Evergreen State Coll., Olympia, Washington.
Presented in this paper is an outline of the policy at Evergreen State College concerning faculty evaluation, faculty reappointment or nonreappointment, and program review and institutional self-study. Within the policy is the belief that the principles governing academic freedom and faculty responsibility at Evergreen must apply to all members of…
Wilson, Cecilia E.
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…
Bossenmaier, Monica M.
Nursing school faculty and students at the University of Minnesota were surveyed for their attitudes toward the academic advisement process, specifically a one-year trial system called core advising. Findings showed that students needed and wanted advising services and that faculty advisors must have a reduced teaching load with preparation for…
Nyquist, Julie G.; Hitchcock, Maurice A.; Teherani, Arianne
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)
Wright, Melissa; Hill, Lilian H.
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…
Pololi, Linda; Knight, Sharon
In this paper, we discuss an alternative structure and a broader vision for mentoring of medical faculty. While there is recognition of the need for mentoring for professional advancement in academic medicine, there is a dearth of research on the process and outcomes of mentoring medical faculty. Supported by the literature and our experience with both formal dyadic and group peer mentoring programs as part of our federally funded National Center of Leadership in Academic Medicine, we assert that a group peer, collaborative mentoring model founded on principles of adult education is one that is likely to be an effective and predictably reliable form of mentoring for both women and men in academic medicine. PMID:16117759
Rickard, Charles E.; Walters, James C.
Presents a marketing strategy to assist admissions personnel in recruiting academically strong students to colleges and universities. Discusses the importance of institutional prestige and faculty achievement as well as the need to involve faculty in student recruitment. (JAC)
Galbraith, Quinn; Garrison, Melissa; Hales, Whitney
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…
Waddell, Janice; Martin, Jennifer; Schwind, Jasna K.; Lapum, Jennifer L.
Multiple and competing priorities within a dynamic and changing academic environment can pose significant challenges for new faculty. Mentorship has been identified as an important strategy to help socialize new faculty to their roles and the expectations of the academic environment. It also helps them learn new skills that will position them to…
Fontana, Joyce S
Student academic dishonesty was examined using a qualitative critical method to determine the effects of this experience on nurse educators. Twelve faculty members were interviewed about confronting and reporting academic misconduct. Results indicated that educators perceived significant personal and professional risks associated with addressing academic dishonesty, including damage to their relationships with students and colleagues. Participants identified their primary responsibility as gatekeepers of the profession and therefore noted their willingness to bear the burden of being the accuser.
McCabe, Donald L.; Butterfield, Kenneth D.; Trevino, Linda Klebe
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…
Binder, Renée; Friedli, Amy; Fuentes-Afflick, Elena
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.
Dankoski, Mary E.; Palmer, Megan M.; Laird, Thomas F. Nelson; Ribera, Amy K.; Bogdewic, Stephen P.
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…
Gidman, Lori Kathleen
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…
Burnett, Perry; Shemroske, Kenneth; Khayum, Mohammed
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.…
Bennett, Linda; Scholes, Roberta; Barrow, Lloyd H.
The purpose of the study was to determine the responsibilities and qualifications of social studies education faculty positions as listed in The Chronicle of Higher Education during the 2004-2005 academic year. Many of the listings conveyed expectations for social studies educators to teach undergraduate courses, supervise interns, write grants…
Stier, William F., Jr.
The objectives and techniques of faculty evaluation are examined. It is suggested that the reasons for the evaluation process play a significant role in how such evaluations are perceived by all involved and how successful the process will be in reaching the objectives of the evaluation process. Four specific competencies that can be evaluated…
Wanat, Matthew A; Fleming, Marc L; Fernandez, Julianna M; Garey, Kevin W
Objective. To describe the education, training, and academic experiences of newly hired faculty members at US colleges and schools of pharmacy during the 2012-2013 academic year. Methods. A survey regarding education, training, and academic experiences was conducted of all first-time faculty members at US colleges and schools of pharmacy hired during the 2012-2013 academic year. Results. Pharmacy practice faculty members accounted for the majority (68.2%) of new hires. Ambulatory care was the most common pharmacy specialty position (29.8%). Most new faculty members had a doctor of pharmacy (PharmD) as their terminal degree (74.8%), and 88.3% of pharmacy practice faculty members completed a residency. Of new faculty members who responded to the survey, 102 (67.5%) had at least 3 prior academic teaching, precepting, or research experiences. Conclusion. New faculty members were hired most frequently for clinical faculty positions at the assistant professor level and most frequently in the specialty of ambulatory care. Prior academic experience included precepting pharmacy students, facilitating small discussions, and guest lecturing.
Davis, Dannielle Joy; Chaney, Cassandra; Edwards, LaWanda; Thompson-Rogers, G. Kaye; Gines, Kathryn T.
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…
Bluestein, Stephanie A.
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…
Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.
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…
Gardner, Susan J.; Juricek, John Eric; Xu, F. Grace
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.
Smart, John C.; Umbach, Paul D.
Variation in how faculty in disparate theory-based academic environments design and structure their undergraduate courses to promote student learning in 12 areas was examined. The findings suggest that faculty create distinctive academic environments that reinforce and reward their preferred patterns of student competencies in a manner consistent…
Daley, Sandra P; Broyles, Shelia L; Rivera, Lourdes M; Brennan, Jesse J; Lu, Ethel Regis; Reznik, Vivian
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.
Kwong, Theresa; Ng, Hing-Man; Kai-Pan, Mark; Wong, Eva
Purpose: The purpose of this paper is to compare students' and faculty members' perceptions of academic integrity; their understanding of experiences pertaining to different aspects of academic misconduct (e.g. plagiarism); and to examine the underlying reasons behind academic integrity violations in a Hong Kong context.…
DeZure, Deborah; Shaw, Allyn; Rojewski, Julie
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…
Bayer, Alan E.
This document is a report on a survey of college faculty for 1972-73 compiled from results of a faculty questionnaire. The document is composed of descriptions of the design of the study, the survey form, the national norms, and an overview of the findings. Included as appendixes are the names of institutions represented by faculty respondents, a…
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…
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…
Darby, Alexa; Knight-McKenna, Mary
Success in academic service-learning (AS-L) comes in large measure from the work of faculty dedicated to this pedagogy. The purpose of this study was to examine how faculty who have taught nine or more sections of AS-L courses sustain their motivation despite the pedagogy's inherent challenges. Individual interviews were conducted with 10 faculty…
Zipp, Genevieve Pinto; Simpkins, Susan
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…
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…
Quick, Robin L.
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 electronic…
Stubbs, Barbara; Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola
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
Hinkle, Nancy C.
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)
Kim, Young K.; Sax, Linda J.
Using cross-classified multilevel modeling, this study attempted to improve our understanding of the group-level conditional effects of student-faculty interaction by examining the function of academic majors in explaining the effects of student-faculty interaction on students' academic self-concept. The study utilized data on 11,202…
Schmelkin, Liora Pedhazur; Kaufman, Aviele M.; Liebling, Dana E.
Despite the fact that cheating on tests and other forms of academic dishonesty are rampant, there is no standard definition of academic dishonesty, nor is there agreement as to the particular behaviors that constitute cheating. In this study, a survey was administered to 160 university professors in order to obtain faculty estimates of the clarity…
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…
Campbell, Kendall M; Rodríguez, José E; Brownstein, Naomi C; Fisher, Zedeena E
Tenure has been used for years to recruit, promote, and retain faculty in higher education and has been associated with job security and academic freedom. Absence of tenure and not being in tenure-earning tracks is grouped with the challenges faced by underrepresented minorities in academic medicine. Those challenges include being found at the assistant professor rank more often, having more clinical responsibilities, and not being in leadership positions as often as compared to non-minority faculty. The role of tenure and tenure tracks is unclear as it relates to the presence of minority faculty. This article presents a look at the status of tenure among black and Latino faculty in academic medicine at US medical schools.
Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola; Kim, Florence
Abstract Objective To identify predictors of job satisfaction among academic family medicine faculty members. Design A comprehensive Web-based survey of all faculty members in an academic department of family medicine. Bivariate and multivariable analyses (logistic regression) were used to identify variables associated with job satisfaction. Setting The Department of Family and Community Medicine at the University of Toronto in Ontario and its 15 affiliated community teaching hospitals and community-based teaching practices. Participants All 1029 faculty members in the Department of Family and Community Medicine were invited to complete the survey. Main outcome measures Faculty members’ demographic and practice information; teaching, clinical, administration, and research activities; leadership roles; training needs and preferences; mentorship experiences; health status; stress levels; burnout levels; and job satisfaction. Faculty members’ perceptions about supports provided, recognition, communication, retention, workload, teamwork, respect, resource distribution, remuneration, and infrastructure support. Faculty members’ job satisfaction, which was the main outcome variable, was obtained from the question, “Overall, how satisfied are you with your job?” Results Of the 1029 faculty members, 687 (66.8%) responded to the survey. Bivariate analyses revealed 26 predictors as being statistically significantly associated with job satisfaction, including faculty members’ ratings of their local department and main practice setting, their ratings of leadership and mentorship experiences, health status variables, and demographic variables. The multivariable analyses identified the following 5 predictors of job satisfaction: the Maslach Burnout Inventory subscales of emotional exhaustion and personal accomplishment; being born in Canada; the overall quality of mentorship that was received being rated as very good or excellent; and teamwork being rated as very
Chan, Teresa M.; Gottlieb, Michael; Fant, Abra L.; Messman, Anne; Robinson, Daniel W.; Cooney, Robert R.; Papanagnou, Dimitrios; Yarris, Lalena M.
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
Campion, MaryAnn W.; Bhasin, Robina M.; Beaudette, Donald J.; Shann, Mary H.; Benjamin, Emelia J.
Purpose Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program. Methods A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders. Results At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. Conclusion Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty. PMID:27942418
Background Faculty turnover threatens the research, teaching and clinical missions of medical schools. We measured early attrition among newly-hired medical school faculty and identified personal and institutional factors associated with early attrition. Methods This retrospective cohort study identified faculty hired during the 2005–2006 academic year at one school. Three-year attrition rates were measured. A 40-question electronic survey measured demographics, career satisfaction, faculty responsibilities, institutional/departmental support, and reasons for resignation. Odds ratios (ORs) and 95 percent confidence intervals (95% CI) identified variables associated with early attrition. Results Of 139 faculty, 34% (95% CI = 26-42%) resigned within three years of hire. Attrition was associated with: perceived failure of the Department Chair to foster a climate of teaching, research, and service (OR = 6.03; 95% CI: 1.84, 19.69), inclusiveness, respect, and open communication (OR = 3.21; 95% CI: 1.04, 9.98). Lack of professional development of the faculty member (OR = 3.84; 95% CI: 1.25, 11.81); institutional recognition and support for excellence in teaching (OR = 2.96; 95% CI: 0.78, 11.19) and clinical care (OR = 3.87; 95% CI: 1.04, 14.41); and >50% of professional time devoted to patient care (OR = 3.93; 95% CI: 1.29, 11.93) predicted attrition. Gender, race, ethnicity, academic degree, department type and tenure status did not predict early attrition. Of still-active faculty, an additional 27 (48.2%, 95% CI: 35.8, 61.0) reported considering resignation within the 5 years. Conclusions In this pilot study, one-third of new faculty resigned within 3 years of hire. Greater awareness of predictors of early attrition may help schools identify threats to faculty career satisfaction and retention. PMID:24512629
Buss, Daryl D
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.
Schenkein, Harvey A.; Best, Al M.
Surveyed new dental faculty about what factors influenced them to choose academic careers. Found that factors related to teaching and scholarship were the most important influences, while concerns about income and indebtedness were the most important negative considerations. Other positive factors included mentors and role models, long-term…
Acker, Sandra; Webber, Michelle; Smyth, Elizabeth
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…
Royal, Kenneth D.; Schoenfeld-Tacher, Regina M.; Flammer, Keven
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…
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…
LaSala, Kathleen B; Wilson, Vicki; Sprunk, Elizabeth
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.
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…
Piland, William E.; Villanueva, Xavier
Describes a study of faculty opinions concerning academic standards in the community college classroom, comparing faculty responses based on personal characteristics, academic senate experience, and employment factors. Although faculty generally agreed on the importance of academic standards, there were differences based on senate membership,…
Hiers, Richard H.
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…
Lampman, C; Crew, E C; Lowery, S; Tompkins, K A; Mulder, M
Academic contrapower harassment (ACPH) occurs when someone with seemingly less power in an educational setting (e.g., a student) harasses someone more powerful (e.g., a professor). A representative sample of 289 professors from U.S. institutions of higher education described their worst incident with ACPH. Open-ended responses were coded using a keyword text analysis. Compared to the experiences of men faculty, women faculty reported that students were more likely to challenge their authority, argue or refuse to follow course policies, and exhibit disrespectful or disruptive behaviors. Although sexual harassment was uncommon, men faculty were more likely than women faculty to recount such incidents. Women faculty reported significantly more negative outcomes as a result of ACPH (e.g., anxiety, stress-related illness, difficulty concentrating, wanting to quit) than men faculty, and negative outcomes were most likely to result from ACPH involving intimidation, threats, or bullying from students. Implications for the prevention and reporting of ACPH are discussed.
Vergara, Claudia E.; Urban-Lurain, Mark; Campa, Henry, III; Cheruvelil, Kendra S.; Ebert-May, Diane; Fata-Hartley, Cori; Johnston, Kevin
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…
Sambuco, Dana; Dabrowska, Agata; DeCastro, Rochelle; Stewart, Abigail; Ubel, Peter A.; Jagsi, Reshma
Purpose Few researchers have explored the negotiation experiences of academic medical faculty even though negotiation is crucial to their career success. The authors sought to understand medical faculty researchers' experiences with and perceptions of negotiation. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Participants described the importance of negotiation in academic medical careers but also expressed feeling naïve and unprepared for these negotiations, particularly as junior faculty. Award recipients focused on power, leverage, and strategy, and they expressed a need for training and mentorship to learn successful negotiation skills. Mentors, by contrast, emphasized the importance of flexibility and shared interests in creating win-win situations for both the individual faculty member and the institution. When faculty construed negotiation as adversarial and/or zero-sum, participants believed it required traditionally masculine traits and perceived women to be at a disadvantage. Conclusions Academic medical faculty often lack the skills and knowledge necessary for successful negotiation, especially early in their careers. Many view negotiation as an adversarial process of the sort that experts call “hard positional bargaining.” Increasing awareness of alternative negotiation techniques (e.g., “principled negotiation,” in which shared interests, mutually satisfying options, and fair standards are emphasized), may encourage the success of medical faculty, particularly women. PMID:23425992
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…
Hamel, Elizabeth Otto; Ku, Manwai; Correll, Shelley; Grewal, Daisy; Lavori, Philip; Periyakoil, V.J.; Reiss, Allan; Sandborg, Christy; Walton, Gregory; Winkleby, Marilyn; Valantine, Hannah
Abstract Background: Gender stereotypes in science impede supportive environments for women. Research suggests that women's perceptions of these environments are influenced by stereotype threat (ST): anxiety faced in situations where one may be evaluated using negative stereotypes. This study developed and tested ST metrics for first time use with junior faculty in academic medicine. Methods: Under a 2012 National Institutes of Health Pathfinder Award, Stanford School of Medicine's Office of Diversity and Leadership, working with experienced clinicians, social scientists, and epidemiologists, developed and administered ST measures to a representative group of junior faculty. Results: 174 School of Medicine junior faculty were recruited (62% women, 38% men; 75% assistant professors, 25% instructors; 50% white, 40% Asian, 10% underrepresented minority). Women reported greater susceptibility to ST than did men across all items including ST vulnerability (p < 0.001); rejection sensitivity (p = 0.001); gender identification (p < 0.001); perceptions of relative potential (p = 0.048); and, sense of belonging (p = 0.049). Results of career-related consequences of ST were more nuanced. Compared with men, women reported lower beliefs in advancement (p = 0.021); however, they had similar career interest and identification, felt just as connected to colleagues, and were equally likely to pursue careers outside academia (all p > 0.42). Conclusions: Innovative ST metrics can provide a more complete picture of academic medical center environments. While junior women faculty are susceptible to ST, they may not yet experience all of its consequences in their early careers. As such, ST metrics offer a tool for evaluating institutional initiatives to increase supportive environments for women in academic medicine. PMID:26555562
Yurko, Richard J.
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…
Hard, Stephen F.; Conway, James M.; Moran, Antonia C.
This study investigated faculty and college student beliefs concerning student academic misconduct. Faculty beliefs predicted efforts to prevent misconduct and efforts to challenge it. Student beliefs predicted frequency of misconduct. Faculty and students overestimated the extent of misconduct, students to a greater degree. Faculty who…
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,…
Green, Stephen A.
Objective: This article explores the commitment of faculty to ethics training in psychiatric education. Although psychiatry has insufficiently addressed the profession's need for ethics training in education, program directors acknowledge its critical importance, and its positive impact has been demonstrated. Additionally, residents often seek…
Simon, Christopher A.; Carr, Jim R.; McCullough, Sesi M.; Morgan, Sally J.; Oleson, Ted; Ressel, Margret
This case study analysis of faculty at a medium-sized university in the Western United States found that the level of faculty institutional confidence is related to the use of formal deterrence strategies toward academic ethics violations. Additionally, it found that female faculty members are less confident in the administration but are only…
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.
Nelson, Kathleen G; Crawford, James M; Fisher, Rosemarie L L
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.
This study examined academic library usage and outcomes. The objective of the study was to understand how academic libraries help students learn and assist faculty with teaching and research. From March to May 2005, nine Colorado institutions administered two online questionnaires--one to undergraduate students and another to faculty members who…
Allemand, Kristina R.
Educators are concerned that academic dishonesty is increasing among students, particularly in higher education. There is not a single definition of academic dishonesty accepted by all stakeholders in the field of education. Most studies of academic dishonesty do not include both student and faculty perceptions of academic dishonesty. An in-depth…
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…
Bayer, Alan E.
The "Teaching Faculty in Academe, 1972-1973" machine-readable data file (MRDF) resulted from a mail survey of faculty members in 301 institutions of higher education in the United States and represents a replication or follow-up of a previous survey conducted in 1968-1969. The purpose of the survey was to reassess college and university faculty in…
Gonzales, Leslie D.; Martinez, E.; Ordu, C.
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…
Eagan, M. Kevin, Jr.; Jaeger, Audrey J.; Grantham, Ashley
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…
Teodorescu, Daniel; Andrei, Tudorel
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…
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…
Szelenyi, Katalin; Goldberg, Richard A.
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…
Assemi, Mitra; Hudmon, Karen Suchanek; Sowinski, Kevin M; Corelli, Robin L
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.
Hudmon, Karen Suchanek; Sowinski, Kevin M.; Corelli, Robin L.
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
Travis, Elizabeth L; Doty, Leilani; Helitzer, Deborah L
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.
Block, Steven M; Sonnino, Roberta E; Bellini, Lisa
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.
Sharif, Khurram; Kassim, Norizan Mohd
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…
Soo Kim, Tatum
This dissertation addresses the phenomenon of how academic leaders conceptualize faculty performance practices. Qualitative research methods were used to explore the experiences of 11 academic leaders from 4-year higher education institutions in the metropolitan area of New York, NY. Each academic leader had direct responsibility for faculty…
Gunn, Christine M.; Kaplan, Samantha A.; Raj, Anita; Freund, Karen M.
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
Bickel, Janet; Brown, Ann J
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.
Schuster, Jack H.; Finkelstein, Martin J.
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…
Dagg, Anne Innis
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…
Hedman, Amy S.
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.…
Little research has been done on faculty attitudes on their advising experience. The current study examined the attitudes of instructional faculty towards their role, responsibility, and competence levels regarding faculty advising in a small, urban university in the southeast United States. The purpose of this research was to investigate and…
Reybold, L. Earle; Alamia, Jennifer J.
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…
Major, Claire H.; Dolly, John P.
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…
Bozeman, Barry; Boardman, Craig
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…
Darby, Alexa; Newman, Gabrielle
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…
Prins, Sebastian; Jones, Edward; Lathrop, Anna H.
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.…
Dow-Royer, Cathy A.
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…
Fischer Zellers, Darlene
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…
Bair, Mary A.; Mader, Cynthia E.
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…
Karpilo, Lacy N.
Student academic success is a top priority of higher education institutions in the United States and the trend of students leaving school prior to finishing their degree is a serious concern. Accountability has become a large part of university and college ratings and perceived success. Retention is one component of the accountability metrics used by accreditation agencies. In addition, there are an increasing number of states allocating funds based in part on retention (Seidman, 2005). Institutions have created initiatives, programs, and even entire departments to address issues related to student academic success to promote retention. Universities and colleges have responded by focusing on methods to retain and better serve students. Retention and student academic success is a primary concern for high education institutions; however, engineering education has unique retention issues. The National Science Board (2004) reports a significant decline in the number of individuals in the United States who are training to become engineers, despite the fact that the number of jobs that utilize an engineering background continues to increase. Engineering education has responded to academic success issues by changing curriculum and pedagogical methods (Sheppard, 2001). This descriptive study investigates the perception of engineering students and faculty regarding teaching methods and faculty involvement to create a picture of what is occurring in engineering education. The population was the engineering students and faculty of Colorado State University's College of Engineering. Data from this research suggests that engaging teaching methods are not being used as often as research indicates they should and that there is a lack of student-faculty interaction outside of the classroom. This research adds to the breadth of knowledge and understanding of the current environment of engineering education. Furthermore, the data allows engineering educators and other higher
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…
Cavazos, Alyssa G.
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…
Wong, Brian M; Holmboe, Eric S
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.
Clark, Colleen A.; Rodis, Jennifer L.; Pruchnicki, Maria C.; Pedersen, Craig A.
Objectives To determine the percentage of residents accepting faculty positions following completion of a community pharmacy residency program (CPRP) and identify influences to pursue/not pursue an academic career. Methods CPRP directors and preceptors across the United States were contacted and 53 community pharmacy residents were identified. The residents were invited to participate in surveys at the beginning and end of the 2005-2006 residency year. Results Forty-five residents (85%) completed the preliminary survey instrument and 40 (75%) completed the follow-up survey instrument. Of these, 36 completed both survey instruments. Initially, 28 (62%) respondents indicated a faculty position as one of their potential job preferences. After completing their residency program, 3 (8%) residents accepted faculty positions; and 3 (8%) others were awaiting offers at follow-up. Reasons for accepting a faculty position were positive teaching experiences and the influence of a mentor or preceptor. Reasons for not pursuing a faculty position included lack of interest, geographic location, disliked teaching experiences, lack of preparedness, and non-competitive salary. Conclusion Many community pharmacy residents consider faculty positions early in their residency but few pursue faculty positions. CPRPs and colleges of pharmacy should work together to enhance residents' experiences to foster interest in academia. PMID:18322566
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
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.
Adams, Nancy E.; Gaffney, Maureen A.; Lynn, Valerie
This qualitative study describes collaborations between academic librarians and faculty in education-related disciplines involving evidence-based practice (EBP), an approach that combines the best available research with the professional's experience and expertise. The authors analyzed narratives of academic librarians and their educator partners…
Kim, Young K.; Armstrong, Cameron L.; Edwards, Sarah R.
This study examined whether and how the effects of student-faculty interaction on a range of student outcomes--such as college GPA, critical thinking and communication skills, academic satisfaction, and cultural appreciation and social awareness--vary by students' academic disciplines. The study utilized data on 37,977 undergraduate students who…
Mendoza, Pilar; Kuntz, Aaron M.; Berger, Joseph B.
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.…
Curtin, Nicola; Malley, Janet; Stewart, Abigail J.
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,…
Sharkin, Bruce S.; Coulter, Lisa P.
College counseling centers play an important role in the training and supervision of counselor trainees. This article addresses the importance of communication between college counselors and academic counseling program faculty when college counselors supervise graduate students from academic counseling programs. As the authors discuss, effective…
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 study for…
Franke, Ann H.
Discusses two new challenges that face faculty bargaining organizations: first, the Supreme Court's decision in "NLRB vs. Yeshiva University" that faculties exercising power over governance of their institutions have managerial status that excludes them from protection under the National Labor Relations Act, and, second, the current…
Davidovitch, Nitza; Soen, Dan; Sinuani-Stern, Zila
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,…
Whittaker, Joseph A.; Montgomery, Beronda L.; Martinez Acosta, Veronica G.
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
Whittaker, Joseph A; Montgomery, Beronda L; Martinez Acosta, Veronica G
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.
Feder, Martin E; Madara, James L
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.
Fahrenwald, Nancy L; Taylor, Janette Y; Kneipp, Shawn M; Canales, Mary K
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.
Hiring committees address the glut of highly qualified applicants for faculty positions by experimenting with new evaluation methods and adapting their expectations for today's increasingly competitive academic environment.
Sanders, Mark E.
Leaders new to academic departments that possess dysfunctional histories due to ineffective "management" face many difficulties in the transformation of department dynamics. Indeed, the challenge for transformational department leaders is fostering positive and proactive attitudes among faculty where previous management was hostile,…
Benson, Carole A; Morahan, Page S; Sachdeva, Ajit K; Richman, Rosalyn C
The experience and lessons learned in the design, implementation and initial evaluation of a demonstration faculty-to-faculty mentoring program, during a time of major institutional reorganization, are described. The question addressed was: Can a voluntary mentoring program be established with minimal resources and be effective in the context of major organizational change? Key design elements included two-tiered programs (one year preceptoring and multi-year mentoring), voluntary participation, and selection of senior faculty members by the junior faculty members. A total of 20% of junior faculty and 30% of senior faculty participated. Faculty indicated the program was worth the time invested, had a positive impact on their professional life and increased productivity. There was high satisfaction with the mentoring relationship, especially the psychosocial mentoring functions, and a trend toward increased retention of minority faculty. Within two years, the program was institutionalized into the Office for Faculty Affairs, and faculty approved a mentoring policy. It is concluded that voluntary mentoring programs can have a positive impact on junior and senior faculty satisfaction, reinvigorate the collegial culture, and improve productivity and retention even during a time of reorganization and minimal resources.
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…
Guttman, Minerva S; Parietti, Elizabeth S; Reineke, Patricia R; Mahoney, Janet
To increase nursing education capacity in New Jersey, the Robert Wood Johnson Foundation (RWJF) New Jersey Nursing Initiative (NJNI) awarded grants to prepare graduate nursing students to become clinically expert faculty. The purpose of this article was to describe the experiences of a collaborative partnership in preparing 14 scholars for the faculty role. The partnership developed two innovative models of preparing faculty with clinical expertise. The curriculum of the Fairleigh Dickinson University Adult Nurse Practitioner program was enhanced with education courses and intensive teaching practicum. The curriculum of the Monmouth University Nursing Education program was enhanced with more intensive clinical immersion in a selected concentration. Both models were based on the National League for Nursing nurse educator competencies (J. A. Halstead, 2007). The RWJF scholars were socialized into the faculty role from the start of the program through curricular and extracurricular activities. To date, all components of the enhanced curriculum were implemented with plans for sustaining the programs and partnership. Of 14 scholars, 4 graduated, and 10 are on track to graduate as projected. The curriculum enhancements improved two successful master's programs preparing graduates for not one, but two advanced practice roles.
Burrus, Robert T., Jr.; Jones, Adam T.; Sackley, William H.; Walker, Michael
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…
This study used program location and program reputation to describe two important faculty characteristics: academic reputation and research reputation. The study involved 44 graduate programs in health administration representing four program locations: schools of public health, business, medicine/allied health, and graduate/independent. Fourteen programs were identified as ranked programs and the remaining 30 programs were identified as unranked programs. While the study identifies many differences, few are significant, thus adding credence to the argument for diversity in program location and diminishing credence in the argument for program reputation.
Bedenlier, Svenja; Zawacki-Richter, Olaf
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…
Switzer, Teri R.
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…
Penney, Sharon; Young, Gabrielle; Badenhorst, Cecile; Goodnough, Karen; Hesson, J.; Joy, Rhonda; McLeod, Heather; Pickett, Sarah; Stordy, Mary; Vaandering, Dorothy
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…
Hanford, Karen J.
Purpose: The purpose of this study was to determine current academic practices of compensation, workload, rewards, and tenure and promotion for nursing faculty who teach graduate and postlicensure programs that are delivered 50% to 100% online. Deans and directors who are members of the American Association of Colleges of Nursing (AACN) were the…
Lazar, Aryeh; Davidovitch, Nitza; Coren, Gal
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…
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…
Lunsford, Crystal G.; Omae, Hilda Nyougo
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…
Frazier, Kimberly N.
The author discusses the problem of retention of African American faculty due to tenure and promotion issues. The author outlines obstacles that African American face in the workplace while seeking tenure and promotion in academia. A case example is presented that illuminates how these stressors manifest in the academic setting and recommendations…
Schneider, Steve; Meier, Barbara
This document presents Fox Valley Technical College's (FVTC) 1999-2000 academic/faculty advising guidelines for instructors, advisors, and counselors, entitled "Working Together for Student Success." These guidelines are divided into the following parts: philosophy/definition, core values, institutional advising goals, developmental…
Chambers, Crystal Renee
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…
Meisinger, Richard J., Jr.
This book is designed to help college/university faculty and academic administrators become more constructive and knowledgeable participants in the budgetary process. Chapter 1 introduces budgets and the budgetary process, with an explanation of the importance of budgeting in policy making, Chapter 2 discusses economic and political contexts of…
McMillan, Stephanie Renee
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…
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,…
Miller, Michael T.; Murry, John W., Jr.
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…
Sam, Cecile H.
The poor work environment for part-time faculty in higher education is a topic that has been receiving more attention as the professoriate moves away from full-time tenure-track positions. In community colleges, the use of part-time faculty is even more prevalent. However, there are institutions that have been trying to create better work…
Lampman, Claudia; Crew, Earl C.; Lowery, Shea D.; Tompkins, Kelley
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…
Romanowski, Michael H.; Nasser, Ramzi
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…
Schmid, Megan E.; Gillian-Daniel, Donald L.; Kraemer, Sara; Kueppers, Mark
The achievement gap, disparities in the academic achievement of marginalized students (e.g., underrepresented minority, first generation in their family to attend college, and low socio-economic status undergraduate students) relative to their non-minority peers is a pervasive problem in higher education. It impacts student access to the major and…
Miller, Alan N.; Taylor, Shannon G.; Bedeian, Arthur G.
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…
Maisto, Maria; Street, Steve
Much has been written about higher education's increasing reliance on contingent academic labor over the last few decades. The narrative, which includes differing accounts of what, or who, is most to blame, has been well rehearsed: the increase came in slow and steady waves tied to significant political and economic events, including postwar…
Wright, James Gardner; Khetani, Nicole; Stephens, Derek
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
Aguirre, Adalberto, Jr.
Institutions of higher education have attempted to diversify their faculty by recruiting women and minorities. However, recruitment has taken place without an understanding of the social forces that shape the professional socialization and workplace satisfaction of women and minority faculty. Conclusions drawn by the author about the plight of…
Valsangkar, Nakul P.; Zimmers, Teresa A.; Kim, Bradford J.; Blanton, Casi; Joshi, Mugdha M.; Bell, Teresa M.; Nakeeb, Attila; Dunnington, Gary L.; Koniaris, Leonidas G.
Objective Determine drivers of academic productivity within U.S. departments of surgery. Methods Eighty academic metrics for 3,850 faculty at the top 50 NIH-funded university- and 5 outstanding hospital-based surgical departments were collected using websites, Scopus, and NIH RePORTER. Results Mean faculty size was 76. Overall, there were 35.3% assistant, 27.8% associate, and 36.9% full professors. Women comprised 21.8%; 4.9% were MD-PhDs and 6.1% PhDs. By faculty-rank, median publications/citations were: assistant, 14/175, associate, 39/649 and full-professor, 97/2250. General surgery divisions contributed the most publications and citations. Highest performing sub-specialties per faculty member were: research (58/1683), transplantation (51/1067), oncology (41/777), and cardiothoracic surgery (48/860). Overall, 23.5% of faculty were principal investigators for a current or former NIH grant, 9.5% for a current or former R01/U01/P01. The 10 most cited faculty (MCF) within each department contributed to 42% of all publications and 55% of all citations. MCF were most commonly general (25%), oncology (19%), or transplant surgeons (15%). Fifty-one-percent of MCF had current/former NIH funding, compared with 20% of the rest (p<0.05); funding rates for R01/U01/P01 grants was 25.1% vs. 6.8% (p<0.05). Rate of current-NIH MCF funding correlated with higher total departmental NIH rank (p < 0.05). Conclusions Departmental academic productivity as defined by citations and NIH funding is highly driven by sections or divisions of research, general and transplantation surgery. MCF, regardless of subspecialty, contribute disproportionally to major grants and publications. Approaches that attract, develop, and retain funded MCF may be associated with dramatic increases in total departmental citations and NIH-funding. PMID:26177096
Botha, P. A.; Swanepoel, S.
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…
Butts, Gary C; Johnson, Jerry; Strelnick, A Hal; Soto-Greene, Maria L; Williams, Beverly; Lee-Rey, Elizabeth
In fiscal year 2006, the US Government abruptly and drastically reduced its funding for programs to increase the racial and ethnic diversity of academic medicine, including programs to increase the development of minority medical faculty. Anticipating this reduction, 4 such programs-the Albert Einstein College of Medicine, Mount Sinai School of Medicine, University of Medicine and Dentistry in New Jersey-New Jersey Medical School, and University of Pennsylvania School of Medicine-decided to pool their resources, forming the Northeast Consortium of Minority Faculty Development. An innovation in minority faculty development, the Northeast Consortium of Minority Faculty Development has succeeded in exposing faculty trainees to research and teaching that they might not have considered otherwise, expanding the number and diversity of their mentors and role models, providing them potential access to larger and different populations and databases for purposes of research, and expanding their peer contacts. After introducing the Northeast Consortium of Minority Faculty Development, this article describes the origins and goals of each member program.
Chemical and Engineering News, 1981
Summarizes results of a survey undertaking to describe the extent of movement of chemistry faculty members (N=1207) from academic to industrial positions. Numbers of male and female faculty within categories of reasons for leaving are also reported. (CS)
White, Gary W.
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…
Black, Laurel Johnson; Wygonik, Mindy L.; Frey, Barbara A.
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…
Houlton, H. R.; Keane, C. M.; Wilson, C. E.
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
Beech, Bettina M.; Calles-Escandon, Jorge; Hairston, Kristen G.; Langdon, Sarah E.; Latham-Sadler, Brenda A.; Bell, Ronny A.
Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability. PMID:23425989
Calleson, Diane C; Jordan, Catherine; Seifer, Sarena D
Since Ernest Boyer's landmark 1990 report, Scholarship Reconsidered: Priorities of the Professoriate, leaders in higher education, including academic medicine, have advocated that faculty members apply their expertise in new and creative ways in partnership with communities. Such community engagement can take many forms, including community-based teaching, research, clinical care, and service. There continues to be a gap, however, between the rhetoric of this idea and the reality of how promotion and tenure actually work in health professions schools. The Commission on Community-Engaged Scholarship in the Health Professions was established in October 2003 with funding from the W.K. Kellogg Foundation to take a leadership role in creating a more supportive culture and reward system for community-engaged faculty in the nation's health professions schools. The authors prepared this article to inform the commission's deliberations and to stimulate discussion among educators in the health professions. The authors define the work that faculty engage in with communities, consider whether all work by faculty in community-based settings is actually scholarship, and propose a framework for documenting and assessing community-engaged scholarship for promotion and tenure decisions. They conclude with recommendations for change in academic health centers and health professions schools.
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 behaviors…
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…
Komarraju, Meera; Musulkin, Sergey; Bhattacharya, Gargi
Student-faculty interactions can be crucial in developing students' academic self-concept and enhancing their motivation and achievement. Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning…
Ramesh, P.; Reddy, K. M.; Rao, R. V. S.; Dhandapani, A.; Siva, G. Samba; Ramakrishna, A.
Purpose: The present study was undertaken to assess academic achievement, teaching aptitude and research attitude of Indian agricultural universities' faculty, to predict indicators for successful teachers and researchers, and thereby enhancing the quality of higher agricultural education. Methodology: Five hundred faculty members were selected to…
Al-Din, Hesham Moustafa Kamal; Abouzid, Mohamed Mahmoud
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…
Montero-Hernandez, Virginia; Levin, John; Diaz-Castillo, Maribel
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 resilience…
Kezar, Adrianna; Gehrke, Sean
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…
Atwater, Christopher Raymond
The purpose of this investigation was to examine faculty attitudes towards the role of college athletics and the academic competency of student-athletes at a NCAA Division-I Institution. By analyzing faculty attitudes, this study contributes to a better understanding of factors associated with how educators view athletics in higher education and…
Ceci, Stephen J; Williams, Wendy M; Mueller-Johnson, Katrin
The behavioral sciences have come under attack for writings and speech that affront sensitivities. At such times, academic freedom and tenure are invoked to forestall efforts to censure and terminate jobs. We review the history and controversy surrounding academic freedom and tenure, and explore their meaning across different fields, at different institutions, and at different ranks. In a multifactoral experimental survey, 1,004 randomly selected faculty members from top-ranked institutions were asked how colleagues would typically respond when confronted with dilemmas concerning teaching, research, and wrong-doing. Full professors were perceived as being more likely to insist on having the academic freedom to teach unpopular courses, research controversial topics, and whistle-blow wrong-doing than were lower-ranked professors (even associate professors with tenure). Everyone thought that others were more likely to exercise academic freedom than they themselves were, and that promotion to full professor was a better predictor of who would exercise academic freedom than was the awarding of tenure. Few differences emerged related either to gender or type of institution, and behavioral scientists' beliefs were similar to scholars from other fields. In addition, no support was found for glib celebrations of tenure's sanctification of broadly defined academic freedoms. These findings challenge the assumption that tenure can be justified on the basis of fostering academic freedom, suggesting the need for a re-examination of the philosophical foundation and practical implications of tenure in today's academy.
Miller, Michael H.
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…
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…
Hylton, Lamar R.
The purpose of this study was to examine the impact of student-faculty interactions on academic achievement and college satisfaction among Black males at predominately White institutions. Specifically, the researcher sought to determine if there was a difference in levels of academic achievement and college satisfaction based on how often Black…
Shepherd, C. David; Shepherd, Kathy; True, Sheb
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…
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.
DeCastro, Rochelle; Sambuco, Dana; Ubel, Peter A.; Stewart, Abigail; Jagsi, Reshma
Purpose Career development award programs often require formal establishment of mentoring relationships. The authors sought to gain a nuanced understanding of mentoring from the perspective of a diverse national sample of faculty clinician-researchers who were all members of formal mentoring relationships. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Three relevant themes emerged: (1) the numerous roles and behaviors associated with mentoring in academic medicine, (2) the improbability of finding a single person who can fulfill the diverse mentoring needs of another individual, and (3) the importance and composition of mentor networks. Many respondents described the need to cultivate more than one mentor. Several participants discussed the utilization of peer mentors, citing benefits such as pooled resources and mutual learning. Female participants generally acknowledged the importance of having at least one female mentor. Some observed that their portfolio of mentors needed to evolve in order to remain effective. Conclusions Those who seek to promote the careers of faculty in academic medicine should focus upon developing mentoring networks, rather than hierarchical mentoring dyads. The members of each faculty member's mentoring team or network should reflect the protégé's individual needs and preferences, with special attention towards ensuring diversity in terms of area of expertise, academic rank, and gender. PMID:23425990
Academic Senate for California Community Colleges, Sacramento.
In 1963 the California State Legislature adopted Assembly Concurrent Resolution 48 which provided for the establishment of an academic senate or council at each junior college; its faculty-appointed members would represent the faculty in the formation of policy on academic and professional matters. As a formal channel whereby all local senates…
Peek, Monica E.; Kim, Karen E.; Johnson, Julie K.; Vela, Monica B.
Purpose There is little evidence regarding which factors and strategies are associated with high proportions of underrepresented minority (URM) faculty in academic medicine. The authors conducted a national study of U.S. academic medicine departments to better understand the challenges, successful strategies, and predictive factors for enhancing racial and ethnic diversity among faculty (i.e., physicians with an academic position or rank). Method This was a mixed-methods study using quantitative and qualitative methods. The authors conducted a cross-sectional study of eligible departments of medicine in 125 accredited U.S. medical schools, dichotomized into low-URM (bottom 50%) versus high-URM rank (top 50%). They used t tests and chi-squared tests to compare departments by geographic region, academic school rank, city type, and composite measures of “diversity best practices.” The authors also conducted semistructured in-depth interviews with a subsample from the highest-and lowest-quartile medical schools in terms of URM rank. Results Eighty-two medical schools responded (66%). Geographic region and academic rank were statistically associated with URM rank, but not city type or composite measures of diversity best practices. Key themes emerged from interviews regarding successful strategies for URM faculty recruitment and retention including institutional leadership, the use of human capital and social relationships and strategic deployment of institutional resources. Conclusions Departments of medicine with high proportions of URM faculty employ a number of successful strategies and programs for recruitment and retention. More research is warranted to identify new successful strategies and to determine the impact of specific strategies on establishing and maintaining workforce diversity. PMID:23348090
Jevitt, Cecilia; Johnson, Peter
The objective of this study was to examine faculty and student liability claims and insurance problems in midwifery education. The American College of Nurse-Midwives Professional Liability Section and Division of Education developed and administered an Internet survey to 45 midwifery programs. Of the 39 programs that responded to the survey, 28 (72%) were previously involved in a liability claim, yielding a maximum claim incidence of 1%. Liability coverage was provided to midwifery faculty and students by a variety of mechanisms, including sovereign immunity, organizational trust funds, and private insurance. The costs of annual liability coverage ranged from $1,500 to $7,000 for faculty and from $1,000 to $1,800 for students. Six of 31 program directors (19%) knew a student who did not enroll because of the cost of liability insurance. Thirty of the 39 directors (77%) reported difficulty with obtaining clinical placements as a result of liability-related preceptor concerns. Midwifery student involvement in liability claims is low; however, liability insurance is required by hospitals for clinical practice and many clinical preceptors. The price of private liability insurance is a disincentive for students to study midwifery and for clinical preceptors to work with students. Midwifery program directors and academic administrators must advocate for affordable liability coverage.
MacDonald, R.; Ormand, C.; Manduca, C. A.; Wright-Dunbar, R.; Allen-King, R.
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
Peters, Anya Bostian
Academic incivility creates a challenging work environment for nursing faculty. Understanding the concept of faculty-to-faculty incivility may enlighten faculty regarding appropriate interpersonal relationships, assist in alleviating uncivil behavior, and improve the likelihood that faculty will remain in nursing education, potentially easing the current nursing faculty shortage. The primary purpose of this study was to describe novice nurse faculty members' lived experiences of faculty-to-faculty incivility. A second purpose was to describe and understand how incivility influences faculty decision to remain in nursing academia. A hermeneutical phenomenological approach was selected to uncover the lived experience. A purposive sample of eight novice nursing faculty, those with less than 5 years of experience, was obtained via e-mail recruitment from mid-Atlantic college Web sites. Five themes and 7 subthemes emerged. Among the findings were sensing rejection, employing behaviors to cope with uncivil colleagues, sensing others wanted novice faculty to fail, sensing a possessiveness of territory from senior faculty, and struggling with the decision to remain in the faculty position. This study is significant in that understanding of faculty-to-faculty incivility adds insight and an increased sensitivity related to uncivil interactions and may contribute to the design of evidence-based interventions supporting increased collegiality that fosters an environment conducive for the recruitment and retention of faculty.
Yedidia, Michael J; Chou, Jolene; Brownlee, Susan; Flynn, Linda; Tanner, Christine A
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.
Mohammadi, Mehdi; Marzooghi, Rahmatullah; Dehghani, Fatemeh
The following research tries to study the Relationship between key factors of academic innovations and faculties' teaching goals with the mediatory role of their pedagogical, technological and content knowledge. The statistical population in this research included faculty members of Shiraz University. By simple random sampling, 127 faculty members…
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…
This study examined faculty views on academic writing and writing instruction. Data reported in this article came from ten qualitative interviews with business and engineering faculty members. Transcripts of the interviews were analyzed inductively and recursively, and two views on academic writing and writing instruction were identified. One view…
Rupprecht, Stephen M.
The issue of student academic misconduct, most often seen as cheating or plagiarism, has plagued higher education professionals and institutions for decades. Negative faculty member feelings associated with having to deal with incidents of student academic misconduct are well documented, and only serve to support reasons why faculty members might…
DeFreitas, Stacie Craft; Bravo, Antonio, Jr.
African American and Latino college students were surveyed to examine the influence of involvement with faculty and mentoring on self-efficacy and academic achievement. It was hypothesized that involvement with faculty and mentoring were related to greater academic achievement. It was suggested that the relationship of these factors was mediated…
This article was written for the Academic Affairs Committee to help candidates for physical medicine and rehabilitation chair positions to effectively negotiate the new position. The article summarizes negotiation strategies provided from personal interviews and other communication via e-mail and phone with experienced physical medicine and rehabilitation chairpersons.
Roy, Kimberlee M; Roberts, Michael C; Stewart, Peter K
This study examined the research productivity of graduates of American Psychological Association accredited, clinical psychology doctoral programs who currently hold faculty positions. Normative averages of aggregated publications over the 2000-2004 five-year period were computed. Rankings based on the mean number of publications produced by graduates of each training program and the number of graduates were significantly correlated with U.S. News and World Report rankings, although some important differences were noted. Programs that have produced a larger number of faculty members were also more highly ranked but there was increased variability for the number of publications produced by the larger numbers of graduates. Objective outcome analyses such as graduates' publications may be preferable to more subjective reputation rankings of programs. Particularly for scientist-practitioner and clinical-scientist training programs, outcome data such as graduates' publications is an important aspect of the programs' continued self-study.
Louie, Kem; Campbell, Minnie; Donaghy, Claire P; Rice, Leslie; Sabatini, Michelle
The purpose of this article was to describe a successful academic collaboration of 4 New Jersey state colleges and universities. The aim of the collaborative is to prepare and graduate students in a dual role as advanced clinical/practice nurses and nurse faculty within an innovative master of nursing educational program. This effort was funded by a 4-year grant from the Robert Wood Johnson Foundation NJ Nursing Initiative and the New Jersey Chamber of Commerce. The New Jersey Nursing Education Collaborative (NJNEC) is discussed using E. O'Neil and P. Krauel's (2004) factors for an effective collaborative. The four factors for an effective partnership include a coherent institutional strategy, partners that bring value and assets to the collaborative, mutually beneficial goals, and accountability to each other. The NJNEC is composed of four independent state colleges and universities with separate governing structures and student characteristics. The four schools are located in different geographical locations in the state. Several challenging issues in preparation of faculty and maintaining a collaborative will be presented for future consideration.
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…
Minor, Tameika D.
This study investigates the relationships between demographic characteristics, perceptions of the academic climate, and the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited rehabilitation counselor education (RCE) programs. Furthermore, this study aims to identify which factors best predict the…
Wilkin, La Vena
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…
Szelényi, Katalin; Bresonis, Kate
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…
Méndez, Zulma Y.; Rincones, Rodolfo
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 university-based…
Bradford, Jane T.; And Others
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…
Carter, Robert E.
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…
Yanamadala, Mamata; Criscione-Schreiber, Lisa G; Hawley, Jeffrey; Heflin, Mitchell T; Shah, Bimal R
Interested faculty enrolled in this 6-month-long quality improvement (QI) course to facilitate independent QI project work. The course included monthly 1.5-hour sessions: 20-minute presentations covering key QI concepts, then small group activities to facilitate project work. Faculty were required to identify, construct, and implement an independent QI project. They met individually with mentors twice during the course, with additional guidance offered virtually via phone or e-mail, and completed pretests and posttests of QI knowledge (maximum score = 15) and self-assessed confidence. A statistically significant difference in knowledge (pre-course mean = 7.75, standard deviation [SD] = 3.06; post-course mean = 11.75, SD = 3.28; P = .02) and self-assessed confidence (pre mean = 3.08, SD = 0.65; post mean = 4.5, SD = 0.68; P < .0001) was found. Of 8 faculty, 5 were able to conduct small tests of change; 3 studied the current processes and planned to run tests of change. Positive responses to this course helped obtain buy-in from leadership to develop a leadership program in QI.
Kezar, Adrianna; Maxey, Daniel
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…
This volume is intended as a sourcebook on the negotiated terms of faculty work and as a sociological analysis of the restructuring of faculty as a professional workforce. Two overarching issues are addressed: the balance between faculty self-government and managerial flexibility in contracts, and the internal divisions between faculty that are…
Ismail, Noor Azina; Othman, Azmah
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…
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.
Nelson, Michelle R.
Graduate students face a myriad of tasks as they prepare to enter the academic job market. Tips on how to complete a successful job search--from advice about preparing application materials and finding available positions to knowledge about what to expect during the interview--are provided in this paper. It opens with a discussion of applicant…
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
Butters, Janice M.; And Others
This article reviews issues and circumstances surrounding the death of a University of Louisville (Kentucky) dental school faculty member found to be positive for the human immunodeficiency virus. it addresses administrative aspects including public relations, patient relations, epidemiological review, and staff counseling. (MSE)
Dorr, David A.; Kelso, Christine; Bowen, Judith L.
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
Murray, John P.
To better understand the perceptions of new faculty regarding the professional socialization process, a qualitative study of faculty socialization was conducted at a comprehensive state-supported university. Fourteen faculty members hired within the last 3 years, whether inexperienced, experienced, or returning (those who had worked in another…
Kim, Dongbin; Wolf-Wendel, Lisa; Twombly, Susan
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.…
Chung, Stephen W.; Clifton, Joanne S.; Rowe, Andrea J.; Finley, Richard J.; Warnock, Garth L.
Background Research is an important mandate for academic surgical divisions. However, there is widespread concern that the current health care climate is leading to a decline in research activity. A University of British Columbia (UBC) academic surgical division attempted to address this concern by strategically recruiting PhD research scientists to prioritize research and develop collaborative research programs. The objective of our study was to determine whether this strategy resulted in increased research productivity. Methods We reviewed the UBC Department of Surgery database to assess research funding obtained by the Division of General Surgery for the years 1994–2004. We searched MEDLINE for peer-reviewed publications by faculty members during this period. Results Research funding increased from a mean of Can$417 292 per year in the 5 years (1994/95–1998/99) before the recruitment of dedicated PhD scientists to a mean of Can$1.3 million per year in the 5 years following the recruitment strategy (1999/2000–2003/04; p = 0.012). Funding for the initial 5 years was Can$2.1 million, including 1 Canadian Institutes of Health Research (CIHR) grant. Funding increased to Can$6.8 million, including 22 CIHR grants over the subsequent 5 years (p < 0.001). Collaborative research led to the awarding of multidisciplinary grants exceeding Can$4 million with divisional members as principle or coprinciple investigators. From 1994/05 to 1998/99, the total number of peer-reviewed publications was 116 (mean 23.2, standard deviation [SD] 7 per year), increasing to 144 from 1999/2000 to 2003/04 (mean 28.8, SD 13 per year). The trend was for publications in journals with higher impact factors in the latter 5-year period. Conclusion Strategic recruitment resulted in increased and sustained research productivity. Interactions between research scientists and clinicians resulted in successful program grant funding support. These results have implications for sustaining the
Citation analysis is widely used to evaluate the performance of individual researchers, journals, and universities. Its outcome plays a crucial role in the decision-making process of ranking applicants for an academic position. A number of indicators, including the h-index reflecting both scientific productivity and its relevance in medical fields, are available through the Web of Knowledge( sm ) and Scopus®. In the field of occupational medicine, the adoption of the h-index in assessing the value of core journals shows some advantages compared with traditional bibliometrics and may encourage researchers to submit their papers. Although evaluation of the overall individual performance for academic positions should assess several aspects, scientific performance is usually based on citation analysis indicators. Younger researchers should be aware of the new approach based on transparent threshold rules for career promotion and need to understand the new evaluation systems based on metrics.
Fay, Jack R.; Stryker, Judson P.
A study was done of higher education faculty members' views of ethics in relation to academics and the use of a professor's own text or a fellow faculty member's text as a course requirement. A questionnaire was sent to 210 accounting professors selected at random of whom 53 percent responded. The response rate alone indicated a widespread…
Daugird, Allen J; Arndt, Jane E; Olson, P Richard
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.
Texas Coll. and Univ. System, Austin. Coordinating Board.
Modifications are presented to a 1967 document that contained recommendations concerning academic freedom, academic responsibility, and tenure for faculty members in Texas public community and senior colleges and universities. The recommended standards constitute patterns or guidelines and are not binding on any institution and may be varied in…
Eastman, Nicholas J.; Boyles, Deron
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…
Stevens, Tanisha N.
Research reveals that reducing academic misconduct requires an understanding of factors that influence the two key stakeholders in the epidemic: students who engage in academically dishonest behaviors and faculty who are charged with the responsibility of reporting and deterring the behavior (e.g., Prenshaw, Straughan & Albers-Miller, 2000).…
Laden, Berta Vigil; Hagedorn, Linda Serra
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…
Pifer, Meghan J.; Baker, Vicki L.; Lunsford, Laura G.
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…
Spaniel, Suzann Holland
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…
Lefebvre, Lauryl A.
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…
American Federation of Teachers (NJ), 2010
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…
Perorazio, Thomas E.
Given the need to compete for sponsored research funding, do university faculty believe they retain the freedom to research what is of most interest to them? The higher education literature frequently asserts that faculty research agendas are being subjugated to the demands of sponsors. An alternate perspective, from the science studies…
Gibson, Shanan G.; Harris, Michael L.; Colaric, Susan M.
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…
As a profession, we are failing to socialize newer generations of faculty concerning the professorate's social contract with society and the critical importance of faculty professionalism (our ethical duties as professors) to the social contract. We strongly assume that the apprentice model of graduate education will acculturate the next …
McMillin, Linda A., Ed.; Berberet, William G., Ed.
The chapters of this collection highlight the Associated New American Colleges' Faculty Work Project as they examine the call for redefining faculty roles and institutional relationships. The goal of the Project has been to lay the conceptual groundwork for bringing educational practices into alignment with the institutional mission. In the first…
Galbraith, Quinn; Fry, Leanna; Garrison, Melissa
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…
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
Therattil, Paul J.; Chung, Stella; Lee, Edward S.
Purpose: The impact of subspecialty fellowship training on research productivity among academic plastic surgeons is unknown. The authors’ aim of this study was to (1) describe the current fellowship representation in academic plastic surgery and (2) evaluate the relationship between h-index and subspecialty fellowship training by experience and type. Methods: Academic plastic surgery faculty (N = 590) were identified through an Internet-based search of all ACGME-accredited integrated and combined residency programs. Research output was measured by h-index from the Scopus database as well as a number of peer-reviewed publications. The Kruskal-Wallis test, with a subsequent Mann-Whitney U test, was used for statistical analysis to determine correlations. Results: In the United States, 72% (n = 426) of academic plastic surgeons had trained in 1 or more subspecialty fellowship program. Within this cohort, the largest group had completed multiple fellowships (28%), followed by hand (23%), craniofacial (22%), microsurgery (15%), research (8%), cosmetic (3%), burn (2%), and wound healing (0.5%). Higher h-indices correlated with a research fellowship (12.5; P < .01) and multiple fellowships (10.4; P < .01). Craniofacial-trained plastic surgeons demonstrated the next highest h-index (9.8), followed by no fellowship (8.4), microsurgery (8.3), hand (7.7), cosmetic (5.2), and burn (5.1). Conclusion: Plastic surgeons with a research fellowship or at least 2 subspecialty fellowships had increased academic productivity compared with their colleagues. Craniofacial-trained physicians also demonstrated a higher marker for academic productivity than multiple other specialties. In this study, we show that the type and number of fellowships influence the h-index and further identification of such variables may help improve academic mentorship and productivity within academic plastic surgery. PMID:26664673
Clark, Cynthia M; Juan, Cao Mei; Allerton, Barbara W; Otterness, Nancy S; Jun, Wu Ya; Wei, Fu
This is the second article of a two-part series regarding nursing faculty and student perceptions of incivility in nursing education in the People's Republic of China (PRC). Nursing faculty from the United States of America (USA) and the PRC collaborated to conduct this empirical study. A sample of 382 Chinese nursing faculty and students responded to 4 open-ended questions on the Incivility in Nursing Education (INE) Survey. Both groups reported similar perceptions of uncivil behaviors, contributors to incivility, and ways to address the problem. A conceptual model for fostering civility in nursing education was adapted to illustrate the findings.
Wuetherick, Brad; Ewert-Bauer, Tereigh
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…
Cromartie, Michael Tyrone
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…
Introduces the issue's Symposium on Academic Freedom and Responsibility. Discusses the current debate on tenure and its role in securing and promoting academic freedom. Proposes a model "Academic Freedom Policy and Procedures," to which subsequent articles in the issue (by Robert M. O'Neil, J. Peter Byrne, and Richard T. De George)…
DeCastro, Rochelle; Sambuco, Dana; Ubel, Peter A.; Stewart, Abigail; Jagsi, Reshma
Purpose Professional rejection is a frequent experience in an academic medical career. The authors sought to understand how rejection affects those pursuing such careers and why some individuals may be more resilient than others in a population of individuals with demonstrated ability and interest in research careers. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Participants described a variety of experiences with criticism and rejection in their careers, as well as an acute need for persistence and resilience in the face of such challenges. Through their narratives, participants also vividly described a range of emotional and behavioral responses to their experiences of professional rejection. Their responses illuminated the important roles that various factors, including mentoring and gender, play in shaping the ultimate influence of rejection on their own careers and on the careers of those they have mentored. Conclusions Responses to rejection vary considerably, and negative responses can lead promising individuals to abandon careers in academic medicine. Resilience does not, however, appear to be immutable—it can be learned. Given the frequency of experiences with rejection in academic medicine, strategies such as training mentors to foster resilience may be particularly helpful in improving faculty retention in academic medicine. PMID:23425991
Heffernan, M. W.
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
Carmichael, S Thomas
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.
Van Hof, Jill
In response to heightened standards and calls for accountability, schools have dramatically intensified their work to meet the growing challenges. Schools require strategies for improvement that will transcend demographic factors such as SES. Research has shown the construct of academic optimism as contributing to student achievement despite a…
Booton, Carol M.
Academic quality in for-profit vocational college programs is a concern for all stakeholders, especially nontraditional college students. The purpose of this study was to expand understanding of how administrators and owners of for-profit (proprietary) colleges influence academic quality in on-ground vocational college programs. A phenomenological…
African higher education has witnessed phenomenal enrollment growth in the last decade--and this trend is expected to continue well into the future owing to the continent's youth bulge. In this "massifying" system, the academic profession faces a paradox: as the academic profession at the senior level is aging it is also concurrently…
Geber, Hilary; Bentley, Alison
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…
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…
To be a collegiate honors student implies a higher level of academic achievement than other students as well as the more challenging academic experience that comes with smaller class sizes. Collegiate honors teachers have a distinction of their own. Being an honors teacher implies a high level of teaching achievement, and it requires special…
Webber, Karen L.
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…
Deemer, Eric D.; Mahoney, Kevin T.; Ball, Jacqueline Hebert
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.,…
Meyer, Luanna H.; Evans, Ian M.
University contributions to knowledge flow and capacity development depend upon the engagement and productivity of the faculty, who are called upon to meet changing expectations for teaching, research, and service. Escalating accountability demands accompanied by declining resources to support the professoriate could have unknown impact on…
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,…
Lipset, Seymour Martin
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,…
Sobrero, Patricia; Jayaratne, K. S. U.
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…
Stern, Judy E.; Elliott, Deni
This report summarizes a three-year project to design a graduate level course in ethics and scientific research at Dartmouth College (New Hampshire). The goals of the project were: (1) to train faculty to teach a course in research ethics, (2) to pilot-teach a graduate course in ethics and scientific research, and (3) to develop teaching materials…
Academic Senate for California Community Colleges, 2010
The use of data for making educational decisions and to assess educational outcomes has been legislated by political bodies and codified by accreditation. Faculty have always used data to inform the grading process--data is gathered throughout the term to inform the letter grade assigned at the end. However, in today's educational environment,…
American Mathematical Association of Two-Year Colleges.
Addressed to two-year college professionals responsible for staffing and evaluating mathematics programs and university personnel responsible for programs that prepare college mathematics teachers, this document provides recommendations for training effective community college mathematics faculty adopted by the American Mathematical Association of…
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…
Hopkins, Trish Isabella
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…
Keengwe, Jared; Kidd, Terry; Kyei-Blankson, Lydia
The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identified themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of…
Examines the position of distance education graduates in the job market after completing their education at Anadolu University's (Turkey) Open Education Faculty. Findings include: a general increase in graduates' job positions and status after graduation; most graduates' income increased; most felt their degree was equivalent to degrees awarded…
Senn, Joan H.
This report provides insight into the administrative succession concerns of two-year colleges through the exploration of the factors that motivated full-time faculty members to move into administrative positions in the Wisconsin Technical College System. Participants shared information about their career paths leading to administrative positions;…
Broughton, Sam F.; Lahey, Benjamin B.
The relative effects of positive reinforcement, response cost, and the two contingencies combined when used as contingencies for correct academic responses were compared on the dependent measures of accuracy of academic performance and level of on-task behavior. All three contingency systems increased academic performance and on-task behavior.…
Hancks, Meredith L.
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…
Brown, Coke R.; Myers, Rosemary
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)
Lightsey, Ralph; And Others
This 1975 edition of the faculty handbook brings together guidelines and procedures which govern the operation of the college, along with the fundamental rules, regulations, and policies relevant to their positions. The handbook's main sections deal with the school's history and purpose, organization and administration, academic structure, faculty…
Sarkiss, Christopher A; Riley, Kyle J; Hernandez, Christopher M; Oermann, Eric K; Ladner, Travis R; Bederson, Joshua B; Shrivastava, Raj K
Engagement in research and academic productivity are crucial components in the training of a neurosurgeon. This process typically begins in residency training. In this study, we analyzed individual resident productivity as it correlated to publications across all Accreditation Council for Graduate Medical Education (ACGME)-accredited neurosurgery training programs in an attempt to identify how programs have developed and fostered a research culture and environment. We obtained a list of current neurosurgery residents in ACGME-accredited programs from the American Association of Neurological Surgeons database. An expanded PubMed and Scopus search was conducted for each resident through the present time. We tabulated all articles attributed to each resident. We then categorized the publications based on each neurosurgical subspecialty while in residency. A spreadsheet-based statistical analysis was performed. This formulated the average number of resident articles, h-indices, and most common subspecialty categories by training program. We analyzed 1352 current neurosurgery residents in 105 programs. There were a total of 10 645 publications, of which 3985 were resident first-author publications during the period of study. The most common subspecialties among all resident publications were vascular (24.9%), spine (16.9%), oncology (16.1%), pediatric (5.6%), functional (4.9%), and trauma (3.8%). The average resident published 2.9 first-author papers with average of 38.0 first-author publications by total residents at each program (range 0-241). The average h-index per resident is 2.47 ± 3.25. When comparing previously published faculty h-index program rankings against our resident h-index rankings, there is a strong correlation between the 2 datasets with a clear delineation between Top-20 productivity and that of other programs (average h-index 4.2 vs 1.7, respectively, P < .001). Increasing program size leads to a clear increase in academic productivity on both the
Chronicle of Higher Education, 1993
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)
Jamestown Community Coll., NY.
This contract between the faculty association of Jamestown Community College and the Board of Trustees of Jamestown Community College covers the academic year 1973-1974. Articles of the agreement cover recognition, association and instructors' rights, rights of the Board, deductions and professional dues, conditions of employment, appointment and…
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…
Ruiz, Elsa Cantu; Machado-Casas, Margarita
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.…
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…
Whitfield, Toni Selena; Hickerson, Corey
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…
Bentley, Peter James; Kyvik, Svein
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…
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…
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…
Drew, Steve; Klopper, Christopher
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…
Gabbard, Anita; Mupinga, Davison M.
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…
Watkins, Marley W; Chan-Park, Christina Y
Hirsch's (2005) h index has become one of the most popular indicators of research productivity for higher education faculty. However, the h index varies across academic disciplines so empirically established norms for each discipline are necessary. To that end, the current study collected h index values from Scopus and Google Scholar databases for 401 tenure-track faculty members from 109 school psychology training programs. Male faculty tended to be more senior than female faculty and a greater proportion of the male faculty held professorial rank. However, female faculty members outnumbered males at the assistant and associate professor ranks. Although strongly correlated (rho=.84), h index values from Google Scholar were higher than those from Scopus. h index distributions were positively skewed with many faculty having low values and a few faculty having high values. Faculty in doctoral training programs exhibited significantly larger h index values than faculty in specialist training programs and there were univariate differences in h index values across academic rank and sex, but sex differences were not significant after taking seniority into account. It was recommended that the h index be integrated with peer review and diverse other indicators when considering individual merit.
Waaijer, Cathelijn J. F.
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…
Villavicencio, Felicidad T.; Bernardo, Allan B. I.
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,…
Field, Tiffany; Diego, Miguel; Sanders, Christopher E.
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…
Good, Marie; Adams, Gerald R
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.
For many graduate students, the academic path may not be the best fit, and with limited faculty positions available, many students are now looking to other career possibilities. University programs are helping students to explore and pursue alternative careers.
Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A.
This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools'…
Chung, Joanne; Schriber, Roberta A; Robins, Richard W
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.
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,…
Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik
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.
Shaker, Genevieve G.
Nontenure-track faculty are an increasingly crucial component of the higher education workforce. Much of what we know about this population remains either quantitative or anecdotal and does little to provide in-depth insights directly from the faculty themselves that can be of use for faculty development. This phenomenological, interview-based…
Wiegers, Susan E; Houser, Steven R; Pearson, Helen E; Untalan, Ann; Cheung, Joseph Y; Fisher, Susan G; Kaiser, Larry R; Feldman, Arthur M
Academic medical centers are faced with increasing budgetary constraints due to a flat National Institutes of Health budget, lower reimbursements for clinical services, higher costs of technology including informatics and a changing competitive landscape. As such, institutional stakeholders are increasingly asking whether resources are allocated appropriately and whether there are objective methods for measuring faculty contributions and engagement. The complexities of translational research can be particularly challenging when trying to assess faculty contributions because of team science. For over a decade, we have used an objective scoring system called the Matrix to assess faculty productivity and engagement in four areas: research, education, scholarship, and administration or services. The Matrix was developed to be dynamic, quantitative, and able to insure that a fully engaged educator would have a Matrix score that was comparable to a fully engaged investigator. In this report, we present the Matrix in its current form in order to provide a well-tested objective system of performance evaluation for nonclinical faculty to help academic leaders in decision making.
Swanson, H. Lee
The effects of positive reinforcement on an 8-year-old partially sighted girl's visual academic performance were assessed, using a multiple baseline design that involved tasks of matching and of counting number sets. (Author/DLS)
Wang, Hong; Gould, Lawrence V.; King, Dennis
With the rapid growth of online programs and courses at Fort Hays State University (FHSU), the university has faced the challenge of supporting faculty members as they transition to online teaching. Hong Wang, Lawrence V. Gould, and Dennis King share the comprehensive approach the university has developed, an approach that depends on effective…
Moreland, Jack E.
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…
Noh, Hyunkyung; Chang, Eunbi; Jang, Yoojin; Lee, Ji Hae; Lee, Sang Min
Statistical suppressor effects in prediction models can provide evidence of the interdependent relationship of independent variables. In this study, the suppressor effects of positive and negative religious coping on academic burnout were examined using longitudinal data. First, 388 middle school students reported their type of religion and use of positive and negative religious coping strategies. Four months later, they also reported their level of academic burnout. From structural equation modeling, significant suppressor effects were found among religious students. That is, the coefficients became larger when both positive and negative religious coping predicted academic burnout simultaneously, compared to when each religious coping predicted academic burnout alone. However, suppressor effects were not found among non-religious students.
American Association of Univ. Professors, Washington, DC.
This report presents the position of the American Association of University Professors (AAUP) on academic and professional appointments at colleges and universities and the protection of professional appointees who are not faculty members. Faculty members and other professional appointees share similar and overlapping commitments and thus…
Herreid, Clyde Freeman; Full, Robert J.
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…
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.…
Lewis-Stevenson, Sherri; Hueston, William J.; Mainous, Arch G., III; Bazell, Carol; Ye, Xiaobu
Surveyed departments of family medicine to determine workforce composition and rank of women and minority faculty. Found that while faculty were more likely to be female or minority than in other medical disciplines, women and minorities were less likely to be associate or full professors. Found no institutional or departmental characteristics…
Marsh, Herbert W.; And Others
Governing board chairmen of 176 selected postsecondary institutions were surveyed to determine their levels of knowledge, involvement, and satisfaction concerning policies for extra-income-earning activities of the faculty. Such activities provide benefits to the faculty, the university, and to society, but potential conflicts of interest and…
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…
Welch, Betty Jo
Examines a faculty development program that is based on management by objectives. (Includes forms or outlines for making recommendations for reappointment, promotion, or tenure; a development plan for the academic year; and a faculty performance review and development report.) (PD)
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,…
Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik
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…
Baldwin, Constance D; Dreyer, Benard P; Szilagyi, Peter G; Bell, Louis M; Baker, Raymond C; Cheng, Tina L; Coury, Daniel L; DeWitt, Thomas G; Darden, Paul M; Duggan, Anne; Ludwig, Stephen
Academic generalists are unique and important members of the pediatric landscape.(1) Academic general pediatrics (AGP) is not considered a subspecialty, because it adheres to generalist values and embraces a wide range of clinical activities. Nonetheless, academic generalists engage in important scholarly efforts, contribute extensively to the education of new pediatricians, and must be prepared to survive in academia. Academic general pediatric faculty positions are subject to the same appointment and promotion requirements as those of subspecialist faculty.
Fang, Di; Bednash, Geraldine D
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.
Sarikaya, Ozlem; Kalaca, Sibel; Yeen, Berrak C.; Cali, Sanda
Self-assessment tools have previously been used to assess the impact of a faculty development program on the teaching skills of medical educators. In this study, we aimed to assess the impact of a faculty development program on the teaching performances of faculty members in relation to their medical disciplines and academic positions. A…
Academic Senate for California Community Colleges, 2007
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…
Booton, Carol M.
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…
Keengwe, Jared; Kidd, Terry; Kyei-Blankson, Lydia
The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identified themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of Technology, Information Manager, eLearning Manager, Assistant Department Chair, Associate Vice President of Academic Affairs and Consultant. The respondents identified Organizational Support, Leadership, Training and Development, and Resources as the predominate themes affecting Information and Communication Technology (ICT) adoption process in higher education. Evidence from this study offers insights on how higher education administrators and technology leaders could help their faculty and staff to implement appropriate ICT tools and practices to improve student learning.
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.
Peters, Mary Anne; Boylston, Mary
Rising enrollments in schools of nursing have increased the demand for qualified nursing faculty. In the midst of a nurse faculty shortage, many academic institutions are relying on adjunct faculty to fill the gap. The increasing number of adjunct faculty and their need for orientation to the faculty role presents a challenge to schools and departments of nursing. The authors discuss innovative solutions to these challenges.
Richardson, R. M.; Ormand, C. J.; MacDonald, H.; Dunbar, R. W.; Allen-King, R. M.; Manduca, C. A.
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
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…
Coffman, Maren J.; Goodman, Janice H.; Thomas, Tami L.; Roberson, Donna
The Robert Wood Johnson Foundation Nurse Faculty Scholars program provides promising junior faculty extramural funding, expert mentoring, and the training needed to be successful in the academic role. The Nurse Faculty Scholars program, which admitted its first cohort in 2008, is designed to address the nursing faculty shortage by enhancing leadership, educational, and research skills in junior nursing faculty. This article provides an overview of the program, its purpose, and its eligibility requirements. The authors give strategies for selecting mentors, developing the written application, and preparing for an oral interview. Finally, the authors provide an analysis of funded institutions, research design and methods from current and recently funded projects, and rank and positions held by nursing mentors. PMID:22818282
Wannarka, Rachel; Ruhl, Kathy
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…
Heath, Nancy; Roberts, Elizabeth; Toste, Jessica R.
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…
Ekstrom, Ruth B.
This evaluation briefly considers tha numbers of women faculty at higher educational institutions, their status or rank, their distribution in various academic fields, and their salaries. The availability of women for faculty positions and the process by which they are selected are discussed. Among the processes that can limit the hiring of women…
Goldberg-Freeman, Clara; Kass, Nancy; Gielen, Andrea; Tracey, Patricia; Bates-Hopkins, Barbara; Farfel, Mark
Health researchers are increasingly interested in how best to engage communities in their health-related research studies. To help determine how researchers have interacted with community members in their research, we conducted a survey of full-time faculty from the Johns Hopkins Medical Institutions regarding researchers' beliefs and experiences with community-based research. Approximately 41% of respondents who conducted human subject studies had enrolled local residents in their research. Researchers whose studies were based in the surrounding community were significantly more likely to involve community members in all stages of their research (e.g., selection of the problem, project planning, data collection, interpretation and dissemination of results, or developing an intervention) than were faculty whose studies enrolled community members as research participants but whose studies were not set in the community. Over 90% of all faculty respondents agree that community involvement improves the relevance of their research, although almost 60% had not done so. Most faculty value community involvement, but they want more institutional support for such activities and they seek better skills to involve community. Few studies have surveyed researchers who enroll community members as research participants to document practices regarding community involvement in the research process. Given that the majority (73.6%) of faculty responded that they intend to include local residents in their upcoming studies, future research to evaluate interventions designed to facilitate community involvement, especially in the inner city, would help stakeholders identify best practices for involving and engaging communities in health research.
Andrew, Lloyd D.
Firm planning objectives, clearly stated relationships to overall institutional objectives, faculty involvement, and active leadership are advocated for successful academic planning. Faculty involvement is dependent on the strength of the technical, marketing, and budgeting staffs, and involvement in the planning process may kindle faculty…
Kezar, Adrianna; Lester, Jaime
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…
Sule, Venice Thandi
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…
Tootoonchi, Mina; Yamani, Nikoo; Changiz, Tahereh; Taleghani, Fariba; Mohammadzadeh, Zahra
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
Guglielmo, B. Joseph; Edwards, David J.; Franks, Andrea S.; Naughton, Cynthia A.; Schonder, Kristine S.; Stamm, Pamela L.; Thornton, Phillip; Popovich, Nicholas G.
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
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…
Eichinger, Joanne; Downing, June; Evans, Kelly; Feck, Amy; Ike, Robert
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.…
Romanelli, Frank; Smith, Kelly M.
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
Braxton, John M.
A study to determine whether faculty conformity to the four norms of science identified by Merton are integrating mechanisms or whether they are forces of fragmentation is discussed. The four norms are identified: universalism, communality, disinterestedness, and organized skepticism. (Author/MLW)
Robson, Sue; Turner, Yvonne
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…
Moehl, Pamela J.
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…
Sky Lark, Taj'ullah
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…
Flay, Brian R.; Allred, Carol G.
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…
American Federation of Teachers (NJ), 2009
The loss of full-time tenure faculty positions along with the overuse and financial exploitation of contingent faculty (part-time, full-time nontenure track and graduate employees) are roiling higher education around the country. This is called the academic staffing crisis. Many are undoubtedly working through the bargaining process to improve the…
Papousek, Ilona; Nauschnegg, Karin; Paechter, Manuela; Lackner, Helmut K; Goswami, Nandu; Schulter, Günter
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.
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…
Fang, Di; Bednash, Geraldine D
Increasing the pool of doctorally educated nurses pursuing faculty careers is imperative in the development of the nurse faculty workforce. This cross-sectional study aims to identify barriers and facilitators to academic careers for doctor of nursing practice (DNP) students. One thousand five hundred DNP students were randomly selected from nursing schools across the country to participate in our survey, and a 56.9% response rate was achieved. The study found that 32% of respondents planned to pursue faculty careers after graduating. Students with postgraduation plans for academic careers, nonacademic careers, and undecided careers did not show distinct differences in demographic and academic characteristics, except that students who planned to pursue academic careers were more likely to have full-time and part-time faculty status. However, students in the 3 groups perceived facilitators and barriers to academic careers differently. The most influential facilitators were interest in teaching and an appreciation of the impact of nursing research on patient care, and the most considered barriers were poor financial compensation and a negative perception of academia. In terms of academic preparation, a large percentage of DNP students who planned to pursue a faculty career reported that they were not confident in teaching informatics. These findings are also consistent for DNP students who were not a faculty member. The impact of DNP education appeared to have a small, although positive, impact on students' decisions to pursue academic careers.
Agar, David L.
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…
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…
Leslie, Karen; Lingard, Lorelei; Whyte, Sarah
Mentoring is one way in which new faculty can acquire the skills needed for a successful academic career. Little is known about how informal mentoring is operationalized in an academic setting. This study had two main objectives: (1) to determine if junior faculty identify as having an informal mentor(s) and to describe their informal mentoring relationships; and (2) to identify the areas in which these faculty seek career assistance and advice. The study employed a grounded theory approach. Subjects were recruited from the clinical teaching faculty and were 3-7 years into their first faculty position. Theoretical sampling was employed in which data analysis proceeded along-side data collection, and collection ceased when saturation of themes was reached. Saturation was reached at ten subjects. Data were collected by individual interviews. Four topics recurred: qualities sought in mentors, processes by which guidance is obtained, content of the guidance received and barriers. Faculty obtained guidance in two principal ways: (a) through collegial working relationships; and (b) through discussion with senior clinicians as part of the evaluative system in the department. Participants discussed the degree of mentoring they received in the areas of: career focus, orientation to the organization, transition of role from trainee to faculty and work/nonwork balance. Barriers identified included an evaluative role and conflict of interest on the mentor's part. Junior faculty identify some relationships from which they receive guidance; however, limitations in these relationships result in a lack of mentorship on career direction and on balancing career with personal life.
Bury, Sophie; Sheese, Ron
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,…
Kavan, Michael G.; Malin, Paula Jo; Wilson, Daniel R.
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…
Mears, Kim; Bandy, Sandra L.
Background The role of health sciences librarians has expanded in the scholarly communications landscape as a result of the increase in federal public access mandates and the continued expansion of publishing avenues. This has created the need to investigate whether academic health sciences libraries should have scholarly communications positions to provide education and services exclusively related to scholarly communication topics. Methods A nine-question online survey was distributed through the Association of Academic Health Sciences Libraries (AAHSL) email discussion list to gather preliminary findings from and opinions of directors of health sciences libraries on the need for scholarly communications positions. Results The survey received a 38% response rate. The authors found that AAHSL members are currently providing scholarly communications services, and 46% of respondents expressed the need to devote a full-time position to this role. Discussion Our survey reveals a juxtaposition occurring in AAHSL member libraries. While administrators acknowledge the need to provide scholarly communications services, they often experience budget challenges in providing a full-time position for these services. PMID:28377677
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.
Liao, Kelly Yu-Hsin; Wei, Meifen
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.
Yan, Guangcai; Yue, Ying; Niu, Menghu
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…
Conley, Valerie Martin
As the age of the population continues to increase, faculty retirement issues are becoming more central to campus-level planning and management. Academic planners and senior administrators recognize that there are positive, negative, and unintended consequences associated with various retirement programs and policies, whether they are early…
The article analyzes the relations between the process of academic modernization at the University of Buenos Aires in the mid-1950s and the individuals who led this process, influenced by innovative views, transformations, and people from the Faculty of Medicine. This reconstruction of the debates, proposals, and actual changes at the Faculty focuses especially on Alfredo Lanari, who, at the First Congress on Medical Education, held by the Argentinean Medical Association in 1957, put forward ideas on clinical research, teaching, and health care that showed how complicated full-time work would be for someone with the professional profile of a clinical researcher.
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…
Moss-Racusin, Corinne A; Dovidio, John F; Brescoll, Victoria L; Graham, Mark J; Handelsman, Jo
Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student-who was randomly assigned either a male or female name-for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants' preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.
Mendoza, Pilar; Berger, Joseph B.
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…
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…
Castro, Sergio; Navarro, Rafael M.; Camacho, Emilio; Gallardo, Rosa; García-Ferrer, Alfonso; Pérez-Marín, M. Dolores; Peña, Adolfo; Taguas, Encarnación V.
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
De George, Richard T.
Asserts that Martin Michaelson's proposal in "Should Untenured as Well as Tenured Faculty Be Guaranteed Academic Freedom? A Few Observations," despite its good intentions, is seriously flawed and if adopted in preference to existing standards will weaken rather than strengthen academic freedom. (EV)
Seritan, Andreea L.; Iosif, Ana-Maria; Hyvonen, Shelby; Lan, Mei-Fang; Boyum, Kathleen; Hilty, Donald
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,…
Twombly, Susan B.; Wolf-Wendel, Lisa; Williams, James; Green, Pamela
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…
National Academies Press, 2006
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,…
White, Gary W.
Analyzes position announcements for academic libraries seeking business, social science, and science librarians to determine the requirements, characteristics, and qualifications for the positions. Includes salary information and comparisons, primary responsibilities, and required and preferred education and skills. Results indicate higher than…
Background: Inspired by various conceptualizations of both cultural diversity and cross-role partnership, this discussion challenges the assumption that holds sway in many people's minds: Differences primarily divide us. The context for this argument is a program that pairs undergraduate students and faculty members in semester-long…
Delimont, Nicole; Turtle, Elizabeth C.; Bennett, Andrew; Adhikari, Koushik; Lindshield, Brian L.
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…
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…
Heath, Nancy; Roberts, Elizabeth; Toste, Jessica R
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 not adolescents with difficulty report overly positive self-perceptions. The present study sought to investigate self-perceptions of performance in the domains of spelling and math among a sample of adolescents with and without learning disabilities (LD). A total of 58 adolescents with and without LD participated. Adolescents with LD significantly overestimated their performance in math relative to their actual performance, but not in spelling, reflecting the predominant difficulty of the sample in the area of math rather than spelling. In addition, the magnitude of the gap between math predictions and actual performance was significantly greater for the group with LD than the group without LD. Findings support the existence of positive illusions in specific areas of deficit.
The article compares the employment regime for academics in UK HEIs with that of faculty in US HEIs. It considers, "inter alia", "progressive discipline", "at will contracts", "the Model Statute", "academic freedom", "faculty misconduct" and "academic underperformance".…
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…
Harvey, William B.
In a discussion of the limitations on African-American participation in higher education, it is concluded that, because college faculty are at the heart of the academic experience, their failure to deplore or even acknowledge racist or discriminatory behavior in society amounts to implicit endorsement of bias. (MSE)
Levin, John S.
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…
Hamilton, Neil W.
The work of individual professors and members of the "faculty" requires a high degree of autonomy. This professional independence that educators enjoy individually through academic freedom and collectively through peer review and shared governance arises from a social contract, a tacit agreement with the public about the contribution of…
Lee, Barbara A.; And Others
The application of the comparable worth doctrine to faculty positions in higher education is examined and the political, legal, legislative, and collective bargaining approaches taken towards its adoption are reviewed and analyzed. Recommendations for enhancing salary equity in academe are postulated. (Author/MLW)
Academic Medicine, 1996
This position paper of the Association of American Medical Colleges gives an overview of the current situation regarding women's careers in academic medicine; looks at some reasons for disparities between men and women; and makes recommendations concerning development and mentoring of women faculty, administrators, residents, and students as well…
Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.
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…
Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture. ASHE-ERIC Higher Education Report, Volume 27, Number 6. Jossey-Bass Higher and Adult Education Series.
Aguirre, Adalberto, Jr.
In an attempt to address the need for substantive comparisons in the minority university faculty population, this monograph examines the relative differences in minority groups in the faculty population when the data permit comparisons. The report also examines research on the status of women faculty members. The discussion assembles a large…
Alm, Kent F.; And Others
A process for the management of reductions in the number of faculty positions available to a university is described. It considers staffing by projections, the evolution of personnel planning, and the balance of reductions in faculty and administration, along with coping strategies and advice growing out of five years of enrollment decline…
Cipriano, Robert E.; Buller, Jeffrey L.
Most position descriptions for college and university faculty include benchmarks that indicate assumptions about collegiality. Criticism about this practice has been voiced for years. But case law in the United States has upheld the use of collegiality as a factor in decisions regarding faculty employment, tenure, and promotion. Indeed, several…
O'Meara, KerryAnn; Terosky, Aimee LaPointe
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,…
Ehrenberg, Ronald G.; Patterson, Richard W.; Key, Andrew V.
During the 2011-12 academic year, a group of faculty and student researchers at the Cornell Higher Education Research Institute (CHERI) gathered information on which public and private institutions had faculty members on boards of trustees and obtained the names of the faculty members serving in these roles. In April and May 2012, the authors…
Valentine, Sean; Kidwell, Roland E.
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…
Abdul Cader, Akram
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…
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).
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…
Cvetanovich, Gregory L.; Saltzman, Bryan M.; Chalmers, Peter N.; Frank, Rachel M.; Cole, Brian J.; Bach, Bernard R.
Background: Research productivity is considered an important factor in academic advancement in sports medicine. No study to date has evaluated academic productivity and correlates of academic rank for sports medicine fellowship faculty. Purpose: To describe the academic productivity of American Orthopaedic Society for Sports Medicine (AOSSM) fellowship program faculty and to determine the association between academic productivity, fellowship characteristics, and academic rank. Study Design: Descriptive epidemiology study. Methods: Characteristics of orthopaedic sports medicine fellowship programs were obtained from the AOSSM and program websites. Metrics of academic productivity (Hirsch index [h index], I-10 index, publications, citations, and number of publications in several journals) were obtained from Scopus. Statistical analyses were conducted to determine whether academic productivity differs with fellowship attributes and academic rank. Results: A total of 90 AOSSM sports medicine fellowship programs with 610 associated faculty members were identified. Faculty were predominantly male (94%), at academic medical centers (74%), members of AOSSM (71%), and sports medicine–fellowship trained (84%). Faculty had a median of 18 (range, 0-684) publications overall, including a median of 3 (range, 0-161) publications since 2012. All measures of academic productivity were significantly higher among faculty employed at academic medical centers compared with those not employed at academic centers (P < .05 in all cases). On multivariate ordinal regression analysis, the best correlates of higher academic rank were higher cumulative h index (1.22; P < .001) and longer time in practice since fellowship (1.14; P < .001), which predicted 63.8% of the variance in academic rank. Fellowships with a larger number of fellows had more publications and citations per faculty member, higher faculty cumulative h index, and more publications in the American Journal of Sports Medicine
LaMantia, Joseph; Hamstra, Stanley J; Martin, Daniel R; Searle, Nancy; Love, Jeffrey; Castaneda, Jill; Aziz-Bose, Rahela; Smith, Michael; Griswold-Therodorson, Sharon; Leuck, JoAnna
This 2012 Academic Emergency Medicine consensus conference breakout session was devoted to the task of identifying the history and current state of faculty development in education research in emergency medicine (EM). The participants set a future agenda for successful faculty development in education research. A number of education research and content experts collaborated during the session. This article summarizes existing academic and medical literature, expert opinions, and audience consensus to report our agreement and findings related to the promotion of faculty development.
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);…
Jaeger, Audrey J.
While it may provide greater economic efficiency, the increased use of part-time faculty in colleges and universities has been strongly criticized. The criticisms of increased employment of contingent faculty are based on research that supports the idea that faculty-student interaction leads to positive outcomes, including increased cognitive and…
Perkinson-Gloor, Nadine; Lemola, Sakari; Grob, Alexander
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…
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…
Sarfo, Frederick Kwaku; Elen, Jan
Introduction: This study addresses two major issues with respect to cooperative learning. The study aims at experimentally investigating the function of positive resource interdependence and individual accountability on academic performance of individuals in cooperative learning. Method: To achieve the purpose a two by two randomized post-test…
Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert
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…
Research needs innovative ideas, time for design, performance and discussion of projects, and freedom in the daily routine. Integrating the individual working concepts in the given profile of the university hospital and the national research system requires a suitable institutional framework and individual academic mentoring. German university medicine is shaped by a steep hierarchy and high economic pressure - factors that are justified by the medical care system, but which are counterproductive in research. There is a lack of scientific education, time, incentives, and adequate infrastructure - conditions which do not motivate for a scientific career. The increasing interdisciplinary cooperation between medicine and natural sciences, however, has had a positive impact on medical research. Wissenschaftsrat (German Council of Science and Humanities) and DFG (German Research Foundation) analyzed German university medicine and published forward-looking recommendations, which emphasize that university hospitals have to be structurally adjusted to satisfy the needs of medical research and education. Only after the implementation of the recommendations can it be assessed whether the proposed changes solve the designated problems.
To combat the nursing shortage, efforts to promote nursing as a career have been successful. However, academic nursing institutions are not adequately prepared for this new influx of applicants. The lack of faculty to educate the growing demand for baccalaureate-prepared RNs directly impacts the nursing shortage. The nursing shortage thus directly impacts safe patient care. The main reasons for the lack of faculty to meet the demand for more nurses include the increased age of the current faculty and the declining number of years left to teach, expected increases in faculty retirements, less compensation for academic teaching than positions in clinical areas for master's-prepared nurses, and finally, not enough master's and doctoral-prepared nurses to fill the needed nurse educator positions It is in the best interest of the nursing profession to do what it does best by incorporating the nursing process to solve the faculty shortage and secure its future in order to protect the lives of patients.
Women and underrepresented minorities are receiving the doctorate in record numbers these days. For example, women got 45 percent and minorities 19 percent of the 39,955 doctoral degrees awarded in 2000, and both figures were all-time highs. So it comes as something of a surprise to learn that senior academic women in science and engineering are…
Bryden, Pamela J.; Fletcher, Paula C.
The current study reports on a study examining the safety concerns of male and female faculty members on a small university campus. A 160-item questionnaire was distributed to 100 faculty members (58 males and 42 females; response rate was approximately 30%), which asked individuals questions pertaining to socio-demographic information, daily…
Advising Time Inventory: Consequences of the General College Individualized Baccalaureate Degree Program on Faculty Advising, Activities, and Academic Load. The General College Studies, Volume XV, Number 2.
Hansen, Evelyn Unes
In order to determine if the recently instituted, individualized baccalaureate (BA) degree program at General College had affected the time spent in, and the nature and scope of faculty advising, this study identified how much "real time" was spent by faculty in advising, with whom, and on what kinds of activities. During the winter quarter, 1978,…
Lin-Cook, Wendy Wen-Chun
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,…
Hassouneh, Dena; Lutz, Kristin F.; Beckett, Ann K.; Junkins, Edward P.; Horton, LaShawn L.
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
Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E.; Voytko, Mary Lou
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
Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E; Voytko, Mary Lou
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.
Bacci, Jennifer L; Akinwale, Tolu P; Adams, Alex J; McGivney, Melissa Somma
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.
Akinwale, Tolu P.; Adams, Alex J.; McGivney, Melissa Somma
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
Quesenberry, Alexandria C; Oelschlegel, Sandy; Earl, Martha; Leonard, Kelsey; Vaughn, Cynthia J
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.
Albert, Louis S.; Watson, Rollin J.
Controversy over the widespread use of part-time faculty, as well as related legal and administrative problems, calls for a mainstreaming of part-time faculty into the academic process of an institution. Faculty unions claim increased utilization of part-time instructors undermines full-time faculty benefits and exploits part-time teachers.…
Mandel, Jerry E.; Hellweg, Susan A.
The dilemma of providing for continued development of new academic programs in the context of severe budgetary constraints is examined. Two curricular planning strategies that provide for academic growth with minimum resource proliferation are detailed--development of umbrella academic programs and creation of curricular aggregates. (AF)
Byrd, G D
OBJECTIVES: This 1990-1991 study explored the relationship between the size of health sciences library journal collections and the number of different journals cited by medical school faculty in departments of biochemistry and medicine. METHODS: Two regression equations, including variables associated with a national stratified sample of 622 faculty who published articles during those two years, were used to explore factors correlated with variations in faculty use of the journal literature and faculty publishing productivity. RESULTS: Results suggest that, after controlling for other variables in the models, neither the number of different journals those faculty cited, nor the number of articles they published, had statistically significant correlations with the number of journals in the health sciences library collection. CONCLUSION: The traditional view that the size of an academic health sciences library's journal collection is a good measure of how well that library is positioned to support faculty research may not be entirely accurate. PMID:10427433
Ross, Justin Meredith
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…
Shrader, Sarah; Mauldin, Mary; Hammad, Sammar; Mitcham, Maralynee; Blue, Amy
There is an on-going transformation in health professions education to prepare students to function as competent members of an interprofessional team in order to increase patient safety and improve patient care. Various methods of health education and practice directed toward students have been implemented, yet descriptions of faculty development initiatives designed to advance interprofessional education and practice are scarce. This article describes a faculty development program at the Medical University of South Carolina, USA, based on the conceptual framework of adult transformational learning theory. Three components comprise the faculty development program: an institute, fellowship and teaching series. Evaluations of the three components indicate that the faculty development program aided in the sustainability of the university's interprofessional program, and built capacity for improvement and growth in interprofessional endeavors.
Ison, David C.
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…
Honan, James P.; Westmoreland, Andrew; Tew, W. Mark
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…
Brannon, Tiffany N; Markus, Hazel Rose; Taylor, Valerie Jones
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.
Penfold, P S
A comparison of numbers of women psychiatrists with faculty appointments and women residents in Departments of Psychiatry in Canada in 1975 and 1985 showed that the average percentage of women faculty has increased from 11.4% to 14.3% and of women residents from 23.5% to 43.4%. Some departments appeared to be oblivious to the special educational role of women faculty and had not discussed the discrepancy between the numbers of faculty and residents. Only two departments were actively recruiting women faculty. The study also demonstrated a continued concentration of women in the lower ranks. Barriers to recruiting women faculty include lack of academic role models, job advertising not specifically designed to attract women candidates, rigid requirements for appointments, women's lack of access to male corridors of power, pervasive underlying doubts about women's abilities and competence based on cultural stereotypes, female socialization which does not lend itself readily to roles of authority, assertiveness and leadership, and the role strain that ensues when women psychiatrists try to combine career, marriage and motherhood. If women psychiatrists are to fill some of the positions in Departments of Psychiatry, which will fall vacant over the next decade, much more attention must be paid to eliminating or diminishing the multiple obstacles for women who chose a career in academic psychiatry.
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…
The concept of academic malpractice is discussed in terms of student gains in consumerism regarding institutional accountability, and in terms of faculty rights to academic freedom and relationships with administrators. (LBH)
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…
Farrell, Terence; Casavant, Ken; Jessup, Eric
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…
Chisholm-Burns, Marie A; Gatwood, Justin; Spivey, Christina A; Dickey, Susan E
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.
Gatwood, Justin; Spivey, Christina A.; Dickey, Susan E.
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
Haviland, Mark G.; Dial, Thomas H.; Pincus, Harold Alan
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…
Boonen, Tinneke; Pinxten, Maarten; Van Damme, Jan; Onghena, Patrick
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…
Evans, Connie Joan; Francis Shackell, Eileen; Jean Kerr-Wilson, Selma; Joan Doyle, Glynda; McCutcheon, Jodie Anita; Budz, Bernice
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.
Kennedy, Caitlin; Vogel, Amanda; Goldberg-Freeman, Clara; Kass, Nancy; Farfel, Mark
Academic faculty members are increasingly following community-based participatory research (CBPR) principles. We conducted qualitative, in-depth interviews with 22 Johns Hopkins faculty members who conduct community-based research to understand their experiences and perspectives. Respondents engaged the community in numerous ways, ranging from working with community advisory boards to hiring community members as project staff to collaborating with community members across all phases of research. Challenges included defining “community,” ensuring adequate community representation, sharing power with community partners, overcoming an institutional history of strained community-academic relationships, and working within existing academic incentive structures. Despite these challenges, respondents generally felt their experiences conducting research with community participation were positive and successful. Policy changes at funding and academic institutions and an emphasis on the similarities between CBPR and ethical principles could improve support for CBPR approaches. PMID:19480587
DeWitt, T G
Developing the academic skills of the individuals who will serve as educators and role models in the community is critical to pediatric resident education in community settings. The main focus of any faculty development program must be on teaching, although for a subset of individuals, the development of research skills should also be a consideration. The three key elements that must be considered for an effective faculty development program include: (1) creating a culture of mutual respect between full-time and community faculty; (2) basing the program on sound principles of education theory, especially adult learning theory, using appropriately trained faculty; and (3) establishing ongoing institutional financial and philosophical support. Effectively addressing these elements should create a faculty development program that will help the community practitioner become an effective role model and practitioner- preceptor-educator.
Eells, Walter Crosby; Cleveland, Austin Carl
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)
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…
Nicklin, Wendy; Mass, Heather; Affonso, Dyanne D; O'Connor, Patricia; Ferguson-Paré, Mary; Jeffs, Lianne; Tregunno, Deborah; White, Peggy
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.
Yousef, Darwish Abdulrahman
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…
Kuehn, Mary Beth
Nursing administrators and faculty have a professional and ethical responsibility to develop and maintain a caring and healthy work environment for nursing faculty. To recruit and retain quality nursing faculty in the current nursing faculty shortage, a healthy work environment is essential. This article focuses on nursing administrators' and nursing faculty members' role in promoting a healthy academic work environment. Strategies to develop and sustain this environment are discussed.
Eddy, Pamela L.; Ward, Kelly
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,…
Fang, Di; Bednash, Geraldine D; Arietti, Rachael
The shortage of doctorally educated nurses pursuing faculty careers is a major concern regarding the development of the nurse faculty workforce. This cross-sectional study aims to identify barriers and facilitators to academic careers for doctoral (PhD) nursing students. A total of 1,500 PhD students were randomly selected from nursing schools across the country to participate in our survey, and a 62.8% response rate was achieved. The study found that 72% of respondents planned to pursue faculty careers after graduating. Students with postgraduation plans for academic careers, nonacademic careers, and undecided careers showed distinct profiles of demographic and academic characteristics. They also perceived facilitators and barriers to faculty careers differently. The most influential facilitators were interest in teaching and an appreciation of the impact of nursing research on patient care, and the most considered barriers were poor financial compensation and a negative perception of academia. Minority students were more likely than White students to have plans for academic careers. Various experiences during doctoral education appeared to have a positive impact on students' decisions to pursue academic careers.
Marsh, Herbert, W.; Linnell, Robert H.
Chairpersons of governing boards were surveyed regarding the policies and practices related to extra-income-earning activities of faculty at their institutions. The results are preliminary since more data are still being collected. A total of 176 institutions were surveyed, ranging from two-year colleges and specialized professional schools to…
Waters, Susan; Anderson-Lain, Karen
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…
Knirk, Brian Doyle
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…
Newland, Myrna C; Newland, James R; Steele, David J; Lough, Diana R; McCurdy, Fredrick A
The authors describe the faculty development program at the University of Nebraska Medical Center. Faculty needs were identified in instructional skill development, academic socialization and mentoring. Committees with campus-wide representation designed the instructional activities. Among the total 749 faculty, 59% attended at least one faculty development offering consisting of one and two-day institutes or two-hour luncheon workshops in the past five years. Evaluations ranked each event highly for quality, relevance, impact on teaching and usefulness. Experiences in creating a successful faculty development program at an academic medical center are reported. Success was measured by attendee numbers and increased participation of faculty in teaching and mentoring. Factors contributing to this success include generous financial support by leadership, broad-based planning and administrative support.
Cummings, William K.; Finkelstein, Martin
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…
Buller, Jeffrey L.
Academic Leadership 2.0 means making an administrative partnership with the faculty the cornerstone of an institution's culture. Administrators have to stop thinking of themselves as operating on a different level from the faculty. The fear many administrators have is that if they demonstrate their willingness to advocate for the faculty, the…
Perkinson-Gloor, Nadine; Lemola, Sakari; Grob, Alexander
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 mediated by increased daytime tiredness and lower self-discipline/behavioral persistence. Further, we address the question whether adolescents who start school modestly later (20 min; n = 343) receive more sleep and report better functioning. Sleeping less than an average of 8 h per night was related to more tiredness, inferior behavioral persistence, less positive attitude toward life, and lower school grades, as compared to longer sleep duration. Daytime tiredness and behavioral persistence mediated the relationship between short sleep duration and positive attitude toward life and school grades. Students who started school 20 min later received reliably more sleep and reported less tiredness.
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
Ka opua, Heipua
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: 1)…
June, Audrey Williams
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…
Liu, Richard; Liu, Rebecca
Equity in faculty salaries has always been a controversial issue facing institutions of higher education. As a bastion of academic freedom where faculty and students purse knowledge, it is almost anti-intellectual to find a gender gap in salaries. More importantly, there are laws, which ensure gender equity in salaries. Thus, salary equity has…
Gorski, Irena; Mehta, Khanjan
There currently exists an incompatibility between the demands of university administrators for increased community engagement and the realities facing faculty who want to integrate it into their academic coursework, research, and professional service. This article provides insight on the complex challenges preventing faculty from becoming involved…
Bianco-Mathis, Virginia, Ed.; Chalofsky, Neal, Ed.
The ten papers in this guide for college faculty address the academic roles and responsibilities of faculty members in institutions of higher learning, as well as issues and trends in academia. The individual papers are: (1) "Administration and Management" (Nyla Carney and Teresa Long); (2) "Teaching and Learning" (James J.…
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…
Heyman, Janna C.; Gutheil, Irene A.; White-Ryan, Linda; Phipps, Colette; Guishard, Dozene
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…
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,…
Discusses research constraints cited for nursing faculty--lack of socialization for nurses to research, lack of academic background, and lack of research time--and suggests ways to incorporate research activities into nursing faculty regular workload using resources available in clinical and campus settings. (MF)
Cordes, John W.; Dunbar, David; Gingerich, Jeff
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…
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…
Diaz, Veronica; Garrett, P. B.; Kinley, Edward R.; Moore, John F.; Schwartz, Celeste M.; Kohrman, Pat
In the 21st century, colleges and universities need to consider faculty development programs in the same way that they view academic programs for their Net Gen and Millennial students. In other words, successful faculty development programs should include mentoring, delivery in a variety of on-campus and off-campus formats (face-to-face, blended,…
Rupp-Serrano, Karen; Robbins, Sarah
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…
Mancil, Gary L.; And Others
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…
Muramoto, Myra L.; Lando, Harry
Issues Cessation programs are essential components of comprehensive tobacco control. Health care providers, especially physicians, have major responsibility for role modeling and promoting cessation. For successful, sustainable cessation training programs, countries need health care professionals with knowledge and skills to deliver and teach tobacco cessation. Approach Review literature relevant to faculty development in tobacco cessation and discuss its strategic potential in tobacco control. Key findings Faculty development is essential for sustainable tobacco cessation training programs, and a potentially powerful strategy to shift professional and societal norms toward cessation and support of comprehensive tobacco control in countries with normative tobacco use and underdeveloped tobacco control programs. Implications Medical faculty are in a key position to influence tobacco cessation and control programs because of their roles as educators and researchers, receptivity to innovation and, influence on competencies and standards for medical education and practice. Faculty development programs must consider the number and type of faculty, and tobacco cessation curricula needed. Faculty development fosters the ability to institutionalize cessation education for students and community practitioners. Academic faculty are often leaders in their professional disciplines, influential in establishing clinical practice standards, and technical experts for government and other key health organizations. Conclusion Training health care professional faculty to become knowledgeable and committed to tobacco cessation opens opportunities to promote cessation and shift professional and societal norms away from tobacco use. PMID:19737208
Hall, Leslie Walter; Zierler, Brenda K
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.
Zierler, Brenda K.
With the growth of interprofessional education (IPE) and practice in health professional schools, faculty members are being asked to assume new roles in leading or delivering interprofessional curriculum. Many existing faculty members feel ill-prepared to face the challenges of this curricular innovation. From 2012–2013, University of Missouri – Columbia and University of Washington partnered with six additional academic health centers to pilot a faculty development course to prepare faculty leaders for IPE. Using a variety of techniques, including didactic teaching, small group exercises, immersion participation in interprofessional education, local implementation of new IPE projects, and peer learning, the program positioned each site to successfully introduce an interprofessional innovation. Participating faculty confirmed the value of the program, and suggested that more widespread similar efforts were worthwhile. This guide briefly describes this faculty development program and identifies key lessons learned from the initiative. Peer learning arising from a faculty development community, adaptation of curricula to fit local context, experiential learning, and ongoing coaching/mentoring, especially as it related to actual participation in IPE activities, were among the key elements of this successful faculty development activity. PMID:25019466
Lillis, Michael P.
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…
Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C
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
Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C
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.
Academic Senate for California Community Colleges, 2012
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…
Horvath, Zsuzsa; Albani, Sarah E; Wankiiri-Hale, Christine
The anticipated shortage of dental faculty presents a challenge for dental education as it will greatly impact the training of the next generation of practicing dentists. One way to alleviate shortages is to identify students who are interested in an academic career at the predoctoral level and provide them with training in teaching, research, and leadership. Based on available evidence, formal programs offer the best way to introduce students to academia as a viable career path. A well-designed program can also equip interested students with the necessary skills and basic knowledge to facilitate starting an academic career. The University of Pittsburgh School of Dental Medicine has developed a three-tiered model for providing its dental students with exposure to and training in academic dentistry. The three tiers reflect differing levels of commitment: 1) a two-year academic career track program, 2) academic career track elective courses, and 3) extracurricular activities. The aim of this study was to provide an initial assessment of the program's overall effectiveness. Data were collected using student and faculty surveys and student applications for the two-year academic career track program. The data gathered included characteristics of, and feedback from, students taking the elective courses, as well as student and faculty feedback about student teacher effectiveness. The study found overall positive responses to the three-tiered program from faculty, students, and student teachers at this initial stage. Whether these students ultimately become faculty members (the ultimate goal of the program) will be assessed in the future.
LoCascio, Susan H.
This study examined (a) the differences in perceptions of faculty, full-time versus part-time, at a community college in northern Alabama on the importance of institutional effectiveness activities; (b) the factors that affect perceptions of the importance of institutional effectiveness activities; and (c) the effect of academic discipline,…
Levin, John S.; Aliyeva, Aida
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…
Lasiter, Sue; Marchiondo, Lisa; Marchiondo, Kathleen
Academic incivility remains a problem on college campuses. Nursing research has refocused from student impropriety to aberrant faculty behaviors. Our original study using the Nursing Education Environment Survey showed that 133 of 152 student participants experienced uncivil treatment. Latent, inductive content analysis was undertaken to analyze narratives about their "worst experience" of negative faculty behavior. Four categories were identified: "In front of someone," "Talked to others about me," "Made me feel stupid," and "I felt belittled." Incivility had a profound effect on students and is problematic because it increases already significant academic pressure; it interferes with learning and safe clinical performance; it is contrary to caring, a central nursing concept; and it decreases program satisfaction and retention. Few nursing schools have civility policies for faculty behavior. Formal procedures that promote professional interaction should be crafted and implemented. Equally important is creating ways for nursing students to document incivility without fear of retaliation.
Lu, Pei-Pei; Ting, Shing-Shiang; Chen, Mei-Ling; Tang, Woung-Ru
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.
Noble, Rick N.; Heath, Nancy L.; Toste, Jessica R.
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,…
Rombough, Ria; Johnson, Janice
Faculty-in-residence programs have long been touted as a successful way to provide for both intentional and casual out-of-the-classroom interactions between students and faculty. Despite research on the benefits to students and to faculty of such programs, academic commitments and lack of clarity around the role of live-in faculty has made recruiting of faculty a challenge. This case study provides an account of how McGill University, a publicly-funded, research-intensive university in Montreal, Canada, undertook the development and implementation of a new faculty-in-residence model that honored the long history of faculty living in McGill's residences, provided structured opportunities for faculty-student engagement, and reflected McGill's unique residence culture.
Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly
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.
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
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
The Faculty Institutional Survey was conducted in 1999 to assess the opinions and satisfaction of members of the Kapiolani Community College faculty. In addition to biographical information, the survey includes satisfaction questions divided into nine sections: academic quality, facilities and equipment, faculty involvement, leadership, personnel…
The Council of Graduate Schools' description of the faculty role differentiates several kinds of faculty service: "Service in the context of academia generally refers to service to the institution, the external community, and the larger academic community." Within these categories, the faculty role toward the external community has taken on a new…
Glover, Louis C.; Simpson, Lynn A.; Waller, Lee Rusty
This article explores disparities in faculty salaries between metropolitan and nonmetropolitan Texas community colleges. The analysis reveals a significant difference in faculty salaries for the 2000 and 2005 academic years respectively. The study found no significant difference in the rate of change in faculty salaries from 2000 to 2005.…
Grobgeld, Esther; Teichman-Weinberg, Ariela; Wasserman, Egoza; Barchilon Ben-Av, Mercedes
The goal of this study was to examine how faculty members at academic colleges of education perceive their role and to consider elements of their work that need to be included in a professional profile definition. All faculty of one college of education were asked: "What are the tasks/obligations of a faculty member at a college of education?…
Xu, Yonghong Jade
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…
Thomas, Nicole; Bystydzienski, Jill; Desai, Anand
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,…
Eastern Montana Coll., Billings.
Eastern Montana College is a comprehensive state college. The faculty handbook discusses: (1) organization and administration of the college; (2) responsibilities of administrative officers and faculty advisors; (3) committee composition and function; (4) faculty organization and regulations; (5) academic regulations; (6) campus policies; and (7)…
Wurster, Stephen H.; McCartney, Jesse F.
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.…
McCann, J C; Davis, S E; Trainor, D J; Waller, D K; Greenblatt, R B
Nonprofessional library support staff traditionally hold what are considered to be low-paying, nonchallenging positions. These negative factors make retaining creative and productive employees difficult. This article outlines the approach taken at the Medical College of Georgia's Robert B. Greenblatt, M.D. Library to devise a structure of library staff positions that becomes progressively more demanding. A new nine-level Library Staff Classification Plan resulted. This plan also enables and encourages employees to acquire more skills and to accept more responsibility in order to qualify for higher-level library positions or to advance their present position to receive comparable rewards. The plan expresses the level of responsibilities expected, the employee qualifications desired, and lists representative duties across the spectrum of typical library tasks. PMID:2393758
Engle, Janet P.
The trends toward more women than men entering pharmacy, clinical practice, and attaining pharmacy doctorates have implications for the professional socialization of future pharmacy faculty. Further inquiry into women's careers in the social system of academe is needed, especially for female clinical faculty whose academic role is unique. (MSE)
Meyer, Richard W.
Looks at the effects on costs, productivity, and service of faculty status for academic librarians. Three data sets are analyzed: (1) individual characteristics and salaries of librarians and faculty at Clemson University; (2) individual characteristics and salaries of librarians at 15 academic libraries; and (3) salaries and productivity of…
Curtis, John W.
The success of faculty members in balancing their academic careers with family responsibilities is a matter of more than individual happiness: it is also a matter of addressing structural inequities and attracting the most qualified candidates to the academic profession. To make it possible for faculty members to balance work and family,…
Academic Senate for California Community Colleges, 2012
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…
Wigton, Robert S.; Waldman, Robert S.
The University of Nebraska Medical Center has developed a system for academic appointments that retains tenure but removes traditional time and promotion requirements. The system is designed to reward all faculty for academic work, reduce stress on new faculty, and improve recruitment, especially of clinicians and allied health professionals. (MSE)
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…
Porter, Stephen R.; Toutkoushian, Robert K.; Moore, John V., III
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%.…
Knorek, John Kenneth
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…
Dunbar, Gary L
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.
Cho, Moonhee; Auger, Giselle A.
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…
Rumyantseva, Nataliya L.; Caboni, Timothy C.
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…
Abou-Warda, Sherein H.
Higher education institutions are increasingly concerned about accreditation. Although sustainable market orientation (SMO) bears on academic accreditation, to date, no study has developed a valid scale of SMO or assessed its influence on accreditation. The purpose of this paper is to construct and validate an SMO scale that was developed in…
Morales, Erik E.
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…
Breneman, David W.
This paper, one in a series about the priorities of the professoriate, is premised on the belief that academic tenure in higher education, if not doomed, is likely to play a diminishing role in the employment of college and university professors in coming generations. The paper argues against the belief that institutions of higher education have a…
Chitiyo, Morgan; Makweche-Chitiyo, Plaxedes; Park, Meungguk; Ametepee, Lawrence K.; Chitiyo, Jonathan
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…
Diaz, Daniel J.
This study utilized the theory of positive deviance to explore the challenges and success factors for foster youth who have attained a postsecondary education. To accomplish this, twelve interviews were conducted. Six interviews were conducted with college-going foster youth and six adults who served as mentors for the foster youth participants…
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…
Holleman, Warren L; Cofta-Woerpel, Ludmila M; Gritz, Ellen R
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.
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…
Morrissey, Claudia S; Schmidt, Mary Lou
Women in academic medicine are approaching parity without power. Although the number of women choosing careers in medicine has grown substantially over the last 35 years, there has not been a commensurate increase in the percentage of women in senior leadership positions. To redress this situation at the University of Illinois College of Medicine (UICM), the Faculty Academic Advancement Committee (FAAC) was established in January 2003. FAAC's long-term goals are to create an institution whose faculty, department leaders, and deans reflect the gender and ethnic profile of the college's student body and to enable excellence in research, teaching, and patient care while promoting work/life balance. Commissioned as a Dean's Committee, FAAC brings together a diverse group of faculty and academic professionals from inside and outside the college to learn, reflect, and act. FAAC has committed to increasing the percentage of tenured women faculty and advancing women into leadership positions by carrying out an ambitious evidence-based institutional transformation effort. FAAC's initiatives-data gathering, constituency building, department transformation, policy reform, and advocacy-have helped to create an enabling environment for change at UICM. This case study outlines the history, conceptual approach, structure, initiatives, and initial outcomes of FAAC's efforts.
Wanat, Matthew A; Garey, Kevin W
With the increase of new pharmacy colleges and schools throughout the country, the number of open clinical academic pharmacy positions continues to grow. Considering the abundance of clinical faculty positions available nationwide and the increased likelihood of current pharmacy residents transitioning from residency directly into academia, pharmacy residents must be prepared to succeed in the role of new clinical faculty member. However, no blueprint or recommendations have yet been provided to facilitate this transition. The purpose of this review article is to evaluate the literature regarding transitioning pharmacy students and/or residents into faculty roles. The literature reviewed represents nursing, medical, graduate school, and engineering disciplines because no literature on this topic was available from the pharmacy profession. Based on the recommendations provided in the literature and on the authors' experience at their college, they created a blueprint consisting of 7 components to help residents transition directly into their roles as faculty members.
Mohammed, Adel Abdulla; Sherit, Asharaf Mohammed A.; Eissa, Mourad Ali; Mostafa, Amaal Ahmed
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…
O'Hanlon, James; Sayre, Janette S.
Through professional development activities, physical education faculty members can meet important challenges in their field: (1) keep current in their subjects; (2) learn additional skills; (3) take on new tasks; (4) perform old tasks in different ways; (5) increase scholarship; and (6) increase instructional competence. (CJ)
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…
Maniscalco-Feichtl, Maria; Droege, Marcus
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
Oriol, Xavier; Amutio, Alberto; Mendoza, Michelle; Da Costa, Silvia; Miranda, Rafael
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
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…
Williams, Jeffrey J.
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…
Adams, Curt M.; Ware, Jordan K.; Miskell, Ryan C.; Forsyth, Patrick B.
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…
Martinez, Katherine, Ed.
This document contains the four issues of FACCCTS, the Journal of the Faculty Association of the California Community Colleges, published during the 1995-96 academic year. In the September 1995 issue, faculty members explore sensitive faculty issues: Is tenure's time up? When will part-time faculty finally receive the respect they deserve? Should…
Moeder Stowe, Susan A.
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…
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.
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
Gusic, Maryellen E; Milner, Robert J; Tisdell, Elizabeth J; Taylor, Edward W; Quillen, David A; Thorndyke, Luanne E
Projects--planned activities with specific goals and outcomes--have been used in faculty development programs to enhance participant learning and development. Projects have been employed most extensively in programs designed to develop faculty as educators. The authors review the literature and report the results of their 2008 study of the impact of projects within the Pennsylvania State University College of Medicine Junior Faculty Development Program, a comprehensive faculty development program. Using a mixed-methods approach, the products of project work, the academic productivity of program graduates, and the impact of projects on career development were analyzed. Faculty who achieved the most progress on their projects reported the highest number of academic products related to their project and the highest number of overall academic achievements. Faculty perceived that their project had three major effects on their professional development: production of a tangible outcome, development of a career focus, and development of relationships with mentors and peers. On the basis of these findings and a review of the literature, the authors conclude that projects are an essential element of a faculty development program. Projects provide a foundation for future academic success by enabling junior faculty to develop and hone knowledge and skills, identify a career focus and gain recognition within their community, generate scholarship, allocate time to academic work, and establish supportive relationships and collaborative networks. A list of best practices to successfully incorporate projects within faculty development programs is provided.
What do we learn about interdisciplinary collaboration and faculty learning from the three cases presented in Chapters Three to Five? What ideas will higher education researchers, faculty development practitioners, academic leaders, and professors want to consider?
Hrapczynski, Katie M.; Clark, Jane E.
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. PMID:25706007
McGovern, Thomas V.
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…
Ivie, Rachel; Guo, Stacy; Carr, Arnell
During the spring of 2004, the Statistical Research Center (SRC) of the American Institute of Physics sent a questionnaire to all 797 degree-granting physics and astronomy departments in the US. The purpose of this questionnaire, "The Academic Workforce Survey," was to determine the number of faculty positions in physics and astronomy, the number…
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…
Bennett, Paul N; Gum, Lyn; Lindeman, Iris; Lawn, Sharon; McAllister, Sue; Richards, Janet; Kelton, Moira; Ward, Helena
Nurses and other health professionals are required to demonstrate broad levels of expertise and service to ensure quality patient-centred health care. Interprofessional practice aligned with interprofessional education (IPE) has been promoted as a vehicle to promote broad levels of expertise. However, challenges remain for universities and other higher education institutions to successfully provide IPE opportunities for students. This paper presents perceptions of academic staff towards IPE from one Australian multi-campus health faculty. Perceptions were collected using interviews and two workshops. Findings are themed under the categories of faculty barriers, industry challenges and future opportunities. The perceptions of one health faculty regarding the fundamental factors required for IPE success were executive leadership of IPE, a supportive funding framework and an IPE based curricula. Nursing education can play a key role in embracing and leading future IPE approaches given that nurses are the numerically dominant health professional group and work collaboratively with other professionals to deliver patient-centred care.
According to data derived from a community-college survey in the state of Washington, the majority of part-time faculty prefer full-time work. Using a logit regression analysis, the study reported in this paper suggests that typical part-timers enter their part-time teaching situations with the intent of becoming full-time, but gradually become…
Young, Patricia K; Pearsall, Catherine; Stiles, Kim A; Horton-Deutsch, Sara
Academic leaders are one component of a well-prepared faculty that is required to achieve and sustain excellent educational programs. But what is it like to become an academic leader? How does one become a leader? These questions were addressed in an interpretive study in which nurse faculty leaders were interviewed about the experience of becoming a leader. Interview texts were analyzed hermeneutically by a research team to uncover three themes (common, shared experiences): Being Thrust into Leadership, Taking Risks, and Facing Challenges, which are explicated in this article. This study develops the evidence base for leadership preparation at a time when there is a strong need for nursing education leaders in academia.
Problem Statement: Academic deans play a critical role connecting academic and administrative operations and structures within their respective Faculties and universities. There is a wide array of research about deans, what they do, their leadership skills, challenges, and experiences. However, the research is quite limited in terms of the…
Fox, E C; Waldron, J A; Bohnert, P; Hishinuma, E S; Nordquist, C R
A formalized mentoring program was developed in response to several problems experienced by new faculty in a department of psychiatry. Goals of the program were to facilitate socialization/orientation to academic psychiatry, facilitate and improve functioning of faculty, and increase retention of new faculty members. A 36-item questionnaire and a program evaluation form were developed to evaluate the effectiveness of the program. Significant differences were found for the overall mean of all pre- vs. postmeasures and the sum of the items related to facilitation of socialization/orientation to academic psychiatry. Mentors and mentees evaluated the program as worthwhile and would recommend it to other faculty members.
Roth, Guy; Assor, Avi; Niemiec, Christopher P.; Deci, Edward L.; Ryan, Richard M.
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…
Keyes, Corey L. M.; Eisenberg, Daniel; Perry, Geraldine S.; Dube, Shanta R.; Kroenke, Kurt; Dhingra, Satvinder S.
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…
Kuo, Ben C H; Soucie, Kendall M; Huang, Siqi; Laith, Refa
While culture's effect on the coping process has long been acknowledged in the stress-coping literature conceptually, empirical evidence and attempts to discern the specific relationship between culture and coping remain very scarce. Against this backdrop, the present study applied the Cultural Transactional Theory (Chun, Moos, & Cronkite, 2006) to examine the mediating role of cultural coping behaviours (Collective, Engagement and Avoidance Coping) on the relationship between academic stress (AS) and two positive psychosocial well-being outcome measures: Collective Self-esteem (CSE) and Subjective Well-being (SWB). Responses from a sample of undergraduate students in Canada (N = 328) were analysed to test a theory-driven, hypothesised model of coping using structural equation modelling (SEM). As hypothesised, the SEM results showed that: (a) the proposed cultural coping model fit the data well; (b) Engagement Coping and Collective Coping partially mediated the association between AS and the outcomes and (c) the path relationships among the constructs were in the hypothesised directions. A set of preliminary exploratory analyses indicated that Collective Coping was most strongly endorsed by the African/Black and the Middle Eastern cultural groups as compared to other ethnic groups. Implications of the study's findings for future research and practice concerning culture, stress, and coping are discussed.
Kutner, Marc L.
Being a faculty member is seldom the cushy job most people perceive it as. University administrators are becoming ever more autocratic, and professors, weakened by the tight academic job market and outdated notions of autonomy, cannot effectively resist.
Steinert, Yvonne; Mann, Karen V
Instructors in the health professions today must acquire knowledge and competencies that go beyond disciplinary expertise. It is now generally accepted that educational training as a teacher is essential to a faculty member's effectiveness as an educator. The educational challenges across the health professions share many similarities. In this article, we draw on the medical education literature and focus on faculty development designed to enhance teaching effectiveness. We first address commonly included faculty development topics, including instructional improvement, organizational development, the development of professional academic skills, and the teaching of specific content areas. We then review a variety of educational approaches and formats that are described in the literature. Included in this discussion are commonly used workshops, seminars, short courses, and fellowships, as well as longitudinal programs, peer coaching, mentorship, self-directed learning, and computer-aided instruction. We also briefly explore learning at work and in communities of practice, and we discuss several frequently encountered challenges in designing and implementing faculty development activities, including motivating colleagues and assessing program effectiveness. We conclude the discussion by presenting a set of guidelines for the design of effective faculty development programs.
Smith, Shannon B; Hollerbach, Ann; Donato, Annemarie Sipkes; Edlund, Barbara J; Atz, Teresa; Kelechi, Teresa J
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.
Gappa, Judith M.; Austin, Ann E.; Trice, Andrea G.
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…