical school administrators and faculty. Underrepresented minority faculty development is deterred by barriers resulting from years of systematic segregation, discrimination, tradition, culture, and elitism in academic medicine. If these barriers can be overcome, the rewards will be great: improvements in public health, an expansion of the contemporary medical research agenda, and improvements in the teaching of both underrepresented minority and non-underrepresented minority students. PMID:19021210

  16. Academic Self-Efficacy, Faculty-Student Interactions, and Student Characteristics as Predictors of Grade Point Average

    ERIC Educational Resources Information Center

    Gosnell, Joan C.

    2012-01-01

    The purpose of the study was to explore student characteristics, academic self-efficacy, and faculty-student interactions as predictors of grade point average for upper-division (college level third and fourth year) education students at a public 4-year degree-granting community college. The study examined the effects of student characteristics…

  17. The Public Good and Academic Capitalism: Science and Engineering Doctoral Students and Faculty on the Boundary of Knowledge Regimes

    ERIC Educational Resources Information Center

    Szelényi, Katalin; Bresonis, Kate

    2014-01-01

    This article examines the research-related experiences of 48 doctoral students and 22 faculty in science and engineering fields at three research universities, with specific emphasis on the intersection of the public good and academic capitalism. Identifying an expansive, intersecting organizational space between the public good and academic…

  18. Academic Workload Typologies and Burnout among Faculty in Seventh-Day Adventist Colleges and Universities in North America

    ERIC Educational Resources Information Center

    Gonzalez, Sylvia; Bernard, Hinsdale

    2006-01-01

    The focus of this investigation was to determine the possible relationship of workload typologies and other selected demographic variables to levels of burnout among full-time faculty in Seventh-day Adventist colleges and universities in North America. Four typologies of academic workload emerged from the study of the data. The results revealed…

  19. The Effects of Faculty Behaviors on the Academic Achievement of First-Year Cambodian Urban University Students

    ERIC Educational Resources Information Center

    Heng, Kreng

    2014-01-01

    Research on the faculty impact on students' academic achievement has been disproportionately confined to the context of countries with developed higher education systems. Few studies have been undertaken in the developing world like Cambodia. This study employed hierarchical linear modeling to examine the relationships between faculty…

  20. The Effects of Academic Market Value on the Outliers of a Multi-Variant Regression Analysis of Faculty Salaries.

    ERIC Educational Resources Information Center

    Simpson, William A.; Sperber, William E.

    Three models to describe university salary structure were assessed. Attention was focused on full-time, permanent faculty in ranks of instructor through full professor. Model I postulated that the internal labor market is uninfluenced by the external academic market. The results of model I were compared to the results of a model that adjusted for…

  1. Workplace Bullying in Academe: A Grounded Theory Study Exploring How Faculty Cope with the Experience of Being Bullied

    ERIC Educational Resources Information Center

    Wilkin, La Vena

    2010-01-01

    This qualitative study used a grounded theory methodology to generate a theory about how targets of workplace bullying in academe may begin to heal from the aftermath of their ill-treatment. The emphasis was on understanding the experiences of university faculty members who had been targets of workplace bullying. A key factor in this study was to…

  2. 'By Just What Procedure Am I To Be Guillotined?': Academic Freedom in the Toronto Forestry Faculty between the Wars.

    ERIC Educational Resources Information Center

    Kuhlberg, Mark

    2002-01-01

    Focuses on the University of Toronto (Canada) forestry faculty; university president Robert Falconer's firing of W. N. Millar, an outspoken professor; and the politically sensitive university climate during early 20th century. Dissention over Millar's firing brought focus on limited academic freedom of speech and caused further restriction of…

  3. Designing and Implementing a Faculty Internet Workshop: A Collaborative Effort of Academic Computing Services and the University Library.

    ERIC Educational Resources Information Center

    Bradford, Jane T.; And Others

    1996-01-01

    Academic Computing Services staff and University librarians at Stetson University (DeLand, Florida) designed and implemented a three-day Internet workshop for interested faculty. The workshop included both hands-on lab sessions and discussions covering e-mail, telnet, ftp, Gopher, and World Wide Web. The planning, preparation of the lab and…

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

    ERIC Educational Resources Information Center

    Carter, Robert E.

    2016-01-01

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

  5. Characteristics of full-time faculty in baccalaureate dental hygiene programs and their perceptions of the academic work environment.

    PubMed

    Collins, Marie A; Zinskie, Cordelia D; Keskula, Douglas R; Thompson, Ana Luz

    2007-11-01

    The purpose of this study was to assess the current characteristics of full-time faculty in baccalaureate dental hygiene programs in the United States. A mail questionnaire was sent to program administrators for distribution to faculty. Program response rate was 89.7 percent (26/29), and full-time faculty response rate was 68.3 percent (114/167). The percentage of dental hygiene faculty who are at the associate or assistant professor ranks was similar at 35.1 percent and 34.2 percent, respectively. Forty percent of faculty are not on a tenure track, and 38.6 percent are tenured. The faculty who responded to this survey were almost exclusively white (93.9 percent) and female (95.6 percent), and their average age was 50.2 years. Faculty reported several areas of dissatisfaction with the academic work environment, including lack of time available for student advisement, class preparation, and keeping current in field, as well as concerns about heavy workload and inadequate compensation. A majority of the respondents (56 percent [39/70]) indicated that they plan to retire from the labor force in ten years or less. Three conclusions may be drawn from the findings of this study: 1) there is a lack of diversity within the dental hygiene faculty, which currently consists primarily of white females with few underrepresented minorities and males; 2) if trends persist, there will be a noticeable shortage of dental hygiene educators in the future as faculty move toward retirement without equivalent numbers of younger individuals joining the ranks of the faculty; and 3) there is a lack of published information regarding dental hygiene faculty characteristics. To address the potential academic workforce shortage, we make two recommendations based indirectly on the findings of this study: 1) the American Dental Association should include more information on dental hygiene faculty characteristics in its existing annual survey of all accredited programs; and 2) the number of

  6. Characteristics of full-time faculty in baccalaureate dental hygiene programs and their perceptions of the academic work environment.

    PubMed

    Collins, Marie A; Zinskie, Cordelia D; Keskula, Douglas R; Thompson, Ana Luz

    2007-11-01

    The purpose of this study was to assess the current characteristics of full-time faculty in baccalaureate dental hygiene programs in the United States. A mail questionnaire was sent to program administrators for distribution to faculty. Program response rate was 89.7 percent (26/29), and full-time faculty response rate was 68.3 percent (114/167). The percentage of dental hygiene faculty who are at the associate or assistant professor ranks was similar at 35.1 percent and 34.2 percent, respectively. Forty percent of faculty are not on a tenure track, and 38.6 percent are tenured. The faculty who responded to this survey were almost exclusively white (93.9 percent) and female (95.6 percent), and their average age was 50.2 years. Faculty reported several areas of dissatisfaction with the academic work environment, including lack of time available for student advisement, class preparation, and keeping current in field, as well as concerns about heavy workload and inadequate compensation. A majority of the respondents (56 percent [39/70]) indicated that they plan to retire from the labor force in ten years or less. Three conclusions may be drawn from the findings of this study: 1) there is a lack of diversity within the dental hygiene faculty, which currently consists primarily of white females with few underrepresented minorities and males; 2) if trends persist, there will be a noticeable shortage of dental hygiene educators in the future as faculty move toward retirement without equivalent numbers of younger individuals joining the ranks of the faculty; and 3) there is a lack of published information regarding dental hygiene faculty characteristics. To address the potential academic workforce shortage, we make two recommendations based indirectly on the findings of this study: 1) the American Dental Association should include more information on dental hygiene faculty characteristics in its existing annual survey of all accredited programs; and 2) the number of

  7. Comparing University Academic Performances of HSC Students at the Three Art-Based Faculties

    ERIC Educational Resources Information Center

    Ismail, Noor Azina; Othman, Azmah

    2006-01-01

    University Malaya enrolls students from all states in Malaysia as well as a small number of students from overseas. The objective of this paper is to investigate the effect of past performance on students at three faculties, namely, Faculty of Economics and Administration(FEA), Faculty of Business and Accounting(FBA) and Faculty of Arts and Social…

  8. The Changing Faculty and Student Success: National Trends for Faculty Composition over Time

    ERIC Educational Resources Information Center

    Kezar, Adrianna; Maxey, Daniel

    2012-01-01

    The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, the professoriate is now comprised of mostly non-tenure-track faculty. In 1969, tenured and tenure-track positions made up approximately 78.3% of the faculty and…

  9. High school students' science academic achievement: The effect of the Lemov positive framing trust-building technique

    NASA Astrophysics Data System (ADS)

    Gigliette, Linda Marie

    The purpose of this research was to investigate the effect of a trust-building technique called "positive-framing" (Lemov, 2010, p. 204) on the level of student-teacher trust and students' science academic achievement. The existing literature was reviewed under the constructs of trust, types of trust, trust-building strategies, and student academic achievement. The identified problem is a lack of research into the effect of trust from the high school student perspective and the effect of trust on student academic achievement in science. In addition, there is no empirical evidence to support the effectiveness of the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention. The study involved a volunteer, convenience sample of 9th-grade science students at one high school in Northern California (N=240). The study employed a quasi-experimental, pretest, posttest non-equivalent control group design to examine the level of student trust in the teacher, using the "Student trust in faculty scale" (Forsyth, Adams, & Hoy, 2011, p. 180), and the students' academic achievement, according to the Integrated Process Skills Test II (Okey, Wise, & Burns, 1982). The independent variable was the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention; the two dependent variables were the level of student-teacher trust and student academic achievement. The composite data from the "Student trust in faculty scale" and the academic achievement test were evaluated by a multivariate analysis of covariance (MANCOVA). Results of this study indicated that the null hypothesis was accepted. The "positive-framing" (Lemov, 2010, p. 204) trust-building intervention did not have a significant effect on either the student-teacher trust level or academic achievement in science.

  10. Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine

    PubMed Central

    2013-01-01

    Background Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation. Discussion This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or 'carrots and sticks’) approaches, key findings are summarized from the science of self-determination theory. These findings demonstrate the importance of fostering autonomous motivation by supporting the fundamental human needs for autonomy, competence, and relatedness. In turn, these considerations lead to specific recommendations about approaches to engaging autonomous motivation, using examples in academic health centers. Summary Since supporting autonomous motivation maximizes both functioning and well-being (i.e., people are both happier and more productive), the approaches recommended will help academic health centers recruit, retain, and foster the success of learners and faculty members. Such goals are particularly important to address the multiple challenges confronting these institutions. PMID:24215369

  11. Integrating Systematic Chronic Care for Diabetes into an Academic General Internal Medicine Resident-Faculty Practice

    PubMed Central

    Dorr, David A.; Kelso, Christine; Bowen, Judith L.

    2008-01-01

    Background The quality of care for diabetes continues to fall short of recommended guidelines and results. Models for improving the care of chronic illnesses advocate a multidisciplinary team approach. Yet little is known about the effectiveness of such models in an academic setting with a diverse patient population and resident physicians participating in clinical care. Objective To implement a chronic illness management (CIM) practice within an academic setting with part-time providers, and evaluate its impact on the completion of diabetes-specific care processes and on the achievement of recommended outcomes for patients with diabetes mellitus. Design Retrospective cohort study Subjects Patients with the diagnosis of diabetes mellitus who receive their primary care in an academic general internal medicine resident-faculty practice. Measurements Process and outcomes measures in patients exposed to the CIM practice were compared with non-exposed patients receiving usual care. Main Results Five hundred and sixty-five patients met inclusion criteria. Patients in the CIM practice experienced a significant increase in completion of care processes compared to control patients for measurement of annual low-density lipoprotein (LDL) cholesterol (OR 3.1, 95% CI 1.7–5.7), urine microalbumin (OR 3.3, 95% CI 2.1–5.5), blood pressure (OR 1.8, 95% CI 1.1–2.8), retinal examination (OR 1.9, 95% CI 1.3–2.7), foot monofilament examination (OR 4.2, 95% CI 3.0–6.1) and administration of pneumococcal vaccination (OR 5.2, 95% CI 3.0–9.3). CIM-exposed patients were also more likely to achieve improvements in clinical outcomes of glycemic and blood pressure control reflected by hemoglobin A1c less than 7.0% (OR 1.7, 95% CI 1.02–3) and blood pressure less than 130/80 (OR 2.8, 95% CI 2.1–4.5) compared to controls. Conclusions A systematic chronic care model can be successfully integrated into an academic general internal medicine practice and may result in improved

  12. Inequities in Academic Compensation by Gender: A Follow-Up to the National Faculty Survey Cohort Study

    PubMed Central

    Freund, Karen M.; Raj, Anita; Kaplan, Samantha E.; Terrin, Norma; Breeze, Janis L.; Urech, Tracy H.; Carr, Phyllis L.

    2016-01-01

    Purpose Cross-sectional studies have demonstrated gender differences in salaries within academic medicine. No research has assessed longitudinal compensation patterns. This study sought to assess longitudinal patterns by gender in compensation, and to understand factors associated with these differences in a longitudinal cohort. Method A 17-year longitudinal follow-up of the National Faculty Survey was conducted with a random sample of faculty from 24 U.S. medical schools. Participants employed full-time at initial and follow-up time periods completed the survey. Annual pre-tax compensation during academic year 2012–13 was compared by gender. Covariates assessed included race/ethnicity; years since first academic appointment; retention in academic career; academic rank; departmental affiliation; percent effort distribution across clinical, teaching, administrative, and research duties; marital and parental status; and any leave or part-time status in the years between surveys. Results In unadjusted analyses, women earned a mean of $20,520 less than men (P = .03); women made 90 cents for every dollar earned by their male counterparts. This difference was reduced to $16,982 (P = .04) after adjusting for covariates. The mean difference of $15,159 was no longer significant (P = .06) when adjusting covariates and for those who had ever taken a leave or worked part-time. Conclusions The continued gender gap in compensation cannot be accounted for by metrics used to calculate salary. Institutional actions to address these disparities include both initial appointment and annual salary equity reviews, training of senior faculty and administrators to understand implicit bias, and training of women faculty in negotiating skills. PMID:27276007

  13. Dental school faculty and the academic environment from 1936 to 2011: familiar features in a new context.

    PubMed

    Drisko, Connie L; Whittaker, Lynn Page

    2012-01-01

    From its first issue in 1936 until today, no subject has been more central to the work published in the Journal of Dental Education (JDE) and to dental education itself than the dental school faculty. William Gies's vision in 1926 of the professionalization of dental educators was key to the professionalization of dental education. His focus on the need to develop these teachers as both instructors and researchers established the model by which a "dental educator" became a distinct professional, different from a dentist who happens to teach. This article for the seventy-fifth anniversary issue of the JDE thus starts from the obvious but not always acknowledged point that faculty members are central to the entire enterprise of dental education and relate to change over time as both cause and effect. Whether the profession today is evolving to incorporate new science and curricular models or becoming more interprofessional or meeting the needs of diverse patient populations or adopting new educational methodologies and technologies, developments in these areas will have a direct impact on the way individual faculty members do their jobs. To give a taste of the rich variety published over the past seventy-five years, the first section touches briefly on three significant types of research regarding faculty as exemplified by articles published in the JDE. These three are faculty development, educational methodologies, and faculty recruitment and retention. The second section addresses an increasingly important area of research: faculty members' perceptions of the academic work environment. After considering some trends that will affect this environment over the next decade, the article concludes with additional reasons the JDE is a valuable resource for faculty members in dental schools and allied and advanced dental education programs. PMID:22262551

  14. Dental school faculty and the academic environment from 1936 to 2011: familiar features in a new context.

    PubMed

    Drisko, Connie L; Whittaker, Lynn Page

    2012-01-01

    From its first issue in 1936 until today, no subject has been more central to the work published in the Journal of Dental Education (JDE) and to dental education itself than the dental school faculty. William Gies's vision in 1926 of the professionalization of dental educators was key to the professionalization of dental education. His focus on the need to develop these teachers as both instructors and researchers established the model by which a "dental educator" became a distinct professional, different from a dentist who happens to teach. This article for the seventy-fifth anniversary issue of the JDE thus starts from the obvious but not always acknowledged point that faculty members are central to the entire enterprise of dental education and relate to change over time as both cause and effect. Whether the profession today is evolving to incorporate new science and curricular models or becoming more interprofessional or meeting the needs of diverse patient populations or adopting new educational methodologies and technologies, developments in these areas will have a direct impact on the way individual faculty members do their jobs. To give a taste of the rich variety published over the past seventy-five years, the first section touches briefly on three significant types of research regarding faculty as exemplified by articles published in the JDE. These three are faculty development, educational methodologies, and faculty recruitment and retention. The second section addresses an increasingly important area of research: faculty members' perceptions of the academic work environment. After considering some trends that will affect this environment over the next decade, the article concludes with additional reasons the JDE is a valuable resource for faculty members in dental schools and allied and advanced dental education programs.

  15. Career aspirations to higher leadership positions of nurse faculty middle managers.

    PubMed

    Larson, O M

    1994-01-01

    The purpose of this study was to determine the attitudes of nurse faculty who worked full time in midlevel management positions in baccalaureate degree schools of nursing in order to identify those factors related to career aspirations to higher leadership positions such as deanship. Thirty-seven nurse midmanagers from 30 of the 40 baccalaureate degree schools of nursing in the Midwest completed the three-part questionnaire composed of a demographic profile, Johnson's Faculty Satisfaction Instrument, and Guilbert's Health Care Work Powerlessness Scale (revised). Selected results of this study indicated that the majority of nurse faculty middle managers did not view their current position as a career step to deanship (56.76 per cent) nor did they have career aspirations to a higher leadership position (62.16 per cent). The primary reason reported for this lack of career aspiration was family responsibilities. They did not perceive powerlessness or job satisfaction (P < .05) as an issue in their decision. Career aspirations to a higher leadership position was reported greater when the salary was higher and the perception was stronger that the current position was a career step to deanship (P < .05). They reported the lowest degrees of job satisfaction in reference to parking (SD = 1.79) and leadership of the dean (SD = 1.61).

  16. International Faculty: Experiences of Academic Life and Productivity in U.S. Universities

    ERIC Educational Resources Information Center

    Kim, Dongbin; Wolf-Wendel, Lisa; Twombly, Susan

    2011-01-01

    Using the 2003 Survey of Doctoral Recipients, we examined satisfaction and research productivity of international faculty as compared to U.S. faculty. The study found that foreign-born, foreign-educated faculty are significantly more productive than their U.S. counterparts after controlling for personal, professional, and institutional variables.…

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

    PubMed

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

    2003-02-01

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

  18. The Impact of Faculty Status and Gender on Employee Well-Being in Academic Libraries

    ERIC Educational Resources Information Center

    Galbraith, Quinn; Fry, Leanna; Garrison, Melissa

    2016-01-01

    This study measures job satisfaction, personal fulfillment, work/life balance, and stress levels of male and female librarians. Researchers surveyed 719 librarians at ARL institutions that either offer faculty status and tenure or offer neither. Females at libraries offering faculty status indicated poor work/life balance and high levels of stress…

  19. American Academic: A National Survey of Part-time/Adjunct Faculty. Volume 2

    ERIC Educational Resources Information Center

    American Federation of Teachers (NJ), 2010

    2010-01-01

    Plainly, part-time/adjunct faculty members now play a vital role in educating the nation's college students. Even so, the data and research on part-time/adjunct faculty members have tended to be pretty spotty. This survey, conducted by Hart Research Associates on behalf of the American Federation of Teachers, is one of the first nationwide…

  20. Including the Majority: Academic and Social Inclusion of Adjunct Faculty at Selected Texas Public Community Colleges

    ERIC Educational Resources Information Center

    Spaniel, Suzann Holland

    2012-01-01

    As the majority of teaching faculty on many community college campuses, adjuncts are accountable for the higher education of an increasing number of college-going students. However, adjunct faculty often are disconnected from the community colleges that depend upon them. The purpose of this nonexperimental quantitative study was to investigate the…

  1. Technology Acceptance in an Academic Context: Faculty Acceptance of Online Education

    ERIC Educational Resources Information Center

    Gibson, Shanan G.; Harris, Michael L.; Colaric, Susan M.

    2008-01-01

    The authors surveyed faculty from a college of business and a college of education regarding their attitudes toward online education. Results of the survey were examined to determine the degree to which the technology acceptance model was able to adequately explain faculty acceptance of online education. Results indicate that perceived usefulness…

  2. Collegiate Faculty Expectations Regarding Students' Epistemic and Ontological Cognition and the Likelihood of Academic Success

    ERIC Educational Resources Information Center

    Greene, Jeffrey A.

    2009-01-01

    Personal epistemology researchers assert that collegiate faculty expect their students to have sophisticated beliefs about the nature of knowledge and knowing, and are likely to give low grades to students whose work reflects naive beliefs. To test whether these assertions were accurate, 282 college faculty completed an online survey where they…

  3. Job Satisfaction among Faculty of Color in Academe: Individual Survivors or Institutional Transformers?

    ERIC Educational Resources Information Center

    Laden, Berta Vigil; Hagedorn, Linda Serra

    2000-01-01

    Discusses satisfaction and issues pertaining to job retention among college faculty of color. Considers their satisfaction in environments where they are a minority, their perseverance and survival in tenure and promotion, reactions to a nonsupportive environment, and specific factors contributing to job satisfaction. Concludes that faculty of…

  4. Faculty Perspectives on Academic Work and Administrative Burden: Implications for the Design of Effective Support Services

    ERIC Educational Resources Information Center

    Wimsatt, Leslie; Trice, Andrea; Langley, David

    2009-01-01

    This paper uses literature on faculty worklife and findings from a recent study conducted by the Federal Demonstration Partnership (FDP) to shed light on the sources and extent of administrative burden experienced by faculty engaged in federal grant research. Discussion focuses on the implications for research administrators, including strategies…

  5. Academic Departments as Networks of Informal Learning: Faculty Development at Liberal Arts Colleges

    ERIC Educational Resources Information Center

    Pifer, Meghan J.; Baker, Vicki L.; Lunsford, Laura G.

    2015-01-01

    In this article, we consider the role of departmental contexts and relationships in faculty work within liberal arts colleges. Knowledge about how departmental networks relate to success and satisfaction may inform the work of those who support faculty work in liberal arts colleges, as well as other institution types. Analysis of quantitative and…

  6. Relationships among Central Administrators, Chairs, and Faculty: Academic Change Agents in Theory and Practice.

    ERIC Educational Resources Information Center

    Hickson, Mark, III

    2000-01-01

    Offers an empirically derived model (based on observations of administrative behavior at two institutions of higher education) describing relationships among central administrators, chairs, and faculty. Discusses change agents, the do-it-yourself approach, the rhetoric of change, the faculty retreat, hiring new and more administrators, creating…

  7. Faculty Governance, the University of California, and the Future of Academe.

    ERIC Educational Resources Information Center

    Hollinger, David A.

    2001-01-01

    Explores the role and importance of faculty governance based on personal experience at the University of California, Berkeley (which has one of the country's strongest faculty governance systems) and the University of Michigan (with a weaker system more representative of national norms). Discusses the increasing market-related obstacles to…

  8. Relations between Faculty Use of Online Academic Resources and Student Class Attendance

    ERIC Educational Resources Information Center

    Kinlaw, C. Ryan; Dunlap, Linda L.; D'Angelo, Jeffrey A.

    2012-01-01

    We investigated connections between faculty use of online resources and student class attendance. Of particular interest was whether online submission of course assignments is detrimental to attendance. Students and faculty at a small, liberal arts college completed surveys about student attendance patterns, student reasons for non-attendance,…

  9. Academic Work in Transition: An Examination of Virtual Faculty Job Satisfaction

    ERIC Educational Resources Information Center

    Lefebvre, Lauryl A.

    2009-01-01

    The increased demand for postsecondary education in the United States and abroad and the availability of new teaching and learning technologies are having an indelible impact on the nature of faculty work. As distance education becomes more prevalent, a growing number of faculty are facing new challenges and opportunities, especially those working…

  10. Beyond Academic Outcomes: Expanding into Comprehensive Assessment while Preserving Faculty Ownership. AIR 1994 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Peacock, Dennis E.

    At Northeast Missouri State University, where faculty have directed student outcomes assessment for 20 years, assessment is expanding to include a broader university mission of developing the whole person. As assessment becomes more comprehensive, expanding into out-of-class experiences, there is a risk of losing faculty support. Three fundamental…

  11. International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility

    ERIC Educational Resources Information Center

    Kim, Dongbin; Twombly, Susan; Wolf-Wendel, Lisa

    2012-01-01

    In the past 20 years, the number of international faculty members at American universities has continued to increase rapidly. This growth is evident in data showing that the proportional representation of foreign-born faculty easily surpasses that of domestic underrepresented racial/ethnic groups. The increasing presence of international faculty…

  12. In Defense of Academic Freedom and Faculty Governance: John Dewey, the 100th Anniversary of the AAUP, and the Threat of Corporatization

    ERIC Educational Resources Information Center

    Eastman, Nicholas J.; Boyles, Deron

    2015-01-01

    This essay situates John Dewey in the context of the founding of the American Association of University Professors (AAUP) in 1915. We argue that the 1915 Declaration of Principles, together with World War I, provides contemporary academics important historical justification for rethinking academic freedom and faculty governance in light of…

  13. Barriers to leadership positions for Indian women in academic dentistry.

    PubMed

    Tandon, Shobha; Kohli, Anil; Bhalla, Sumati

    2007-10-01

    Indian women, have come up a long way during the past 50 years. Gone are the days when the leadership positions in dentistry and health care professions were occupied solely by males and the women in-charge were looked down upon as anomalies. The staff rooms in dental and medical schools, the research laboratories in India today are employing women, who have quietly begun challenging the conventional male ideas that had shaped the policies earlier on. Women have advanced considerably in academic dentistry but like every coin, this story too, has two sides. In spite of the considerable gain in equity of status, women in research and academic careers related to health care professions still face innumerable barriers to their careers. This study was conducted with an aim to highlight the various barriers being faced by women in leadership positions in academic dentistry in India and this paper also suggests issues which require global concern for unbiased advancement of women. This was a questionnaire-based study in which the subjects were women in leadership positions in the various dental colleges in India. The questions are related to the various barriers like family commitments, attitude of the society, sexual harassment, gender bias and lack of cooperation from spouse which hinders the development of the careers of such women with tremendous potential. The results show that 67% of the subjects feel there are more barriers to their careers as women than men and health care professions definitely need more women leaders for improvement in women's health status globally. 63.5% of women in dentistry feel their family commitments are barriers to rising in their careers and 64.7% report that a marriage is happier if the husband's career graph is better than wife's. The survey results indicate that the same salary is paid to 93.5% women as their male colleagues. The results of the study show that there certainly has been a change in outlook of Indian women as they have

  14. Academic Incentives for Faculty Participation in Community-based Participatory Research

    PubMed Central

    Nyden, Philip

    2003-01-01

    Recognizing the need to overcome the obstacles of traditional university- and discipline-oriented research approaches, a variety of incentives to promote community-based participatory research (CBPR) are presented. Experiences of existing CBPR researchers are used in outlining how this methodological approach can appeal to faculty: the common ground shared by faculty and community leaders in challenging the status quo; opportunities to have an impact on local, regional, and national policy; and opening doors for new research and funding opportunities. Strategies for promoting CBPR in universities are provided in getting CBPR started, changing institutional practices currently inhibiting CBPR, and institutionalizing CBPR. Among the specific strategies are: development of faculty research networks; team approaches to CBPR; mentoring faculty and students; using existing national CBPR networks; modifying tenure and promotion guidelines; development of appropriate measures of CBPR scholarship; earmarking university resources to support CBPR; using Institutional Review Boards to promote CBPR; making CBPR-oriented faculty appointments; and creating CBPR centers. PMID:12848841

  15. Perceptions of Neutrality through a Post-Colonial Lens: Institutional Positioning in Canadian Academic Development

    ERIC Educational Resources Information Center

    Wuetherick, Brad; Ewert-Bauer, Tereigh

    2012-01-01

    The question of whether neutrality is possible in academic development invites us to explore the particular place of academic development in our institutions and how academic development is positioned in our particular national and institutional environments. This paper, which reports on a small pilot study of how Canadian academic development is…

  16. The Academic Chairperson's Handbook.

    ERIC Educational Resources Information Center

    Creswell, John W.; And Others

    This book champions the importance of chairing an academic department (or division) and focuses attention on the strategies "excellent" chairs use in building a positive work environment for faculty and releasing individual faculty potential. The framework is based on human, organizational, and career development; systems theory; and interpersonal…

  17. Faculty and Academic Responsiveness in a Period of Decline: An Organizational Perspective.

    ERIC Educational Resources Information Center

    Peterson, Marvin W.

    1980-01-01

    The importance of maintaining the moral and institutional loyalty of remaining faculty during a period of retrenchment is discussed. Areas discussed are institutional perspective, decline strategy, slack resources and priorities, program reviews and planning, and professional development. (Author/LC)

  18. Academic Commentary Faculty Development: Some Thoughts About the Process and Content

    PubMed Central

    Heffernan, M. W.

    1979-01-01

    Faculty development, particularly that aspect of it concerned with increasing the educational and teaching skills of faculty members, is currently a major issue for medicine in general—and family medicine in particular. This article presents the author's views about what might be aspects of the guiding philosophy and content of such a program of faculty development, where it is concerned with increasing teaching skills. These views have been distilled over several years of personal growth and development, whilst working in this area as an educator within the RACGP's family medicine program, as a participant and facilitator in international workshops examining related topics, and most recently as a visiting professor within the McGill Department of Family Medicine at Jewish General Hospital, Montreal. PMID:21297745

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

    PubMed

    Carmichael, S Thomas

    2012-10-01

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

  20. Comparison of Academic Misconduct across Disciplines--Faculty and Student Perspectives

    ERIC Educational Resources Information Center

    Khalid, Adeel

    2015-01-01

    Academic misconduct by students in higher education is a fact and is a challenge to the integrity of higher education and its reputation. Furthermore such misconduct is counterproductive to the ethics component of higher education. The purpose of this research is to explore, investigate and compile the anecdotal accounts of academic misconduct…

  1. Can Low-Cost Support Programmes with Coaching Accelerate Doctoral Completion in Health Science Faculty Academics?

    ERIC Educational Resources Information Center

    Geber, Hilary; Bentley, Alison

    2012-01-01

    Career development for full-time Health Sciences academics through to doctoral studies is a monumental task. Many academics have difficulty completing their studies in the minimum time as well as publishing after obtaining their degree. As this problem is particularly acute in the Health Sciences, the PhD Acceleration Programme in Health Sciences…

  2. Late Entrants into the Academic Profession: Conceptual Constructions of Hope in a Faculty of Education

    ERIC Educational Resources Information Center

    Bitzer, E. M.; Albertyn, R. M.

    2011-01-01

    Professional development of generic black academic staff in South African higher education is viewed against the background of increased emphasis on open dialogue and concern for upward mobility in academe. Open dialogue and liberation create new expectations and challenges for staff. This article describes professional development of academics…

  3. Scholarship Perceptions of Academic Department Heads: Implications for Promoting Faculty Community Engagement Scholarship

    ERIC Educational Resources Information Center

    Sobrero, Patricia; Jayaratne, K. S. U.

    2014-01-01

    After North Carolina State University developed recommendations for departments and faculty to integrate learning, discovery, and engagement through the scholarship of engagement, the issue was raised: "What do department heads think, and how do they support engagement especially during promotion, tenure, and reappointment of engaged…

  4. Online Adjunct Faculty: Motivations for Working in the New Academic Frontier

    ERIC Educational Resources Information Center

    Hopkins, Trish Isabella

    2013-01-01

    Distance education rapidly became the new frontier in higher education as more adults returned to college. Most research studies focused on the satisfaction of faculty members. However, little research reported the lived stories of online adjuncts pioneering a new educational landscape. The primary purpose of the qualitative study was to discover…

  5. Research Motives of Faculty in Academic STEM: Measurement Invariance of the Research Motivation Scale

    ERIC Educational Resources Information Center

    Deemer, Eric D.; Mahoney, Kevin T.; Ball, Jacqueline Hebert

    2012-01-01

    The authors examined the psychometric properties of the Research Motivation Scale (RMS) in a sample of faculty members (N = 337) in university science departments. It was hypothesized that the RMS would evidence partial measurement invariance across tenure status and noninvariance across gender, given the different sociocultural factors (e.g.,…

  6. Academic Integrity, Remix Culture, Globalization: A Canadian Case Study of Student and Faculty Perceptions of Plagiarism

    ERIC Educational Resources Information Center

    Evans-Tokaryk, Tyler

    2014-01-01

    This article presents the results of a case study at a Canadian university that used a combination of surveys and focus groups to explore faculty members' and students' perceptions of plagiarism. The research suggests that the globalization of education and remix culture have contributed to competing and contradictory understandings of plagiarism…

  7. Faculty Collective Bargaining and Academic Decision Making. Special Report No. 24.

    ERIC Educational Resources Information Center

    Orze, Joseph J.

    On January 25, 1973 the Board of Trustees and the Faculty Federation of Southeastern Massachusetts University ratified what each party considered to be a unique and broadly optimistic collective bargaining agreement. The agreement was germinated as the progeny of two strongly shared beliefs: (1) in the need to create a system for the development…

  8. The Academic Mind at the Top: The Political Behavior and Values of Faculty Elites.

    ERIC Educational Resources Information Center

    Lipset, Seymour Martin

    1982-01-01

    Faculty surveys of the honorific academies and of American professors indicate that the former are more liberal politically than the latter, including those at the most distinguished institutions. Theories of intellectual creativity and political socialization are applied to these findings. Available from Elsevier Publishing, 52 Vanderbilt Avenue,…

  9. General Management Skills: Do Practitioners and Academic Faculty Agree on Their Importance?

    ERIC Educational Resources Information Center

    Levenburg, Nancy M.

    1996-01-01

    Usable responses from 165 business practitioners and 218 business faculty showed significant differences on the perceived importance of general management skills, especially oral/written communication, problem solving, and teamwork. Global awareness, diversity, and project management skills received low rankings from both groups. (SK)

  10. Factors Related to Faculty Research Productivity and Implications for Academic Planners

    ERIC Educational Resources Information Center

    Webber, Karen L.

    2011-01-01

    Scrutiny over faculty allocations of time and subsequent outcomes is frequent in postsecondary education, especially at state research universities (those that receive appropriations from the state). Particularly during economic downturns, college officials and legislators must make difficult choices in fund allocation. For this reason, faculty…

  11. In Search of a Professional Identity: Higher Education in Macau and the Academic Role of Faculty

    ERIC Educational Resources Information Center

    Hao, Zhidong

    2016-01-01

    Higher education in Macau, China, is characterized by vocationalization of institutions, lack of faculty professionalization, and little or no shared governance. Using general statistics of higher education in Macau and a case study of one university, this paper illustrates not only the status of the profession but also the structural, cultural,…

  12. Establishing a learning repository to facilitate collaboration and communication of academic work among nursing faculty.

    PubMed

    Kotcherlakota, Suhasini; Keeler, Heidi

    2014-01-01

    There is an increasing need for collaboration and communication among nurse educators to advance the quality of nursing education and show excellence in curriculum development, content delivery, leadership, and scholarship roles. In this article, the establishment of a learning repository, its unique functionalities, procurement of faculty, and future advancements are described in detail. Our approach is based on evidence-based research, instructional design, and emerging technologies to address the gaps and problems faced by nurse educators.

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

    ERIC Educational Resources Information Center

    Hancks, Meredith L.

    2013-01-01

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

  14. Awareness and knowledge of common eye diseases among the academic staff (non-medical faculties) of University of Malaya.

    PubMed

    Chew, Y K; Reddy, S C; Karina, R

    2004-08-01

    A cross sectional study was conducted to assess the level of awareness and knowledge of common eye diseases (cataract, glaucoma, diabetic retinopathy and refractive errors) among 473 academic staff (non-medical faculties) of University Malaya. The awareness of cataract was in 88.2%, diabetic retinopathy in 83.5%, refractive errors in 75.3% and glaucoma in 71.5% of the study population. The knowledge about all the above common eye diseases was moderate, except presbyopia which was poor. Multivariate analysis revealed that females, older people, and those having family history of eye diseases were significantly more aware and more knowledgeable about the eye diseases. Health education about eye diseases would be beneficial to seek early treatment and prevent visual impairment in the society.

  15. Student vs Faculty Curriculum Advising

    ERIC Educational Resources Information Center

    Brown, Coke R.; Myers, Rosemary

    1975-01-01

    Attitudes toward advisers and first-year academic progress were assessed for 223 freshman students at Idaho State University. Students advised by students had more positive attitudes toward their advisers and lower drop rates than those advised by faculty. No difference was observed for achieved GPA. Bases for evaluation are discussed. (Author)

  16. Between a Rock and a Hard Place: Faculty's and Academic Administrators' Dilemmas in a University-K-12 Partnership

    ERIC Educational Resources Information Center

    Méndez, Zulma Y.; Rincones, Rodolfo

    2013-01-01

    This case explores the complexity and dilemmas that faculty and academic administrators at Southwestern University (SU) encountered as they engaged in the development and establishment of a partnership with the local city's school districts. The partnership--carried at SU's College of Science but funded and based through a…

  17. Leader or Manager: Academic Library Leader's Leadership Orientation Considered Ideal by Faculty, Administrators and Librarians at Private, Nonprofit, Doctoral Universities in Southern California

    ERIC Educational Resources Information Center

    Tripuraneni, Vinaya L.

    2010-01-01

    Purpose: The purpose of this study is to identify the leadership orientation of the academic library leader considered ideal by faculty, administrators and librarians in private, non-profit, doctoral universities in Southern California. Theoretical Framework: The theoretical framework used for this study was Bolman and Deal's Leadership…

  18. Salary-Trend Studies of Faculty for the Years 1994-95 and 1997-98 in the Following Academic Disciplines/Major Fields: Accounting, ..., Geology.

    ERIC Educational Resources Information Center

    Howe, Richard D.

    This document provides comparative salary trend data for full-time faculty in 27 academic disciplines/major fields for the baseline year 1994-95 and the trend year 1997-98 for 262 public and 387 private institutions. For each discipline/major field surveyed, the report provides a Classification of Instructional Programs (CIP) definition, data…

  19. Trends and Indicators: Pension Money in the Stock Market; Median Salaries of Chief Executives and Academic Officers, 1992-93; Faculty Pay and the Cost of Living.

    ERIC Educational Resources Information Center

    Chronicle of Higher Education, 1993

    1993-01-01

    Data presented include a graph comparing College Retirement Equities Fund progress with a major stock price index, 1990-93; a table of median salaries of chief academic and executive officers at public, private, and church-related colleges, by enrollment; and a comparison of faculty salaries and the Consumer Price Index, 1986-87 to 1991-92. (MSE)

  20. An Academic Community of "Hermandad": Research for the Educational Advancement of Latinas (REAL), a Motivating Factor for First-Tier Tenure-Track Latina Faculty

    ERIC Educational Resources Information Center

    Ruiz, Elsa Cantu; Machado-Casas, Margarita

    2013-01-01

    Research studies have found that an integral part of being a tenure-track faculty member is the relationship between the higher education institution and individual faculty members (Mawdsley, 1999). Tenure-track positions are competitive spaces that demand and expect assistant professors to excel in publishing, teaching, and scholarly activity.…

  1. The Difficult Transition? Teaching, Research, Service: Examining the Preparedness of Communication Faculty Entering the Academe

    ERIC Educational Resources Information Center

    Whitfield, Toni Selena; Hickerson, Corey

    2013-01-01

    This study, based on a survey of graduate students seeking employment, examines the categories and levels of preparedness of new professors/instructors as they enter academe. Preparedness was examined in several ways--specifically knowledge about higher education requirements and their preparation for teaching, advising, and service in the field…

  2. Safety in Academic Chemistry Laboratories: Volume 2. Accident Prevention for Faculty and Administrators, 7th Edition.

    ERIC Educational Resources Information Center

    American Chemical Society, Washington, DC.

    This book contains volume 2 of 2 and describes safety guidelines for academic chemistry laboratories to prevent accidents for college and university students. Contents include: (1) "Organizing for Accident Prevention"; (2) "Personal Protective Equipment"; (3) "Labeling"; (4) "Material Safety Data Sheets (MSDSs)"; (5) "Preparing for Medical…

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

    ERIC Educational Resources Information Center

    Drew, Steve; Klopper, Christopher

    2014-01-01

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

  4. Academic Work from a Comparative Perspective: A Survey of Faculty Working Time across 13 Countries

    ERIC Educational Resources Information Center

    Bentley, Peter James; Kyvik, Svein

    2012-01-01

    Sociological institutional theory views universities as model driven organizations. The world's stratification system promotes conformity, imitation and isomorphism towards the "best" university models. Accordingly, academic roles may be locally shaped in minor ways, but are defined and measured explicitly in global terms. We test this proposition…

  5. The Sufficiently Embedded Librarian: Defining and Establishing Productive Librarian-Faculty Partnerships in Academic Libraries

    ERIC Educational Resources Information Center

    Olivares, Olivia

    2010-01-01

    How does an academic librarian become embedded in a department or college that is reluctant to accept reference, research or instruction services from the library? In such cases, the would-be embedded librarian may have to settle for "partial" embedding, offering some services where possible and tactfully abstaining from offering others that were…

  6. Balancing Open Access with Academic Standards: Implications for Community College Faculty

    ERIC Educational Resources Information Center

    Gabbard, Anita; Mupinga, Davison M.

    2013-01-01

    Community colleges act as the gateway for students to higher education. Many of these colleges realize this mission through open-door policies where students lacking in basic reading, writing, and mathematics skills can enroll. But, this open-access policy often creates challenges when meeting academic standards. Based on data collected from…

  7. Faculty Response to Retrenchment. AAHE-ERIC/Higher Education Research Currents, June 1981.

    ERIC Educational Resources Information Center

    Eddy, Margot Sanders

    The innovative actions that faculty, and institutions on behalf of faculty, have taken to adjust to retrenchment and the changing academic profession are considered. It is suggested that faculty have three kinds of employment options to present conditions such as the scarcity of tenure-track positions and the failure of salaries to keep pace with…

  8. Fifteen years of aligning faculty development with primary care clinician-educator roles and academic advancement at the Medical College of Wisconsin.

    PubMed

    Simpson, Deborah; Marcdante, Karen; Morzinski, Jeffrey; Meurer, Linda; McLaughlin, Chris; Lamb, Geoffrey; Janik, Tammy; Currey, Laura

    2006-11-01

    Starting in 1991, the Medical College of Wisconsin's (MCW) primary care-focused faculty development programs have continuously evolved in order to sustain tight alignment among faculty members' needs, institutional priorities, and academic reward structures. Informed by literature on the essential competencies associated with academic success and using educational methods demonstrated to achieve targeted objectives, MCW's initial 1.5-day per month comprehensive faculty development programs prepared faculty as clinician-researchers, leaders, and educators. As institutional priorities and faculty roles shifted, a half-day per month advanced education program was added, and the comprehensive faculty development program transitioned to its current half-day per month program. Using a modular approach, this program focuses exclusively on clinician-educator competencies in curriculum, teaching, leadership, evaluation, and learner assessment. Instructional methods combine interactive, face-to-face sessions modeling a range of instructional strategies with between-session assignments now supported through an e-learning platform. All participants complete a required project, which addresses a divisional or departmental need, meets standards associated with scholarship, and is submitted to a peer-reviewed forum. To date, over 115 faculty members have enrolled in MCW's faculty development programs. Program evaluation over the 15-year span has served to guide program revision and to provide clear evidence of program impact. A longitudinal evaluation of comprehensive program graduates from 1993 to 1999 showed that 88% of graduates' educational projects were implemented and sustained more than one year after program completion. Since 2001, each participant, on average, attributes more than two peer-reviewed presentations and one peer-reviewed publication to program participation. Based on 15 years of evaluation data, five tenets associated with program success are outlined.

  9. The Coming of Age of the Academic Career: Differentiation and Professionalization of German Academic Positions from the 19th Century to the Present

    ERIC Educational Resources Information Center

    Waaijer, Cathelijn J. F.

    2015-01-01

    In modern academic career systems there are a large number of entry positions, much smaller numbers of intermediate positions, and still fewer full professorships. We examine how this system has developed in Germany, the country where the modern academic system was introduced, tracing the historical development of academic positions since the…

  10. Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement

    ERIC Educational Resources Information Center

    Villavicencio, Felicidad T.; Bernardo, Allan B. I.

    2013-01-01

    Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…

  11. Exercise Is Positively Related to Adolescents' Relationships and Academics.

    ERIC Educational Resources Information Center

    Field, Tiffany; Diego, Miguel; Sanders, Christopher E.

    2001-01-01

    High school seniors were surveyed on their exercise habits; relationships with parents and peers; depressive tendencies; sports involvement; drug use; and academic performance. Students with high levels of exercise had better family relationships; were less depressed; were more involved in sports; used drugs less; and had better grades than…

  12. Developing a Position on Academic Freedom and Censorship.

    ERIC Educational Resources Information Center

    Nelson, Jack L.; Hering, William S.

    The intent of this paper is to assist social studies teachers in a thoughtful consideration of differing views on academic freedom. Practical information serves as background for forming a set of principles to guide decisions about teaching that involves controversial methods or content. Case studies illustrate several ways in which academic…

  13. Academic Workforce Report, 1997-98. AIP Report.

    ERIC Educational Resources Information Center

    Ivie, Rachel; Stowe, Katie

    This report issued by the American Institute of Physics presents data on various aspects of the physics academic workforce. For the school year 1997-98, the institute measured the number of physics faculty, number of women faculty, turnover rates, retirement rates, new hires, frozen positions, and faculty recruitment efforts. Data suggest that the…

  14. Faculty development.

    PubMed

    McLaughlin, Steven A

    2005-04-01

    As emergency medicine faculty, we are called upon to be skilled in a great number of different areas. Residency training prepares us to be knowledgeable clinicians, skillful at procedures, good communicators, and effective at multitasking. Rarely, however, does it prepare us as educators or in the nuances of career advancement in an academic environment. Faculty development is a term used to describe both our growth as clinician-educators and navigation of the tenure and promotion process. An important role of medical student educators is to assist in preparing themselves and the faculty to be good teachers. In addition, we all hope to have successful careers as clinician-educators. The goal of this report is 2-fold: to provide a guide for faculty to advance their skills as educators and to help teaching faculty to advance their academic career. The first section of this report presents an approach to becoming a skilled educator, and the second section focuses on career development as an educator in an academic setting.

  15. Turn-over rate of academic faculty at the College of Health Sciences, Addis Ababa University: a 20-year analysis (1991 to 2011)

    PubMed Central

    2013-01-01

    Background Faculty turn-over affects both workers and organizations. Turnover of faculty and researchers is increasing alarmingly and costing the universities and the country at large. Fast turnover of health professionals from the health system and from academic institutions has recently received substantial attention from both academia and health sector managers. This paper calculates the faculty turnover rate at the College of Health Sciences of Addis Ababa University during the period of September 1991 to August 2011. Methods The study was conducted at the College of Health Sciences, Addis Ababa University. Retrospective analysis of employee records was done. All records of the faculty that were working in the College during the 20-year period, starting from September 1991 to August 2011 were retrospectively reviewed. Data were collected from the employee records accessed from the College’s human resources database and supplemented by payroll sheets and different reports. A structured checklist was used to extract the required data from the database. The crude turnover rate for academic faculty was calculated. Results Within the 20-year period of September 1991 to August 2011, a total of 120 faculty members left. The overall turn-over rate was 92.8 %. The rate in the most recent five years (172 %) is 8.5 times higher than the rate for the first five years (20 %). The average retention period before the termination of an employment contract was 4.9 years. The top five departments where employment contracts were relatively higher include: Nursing 15 (15.6 %), Internal Medicine 12 (12.5%), Public Health 10 (10.4%), Pediatrics 9 (9.4%) and Surgery 9 (9.4%). About two thirds (66.6%) of the faculty who were leaving were at the ranks of assistant professorship and above. Conclusion This study revealed that outflow of faculty has been continuously increasing in the period reviewed. This implies that the College had been losing highly skilled professionals with

  16. Linking academic social environments, ego-identity formation, ego virtues, and academic success.

    PubMed

    Good, Marie; Adams, Gerald R

    2008-01-01

    This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues. Positive ego-identity formation (identity achievement) was also indirectly related to academic success through ego virtues.

  17. Systematic inequality and hierarchy in faculty hiring networks.

    PubMed

    Clauset, Aaron; Arbesman, Samuel; Larremore, Daniel B

    2015-02-01

    The faculty job market plays a fundamental role in shaping research priorities, educational outcomes, and career trajectories among scientists and institutions. However, a quantitative understanding of faculty hiring as a system is lacking. Using a simple technique to extract the institutional prestige ranking that best explains an observed faculty hiring network-who hires whose graduates as faculty-we present and analyze comprehensive placement data on nearly 19,000 regular faculty in three disparate disciplines. Across disciplines, we find that faculty hiring follows a common and steeply hierarchical structure that reflects profound social inequality. Furthermore, doctoral prestige alone better predicts ultimate placement than a U.S. News & World Report rank, women generally place worse than men, and increased institutional prestige leads to increased faculty production, better faculty placement, and a more influential position within the discipline. These results advance our ability to quantify the influence of prestige in academia and shed new light on the academic system. PMID:26601125

  18. Positive Illusions in the Academic Context: A Longitudinal Study of Academic Self-Enhancement in College.

    PubMed

    Chung, Joanne; Schriber, Roberta A; Robins, Richard W

    2016-10-01

    In the present research, we examined academic self-enhancement in students (N = 264) followed longitudinally through 4 years of college. We used social comparison (i.e., better-than-average ratings) and self-insight (i.e., criterion-based) approaches to assess the degree to which students self-enhanced in their self-perceptions of academic ability, with SAT scores, high school grade point average (GPA), and college GPA used as criterion measures. We also examined ethnic variability in academic self-enhancement. We found that academic self-enhancement (a) increased or decreased over the 4 years of college, depending on its operationalization, (b) tended to be adaptive according to social comparison indices, and (c) demonstrated a trajectory that differed by ethnicity, but ethnicity did not moderate the effect of academic self-enhancement on outcomes. We discuss the implications of the findings for debates about the adaptive value of self-enhancement, the magnitude of cultural differences, and how best to conceptualize and operationalize the construct. PMID:27549790

  19. An Investigation of the Organizational Factors that Foster Academic Vitality, Commitment, and Innovation among Two Year College Occupational Faculty.

    ERIC Educational Resources Information Center

    Schwandt, Linda

    The need to respond to changing student clientele, new educational technologies, and increasing demands to do more with fewer resources presents serious challenges for two-year college faculty and can negatively effect faculty vitality and commitment. Faculty vitality, however, has been shown to be significantly related to the vitality and…

  20. Positive teacher and peer relations combine to predict primary school students' academic skill development.

    PubMed

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-04-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes.

  1. Positive teacher and peer relations combine to predict primary school students' academic skill development.

    PubMed

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-04-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. PMID:25751095

  2. Gendered Games in Academic Leadership

    ERIC Educational Resources Information Center

    Acker, Sandra

    2010-01-01

    This article looks at women's efforts to construct an academic leadership career. It is not a study of women's leadership in general but one that takes place in what Bourdieu calls the academic field. Drawing from an in-depth interview study of 31 women from faculties of education who occupy managerial positions in universities in Canada,…

  3. A Look at Academic Positions in Geography, 1974-83.

    ERIC Educational Resources Information Center

    Gerlach, Jerry

    This paper looks at the college positions in geography that have become available in the last 8 years and notes their regional distribution. These positions are projected into 1982 and 1983 and compared with the number of individuals qualified to fill them. To measure the number of positions available in geography, the number of new academic…

  4. Use of Electronic Journals by Library and Information Science Faculty Members in Performing Various Academic Tasks: A Field Study Performed at the School of Information Sciences at the University of Pittsburgh (Modified Version)

    ERIC Educational Resources Information Center

    Abouserie, Hossam Eldin Mohamed Refaat

    2006-01-01

    The purpose of this study was to explore and investigate the ways faculty at The School of Information Science at the University of Pittsburgh use electronic journals to obtain information to support their academic tasks, teaching, research and services. Library and Information Sciences faculty at the University of Pittsburgh were chosen as the…

  5. What Prevents Nurses from Entering Faculty Positions Early in Their Professional Career: A Qualitative Study

    ERIC Educational Resources Information Center

    Moreland, Jack E.

    2011-01-01

    There is a nursing faculty shortage in the United States today and projections are that over the next decade nurses will retire at a rate faster than they are being replaced. The projected shortage at a time when the largest part of the population will begin to retire and enter the ranks of the elderly could potentially cause serious problems…

  6. Faculty Appointments and Scholarly Activity: A Changing of the Guard?

    ERIC Educational Resources Information Center

    Bowden, Randall G.; Gonzalez, Lynn

    2012-01-01

    American institutions of higher education are experiencing a rapid change in academic staffing, leaving the tenure model for a more flexible, contingent workforce. Nearly two in five of all full-time instructional staff holds non-tenure-eligible positions as term-limited academic appointments. This study compared faculty appointment types by…

  7. How to Survive an Academic Job Interview

    ERIC Educational Resources Information Center

    Herreid, Clyde Freeman; Full, Robert J.

    2010-01-01

    Career development is an important issue, and there are aspects of finding the right position that are particular to science faculty. This article offers a checklist of questions to ask in an academic job interview. Some queries are more appropriate for the chairperson and other administrators; others are better asked of faculty or students. With…

  8. Building Sustainable Power: Latino Scholars and Academic Leadership Positions at U.S. Institutions of Higher Learning

    ERIC Educational Resources Information Center

    Gonzalez, Cristina

    2007-01-01

    This article offers recommendations for Latino faculty members who wish to become academic administrators, for institutions of higher learning that want to recruit Latino administrators, and for the Hispanic community, which needs to move past its current seesaw regime of endurance and impatience and start applying gentle, but constant, pressure…

  9. Women in academic medicine.

    PubMed

    Bickel, J

    2000-01-01

    Women now constitute 43% of US medical students, 37% of residents, and 27% of full-time medical school faculty. Less than 11% of women faculty are full professors, however, compared to 31% of men, and these proportions haven't changed in more than 15 years. Since the proportion of women reaching the top ranks remains relatively low, the pool of women available for leadership positions in academic medicine is still small. This review article first summarizes recent data on women's representation in academic medicine and then discusses why they are not succeeding at the same pace as men. Reasons include a complex combination of women's choices, sexism, cultural stereotypes, constraints in combining family responsibilities with professional opportunities, and lack of effective mentoring. Multiple approaches are required to overcome these "cumulative disadvantages," among them improving the gender climate at academic medical centers; the mentoring of women faculty, residents, and students; and skill-building opportunities for women.

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

    ERIC Educational Resources Information Center

    Sale, Paul

    2013-01-01

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

  11. Academic Resilience and Achievement: Self-Motivational Resources That Guide Faculty Participation in Instructional Technology Training at a Mexican University

    ERIC Educational Resources Information Center

    Montero-Hernandez, Virginia; Levin, John; Diaz-Castillo, Maribel

    2014-01-01

    This study uses narrative analysis to understand the ways in which Mexican university faculty members used their self-motivational resources to persist in an instructional technology training program within adverse work conditions. The methodology included interviews and participant observation. Findings suggest that faculty's academic…

  12. Faculty Time. Academic Excellence: A Study of the Role of Research in the Natural Sciences at Undergraduate Institutions. Special Report.

    ERIC Educational Resources Information Center

    Doyle, Michael P.

    Responses to a survey of the environment for research in the natural sciences at predominantly undergraduate universities were received from 136 institutional representatives and more than 2,900 faculty members. There was a nearly uniform acknowledgement that time was a limiting factor for research, and that faculty had reached their limits.…

  13. The Impact of Online Information Retrieval and Library Automation on the Attitude of Faculty in an Academic Library.

    ERIC Educational Resources Information Center

    Wood, Richard J.

    A random-sample survey of 100 faculty members at Slippery Rock University of Pennsylvania was made to determine how online reference services and library automation affect the attitude of faculty toward several variables: (1) centralization or decentralization of online reference services; (2) willingness to learn to use and to pay for the…

  14. Systematic inequality and hierarchy in faculty hiring networks

    PubMed Central

    Arbesman, Samuel; Larremore, Daniel B.

    2015-01-01

    The faculty job market plays a fundamental role in shaping research priorities, educational outcomes, and career trajectories among scientists and institutions. However, a quantitative understanding of faculty hiring as a system is lacking. Using a simple technique to extract the institutional prestige ranking that best explains an observed faculty hiring network—who hires whose graduates as faculty—we present and analyze comprehensive placement data on nearly 19,000 regular faculty in three disparate disciplines. Across disciplines, we find that faculty hiring follows a common and steeply hierarchical structure that reflects profound social inequality. Furthermore, doctoral prestige alone better predicts ultimate placement than a U.S. News & World Report rank, women generally place worse than men, and increased institutional prestige leads to increased faculty production, better faculty placement, and a more influential position within the discipline. These results advance our ability to quantify the influence of prestige in academia and shed new light on the academic system. PMID:26601125

  15. Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development

    ERIC Educational Resources Information Center

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-01-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results…

  16. Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

    ERIC Educational Resources Information Center

    Kayi-Aydar, Hayriye

    2014-01-01

    Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

  17. Attrition of full-time faculty from schools of nursing with baccalaureate and graduate programs, 2010 to 2011.

    PubMed

    Fang, Di; Bednash, Geraldine D

    2014-01-01

    The shortage of qualified faculty has been consistently reported as a major barrier impeding acceptance of all qualified applicants into nursing programs. In addition to faculty recruitment, the attrition of faculty is also a concern for schools of nursing. In this study, we found that nationally 11.8% of full-time faculty who worked in 2010 left their full-time jobs by 2011. Nearly half of total attrition, or 5.7% of full-time faculty members, were related to leaving for nonacademic nursing positions, whereas another 20% of attrition, or 2.4% of full-time faculty, resulted from retirement. Nearly 20% of faculty egressions, or 2.2% of full-time faculty, was due to leaving for nursing administrative positions or full-time faculty positions in an academic setting. Leaving for part-time faculty positions made up slightly more than 10% of faculty attrition or 1.3% of full-time faculty. Our bivariate analysis identifies distinctive academic and demographic profiles of faculty who left full-time positions for different reasons, and our multivariate analysis further shows that different individual and institutional attributes are significantly associated with different types of attrition.

  18. Faculty Sense of Academic Optimism and Its Relationship to Students' Achievement in Well Performing High Schools

    ERIC Educational Resources Information Center

    Cromartie, Michael Tyrone

    2013-01-01

    The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as…

  19. Faculty Members' Lived Experiences with Academic Quality in For-Profit On-Ground Gainful Employment Programs

    ERIC Educational Resources Information Center

    Booton, Carol M.

    2013-01-01

    Academic quality in for-profit vocational (Gainful Employment) programs is a concern for all stakeholders. However, academic quality is not easily defined. The Department of Education's Gainful Employment Rule defines academic quality With a few easily measured metrics such as student retention and job placement rate, despite the fact that…

  20. Promoting and Sustaining an Institutional Climate of Academic Integrity

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, 2007

    2007-01-01

    This Academic Senate paper is in response to two resolutions from Fall 2005 concerning academic dishonesty. One resolution, 14.02, "Student Cheating," sought clarification on a System Office legal position that limits the ability of local faculty to fail a student for a single incident of academic dishonesty, and pending the result of…

  1. Faculty development for underrepresented minority dental faculty and residents.

    PubMed

    Gates, Paul; Ubu, Ngozi; Smithey, Leslie; Rogers, Jennifer; Haden, N Karl; Rodriguez, Tobias; Albino, Judith E N; Evans, Clyde; Zarkowski, Pamela; Weinstein, George; Hendricson, William D

    2013-03-01

    This report describes the implementation and evaluation of the Bronx-Lebanon Hospital Center Dental Faculty Development Program (DFDP) for fifteen participants: five advanced dental education faculty members and ten residents. The 100-hour DFDP, designed in the longitudinal immersion model for faculty development, was conducted in four phases at the Bronx-Lebanon Department of Dentistry in the Bronx, New York, in 2010-11. The DFDP was implemented to help underrepresented minority (URM) dental residents and clinical faculty members develop skills necessary for academic careers and enhanced teaching effectiveness. The program's curriculum had four themes: teaching and learning, scholarship, academic leadership, and career planning. For each phase, the participants completed pre- and post-training assessments of their knowledge, attitudes, and confidence, as well as qualitative evaluation of DFDP organization, content, activities, and value. The participants' pre-instruction mean knowledge score for all phases combined was 48.3 percent, and the post-test score was 81.1 percent (p=0.01). The participants showed minimal change in their attitudes about educational issues, but they reported enhanced confidence for twenty-five skills addressed in the DFDP. The total confidence score was 77.5 (25 skills × 3.1 group mean) on all pre-tests combined and 100.2 (25 × 4.0 group mean) on the post-tests (p=0.01). The participant ratings for overall DFDP implementation and for twenty-four topical sessions were uniformly positive. The faculty and resident participants in this year-long faculty development initiative at an advanced dental education program with a high URM representation demonstrated enhanced knowledge and confidence and provided positive program evaluations. This report also describes curricular and assessment enhancements for subsequent years of the DFDP based on the first-year outcomes. PMID:23486892

  2. Elements related to attrition of women faculty at the University of Pittsburgh, School of Medicine: A case study

    NASA Astrophysics Data System (ADS)

    Gandhi, Pooja

    Recent studies have shown that the number of women faculty in academic medicine is much lesser than the number of women that are graduating from medical schools. Many academic institutes face the challenge of retaining talented faculty and this attrition from academic medicine prevents career advancement of women faculty. This case study attempts to identify some of the reasons for dissatisfaction that may be related to the attrition of women medical faculty at the University of Pittsburgh, School of Medicine. Data was collected using a job satisfaction survey, which consisted of various constructs that are part of a faculty's job and proxy measures to gather the faculty's intent to leave their current position at the University of Pittsburgh or academic medicine in general. The survey results showed that although women faculty were satisfied with their job at the University of Pittsburgh, there are some important factors that influenced their decision of potentially dropping out. The main reasons cited by the women faculty were related to funding pressures, work-life balance, mentoring of junior faculty and the amount of time spent on clinical responsibilities. The analysis of proxy measures showed that if women faculty decided to leave University of Pittsburgh, it would most probably be due to better opportunity elsewhere followed by pressure to get funding. The results of this study aim to provide the School of Medicine at the University of Pittsburgh with information related to attrition of its women faculty and provide suggestions for implications for policy to retain their women faculty.

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

    NASA Astrophysics Data System (ADS)

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

    2010-12-01

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

  4. Academic Perspectives on Internationalisation in Three Countries

    ERIC Educational Resources Information Center

    Mertova, Patricie

    2014-01-01

    This article examines the perspectives of senior academics on internationalisation of higher education across three countries: England, Czech Republic and Australia. In particular, it investigates the perspectives and experiences of academics in a range of leadership positions in university faculties and schools. The research utilises a critical…

  5. Perceptions of Academic Performance: Positive Illusions in Adolescents with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Heath, Nancy; Roberts, Elizabeth; Toste, Jessica R.

    2013-01-01

    Children with academic and behavioral difficulties have been found to report overly positive self-perceptions of performance in their areas of specific deficit. Researchers typically investigate self-perceptions in reference to both actual performance and ratings by teachers, peers, and parents. However, few studies have investigated whether or…

  6. Seating Arrangements that Promote Positive Academic and Behavioural Outcomes: A Review of Empirical Research

    ERIC Educational Resources Information Center

    Wannarka, Rachel; Ruhl, Kathy

    2008-01-01

    Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviours that decrease student attention and diminish available instructional time. The purpose of this synthesis of empirical literature is to determine which arrangements of desks best facilitate positive academic and behavioural…

  7. Current Appointments and Tenure Practices: Their Impact on New Faculty Careers.

    ERIC Educational Resources Information Center

    Blackburn, Robert T.; Wylie, Neil R.

    1990-01-01

    The study tracked the careers of 753 untenured faculty at 12 colleges over a 7-year period. Results are presented in tabular and narrative forms for: the colleges' tenure condition; academic nomads; the status of women faculty; non-tenure-track trends; rates of achieving tenure; career paths; and women in non-tenure-track positions. (DB)

  8. Restructuring the Master's Tools: Black Female and Latina Faculty Navigating and Contributing in Classrooms through Oppositional Positions

    ERIC Educational Resources Information Center

    Sule, Venice Thandi

    2011-01-01

    Employing critical race feminism, this article explores how black and Latina women faculty alter the teaching and learning environment at a predominantly white, research institution (PWI). The limited research on faculty of color at PWIs focuses on barriers to career success, yet places less emphasis on how these faculty negotiate barriers and…

  9. Supporting Faculty Grassroots Leadership

    ERIC Educational Resources Information Center

    Kezar, Adrianna; Lester, Jaime

    2009-01-01

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

  10. Faculty and Distance Education.

    ERIC Educational Resources Information Center

    Saba, Farhad, Ed.

    1998-01-01

    Outlines the role of faculty and issues that need to be addressed early on if large-scale distance education is going to be successful. Discusses academic freedom; intellectual property; training; compensation; and royalties and revenue sharing. Notes the importance of active involvement by faculty in shaping the university of the future. (AEF)

  11. Assessment of educational criteria in academic promotion: Perspectives of faculty members of medical sciences universities in Iran

    PubMed Central

    Tootoonchi, Mina; Yamani, Nikoo; Changiz, Tahereh; Taleghani, Fariba; Mohammadzadeh, Zahra

    2014-01-01

    Introduction: One of the important criteria in the promotion of faculty members is in the scope of their educational roles and duties. The purpose of this study was the assessment of reasonability and attainability of educational criteria for scientific rank promotion from the perspective of the faculty members of Medical Sciences Universities in Iran. Materials and Methods: This descriptive study was conducted in 2011 in 13 Universities of Medical Sciences in Iran. Through stratified sampling method, 350 faculty members were recruited. A questionnaire developed by the researchers was used to investigate the reasonability and attainability of educational criteria with scores from 1 to 5. The self-administered questionnaire was distributed and collected at each university. The mean and standard deviation of reasonability and attainability scores were calculated and reported by using the SPSS software version 16. Results: Faculty members considered many criteria of educational activities reasonable and available (with a mean score of more than 3). The highest reasonability and attainability have been obtained by the quantity and quality of teaching with the mean scores (3.93 ± 1.15 and 3.82 ± 1.17) and (3.9 ± 1.22 and 4.13 ± 1.06) out of five, respectively. The mean and standard deviation of total scores of reasonability of educational activities were 50.91 ± 14.22 and its attainability was 60.3 ± 13.72 from the total score of 90. Discussion and Conclusion: The faculty members of the Universities of Medical Sciences in Iran considered the educational criteria of promotion moderately reasonable and achievable. It is recommended to revise these criteria and adapt them according to the mission and special conditions of medical universities. Furthermore, providing feedback of evaluations, running educational researches, and implementing faculty development programs are suggested. PMID:25013822

  12. Accentuate the Positive: The Relationship between Positive Explanatory Style and Academic Achievement of Prospective Elementary Teachers

    ERIC Educational Resources Information Center

    Boyer, Wanda

    2006-01-01

    This research examines 480 current event-explanation units using the CAVE technique (Schulman, Castellon, & Seligman, 1989) to note the relationship between positive and negative explanatory style and achievement of prospective early childhood and upper elementary female teachers. This study found a significant positive relationship between…

  13. Special Education Faculty Positions Advertised from 1991 to 1997: Reflective of Current Practices?

    ERIC Educational Resources Information Center

    Eichinger, Joanne; Downing, June; Evans, Kelly; Feck, Amy; Ike, Robert

    2000-01-01

    A review of "The Chronicle of Higher Education" 1991-1997 advertisements found that for all years except 1997, 8-10 percent were for positions in severe disabilities. Position announcements that designated expertise in severe disabilities and used an inclusionary term increased from 5 to 35 percent and then decreased to 20 percent. (Contains…

  14. A Critical Appraisal of and Recommendations for Faculty Development

    PubMed Central

    Guglielmo, B. Joseph; Edwards, David J.; Franks, Andrea S.; Naughton, Cynthia A.; Schonder, Kristine S.; Stamm, Pamela L.; Thornton, Phillip; Popovich, Nicholas G.

    2011-01-01

    The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes. The paucity of published information strongly suggests a lack of outcomes-oriented faculty-development programs in colleges and schools of pharmacy. Substantial steps are required toward the development and scholarly evaluation of faculty-development programs. As these programs are developed and assessed, evaluations must encompass all faculty subgroups, including tenure- and nontenure track faculty members, volunteer faculty members, women, and underrepresented minorities. This paper proposes AACP, college and school, and department-level recommendations intended to ensure faculty success in achieving tenure and promotion. PMID:21931460

  15. Faculty of Color in Academe: What 20 Years of Literature Tells Us. A Journal Article by Turner, Gonzalez, & Wood

    ERIC Educational Resources Information Center

    Sky Lark, Taj'ullah

    2013-01-01

    Classrooms have become increasingly diverse within the last 10 years, and continue to be diversified; however, the majority of Universities and Colleges are operating in a crisis mode when it comes to the diversity of its faculty in particular the representation of underrepresented minorities. There has been abundance of research work done on this…

  16. Exploring the Relationship between Myers-Briggs Type and Instructional Perspectives among College Faculty across Academic Disciplines

    ERIC Educational Resources Information Center

    Moehl, Pamela J.

    2011-01-01

    Education has the opportunity to play an integral role in sustaining the health of our economy in an increasingly competitive, global market. A review of the issues and trends impacting higher education reveals growing pressure placed on faculty to advance instructional outcomes among more diverse populations. Imbedded is the challenge to create…

  17. "Teaching Is a Co-Learning Experience": Academics Reflecting on Learning and Teaching in an "Internationalized" Faculty

    ERIC Educational Resources Information Center

    Robson, Sue; Turner, Yvonne

    2007-01-01

    This paper reports on a study that took place in a faculty of humanities and social sciences at a UK university. The institution had recently undergone a radical restructure and the vision for the future presented by the new senior management team highlighted internationalization as one of four major areas for growth. The internationalization…

  18. Fiscal Reality and Academic Quality: Part-Time Faculty and the Challenge to Organizational Culture at Community Colleges

    ERIC Educational Resources Information Center

    Wagoner, Richard L.; Metcalfe, Amy Scott; Olaore, Israel

    2004-01-01

    This paper reports on a qualitative case study concerned with how the use of part-time faculty influences and embodies organizational culture at one southwestern community college. It examines how four differing cultural perspectives interact from a functional perspective to allow the college to fulfill its mission, and how those four perspectives…

  19. Academic entitlement in pharmacy education.

    PubMed

    Cain, Jeff; Romanelli, Frank; Smith, Kelly M

    2012-12-12

    The constructs of academic entitlement and student consumerism refer to students' attitudes toward education as a commodity and the underlying belief that as consumers, they should be catered to and given the opportunity to participate in the education process according to their preferences. Most discussions regarding these attitudes are anecdotal, but the pervasiveness of these accounts and the troubling effects that ensue warrant attention. Grade inflation, student incivility, altered classroom practices, and decreased faculty morale are all potential aftereffects of teaching students who hold academic entitlement beliefs. Numerous factors are posited as attributing to academic entitlement including personal issues, societal pressures, and broad academic practices. This paper discusses these factors and offers faculty members and administrators recommendations regarding practices that may curb or alleviate issues associated with academically entitled students. PMID:23275654

  20. Academic Entitlement in Pharmacy Education

    PubMed Central

    Romanelli, Frank; Smith, Kelly M.

    2012-01-01

    The constructs of academic entitlement and student consumerism refer to students’ attitudes toward education as a commodity and the underlying belief that as consumers, they should be catered to and given the opportunity to participate in the education process according to their preferences. Most discussions regarding these attitudes are anecdotal, but the pervasiveness of these accounts and the troubling effects that ensue warrant attention. Grade inflation, student incivility, altered classroom practices, and decreased faculty morale are all potential aftereffects of teaching students who hold academic entitlement beliefs. Numerous factors are posited as attributing to academic entitlement including personal issues, societal pressures, and broad academic practices. This paper discusses these factors and offers faculty members and administrators recommendations regarding practices that may curb or alleviate issues associated with academically entitled students. PMID:23275654

  1. Faculty Mentoring: Shaping a Program

    ERIC Educational Resources Information Center

    Faurer, Judson; Sutton, Cynthia; Worster, Larry

    2014-01-01

    A well developed mentoring program should not be just considered another faculty activity but rather a significant program that can define a preeminent academic institution. A Faculty Learning Community (FLC) at Metropolitan State University of Denver (MSU Denver) was charged with determining whether the needs of new faculty members and the…

  2. The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living

    ERIC Educational Resources Information Center

    Flay, Brian R.; Allred, Carol G.

    2010-01-01

    This chapter outlines and provides evidence for the effects of the "Positive Action Program" as a way of inculcating values, driving student wellbeing, and improving academic performance and interpersonal behavior. The program centers on addressing behavioral, emotional, and academic problems by developing in individuals positive beliefs…

  3. Engineering Students' Perceptions of Academic Activities and Support Services: Factors that Influence Their Academic Performance

    ERIC Educational Resources Information Center

    Amenkhienan, Charlotte A.; Kogan, Lori R.

    2004-01-01

    The present study, through the use of focus groups, identified the academic activities and support services perceived by engineering students as having a positive impact on their academic performance. The results suggest three primary factors: (a) individual effort and involvement, (b) peer interaction, and (c) faculty contact. Differences in…

  4. Faculty Handbook, Stanford University.

    ERIC Educational Resources Information Center

    Stanford Univ., CA.

    University policies, regulations, and procedures that apply to faculty members directly or indirectly, as well as the university's organization and governance, are described in the 1975 handbook. A brief history of Stanford's academic development and a bibliography to other information sources related to academic affairs are also provided.…

  5. Academic Support and Academic Progress: English-Second-Language Speakers in a Faculty of Commerce at a University in South Africa.

    ERIC Educational Resources Information Center

    Agar, David L.

    1991-01-01

    Describes the Academic Support Programme (ASP) established at the University of the Witwatersrand in South Africa in response to (1) the disadvantaged educational background of Black students and their consequently high dropout rate, and (2) the projected increases in the enrollment of such students. ASP primarily serves students whose home…

  6. Trait and state positive affect and cardiovascular recovery from experimental academic stress.

    PubMed

    Papousek, Ilona; Nauschnegg, Karin; Paechter, Manuela; Lackner, Helmut K; Goswami, Nandu; Schulter, Günter

    2010-02-01

    As compared to negative affect, only a small number of studies have examined influences of positive affect on cardiovascular stress responses, of which only a few were concerned with cardiovascular recovery. In this study, heart rate, low- and high-frequency heart rate variability, blood pressure, and levels of subjectively experienced stress were obtained in 65 students before, during and after exposure to academic stress in an ecologically valid setting. Higher trait positive affect was associated with more complete cardiovascular and subjective post-stress recovery. This effect was independent of negative affect and of affective state during anticipation of the stressor. In contrast, a more positive affective state during anticipation of the challenge was related to poor post-stress recovery. The findings suggest that a temporally stable positive affect disposition may be related to adaptive responses, whereas positive emotional states in the context of stressful events can also contribute to prolonged post-stress recovery.

  7. The Undesirable Behaviors of Students in Academic Classrooms, and the Discipline Strategies Used by Faculty Members to Control Such Behaviors from the Perspective of the College of Education Students in King Saud University

    ERIC Educational Resources Information Center

    Al Qahtani, Norah Saad Sultan

    2016-01-01

    This study aimed to identify the undesirable students' behaviors in academic classrooms, and the disciplinary, preventive and therapeutic strategies that will be used by faculty members to control those behaviors from the perspective of the College of Education's students in King Saud University. The results of the study has shown that the…

  8. Salary-Trend Studies of Faculty for the Years 1994-95 and 1997-98 in the Following Academic Disciplines/Major Fields: History, General, ...,Visual and Performing Arts.

    ERIC Educational Resources Information Center

    Howe, Richard D.

    This document provides comparative salary trend data for full-time faculty in 26 academic disciplines/major fields for the baseline year 1994-95 and the trend year 1997-98 for 262 public and 387 private institutions. For each discipline/major field surveyed, the report provides a Classification of Instructional Programs (CIP) definition, data…

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

    ERIC Educational Resources Information Center

    Munger, Roger

    2014-01-01

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

  10. The Investigation of Challenges in Developing and Implementing New Academic Disciplines in Iranian Universities: Views of the Faculty Members

    ERIC Educational Resources Information Center

    Ghazavi, Mansuoreh; Nasr, Ahmad Reza; Jafari, Ebrahim Mirshah; Mosapour, Neamatollah

    2016-01-01

    The move on decentralization of curriculum development in recent decade has become one of the major tasks in developing scientific fields in Iran. By implementing these programs some drawbacks have become evident. The objective of this study was to identify and assess the existing challenges involved in the development of academic disciplines from…

  11. The Role of Academic Psychiatry Faculty in the Treatment and Subsequent Evaluation and Promotion of Medical Students: An Ethical Conundrum

    ERIC Educational Resources Information Center

    Kavan, Michael G.; Malin, Paula Jo; Wilson, Daniel R.

    2008-01-01

    Objectives: This article explores ethical and practical issues associated with the Liaison Committee on Medical Education (LCME) provision that states health professionals who provide psychiatric/psychological care to medical students must have no involvement in the academic evaluation or promotion of students receiving those services. Method: The…

  12. 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,…

  13. Explaining the Gender Gap: Comparing Undergraduate and Graduate/Faculty Beliefs about Talent Required for Success in Academic Fields

    NASA Astrophysics Data System (ADS)

    Bailey, Kimberlyn; Nanthakumar, Ampalavanar; Preston, Scott; Ilie, Carolina C.

    Recent research has proposed that the gender gap in academia is caused by differing perceptions of how much talent is needed to succeed in various fields. It was found that, across the STEM/non-STEM divide, the more that graduate students and faculty see success in their own field as requiring as requiring talent, the fewer women participate in that field. This research examines whether undergraduate students share these attitudes. If these attitudes trickle down to the undergraduate population to influence students to choose different fields of study, then undergraduate beliefs should reflect those of graduate students and faculty. Using a large survey of undergraduates across the country, this study aims to characterize undergraduate attitudes and to determine variables that explain the differences between the attitudes of these two populations. Our findings suggest that the two populations have similar beliefs, but that undergraduate beliefs are strongly influenced by information about the gender ratio in each field and that this strong influence greatly differs between STEM and non-STEM fields. These findings seek to help direct future research to ask the right questions and propose plausible hypotheses about gender the imbalance in academia.

  14. Academic stress and positive affect: Asian value and self-worth contingency as moderators among Chinese international students.

    PubMed

    Liao, Kelly Yu-Hsin; Wei, Meifen

    2014-01-01

    The theoretical model proposed by Berry and colleagues (Berry, 1997; Berry, Kim, Minde, & Mok, 1987) highlights the importance of identifying moderators in the acculturation process. Accordingly, the current study examined the Asian cultural value of family recognition through achievement (FRTA) and contingency of self-worth on academic competence (CSW-AC) as moderators in the association between academic stress and positive affect among Chinese international students. A total of 370 Chinese international students completed online surveys. Results from a hierarchical regression indicated that while academic stress was negatively associated with positive affect, FRTA was positively associated with positive affect. In other words, those with high academic stress reported a lower level of positive affect. However, individuals who endorsed high levels of FRTA reported a higher level of positive affect. In addition, results also revealed a significant interaction between academic stress and CSW-AC on positive affect. Thus, the study's finding supported the moderator role of CSW-AC. Simple effect analyses were conducted to examine the significant interaction. The results showed that higher levels of CSW-AC strengthened the negative association between academic stress and positive affect but lower levels of CSW-AC did not. Future research directions and implications are discussed. PMID:24491130

  15. Academic stress and positive affect: Asian value and self-worth contingency as moderators among Chinese international students.

    PubMed

    Liao, Kelly Yu-Hsin; Wei, Meifen

    2014-01-01

    The theoretical model proposed by Berry and colleagues (Berry, 1997; Berry, Kim, Minde, & Mok, 1987) highlights the importance of identifying moderators in the acculturation process. Accordingly, the current study examined the Asian cultural value of family recognition through achievement (FRTA) and contingency of self-worth on academic competence (CSW-AC) as moderators in the association between academic stress and positive affect among Chinese international students. A total of 370 Chinese international students completed online surveys. Results from a hierarchical regression indicated that while academic stress was negatively associated with positive affect, FRTA was positively associated with positive affect. In other words, those with high academic stress reported a lower level of positive affect. However, individuals who endorsed high levels of FRTA reported a higher level of positive affect. In addition, results also revealed a significant interaction between academic stress and CSW-AC on positive affect. Thus, the study's finding supported the moderator role of CSW-AC. Simple effect analyses were conducted to examine the significant interaction. The results showed that higher levels of CSW-AC strengthened the negative association between academic stress and positive affect but lower levels of CSW-AC did not. Future research directions and implications are discussed.

  16. A Descriptive Report of Academic Departments in Higher Education Institutions. 1988 National Survey of Postsecondary Faculty (NSOPF-88). Contractor Report. Survey Report.

    ERIC Educational Resources Information Center

    Russell, Susan H.; And Others

    The report examines university department-level policies regarding faculty hiring, promotions, and benefits. After an introduction, four sections provide information on: (1) faculty composition in departments of instruction (number of faculty per department, percentage of departments with faculty of various types, joint appointments, and teaching…

  17. An Empirical Study of Faculty Mobility in China

    ERIC Educational Resources Information Center

    Yan, Guangcai; Yue, Ying; Niu, Menghu

    2015-01-01

    With the implementation of position appointment and contract system in China, faculty become more mobile than before in this emerging academic market, though in terms of mobility frequency and rate, they are still less active than their counterparts in the West. Using the data collected from 50 renowned research universities throughout China, this…

  18. Faculty Development.

    ERIC Educational Resources Information Center

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

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

  19. The Advance Mentoring-For Lunch Series for Women Faculty in STEM at the University of Washington

    NASA Astrophysics Data System (ADS)

    Yen, Joyce W.; Quinn, Kate; Carrigan, Coleen; Litzler, Elizabeth; Riskin, Eve A.

    Given the increasingly smaller number of women in science, technology, engineering, and mathematics (STEM) fields as one progresses through the academic pipeline, it is often very difficult for women in STEM faculty positions to find a community of women and identify women mentors, especially at the upper rungs of the academic ladder. Group mentoring opportunities are one strategy to connect women STEM faculty and generate greater interest and success in academic leadership. In 2003 the University of Washington (UW) ADVANCE program introduced the Mentoring-for-Leadership lunch series to encourage women faculty to consider leadership; expose women faculty to various career paths; and build a community of women faculty in STEM. This paper describes the UW program, the literature that informs the program, and the participants' experiences. This paper also offers recommendations for replicating this program at other campuses.

  20. Academic Support Program in the Faculty of Agricultural and Forestry Engineering of the University of Cordoba (Spain)

    NASA Astrophysics Data System (ADS)

    Castro, Sergio; Navarro, Rafael M.; Camacho, Emilio; Gallardo, Rosa; García-Ferrer, Alfonso; Pérez-Marín, M. Dolores; Peña, Adolfo; Taguas, Encarnación V.

    2014-05-01

    The incorporation of new students to undergraduate degrees is performed in different stages through a long, sequential enrollment process. The student integration to the new context of higher education including group work and new teaching methodologies lead to notable adaptation difficulties to this new educational environment. In fact, the highest rate of student failure in the Bachelor degree usually happens during the first courses. The Unit of Quality Evaluation/Monitoring of School of Agricultural and Forest Engineering (ETSIAM) has detected that these failure rates at first and second degree course may be reduced through the involvement of students in a support learning process, by increasing their skills and motivation as well as the contact with the University environment in the context of their future professional horizon. In order to establish a program of this type, it has been launched an Academic Support Program (ASP) at the ETSIAM. This program aims to achieve and reinforce the basic academic and personal skills/competences require by the Bologna's process (BC) and specific competences of the engineers on the area of Agriculture and Forestry in the European context. The ASP includes diferent bloks of seminars, lectures, collaborative work and discussion groups among students, professionals, professors and researchers and it has been designed based on these competences and tranversal contents in both degrees. These activities are planned in a common time for both degrees, out of teaching classes. In addition, a virtual space in Moodle has been created for discussion forums and preparation activities. Additional information about schedules, speakers and companies, presentations and other material are also provided. In the preliminary implementation of the ASP, we will present the results corresponding to the first year of this academic support program. We have conducted a survey among the students in order to have a first feedback about the impact of

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

    ERIC Educational Resources Information Center

    Finkelstein, Martin J., Ed.

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

  2. Academic Capitalism and Academic Culture: A Case Study

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  3. Women in Academic Medicine.

    PubMed

    Thibault, George E

    2016-08-01

    More than a decade ago, women achieved parity with men in the number of matriculants to medical school, nearly one-third of the faculty of medical schools were women, and there were some women deans and department chairs. These trends were promising, but today there are still significant differences in pay, academic rank, and leadership positions for women compared with men in academic medicine. Though there has been progress in many areas, the progress is too slow to achieve previously recommended goals, such as 50% women department chairs by 2025 and 50% women deans by 2030.The author points to the findings presented in the articles from the Research Partnership on Women in Biomedical Careers in this issue, as well as research being published elsewhere, as an evidence base for the ongoing discussion of gender equity in academic medicine. More attention to culture and the working environment will be needed to achieve true parity for women in academic medical careers.

  4. The Economic Position of the American Professoriate: A Survey Portrait.

    ERIC Educational Resources Information Center

    Ladd, Everett Carll, Jr.

    A preliminary report on the economic standing of American academics, based primarily on a national survey of faculty conducted in the spring of 1977, is presented. The economic position of professors is compared to other segments of the population, and income differences within the faculty are also examined. It is shown that since 1970-71, faculty…

  5. Consensus Recommendations to NCCIH from Research Faculty in a Transdisciplinary Academic Consortium for Complementary and Integrative Health and Medicine

    PubMed Central

    Weeks, John; Anderson, Belinda; Meeker, William; Calabrese, Carlo; O'Bryon, David; Cramer, Greg D.

    2015-01-01

    Abstract Background: This commentary presents the most impactful, shared priorities for research investment across the licensed complementary and integrative health (CIH) disciplines according to the Academic Consortium for Complementary and Alternative Health Care (ACCAHC). These are (1) research on whole disciplines; (2) costs; and (3) building capacity within the disciplines' universities, colleges, and programs. The issue of research capacity is emphasized. Discussion: ACCAHC urges expansion of investment in the development of researchers who are graduates of CIH programs, particularly those with a continued association with accredited CIH schools. To increase capacity of CIH discipline researchers, we recommend National Center for Complementary and Integrative Health (NCCIH) to (1) continue and expand R25 grants for education in evidence-based healthcare and evidence-informed practice at CIH schools; (2) work to limit researcher attrition from CIH institutions by supporting career development grants for clinicians from licensed CIH fields who are affiliated with and dedicated to continuing to work in accredited CIH schools; (3) fund additional stand-alone grants to CIH institutions that already have a strong research foundation, and collaborate with appropriate National Institutes of Health (NIH) institutes and centers to create infrastructure in these institutions; (4) stimulate higher percentages of grants to conventional centers to require or strongly encourage partnership with CIH institutions or CIH researchers based at CIH institutions, or give priority to those that do; (5) fund research conferences, workshops, and symposia developed through accredited CIH schools, including those that explore best methods for studying the impact of whole disciplines; and (6) following the present NIH policy of giving priority to new researchers, we urge NCCIH to give a marginal benefit to grant applications from CIH clinician-researchers at CIH academic

  6. Gender Differences in Faculty Development: A Faculty Needs Survey

    ERIC Educational Resources Information Center

    Seritan, Andreea L.; Iosif, Ana-Maria; Hyvonen, Shelby; Lan, Mei-Fang; Boyum, Kathleen; Hilty, Donald

    2010-01-01

    Objective: The authors investigated professional development needs of faculty in the Department of Psychiatry and Behavioral Sciences at the University of California (UC) Davis, while also exploring any existing differences according to gender and academic rank. Methods: An online survey was sent to 75 faculty members, and 41 responses (17 women,…

  7. University Students and Faculty Have Positive Perceptions of Open/Alternative Resources and Their Utilization in a Textbook Replacement Initiative

    ERIC Educational Resources Information Center

    Delimont, Nicole; Turtle, Elizabeth C.; Bennett, Andrew; Adhikari, Koushik; Lindshield, Brian L.

    2016-01-01

    The Kansas State University Open/Alternative Textbook Initiative provides grants to faculty members to replace textbooks with open/alternative educational resources (OAERs) that are available at no cost to students. Open educational resources are available for anyone to access, while alternative educational resources are not open. The objective of…

  8. Biological, Social, and Organizational Components of Success for Women in Academic Science and Engineering: Workshop Report

    ERIC Educational Resources Information Center

    National Academies Press, 2006

    2006-01-01

    During the last 40 years, the number of women studying science and engineering (S&E) has increased dramatically. Nevertheless, women do not hold academic faculty positions in numbers that commensurate with their increasing share of the S&E talent pool. The discrepancy exists at both the junior and senior faculty levels. In December 2005,…

  9. Searching for the Next Generation of Teacher Educators: Assessing the Success of Academic Searches

    ERIC Educational Resources Information Center

    Twombly, Susan B.; Wolf-Wendel, Lisa; Williams, James; Green, Pamela

    2006-01-01

    In light of a documented shortage of candidates for teacher education faculty positions, this article explores the academic labor market for teacher education faculty using job announcements from the Chronicle of Higher Education and a survey of search chairs to examine the qualifications sought. The authors conclude that the demand for teacher…

  10. Supporting Women and Minority Faculty

    ERIC Educational Resources Information Center

    Moody, JoAnn

    2004-01-01

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

  11. Women Faculty: Frozen in Time.

    ERIC Educational Resources Information Center

    West, Martha S.

    1995-01-01

    A discussion of the status of women college faculty looks at the slow rate of gender integration in academe, patterns of full-time women faculty in different institution types, strategies for changing the gender imbalance, and further steps for overall diversification of the professoriate. (MSE)

  12. Faculty Support and Student Retention.

    ERIC Educational Resources Information Center

    Shelton, Elisabeth N.

    2003-01-01

    The Perceived Faculty Support Scale was completed by 300 associate degree students who persisted to completion, 83 who withdrew voluntarily, and 75 who withdrew due to academic failure. Factor analysis yielded the dimensions of psychological and functional support. Students who perceived greater faculty support were more likely to persist.…

  13. Three Faculty Communities

    ERIC Educational Resources Information Center

    Levin, John S.

    2012-01-01

    In this article, the author discusses the disparate reality of full-time academic labor in public institutions of higher education in the United States. As more and more reports on US higher education point to deteriorating conditions for faculty members and threats to their professional status, those who teach in colleges and universities need to…

  14. 2 Tracks for Faculty

    ERIC Educational Resources Information Center

    Wilson, Robin

    2012-01-01

    The academic work force has been transformed over the past several decades, less by design than out of expediency. In 1969, professors who were either tenured or tenure-track made up 78 percent of the faculty. Those working part time made up only 18.5 percent. By 2009, those proportions had almost flipped, with tenured and tenure-track making up…

  15. Engendering Faculty Professional Growth

    ERIC Educational Resources Information Center

    O'Meara, KerryAnn; Terosky, Aimee LaPointe

    2010-01-01

    During the last 20 years, faculty have faced rising workloads, increasing amounts of top-down accountability and oversight, mounting publication demands, decreasing numbers of tenure-track positions, and an increasingly dismal job market. The current recession has exacerbated the pressure by requiring departmental budget cuts, faculty layoffs,…

  16. Work-Based Learning and Academic Skills.

    ERIC Educational Resources Information Center

    Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.

    1999-01-01

    A study tested the claim that work-based learning can have positive effects on academic learning. Data were obtained through interviews with faculty, staff, students, and employers, and observation of classroom-based links to the work-based learning components at three sites involved in a work-based learning project. At the three sites, a total of…

  17. Editor as educator: structuring services to develop faculty writing skills.

    PubMed

    Knoff, M E

    1990-01-01

    Academic health scientists rely heavily on writing to advance their understanding of research results and to disseminate those results to peers. Faculty's need to write well led our Department of Educational Resources to move its editorial support from its Printing Services division in 1987. At that time Instructional Development created a writing development service, distinct from copyediting, to assist faculty in learning to assess and improve their own writing. Beginning with one-to-one consultation, the developmental service has broadened to include workshops on writing for publication and interdisciplinary writing feedback groups. Under this developmental approach to editing, faculty have achieved publication success and shown positive attitudes toward writing, revising, and receiving feedback on their writing from peers. The approach holds promise both for health science faculty and for their students.

  18. Nursing academic administration: who will take on the challenge?

    PubMed

    Adams, Lavonne

    2007-01-01

    To address the shortage of qualified candidates interested in nursing academic administration, this study explored factors that influence nursing faculty to pursue administrative positions. Nursing academic administrators and full-time faculty from randomly selected accredited nursing programs in private colleges and universities in the United States participated in this study. Administrators completed the Leadership Practices Inventory-Self and a recruitment questionnaire, whereas faculty completed the Leadership Practices Inventory-Observer and a career aspiration questionnaire. Most faculty respondents (63%) indicated that they would not consider a position with greater administrative responsibility. Respondents identified workload and conflict-related issues as factors likely to discourage their pursuit of administration. Respondents identified additional challenge/variety of work, opportunity to influence organizational climate for change, opportunity to facilitate faculty growth and development, and mix of administration with teaching as likely to encourage their pursuit of administration. Faculty interest in a position with greater administrative responsibility was significantly increased for those who had completed additional course work beyond their highest degree. Practice recommendations included making leadership development opportunities available for faculty interested in administration, exploring methods to manage workload and conflict, and exploring methods to maximize factors identified as likely to encourage the pursuit of academic administration.

  19. An Innovative Approach to Faculty Coaching

    ERIC Educational Resources Information Center

    Dana, Heather; Havens, Brandy; Hochanadel, Cathy; Phillips, JoDee

    2010-01-01

    As online education has grown rapidly, colleges and universities have developed various approaches to effectively evaluating and coaching faculty. Faculty performance is central to student success and faculty need feedback that is consistent, constructive and illustrative. Through the use of screen recording technology, academic department chairs…

  20. Faculty Senates and the Fiscal Crisis.

    ERIC Educational Resources Information Center

    Ridgely, Julia

    1993-01-01

    A 1993 conference of college faculty senate members is discussed, focusing on common difficulties in governance during a period of retrenchment and due to the faculty culture. Some recent research into the relationship of finances to academic freedom and tenure is examined. Strategies for enhancing faculty senate effectiveness are suggested. (MSE)

  1. Nursing faculty: one generation away from extinction?

    PubMed

    Brendtro, M; Hegge, M

    2000-01-01

    Concern over an impending shortage of qualified nursing faculty sparked a statewide survey of nurses with graduate degrees in one midwestern state. A return rate of 61 per cent yielded a sample of 288. In general, nursing faculty members were older than nurses with graduate degrees employed in other roles. Three fourths of the sample worked full-time in stable positions in which they intended to remain until retirement. Fewer than one third were nurse educators; one-third were hospital employees. Nearly half the sample had nonnursing graduate degrees despite local availability of two nursing master's programs. Noncompetitive academic salaries, desire for clinical practice, and rising expectations in higher education were factors deterring nurses with graduate degrees from pursuing faculty roles. Improved compensation, greater respect, closer proximity to work, more realistic expectations, and improved opportunity to continue clinical practice were viewed as incentives to entice practicing nurses into faculty roles. Recommendations for addressing these important challenges are summarized. The next generation of nurses depends on strategic planning now to build the pool of qualified faculty for the future.

  2. Business Students' Ethical Evaluations of Faculty Misconduct

    ERIC Educational Resources Information Center

    Valentine, Sean; Kidwell, Roland E.

    2008-01-01

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

  3. Motivational Issues of Faculty in Saudi Arabia

    ERIC Educational Resources Information Center

    Abdul Cader, Akram

    2012-01-01

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

  4. Positive Academic and Behavioral Supports: Creating Safe, Effective, and Nurturing Schools for All Students. Highlights from the Forum on Positive Academic and Behavioral Supports (Norfolk, Virginia, February 18-19, 2000).

    ERIC Educational Resources Information Center

    Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.

    This document presents major presentations and conference highlights from a February 2000 conference on providing positive academic and behavioral supports to students with behavior disorders to maximize education in the least restrictive environment as required under the 1997 amendments to the Individuals with Disabilities Education Act. The…

  5. Effective Approaches to Faculty Development.

    ERIC Educational Resources Information Center

    Nelsen, William C., Ed.; Siegel, Michael E., Ed.

    Essays are collected on faculty development programs that are felt to have positively affected both the institutions and individual faculty members. They include: Faculty Development: Promises, Realities and Needs (William C. Nelsen, Michael E. Siegel); Improving the Scholarly Climate on Campus through a Program of Small Grants (David Marker);…

  6. Faculty Demand in Higher Education

    ERIC Educational Resources Information Center

    Rosenthal, Danielle

    2007-01-01

    The objective of this study is to identify the factors that shift the demand curve for faculty at not-for-profit private institutions. It is unique in that to the author's knowledge no other study has directly addressed the question of how the positive correlation between average faculty salaries and faculty-student ratios can be reconciled with…

  7. Sleep Duration, Positive Attitude toward Life, and Academic Achievement: The Role of Daytime Tiredness, Behavioral Persistence, and School Start Times

    ERIC Educational Resources Information Center

    Perkinson-Gloor, Nadine; Lemola, Sakari; Grob, Alexander

    2013-01-01

    Sleep timing undergoes profound changes during adolescence, often resulting in inadequate sleep duration. The present study examines the relationship of sleep duration with positive attitude toward life and academic achievement in a sample of 2716 adolescents in Switzerland (mean age: 15.4 years, SD = 0.8), and whether this relationship is…

  8. Relationship between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools

    ERIC Educational Resources Information Center

    Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert

    2016-01-01

    Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…

  9. Science, Technology, Engineering and Math (STEM) Academic Librarian Positions during 2013: What Carnegie Classifications Reveal about Desired STEM Skills

    ERIC Educational Resources Information Center

    Trei, Kelli

    2015-01-01

    This study analyzes the requirements and preferences of 171 science, technology, engineering, and math (STEM) academic librarian positions in the United States as advertised in 2013. This analysis compares the STEM background experience preferences with the Carnegie rankings of the employing institution. The research examines the extent to which…

  10. Academic help-seeking behavior among student pharmacists.

    PubMed

    Payakachat, Nalin; Gubbins, Paul O; Ragland, Denise; Norman, Sarah E; Flowers, Schwanda K; Stowe, Cindy D; DeHart, Renee M; Pace, Anne; Hastings, Jan K

    2013-02-12

    Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university.Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic help-seeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest.Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior.Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members. PMID:23459559

  11. Academic Help-Seeking Behavior Among Student Pharmacists

    PubMed Central

    Gubbins, Paul O.; Ragland, Denise; Norman, Sarah E.; Flowers, Schwanda K.; Stowe, Cindy D.; DeHart, Renee M.; Pace, Anne; Hastings, Jan K.

    2013-01-01

    Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university. Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic help-seeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest. Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior. Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members. PMID:23459559

  12. A Qualitative Study of Faculty Members' Views of Women Chairs

    PubMed Central

    Isaac, Carol; Griffin, Lindsay

    2010-01-01

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

  13. Trends of Professionalization of Nursing Faculty from 1993-2004

    ERIC Educational Resources Information Center

    Lin-Cook, Wendy Wen-Chun

    2010-01-01

    This study examined the development of nursing academic faculty at the college and university level as a profession using restricted data-sets from 1993-2004 of the National Study of Postsecondary Faculty (NSOPF:93, NSOPF:99 and NSOPF:04). Faculty professionalization is defined within this study through characteristics in academic credentials,…

  14. Effective "on-boarding": transitioning from trainee to faculty.

    PubMed

    Gustin, Jillian; Tulsky, James A

    2010-10-01

    Abstract The transition from trainee to junior faculty member can be both exciting and daunting. However, a paucity of medical literature exists to help guide new faculty in this transition. Therefore, we adapted work from the business management literature on what is referred to as "on-boarding"; effectively integrating and advancing one's position as a new employee. This article outlines strategies for cultivating one's own on-boarding as a junior faculty member at large academic medical centers. These strategies are extrapolated from management practices, culled from the medical literature on developing and retaining junior faculty, and, finally, borrowed from the hard-won knowledge of junior and senior faculty members. They advise new faculty to: (1) start early, (2) define your role--"managing yourself," (3) invest in/secure early wins, (4) manage your manager, (5) identify the "true (or hidden)" organizational culture, (6) reassess your own goals--"look in the rearview mirror and to the horizon," and (7) use your mentors effectively. These strategies provide a roadmap for new faculty members to transition as effectively as possible to their new jobs.

  15. Effective "on-boarding": transitioning from trainee to faculty.

    PubMed

    Gustin, Jillian; Tulsky, James A

    2010-10-01

    Abstract The transition from trainee to junior faculty member can be both exciting and daunting. However, a paucity of medical literature exists to help guide new faculty in this transition. Therefore, we adapted work from the business management literature on what is referred to as "on-boarding"; effectively integrating and advancing one's position as a new employee. This article outlines strategies for cultivating one's own on-boarding as a junior faculty member at large academic medical centers. These strategies are extrapolated from management practices, culled from the medical literature on developing and retaining junior faculty, and, finally, borrowed from the hard-won knowledge of junior and senior faculty members. They advise new faculty to: (1) start early, (2) define your role--"managing yourself," (3) invest in/secure early wins, (4) manage your manager, (5) identify the "true (or hidden)" organizational culture, (6) reassess your own goals--"look in the rearview mirror and to the horizon," and (7) use your mentors effectively. These strategies provide a roadmap for new faculty members to transition as effectively as possible to their new jobs. PMID:20942762

  16. The experiences of underrepresented minority faculty in schools of medicine

    PubMed Central

    Hassouneh, Dena; Lutz, Kristin F.; Beckett, Ann K.; Junkins, Edward P.; Horton, LaShawn L.

    2014-01-01

    Introduction Faculty of color in schools of medicine play an essential role in addressing health disparities, increasing diversity in healthcare, and improving health professions education. Yet inadequate progress has been made in increasing the numbers of faculty of color in medical schools. The reasons for this gap, and ways to address it, are poorly understood. Methods We conducted a grounded theory study of 25 of faculty from groups historically underrepresented in academic medicine at 17 schools in the United States. Faculty were interviewed in person (n=4, 16%) and by telephone (n=21, 84%). Results We identified two processes that contribute to a greater understanding of the experiences of faculty of color: patterns of exclusion and control, and surviving and thriving. We also identified one outcome – faculty of color having influence. Conclusions Strong support from leaders, mentors, and peers to nurture and protect faculty of color in schools of medicine is needed to counteract the negative effects of racism and to promote the positive effects this group has on diversity and excellence in medical education. Specific strategies for survival and success are described. PMID:25472784

  17. An Analysis of Community Pharmacy Shared Faculty Members’ Contributions to Teaching, Service, and Scholarship

    PubMed Central

    Akinwale, Tolu P.; Adams, Alex J.; McGivney, Melissa Somma

    2016-01-01

    Objective. To identify community pharmacy shared faculty members across the United States and to describe their roles and responsibilities in terms of teaching, service, and scholarship. Methods. This study was a mixed-methods analysis using surveys and key informant interviews. Results. Twenty-two faculty members completed the survey; nine were interviewed. Their major roles and responsibilities included teaching in community-based and experiential learning courses, precepting students and/or residents, being actively involved in professional organizations, providing patient care while leading innovation, and disseminating findings through scholarship. Conclusion. Community pharmacy shared faculty members contribute to their academic institutions and community pharmacy organizations by educating learners, providing direct patient care, and advancing community practice through innovation and service to the profession. Findings of this study can be used as a guide for academic institutions and community pharmacy organizations interested in partnering to develop a community pharmacy shared faculty position. PMID:27756923

  18. 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

  19. The Impact of Library Resources and Services on the Scholarly Activity of Medical Faculty and Residents.

    PubMed

    Quesenberry, Alexandria C; Oelschlegel, Sandy; Earl, Martha; Leonard, Kelsey; Vaughn, Cynthia J

    2016-01-01

    Librarians at an academic medical center library gathered data to determine if library services and resources impacted scholarly activity. A survey was developed and sent out to faculty and residents asking how they used the library during scholarly activity. Sixty-five faculty members and residents responded to the survey. The majority of respondents involved with scholarly activity use the library's services and resources. PubMed is the most frequently used database. The positive results show the library impacts the scholarly activity of medical faculty and residents.

  20. The Impact of Library Resources and Services on the Scholarly Activity of Medical Faculty and Residents.

    PubMed

    Quesenberry, Alexandria C; Oelschlegel, Sandy; Earl, Martha; Leonard, Kelsey; Vaughn, Cynthia J

    2016-01-01

    Librarians at an academic medical center library gathered data to determine if library services and resources impacted scholarly activity. A survey was developed and sent out to faculty and residents asking how they used the library during scholarly activity. Sixty-five faculty members and residents responded to the survey. The majority of respondents involved with scholarly activity use the library's services and resources. PubMed is the most frequently used database. The positive results show the library impacts the scholarly activity of medical faculty and residents. PMID:27391176

  1. A Study of Science Education Positions, Search Process, and Hiring Practices

    ERIC Educational Resources Information Center

    Barrow, Lloyd H.; Germann, Paul J.

    2006-01-01

    The purpose of this study was to analyze science education searches and hiring practices for faculty positions listed in The Chronicle of Higher Education for an academic year. Chairs of searches completed a survey about successful and unsuccessful searches. Over 70% of searches were successful in hiring new science education faculty with 33%…

  2. Rejecting conventional wisdom: how academic medical centers can regain their leadership positions.

    PubMed

    Krauss, K; Smith, J

    1997-07-01

    Academic medical centers (i.e., medical schools and their principal hospitals) are following very similar strategies in attempts to secure their futures. It is likely that these undifferentiated strategies will fail, since most of them have been copied from the lower-cost, geographically better-positioned hospitals and health systems. Despite a wealth of innovative, entrepreneurial talent and the potential to reshape the world that AMCs live in, most AMCs are in reactive modes. Future directions and strategies are almost always shaped, forced, and justified by external pressures. The major problem with the strategic plans of most AMCs is that they are based on conventional industry wisdom. Strategic plans tend not to be analytically driven. The insight and understanding of those factors that drive the demand for AMCs' services and determine the performances of AMCs are lacking. The authors note some questions that are critical to the formulation of strategies for AMCs. For example, how can the research mission be changed from a cost-based to a value-based endeavor? Most AMCs cannot answer these questions, and if they do address them in the planning process, they do so superficially. Several examples of the factors that need to be understood are also given, such as patients' purposes and needs in seeking specialty care. Alternative strategies are listed, such as maintaining and exploiting the economic irrationality of the market rather than acting as if it were economically rational or forcing it to become so. Last, the authors outline the scope of the changes that are required and urge AMCs to reject conventional wisdom, determine their own unique situations, and work from there. PMID:9236466

  3. Changing Faculty Roles and Responsibilities: Expanding the Skill Set of Faculty Perspective "From a Graduate Dean"

    ERIC Educational Resources Information Center

    DePauw, Karen P.

    2003-01-01

    The roles and responsibilities of faculty in higher education continue to evolve. Although research and teaching have been perceived to be top priority, the skill set for faculty has expanded. Kennedy (1997) observed that academic freedom is widely shared value but that academic duty is mysterious. He identified the following as key components of…

  4. The Student-Faculty Relationship: An Investigation of the Interactions between Students and Faculty

    ERIC Educational Resources Information Center

    Ross, Justin Meredith

    2013-01-01

    The purpose of this study was to explore the subjective perceptions held by students of their interactions with faculty members in college, especially as those interactions relate to the integration and membership of students in the academic community. Academic integration, resulting primarily from student-faculty interactions, has been theorized…

  5. Success on the Tenure Track: Five Keys to Faculty Job Satisfaction

    ERIC Educational Resources Information Center

    Trower, Cathy Ann

    2012-01-01

    Landing a tenure-track position is no easy task. Achieving tenure is even more difficult. Under what policies and practices do faculty find greater clarity about tenure and experience higher levels of job satisfaction? And what makes an institution a great place to work? In 2005-2006, the Collaborative on Academic Careers in Higher Education…

  6. The Status of Women Faculty in Four-Year Aviation Higher Education Programs

    ERIC Educational Resources Information Center

    Ison, David C.

    2008-01-01

    The purpose of the study was to evaluate the status of women's participation in full-time, non-engineering aviation baccalaureate programs in the United States. In addition, the involvement of women in academic aviation leadership positions (such as chair, dean, or director) was evaluated. Of 353 full-time aviation faculty members employed at 60…

  7. Creating a Culture of Appreciation for Faculty Development

    ERIC Educational Resources Information Center

    Honan, James P.; Westmoreland, Andrew; Tew, W. Mark

    2013-01-01

    Typically viewed as an academic issue, faculty development discussions too often take place between academic interests. The vice president for academics encourages deans or department heads to make their plans for enhancing the abilities in their areas. Funds are made available, and committees composed of representative faculty members decide who…

  8. "Two souls, two thoughts," two self-schemas: double consciousness can have positive academic consequences for African Americans.

    PubMed

    Brannon, Tiffany N; Markus, Hazel Rose; Taylor, Valerie Jones

    2015-04-01

    African Americans can experience a double consciousness-the two-ness of being an American and an African American. The present research hypothesized that: (a) double consciousness can function as 2 self-schemas-an independent self-schema tied to mainstream American culture and an interdependent self-schema tied to African American culture, and (b) U.S. educational settings can leverage an interdependent self-schema associated with African American culture through inclusive multicultural practices to facilitate positive academic consequences. First, a pilot experiment and Studies 1 and 2 provided evidence that double consciousness can be conceptualized as 2 self-schemas. That is, African Americans shifted their behavior (e.g., cooperation) in schema-relevant ways from more independent when primed with mainstream American culture to more interdependent when primed with African American culture. Then, Studies 3 and 4 demonstrated that incorporating African American culture within a university setting enhanced African Americans' persistence and performance on academic-relevant tasks. Finally, using the Gates Millennium Scholars dataset (Cohort 1), Study 5 conceptually replicated Studies 3 and 4 and provided support for one process that underlies the observed positive academic consequences. Specifically, Study 5 provided evidence that engagement with African American culture (e.g., involvement with cultural events/groups) on college campuses makes an interdependent self-schema more salient that increases African American students' sense of academic fit and identification, and, in turn, enhances academic performance (self-reported grades) and persistence (advanced degree enrollment in a long-term follow-up). The discussion examines double consciousness as a basic psychological phenomenon and suggests the intra- and intergroup benefits of inclusive multicultural settings. PMID:25844575

  9. "Two souls, two thoughts," two self-schemas: double consciousness can have positive academic consequences for African Americans.

    PubMed

    Brannon, Tiffany N; Markus, Hazel Rose; Taylor, Valerie Jones

    2015-04-01

    African Americans can experience a double consciousness-the two-ness of being an American and an African American. The present research hypothesized that: (a) double consciousness can function as 2 self-schemas-an independent self-schema tied to mainstream American culture and an interdependent self-schema tied to African American culture, and (b) U.S. educational settings can leverage an interdependent self-schema associated with African American culture through inclusive multicultural practices to facilitate positive academic consequences. First, a pilot experiment and Studies 1 and 2 provided evidence that double consciousness can be conceptualized as 2 self-schemas. That is, African Americans shifted their behavior (e.g., cooperation) in schema-relevant ways from more independent when primed with mainstream American culture to more interdependent when primed with African American culture. Then, Studies 3 and 4 demonstrated that incorporating African American culture within a university setting enhanced African Americans' persistence and performance on academic-relevant tasks. Finally, using the Gates Millennium Scholars dataset (Cohort 1), Study 5 conceptually replicated Studies 3 and 4 and provided support for one process that underlies the observed positive academic consequences. Specifically, Study 5 provided evidence that engagement with African American culture (e.g., involvement with cultural events/groups) on college campuses makes an interdependent self-schema more salient that increases African American students' sense of academic fit and identification, and, in turn, enhances academic performance (self-reported grades) and persistence (advanced degree enrollment in a long-term follow-up). The discussion examines double consciousness as a basic psychological phenomenon and suggests the intra- and intergroup benefits of inclusive multicultural settings.

  10. Are All Part-Time Faculty Underemployed? The Influence of Faculty Status Preference on Satisfaction and Commitment

    ERIC Educational Resources Information Center

    Maynard, Douglas C.; Joseph, Todd Allen

    2008-01-01

    Utilizing a person-job fit perspective, we examined the job satisfaction and affective commitment of three groups of college faculty (N = 167): full-time faculty, part-time faculty preferring a part-time position (voluntary part-time), and part-time faculty preferring a full-time position (involuntary part-time). Involuntary part-time faculty were…

  11. Type and Level of Position in Academic Libraries Related to Communication Behavior.

    ERIC Educational Resources Information Center

    Xu, Hong

    1996-01-01

    Presents results of a study on communication channels used by academic librarians in different job categories and organizational levels. A literature review of information processing and internal and interdepartmental library communication is included. Face-to-face and telephone communication dominated as choice of medium. Public service and…

  12. Utilizing Cognitive Behavioral Interventions to Positively Impact Academic Achievement in Middle School Students

    ERIC Educational Resources Information Center

    Zyromski, Brett; Joseph, Arline Edwards

    2008-01-01

    Empirical research suggests a correlation between Cognitive Behavioral Therapy (CBT) interventions and increased academic achievement of students in middle schools. An argument was presented for utilizing CBT intervention within the delivery system of comprehensive school counseling programs in middle schools; specifically in individual…

  13. An Evaluation of the Air Force Logistics Career Area Advanced Academic Degree Position Validation Process.

    ERIC Educational Resources Information Center

    Biehl, Aleck L.; Sonnier, Ronald J.

    Reduced funding for educational programs indicated that a thorough review should be made of the Advanced Academic Degree (AAD) validation process. This reduction in funding necessitates more effective management of the AAD program in the logistics career areas to insure that officers in these career areas require those skills learned through these…

  14. An Approach to Determining the Market for Academic Positions: Application to the Discipline of Agricultural Economics

    ERIC Educational Resources Information Center

    Farrell, Terence; Casavant, Ken; Jessup, Eric

    2007-01-01

    The purpose of this paper is to present issues that are relevant to pursuing an academic career in the chosen discipline of each student. The application will be a general case study of agricultural economics. The analytical model will be used to evaluate options for Ph.D. graduates in a supply and demand context. The first issue presented is a…

  15. Shades of Impersonality: Rhetorical Positioning in the Academic Writing of Italian Students of English

    ERIC Educational Resources Information Center

    Vergaro, Carla

    2011-01-01

    This article presents a study on the linguistic strategies used for projecting specific personas in the academic writing of Italian students of English. The issue of authorial stance, namely to what degree writers feel themselves to be not simply writers but also authors with the authority to say something meaningful, has been the topic of much…

  16. Success in Higher Education: The Challenge to Achieve Academic Standing and Social Position

    ERIC Educational Resources Information Center

    Life, James

    2015-01-01

    When students look at their classmates in the classroom, consciously or unconsciously, they see competitors both for academic recognition and social success. How do they fit in relation to others and how do they succeed in achieving both? Traditional views on the drive to succeed and the fear of failure are well known as motivators for achieving…

  17. The Academic Adviser

    ERIC Educational Resources Information Center

    Darling, Ruth

    2015-01-01

    In this essay, I explore the idea that "academic" advisers are "academics" who play a major role in connecting the general education curriculum to the students' experience as well as connecting the faculty to the students' holistic experience of the curriculum. The National Academic Advising Association Concept of Academic…

  18. Challenges to the Russian Academic Profession.

    ERIC Educational Resources Information Center

    Smolentseva, Anna

    2003-01-01

    Analyzes the post-Soviet academic profession, focusing on the challenges it has to meet. Discusses the system of academic appointments and promotion, remuneration, motivation, evaluation of faculty, and academic freedom. (EV)

  19. Commentary: a call for culture change in academic medicine.

    PubMed

    Powell, Deborah; Scott, James L; Rosenblatt, Michael; Roth, Paul B; Pololi, Linda

    2010-04-01

    Disappointed by the lack of progress in the advancement of women and underrepresented minority faculty to senior positions and leadership roles in academic medicine and concerned by the prospect that these valuable faculty resources were being lost, a group of five medical school deans agreed to embark on a multiyear project to change the culture of their medical schools for these underrepresented faculty. This commentary outlines the rationale and motivation for the project and sets the stage for future reports from and wider participation in this initiative.

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

    PubMed Central

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

    2016-01-01

    Objective. To compare the net cumulative income of community pharmacists, hospital pharmacists, and full-time pharmacy faculty members (residency-trained or with a PhD after obtaining a PharmD) in pharmacy practice, medicinal chemistry, pharmaceutics, pharmacology, and social and administrative sciences. Methods. Markov modeling was conducted to calculate net projected cumulative earnings of career paths by estimating the costs of education, including the costs of obtaining degrees and student loans. Results. The economic model spanned 49 years, from ages 18 to 67 years. Earning a PharmD and pursuing an academic career resulted in projected net cumulative lifetime earnings ranging from approximately $4.7 million to $6.3 million. A pharmacy practice faculty position following public pharmacy school and one year of residency resulted in higher net cumulative income than community pharmacy. Faculty members with postgraduate year 1 (PGY1) training also had higher net income than other faculty and hospital pharmacy career paths, given similar years of prepharmacy education and type of pharmacy school attended. Faculty members with either a PharmD or PhD in the pharmacology discipline may net as much as $5.9 million and outpace all other PhD graduates by at least $75 000 in lifetime earnings. Projected career earnings of postgraduate year 2 (PGY2) trained faculty and PharmD/PhD faculty members were lower than those of community pharmacists. Findings were more variable when comparing pharmacy faculty members and hospital pharmacists. Conclusion. With the exception of PGY1 trained academic pharmacists, faculty projected net cumulative incomes generally lagged behind community pharmacists, likely because of delayed entry into the job market as a result of advanced training/education. However, nonsalary benefits such as greater flexibility and autonomy may enhance the desirability of academic pharmacy as a career path. PMID:27756925

  1. M. D. Faculty Salaries in Psychiatry and All Clinical Science Departments, 1980-2006

    ERIC Educational Resources Information Center

    Haviland, Mark G.; Dial, Thomas H.; Pincus, Harold Alan

    2009-01-01

    Objective: The authors compare trends in the salaries of physician faculty in academic departments of psychiatry with those of physician faculty in all academic clinical science departments from 1980-2006. Methods: The authors compared trend lines for psychiatry and all faculty by academic rank, including those for department chairs, by graphing…

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

    ERIC Educational Resources Information Center

    Coker, Catherine; vanDuinkerken, Wyoma; Bales, Stephen

    2010-01-01

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

  3. A faculty created strategic plan for excellence in nursing education.

    PubMed

    Evans, Connie Joan; Francis Shackell, Eileen; Jean Kerr-Wilson, Selma; Joan Doyle, Glynda; McCutcheon, Jodie Anita; Budz, Bernice

    2014-01-01

    Strategic planning for nursing education, when seen through a faculty lens creates a deeper, more meaningful critical analysis of effective program development. New strategies are required for academic institutions to transform their curricula to meet the needs of a dynamic healthcare and changing global environment to provide quality education for students. In this article, an evidence-informed process is presented that was progressively co-created by the faculty and facilitators. Seminal business frameworks, leadership development philosophies, and innovative interventions enabled faculty to become engaged and developed as they created a strategic plan for a future-driven nursing program. Phase One presents the process of developing a strategic plan for excellence in nursing education by leveraging faculty potential and preparing for an upcoming accreditation. In Phase Two, four team members from Phase One continue as part of Phase Two team serving as the collective memory for this initial work. This method of strategic planning encouraged faculty engagement and leadership and laid the groundwork for a positive culture change among nursing faculty. PMID:24516007

  4. A faculty created strategic plan for excellence in nursing education.

    PubMed

    Evans, Connie Joan; Francis Shackell, Eileen; Jean Kerr-Wilson, Selma; Joan Doyle, Glynda; McCutcheon, Jodie Anita; Budz, Bernice

    2014-02-08

    Strategic planning for nursing education, when seen through a faculty lens creates a deeper, more meaningful critical analysis of effective program development. New strategies are required for academic institutions to transform their curricula to meet the needs of a dynamic healthcare and changing global environment to provide quality education for students. In this article, an evidence-informed process is presented that was progressively co-created by the faculty and facilitators. Seminal business frameworks, leadership development philosophies, and innovative interventions enabled faculty to become engaged and developed as they created a strategic plan for a future-driven nursing program. Phase One presents the process of developing a strategic plan for excellence in nursing education by leveraging faculty potential and preparing for an upcoming accreditation. In Phase Two, four team members from Phase One continue as part of Phase Two team serving as the collective memory for this initial work. This method of strategic planning encouraged faculty engagement and leadership and laid the groundwork for a positive culture change among nursing faculty.

  5. Faculty Issues.

    ERIC Educational Resources Information Center

    Finkelstein, Martin

    Patterns that emerged from reviewing syllabi for courses on faculty issues are discussed, and four sample syllabi are presented. Few doctoral programs in higher education administration were identified that devote an entire course to the subject of American college and university faculty. For four courses that did devote an entire course to the…

  6. Faculty Inbreeding.

    ERIC Educational Resources Information Center

    Eells, Walter Crosby; Cleveland, Austin Carl

    1999-01-01

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

  7. Faculty Remarks.

    ERIC Educational Resources Information Center

    Feldman, Marvin

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

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

    PubMed Central

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

    2015-01-01

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

  9. Academic Performance of Business Students in Quantitative Courses: A Study in the Faculty of Business and Economics at the UAE University

    ERIC Educational Resources Information Center

    Yousef, Darwish Abdulrahman

    2011-01-01

    This article aims to investigate the academic performance (measured by quality points) of the business students in quantitative courses. It also explores the impact of a number of factors on the academic performance of business students in these courses. A random sample of 750 third- and fourth-level business students at the United Arab Emirates…

  10. Faculty and Student Perceptions of Academic Cheating and the Influence of Achievement Motivation with Online and Face-to-Face Learning Environments

    ERIC Educational Resources Information Center

    Royer, Sheree Christine

    2013-01-01

    There are many components contributing to academically dishonest behaviors and with improvements in technology, methods for cheating have expanded to web-based classrooms. This study focuses on academically dishonest behaviors in online and face-to-face (F2F) course formats in an attempt to better understand the impact of cheating in these two…

  11. Should Schools Be Optimistic? An Investigation of the Association between Academic Optimism of Schools and Student Achievement in Primary Education

    ERIC Educational Resources Information Center

    Boonen, Tinneke; Pinxten, Maarten; Van Damme, Jan; Onghena, Patrick

    2014-01-01

    Academic emphasis, collective efficacy, and faculty trust in students and parents (3 school characteristics positively associated with student achievement) are assumed to form a higher order latent construct, "academic optimism" (Hoy, Tarter, & Woolfolk Hoy, 2006a, 2006b). The aim of the present study is to corroborate the latent…

  12. Patient safety culture and leadership within Canada's Academic Health Science Centres: towards the development of a collaborative position paper.

    PubMed

    Nicklin, Wendy; Mass, Heather; Affonso, Dyanne D; O'Connor, Patricia; Ferguson-Paré, Mary; Jeffs, Lianne; Tregunno, Deborah; White, Peggy

    2004-03-01

    Currently, the Academy of Canadian Executive Nurses (ACEN) is working with the Association of Canadian Academic Healthcare Organizations (ACAHO) to develop a joint position paper on patient safety cultures and leadership within Academic Health Science Centres (AHSCs). Pressures to improve patient safety within our healthcare system are gaining momentum daily. Because AHSCs in Canada are the key organizations that are positioned regionally and nationally, where service delivery is the platform for the education of future healthcare providers, and where the development of new knowledge and innovation through research occurs, leadership for patient safety logically must emanate from them. As a primer, ACEN provides an overview of current patient safety initiatives in AHSCs to date. In addition, the following six key areas for action are identified to ensure that AHSCs continue to be leaders in delivering quality, safe healthcare in Canada. These include: (1) strategic orientation to safety culture and quality improvement, (2) open and transparent disclosure policies, (3) health human resources integral to ensuring patient safety practices, (4) effective linkages between AHSCs and academic institutions, (5) national patient safety accountability initiatives and (6) collaborative team practice.

  13. Community College Administrative Roles in Identifying Faculty for Future Management Positions: A Phenomenological Study of Retired Administrators

    ERIC Educational Resources Information Center

    Knirk, Brian Doyle

    2013-01-01

    The community college system is beginning to see waves of retirements at all levels of the administrative structure. These retirements, in conjunction with expected growth in administrative positions, will result in system-wide administrative vacancies. Community colleges not already seeking new leaders are likely to find themselves in the midst…

  14. Assessing the Student, Faculty, and Community Partner in Academic Service-Learning: A Categorization of Surveys Posted Online at Campus Compact Member Institutions

    ERIC Educational Resources Information Center

    Waters, Susan; Anderson-Lain, Karen

    2014-01-01

    Service-learning is an instructional strategy used by faculty at hundreds of institutions, including those that are members of Campus Compact, an organization committed to service-learning and community/civic engagement. For this study, researchers examined a variety of online survey assessment tools used in service-learning projects. The…

  15. Salary-Trend Studies of Faculty for the Year 1989-90 and 1992-93 in the Following Academic Disciplines/Major Fields: Accounting...Geology.

    ERIC Educational Resources Information Center

    Howe, Richard D.; And Others

    This volume provides comparative data for faculty salaries in public and private colleges and universities, based on two surveys of 738 and 485 institutions conducted in 1988-89 and 1992-93 respectively. Data are provided for the following disciplines: Accounting; Anthropology; Biological Sciences/Life Sciences; Business Administration and…

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

    ERIC Educational Resources Information Center

    Collins, E. Anthony

    2011-01-01

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

  17. Whistleblowing in academic medicine

    PubMed Central

    Rhodes, R; Strain, J

    2004-01-01

    The authors present and discuss cases of academic medicine failing to address unethical behaviour in academic science and, thereby, illustrate the scope and seriousness of the problem. The Olivieri/Apotex affair is just another instance of academic medicine's dereliction in a case of scientific fraud and misconduct. Instead of vigorously supporting their faculty member in her efforts to honestly communicate her findings and to protect patients from the risks associated with the use of the study drug, the University of Toronto collaborated with the Apotex company's "stalling tactics," closed down Dr Olivieri's laboratory, harassed her, and ultimately dismissed her. The authors argue that the incentives for addressing problematic behaviour have to be revised in order to effect a change in the current pattern of response that occurs in academic medicine. An externally imposed realignment of incentives could convert the perception of the whistleblower, from their present caste as the enemy within, into a new position, as valued friend of the institution. The authors explain how such a correction could encourage appropriate reactions to scientific misconduct from academic medicine. PMID:14872069

  18. Lean in or Opt Out: Career Pathways of Academic Women

    ERIC Educational Resources Information Center

    Eddy, Pamela L.; Ward, Kelly

    2015-01-01

    Casual observers of academic environments might conclude that women's problems in higher education have been resolved. Colleges enroll more women than men on an overall basis. There is gender parity in entry-level faculty hires, and the number of women in senior administrative positions continues to rise. A closer look however at the work, lives,…

  19. Faculty Entrepreneurship in Research University Environments.

    ERIC Educational Resources Information Center

    Bird, Barbara J.; Allen, David N.

    1989-01-01

    Surveys of research-productive faculty at two major state-supported universities find entrepreneurial activity of low interest, although interest is steadily increasing. Important value conflicts explain the wide gap between entrepreneurial and academic research worlds. (Author/MLW)

  20. Academic Freedom and Organisational Identity.

    ERIC Educational Resources Information Center

    Tierney, William G.

    2001-01-01

    Summarizes prominent current arguments on academic freedom's endangerment by managerialism and discusses their limitations. Defines a new vision of academic freedom informed by thinking on globalization. Presents findings from interviews with Australian faculty about academic freedom and discusses ways to ensure that academic freedom endures in…

  1. The FDP Faculty Burden Survey

    PubMed Central

    Rockwell, Sara

    2010-01-01

    To better understand the administrative burdens placed on faculty who perform research, the Faculty Standing Committee of the Federal Demonstration Partnership (FDP) invited 23,325 full-time faculty members who were Principal Investigators (PI) or Co-Principal Investigators (Co-PI) on active federally funded research grants to participate in a web-based survey that contained questions on the nature, size, and impact of the administrative tasks associated with their research projects. The responses of the 6,081 faculty respondents show that the administrative burden on faculty is very significant: 42% of the time spent by an average PI on a federally funded research project was reported to be expended on administrative tasks related to that project rather than on research. This administrative burden does not stem from one or a few exceptionally onerous tasks, but instead reflects the cumulative effect of the many administrative burdens imposed by different funding agencies, different offices within agencies, auditing and accrediting agencies, and academic institutions. The lack of institutional assistance contributes to the administrative workload of the faculty. Many burdens are remarkably constant across funding agencies, universities, disciplines, and faculty subgroups. The report documents the negative effect reported for these administrative burdens on the productivity of researchers, the careers of young faculty members, and the training of students. PMID:20563268

  2. Global Trends in Academic Governance

    ERIC Educational Resources Information Center

    Cummings, William K.; Finkelstein, Martin

    2009-01-01

    Even before the current global economic crisis, discontent with the governance of higher education institutions was widespread among faculty in the United States and throughout the world. Drawing from the 2007 Changing Academic Profession (CAP) survey of faculty in seventeen countries, the authors examine faculty perceptions of the current state…

  3. Faculty Preparedness in Geriatric Optometry Education.

    ERIC Educational Resources Information Center

    Mancil, Gary L.; And Others

    1995-01-01

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

  4. Information-Seeking Habits of Education Faculty

    ERIC Educational Resources Information Center

    Rupp-Serrano, Karen; Robbins, Sarah

    2013-01-01

    This study explores the information-seeking behavior of academic education faculty from twenty large public research universities. The investigation includes an examination of how frequently education faculty seek or access information, how they stay up-to-date on current developments in the field and identify less recent journal literature, how…

  5. How to Evaluate a Faculty Governance Structure

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  6. A Helping Hand for Young Faculty Members

    ERIC Educational Resources Information Center

    June, Audrey Williams

    2008-01-01

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

  7. Tenure Experiences of Native Hawaiian Women Faculty

    ERIC Educational Resources Information Center

    Ka opua, Heipua

    2013-01-01

    This study examines the status of women of color in academe with a particular focus on Native Hawaiian women faculty. Using a qualitative narrative design, this research examined the experiences of tenured instructional Native Hawaiian women faculty (Na Wahine) at the University of Hawai'i at Manoa. Two research questions guided this inquiry:…

  8. Community College Faculty Attitudes and Trends, 1997.

    ERIC Educational Resources Information Center

    Huber, Mary Taylor

    This report highlights the status and working conditions of faculty in American community colleges, and compares their responses to survey questions with those of faculty at research universities, doctoral universities, masters colleges and universities, and baccalaureate colleges. The report is organized around defining themes of academic life.…

  9. Aging in the Undergraduate Curriculum: Faculty Perspectives

    ERIC Educational Resources Information Center

    Heyman, Janna C.; Gutheil, Irene A.; White-Ryan, Linda; Phipps, Colette; Guishard, Dozene

    2008-01-01

    This descriptive study of undergraduate faculty (N = 177) ascertained the extent to which aging content is taught and faculty are interested in aging. The research was the result of a collaboration among an area agency on aging, an alliance of academic and community leaders, and a university-based research center. While approximately 43% of the…

  10. The Madness of Weighted Mean Faculty Salaries

    ERIC Educational Resources Information Center

    Micceri, Theodore

    2009-01-01

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

  11. The Socialization of a Medical School Faculty.

    ERIC Educational Resources Information Center

    Blackburn, Robert T.; Fox, Thomas G.

    This paper reports the recruitment, socialization, and retention of a faculty of medicine. The study shows the process of M.D. and Ph.D. conversion to academic medicine through socialization and the factors which affect retention and attrition of a medical faculty. The research utilizes Sherlock and Morris' professional development paradigm. As…

  12. A Call for Faculty Reengagement in Governance

    ERIC Educational Resources Information Center

    Tinberg, Nalsey

    2009-01-01

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

  13. Digital Faculty: Professors, Teaching and Technology, 2012

    ERIC Educational Resources Information Center

    Allen, I. Elaine; Seaman, Jeff

    2012-01-01

    This study reports the results of two related, but separate, surveys. The first is a nationally representative sample of higher education faculty members who are teaching at least one course during the current academic year. A total of 4,564 faculty responded to the survey, representing the full range of higher education institutions (two-year,…

  14. Faculty-Productivity Index Offers Surprises

    ERIC Educational Resources Information Center

    Wasley, Paula

    2007-01-01

    Academic Analytics is a for-profit company, owned in part by the State University of New York at Stony Brook, that compiles annual Faculty Scholarly Productivity Index. Its Faculty Scholarly Productivity Index is a ranking of graduate programs at research universities based on what purports to be the first objective measurement of per capita…

  15. Faculty Attitudes and Behaviors Concerning Student Cheating

    ERIC Educational Resources Information Center

    Volpe, Rebecca; Davidson, Laura; Bell, Matthew C.

    2008-01-01

    The relationship between university faculty attitudes concerning student cheating and syllabus statements on academic integrity were evaluated to determine the relationship between faculty attitudes and their actual attempts to deter cheating rates through their syllabi. No relationship was found between attitudes about student cheating and the…

  16. Faculty Emotional Intelligence and Student-Faculty Interactions: Implications for Student Retention

    ERIC Educational Resources Information Center

    Lillis, Michael P.

    2012-01-01

    This article examines the relationship between student-faculty interactions and student dropout intentions. It develops an integrative model that posits that the association between the frequency of student-faculty interactions and a student's intent to stay in college is positive, and becomes more positive as faculty emotional intelligence…

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

    PubMed

    Hall, Leslie Walter; Zierler, Brenda K

    2015-01-01

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

  18. Academic Productivity and Technology.

    ERIC Educational Resources Information Center

    Green, Kenneth C.; Gilbert, Steven W.

    1995-01-01

    This article suggests that, although advances in information technology have been interpreted as leading directly to increased college faculty research productivity, the real benefits will be found in the areas of improved content, curriculum, and pedagogy. The existing academic infrastructure and perceived role of faculty are seen as major…

  19. Contingent Faculty across the Disciplines

    ERIC Educational Resources Information Center

    Jacobe, Monica F.

    2006-01-01

    This article reports the findings of a 1999 survey conducted by the Coalition on the Academic Workforce (CAW), a group of higher education and disciplinary associations concerned about the dramatic rise in contingent faculty, to examine the staffing practices across eleven humanities and social science disciplines. The comprehensive report showed…

  20. Embedded Neoliberalism within Faculty Behaviors

    ERIC Educational Resources Information Center

    Levin, John S.; Aliyeva, Aida

    2015-01-01

    Although there are claims that neoliberalism has not only commandeered the agenda and actions of universities and colleges but also become identified with the work of academic professionals, there is little empirical evidence to show that neoliberalism has infiltrated the work of faculty. This qualitative field work investigation of three…

  1. The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges. Adopted Spring 2012

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, 2012

    2012-01-01

    The original paper, "The Role of Counseling Faculty in the California Community Colleges" (1994), provided principled positions of the Academic Senate regarding the essential functions of counselors and the delivery of counseling services in helping students achieve success. The paper concluded with specific guidance on appropriate roles…

  2. Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya.

    PubMed

    Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

    2016-06-01

    The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role-serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as 'inter-group connectors'. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the 'connector/betweenness' measure. We propose that a composite score rather than traditional 'betweenness centrality', provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health policies. PMID

  3. Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya.

    PubMed

    Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

    2016-06-01

    The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role-serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as 'inter-group connectors'. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the 'connector/betweenness' measure. We propose that a composite score rather than traditional 'betweenness centrality', provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health policies.

  4. Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya

    PubMed Central

    Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

    2016-01-01

    The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role—serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as ‘inter-group connectors’. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the ‘connector/betweenness’ measure. We propose that a composite score rather than traditional ‘betweenness centrality’, provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health

  5. Positive Illusions in Adolescents: The Relationship between Academic Self-Enhancement and Depressive Symptomatology

    ERIC Educational Resources Information Center

    Noble, Rick N.; Heath, Nancy L.; Toste, Jessica R.

    2011-01-01

    Positive illusions are systematically inflated self-perceptions of competence, and are frequently seen in areas of great difficulty. Although these illusions have been extensively documented in children and adults, their role in typical adolescent emotion regulation is unclear. This study investigated the relationship between positive illusions,…

  6. [The positioning of nursing research in the academic studies: the origin and development of qualitative and quantitative studies].

    PubMed

    Lu, Pei-Pei; Ting, Shing-Shiang; Chen, Mei-Ling; Tang, Woung-Ru

    2005-12-01

    The purpose of this study is to discuss the historical context of qualitative and quantitative research so as to explain the principle of qualitative study and examine the positioning of nursing research within academic study as a whole. This paper guides the readers towards the historical context from empirical science, discusses the influences of qualitative and quantitative research on nursing research, then investigates the nature of research paradigms, examines the positioning of nursing research, which includes the characteristics of fields such as natural science, humanity and social studies, and science, and lastly, presents the research standard proposed by Yardley in 2000. The research paradigms include Positivism, Postpositivism, Criticism, and Constructivism, which can be compared with Ontology, Epistemology, and Methodology. The nature of the paradigm is to determine the assumption of the paradigm on the basis of Ontology, Epistemology, and Methodology. The paradigm determines how the researcher views the world and decides on what to answer, how to research, and how to answer. The difference in academic environment is reflected in the long-term dialogue between qualitative and quantitative studies, as well as the standard for criticism. This paper introduces the method of evaluation of the quality of qualitative study proposed by Yardley in 2002, namely the sensitivity of the context, the promise and conscientiousness, transparency and consistency, influence and significance. The paper is intended to provide a guideline for readers in evaluating the quality of qualitative study.

  7. Academic Freedom in the 21st Century

    ERIC Educational Resources Information Center

    Tierney, William G.; Lechuga, Vicente M.

    2005-01-01

    Throughout the 20th century, academic freedom was a foundational value for the academy in the United States. The concept of academic freedom pertains to the right of faculty to enjoy considerable autonomy in their research and teaching. The assumption that drives academic freedom is that the country benefits when faculty are able to search for…

  8. Now Hiring! Empirically Testing a Three-Step Intervention to Increase Faculty Gender Diversity in STEM

    PubMed Central

    Smith, Jessi L.; Handley, Ian M.; Zale, Alexander V.; Rushing, Sara; Potvin, Martha A.

    2015-01-01

    Workforce homogeneity limits creativity, discovery, and job satisfaction; nonetheless, the vast majority of university faculty in science, technology, engineering, and mathematics (STEM) fields are men. We conducted a randomized and controlled three-step faculty search intervention based in self-determination theory aimed at increasing the number of women faculty in STEM at one US university where increasing diversity had historically proved elusive. Results show that the numbers of women candidates considered for and offered tenure-track positions were significantly higher in the intervention groups compared with those in controls. Searches in the intervention were 6.3 times more likely to make an offer to a woman candidate, and women who were made an offer were 5.8 times more likely to accept the offer from an intervention search. Although the focus was on increasing women faculty within STEM, the intervention can be adapted to other scientific and academic communities to advance diversity along any dimension. PMID:26955075

  9. Does faculty development enhance teaching effectiveness?

    PubMed

    Hendricson, William D; Anderson, Eugene; Andrieu, Sandra C; Chadwick, D Gregory; Cole, James R; George, Mary C; Glickman, Gerald N; Glover, Joel F; Goldberg, Jerold S; Haden, N Karl; Kalkwarf, Kenneth L; Meyerowitz, Cyril; Neumann, Laura M; Pyle, Marsha; Tedesco, Lisa A; Valachovic, Richard W; Weaver, Richard G; Winder, Ronald L; Young, Stephen K

    2007-12-01

    Academic dentists and members of the practice community have been hearing, for more than a decade, that our educational system is in trouble and that the profession has lost its vision and may be wavering in the achievement of its goals. A core of consistently recommended reforms has framed the discussion of future directions for dental education, but as yet, most schools report little movement toward implementation of these reforms in spite of persistent advocacy. Provision of faculty development related to teaching and assessment strategies is widely perceived to be the essential ingredient in efforts to introduce new curricular approaches and modify the educational environment in academic dentistry. Analyses of the outcomes of efforts to revise health professions curricula have identified the availability and effectiveness of faculty development as a predictor of the success or failure of reform initiatives. This article will address faculty development for purposes of enhancing teaching effectiveness and preparing instructors for potential new roles associated with curriculum changes. Its overall purpose is to provide information and insights about faculty development that may be useful to dental schools in designing professional growth opportunities for their faculty. Seven questions are addressed: 1) What is faculty development? 2) How is faculty development accomplished? 3) Why is faculty development particularly important in dental education? 4) What happens when faculty development does not accompany educational reform? 5) Why are teaching attitudes and behaviors so difficult to change? 6) What outcomes can be expected from faculty development? and 7) What does the available evidence tell us about the design of faculty development programs? Evidence from systematic reviews pertaining to the teaching of evidence-based dentistry, strategies for continuing professional education, and the Best Evidence in Medical Education review of faculty development

  10. Faculty Turnover: Discipline-Specific Attention Is Warranted

    ERIC Educational Resources Information Center

    Xu, Yonghong Jade

    2008-01-01

    This study investigated the importance of discipline variations in understanding faculty turnover behaviors. A representative sample of university faculty in Research and Doctoral universities was obtained from a national database. Faculty members, self-identified into a primary academic area, were grouped into eight discipline clusters according…

  11. Mentoring New Social Work Faculty: A Gerontological Perspective

    ERIC Educational Resources Information Center

    Maramaldi, Peter; Gardner, Daniel; Berkman, Barbara; Ireland, Kristen; D'Ambruoso, Sarah; Howe, Judith L.

    2004-01-01

    The John A. Hartford Foundation, in collaboration with the Gerontological Society of America, has developed new models to create geriatric faculty capacity within social work. The Faculty Scholars Program is building faculty leadership in academic geriatric social work through a strategic approach that includes long-distance national and…

  12. Faculty Development: Planning for Individual and Institutional Renewal.

    ERIC Educational Resources Information Center

    Wurster, Stephen H.; McCartney, Jesse F.

    1980-01-01

    The history and definition of faculty development are reviewed and a comprehensive approach to planned change at Ball State is described. It links organizationally, through a vice-president of instructional affairs, academic planning and faculty development. Contributions of faculty development to morale and institutional planning are discussed.…

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

    ERIC Educational Resources Information Center

    Thomas, Nicole; Bystydzienski, Jill; Desai, Anand

    2015-01-01

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

  14. Does Stereotype Threat Affect Women in Academic Medicine?

    PubMed Central

    Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

    2012-01-01

    Multiple complex factors contribute to the slow pace of women’s advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including: (1) introducing the concept of stereotype threat to the academic medicine community; (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias; (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders; (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards; and (5) building leadership efficacy among female physicians and scientists. PMID:22361794

  15. Does stereotype threat affect women in academic medicine?

    PubMed

    Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

    2012-04-01

    Multiple complex factors contribute to the slow pace of women's advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including (1) introducing the concept of stereotype threat to the academic medicine community, (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias, (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders, (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards, and (5) building leadership efficacy among female physicians and scientists. PMID:22361794

  16. Does stereotype threat affect women in academic medicine?

    PubMed

    Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

    2012-04-01

    Multiple complex factors contribute to the slow pace of women's advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including (1) introducing the concept of stereotype threat to the academic medicine community, (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias, (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders, (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards, and (5) building leadership efficacy among female physicians and scientists.

  17. Institutionalizing Faculty Practice.

    ERIC Educational Resources Information Center

    Fagin, Claire M.

    1986-01-01

    This article places efforts to institutionalize practice in the context of their historical antecedents. It also describes developments at the University of Pennsylvania in what the authors are calling a partnership. The clinician-educator faculty position is examined at length. (CT)

  18. Faculty Work. Briefing Paper.

    ERIC Educational Resources Information Center

    Washington State Higher Education Coordinating Board, Olympia.

    This review of the literature offers a description of college faculty in the United States: their training, responsibilities, duties, career ladders, demographics, salaries, pressures, and current political issues. The section on training describes the doctoral degree generally, assistantship programs, post-doctoral positions, and the supply of…

  19. Learning from Success: How Original Research on Academic Resilience Informs What College Faculty Can Do to Increase the Retention of Low Socioeconomic Status Students

    ERIC Educational Resources Information Center

    Morales, Erik E.

    2014-01-01

    Utilizing resilience theory and original research conducted on fifty academically resilient low socioeconomic status students of color, this article presents specific objectives and values institutions of higher learning can adopt and emphasize to increase the retention and graduation of their most statistically at-risk students. Major findings…

  20. Exploring Determinants of Relationship Quality between Students and their Academic Department: Perceived Relationship Investment, Student Empowerment, and Student-Faculty Interaction

    ERIC Educational Resources Information Center

    Cho, Moonhee; Auger, Giselle A.

    2013-01-01

    Given the increasing need for the retention of satisfied and successful students, the purpose of this study was to explore the factors that influence the perceived quality of relationships formed between students and their academic departments. Based on the extensive review of interdisciplinary literature, the study proposed three…

  1. Are Academics in Kazakhstan Capable of Self-Regulation? A Study of Faculty's Normative Structure in the Midst of Higher Education Decentralization Reforms

    ERIC Educational Resources Information Center

    Rumyantseva, Nataliya L.; Caboni, Timothy C.

    2012-01-01

    This paper investigates the state and structure of professional norms in the context of undergraduate teaching in a university in Kazakhstan. The purpose is to understand the belief system held by academics with regards to their professional duties in the context of teaching. Evidence of such normative structure would suggest that the Kazakhstani…

  2. Career Transitions for Faculty Members committed to Undergraduate Neuroscience Education.

    PubMed

    Dunbar, Gary L

    2015-01-01

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

  3. Career Transitions for Faculty Members committed to Undergraduate Neuroscience Education.

    PubMed

    Dunbar, Gary L

    2015-01-01

    This article highlights some of the critical issues that were discussed during a breakout session on career transitions at the 2014 Faculty for Undergraduate Neuroscience (FUN) Workshop at Ithaca College on Undergraduate Neuroscience Education: Challenges and Solutions in Creating and Sustaining Programs. Topics included: (1) transitioning from graduate school or a postdoc position to an assistant professor position; (2) preparing for promotion and tenure decisions; (3) balancing teaching, research, and service during a career in academics; (4) exploring alternative career options, including moving to another institution, taking on an administrative position, and working in industry; and (5) deciding when and how to retire. Much of the discussion focused on special challenges that women and minorities face in the academic environment. Participants offered valuable insights and suggestions for helping new faculty members prepare for reappointment, promotion, and tenure decisions, including utilizing networking connections within FUN for letters of support and collaborative opportunities. These networking opportunities were also valued by participants who were in rather unique positions, such as transitioning from a purely administrative role back to a regular faculty position or handling the extra burden of being a chair or program director with essentially the same research and grant-writing expectations of a regular faculty member. The session proved to be enlightening for most participants and though several questions and concerns remained unanswered, several ideas and insights were shared by the participants and a sense of empathy for the unique circumstances many of the participants were experiencing provided an atmosphere of comradery and support that often emanates from these FUN workshop sessions. PMID:26240524

  4. Faculty Attitudes at Indiana University School of Dentistry.

    ERIC Educational Resources Information Center

    Sorcinelli, Mary Deane

    Dental educators' attitudes toward academic life are examined through structured, in-depth interviews with 122 full- and part-time faculty at Indiana University School of Dentistry. Results showed that the major reasons for choosing an academic career were influence of a faculty member or dean, interest in the subject matter, economics, and a…

  5. Pay Inequities for Recently Hired Faculty, 1988-2004

    ERIC Educational Resources Information Center

    Porter, Stephen R.; Toutkoushian, Robert K.; Moore, John V., III

    2008-01-01

    The national media and academic journals have reported a sizable wage gap between men and women in academe--a gap that has persisted over time. Data from the National Center for Education Statistics for 2004-2005 show that the average salary for all male faculty ($69,337) exceeded the average salary for female faculty ($56,926) by almost 22%.…

  6. Faculty Teaching Climate: Scale Construction and Initial Validation

    ERIC Educational Resources Information Center

    Knorek, John Kenneth

    2012-01-01

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

  7. Faculty Activity Analysis in the Universidad Tecnica Del Estado Campuses.

    ERIC Educational Resources Information Center

    Karadima, Oscar

    An analysis of academic activities of college faculty at the eight campuses of Chile's Universidad Tecnica del Estado was conducted. Activities were grouped into seven categories: direct teaching, indirect teaching, research, community services, faculty development, academic administration, and other activities. Following the narrative…

  8. Recruitment, Retention, and Mentoring Faculty of Color: The Chronicle Continues

    ERIC Educational Resources Information Center

    Thompson, Chasity Q.

    2008-01-01

    Faculty of color continue to face challenges with recruitment, retention, and mentoring in academe. This article addresses issues that faculty of color in academe often face. It explores recruitment efforts and barriers and addresses issues associated with retention and obstructions to promotion and tenure. The article culminates with an…

  9. Program Discontinuance: A Faculty Perspective Revisited. Adopted Fall 2012

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, 2012

    2012-01-01

    The 1998 Academic Senate for California Community Colleges paper Program Discontinuance: A Faculty Perspective presented issues of program discontinuance and addressed principles and key factors for effective faculty participation in the development of fair and equitable program discontinuance processes. In 2009, an Academic Senate resolution…

  10. Bennington, After Eliminating Tenure, Attracts New Faculty Members and Students.

    ERIC Educational Resources Information Center

    Wilson, Robin

    1997-01-01

    In an effort to revitalize Bennington College (Vermont), its president recently fired 26 of 79 faculty members, reduced and reorganized academic departments and divisions, replaced tenure with multi-year contracts, and recruited new faculty. Some claim violation of academic freedom. Enrollment has increased, particularly among first-time students,…

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

    ERIC Educational Resources Information Center

    Kabakci, 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…

  12. Faculty Activism

    ERIC Educational Resources Information Center

    Academe, 2005

    2005-01-01

    Blending scholarship and activism, whether domestic or international, takes some real work. Two scholar-activists reflect on why and how activism can be more than academic labor in this feature of the "Academe" journal. This feature includes the following brief reflections on political work, both local and global that demonstrates how on campus…

  13. Faculty tenure in American medical schools.

    PubMed

    Spellman, M W; Meiklejohn, G

    1977-08-01

    Advantages and disadvantages of academic tenure for clinical faculties, including an appraisal of its financial burdens, the utility of modified or alternative systems, and the issue of abolition of tenure, were examined through a questionnaire to which deans and faculty representatives of 106 American medical schools responded during 1975-76. Tenure is valued by most deans and faculty members. A flexible tenure policy permitting appointment of some faculty members to senior academic posts without tenure was endorsed by the deans of 10 selected medical schools who were interviewed. Growth of medical faculties is decelerating; a steady state has not been attained but is imminent. Financial pressures and demands for change will increasingly challenge the tenure system. PMID:886568

  14. Faculty Manual 1975. St. Olaf College.

    ERIC Educational Resources Information Center

    Saint Olaf Coll., Northfield, Minn.

    History, Administration of the College, Faculty, Services, Student Life, and General Information are the major sections of the faculty handbook of St. Olaf College, a church-related school in Northfield, Minnesota. Responsibilities for administrative, departmental, and teaching positions, and for faculty committees are described, and personnel…

  15. Examining the Effect of Positive Behaviour Support on Academic Achievement of Students with Disabilities

    ERIC Educational Resources Information Center

    Chitiyo, Morgan; Makweche-Chitiyo, Plaxedes; Park, Meungguk; Ametepee, Lawrence K.; Chitiyo, Jonathan

    2011-01-01

    Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive…

  16. Recodifications of Academic Positions and Reiterations of Desire: Change but Continuity in Gendered Subjectivities

    ERIC Educational Resources Information Center

    Lapping, Claudia

    2006-01-01

    This article argues that the analysis of changes in the social position of women needs to distinguish between levels of social practice and psychic subjectification. The argument draws on Lacan's conception of the relationship between subjectivity, desire and sexual difference to describe gendered aspects of subjectivity embedded within the…

  17. Faculty Appointments.

    ERIC Educational Resources Information Center

    Lilley, H. Edward

    1977-01-01

    The conditions surrounding appointments of full-time, tenure-tract, teaching faculty and administration produce one area in collective bargaining contracts that affects equally every employee of an institution. Several of these conditions are discussed: initial appointments; appointment authority; conflict of appointment authority; appointment…

  18. Stress and morale of academic biomedical scientists.

    PubMed

    Holleman, Warren L; Cofta-Woerpel, Ludmila M; Gritz, Ellen R

    2015-05-01

    Extensive research has shown high rates of burnout among physicians, including those who work in academic health centers. Little is known, however, about stress, burnout, and morale of academic biomedical scientists. The authors interviewed department chairs at one U.S. institution and were told that morale has plummeted in the past five years. Chairs identified three major sources of stress: fear of not maintaining sufficient funding to keep their positions and sustain a career; frustration over the amount of time spent doing paperwork and administrative duties; and distrust due to an increasingly adversarial relationship with the executive leadership.In this Commentary, the authors explore whether declining morale and concerns about funding, bureaucracy, and faculty-administration conflict are part of a larger national pattern. The authors also suggest ways that the federal government, research sponsors, and academic institutions can address these concerns and thereby reduce stress and burnout, increase productivity, and improve overall morale of academic biomedical scientists.

  19. Academic Procrastination among College Students with Learning Disabilities: The Role of Positive and Negative Self-Oriented Perfectionism in Terms of Gender, Specialty and Grade

    ERIC Educational Resources Information Center

    Mohammed, Adel Abdulla; Sherit, Asharaf Mohammed A.; Eissa, Mourad Ali; Mostafa, Amaal Ahmed

    2013-01-01

    The purpose of this study was three folds: to explore whether there were relationship between academic procrastination and positive and negative self-oriented perfectionism of college students with learning disabilities, the extent to which positive and negative self-oriented perfectionism of college students with learning disabilities predicts…

  20. The Academic Generation Gap

    ERIC Educational Resources Information Center

    Dronzek, Anna

    2008-01-01

    The current generation gap in academia is different--fundamentally shaped by the structural problems of academic employment. The job market has especially exacerbated tensions between senior and junior faculty by ratcheting up expectations and requirements at every stage of the academic career. The disparities have been mentioned often enough to…

  1. Academic Researchers Speak

    ERIC Educational Resources Information Center

    Bergom, Inger; Waltman, Jean; August, Louise; Hollenshead, Carol

    2010-01-01

    Non-tenure-track (NTT) research faculty are perhaps the most under-recognized group of academic professionals on the campuses today, despite their increasingly important role within the expanding academic research enterprise. The American Association for the Advancement of Science reports that the amount of federal spending on R&D has more than…

  2. The Changing Faculty and Student Success: Non-Tenure-Track Faculty Promising Practices

    ERIC Educational Resources Information Center

    Kezar, Adrianna; Maxey, Daniel

    2012-01-01

    The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, more than two-thirds of the professoriate in non-profit postsecondary education is now comprised of non-tenure-track faculty. New hires across all institutional types are now…

  3. Faculty Perceptions of Students: Faculty Definition of Desirable Student Traits, Part II.

    ERIC Educational Resources Information Center

    Davis, Junius A.

    An 80-item rating scale, drawn from faculty descriptions of students, was completed by 407 faculty for 398 students in 8 institutions to ascertain desirable traits beyond those directly related to academic achievement. The items, including a student desirability variable, together with SAT scores, high school rank, and freshman grade point…

  4. Faculty Ethics: New Dilemmas, New Choices. AAHE-ERIC/Higher Education Research Currents, June 1980.

    ERIC Educational Resources Information Center

    Shulman, Carol Herrnstadt

    Faculty ethics are considered in relation to conflict of interest between academic work and nonacademic consulting jobs, confidentiality of research, the employment of faculty by intelligence agencies, and the need for self-regulation by the academic community. For faculty members who serve as consultants, ethical issues arise concerning the use…

  5. The Role of the Mentor in Retaining Junior Pharmacy Faculty Members

    PubMed Central

    Maniscalco-Feichtl, Maria; Droege, Marcus

    2008-01-01

    The American Association of Colleges of Pharmacy (AACP) has identified faculty retention as a top concern since 76 colleges of pharmacy reported a total of 406 vacant and/or lost positions in the 2004-2005 academic year. Since today's junior faculty members are tomorrow's leaders in pharmacy education, retention of quality faculty members is critical to our future. Mentoring is one effective method of retaining faculty members and decreasing workplace stress, especially in the area of scholarship. However, in the last decade, the disproportionate increase of junior faculty members to the number of senior faculty members employed has resulted in a major limitation of the dyad (mentor and protégé) mentoring process. One effective method of overcoming this limitation is the use of the triad mentoring model (organization, mentor, and protégé). Colleges of pharmacy that consider adopting this triad model will likely promote an environment that nurtures relationships, resulting in job satisfaction, and thereby leading to retention of junior faculty members. PMID:18496925

  6. Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

    PubMed Central

    Oriol, Xavier; Amutio, Alberto; Mendoza, Michelle; Da Costa, Silvia; Miranda, Rafael

    2016-01-01

    Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure. PMID:27610091

  7. Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

    PubMed Central

    Oriol, Xavier; Amutio, Alberto; Mendoza, Michelle; Da Costa, Silvia; Miranda, Rafael

    2016-01-01

    Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

  8. Contrasting Perspectives of Dental Faculty and Their Students Concerning Dental Academia.

    PubMed

    Abdelkarim, Ahmad; Sullivan, Donna

    2015-11-01

    Attitudes of dental students and faculty towards research, faculty recruitment, new school openings, and academic career rewards and disadvantages were evaluated. Both groups believe that research should be discretionary. Faculty had significantly higher support for supervising and encouraging students to conduct research. Students favored recruitment of better quality (not more) faculty, and some displayed concerns about a tuition increase if additional faculty members were recruited. Both groups said there is no significant need for new dental schools. Faculty displayed a more favorable view toward an academic career and a significantly more favorable view of faculty recruitment. PMID:26749780

  9. Contrasting Perspectives of Dental Faculty and Their Students Concerning Dental Academia.

    PubMed

    Abdelkarim, Ahmad; Sullivan, Donna

    2015-11-01

    Attitudes of dental students and faculty towards research, faculty recruitment, new school openings, and academic career rewards and disadvantages were evaluated. Both groups believe that research should be discretionary. Faculty had significantly higher support for supervising and encouraging students to conduct research. Students favored recruitment of better quality (not more) faculty, and some displayed concerns about a tuition increase if additional faculty members were recruited. Both groups said there is no significant need for new dental schools. Faculty displayed a more favorable view toward an academic career and a significantly more favorable view of faculty recruitment.

  10. Academic Freedom: A Precarious Balance.

    ERIC Educational Resources Information Center

    LaNear, John A.

    Academic freedom is an elusive concept. Many university and college faculty members who purport to possess its protections believe they have a solid understanding of its nature and of the individual rights secured by academic freedom. There is some consensus on the meaning of the term in the academic universe. This concurrence of understanding is…

  11. Academic Freedom and Indentured Students

    ERIC Educational Resources Information Center

    Williams, Jeffrey J.

    2012-01-01

    Discussion of academic freedom usually focuses on faculty, and it usually refers to speech. That is the gist of the 1915 "General Report of the Committee on Academic Freedom and Academic Tenure," appearing in the inaugural AAUP "Bulletin" as a kind of mission statement. Given the conditions of the American system of higher education--decentralized…

  12. Examining Differences among Online Faculty Reporting Student Plagiarism Using the Theory of Planned Behavior

    ERIC Educational Resources Information Center

    Moeder Stowe, Susan A.

    2013-01-01

    Among higher education faculty, having to address academic misconduct and plagiarism is often viewed as a negative aspect of teaching resulting in inconsistent reporting by faculty. Some faculty members take no action in response. Differences exist in attitudes between traditional regular full-time and part-time adjunct faculty members in terms of…

  13. Characteristics of Instructional Faculty at Maryland's Public Colleges and Universities. Postsecondary Education Research Reports.

    ERIC Educational Resources Information Center

    Maryland State Board for Higher Education, Annapolis.

    Trends between 1975 and 1983 in the number of full-time instructional faculty at Maryland public colleges and universities are reported, along with the number and proportion of part-time faculty, the percentage of tenured full-time faculty, and the distribution of full-time faculty by academic rank. Also examined are the ages of full-time faculty…

  14. Self-Regulatory Climate: A Positive Attribute of Public Schools

    ERIC Educational Resources Information Center

    Adams, Curt M.; Ware, Jordan K.; Miskell, Ryan C.; Forsyth, Patrick B.

    2016-01-01

    This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms--collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these…

  15. Nurturing a positive research culture: the Academic Department of Military Nursing perspective.

    PubMed

    Lamb, Di

    2015-12-01

    The structure and quality of nurse education in the UK has been scrutinised for many decades, culminating in a significant shift from ward-based learning at certificate level to that at diploma or degree level being delivered in higher education institutions. This professionalisation of nursing in the last decade of the 20th century was influenced by major changes in Department of Health policy, which demanded that a sound evidence base must be applied to nursing practice thereby replicating the model of evidence-based medicine. The requirement for care delivery to be evidence based is built on the premise that a continual research programme to investigate, disseminate and implement findings will enhance decision making in the clinical environment, thereby improving standards of care and patient outcomes. However, for this to be achieved there is an organisational responsibility to drive a positive research culture in order to effectively generate new knowledge and expertise. This paper explores the nursing research culture in the NHS and the strategies employed by the Defence Medical Services for supporting its nurses to generate the high-quality evidence that informs best practice. PMID:26400975

  16. Nurturing a positive research culture: the Academic Department of Military Nursing perspective.

    PubMed

    Lamb, Di

    2015-12-01

    The structure and quality of nurse education in the UK has been scrutinised for many decades, culminating in a significant shift from ward-based learning at certificate level to that at diploma or degree level being delivered in higher education institutions. This professionalisation of nursing in the last decade of the 20th century was influenced by major changes in Department of Health policy, which demanded that a sound evidence base must be applied to nursing practice thereby replicating the model of evidence-based medicine. The requirement for care delivery to be evidence based is built on the premise that a continual research programme to investigate, disseminate and implement findings will enhance decision making in the clinical environment, thereby improving standards of care and patient outcomes. However, for this to be achieved there is an organisational responsibility to drive a positive research culture in order to effectively generate new knowledge and expertise. This paper explores the nursing research culture in the NHS and the strategies employed by the Defence Medical Services for supporting its nurses to generate the high-quality evidence that informs best practice.

  17. The Ruptured Pipeline: Analysis of the Mining Engineering Faculty Pipeline

    NASA Astrophysics Data System (ADS)

    Poulton, M.

    2011-12-01

    The booming commodities markets of the past seven years have created an enormous demand for economic geologists, mining engineers, and extractive metallurgists. The mining sector has largely been recession proof due to demand drivers coming from developing rather than developed nations. The strong demand for new hires as well as mid-career hires has exposed the weakness of the U.S. university supply pipeline for these career fields. A survey of mining and metallurgical engineering faculty and graduate students was conducted in 2010 at the request of the Society for Mining, Metallurgy, and Exploration. The goals of the surveys were to determine the demographics of the U.S. faculty in mining and metallurgical engineering, the expected faculty turn over by 2010 and the potential supply of graduate students as the future professorate. All Mining Engineering and Metallurgical Engineering degrees in the U.S. are accredited by the Accreditation Board for Engineering and Technology (ABET) and the specific courses required are set by the sponsoring professional society, Society for Mining, Metallurgy, and Exploration. There are 13 universities in the U.S. that offer a degree in Mining Engineering accredited as Mining Engineering and 1 university that grants a Mining Engineering degree accredited under general engineering program requirements. Faculty numbers are approximately 87 tenure track positions with a total undergraduate enrollment of slightly over 1,000 in the 2008-2009 academic year. There are approximately 262 graduate students in mining engineering in the U.S. including 87 Ph.D. students. Mining Engineering department heads have identified 14 positions open in 2010 and 18 positions expected to be open in the next 5 years and an additional 21 positions open by 2020. The current survey predicts a 56% turn over in mining faculty ranks over the next 10 years but a retirement of 100% of senior faculty over 10 years. 63% of graduate students say they are interested in

  18. Preparing future faculty and professionals for public health careers.

    PubMed

    Koblinsky, Sally A; Hrapczynski, Katie M; Clark, Jane E

    2015-03-01

    Recent years have brought rapid growth in schools of public health and an increasing demand for public health practitioners. These trends highlight the need for innovative approaches to prepare doctoral graduates for academic and high-level practice positions. The University of Maryland's School of Public Health developed a "Preparing Future Faculty and Professionals" program to enrich the graduate education and professional development of its doctoral students. We describe the program's key elements, including foundational seminars to enhance students' knowledge and skills related to teaching, research, and service; activities designed to foster career exploration and increase competitiveness in the job market; and independent, faculty-mentored teaching and research experiences. We present a model for replicating the program and share student outcomes of participation.

  19. Perceptions of mentoring of full-time occupational therapy faculty in the United States.

    PubMed

    Falzarano, Mary; Zipp, Genevieve Pinto

    2012-09-01

    The purpose of this study was to describe the occurrence, nature and perception of the influence of mentoring for full-time occupational therapy faculty members who are on the tenure track or eligible for re-appointment in the United States. An online survey was sent during 2010 September, the beginning of the academic year, to all 818 potential participants in the United States entry-level and doctoral programmes. Fifty six of 107 participants who met the criteria reported being in a mentoring relationship and positively rated their perception of the influence of mentoring on academic success and academic socialization. The response of all participants to open-ended questions describes preferred mentoring characteristics (providing information, support), benefits (having someone to go to, easing the stress) and challenges (not enough time, mentoring not valued). Findings inform current and potential faculty of the current state of mentoring. Administrators can use this information when designing mentoring opportunities, educating mentors and mentees about the mentoring process, arranging mentors/mentees release time for engaging in the mentoring process and finally, managing the mentor/mentee needs. The cross-sectional survey of the United States occupational therapy faculty limits generalizability yet paves the way for future studies to explore retention and recruitment of mentored faculty across countries.

  20. A Foot in the Revolving Door? Women Academics in Lower-Middle Management

    ERIC Educational Resources Information Center

    Acker, Sandra

    2014-01-01

    This article looks at a small group of women in Canadian faculties of education who hold what I call "lower-middle management" positions and considers whether they are on the ladder to recognized academic leadership or are in a revolving-door situation that will take them back to the ranks from whence they came. These nine women are…

  1. Paradigms and Narratives for Sustainable Well-Being in Academic Life

    ERIC Educational Resources Information Center

    McGovern, Thomas V.

    2013-01-01

    I summarize multidisciplinary paradigms and best practices' recommendations for professional learning by higher education faculty members. This review leads to an innovative narrative model for academic life that synthesizes current personality and vocational psychology theory and positive psychology's emphasis on virtues and character…

  2. Zipf's Law Revealed at Predominantly Undergraduate Institutions: Million Dollar and Thirty-Publication Faculty. Academic Excellence: A Study of the Role of Research in the Natural Sciences at Undergraduate Institutions. Special Report.

    ERIC Educational Resources Information Center

    Doyle, Michael P.

    Using grant and publication data from nearly 3,000 faculty members in the natural sciences at 133 predominantly undergraduate universities, this study investigated the characteristics of faculty who received $1,000,000 or more in external grant support during the 1990s. This selection required the faculty member to receive $100,000 annually…

  3. Academic Decathlon.

    ERIC Educational Resources Information Center

    Association of California School Administrators.

    This position paper from the Research, Evaluation, and Accreditation Committee of the Association of California School Administrators (ACSA) presents a description of the Academic Decathlon program and offers recommendations for improving the program and ways that ACSA can assist the program. The description of the Academic Decathlon, a ten-event…

  4. The Relationship of Level of Positive Mental Health with Current Mental Disorders in Predicting Suicidal Behavior and Academic Impairment in College Students

    ERIC Educational Resources Information Center

    Keyes, Corey L. M.; Eisenberg, Daniel; Perry, Geraldine S.; Dube, Shanta R.; Kroenke, Kurt; Dhingra, Satvinder S.

    2012-01-01

    Objective: To investigate whether level of positive mental health complements mental illness in predicting students at risk for suicidal behavior and impaired academic performance. Participants: A sample of 5,689 college students participated in the 2007 Healthy Minds Study and completed an Internet survey that included the Mental Health…

  5. The Emotional and Academic Consequences of Parental Conditional Regard: Comparing Conditional Positive Regard, Conditional Negative Regard, and Autonomy Support as Parenting Practices

    ERIC Educational Resources Information Center

    Roth, Guy; Assor, Avi; Niemiec, Christopher P.; Deci, Edward L.; Ryan, Richard M.

    2009-01-01

    The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent…

  6. Effects of Implementing School-Wide Positive Behavioural Interventions and Supports on Problem Behaviour and Academic Achievement in a Canadian Elementary School

    ERIC Educational Resources Information Center

    Kelm, Joanna L.; McIntosh, Kent; Cooley, Sharon

    2014-01-01

    Although there is much research on School-Wide Positive Behavioural Interventions and Supports (PBIS) in the United States, there is little such research in Canada. The purpose of the current study was to provide a case study example of the relation between implementing PBIS and student academic and behavioural outcomes, as well as student…

  7. Streamlining Appointment, Promotion, and Tenure Procedures to Promote Early-Career Faculty Success.

    PubMed

    Smith, Shannon B; Hollerbach, Ann; Donato, Annemarie Sipkes; Edlund, Barbara J; Atz, Teresa; Kelechi, Teresa J

    2016-01-01

    A critical component of the progression of a successful academic career is being promoted in rank. Early-career faculty are required to have an understanding of appointment, promotion, and tenure (APT) guidelines, but many factors often impede this understanding, thwarting a smooth and planned promotion pathway for professional advancement. This article outlines the steps taken by an APT committee to improve the promotion process from instructor to assistant professor. Six sigma's DMAIC improvement model was selected as the guiding operational framework to remove variation in the promotion process. After faculty handbook revisions were made, several checklists developed, and a process review rubric was implemented; recently promoted faculty were surveyed on satisfaction with the process. Faculty opinions captured in the survey suggest increased transparency in the process and perceived support offered by the APT committee. Positive outcomes include a strengthened faculty support framework, streamlined promotion processes, and improved faculty satisfaction. Changes to the APT processes resulted in an unambiguous and standardized pathway for successful promotion. PMID:27649591

  8. Pharmacy Faculty Retirement at Colleges and Schools of Pharmacy in the United States and Canada

    PubMed Central

    Alkhateeb, Fadi M.

    2012-01-01

    Objectives. To examine the work-related activities of full-time faculty members 55 years of age and older; to describe the retirement plans and perceptions of these faculty members; and to examine the factors, perceptions, or conditions that might influence the retirement decision. Methods. Pharmacy faculty members aged 55 years and older in the United States and Canada were invited to participate in an online survey regarding their perceptions on issues related to their retirement planning behavior. Results. Four hundred eighty-eight faculty members completed the survey instrument. The typical respondent worked 50 hours per week on work-related activities, was active in teaching and service, and had published an average of 5 refereed papers during the previous 36 months. The number of articles published was positively related to the respondent's target retirement age. The average anticipated retirement age was 66.6 years, and most respondents participated in a defined benefit plan. The majority would revise their target retirement age downwards if conditions were favorable. Conclusion. The primary factors that influence the pharmacy faculty retirement decision include financial status, academic productivity, and higher order needs such as the opportunity to participate in meaningful activities. These findings can be used by administrators in strategic planning related to attracting and retaining quality faculty members. PMID:22412203

  9. Twelve tips for increasing transfer of training from faculty development programs.

    PubMed

    Yelon, Stephen L; Ford, J Kevin; Anderson, William A

    2014-11-01

    Physicians serving as faculty in medical schools are taught medical skill and knowledge, but are usually not taught how to be competent teachers, researchers and leaders. Medical schools can provide the appropriate training for academic faculty by providing faculty development. However, to accomplish the purpose of producing competent teachers, researchers and leaders, faculty development programs must be designed to foster transfer of training, the use on the job of what is learned in instruction. Based on experience and empirical research, we provide tips as to how to design and conduct faculty development programs that will enable and motivate medical school faculty to use the skills and knowledge they learn as academic physicians.

  10. Gender Disparities in Academic Practice

    PubMed Central

    Waljee, Jennifer F.; Chang, Kate Wan-Chu; Kim, H. Myra; Gyetko, Margaret R.; Quint, Elisabeth H.; Lukacs, Nicholas W.; Woolliscroft, James O.; Chung, Kevin C.

    2016-01-01

    Introduction In academia, women remain underrepresented. Our purpose was to examine differences in faculty position and professional satisfaction among academic physicians by gender. Methods From 2008–2012, academic faculty members at a single institution were surveyed (2008 n=737; 2010 n=1151; 2012 n=971). Outcomes included position, choice of position, professional satisfaction, and the reasons for leaving. Logistic regression was performed to compare aspects of professional satisfaction by gender. Results Men more often held tenure track positions compared with women (2008: 45% vs. 20%; 2010: 47% vs. 20%, 2012: 49% vs. 20%, p<0.001). Women were more likely to engage in only clinical activities compared with men (2008: 31% vs. 18%, 2010: 28% vs. 14%; 2012: 33% vs. 13%, p<0.001), and less likely to participate in research. Women chose tracks to accommodate work-life balance (2008: OR=1.9 (1.29 – 2.76); 2010: OR: 2.0 (1.38 – 2.76); 2012: OR: 2.1 (1.40 – 3.00)), and but not for the opportunity of tenure (2008: OR=0.4 (0.23 – 0.75); 2010: OR=0.5 (0.35–0.85); 2012: OR=0.5 (0.29–0.76) compared with men. Men reported higher professional satisfaction compared with women (2008: 5.7 vs. 5.4, p<0.009; 2012: 5.3 vs. 5.0, p<0.03). Men were more likely to leave due leadership opportunities (14.4% vs. 9.2%, p<0.03) and compensation (14.2% vs. 9.2%, p<0.03) compared with women. Conclusions Women are less satisfied in academic practice compared with men, and make choices to accommodate the demands of their work-life balance. Given the increasing pressures of academic practice, efforts to align work-life balance can improve faculty satisfaction and retention. PMID:26313843

  11. The Withering of Academic Freedom.

    ERIC Educational Resources Information Center

    Kutner, Marc L.

    1998-01-01

    Discusses interrelations between administrators and faculty and how academic freedom can be negatively impacted. Suggests that by cutting costs and overloading faculty, administrators are contributing indirectly to a dissatisfied student. Addresses the importance of having a very clear grievance process composed primarily of elected faculty…

  12. Rethinking Academic Work and Workplaces

    ERIC Educational Resources Information Center

    Gappa, Judith M.; Austin, Ann E.; Trice, Andrea G.

    2005-01-01

    Faculty and their work are the heart, and thus determine the health, of every college and university and have a lasting impact on the many lives they touch. Well over a million faculty members now teach about 15 million students at over 4,000 colleges and universities in this country. The continued vitality of the academic profession is therefore…

  13. Commentary: faculty development: the road less traveled.

    PubMed

    Steinert, Yvonne

    2011-04-01

    The 2020 Vision of Faculty Development Across the Medical Education Continuum conference, and the resulting articles in this issue, addressed a number of topics related to the future of faculty development. Focusing primarily on the development of faculty members as teachers, conference participants debated issues related to core teaching competencies, barriers to effective teaching, competency-based assessment, relationship-centered care, the hidden curriculum that faculty members encounter, instructional technologies, continuing medical education, and research on faculty development. However, a number of subjects were not addressed. If faculty development is meant to play a leading role in ensuring that academic medicine remains responsive to faculty members and societal needs, additional themes should be considered. Medical educators should broaden the focus of faculty development and target the various roles that clinicians and basic scientists play, including those of leader and scholar. They must also remember that faculty development can play a critical role in curricular and organizational change and thus enlarge the scope of faculty development by moving beyond formal, structured activities, incorporating notions of self-directed learning, peer mentoring, and work-based learning. In addition, medical educators should try to situate faculty development in a more global context and collaborate with international colleagues in the transformation of medical education and health care delivery. It has been said that faculty development can play a critical role in promoting culture change at a number of levels. A broader mandate, innovative programming that takes advantage of communities of practice, and new partnerships can help to achieve this objective.

  14. Ethics and academic integrity.

    PubMed

    Milton, Constance L

    2015-01-01

    Academics from across the globe must navigate ever-increasing demands for research, practice, and educational productivity. With the increased demands, nurse faculty must choose value priorities and actions that reflect academic integrity. What does it mean to choose actions that reflect personal integrity in the academic arena? This article begins an important nursing philosophical and theoretical discussion that members and future members of the discipline of nursing must reflect upon and grapple with as they consider what it potentially means to act with straight thinking and integrity in academics. PMID:25520458

  15. Status of underrepresented minority and female faculty at medical schools located within Historically Black Colleges and in Puerto Rico

    PubMed Central

    Mader, Emily M.; Rodríguez, José E.; Campbell, Kendall M.; Smilnak, Timothy; Bazemore, Andrew W.; Petterson, Stephen; Morley, Christopher P.

    2016-01-01

    Background and objectives To assess the impact of medical school location in Historically Black Colleges and Universities (HBCU) and Puerto Rico (PR) on the proportion of underrepresented minorities in medicine (URMM) and women hired in faculty and leadership positions at academic medical institutions. Method AAMC 2013 faculty roster data for allopathic medical schools were used to compare the racial/ethnic and gender composition of faculty and chair positions at medical schools located within HBCU and PR to that of other medical schools in the United States. Data were compared using independent sample t-tests. Results Women were more highly represented in HBCU faculty (mean HBCU 43.5% vs. non-HBCU 36.5%, p=0.024) and chair (mean HBCU 30.1% vs. non-HBCU 15.6%, p=0.005) positions and in PR chair positions (mean PR 38.23% vs. non-PR 15.38%, p=0.016) compared with other allopathic institutions. HBCU were associated with increased African American representation in faculty (mean HBCU 59.5% vs. non-HBCU 2.6%, p=0.011) and chair (mean HBCU 73.1% vs. non-HBCU 2.2%, p≤0.001) positions. PR designation was associated with increased faculty (mean PR 75.40% vs. non-PR 3.72%, p≤0.001) and chair (mean PR 75.00% vs. non-PR 3.54%, p≤0.001) positions filled by Latinos/Hispanics. Conclusions Women and African Americans are better represented in faculty and leadership positions at HBCU, and women and Latino/Hispanics at PR medical schools, than they are at allopathic peer institutions. PMID:26968254

  16. Academic freedom: history, constraints, and recommendations for nursing education.

    PubMed

    Sheehe, J B

    1994-01-01

    Nurse faculty members may have a limited awareness of the rights and responsibilities inherent in academic freedom. The author explores the development of academic freedom and those practices in nursing education that have limited nurse educators' academic freedom. Rights and responsibilities of and for faculty and students and constraints to academic freedom are examined. The article closes with recommendations that will help ensure increased awareness of and adherence to the rights and responsibilities of academic freedom.

  17. E-Portfolios: A Collaboration between Student Affairs and Faculty

    ERIC Educational Resources Information Center

    Johnson, Glenn; Rayman, Jack R.

    2007-01-01

    This chapter describes how a commitment to instructional design principles has prompted the evolution of collaborative interaction between student affairs professionals and academic faculty. Central to this collaboration are the opportunities that e-portfolios have made available.

  18. Faculty in China: Life in an Ancient Educational System.

    ERIC Educational Resources Information Center

    Boone, Jerry N.

    1988-01-01

    A description of the status of college faculty in China looks at their number, composition, academic qualifications, tendency toward inbreeding, workload, salaries, retirement system, employment stability, lifestyle, and social standing. (MSE)

  19. The Symbolic Role of Academic Boards in University Academic Quality Assurance

    ERIC Educational Resources Information Center

    Rowlands, Julie

    2013-01-01

    While much research on quality assurance in higher education has centred on issues related to the impact on teaching and learning and academic staff, there is a significant gap in the area of quality assurance and academic governance. Within Australia the roles of university academic boards (also known as academic senates or faculty senates) have…

  20. Faculty evaluation at the University of Kentucky.

    PubMed

    Smith, T A; Cooper, T M; Packer, M W

    1977-06-01

    Faculty at the University of Kentucky College of Dentistry are now evaluated through the use of a negotiated Distribution of Effort Agreement. This document, negotiated at the beginning of each academic year, must satisfy both department objectives and the professional and personal requirements of the individual faculty member. It may be modified during the year if both the faculty member and his department chairman agree to the change. This document states work objectives for the year similar to learning objectives in a course. At the end of the year, each faculty member is evaluated on how well he has met his individual objectives. Information relevant to teaching, university service, and student service is gathered by college administrators and forwarded to department chairmen. Together with information on research accomplishment, these data are used by the chairman in the evaluation of each faculty member. The college has clearly charged department chairmen with the direct responsibility for faculty evaluation. The Appointments, Promotions, and Tenure Committee also plays a role in faculty development and evaluation by recommending to the dean ways of improving individual faculty performance. PMID:267124