Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

ERIC Educational Resources Information Center

Copeman, Peter; Keightley, Polly

2014-01-01

In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

75 FR 38793 - Office of Postsecondary Education

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-06

... funds to improve and strengthen the institution's academic quality, institutional management and fiscal... other institutions. Invitational Priority 3. Develop academic programs to improve course completion... and college or career pathway programs that integrate basic academic instruction with technical or...

Outcomes of three part-time faculty development fellowship programs.

PubMed

Anderson, W A; Stritter, F T; Mygdal, W K; Arndt, J E; Reid, A

1997-03-01

Part-time faculty development fellowship programs have trained large numbers of new physician faculty for family medicine education programs. This study reviews data from three part-time fellowship programs to determine how well the programs train new faculty and the academic success of fellowship graduates. Part-time fellowship programs at Michigan State University, the University of North Carolina, and the Faculty Development Center in Waco, Tex, sent written surveys to graduates as part of routine follow-up studies. Graduates were asked to report their current status in academic medicine, how they spend their time, measures of academic productivity, and assessments of how well their training prepared them for their current academic positions. Data were complied at each institution and sent to Michigan State University for analysis. The majority of graduates (76%) have remained in their academic positions, and half (49%) teach in medically underserved settings. Graduates report high levels of satisfaction with the training they received. Thirty-two percent of graduates have published peer-reviewed articles, and almost 50% have presented at peer-reviewed meetings. Part-time fellowship programs have been successful at training and retaining large numbers of new faculty for family medicine.

Who am I? Key influences on the formation of academic identity within a faculty development program.

PubMed

Lieff, Susan; Baker, Lindsay; Mori, Brenda; Egan-Lee, Eileen; Chin, Kevin; Reeves, Scott

2012-01-01

Professional identity encompasses how individuals understand themselves, interpret experiences, present themselves, wish to be perceived, and are recognized by the broader professional community. For health professional and health science educators, their 'academic' professional identity is situated within their academic community and plays an integral role in their well being and productivity. This study aims to explore factors that contribute to the formation and growth of academic identity (AI) within the context of a longitudinal faculty development program. Using a qualitative case study approach, data from three cohorts of a 2-year faculty development program were explored and analyzed for emerging issues and themes related to AI. Factors salient to the formation of AI were grouped into three major domains: personal (cognitive and emotional factors unique to each individual); relational (connections and interactions with others); and contextual (the program itself and external work environments). Faculty development initiatives not only aim to develop knowledge, skills, and attitudes, but also contribute to the formation of academic identities in a number of different ways. Facilitating the growth of AI has the potential to increase faculty motivation, satisfaction, and productivity. Faculty developers need to be mindful of factors within the personal, relational, and contextual domains when considering issues of program design and implementation.

Peer tutoring program for academic success of returning nursing students.

PubMed

Bryer, Jennifer

2012-01-01

High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

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

ERIC Educational Resources Information Center

Flay, Brian R.; Allred, Carol G.

2010-01-01

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

Outsourcing Academic Development in Higher Education: Staff Perceptions of an International Program

ERIC Educational Resources Information Center

Dickson, Kerry; Hughes, Kate; Stephens, Bruce

2017-01-01

Increasingly, higher education support services are being outsourced. Our case study was of a program from a global, USA-based, non-profit organisation. From in-depth interviews, we investigated staff perceptions of academic development workshops and the efficacy of outsourcing to a transnational tertiary-support program. We found that…

Academic Leadership Development for Department Chairpersons. AIR Forum 1979 Paper.

ERIC Educational Resources Information Center

Plough, Thomas R.

A four-year program for academic leadership development of department chairpersons is presented as a strategy for institutional renewal. The program has been used successfully with 100 chairpersons, ranging from the various technologies and sciences to the humanities and social sciences. The program is based on three assumptions. First, that the…

76 FR 18538 - Applications for New Awards; National Professional Development Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-04

... DEPARTMENT OF EDUCATION [CFDA 84.195N] Applications for New Awards; National Professional Development Program AGENCY: Office of English Language Acquisition, Language Enhancement, and Academic... Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students...

CLR Academic Library Management Intern Program: A Symposium.

ERIC Educational Resources Information Center

Gwinn, Nancy E.; And Others

1980-01-01

A program to develop managers for academic and research libraries is reviewed through the eyes of eight participants. Former interns relate their experiences and impressions while in the program and its effect on their professional careers. (RAA)

Factors affecting academic leadership in dermatology.

PubMed

Martires, Kathryn J; Aquino, Lisa L; Wu, Jashin J

2015-02-01

Although prior studies have examined methods by which to recruit and retain academic dermatologists, few have examined factors that are important for developing academic leaders in dermatology. This study sought to examine characteristics of dermatology residency programs that affect the odds of producing department or division chairs/chiefs and program directors (PDs). Data regarding program size, faculty, grants, alumni residency program attended, lectures, and publications for all accredited US dermatology residency programs were collected. Of the 103 programs examined, 46% had graduated at least 1 chair/chief, and 53% had graduated at least 1 PD. Results emphasize that faculty guidance and research may represent modifiable factors by which a dermatology residency program can increase its graduation of academic leaders.

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

PubMed

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

2015-01-01

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

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

PubMed Central

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

2015-01-01

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

76 FR 29221 - Applications for New Awards; State Personnel Development Grants (SPDG) Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-20

... academic achievement and functional standards and with the requirements for professional development, as... education and regular education teachers concerning-- (A) The academic and developmental or functional needs... the use of State academic content standards and student academic achievement and functional standards...

Social multiplier effects: academics' and practitioners' perspective on the benefits of a tuberculosis operational research capacity-building program in Indonesia.

PubMed

Probandari, Ari; Mahendradhata, Yodi; Widjanarko, Bagoes; Alisjahbana, Bachti

2017-01-01

The Tuberculosis Operational Research Group (TORG) implemented a capacity-building model involving academics and practitioners (i.e. clinicians or program staff) in an operational research (OR) team in Indonesia. This study explored academics' and practitioners' perspectives regarding the benefits of participating in a tuberculosis (TB) OR capacity-building program in Indonesia. We conducted a qualitative study involving in-depth interviews with 36 academics and 23 practitioners undertaking the TORG capacity-building program. We asked open-ended questions about their experience of the program. Data were analyzed via content analysis. The findings demonstrated the social multiplier effects of the OR capacity-building program. Both academics and practitioners reported perceived improvements in research knowledge, skills, and experience, and described additional individual- and institutional-level benefits. The individual-level benefits level included improvements in understanding of the TB program, motivation for research and self-satisfaction, the development/enhancement of individual networking, receipt of recognition, and new opportunities. The additional benefits reported at an institutional level included improvement in research curricula, in-house training, and program management and the development/enhancement of institutional partnerships. The program improved not only individuals' capacity for conducting OR but also the quality of the TB program management and public health education. OR should be included in research methodology curricula for postgraduate public health/disease control programs. The capacity-building model, in which academics and program staff collaborated within an OR team, should be promoted.

Implementing Expertise-Based Training Methods to Accelerate the Development of Peer Academic Coaches

ERIC Educational Resources Information Center

Blair, Lisa

2016-01-01

The field of expertise studies offers several models from which to develop training programs that accelerate the development of novice performers in a variety of domains. This research study implemented two methods of expertise-based training in a course to develop undergraduate peer academic coaches through a ten-week program. An existing…

Program Discontinuance: A Faculty Perspective Revisited. Adopted Fall 2012

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2012

2012-01-01

The 1998 Academic Senate for California Community Colleges paper Program Discontinuance: A Faculty Perspective presented issues of program discontinuance and addressed principles and key factors for effective faculty participation in the development of fair and equitable program discontinuance processes. In 2009, an Academic Senate resolution…

Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study.

PubMed

Cristóvão, Ana M; Candeias, Adelinda A; Verdasca, José

2017-01-01

Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research.

Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study

PubMed Central

Cristóvão, Ana M.; Candeias, Adelinda A.; Verdasca, José

2017-01-01

Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research. PMID:29167650

Supporting Student Athletes with Disabilities: A Case Study

ERIC Educational Resources Information Center

Weiss, Margaret P.

2011-01-01

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

HRD Academic Programs.

ERIC Educational Resources Information Center

1996

This document contains three papers presented at a symposium on human resource development (HRD) academic programs moderated by Gene Audette at the 1996 conference of the Academy of Human Resource Development. "Revisiting Perceptions of HRD Roles: Implications for HRD Curricula" (Danilo M. Baylen, Margaret L. Bailey, Mary Samardzija)…

Academic plastic surgery: faculty recruitment and retention.

PubMed

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

2014-03-01

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

Career transition and dental school faculty development program.

PubMed

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

2013-11-01

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

Reflections on Case Management in Youth Support Using a Program Example

ERIC Educational Resources Information Center

Kennedy, Rosemary; Kennedy, Barry

2010-01-01

Using Moxley's (1997) program development framework as an agenda for a dialogue that juxtaposes an academic perspective with that of a seasoned youth program manager, this paper focuses on the relatively unexplored terrain of case management programs. In doing so, it exposes the convergences and divergences between academic and program manager…

The Impact of the Social, Academic, and Moral Development Programs of an Achievable Dream on Students during Their College and University Experience

ERIC Educational Resources Information Center

Runge, Amy L.

2016-01-01

This evaluation case study explores the impact of the An Achievable Dream social, academic, and moral program on college student's performance in college. Through this study, the researcher was able to provide insight on college student and college student advocates perceptions of An Achievable Dream's social, academic, and moral program's impact…

Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools

PubMed Central

Lewis, Kendra M.; DuBois, David L.; Acock, Alan; Vuchinich, Samuel; Silverthorn, Naida; Snyder, Frank J.; Day, Joseph; Ji, Peter; Flay, Brian R.

2013-01-01

BACKGROUND School-based social-emotional and character development (SECD) programs can influence not only SECD, but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. METHODS The longitudinal study used a matched-pair, cluster-randomized controlled design. Student-reported disaffection with learning and academic grades, and teacher ratings of academic ability and motivation were assessed for a cohort followed from grades 3 to 8. Aggregate school records were used to assess standardized test performance (for entire school, cohort, and demographic subgroups) and absenteeism (entire school). Multilevel growth-curve analyses tested program effects. RESULTS PA significantly improved growth in academic motivation and mitigated disaffection with learning. There was a positive impact of PA on absenteeism and marginally significant impact on math performance of all students. There were favorable program effects on reading for African American boys and cohort students transitioning between grades 7 and 8, and on math for girls and low-income students. CONCLUSIONS A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities. Future research should examine mechanisms by which changes in SECD influence changes in academic outcomes. PMID:24138347

Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools.

PubMed

Bavarian, Niloofar; Lewis, Kendra M; Dubois, David L; Acock, Alan; Vuchinich, Samuel; Silverthorn, Naida; Snyder, Frank J; Day, Joseph; Ji, Peter; Flay, Brian R

2013-11-01

School-based social-emotional and character development (SECD) programs can influence not only SECD but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. The longitudinal study used a matched-pair, cluster-randomized controlled design. Student-reported disaffection with learning and academic grades, and teacher ratings of academic ability and motivation were assessed for a cohort followed from grades 3 to 8. Aggregate school records were used to assess standardized test performance (for entire school, cohort, and demographic subgroups) and absenteeism (entire school). Multilevel growth-curve analyses tested program effects. PA significantly improved growth in academic motivation and mitigated disaffection with learning. There was a positive impact of PA on absenteeism and marginally significant impact on math performance of all students. There were favorable program effects on reading for African American boys and cohort students transitioning between grades 7 and 8, and on math for girls and low-income students. A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities. Future research should examine mechanisms by which changes in SECD influence changes in academic outcomes. © 2013, American School Health Association.

Exploratory Comparisons from the Field: Study of Students from Two Teacher Credentialing Programs of Cross-Cultural, Language, and Academic Development (Professional Development Schools and Regular Teacher Education Programs).

ERIC Educational Resources Information Center

Torrez, Nena

This paper discusses development of the Crosscultural, Language, and Academic Development (CLAD) credential in California's preservice teacher education. CLAD focuses on first and second language development, educational equity, linguistic and cultural diversity, equal access to core curriculum, respect for cultural and linguistic issues,…

Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

PubMed

Chandran, Latha; Gusic, Maryellen E; Lane, J Lindsey; Baldwin, Constance D

2017-01-01

Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination. The 3-year curriculum is delivered in interactive sessions at the annual pediatric academic meetings and online intersession modules. Curriculum content progresses from educational scholarship and implementing scholarly projects to dissemination and professional networking. Intersession modules address project planning, building an educator portfolio, reviewing the literature, using technology, authorship, and peer review. Concurrently, all scholars must complete a mentored educational project and demonstrate national dissemination of a peer-reviewed product to obtain a Certificate of Excellence in Educational Scholarship. The setting of this study was a national, longitudinal, cohort-based faculty development program built within the Academic Pediatric Association, a 2,000-member professional organization. In 10 years, the Educational Scholars Program has enrolled 172 scholars in 8 cohorts; 94 have graduated so far. We describe how formative evaluation guided curriculum refinement and process improvement. Summative evaluations show that faculty and scholars were satisfied with the program. Participant outcomes from Cohort 1, assessed at Kirkpatrick's four levels of evaluation, demonstrate increases in scholarly productivity, leadership activities, and academic promotions. Curriculum building is a dynamic process of ongoing evaluation and modification. Our program benefited from designing an integrated and focused curriculum, developing educational principles to guide program improvements, creating curricular tools to help learners organize and document their efforts, supporting project-based learning with expert mentoring, and facilitating peer and faculty networking and collaboration. A national, longitudinal faculty development program can support growth in academic knowledge and skills, promote professional networking, and thereby enrich educators' career opportunities.

Widening Our Evaluative Lenses of Formal, Facilitated, and Spontaneous Academic Development

ERIC Educational Resources Information Center

Hoessler, Carolyn; Godden, Lorraine; Hoessler, Brian

2015-01-01

As conceptions of academic development expand to encompass a more diverse and flexible set of supports, traditional approaches to evaluation, including impact studies of formal programming, become insufficient. A program may appear ineffective when evaluation ignores additional supports that interact to counteract implementation or alternatively…

Developing the Scholar's Ethos in Minority High School Students: The Vital Link to Academic Achievement.

ERIC Educational Resources Information Center

Welch, Olga M.; And Others

1989-01-01

Describes Project Austin-East EXCEL, a pilot college preparatory program for inner-city minority high school students in Knoxville (Tennessee). Develops an "academic ethos" through the following components: (1) reading, writing, and foreign language program; (2) "demystification" of the college experience; and (3) career…

A Preliminary Report on Teaching Academic Readiness. Technical Report #34.

ERIC Educational Resources Information Center

Au, Kathryn H.

This Kamehameha Early Education Program (KEEP) report describes the development of a systematic program for teaching academic readiness skills to kindergarten children who require special help to develop attentional behaviors. The progress of eight kindergarten children (five boys and three girls) is described to illustrate the merit of the…

An Evaluation of Academic Training Program (ÖYP) from Professional Socialisation and Identity Perspective

ERIC Educational Resources Information Center

Tülübas, Tijen; Göktürk, Söheyda

2017-01-01

Academic identity is significant in terms of taking the responsibilities of professional roles and performing them adequately. Identity formation starts from the early socialisation experiences of graduate students and develops on what they have acquired during this process. Therefore, Academic Training Program is significant for determining the…

Academic Talent Development Programs: A Best Practices Model

ERIC Educational Resources Information Center

Gagné, Françoys

2015-01-01

This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…

Building a sustainable Academic Health Department: the South Carolina model.

PubMed

Smith, Lillian Upton; Waddell, Lisa; Kyle, Joseph; Hand, Gregory A

2014-01-01

Given the limited resources available to public health, it is critical that university programs complement the development needs of agencies. Unfortunately, academic and practice public health entities have long been challenged in building sustainable collaborations that support practice-based research, teaching, and service. The academic health department concept offers a promising solution. In South Carolina, the partners started their academic health department program with a small grant that expanded into a dynamic infrastructure that supports innovative professional exchange and development programs. This article provides a background and describes the key elements of the South Carolina model: joint leadership, a multicomponent memorandum of agreement, and a shared professional development mission. The combination of these elements allows the partners to leverage resources and deftly respond to challenges and opportunities, ultimately fostering the sustainability of the collaboration.

34 CFR 411.1 - What is the Vocational Education Research Program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... the world economy by developing more fully the academic and occupational skills of all segments of the population by concentrating resources on improving educational programs leading to academic and occupational...

Academic Leadership Development: A Case Study.

PubMed

Berman, Audrey

2015-01-01

A dean at a private school of nursing implemented a leadership development program for early- to mid-career nursing faculty consisting of one 4-hour evening session per academic quarter for 7 quarters. Eight faculty members who had expressed interest in assuming a leadership role or been recommended by their supervisors as having strong leadership potential were invited to join. Program topics included leadership pathways, legal issues, budgeting and governance, diversity, the political arena, human resources, and student issues. Interviews with participants revealed 6 themes: the support a peer cohort provided, a desire for real-life application, a lack of previous exposure to related content or experiences, new perceptions of themselves as academic nurse leaders, the value of the program as preparation for academic nursing leadership roles, and broad program applicability. Copyright © 2015 Elsevier Inc. All rights reserved.

Systems of career influences: a conceptual model for evaluating the professional development of women in academic medicine.

PubMed

Magrane, Diane; Helitzer, Deborah; Morahan, Page; Chang, Shine; Gleason, Katharine; Cardinali, Gina; Wu, Chih-Chieh

2012-12-01

Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in advancement of women faculty. The Systems of Career Influences Model is a framework for exploring factors influencing women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career advancement. Within this system, women weigh competing influences to make career advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. The Systems of Career Influences Model proved useful to identify key research questions. We used the model to probe how research in academic career development might be applied to content and methods of formal professional development programs. We generated a series of questions and hypotheses about how professional development programs might influence professional development of health science faculty members. Using the model as a guide, we developed a study using a quantitative and qualitative design. These analyses should provide insight into what works in recruiting and supporting productive men and women faculty in academic medical centers.

Breaking through the glass ceiling: a survey of promotion rates of graduates of a primary care Faculty Development Fellowship Program.

PubMed

Smith, Mindy A; Barry, Henry C; Dunn, Ruth Ann; Keefe, Carole; Weismantel, David

2006-01-01

Academic promotion has been difficult for women and faculty of minority race. We investigated whether completion of a faculty development fellowship would equalize promotion rates of female and minority graduates to those of male and white graduates. All graduates of the Michigan State University Primary Care Faculty Development Fellowship Program from 1989-1998 were sent a survey in 1999, which included questions about academic status and appointment. We compared application and follow-up survey data by gender and race/ethnicity. Telephone calls were made to nonrespondents. A total of 175 (88%) graduating fellows responded to the follow-up survey. Information on academic rank at entry and follow-up was obtained from 28 of 48 fellows with missing information on promotion. Male and female graduates achieved similar academic promotion at follow-up, but there was a trend toward lower promotion rates for minority faculty graduates compared to white graduates. In the multivariate analysis, however, only age, years in rank, initial rank, and type of appointment (academic versus clinical) were significant factors for promotion. Academic advancement is multifactorial and appears most related to time in rank, stage of life, and career choice. Faculty development programs may be most useful in providing skill development and career counseling.

An Academic Development Plan for the Island of Molokai in Hawaii, 1990-1996.

ERIC Educational Resources Information Center

Pezzoli, J. A.

Since 1970, Maui Community College (MCC) has offered credit courses on the island of Molokai, with the program expanding considerably in 1986 with the inception of the MCC-Molokai Center. Developed to project a more stable and comprehensive program for the residents of Molokai, this academic development plan outlines the priorities of MCC on the…

High-Ability Students' Participation in Specialized Instructional Delivery Models: Variations by Aptitude, Grade, Gender, and Content Area

ERIC Educational Resources Information Center

Assouline, Susan G.; Colangelo, Nicholas; Heo, Nanseol; Dockery, Lori

2013-01-01

Established in the early 1970s, the talent search model has garnered strong theoretical and programming support for addressing the academic needs of highly able students. The two main components of the talent search model are discovery (identification) and development (programming) of academic talent. Discovery of academically talented elementary…

Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report

ERIC Educational Resources Information Center

Iowa Department of Education, 2016

2016-01-01

The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second…

77 FR 36277 - Academic Development of a Training Program for Good Laboratory Practices in High Containment...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-18

... requirements in high and maximum biocontainment, scientists working in this environment and FDA staff who will...] Academic Development of a Training Program for Good Laboratory Practices in High Containment Environments... Containment Environments (U24).'' In this FOA, FDA announces its intention to accept and consider a single...

Education Abroad and the Making of Global Citizens: Assessing Learning Outcomes of Course-Embedded, Faculty-Led International Programming

ERIC Educational Resources Information Center

Ogden, Anthony C.

2010-01-01

This study builds on education abroad, global citizenship and academic development literatures by assessing the extent to which embedding brief international travel experiences into residentially-taught courses enhances academic development and promotes global citizenship. Such faculty-led, education abroad programs are referred to as…

Producing a Comprehensive Academic Advising Handbook.

ERIC Educational Resources Information Center

Ford, Jerry; Ford, Sheila Stoma

A comprehensive academic advising handbook that is attractive, useful, versatile, and inexpensive is the cornerstone of a well-developed and implemented academic advising program. Seven steps have proven effective in handbook development: (1) making the commitment--appropriate campus administrators must commit the human and financial resources to…

Fostering the Intellectual and Tribal Spirit: The Role of the Chief Academic Officer

ERIC Educational Resources Information Center

His Horse Is Thunder, Deborah

2015-01-01

This article introduces and describes the academic leadership role of the chief academic officer (CAO), also referred to as the academic vice-president, academic dean, or the provost. The CAO is responsible for the development and implementation of all academic programs, including the curriculum content, assessment, instruction quality,…

Academic career development in geriatric fellowship training.

PubMed

Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

2007-12-01

Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

PubMed

Pololi, Linda H; Evans, Arthur T

2015-01-01

To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

University HRD Programs.

ERIC Educational Resources Information Center

1999

The first of the three papers in this symposium, "Scaling the Walls of Academic Silos: The Birth of a Cross-disciplinary Academic HRD [Human Resource Development] Program" (Ann K. Brooks, Kathleen Edwards, Alison Davis-Blake), describes and analyzes how one HRD program transcended the walls of the graduate school of business and a college of…

A Graduate Academic Program in Medical Information Science.

ERIC Educational Resources Information Center

Blois, Marsden S., Jr.; Wasserman, Anthony I.

A graduate academic program in medical information science has been established at the University of California, San Francisco, for the education of scientists capable of performing research and development in information technology in the health care setting. This interdisciplinary program, leading to a Doctor of Philosophy degree, consists of an…

Parent Leadership Training Program. An Evaluation.

ERIC Educational Resources Information Center

McConnell, Beverly B.

The Parent Leadership Training Program was developed to promote academic success among at-risk children, specifically, Mexican Migrant children. It attempted to help parents learn how to be effective partners in their children's academic and developmental growth. The program provided a series of meetings to help families understand the schools and…

The Bilingual Academic Services and Integrated Career Systems Program: Project BASICS, 1987-1988. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Carey, Cecilia

The Bilingual Academic Services and Integrated Career Systems Program (Project BASICS) is a federally-funded program of instructional and support services provided to 122 students at a Queens high school. The program's aim was to develop English literacy skills and appreciation of cultural diversity, and to prepare students for the psychosocial…

Implementation of a new advanced graduate education program in oral implantology.

PubMed

Gallucci, German O; Weber, Hans Peter; Kalenderian, Elsbeth

2012-10-01

The academic program for the Harvard School of Dental Medicine's Advanced Graduate Program in Oral Implantology is based on scientific evidence applied to educational quality, translational research, patient care, and service. The objective of the program is to enable highly motivated individuals with proven scholarship and excellence in patient care to achieve academic leadership in the clinical and scientific fields of implant dentistry and tissue regeneration. A detailed curriculum describing the academic program, as well as a business plan (which included a management plan describing the organizational structure, financial implications, and market forces) and implementation and communication plans, were developed before moving forward. With careful academic and business planning, the result was a vibrant implant program, in which all placements and restorations of implants are coordinated with regard to practice management. The program is integrated into the existing clinical care model and has been financially self-sustaining from its inception. Six students have participated in the last two years. On average, each student performed seventy-nine procedures on twenty-nine patients, generating over $46,000 in production. The curriculum includes didactics, hands-on clinical learning, and research activities. Research is a critical component as well. The results demonstrate that the time taken to develop a detailed curriculum and business plan for a new academic program, which anticipated and resolved potential barriers to success, was instrumental in the successful implementation of an oral implantology residency program.

Increasing the ranks of academic researchers in mental health: a multisite approach to postdoctoral fellowship training.

PubMed

O'Hara, Ruth; Cassidy-Eagle, Erin L; Beaudreau, Sherry A; Eyler, Lisa T; Gray, Heather L; Giese-Davis, Janine; Hubbard, Jeffrey; Yesavage, Jerome A

2010-01-01

This report highlights the use of multisite training for psychiatry and psychology postdoctoral fellows developing careers in academic clinical research in the field of mental health. The objective is to describe a model of training for young investigators to establish independent academic clinical research careers, including (1) program structure and eligibility, (2) program goals and development of a multisite curriculum, (3) use of technology for implementing the program across multiple sites, and (4) advantages and challenges of this multisite approach. In 2000, in collaboration with the Veterans Affairs (VA) Mental Illness Research, Education and Clinical Centers (MIRECCs), the VA Office of Academic Affiliations launched the Special Fellowship Program in Advanced Psychiatry and Psychology. Each of the 10 currently participating VA sites across the United States is affiliated with a MIRECC and an academic medical institution. In the first five years of this fellowship program, 83 fellows (34 psychiatrists and 49 psychologists) have participated. The success of this multisite approach is evidenced by the 58 fellows who have already graduated from the program: 70% have entered academic clinical research positions, and over 25 have obtained independent extramural grant support from the VA or the National Institutes of Health. Multisite training results in a greater transfer of knowledge and capitalizes on the nationwide availability of experts, creating unique networking and learning opportunities for trainees. The VA's multisite fellowship program plays a valuable role in preparing substantial numbers of psychiatry and psychology trainees for a range of academic clinical research and leadership positions in the field of mental health.

Using women's health research to develop women leaders in academic health sciences: the National Centers of Excellence in Women's Health.

PubMed

Carnes, M; VandenBosche, G; Agatisa, P K; Hirshfield, A; Dan, A; Shaver, J L; Murasko, D; McLaughlin, M

2001-01-01

While the number of women entering U.S. medical schools has risen substantially in the past 25 years, the number of women in leadership positions in academic medicine is disproportionately small. The traditional pathway to academic leadership is through research. Women's health research is an ideal venue to fill the pipeline with talented women physicians and scientists who may become academic leaders in positions where they can promote positive change in women's health as well as mentor other women. The Office on Women's Health (OWH) in the U.S. Department of Health and Human Services has contracted with 18 academic medical centers to develop National Centers of Excellence in Women's Health. Emphasizing the integral link between women's health and women leaders, each of the Centers of Excellence must develop a leadership plan for women in academic medicine as part of the contract requirements. This paper describes the training programs in women's health research that have developed at five of the academic medical centers: the University of Wisconsin, Magee Women's Hospital, the University of Maryland, Medical College of Pennsylvania Hahnemann University, and the University of Illinois at Chicago. We discuss some of the challenges faced for both initiation and future viability of these programs as well as criteria by which these programs will be evaluated for success.

Reaching the Hard Places: A Three-Year Evaluation of the Addition of Concise Online E-Clips into an Academic Development Program

ERIC Educational Resources Information Center

Quinn, Diana

2010-01-01

Purpose: The purpose of this paper is to examine current approaches to teaching used in academic development services and consider the diversity of their learners (academic faculty). Faculty engagement with teaching issues and innovations remains a concern for the higher education sector. The academic population contains large numbers of…

Critical Care Organizations: Building and Integrating Academic Programs.

PubMed

Moore, Jason E; Oropello, John M; Stoltzfus, Daniel; Masur, Henry; Coopersmith, Craig M; Nates, Joseph; Doig, Christopher; Christman, John; Hite, R Duncan; Angus, Derek C; Pastores, Stephen M; Kvetan, Vladimir

2018-04-01

Academic medical centers in North America are expanding their missions from the traditional triad of patient care, research, and education to include the broader issue of healthcare delivery improvement. In recent years, integrated Critical Care Organizations have developed within academic centers to better meet the challenges of this broadening mission. The goal of this article was to provide interested administrators and intensivists with the proper resources, lines of communication, and organizational approach to accomplish integration and Critical Care Organization formation effectively. The Academic Critical Care Organization Building section workgroup of the taskforce established regular monthly conference calls to reach consensus on the development of a toolkit utilizing methods proven to advance the development of their own academic Critical Care Organizations. Relevant medical literature was reviewed by literature search. Materials from federal agencies and other national organizations were accessed through the Internet. The Society of Critical Care Medicine convened a taskforce entitled "Academic Leaders in Critical Care Medicine" on February 22, 2016 at the 45th Critical Care Congress using the expertise of successful leaders of advanced governance Critical Care Organizations in North America to develop a toolkit for advancing Critical Care Organizations. Key elements of an academic Critical Care Organization are outlined. The vital missions of multidisciplinary patient care, safety, and quality are linked to the research, education, and professional development missions that enhance the value of such organizations. Core features, benefits, barriers, and recommendations for integration of academic programs within Critical Care Organizations are described. Selected readings and resources to successfully implement the recommendations are provided. Communication with medical school and hospital leadership is discussed. We present the rationale for critical care programs to transition to integrated Critical Care Organizations within academic medical centers and provide recommendations and resources to facilitate this transition and foster Critical Care Organization effectiveness and future success.

Assessing the Role of RCM in Decision-Making about Discontinuing Academic Programs and Restructuring Academic Units

ERIC Educational Resources Information Center

Mayer, Louis J.

2011-01-01

The path of growth and development for many American colleges and universities is to add new programs, majors, minors, departments, institutes, and centers to their academic portfolios in order to meet new demands and pursue new knowledge. Their source of funding is primarily through raising tuition rates and increasing non-tuition financial…

Deaf studies alumni perceptions of the academic program and off-campus internship.

PubMed

Cooper, Sheryl B; Emanuel, Diana C; Cripps, Jody H

2012-01-01

Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in the general university population. It was found that most of the alumni reported using the knowledge and skills from the Deaf studies program in their current job. Current employment among alumni was almost 100%, and most of the alumni had positive perceptions regarding their personal, academic, and professional growth as it related to their internship and undergraduate Deaf studies program. The study findings underscore the need for continued support of Deaf studies programs. Suggestions are provided for program directors regarding the development of internships and academic programs for students in Deaf studies.

Implementing a centralized institutional peer tutoring program.

PubMed

Gaughf, Natalie White; Foster, Penni Smith

2016-01-01

Peer tutoring has been found to be beneficial to both students and peer tutors in health sciences education programs. This article describes the implementation of a centralized, institutional peer tutoring program at the University of Mississippi Medical Center, an academic health science center in the U.S. The Program: This multispecialty peer tutoring program paired students experiencing academic difficulties with peer tutors who showed prior academic success, professionalism and effective communication skills. The program allowed students and peer tutors to coordinate their own tutoring services. Evaluations by both students and peer tutors showed satisfaction with the program. Recommendations for developing and implementing an effective peer tutoring program are presented, including utilization of an online system, consistent program policy with high professionalism expectations, funding, program evaluation and data tracking.

Measuring the Impact of Longitudinal Faculty Development: A Study of Academic Achievement.

PubMed

Newman, Lori R; Pelletier, Stephen R; Lown, Beth A

2016-12-01

Although faculty development programs in medical education have increased over the past two decades, there is a lack of rigorous program evaluation. The aim of this study was to determine quantifiable outcomes of Harvard Medical School's (HMS's) Fellowship in Medical Education and evaluate attainment of its goals. In 2005 and 2009 the authors collected curricula vitae (CVs) and conducted within-subject analysis of 42 fellowship graduates and also conducted comparison analysis between 12 academic year 2005 fellows and 12 faculty who did not participate in the program. The authors identified 10 metrics of academic advancement. CV analysis for the 42 graduates started 2 years prior to fellowship enrollment and continued for 2-year intervals until June 2009 (10 years of data collection). CV analysis for the comparison group was from 2003 to 2009. The authors also analyzed association between gender and academic outcomes. Fellowship graduates demonstrated significant changes in 4 of 10 academic metrics by the end of the fellowship year: academic promotion, educational leadership, education committees, and education funding. Two metrics-educational leadership and committees-showed increased outcomes two years post fellowship, with a positive trend for promotions. Fellowship graduates significantly outpaced the comparison group in 6 of 10 metrics. Women did significantly more committee work, secured more education funding, and were promoted more often than men. Findings indicate that the HMS Fellowship in Medical Education meets programmatic goals and produces positive, measurable academic outcomes. Standardized evaluation metrics of longitudinal faculty development programs would aid cross-institutional comparisons.

Survey of academic pediatric hospitalist programs in the US: organizational, administrative, and financial factors.

PubMed

Gosdin, Craig; Simmons, Jeffrey; Yau, Connie; Sucharew, Heidi; Carlson, Douglas; Paciorkowski, Natalia

2013-06-01

Many pediatric academic centers have hospital medicine programs. Anecdotal data suggest that variability exists in program structure. To provide a description of the organizational, administrative, and financial structures of academic pediatric hospital medicine (PHM). This online survey focused on the organizational, administrative, and financial aspects of academic PHM programs, which were defined as hospitalist programs at US institutions associated with accredited pediatric residency program (n = 246) and identified using the Accreditation Council for Graduate Medical Education (ACGME) Fellowship and Residency Electronic Interactive Database. PHM directors and/or residency directors were targeted by both mail and the American Academy of Pediatrics Section on Hospital Medicine LISTSERV. The overall response rate was 48.8% (120/246). 81.7% (98/120) of hospitals reported having an academic PHM program, and 9.1% (2/22) of hospitals without a program reported plans to start a program in the next 3 years. Over a quarter of programs provide coverage at multiple sites. Variability was identified in many program factors, including hospitalist workload and in-house coverage provided. Respondents reported planning increased in-house hospitalist coverage coinciding with the 2011 ACGME work-hour restrictions. Few programs reported having revenues greater than expenses (26% single site, 4% multiple site). PHM programs exist in the majority of academic centers, and there appears to be variability in many program factors. This study provides the most comprehensive data on academic PHM programs and can be used for benchmarking as well as program development. Copyright © 2013 Society of Hospital Medicine.

Partnership Among Peers: Lessons Learned From the Development of a Community Organization–Academic Research Training Program

PubMed Central

Jewett-Tennant, Jeri; Collins, Cyleste; Matloub, Jacqueline; Patrick, Alison; Chupp, Mark; Werner, James J.; Borawski, Elaine A.

2017-01-01

Background Community engagement and rigorous science are necessary to address health issues. Increasingly, community health organizations are asked to partner in research. To strengthen such community organization–academic partnerships, increase research capacity in community organizations, and facilitate equitable partnered research, the Partners in Education Evaluation and Research (PEER) program was developed. The program implements an 18-month structured research curriculum for one mid-level employee of a health-focused community-based organization with an organizational mentor and a Case Western Reserve University faculty member as partners. Methods The PEER program was developed and guided by a community–academic advisory committee and was designed to impact the research capacity of organizations through didactic modules and partnered research in the experiential phase. Active participation of community organizations and faculty during all phases of the program provided for bidirectional learning and understanding of the challenges of community-engaged health research. The pilot program evaluation used qualitative and quantitative data collection techniques, including experiences of the participants assessed through surveys, formal group and individual interviews, phone calls, and discussions. Statistical analysis of the change in fellows’ pre-test and post-test survey scores were conducted using paired sample t tests. The small sample size is recognized by the authors as a limitation of the evaluation methods and would potentially be resolved by including more cohort data as the program progresses. Qualitative data were reviewed by two program staff using content and narrative analysis to identify themes, describe and assess group phenomena and determine program improvements. Objectives The objective of PEER is to create equitable partnerships between community organizations and academic partners to further research capacity in said organizations and develop mutually beneficial research partnerships between academia and community organizations. Conclusion PEER demonstrates a commitment to successfully developing sustainable research capacity growth in community organizations, and improved partnered research with academic institutions. PMID:28230553

Partnership Among Peers: Lessons Learned From the Development of a Community Organization-Academic Research Training Program.

PubMed

Jewett-Tennant, Jeri; Collins, Cyleste; Matloub, Jacqueline; Patrick, Alison; Chupp, Mark; Werner, James J; Borawski, Elaine A

2016-01-01

Community engagement and rigorous science are necessary to address health issues. Increasingly, community health organizations are asked to partner in research. To strengthen such community organization-academic partnerships, increase research capacity in community organizations, and facilitate equitable partnered research, the Partners in Education Evaluation and Research (PEER) program was developed. The program implements an 18-month structured research curriculum for one mid-level employee of a health-focused community-based organization with an organizational mentor and a Case Western Reserve University faculty member as partners. The PEER program was developed and guided by a community-academic advisory committee and was designed to impact the research capacity of organizations through didactic modules and partnered research in the experiential phase. Active participation of community organizations and faculty during all phases of the program provided for bidirectional learning and understanding of the challenges of community-engaged health research. The pilot program evaluation used qualitative and quantitative data collection techniques, including experiences of the participants assessed through surveys, formal group and individual interviews, phone calls, and discussions. Statistical analysis of the change in fellows' pre-test and post-test survey scores were conducted using paired sample t tests. The small sample size is recognized by the authors as a limitation of the evaluation methods and would potentially be resolved by including more cohort data as the program progresses. Qualitative data were reviewed by two program staff using content and narrative analysis to identify themes, describe and assess group phenomena and determine program improvements. The objective of PEER is to create equitable partnerships between community organizations and academic partners to further research capacity in said organizations and develop mutually beneficial research partnerships between academia and community organizations. PEER demonstrates a commitment to successfully developing sustainable research capacity growth in community organizations, and improved partnered research with academic institutions.

Systems of Career Influences: A Conceptual Model for Evaluating the Professional Development of Women in Academic Medicine

PubMed Central

Helitzer, Deborah; Morahan, Page; Chang, Shine; Gleason, Katharine; Cardinali, Gina; Wu, Chih-Chieh

2012-01-01

Abstract Background Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in advancement of women faculty. Methods The Systems of Career Influences Model is a framework for exploring factors influencing women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career advancement. Within this system, women weigh competing influences to make career advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. Results and Conclusions The Systems of Career Influences Model proved useful to identify key research questions. We used the model to probe how research in academic career development might be applied to content and methods of formal professional development programs. We generated a series of questions and hypotheses about how professional development programs might influence professional development of health science faculty members. Using the model as a guide, we developed a study using a quantitative and qualitative design. These analyses should provide insight into what works in recruiting and supporting productive men and women faculty in academic medical centers. PMID:23101486

A Strategy for Developing Future Academic Leaders for South Africa in a Resource-Constrained Environment

PubMed Central

Lalloo, Umesh G.; Bobat, Raziya A.; Pillay, Sandy; Wassenaar, Douglas

2014-01-01

A key challenge in addressing the shortage of health care workers in resource-constrained environments is ensuring that there is optimal academic capacity for their training. South Africa’s University of KwaZulu-Natal has placed academic and research capacity building at the heart of its program with the Medical Education Partnership Initiative (MEPI) in a program called ENhancing Training, REsearch Capacity, and Expertise (ENTREE). The program is premised on the basis that research capacity development will lead to an increase in teachers who will be essential to improving the quality and quantity of health care workers needed to meet South Africa’s health challenges. This is being achieved through four components of the program: (1) infusion of the undergraduate program with research modules; (2) attraction of academically talented students in the middle of their undergraduate program into a parallel track that has research capacity as its major thrust; (3) attraction of qualified health care personnel into a supported PhD program; and (4) providing strong research ethics training and mentorship. A significant proportion of the program is being executed in rural training sites, to increase the probability that trainees will return to the sites as mentors. PMID:25072580

Counselor-Mediated Contracts in Self-Management for Students in the New Start Program.

ERIC Educational Resources Information Center

Santa Rita, Emilio D., Jr.

In an effort to help students on academic suspension achieve full academic status and succeed in college, New York's Bronx Community College developed the New Start program, a portfolio-based intervention strategy utilizing personal success contracts. Students participating in the program complete guided self-assessments, identify problem areas,…

A Structured Career Intervention Program for Academically Challenged Students

ERIC Educational Resources Information Center

Salleh, Amla; Abdullah, Syed Mohamad; Mahmud, Zuria; Ghavifekr, Simin; Ishak, Noriah

2013-01-01

A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students' career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and…

Business Planning Methodology to Support the Development of Strategic Academic Programs

ERIC Educational Resources Information Center

Philbin, Simon P.; Mallo, Charles A.

2016-01-01

Higher education institutions are often required to design and deliver a range of strategic academic programs in order to remain competitive, support growth and ensure operations are financially sustainable. Such programs may include the creation of new research centers and institutes as well as the installation of major new research facilities.…

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

ERIC Educational Resources Information Center

Fischer Zellers, Darlene

2013-01-01

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

Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2014 Report

ERIC Educational Resources Information Center

Iowa Department of Education, 2014

2014-01-01

Community colleges across Iowa are working with business and industry through sector boards to develop training programs for jobs that have applicant shortages. The state Pathways for Academic Career and Employment (PACE) program enables community colleges to offer in-demand training, making education affordable for low income or unemployed…

Students' Perceptions of Terrascope, A Project-Based Freshman Learning Community

NASA Astrophysics Data System (ADS)

Lipson, Alberta; Epstein, Ari W.; Bras, Rafael; Hodges, Kip

2007-08-01

We present a descriptive case study of Terrascope, an innovative, year-long, project-based learning community at MIT. Each year, Terrascope students study a particular environmental or Earth-system problem from a multidisciplinary perspective. Terrascope includes both academic and non-academic components; this paper focuses on the academic components. The objectives of the academic subjects, and of the program as a whole, involve helping students develop their team-building, communication, problem-solving, and self-regulatory learning skills. This study focuses on cohorts of students from the first and second years of the program (2002-2003 and 2003-2004); it is based on end-of-semester surveys and focus groups, and on additional focus groups conducted when these students were upperclassmen. Students felt Terrascope helped them make significant improvements in their ability to work in teams and to take on complex, multidisciplinary problems. They felt that the program's two-semester structure gave them an opportunity to develop and nurture these skills, and that the program prepared them well for their later work at MIT. They also felt that being engaged, as freshmen, in a distinct learning community, significantly eased their transition into MIT. We describe lessons learned in the development of Terrascope and offer suggestions for other institutions planning to develop similar programs.

The Impact of Academic Vocabulary Instruction on Reading Performance of Sophomore Students on the Florida Comprehensive Assessment Test from 2008 and 2009

ERIC Educational Resources Information Center

McMillen, Margaret

2009-01-01

This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine if the impact of the…

An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

ERIC Educational Resources Information Center

Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

2005-01-01

This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…

Building Self-Determination through Inclusive Extracurricular Programs

ERIC Educational Resources Information Center

Vinoski, Erin; Graybill, Emily; Roach, Andrew

2016-01-01

Extracurricular activities provide students a range of rich experiences that influence their academic achievement, leadership and communication skills, and career paths. Students with disabilities (SWDs) historically have had limited access to extracurricular programs and thus fewer opportunities for academic, social, and vocational development.…

Dancing on the Bottom Line: An Unruly Cost-Benefit Analysis of Three Academic Development Initiatives

ERIC Educational Resources Information Center

Sword, Helen

2014-01-01

This article offers an unconventional cost-benefit analysis of three academic development initiatives at a large Australasian university: a three-day foundation course for new academics, a series of one-on-one teaching consultations and a two-year postgraduate certificate program. Weaving together qualitative, quantitative and arts-based…

Academic research opportunities at the National Geospatial-Intelligence Agency(NGA)

NASA Astrophysics Data System (ADS)

Loomer, Scott A.

2006-05-01

The vision of the National Geospatial-Intelligence Agency (NGA) is to "Know the Earth...Show the Way." To achieve this vision, the NGA provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. Academia plays a key role in the NGA research and development program through the NGA Academic Research Program. This multi-disciplinary program of basic research in geospatial intelligence topics provides grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program are: *NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. *Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. *Intelligence Community Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how researchers and institutions can apply for grants under the program. In addition, other opportunities for academia to engage with NGA through training programs and recruitment are discussed.

Perceptions of skill development of participants in three national career development programs for women faculty in academic medicine.

PubMed

Helitzer, Deborah L; Newbill, Sharon L; Morahan, Page S; Magrane, Diane; Cardinali, Gina; Wu, Chih-Chieh; Chang, Shine

2014-06-01

The Association of American Medical Colleges (AAMC) and Drexel University College of Medicine have designed and implemented national career development programs (CDPs) to help women faculty acquire and strengthen skills needed for success in academic medicine. The authors hypothesized that skills women acquired in CDPs would vary by career stage and program attended. In 2011, the authors surveyed a national cohort of 2,779 women listed in the AAMC Faculty Roster who also attended one of three CDPs (Early- and Mid-Career Women in Medicine Seminars, and/or Executive Leadership in Academic Medicine) between 1988 and 2010 to examine their characteristics and CDP experiences. Participants indicated from a list of 16 skills whether each skill was newly acquired, improved, or not improved as a result of their program participation. Of 2,537 eligible CDP women, 942 clicked on the link in an invitation e-mail, and 879 (93%) completed the survey. Respondents were representative of women faculty in academic medicine. Participants rated the CDPs highly. Almost all reported gaining and/or improving skills from the CDP. Four skills predominated across all three programs: interpersonal skills, leadership, negotiation, and networking. The skills that attendees endorsed differed by respondents' career stages, more so than by program attended. Women participants perceived varying skills gained or improved from their attendance at the CDPs. Determining ways in which CDPs can support women's advancement in academic medicine requires a deeper understanding of what participants seek from CDPs and how they use program content to advance their careers.

Perceptions of Skill Development of Participants in Three National Career Development Programs For Women Faculty in Academic Medicine

PubMed Central

Helitzer, Deborah L.; Newbill, Sharon L.; Morahan, Page S.; Magrane, Diane; Cardinali, Gina; Wu, Chih-Chieh; Chang, Shine

2014-01-01

Purpose The Association of American Medical Colleges (AAMC) and Drexel University College of Medicine have designed and implemented national career development programs (CDPs) to help women faculty acquire and strengthen skills needed for success in academic medicine. The authors hypothesized that skills women acquired in CDPs would vary by career stage and program attended. Method In 2011, the authors surveyed a national cohort of 2,779 women listed in the AAMC Faculty Roster who also attended one of three CDPs (Early- and Mid-Career Women in Medicine Seminars, and/or Executive Leadership in Academic Medicine) between 1988 and 2010 to examine their characteristics and CDP experiences. Participants indicated from a list of 16 skills whether each skill was newly acquired, improved, or not improved as a result of their program participation. Results Of 2537 eligible CDP women, 942 clicked on the link in an invitation e-mail and 879 (35%) completed the survey. Respondents were representative of women faculty in academic medicine. Participants rated the CDPs highly. Almost all reported gaining and/or improving skills from the CDP. Four skills predominated across all three programs: interpersonal skills, leadership, negotiation, and networking. The skills that attendees endorsed differed by respondents’ career stages, more so than by program attended. Conclusions Women participants perceived varying skills gained or improved from their attendance at the CDPs. Determining ways in which CDPs can support women’s advancement in academic medicine requires a deeper understanding of what participants seek from CDPs and how they use program content to advance their careers. PMID:24871241

Didactic Aspects of the Academic Discipline "History and Methodology of Mathematics"

ERIC Educational Resources Information Center

Sun, Hai; Varankina, Vera I.; Sadovaya, Victoriya V.

2017-01-01

The purpose of this article is to develop the content and methods, as well as the analysis of the approbation of the program of the academic discipline "History and methodology of mathematics" for graduate students of the Master's program of mathematical program tracks. The leading method in the study of this problem was the method of…

Developing dental faculty for the future: ADEA/AAL Institute for Teaching and Learning, 2006-09.

PubMed

Haden, N Karl; Hendricson, William D; Killip, John W; O'Neill, Paula N; Reed, Michael J; Weinstein, George; Williams, John N; Valachovic, Richard W

2009-11-01

This report summarizes the history and curriculum of the American Dental Education Association/Academy for Academic Leadership Institute for Teaching and Learning (ADEA/AAL ITL) Program for Dental School Faculty, describes participant feedback, and reviews how the program serves the faculty development initiatives of the American Dental Education Association. The fifty-hour program (6.5 days), conducted in two phases at collaborating dental schools, enhances core academic competencies of new and transitional faculty, including faculty members whose responsibilities include predoctoral, allied, and postdoctoral dental education. The program's mission is to prepare participants to become more effective teachers and develop other skills that will facilitate confidence, job satisfaction, and professional growth in the academic environment. From 2005 to 2009, 174 individuals graduated from the program, representing forty-three schools of dentistry in the United States and Canada and twenty-nine private practices. A total of forty scholarships have been awarded to participants by the American Academy of Periodontology Foundation, the American Academy of Pediatric Dentistry, and the American Association of Orthodontists. In an online survey completed by 75 percent of ADEA/AAL ITL participants, 99 percent indicated they were positive or highly positive about their learning experience in this faculty development program. Ninety-six percent stated that the program had been important or very important in their effectiveness as a teacher. In 2010, the program will be held at the University of North Carolina at Chapel Hill School of Dentistry, with phase I occurring on August 19-22, 2010, and phase II on October 22-24, 2010. In summary, the ADEA/AAL ITL is addressing an unmet need through a formal professional development program designed to help new and potential faculty members thrive as educators and become future leaders in academic health care.

The 2014 Academic College of Emergency Experts in India's Education Development Committee (EDC) White Paper on establishing an academic department of Emergency Medicine in India – Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training

PubMed Central

Aggarwal, Praveen; Galwankar, Sagar; Kalra, Om Prakash; Bhalla, Ashish; Bhoi, Sanjeev; Sundarakumar, Sundarajan

2014-01-01

Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers’ eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM. PMID:25114431

The 2014 Academic College of Emergency Experts in India's Education Development Committee (EDC) White Paper on establishing an academic department of Emergency Medicine in India - Guidelines for Staffing, Infrastructure, Resources, Curriculum and Training.

PubMed

Aggarwal, Praveen; Galwankar, Sagar; Kalra, Om Prakash; Bhalla, Ashish; Bhoi, Sanjeev; Sundarakumar, Sundarajan

2014-07-01

Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers' eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM.

Introduction to the special section from recent Association of Psychologists in Academic Health Centers (APAHC) programs.

PubMed

Klepac, Robert K; Dixon, Kim E

2010-12-01

The Association of Psychologists in Academic Health Centers (APAHC) offers programming at the annual American Psychological Association (APA) conventions as well as periodic APAHC conferences. Participants from academic health centers across the country convened in St. Louis, Missouri, October 15-17, 2009, for the 4th National Conference of the Association of Psychologists in Academic Health Centers (APAHC). The title of the conference was ''Psychologists in Academic Health Centers: Facing Tomorrow's Challenges to AHC Programs and Careers.'' Efforts were made to include topics relevant to academic health center (AHC) practice including the unique challenges of working in AHCs and issues pertinent to the different stages of AHC careers. To facilitate networking, opportunities for discussion among conferees and presenters with shared interests and concerns were provided throughout the conference. This paper introduces the special section of JCPMS dedicated to the conference and provides a brief overview of its development and organization. Articles selected for inclusion represent a sampling of the four conference themes: (1) challenges to AHC programs, (2) staying current in critical clinical areas, (3) professional issues and challenges, and (4) challenges to developing careers. Post-conference evaluation data are presented as evidence of the need for further conferences with similar foci. The programming offered by APAHC at the APA convention in San Diego in 2010 built on the themes offered at the 2009 APAHC conference.

Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

PubMed

Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

2017-10-25

Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p < 0.0001). Furthermore, 42% of RR are still active in research compared to 29% of CR (p = 0.04), but no statistical difference in postgraduate academic productivity identified. The CSTP increased academic productivity during residency for the residents and the program. However, this program did not lead to a clear increase in academic productivity after residency and did not result in more trainees choosing a career as clinician-scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Allied health careers special resources and services program: increasing the probabilities of success for 'high risk' students in allied health career programs.

PubMed

Murtha, J P; Grimm, F M

1979-11-01

This article describes a successful developmental program specifically designed for academically "high risk" students entering a two-year community college career program in allied health. The program consisted of providing an intensive three-week instructional program to students before they entered the allied health career program, and subsequently providing an ongoing support system of tutoring, counseling and career development activities. Participants attained higher levels of academic performance and retention than nonparticipants.

[International academic mobility program in nursing experience report].

PubMed

de Oliveira, Mariana Gonçalves; Pagliuca, Lorita Marlena Freitag

2012-03-01

An experience of studying abroad or of academic exchange, really adds value to the professional and personal development of exchange students. This report aims to describe a student's experience in an international academic mobility program. It was developed from 2008 to 2009 in Brazil and Spain. The experiences, observations and activities of the student were emphasized believing that the training of students and researchers is not only restricted to the university and the students' home country, and that it is important to have possibilities of new experiences and differentiated knowledge. The conclusion is that this opportunity promoted a profound effect on psychological, cultural social and scientific development of the exchange student.

Let's Hear It for the "Dumb Jock": What Athletics Contribute to the Academic Program.

ERIC Educational Resources Information Center

Pressley, James S.; Whitley, Roger L.

1996-01-01

When interscholastic athletic programs enhance students' intellectual and social development, athletic participation becomes a valuable educational experience. Achieving success in our society requires much more than attaining academic success. The positive relationship between interscholastic athletics and educational performance should…

Dimensions of Academic Growth and Development During College: Using Alumni Reports to Evaluate Education Programs. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Pike, Gary R.

This study attempted to validate the use of academic growth and development items from Tennessee alumni surveys as measures of program quality and effectiveness at the University of Tennessee (UTK), Knoxville. The argument is made that it is essential that the instruments used to assess students educational outcomes be valid measures of the goals…

Student Writing in a Talent Development Program: Sanctuary and Academic Site of the "Personally Humane"

ERIC Educational Resources Information Center

Paley, Karen Surman

2008-01-01

The author had the pleasure of being in an academic setting where students of color were in the majority. That was the summer of 2004 as she observed African-American Literature 1900-Present, a writing intensive class in the Special Program in Talent Development (SPTD) at the University of Rhode Island (URI). The author wants to tell the story of…

Using Social-Emotional and Character Development to Improve Academic Outcomes: A Matched-Pair, Cluster-Randomized Controlled Trial in Low-Income, Urban Schools

ERIC Educational Resources Information Center

Bavarian, Niloofar; Lewis, Kendra M.; DuBois, David L.; Acock, Alan; Vuchinich, Samuel; Silverthorn, Naida; Snyder, Frank J.; Day, Joseph; Ji, Peter; Flay, Brian R.

2013-01-01

Background: School-based social-emotional and character development (SECD) programs can influence not only SECD but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. Methods: The longitudinal study used a matched-pair, cluster-randomized…

A Triangulated Study of Academic Language Needs of Iranian Students of Computer Engineering: Are the Courses on Track?

ERIC Educational Resources Information Center

Atai, Mahmood Reza; Shoja, Leila

2011-01-01

Even though English for Specific Academic Purposes (ESAP) courses constitute a significant part of the Iranian university curriculum, curriculum developers have generally developed the programs based on intuition. This study assessed the present and target situation academic language needs of undergraduate students of computer engineering. To this…

A strategy for developing future academic leaders for South Africa in a resource-constrained environment.

PubMed

Lalloo, Umesh G; Bobat, Raziya A; Pillay, Sandy; Wassenaar, Douglas

2014-08-01

A key challenge in addressing the shortage of health care workers in resource-constrained environments is ensuring that there is optimal academic capacity for their training. South Africa's University of KwaZulu-Natal has placed academic and research capacity building at the heart of its program with the Medical Education Partnership Initiative in a program called ENhancing Training and REsearch capacity and Expertise (ENTREE). The program aims to increase the quantity, quality, and retention of health care graduates. It is premised on the basis that research capacity development will lead to an increase in teachers who will be essential to improving the quality and quantity of health care workers needed to meet South Africa's health challenges. This is being achieved through four components of the program: (1) infusion of the undergraduate program with research modules; (2) attraction of academically talented students in the middle of their undergraduate program into a parallel track that has research capacity as its major thrust; (3) attraction of qualified health care personnel into a supported PhD program; and (4) providing strong research ethics training and mentorship. A significant proportion of the program is being executed in rural training sites, to increase the probability that trainees will return to the sites as mentors.

Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment.

PubMed

Suldo, Shannon M; Shaunessy, Elizabeth; Thalji, Amanda; Michalowski, Jessica; Shaffer, Emily

2009-01-01

Navigating puberty while developing independent living skills may render adolescents particularly vulnerable to stress, which may ultimately contribute to mental health problems (Compas, Orosan, & Grant, 1993; Elgar, Arlett, & Groves, 2003). The academic transition to high school presents additional challenges as youth are required to interact with a new and larger peer group and manage greater academic expectations. For students enrolled in academically rigorous college preparatory programs, such as the International Baccalaureate (IB) program, the amount of stress perceived may be greater than typical (Suldo, Shaunessy, & Hardesty, 2008). This study investigated the environmental stressors and psychological adjustment of 162 students participating in the IB program and a comparison sample of 157 students in general education. Factor analysis indicated students experience 7 primary categories of stressors, which were examined in relation to students' adjustment specific to academic and psychological functioning. The primary source of stress experienced by IB students was related to academic requirements. In contrast, students in the general education program indicated higher levels of stressors associated with parent-child relations, academic struggles, conflict within family, and peer relations, as well as role transitions and societal problems. Comparisons of correlations between categories of stressors and students' adjustment by curriculum group reveal that students in the IB program reported more symptoms of psychopathology and reduced academic functioning as they experienced higher levels of stress, particularly stressors associated with academic requirements, transitions and societal problems, academic struggles, and extra-curricular activities. Applied implications stem from findings suggesting that students in college preparatory programs are more likely to (a) experience elevated stress related to academic demands as opposed to more typical adolescent concerns, and (b) manifest worse outcomes in the face of stress.

Bilingualism and Special Education: Program and Pedagogical Issues.

ERIC Educational Resources Information Center

Cummins, Jim

1983-01-01

Application of the research-based principle that first and second language cognitive and academic development are interdependent and that language acquisition is largely dependent on students receiving sufficient comprehensible input in the target language is discussed in reference to program planning for academically at risk language minority…

Partners for Success: A School Library Advocacy Training Program for Principals.

ERIC Educational Resources Information Center

Kachel, Debra E.

2003-01-01

Describes a program developed to help school principals understand the importance of school library media specialists based on "Information Power." Explains modules on academic achievement and school libraries, information literacy and academic standards, library collections and flexible access, and revitalization and evaluation of…

Enhancing pediatric residents’ scholar role: the development of a Scholarly Activity Guidance and Evaluation program

PubMed Central

Pound, Catherine M.; Moreau, Katherine A.; Ward, Natalie; Eady, Kaylee; Writer, Hilary

2015-01-01

Background Research training is essential to the development of well-rounded physicians. Although many pediatric residency programs require residents to complete a research project, it is often challenging to integrate research training into educational programs. Objective We aimed to develop an innovative research program for pediatric residents, called the Scholarly Activity Guidance and Evaluation (SAGE) program. Methods We developed a competency-based program which establishes benchmarks for pediatric residents, while providing ongoing academic mentorship. Results Feedback from residents and their research supervisors about the SAGE program has been positive. Preliminary evaluation data have shown that all final-year residents have met or exceeded program expectations. Conclusions By providing residents with this supportive environment, we hope to influence their academic career paths, increase their research productivity, promote evidence-based practice, and ultimately, positively impact health outcomes. PMID:26059213

Building sustainable community partnerships into the structure of new academic public health schools and programs.

PubMed

Gaughan, Monica; Gillman, Laura B; Boumbulian, Paul; Davis, Marsha; Galen, Robert S

2011-01-01

We describe and assess how the College of Public Health at the University of Georgia, established in 2005, has developed formal institutional mechanisms to facilitate community-university partnerships that serve the needs of communities and the university. The College developed these partnerships as part of its founding; therefore, the University of Georgia model may serve as an important model for other new public health programs. One important lesson is the need to develop financial and organizational mechanisms that ensure stability over time. Equally important is attention to how community needs can be addressed by faculty and students in academically appropriate ways. The integration of these 2 lessons ensures that the academic mission is fulfilled at the same time that community needs are addressed. Together, these lessons suggest that multiple formal strategies are warranted in the development of academically appropriate and sustainable university-community partnerships.

An Opportunity for Industry-Academia Partnership: Training the Next Generation of Industrial Researchers in Characterizing Higher Order Protein Structure.

PubMed

Bain, David L; Brenowitz, Michael; Roberts, Christopher J

2016-12-01

Training researchers for positions in the United States biopharmaceutical industry has long been driven by academia. This commentary explores how the changing landscape of academic training will impact the industrial workforce, particularly with regard to the development of protein therapeutics in the area of biophysical and higher order structural characterization. We discuss how to balance future training and employment opportunities, how academic-industrial partnerships can help young scientists acquire the skills needed by their future employer, and how an appropriately trained workforce can facilitate the translation of new technology from academic to industrial laboratories. We also present suggestions to facilitate the coordinated development of industrial-academic educational partnerships to develop new training programs, and the ability of students to locate these programs, through the development of authoritative public resources. Copyright © 2016 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

Employee Assistance Programs in Higher Education. Alcohol, Mental Health and Professional Development Programming for Faculty and Staff.

ERIC Educational Resources Information Center

Thoreson, Richard W., Ed.; Hosokawa, Elizabeth P., Ed.

The promotion of employee assistance programs (EAP) in higher education is considered in 24 chapters, with an emphasis on enhancing resources and the academic environment for faculty and staff. Seven topical areas are addressed: history of EAP; characteristics of higher education; alcoholism and other risks in the academic life-style; EAP models…

An Academic Innovation: The Executive Ph.D. in Urban Higher Education at a Historically Black University

ERIC Educational Resources Information Center

Stevenson, Joseph Martin; Payne, Alfredda Hunt

2016-01-01

This chapter describes how data analysis and data-driven decision making were critical for designing, developing, and assessing a new academic program. The authors--one, the program's founder; the other, an alumna--begin by highlighting some of the elements in the program's incubation and, subsequently, describe some of the components for data…

"XSEL" Virtual Selective High School Provision: Delivering Academically Selective Secondary Curriculum in Regional, Rural and Remote NSW

ERIC Educational Resources Information Center

Furney, Ann-Marie; McDiarmid, Carole

2014-01-01

This paper describes the development and implementation of the "xsel" program in Western NSW. The program supports identified high school students from regional, rural and remote communities to access the study of English, maths and science at an academically selective level. A program review was undertaken during 2012 using a structured…

Predictive Modeling of Student Performances for Retention and Academic Support in a Diagnostic Medical Sonography Program

ERIC Educational Resources Information Center

Borghese, Peter; Lacey, Sandi

2014-01-01

As part of a retention and academic support program, data was collected to develop a predictive model of student performances in core classes in a Diagnostic Medical Sonography (DMS) program. The research goal was to identify students likely to have difficulty with coursework and provide supplemental tutorial support. The focus was on the…

Seizing the Future: How Ohio's Career-Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Careers

ERIC Educational Resources Information Center

Guarino, Heidi; Yoder, Shaun

2015-01-01

"Seizing the Future: How Ohio's Career and Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Work," demonstrates Ohio's progress in developing strong policies for career and technical education (CTE) programs to promote rigor, including college- and career-ready graduation…

The Open Academic Model for the Systems Engineering Graduate Program at Stevens Institute of Technology

ERIC Educational Resources Information Center

Lasfer, Kahina

2012-01-01

The Systems Engineering Program at Stevens Institute of Technology has developed the Open Academic Model (OAM) to guide its strategic planning and operations since its founding in 2001. Guided by OAM, the Stevens Systems Engineering Program (SSEP) has grown from inception in 2001 into one of the largest in the US. The main objectives of the…

Advanced degrees in astronautical engineering for the space industry

NASA Astrophysics Data System (ADS)

Gruntman, Mike

2014-10-01

Ten years ago in the summer of 2004, the University of Southern California established a new unique academic unit focused on space engineering. Initially known as the Astronautics and Space Technology Division, the unit operated from day one as an independent academic department, successfully introduced the full set of degrees in Astronautical Engineering, and was formally renamed the Department of Astronautical Engineering in 2010. The largest component of Department's educational programs has been and continues to be its flagship Master of Science program, specifically focused on meeting engineering workforce development needs of the space industry and government space research and development centers. The program successfully grew from a specialization in astronautics developed in mid-1990s and expanded into a large nationally-visible program. In addition to on-campus full-time students, it reaches many working students on-line through distance education. This article reviews the origins of the Master's degree program and its current status and accomplishments; outlines the program structure, academic focus, student composition, and enrollment dynamics; and discusses lessons learned and future challenges.

Perceptions and Development of Political Leadership Skills of Women in Academic Medicine: A Study of Selected Women Alumnae of the Hedwig Van Ameringen Executive Leadership in Academic Medicine (ELAM) Program

ERIC Educational Resources Information Center

Evers, Cynthia D.

2014-01-01

Despite women having much to offer in the field of academic medicine, women may not be sufficiently attuned to developing their political leadership skills, which are crucial for successful leadership (Ferris, Frink, & Galang, 1993; Ferris & Perrewe, 2010). The study's purpose was to examine how 14 women in academic medicine perceived…

Early Career Professional Development Issues for Military Academic Psychiatrists

ERIC Educational Resources Information Center

Warner, Christopher H.; Bobo, William V.; Flynn, Julianne

2005-01-01

Objective: Academically motivated graduates of military psychiatric residency programs confront serious challenges. Method: In this article, the authors present a junior faculty development model organized around four overlapping domains: mentorship, scholarship, research, and career planning/development. Using these four domains as a platform for…

Preventing Negative Behaviors Among Elementary-School Students Through Enhancing Students’ Social-Emotional and Character Development

PubMed Central

Snyder, Frank J.; Acock, Alan C.; Vuchinich, Samuel; Beets, Michael W.; Washburn, Isaac J.; Flay, Brian R.

2013-01-01

Purpose Examine the effects of a comprehensive, school-wide social-emotional and character development program using a positive youth development perspective. Specifically, we examined a mediation mechanism whereby positive academic-related behaviors mediated the intervention effects on substance use, violence, and sexual activity. Design Matched-pair, cluster-randomized, controlled design. Setting Twenty (10 intervention and 10 control) racially/ethnically diverse schools in Hawaii. Subjects Elementary-aged students (N = 1784) from grade 5. Intervention The Positive Action program. Measures Students self-reported their academic behaviors, together with their substance use, violence, and voluntary sexual activity; teachers rated students’ academic behaviors, substance use, and violence. Analysis Structural equation modeling. Results Students attending intervention schools reported significantly better academic behavior (B = .273, SE = .039, p < .001) and significantly less substance use (B = −.970, SE = .292, p < .01, incidence-rate ratio [IRR] = .379), violence (B = −1.410, SE = .296, p < .001, IRR= .244), and sexual activity (B = − 2.415, SE = .608, p < .001, odds ratio = .089); boys reported more negative behaviors than girls. Intervention effects on student-reported substance use, violence, and sexual activity were mediated by positive academic behavior. Teacher reports corroborated these results, with rated academic behavior partially mediating the effects of the intervention on rated negative behaviors. Conclusion This study (1) provides evidence that adds insight into one mechanism through which a social-emotional and character development program affects negative outcomes and (2) supports social-emotional and character development and positive youth development perspectives that posit that focusing on youths’ assets may reduce negative behaviors. PMID:23470183

Beginning Blueprint: Electronic Exhibits for a Teacher Education Accreditation Council Academic Audit

ERIC Educational Resources Information Center

Koonce, Glenn L.; Hoskins, Joan J.; Goldman, Katie D.

2012-01-01

This study illustrates the development, usability, and advantages of an electronic exhibit for the TEAC (Teacher Education Accreditation Council) academic audit from the perspective of program education faculty. The examination of the successful utilization of electronic exhibits for teacher licensure and educational leadership program IBs…

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

ERIC Educational Resources Information Center

Eldaba, Abir

2016-01-01

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

Academic Planning through Program Review: Can It Work?

ERIC Educational Resources Information Center

Fernandez, Thomas V.; Raab, Marjorie K.

Nassau Community College (NCC) is currently working with a program evaluation model in which faculty from one department serve as peer evaluation consultants to direct the self-evaluations of other departments. The four functional objectives initially motivating the development of NCC's plan directed that: real decisions about academic programs…

Learning from history: the legacy of Title VII in academic family medicine.

PubMed

Newton, Warren; Arndt, Jane E

2008-11-01

The current renaissance of interest in primary care could benefit from reviewing the history of federal investment in academic family medicine. The authors review 30 years of experience with the Title VII, Section 747 Training in Primary Care Medicine and Dentistry (Title VII) grant program, addressing three questions: (1) What Title VII grant programs were available to family medicine, and what were their goals? (2) How did Title VII change the discipline? and (3) What impact did Title VII family medicine programs have outside the discipline?Title VII grant programs evolved from broad support for the new discipline of family medicine to a sharper focus on specific national workforce objectives such as improving care for underserved and vulnerable populations and increasing diversity in the health professions. Grant programs were instrumental in establishing family medicine in nearly all medical schools and in supporting the educational underpinnings of the field. Title VII grants helped enhance the social capital of the discipline. Outside family medicine, Title VII fostered the development of innovative ambulatory education, institutional initiatives focusing on underserved and vulnerable populations, and primary care research capacity. Adverse effects include relative inattention to clinical and research missions in family medicine academic units and, institutionally, the development of medical education initiatives without core institutional support, which has put innovation and extension of education to communities at risk as grant funding has decreased. Reinvestment in academic family medicine can yield substantial benefits for family medicine and help reorient academic health centers. This article is part of a theme issue of Academic Medicine on the Title VII health professions training programs.

The Future of Nearshore Processes Research: U.S. Integrated Coastal Research Program

NASA Astrophysics Data System (ADS)

Elko, N.; Feddersen, F.; Foster, D. L.; Hapke, C. J.; Holman, R. A.; McNinch, J.; Mulligan, R. P.; Ozkan-Haller, H. T.; Plant, N. G.; Raubenheimer, B.

2016-02-01

The authors, representing the acting Nearshore Advisory Council, have developed an implementation plan for a U.S. Nearshore Research Program based on the 2015 Future of Nearshore Processes report that was authored by the nearshore community. The objectives of the plan are to link research programs across federal agencies, NGOs, industry, and academia into an integrated national program and to increase academic and NGO participation in federal agency nearshore processes research. A primary recommendation is interagency collaboration to build a research program that will coordinate and fund U.S. nearshore processes research across three broad research themes: 1) long-term coastal evolution due to natural and anthropogenic processes; 2) extreme events; and 3) physical, biological and chemical processes impacting human and ecosystem health. The plan calls for a new program to be developed by an executive committee of federal agency leaders, NGOs, and an academic representative, created similarly to the existing NOPP program. This leadership will be established prior to the 2016 Ocean Sciences meeting and will have agreed on responsibilities and a schedule for development of the research program. To begin to understand the scope of today's U.S. coastal research investment, a survey was distributed to ten federal agency R&D program heads. Six of the ten agencies indicated that they fund coastal research, with a combined annual coastal research budget of nearly 100 million (NSF has not responded). The priority of the three research themes were ranked nearly equally and potential research support ranged from 15-19 million for each theme, with approximately 12 million as direct contribution to academic research. Beyond addressing our fundamental science questions, it is critical that the nearshore community stay organized to represent academic interests on the new executive committee. The program goal is the integration of academic, NGO, and federal agencies.

The Meyerhoff Way: How the Meyerhoff Scholarship Program Helps Black Students Succeed in the Sciences

PubMed Central

Stolle-McAllister, Kathy; Sto. Domingo, Mariano R.; Carrillo, Amy

2011-01-01

The Meyerhoff Scholarship Program (MSP) is widely recognized for its comprehensive approach of integrating students into the science community. The supports provided by the program aim to develop students, primarily Blacks, into scientists by offering them academic, social, and professional opportunities to achieve their academic and career goals. The current study allowed for a rich understanding of the perceptions of current Meyerhoff students and Meyerhoff alumni about how the program works. Three groups of MSP students were included in the study: 1) new Meyerhoff students participating in Summer Bridge (n=45), 2) currently enrolled Meyerhoff students (n=92), and 3) graduates of the MSP who were currently enrolled in STEM graduate studies or had completed an advanced STEM degree (n=19). Students described the importance of several key aspects of the Meyerhoff Scholars Program: financial support, the Summer Bridge Program, formation of Meyerhoff identity, belonging to the Meyerhoff family, and developing networks - all of which serve to integrate students both academically and socially. PMID:21850153

Development and Validation of ENGAGE[TM] Grades 6-9. ACT Research Report Series, 2011-1

ERIC Educational Resources Information Center

Casillas, Alex; Allen, Jeff; Kuo, Yi-Lung; Pappas, Susan; Hanson, Mary Ann; Robbins, Steve

2011-01-01

This report details the development and validation of the ENGAGE Grades 6-9, a measure of academic behavior designed to determine students' levels of academic risk. The work presented in this report is part of a comprehensive research program of educational risk assessment based on key academic behavior predictors (also known in the literature as…

Best Practices in Academic Mentoring: A Model for Excellence

PubMed Central

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

2012-01-01

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

Five Weekend National Family Medicine Fellowship. Program for faculty development.

PubMed

Talbot, Y; Batty, H; Rosser, W W

1997-12-01

PROBLEM ADDRESSEDMany faculty development programs are thought time-consuming and inaccessible to academic family physicians or physicians wanting to move into academic positions. This is largely due to difficulty in leaving their practices for extended periods. Canadian family medicine needs trained leaders who can work in teams and are well grounded in the principles of their discipline as they relate to education, management, research, and policy making.OBJECTIVE OF PROGRAMTo develop a team of leaders in family medicine.MAIN COMPONENTS OF PROGRAMThe Five Weekend National Family Medicine Fellowship Program focuses on the essentials of education, management, communication, critical appraisal skills, and the principles of family medicine to develop leadership and team-building skills for faculty and community-based family physicians entering academic careers. This unique 1-year program combines intensive weekend seminars with small-group projects between weekends. It emphasizes a broader set of skills than just teaching, has regional representation, and focuses on leadership and teamwork using a time-efficient format.CONCLUSIONThe program has graduated 34 Fellows over the last 3 years. More than 90% of the 35 projects developed through course work have been presented in national or provincial peer-reviewed settings. Quantitative ratings of program structure, course content, and course outcomes have been positive.

Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program

PubMed Central

Kintner, Eileen; Cook, Gwendolyn; Marti, C. Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A.

2018-01-01

Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy—Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4–5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p<.001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. PMID:26296595

Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program.

PubMed

Kintner, Eileen; Cook, Gwendolyn; Marti, C Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A

2015-12-01

Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p< .001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. © 2015 Wiley Periodicals, Inc.

Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program

ERIC Educational Resources Information Center

Salgado, Herlinda Arlene Galve

2016-01-01

Elementary Spanish language immersion programs have become more popular in the educational field in the United States to support the academic achievement of minority students. The final goal of immersion programs is to develop proficiency in the home language and dominant language, identified as first language (L1) and second language (L2), to…

Analysis of academic programs: comparing nursing and other university majors in the application of a quality, potential and cost model.

PubMed

Booker, Kathy; Hilgenberg, Cheryl

2010-01-01

Nursing is often considered expensive in the cost analysis of academic programs. Yet nursing programs have the power to attract many students, and the national nursing shortage has resulted in a high demand for nurses. Methods to systematically assess programs across an entire university academic division are often dissimilar in technique and outcome. At a small, private, Midwestern university, a model for comprehensive program assessment, titled the Quality, Potential and Cost (QPC) model, was developed and applied to each major offered at the university through the collaborative effort of directors, chairs, deans, and the vice president for academic affairs. The QPC model provides a means of equalizing data so that single measures (such as cost) are not viewed in isolation. It also provides a common language to ensure that all academic leaders at an institution apply consistent methods for assessment of individual programs. The application of the QPC model allowed for consistent, fair assessments and the ability to allocate resources to programs according to strategic direction. In this article, the application of the QPC model to School of Nursing majors and other selected university majors will be illustrated. Copyright 2010 Elsevier Inc. All rights reserved.

Evaluation of a peer mentoring program for early career gerontological nursing faculty and its potential for application to other fields in nursing and health sciences.

PubMed

Brody, Abraham A; Edelman, Linda; Siegel, Elena O; Foster, Victoria; Bailey, Donald E; Bryant, Ashley Leak; Bond, Stewart M

2016-01-01

As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty. This evaluation of a peer mentorship program for predoctoral and postdoctoral gerontological nurses examined its efficacy, utility, and potential for improvement. A web-based survey was developed, implemented, and completed by 22 mentees and 17 mentors (71% and 61% response rates, respectively) as part of the evaluation. The peer mentorship program was found to be valuable by both mentors (64.7%) and mentees (72.7%) in helping mentees further develop their careers and networks and providing mentors with supported mentorship experience. The peer mentorship program could serve as a model for other professional organizations, academic institutions, and consortiums to enhance and extend the formal vertical mentorship provided to early academic career individuals. Published by Elsevier Inc.

Evaluation of a peer mentoring program for early career gerontological nursing faculty and its potential for application to other fields in nursing and health sciences

PubMed Central

Brody, Abraham A.; Edelman, Linda; Siegel, Elena O.; Foster, Victoria; Bailey, Donald E.; Bryant, Ashley Leak; Bond, Stewart M.

2018-01-01

Background As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty. Purpose This evaluation of a peer mentorship program for predoctoral and postdoctoral gerontological nurses examined its efficacy, utility, and potential for improvement. Methods A web-based survey was developed, implemented, and completed by 22 mentees and 17 mentors (71% and 61% response rates, respectively) as part of the evaluation. Discussion The peer mentorship program was found to be valuable by both mentors (64.7%) and mentees (72.7%) in helping mentees further develop their careers and networks and providing mentors with supported mentorship experience. Conclusion The peer mentorship program could serve as a model for other professional organizations, academic institutions, and consortiums to enhance and extend the formal vertical mentorship provided to early academic career individuals. PMID:27156778

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

PubMed

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

2013-10-01

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

Mentoring and Academic Resilience: Academic Progress in a Predominantly White Institution as a Historically Marginalized Student

ERIC Educational Resources Information Center

Reed-Hendon, Caryn Y.

2013-01-01

Mentoring for historically marginalized students in the post-secondary education years has been used as a means to mitigate factors of attrition in academic programs. As a student development construct, academic resilience utilizes protective processes for managing behavioral and emotional responses to difficult situations inside and outside of…

Using the Academic Skills Inventory to Assess the Biology Major

ERIC Educational Resources Information Center

Seifert, Kyle; Hurney, Carol A.; Wigtil, Clifton J.; Sundre, Donna L.

2009-01-01

The Academic Skills Inventory (Kruger and Zechmeister, 2001) was developed at Loyola University of Chicago and originally designed for use with psychology majors. It was later extended for use in a variety of academic programs. The Academic Skills Inventory (ASI) assesses student self-reports of behaviors in 10 skill areas: (1) written and oral…

The Joint Council on Thoracic Surgery Education (JCTSE) "Educate the Educators" Faculty Development Course: Analysis of the First 5 Years.

PubMed

Yang, Stephen C; Vaporciyan, Ara A; Mark, Rebecca J; DaRosa, Deborah A; Stritter, Frank T; Sullivan, Maura E; Verrier, Edward D

2016-12-01

Since 2010, the Joint Council on Thoracic Surgery Education, Inc (JCTSE) has sponsored an annual "Educate the Educators" (EtE) course. The goal is to provide United States academic cardiothoracic surgeons (CTS) the fundamentals of teaching skills, educational curriculum development, and using education for academic advancement. This report describes the course development and evaluation along with attendee's self-assessment of skills through the first 5 years of the program. The content of this 2½-day course was based on needs assessment surveys of CTS and residents attending annual meetings in 2009. From 2010 to 2014, EtE was offered to all CTS at training programs approved by the Accreditation Council for Graduate Medical Education. Course content was evaluated by using end-of-course evaluation forms. A 5-point Likert scale (1 = poor, 5 = excellent) was used to obtain composite assessment mean scores for the 5 years on course variables, session presentations, and self-assessments. With 963 known academic CTS in the United States, 156 (16.3%) have attended, representing 70 of 72 training programs (97%), and 1 international surgeon attended. There were also 7 program coordinators. Ratings of core course contents ranged from 4.4 to 4.8, accompanied with highly complementary comments. Through self-assessment, skills and knowledge in all content areas statistically improved significantly. The effect of the course was evaluated with a follow-up survey in which responders rated the program 4.3 on the usefulness of the information for their career and 3.9 for educational productivity. The EtE program offers an excellent opportunity for academic CTS to enhance their teaching skills, develop educational activities, and prepare for academic promotion. With its unique networking and mentorship environment, the EtE program is an important resource in the evolution of cardiothoracic surgical training in the United States. Copyright © 2016 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Emergent Literacy and the Development of the Early Literacy Program Evaluation Guide

ERIC Educational Resources Information Center

Grace, Donna J.; Brandt, Mary E.

2005-01-01

Early childhood educators believe that schooling for young children should focus on developing the "whole child," socially, emotionally, physically, and academically. Teaching pre-reading skills and encouraging children to read are essential steps on the path of literacy development. A narrow and persistent attention to academics is…

Using Faculty-Developed Exit Examinations to Evaluate Academic Programs.

ERIC Educational Resources Information Center

Banta, Trudy W.; Schneider, Janet A.

1988-01-01

Four dozen departments at the University of Tennessee, Knoxville, are using faculty-developed exit examinations for majors as one component of a comprehensive program evaluation process. The experience of 11 program faculties in developing and using such examinations are summarized. (Author/MLW)

Academic Peer Instruction: Reference and Training Manual (with Answers)

ERIC Educational Resources Information Center

Zaritsky, Joyce; Toce, Andi

2013-01-01

This manual consists of an introduction to our Academic Peer Instruction (API) program at LaGuardia Community College, a compilation of the materials we have developed and use for training of our tutors (with answers), and a bibliography. API is based on an internationally recognized peer tutoring program, Supplemental Instruction. (Contains 6…

The Importance of Distributed Broadband Networks to Academic Biomedical Research and Education Programs

ERIC Educational Resources Information Center

Yellowlees, Peter M.; Hogarth, Michael; Hilty, Donald M.

2006-01-01

Objective: This article highlights the importance of distributed broadband networks as part of the core infrastructure necessary to deliver academic research and education programs. Method: The authors review recent developments in the field and present the University of California, Davis, environment as a case study of a future virtual regional…

Student Health, Student Success.

ERIC Educational Resources Information Center

Broderick, Susan

2003-01-01

Describes the Student Health Services and Wellness Program at Santa Barbara City College, California. The program is funded by student health fees, and offers mental health services, health education, and academic services. The program also presents professional development seminars, offers program development consultations, and offers services in…

Facilitating Scholarly Writing in Academic Medicine

PubMed Central

Pololi, Linda; Knight, Sharon; Dunn, Kathleen

2004-01-01

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

Early Career Boot Camp: a novel mechanism for enhancing early career development for psychologists in academic healthcare.

PubMed

Foran-Tuller, Kelly; Robiner, William N; Breland-Noble, Alfiee; Otey-Scott, Stacie; Wryobeck, John; King, Cheryl; Sanders, Kathryn

2012-03-01

The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.

Thinking strategically: academic-practice relationships: one health system's experience.

PubMed

Wurmser, Teri; Bliss-Holtz, Jane

2011-01-01

Strategic planning and joint leverage of the strengths inherent in the academic and practice arenas of nursing are imperative to confront the challenges facing the profession of nursing and its place within the healthcare team of the future. This article presents a description and discussion of the implementation of several academic-practice partnership initiatives by Meridian Health, a health system located in central New Jersey. Included in the strategies discussed are creation of a support program for nonprofessional employees to become registered nurses; active partnership in the development of an accelerated BSN program; construction of support systems and academic partnerships for staff participation in RN-to-BSN programs; construction of on-site clinical simulation laboratories to foster interprofessional learning; and the implementation of a new BSN program, the first and only generic BSN program in two counties of the state. Outcomes of these academic-practice partnerships also are presented, including number of participants; graduation and NCLEX-RN pass rates; MH nurse vacancy rates; and nurse retention rates after first employment. Copyright © 2011 Elsevier Inc. All rights reserved.

A hospital discharge summary quality improvement program featuring individual and team-based feedback and academic detailing.

PubMed

Axon, Robert N; Penney, Fletcher T; Kyle, Thomas R; Zapka, Jane; Marsden, Justin; Zhao, Yumin; Mauldin, Patrick D; Moran, William P

2014-06-01

Discharge summaries are an important component of hospital care transitions typically completed by interns in teaching hospitals. However, these documents are often not completed in a timely fashion or do not include pertinent details of hospitalization. This report outlines the development and impact of a curriculum intervention to improve the quality of discharge summaries by interns and residents in Internal Medicine. A previous study demonstrated that a discharge summary curriculum featuring individualized feedback was associated with improved summary quality, but few subsequent studies have described implementation of similar curricula. No information exists on the utility of other strategies such as team-based feedback or academic detailing. Study participants were 96 Internal Medicine intern and resident physicians at an academic medical center-based training program. A comprehensive evidence-based discharge summary quality improvement program was developed and implemented that featured a discharge summary template to facilitate summary preparation, individual feedback, team-based feedback, academic detailing and an objective discharge summary evaluation instrument. The discharge summary evaluation instrument had moderate interrater reliability (κ = 0.72). Discharge summary scores improved from mean score of 70% to 82% (P = 0.05). Interns and residents participating in this program also reported increased confidence in producing and critiquing summaries. A comprehensive discharge summary curriculum can be feasibly implemented within the context of a residency program. Team-based feedback and academic detailing may serve to reinforce individual feedback and extend program reach.

Evaluation of VA Women's Health Fellowships: developing leaders in academic women's health.

PubMed

Tilstra, Sarah A; Kraemer, Kevin L; Rubio, Doris M; McNeil, Melissa A

2013-07-01

The Department of Veterans Affairs (VA) instituted the VA Women's Health Fellowship (VAWHF) Program in 1994, to accommodate the health needs of increasing numbers of female veterans and to develop academic leaders in women's health. Despite the longevity of the program, it has never been formally evaluated. To describe the training environments of VAWHFs and career outcomes of female graduates. Cross-sectional web-based surveys of current program directors (2010-2011) and VAWHF graduates (1995-2011). Responses were received from six of seven program directors (86 %) and 42 of 74 graduates (57 %). The mean age of graduates was 41.2 years, and mean time since graduation was 8.5 years. Of the graduates, 97 % were female, 74 % trained in internal medicine, and 64 % obtained an advanced degree. Those with an advanced degree were more likely than those without an advanced degree to pursue an academic career (82 % vs. 60 %; P<0.01). Of the female graduates, 76 % practice clinical women's health and spend up to 66 % of their time devoted to women's health issues. Thirty percent have held a VA faculty position. Seventy-nine percent remain in academics, with 39 % in the tenure stream. Overall, 94 % had given national presentations, 88 % had received grant funding, 79 % had published in peer-reviewed journals, 64 % had developed or evaluated curricula, 51 % had received awards for teaching or research, and 49 % had held major leadership positions. At 11 or more years after graduation, 33 % of the female graduates in academics had been promoted to the rank of associate professor and 33 % to the rank of full professor. The VAWHF Program has been successful in training academic leaders in women's health. Finding ways to retain graduates in the VA system would ensure continued clinical, educational, and research success for the VA women veteran's healthcare program.

Minority Engineering Program Pipeline: A Proposal to Increase Minority Student Enrollment and Retention in Engineering

NASA Technical Reports Server (NTRS)

Charity, Pamela C.; Klein, Paul B.; Wadhwa, Bhushan

1995-01-01

The Cleveland State University Minority Engineering Program Pipeline consist of programs which foster engineering career awareness, academic enrichment, and professional development for historically underrepresented minority studies. The programs involved are the Access to Careers in Engineering (ACE) Program for high school pre-engineering students: the LINK Program for undergraduate students pursuing degree which include engineering; and the PEP (Pre-calculus Enrichment Program) and EPIC (Enrichment Program in Calculus) mathematics programs for undergraduate academic enrichment. The pipeline is such that high school graduates from the ACE Program who enroll at Cleveland State University in pursuit of engineering degrees are admitted to the LINK Program for undergraduate level support. LINK Program students are among the minority participants who receive mathematics enrichment through the PEP and EPIC Programs for successful completion of their engineering required math courses. THese programs are interdependent and share the goal of preparing minority students for engineering careers by enabling them to achieve academically and obtain college degree and career related experience.

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

PubMed

Hollenberg, C H

1996-05-15

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

Development of emergency medicine as academic and distinct clinical discipline in Bosnia & Herzegovina.

PubMed

Salihefendic, Nizama; Zildzic, Muharem; Masic, Izet; Hadziahmetovic, Zoran; Vasic, Dusko

2011-01-01

Emergency medicine is a new academic discipline, as well as a recent independent clinical specialization with the specific principles of practice, education and research. It is also a very important segment of the overall health care and health system. Emergency medicine as a distinct specialty was introduced in the U.S. in 1970. Ten years later and relatively quickly emergency medicine was introduced in the health system in Bosnia and Herzegovina as a specialty with a special education program for specialist and a final exam. Compare the development of emergency medicine in Bosnia and Herzegovina with the trends of development of this discipline in the world as a specialization and an academic discipline. Identify specific problems and possible solutions and learn lessons from other countries. Reviewed are the literature data on the development of emergency medicine in the world, programs of undergraduate and postgraduate teaching, the organizational scheme of emergency centers and residency. This is then compared with data of the current status of emergency medicine as an academic discipline and a recognized specialization, in Bosnia and Herzegovina. There are substantial differences in the development of emergency medicine in the United States, European Union and Bosnia and Herzegovina. Although Bosnia and Herzegovina relatively early recognized specialty of emergency medicine in academia, it failed to mach the academic progress with the practical implementation. A&E departments in the Community Health Centers failed to meet the desired objectives even though they were led by specialists in emergency medicine. The main reason being the lack of space and equipment as well as staff needed to meet set standards of good clinical practice, education and research. Furthermore the Curriculum of undergraduate education and specialization does not match modern concept of educational programs that meet the principles set out in emergency medicine and learning through practice. The Development of emergency medicine as a separate specialization and independent academic discipline has had different way and pace of development, and there is no ideal model that can be applied in all countries. However experiences from countries with well developed emergency medicine, suggest that the model of the simultaneous development of emergency medicine as a distinct academic discipline on independent recognized residencies with a strong national association is the best way for the formation of an efficient health system. The establishment of Emergency centers--departments for emergency medicine at university and cantonal hospitals, introduction of emergency medicine as an academic discipline, implementation of specific post-graduate teaching and continuing medical education through appropriate courses, as well as academic development program for the teaching staff is the most important element of future development of this discipline. It would also contribute to it achieving the appropriate status in both the academic institutions and in practice within the health system of Bosnia and Herzegovina.

Innovative Practice in Advancement of Academic Nurse Educator Careers: Developing Scholarship From Program Grants.

PubMed

Eddy, Linda L; Hoeksel, Renee; Fitzgerald, Cindy; Doutrich, Dawn

We describe an innovative practice in advancing careers of academic nurse educators: demonstrating scholarly productivity from program grants. Scholarly productivity is often narrowly defined, especially in research-intensive institutions. The expectation may be a career trajectory based on the traditional scholarship of discovery. However, nurse educators, especially at the associate and full professor ranks, are often involved in leadership activities that include writing and managing program grants. We encourage the academy to value and support the development of program grants that include significant scholarly components, and we offer exemplars of associate and full professor scholarship derived from these projects.

The Meyerhoff Way: How the Meyerhoff Scholarship Program Helps Black Students Succeed in the Sciences

NASA Astrophysics Data System (ADS)

Stolle-McAllister, Kathy; Sto. Domingo, Mariano R.; Carrillo, Amy

2011-02-01

The Meyerhoff Scholarship Program (MSP) is widely recognized for its comprehensive approach of integrating students into the science community. The supports provided by the program aim to develop students, primarily Blacks, into scientists by offering them academic, social, and professional opportunities to achieve their academic and career goals. The current study allowed for a rich understanding of the perceptions of current Meyerhoff students and Meyerhoff alumni about how the program works. Three groups of MSP students were included in the study: (1) new Meyerhoff students participating in Summer Bridge ( n = 45), (2) currently enrolled Meyerhoff students ( n = 92), and (3) graduates of the MSP who were currently enrolled in STEM graduate studies or had completed an advanced STEM degree ( n = 19). Students described the importance of several key aspects of the MSP: financial support, the Summer Bridge Program, formation of Meyerhoff identity, belonging to the Meyerhoff family, and developing networks—all of which serve to integrate students both academically and socially.

Retaining Aspiring Scholars (retention, Students of Color)

NASA Astrophysics Data System (ADS)

Walters, Nancy Bannister

Tinto's retention model provided the theoretical framework for this research study of the academic and social integration of academically talented students of color into the graduate and professional science degree pipeline. The site for this study was the Life Sciences Summer Undergraduate Research Program of the University of Minnesota. This program recruits academically talented undergraduates from throughout the nation for participation in two months of research, academic study and orientation to science graduate and professional programs. The quantitative data source consisted of survey responses by 108 alumni of the Summer Undergraduate Research Program to the Institutional Integration Scale developed by Ernest Pascarella and Patrick Terenzini. The scale measures academic integration, social integration and institutional and goal commitment of students. The qualitative data source consisted of one-on-one interviews of 14 summer program alumni of Caucasian, Latino and African American background. The quantitative results were not significant, while the qualitative results demonstrated the importance to alumni interviewed of the challenging academic research work, personally confirming peer group socialization, and supportive student faculty interactions. The study showed the importance of programs like these for helping students of color plan upper level college study and graduate/professional school enrollment. Program characteristics that influenced decision making regarding school and career choices by study participants and specifically by students of color were involvement of faculty in recruiting and mentoring students; socialization to the graduate student role through peer group relations and student maturation and empowerment through participation in a high level academic program. Study findings indicated that supportive and empowering faculty contact was considered most important by students of color who continued on to graduate and professional programs.

Empowering the Physiotherapy Profession in Ethiopia through Leadership Development within the Doctoring Process

PubMed Central

Footer, Cheryl Burditt; Tsegaye, Hailu Seifu; Yitnagashaw, Tesfaye Asnake; Mekonnen, Wintana; Shiferaw, Tizita Destaw; Abera, Endashaw; Davis, Alice

2017-01-01

Ethiopia recently introduced the Doctor of Physiotherapy (DPT) degree at Addis Ababa University as a mechanism to increase the work force capacity of primary care providers in the health sector. The DPT program was supported by an international academic partnership and was designed to empower physiotherapists as leaders to move the profession forward. The curriculum was framed by core pedagogical principles and strategies and was phased into two programs. First, the 4-year Advanced Standing DPT program focused on developing registered Ethiopian physiotherapists with Bachelor of Science degrees as academic faculty. Second, these new faculty would then sustain a 6-year Generic DPT program that would matriculate students upon graduation from high school. The curriculum represented depth and breadth of foundation and clinical sciences, evidence-based practice, clinical reasoning skills, and interprofessional education opportunities. A leadership thread provided opportunities to develop skills necessary to effectively navigate and manage the challenges faced by the profession. The main outcomes included (1) an 8-year international partnership, (2) the academic performance of students, and (3) and leadership capabilities as demonstrated through activities and assignments. While the program has been criticized as an unnecessary extravagance for Ethiopia, the advantages of the DPT degree were revealed in a direct comparison to other academic physiotherapy programs in Ethiopia. In the end, because the DPT is new to the country, it will take time to fully understand the true impact within the Ethiopian health system. PMID:28377916

Empowering the Physiotherapy Profession in Ethiopia through Leadership Development within the Doctoring Process.

PubMed

Footer, Cheryl Burditt; Tsegaye, Hailu Seifu; Yitnagashaw, Tesfaye Asnake; Mekonnen, Wintana; Shiferaw, Tizita Destaw; Abera, Endashaw; Davis, Alice

2017-01-01

Ethiopia recently introduced the Doctor of Physiotherapy (DPT) degree at Addis Ababa University as a mechanism to increase the work force capacity of primary care providers in the health sector. The DPT program was supported by an international academic partnership and was designed to empower physiotherapists as leaders to move the profession forward. The curriculum was framed by core pedagogical principles and strategies and was phased into two programs. First, the 4-year Advanced Standing DPT program focused on developing registered Ethiopian physiotherapists with Bachelor of Science degrees as academic faculty. Second, these new faculty would then sustain a 6-year Generic DPT program that would matriculate students upon graduation from high school. The curriculum represented depth and breadth of foundation and clinical sciences, evidence-based practice, clinical reasoning skills, and interprofessional education opportunities. A leadership thread provided opportunities to develop skills necessary to effectively navigate and manage the challenges faced by the profession. The main outcomes included (1) an 8-year international partnership, (2) the academic performance of students, and (3) and leadership capabilities as demonstrated through activities and assignments. While the program has been criticized as an unnecessary extravagance for Ethiopia, the advantages of the DPT degree were revealed in a direct comparison to other academic physiotherapy programs in Ethiopia. In the end, because the DPT is new to the country, it will take time to fully understand the true impact within the Ethiopian health system.

Contributing to the Development of Student Leadership through Academic Advising

ERIC Educational Resources Information Center

McClellan, Jeffrey L.

2013-01-01

One of the major foci of universities in relation to the educational missions is to promote the growth and development of students as leaders. This article discusses the role of academic advising as a strategic partner with classroom and extracurricular leadership development programs. To that end, this article reviews the roles of academic…

Finding Your Voice: Talent Development Centers and the Academic Talent Search

ERIC Educational Resources Information Center

Rushneck, Amy S.

2012-01-01

Talent Development Centers are just one of many tools every family, teacher, and gifted advocate should have in their tool box. To understand the importance of Talent Development Centers, it is essential to also understand the Academic Talent Search Program. Talent Search participants who obtain scores comparable to college-bound high school…

Plan for the Center for Academic Development at Hamline University.

ERIC Educational Resources Information Center

Johnson, Jack K.

It is recommended that the development and implementation of all new or existing programs related to life-long learning and expansion of opportunities for non-traditional learners at Hamline University be consolidated into a single administrative unit called the Center for Academic Development. The proposed mission of the center, including…

How Does Ethics Institutionalization Reduce Academic Cheating?

ERIC Educational Resources Information Center

Popoola, Ifeoluwa; Garner, Bart; Ammeter, Anthony; Krey, Nina; Beu Ammeter, Danielle; Schafer, Stuart

2017-01-01

Extant research on academic cheating primarily focuses on the impact of honor codes on academic cheating. However, the influence of ethics institutionalization is curiously missing in past research. The authors developed and validated a structural equations model in the R programming language to examine the impact of formal (explicit) and informal…

The Academic Roots of Forestry Programs: A Case Study from Virginia Tech

ERIC Educational Resources Information Center

Copenheaver, Carolyn A.; Nelson, Katie L.; Goldbeck, Kryrille

2009-01-01

Constructing academic genealogies involves the practice of creating family trees based on doctoral advisors, that is, the advisor-graduate student relationship replaces the father-son relationship. Forestry academic genealogies document the historical development of forestry and quantify the contributions of other disciplines. In this study, the…

Measuring Performance Excellence: Key Performance Indicators for Institutions Accepted into the Academic Quality Improvement Program (AQIP)

ERIC Educational Resources Information Center

Ballard, Paul J.

2013-01-01

Given growing interest in accountability and outcomes, the North Central Association's Higher Learning Commission developed a new path for accreditation, the Academic Quality Improvement Program (AQIP). The goal is to infuse continuous improvement and quality in the culture of higher education, and to blend traditional accreditation with the…

A Comparative Case Study of Developing Leaders through a Doctoral Program: A Study of One Academic Institution

ERIC Educational Resources Information Center

Scanlon, Sheryl Lynne

2012-01-01

The purpose of this comparative case study was to determine how one academic institution could address the leadership gap facing organizations today, through a traditional, classroom doctoral program in Organizational Leadership. Data was gathered utilizing mixed methods methodology that included a survey questionnaire, focus group information,…

The ARAMCO Industrial Traiing Centers: Academic Training and College Preparatory Programs: A Descriptive Report.

ERIC Educational Resources Information Center

ARAMCO Services Co., Houston, TX.

The report describes the components of the educational program provided by the Industrial Training Centers of the Training and Career Development Organization of ARAMCO (Arabian American Oil Company) in Saudi Arabia. ARAMCO provides in-house academic or job skills training to over 15,000 employees. Characteristics of the company's training program…

The Bilingual Academic Services and Integrated Career Systems Program, BASICS 1988-1989. OREA Evaluation Section Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Barrera, Marbella

In its second year, the Bilingual Academic Services and Integrated Career Systems (BASICS) Program served 104 limited-English-proficient students at Bayside High School in Queens (New York City). Project goals were to develop English literacy skills, produce an organizing framework of thinking and language skills across the curriculum, generate a…

Establishing a multidisciplinary academic cosmetic center.

PubMed

Rao, Venkat K; Schmid, Daniel B; Hanson, Summer E; Bentz, Michael L

2011-12-01

The demand for cosmetic services has risen rapidly in recent years, but has slowed down with the current economic downturn. Managed care organizations and Medicare have been steadily reducing their reimbursements for physician services. The payment for reconstructive surgical procedures has been decreasing and is likely to worsen with healthcare reform, and many plastic surgery residency programs are facing fiscal challenges. An adequate volume of patients needing cosmetic services is necessary to recruit and train the best candidates to the residency programs. Self-pay patients will help ensure the fiscal viability of plastic surgery residency programs. Attracting patients to an academic healthcare center will become more difficult in a recession without the appropriate facilities, programs, and pricing strategies. Setting up a modern cosmetic services program at an academic center has some unique challenges, including funding, academic politics, and turf. The authors opened a free-standing academic multidisciplinary center at their medical school 3 years ago. The center is an off-site, 13,000-sq ft facility that includes faculty from plastic surgery, ear, nose, and throat, dermatology, and vascular surgery. In this article, the authors discuss the process of developing and executing a plan for starting an aesthetic services center in an academic setting. The financing of the center and factors in pricing services are discussed. The authors show the impact of the center on their cosmetic surgery patient volumes, resident education, and finances. They expect that their experience will be helpful to other plastic surgery programs at academic medical centers.

Fostering of Creative Engineers Who Can Devise and Implement Imaginative Concepts

NASA Astrophysics Data System (ADS)

Tobita, Hidetaka

A new educational program was introduced in Faculty of Engineering, University of Fukui, aiming at producing students with full of creativity and positive attitude. In this program, the students across the engineering departments and academic years form small groups, and each team works on an interdisciplinary and integrated project. The professors and academic staff participate in each project as an advisor/facilitator. A student can join the program at any academic year when he or she thinks it necessary. The effectiveness of the program was assessed through the inquiry and hearing from the students, alumni, teachers, business organizations for which the alumni are employed. According to the survey, the program is effective to develop various important human skills, such as independent mind-set, accountability and creativity.

Not Just for CTE Teachers

ERIC Educational Resources Information Center

Reese, Susan

2005-01-01

Connecting education and careers through professional development experiences can benefit academic teachers as well as career tech teachers. At the Upper Rio Grande College Tech-Prep Youth Consortium in El Paso, Texas, there is a professional development program that helps academic teachers see the connection between learning and earning. A…

An Investment in New Tenure-Track Faculty: A Two-Year Development Program

ERIC Educational Resources Information Center

Thomas, Jacqueline; Goswami, Jaya S.

2013-01-01

A well-designed professional development program can help first- and second-year faculty thrive in their new academic environment. Faculty developers must consider the length and frequency of such programs and their focus; requirements for participation; the role of mentors; ways to establish collegiality; and opportunities for developing the…

Mentoring Students with Mild Disabilities: The "Nuts and Bolts" of Program Development.

ERIC Educational Resources Information Center

Campbell-Whatley, Gloria D.

2001-01-01

This article provides step-by-step guidelines for developing a mentoring program for students with disabilities. The benefits of mentoring, role of the mentor, mentor screening, and program development are discussed. Suggested mentor and student activities are outlined, including communication, reading, leisure, and academic activities. (Contains…

Using community-based participatory research to develop the PARTNERS youth violence prevention program.

PubMed

Leff, Stephen S; Thomas, Duane E; Vaughn, Nicole A; Thomas, Nicole A; MacEvoy, Julie Paquette; Freedman, Melanie A; Abdul-Kabir, Saburah; Woodlock, Joseph; Guerra, Terry; Bradshaw, Ayana S; Woodburn, Elizabeth M; Myers, Rachel K; Fein, Joel A

2010-01-01

School-based violence prevention programs have shown promise for reducing aggression and increasing children's prosocial behaviors. Prevention interventions within the context of urban after-school programs provide a unique opportunity for academic researchers and community stakeholders to collaborate in the creation of meaningful and sustainable violence prevention initiatives. This paper describes the development of a collaborative between academic researchers and community leaders to design a youth violence prevention/leadership promotion program (PARTNERS Program) for urban adolescents. Employing a community-based participatory research (CBPR) model, this project addresses the needs of urban youth, their families, and their community. Multiple strategies were used to engage community members in the development and implementation of the PARTNERS Program. These included focus groups, pilot testing the program in an after-school venue, and conducting organizational assessments of after-school sites as potential locations for the intervention. Community members and academic researchers successfully worked together in all stages of the project development. Community feedback helped the PARTNERS team redesign the proposed implementation and evaluation of the PARTNERS Program such that the revised study design allows for all sites to obtain the intervention over time and increases the possibility of building community capacity and sustainability of programs. Despite several challenges inherent to CBPR, the current study provides a number of lessons learned for the continued development of relationships and trust among researchers and community members, with particular attention to balancing the demand for systematic implementation of community-based interventions while being responsive to the immediate needs of the community.

Does Academic Apprenticeship Increase Networking Ties among Participants? A Case Study of an Energy Efficiency Training Program

ERIC Educational Resources Information Center

Hytönen, Kaisa; Palonen, Tuire; Lehtinen, Erno; Hakkarainen, Kai

2014-01-01

In order to address the requirements of future education in different fields of academic professional activity, a model called Academic Apprenticeship Education was initiated in Finland in 2009. The aim of this article is to analyse the development of expert networks in the context of a 1-year Academic Apprenticeship Education model in the field…

National Conference on Academic Advising: A Publication of Proceedings Prepared for the Annual Conference (1st, Burlington, Vermont, October 16-19, 1977).

ERIC Educational Resources Information Center

Rayfield, Gina, Ed.; And Others

Proceedings of the first National Conference on Academic Advising, sponsored in 1977 by the University of Vermont, are presented. Among the 36 papers presented are the following: "Making Advising Work: Basic Elements in Developing and Implementing a Successful Academic Advising Program" (David S. Crockett); "A Community College Academic Advisor's…

Enhancing Agency through Leadership Development Programs for Faculty

ERIC Educational Resources Information Center

Templeton, Lindsey; O'Meara, KerryAnn

2018-01-01

The ADVANCE Leadership Fellows Program at the University of Maryland is a yearlong professional development program for faculty aspiring to or recently engaged in leadership roles. Data shows an increase in participants' sense of agency to become academic leaders following the program. We use a comprehensive data set, including program…

Career Maturity of Students in Accelerated versus Traditional Programs

ERIC Educational Resources Information Center

Borges, Nicole J.; Richard, George V.; Duffy, Ryan D.

2007-01-01

The authors assessed the career maturity of students in accelerated versus traditional academic programs. Students in traditional programs were hypothesized to be more advanced regarding their career decision making and development when compared with students in accelerated programs. The Medical Career Development Inventory (see M. L. Savickas,…

Integrating an Academic Electronic Health Record: Challenges and Success Strategies.

PubMed

Herbert, Valerie M; Connors, Helen

2016-08-01

Technology is increasing the complexity in the role of today's nurse. Healthcare organizations are integrating more health information technologies and relying on the electronic health record for data collection, communication, and decision making. Nursing faculty need to prepare graduates for this environment and incorporate an academic electronic health record into a nursing curriculum to meet student-program outcomes. Although the need exists for student preparation, some nursing programs are struggling with implementation, whereas others have been successful. To better understand these complexities, this project was intended to identify current challenges and success strategies of effective academic electronic health record integration into nursing curricula. Using Rogers' 1962 Diffusion of Innovation theory as a framework for technology adoption, a descriptive survey design was used to gain insights from deans and program directors of nursing schools involved with the national Health Informatics & Technology Scholars faculty development program or Cerner's Academic Education Solution Consortium, working to integrate an academic electronic health record in their respective nursing schools. The participants' experiences highlighted approaches used by these schools to integrate these technologies. Data from this project provide nursing education with effective strategies and potential challenges that should be addressed for successful academic electronic health record integration.

Intelligent Counseling System: A 24 x 7 Academic Advisor

ERIC Educational Resources Information Center

Leung, Chun Ming; Tsang, Eva Y. M.; Lam, S. S.; Pang, Dominic C. W.

2010-01-01

Universities are increasingly looking into self-service systems with intelligent digital agents to supplement or replace labor-intensive services, such as academic counseling. The Open University of Hong Kong has developed an intelligent online system that instantly responds to enquiries about career development, learning modes, program/course…

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

ERIC Educational Resources Information Center

Bury, Sophie; Sheese, Ron

2016-01-01

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

Counselor Perceptions: Let Us Do Our Job!

ERIC Educational Resources Information Center

Benigno, Stephen

2017-01-01

Elementary and Middle school administrators continually struggle with developing instructional programs that will address the academic and human developmental levels of the students in their care. Addressing the human development and the academic issues related to the elementary and middle school student is only a small percentage of the attention…

The Effectiveness of Training Program Based on the Six Hats Model in Developing Creative Thinking Skills and Academic Achievements in the Arabic Language Course for Gifted and Talented Jordanian Students

ERIC Educational Resources Information Center

Ziadat, Ayed H.; Al Ziyadat, Mohammad T.

2016-01-01

The main purpose of this study was to determine the effectiveness of a training program based on the six hats model in developing creative thinking skills and academic achievements in the Arabic language for gifted and talented Jordanian students. The study sample consisted of 59 gifted male and female students of the 7th grade from King Abdullah…

The business of emergency medicine: a nonclinical curriculum proposal for emergency medicine residency programs.

PubMed

Falvo, Thomas; McKniff, Sueanne; Smolin, Gregory; Vega, David; Amsterdam, James T

2009-09-01

Over the course of their postgraduate medical education, physicians are expected not only to acquire an extensive knowledge of clinical medicine and sound procedural skills, but also to develop competence in their other professional roles as communicator, collaborator, mediator, manager, teacher, and patient advocate. Although the need for physicians to develop stronger service delivery skills is well recognized, residency programs may underemphasize formal training in nonclinical proficiencies. As a result, graduates can begin their professional careers with an incomplete understanding of the operation of health care systems and how to utilize system resources in the manner best suited to their patients' needs. This article proposes the content, educational strategy, and needs assessment for an academic program entitled The Business of Emergency Medicine (BOEM). Developed as an adjunct to the (predominantly) clinical content of traditional emergency medicine (EM) training programs, BOEM is designed to enhance the existing academic curricula with additional learning opportunities by which EM residents can acquire a fundamental understanding of the nonclinical skills of their specialty. (c) 2009 by the Society for Academic Emergency Medicine.

Enhancing International Collaboration among Academic Developers in Established and Emerging Contexts: Moving toward a Post-Colonial Perspective

ERIC Educational Resources Information Center

Lee, Virginia S.; DeZure, Deborah; Debowski, Shelda; Ho, Angela; Li, Kang

2013-01-01

With the acceleration of globalization, academic developers from institutions and countries with established educational development programs and networks are called upon increasingly to share their expertise and offer guidance to colleagues in emerging higher education contexts. Based on a higher education conference held in Beijing in 2009, this…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Designing a Website to Support Students' Academic Writing Process

ERIC Educational Resources Information Center

Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

2016-01-01

Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

Academic plastic surgery: a study of current issues and future challenges.

PubMed

Zetrenne, Eleonore; Kosins, Aaron M; Wirth, Garrett A; Bui, Albert; Evans, Gregory R D; Wells, James H

2008-06-01

The objectives of this study were (1) to evaluate the role of a full-time academic plastic surgeon, (2) to define the indicators predictive of a successful career in academic plastic surgery, and (3) to understand the current issues that will affect future trends in the practice of academic plastic surgery. A questionnaire was developed to evaluate the role of current full-time academic plastic surgeons and to understand the current issues and future challenges facing academic plastic surgery. Each plastic surgery program director in the United States was sent the survey for distribution among all full-time academic plastic surgeons. Over a 6-week period, responses from 143 full-time academic plastic surgeons (approximately 31%) were returned. Fifty-three percent of respondents had been academic plastic surgeons for longer than 10 years. Seventy-three percent of respondents defined academic plastic surgeons as clinicians who are teachers and researchers. However, 53% of respondents believed that academic plastic surgeons were not required to teach or practice within university hospitals/academic centers. The 3 factors reported most frequently as indicative of a successful career in academic plastic surgery were peer recognition, personal satisfaction, and program reputation. Dedication and motivation were the personal characteristics rated most likely to contribute to academic success. Forty-four percent of respondents were unable to identify future academic plastic surgeons from plastic surgery residency applicants, and 27% were not sure. Most (93%) of the respondents believed that academic surgery as practiced today will change. The overall job description of a full-time academic plastic surgeon remains unchanged (teacher and researcher). Whereas peer recognition, personal satisfaction, and program reputation were most frequently cited as indicative of a successful plastic surgery career, financial success was rated the least indicative. Similarly, whereas the personal characteristics of dedication and motivation were rated most likely to contribute to academic success, economic competence was rated least likely. Although the role of academic plastic surgeons remains constant, the practice of academic plastic surgery is evolving. As a result, the future clinical milieu of academic plastic surgeons and training programs is in question.

Fostering Academic Cooperation and Collaboration through the Scholarship of Teaching and Learning: A Faculty Research Abroad Program in Poland

ERIC Educational Resources Information Center

Barczyk, Casimir C.; Davis, Nancy; Zimmerman, Lynn

2012-01-01

This study is a narrative analysis of participants' perceptions of the development of cross-cultural awareness through "The Faculty Research Abroad Program in Poland," a joint initiative between a regional campus of a Midwestern land grant university and a private university in Poland. The purpose was to foster academic cooperation and…

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

ERIC Educational Resources Information Center

King, Beverly Rae

2016-01-01

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

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

ERIC Educational Resources Information Center

Ellis, Keyana Chamere

2013-01-01

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

Methods for fostering a community academic partnership in a firefighter community.

PubMed

Delisle, Anthony T; Delisle, Alexis L; Chaney, Beth H; Stopka, Christine B; Northcutt, William

2013-11-01

To describe how a community academic partnership (CAP) created a cardiovascular disease (CVD) prevention program for firefighters. Principles of community based participatory research (CBPR) were integrated with intervention mapping (IM) to guide the development of a physical activity program. Key elements of the CAP program include instituting annual CVD screenings; creating a department-wide program and a pilot intervention for high-risk firefighters; training firefighters to become peer health mentors; improving access to physical activity equipment; instituting policy to promote physical activity, and validating instrumentation for assessing cardiorespiratory fitness. Integrating CBPR with IM was an efficacious approach for engaging firefighters in research for developing an ecological approach to cardiovascular health in firefighters.

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

PubMed

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

2011-11-01

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

A Program on Biochemical and Biomedical Engineering.

ERIC Educational Resources Information Center

San, Ka-Yiu; McIntire, Larry V.

1989-01-01

Presents an introduction to the Biochemical and Biomedical Engineering program at Rice University. Describes the development of the academic and enhancement programs, including organizational structure and research project titles. (YP)

Gatekeeping practices of music therapy academic programs and internships: a national survey.

PubMed

Hsiao, Feilin

2014-01-01

Gatekeeping safeguards access to the practice of a profession to ensure the quality of clinical services. It involves selective admission, continuous evaluation, and timely and ethical decisions in response to trainees with severe professional competency problems (SPCP). To date, little information is available concerning gatekeeping practices in the field of music therapy. This study investigated the extent and outcomes of gatekeeping practices across academic programs and National Roster internship sites approved by the American Music Therapy Association. Specifically, it examined the prevalence of trainees with SPCP, program-wide precautionary measures, common indicators of trainees with SPCP, remedial strategies, and supports and barriers to effective management. Thirty-two academic program directors and 77 internship directors completed an online survey. Responses were compiled into aggregate form (frequencies & percentages) for analysis. Chi-square tests with Yates' correction were applied to compare the differences between academic programs and internships. A significantly higher percentage of academic programs (93.8%) reported having at least one trainee with SPCP over the past 5 years than did internships (66.2%). The most common indicators of competency problems included inadequate music skill development, emotional instability, limited communication skills, deficient interpersonal skills, defensiveness in supervision, and lack of insight. Typical remedial methods included referral to personal therapy, increased supervision, and repetition of practicum or extension of internship. Issues regarding trainees with SPCP are frequently addressed by academic and internship program directors. Improving clarity within professional guidelines and establishing more rigorous and consistent standards across training programs are recommended. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Curriculum Development and Evaluation: Research and Development Program on Preschool Disadvantaged Children. Final Report. (Volume II of III Volumes).

ERIC Educational Resources Information Center

Bereiter, Carl; And Others

Seven studies were undertaken to further extend the development and testing of an academically-oriented preschool program for disadvantaged children. The studies investigated (1) Curricula Development and Testing in Bereiter-Engelmann Program, (2) Dual Kindergarten, (3) Follow-Up Data on the Achievement of Disadvantaged Children Who Participated…

Parent Perceptions of the Effects of the Saturday Enrichment Program on Gifted Students' Talent Development

ERIC Educational Resources Information Center

Olszewski-Kubilius, Paula; Lee, Seon-Young

2004-01-01

Based on survey responses from 187 parents of students who attended the Saturday Enrichment Program (SEP) at the Center for Talent Development (CTD) of Northwestern University, this study showed that overall, parents perceived favorable effects of the program on their children's talent development, especially academic talent development. As a…

Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality?

PubMed Central

Campion, MaryAnn W.; Bhasin, Robina M.; Beaudette, Donald J.; Shann, Mary H.; Benjamin, Emelia J.

2016-01-01

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

Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality?

PubMed

Campion, MaryAnn W; Bhasin, Robina M; Beaudette, Donald J; Shann, Mary H; Benjamin, Emelia J

2016-09-01

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. 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. At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. 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.

The Boeing Company's Tech Prep Story: A Community College Bridge to the School-to-Work Strategy.

ERIC Educational Resources Information Center

Gayton, Carver; Parnell, Dale

1996-01-01

Reviews the Boeing Tech Prep Program, an associate degree program combining high school and community college vocational and academic curricula. Describes the three phases of the program's development: the provision of seed grants to schools, the development of an associate degree program, and the institution of an internship program. (MAB)

2015 Stewardship Science Academic Programs Annual

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

Stone, Terri; Mischo, Millicent

The Stockpile Stewardship Academic Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its academic program portfolio more than a decade ago tomore » engage students skilled in specific technical areas of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.« less

Variability in structure of university pulmonary/critical care fellowships and retention of fellows in academic medicine.

PubMed

Nadig, Nandita R; Vanderbilt, Allison A; Ford, Dee W; Schnapp, Lynn M; Pastis, Nicholas J

2015-04-01

Individual fellowship programs are challenged to find a format of training that not only meets the Accreditation Council for Graduate Medical Education requirements, but also grooms fellows to be trusted clinicians, and encourages them to enter academic careers. This study was undertaken as part of an internal effort to evaluate and revise the program structure of the pulmonary/critical care medicine fellowship at the Medical University of South Carolina. Our objectives were to characterize variation in the training structure and specifically research opportunities of university pulmonary/critical care medicine fellowship programs, and to identify factors associated with fellow retention in academic medicine and research. A 30-item survey was developed through rigorous internal review and was administered via email. Descriptive statistics, Cronbach's alpha, correlations, Wilcoxon sign-rank test, and ANOVA were carried out. We had a response rate of 52%. Program directors reported that, within the past 5 years, 38% of their fellows remained in academic medicine and 20% remained in academics with significant research focus. We found a statistically significant association between obtaining a master's degree and remaining in academics (r = 0.559; P < 0.008). The survey also revealed statistically significant relationships between scholarly requirements (grant proposals, peer-reviewed original research projects) and the percent of fellows who graduated and remained in academics. This survey offers some insights that may be useful to fellowship program directors. In particular, advanced education in research and maximizing scholarly activities might be associated with increased academic retention among fellowship trainees.

Faculty Development for the 21st Century

ERIC Educational Resources Information Center

Diaz, Veronica; Garrett, P. B.; Kinley, Edward R.; Moore, John F.; Schwartz, Celeste M.; Kohrman, Pat

2009-01-01

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,…

A case study of non-traditional students re-entry into college physics and engineering

NASA Astrophysics Data System (ADS)

Langton, Stewart Gordon

Two groups of students in introductory physics courses of an Access Program for engineering technologies were the subjects of this study. Students with a wide range of academic histories and abilities were enrolled in the program; many of the students were re-entry and academically unprepared for post-secondary education. Five years of historical data were evaluated to use as a benchmark for revised instruction. Data were gathered to describe the pre-course academic state of the students and their academic progress during two physics courses. Additional information was used to search for factors that might constrain academic success and as feedback for the instructional methods. The data were interpreted to regulate constructivist design features for the physics courses. The Engineering Technology Access Program was introduced to meet the demand from non-traditional students for admission to two-year engineering' technology programs, but who did not meet normal academic requirements. The duration of the Access Program was two terms for electronic and computer engineering students and three terms for civil and mechanical engineering students. The sequence of mathematics and physics courses was different for the two groups. The Civil/Mechanical students enrolled in their first mathematics course before undertaking their first physics course. The first mathematics and physics courses for the Electronics students were concurrent. Academic success in the two groups was affected by this difference. Over a five-year period the success rate of students graduating with a technology diploma was approximately twenty-five percent. Results from this study indicate that it was possible to reduce the very high attrition in the combined Access/Technology Programs. While the success rate for the Electronics students increased to 38% the rate for the Civil/Mechanical students increased dramatically to 77%. It is likely that several factors, related to the extra term in the Access Program for the Civil/Mechanical students, contributed to this high retention rate. Additional time, with less academic pressure in the first term of the Access Program, provided the Civil/Mechanical students with the opportunity to develop academic skills and maturity resulting in improved self-concept and academic identity. These students may have been better equipped to take advantage of the alternate instructional setting of the revised physics courses. Results from a wide range of studies in Physics Education Research provide ideas and opportunities to improve instruction and students conceptual understanding in introductory physics courses. Most studies focus on traditional students and curriculum. The development and implementation of alternate curriculum and instruction may improve outcomes for different groups of students, particularly for students in disciplines indirectly related to the sciences.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Development and content validity of the CENA Program for Educational Training on the Neuropsychology of Learning, with an emphasis on executive functions and attention.

PubMed

Pureza, Janice R; Fonseca, Rochele P

2017-01-01

The importance of executive functions (EF) in childhood development, and their role as indicators of health, well-being, professional and academic success have been demonstrated by several studies in the literature. FE are cognitive processes that aim to control and manage behavior to achieve specific goal and included skills planning, inhibition, cognitive flexibility, (executive) attention and the central executive component of working memory (WM). In the context of education, the EF are crucial for continued learning and efficient academic performance due to their involvement in several components of the educational process. The aim of this article was to describe the development and content validity of the CENA Program for Educational Training on the Neuropsychology of Learning, with an emphasis on executive functions and attention. The study involved seven specialists (four responsible for evaluating the program, and three involved in brainstorming), and was carried out in three stages:Background research: neuropsychology and education;Program development - author brainstorming andEvaluation by expert judges The goals, language and methods. CENA Program were considered adequate, attesting to its content validity as a school-based neuropsychological intervention. Teacher training in school neuropsychology may be an important area for future investment and contribute to academic achievement and student development in the Brazilian education system.

Development and content validity of the CENA Program for Educational Training on the Neuropsychology of Learning, with an emphasis on executive functions and attention

PubMed Central

Pureza, Janice R.; Fonseca, Rochele P.

2017-01-01

Introduction The importance of executive functions (EF) in childhood development, and their role as indicators of health, well-being, professional and academic success have been demonstrated by several studies in the literature. FE are cognitive processes that aim to control and manage behavior to achieve specific goal and included skills planning, inhibition, cognitive flexibility, (executive) attention and the central executive component of working memory (WM). In the context of education, the EF are crucial for continued learning and efficient academic performance due to their involvement in several components of the educational process. Objective The aim of this article was to describe the development and content validity of the CENA Program for Educational Training on the Neuropsychology of Learning, with an emphasis on executive functions and attention. Methods The study involved seven specialists (four responsible for evaluating the program, and three involved in brainstorming), and was carried out in three stages: Background research: neuropsychology and education; Program development - author brainstorming and Evaluation by expert judges The goals, language and methods. Results CENA Program were considered adequate, attesting to its content validity as a school-based neuropsychological intervention. Conclusion Teacher training in school neuropsychology may be an important area for future investment and contribute to academic achievement and student development in the Brazilian education system. PMID:29213497

Developing physician leaders in academic medical centers.

PubMed

Bachrach, D J

1997-01-01

While physicians have historically held positions of leadership in academic medical centers, there is an increasing trend that physicians will not only guide the clinical, curriculum and scientific direction of the institution, but its business direction as well. Physicians are assuming a greater role in business decision making and are found at the negotiating table with leaders from business, insurance and other integrated health care delivery systems. Physicians who lead "strategic business units" within the academic medical center are expected to acquire and demonstrate enhanced business acumen. There is an increasing demand for formal and informal training programs for physicians in academic medical centers in order to better prepare them for their evolving roles and responsibilities. These may include the pursuit of a second degree in business or health care management; intramurally conducted courses in leadership skill development, management, business and finance; or involvement in extramurally prepared and delivered training programs specifically geared toward physicians as conducted at major universities, often in their schools of business or public health. While part one of this series, which appeared in Volume 43, No. 6 of Medical Group Management Journal addressed, "The changing role of physician leaders at academic medical centers," part 2 will examine as a case study the faculty leadership development program at the University of Texas M.D. Anderson Cancer Center. These two articles were prepared by the author from his research into, and the presentation of a thesis entitled. "The importance of leadership training and development for physicians in academic medical centers in an increasingly complex health care environment," prepared for the Credentials Committee of the American College of Healthcare Executives in partial fulfillment of the requirements for Fellowship in this College.*

Anticipatory guidance as a principle of faculty development: managing transition and change.

PubMed

Schor, Nina F; Guillet, Ronnie; McAnarney, Elizabeth R

2011-10-01

Although one cannot anticipate every individual's unique responses to the transitions and changes that regularly occur in academic medicine, a department-wide faculty development program, based on predictable transition points and supporting faculty at all levels, can minimize such negative responses to change as stress and burnout. In 2007, the authors implemented a new, formal faculty development program in the pediatrics department built on the principle of anticipatory guidance, defined as providing guidance in anticipation of future academic events. The primary components of the program are mentoring committees for individual junior faculty, group leadership development and teaching forums for midlevel faculty, and events that focus on life and career changes for senior faculty. Other department-wide activities augment the program, including review of grant submissions, annual review by a senior faculty committee of the progress of National Institutes of Health mentored research (K-) awardees, women faculty luncheons, and discussions about faculty development at regular faculty meetings. The department's faculty also participate in the University of Rochester Medical Center's active faculty development program. Feedback on the faculty development program has been constructive and mainly positive and will serve to guide the continuing evolution of the program.

Enhancing the Academic Development of Shy Children: A Test of the Efficacy of INSIGHTS

ERIC Educational Resources Information Center

O'Connor, Erin E.; Cappella, Elise; McCormick, Meghan P.; McClowry, Sandee G.

2014-01-01

This study investigated the efficacy of the INSIGHTS into Children's Temperament intervention in supporting the academic development of shy kindergarten and first-grade children. INSIGHTS is a temperament-based intervention with teacher, parent, and classroom programs. The participants included 345 children from 22 low-income, urban elementary…

The Power of Social Skills in Character Development: Helping Diverse Learners Succeed.

ERIC Educational Resources Information Center

Scully, Jennifer L.

Students must demonstrate not only academic ability but also social competence as they develop to become involved members of society. This guide for teachers, parents, and other professionals addresses the necessity for teaching students social competence as they also learn their core academic material. The program starts with solid lessons in…

Community College Faculty Development Program and Student Achievement

ERIC Educational Resources Information Center

Perez, Aaron M.; McShannon, Judy; Hynes, Pat

2012-01-01

Community college administrators look for strategies to help students. GRASP (Gaining Retention and Achievement for Students Program) is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement. GRASP is founded on the belief that…

A community translational research pilot grants program to facilitate community--academic partnerships: lessons from Colorado's clinical translational science awards.

PubMed

Main, Deborah S; Felzien, Maret C; Magid, David J; Calonge, B Ned; O'Brien, Ruth A; Kempe, Allison; Nearing, Kathryn

2012-01-01

National growth in translational research has increased the need for practical tools to improve how academic institutions engage communities in research. One used by the Colorado Clinical and Translational Sciences Institute (CCTSI) to target investments in community-based translational research on health disparities is a Community Engagement (CE) Pilot Grants program. Innovative in design, the program accepts proposals from either community or academic applicants, requires that at least half of requested grant funds go to the community partner, and offers two funding tracks: One to develop new community-academic partnerships (up to $10,000), the other to strengthen existing partnerships through community translational research projects (up to $30,000). We have seen early success in both traditional and capacity building metrics: the initial investment of $272,742 in our first cycle led to over $2.8 million dollars in additional grant funding, with grantees reporting strengthening capacity of their community- academic partnerships and the rigor and relevance of their research.

The Effects of a Combined Academic and Personal Counselling Initiative for Post-Secondary Student Retention

ERIC Educational Resources Information Center

Bilodeau, Cynthia; Meissner, John

2018-01-01

This study investigated the effectiveness of a combined academic and personal counselling initiative on student performance and emotional well-being outcomes of 289 at-risk students at a Canadian University. Criterion for risk included academic struggles, mental health distress, or both. The program was developed to be tailored to individual…

Academic Relations between Canada and China: 1970-95.

ERIC Educational Resources Information Center

Singer, Martin

This report reviews development of Sino-Canadian academic relations over the past 25 years. It offers an overview of four periods of Sino-Canadian academic relations (1970-79, 1979-83, 1983-89, and 1989-95), and briefly describes a number of programs in six areas: (1) foreign trade and economic cooperation, (2) foreign affairs and international…

Informal Conversations about Teaching and Their Relationship to a Formal Development Program: Learning Opportunities for Novice and Mid-Career Academics

ERIC Educational Resources Information Center

Thomson, Kate

2015-01-01

Engaging in informal activities, like conversations with colleagues, is one way that professionals can learn within workplace contexts. Informal conversations present opportunities for academics to learn about teaching. The current study investigated academics' experience of informal conversations, and their experience of the relations between…

Moving Globally to Transform Locally? Academic Mobility and Language Policy in Brazil

ERIC Educational Resources Information Center

Archanjo, Renata

2017-01-01

This paper discusses academic mobility in Brazil over the past few years due to the increase in governmental initiatives to promote internationalization of higher education and student mobility. The aim is to address the challenges faced by the international academic mobility program Science without Borders (SwB) to boost the development of…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Improved Attitude and Achievement: A Case Study of an Elementary School Academic Advisement Intervention

ERIC Educational Resources Information Center

Kamrath, Barry; Brooker, Teresa

2018-01-01

School counselors are often called upon to develop and implement academic interventions. In this case study of one urban elementary school, a school counselor conducted a small group academic advisement intervention. The results suggest that integrating the activities into the elementary school counseling program can be an effective Response to…

A Model Program for Hearing-Handicapped Infants Providing Medical, Academic, and Psychological Services (HI-MAPS). Final Report, July 1979-June 1982.

ERIC Educational Resources Information Center

Stein, Laszlo; Pien, Diana

The document contains the final report of the HI-MAPS project, designed to develop a model program that would meet the medical, academic, and psychological needs of young hearing handicapped children, birth to 3 years, and their families in Chicago. An introductory section reviews project rationale, project philosophy, and overall project goals.…

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

ERIC Educational Resources Information Center

Harris, Jasper W.; And Others

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

Piloting a Nationally Disseminated, Interactive Human Subjects Protection Program for Community Partners: Design, Content, and Evaluation

PubMed Central

Eakin, Brenda; Kirk, Rosalind; Piechowski, Patricia; Thomas, Barbara

2014-01-01

Abstract Funders, institutions, and research organizations are increasingly recognizing the need for human subjects protections training programs for those engaged in academic research. Current programs tend to be online and directed toward an audience of academic researchers. Research teams now include many nonacademic members, such as community partners, who are less likely to respond to either the method or the content of current online trainings. A team at the CTSA‐supported Michigan Institute for Clinical and Health Research at the University of Michigan developed a pilot human subjects protection training program for community partners that is both locally implemented and adaptable to local contexts, yet nationally consistent and deliverable from a central administrative source. Here, the developers and the analysts of this program discuss its development, its content, and the results of its evaluation. PMID:24720288

Piloting a nationally disseminated, interactive human subjects protection program for community partners: design, content, and evaluation.

PubMed

Solomon, Stephanie; Eakin, Brenda; Kirk, Rosalind; Piechowski, Patricia; Thomas, Barbara

2014-04-01

Funders, institutions, and research organizations are increasingly recognizing the need for human subjects protections training programs for those engaged in academic research. Current programs tend to be online and directed toward an audience of academic researchers. Research teams now include many nonacademic members, such as community partners, who are less likely to respond to either the method or the content of current online trainings. A team at the CTSA-supported Michigan Institute for Clinical and Health Research at the University of Michigan developed a pilot human subjects protection training program for community partners that is both locally implemented and adaptable to local contexts, yet nationally consistent and deliverable from a central administrative source. Here, the developers and the analysts of this program discuss its development, its content, and the results of its evaluation. © 2014 Wiley Periodicals, Inc.

Improving academic self-efficacy, school connectedness, and identity in struggling middle school girls: a preliminary study of the REAL girls program.

PubMed

Mann, Michael J; Smith, Megan L; Kristjansson, Alfgeir L

2015-02-01

Girls struggling to be successful in middle school are often dealing with negative life experiences that affect their ability to achieve academically. Frequently, their academic failures and problem behaviors are associated with feeling overwhelmed by difficult and challenging life circumstances. In the absence of intervention, these patterns may contribute to girls chronically underperforming in school, dropping out of school, and becoming involved in delinquent and high-risk behaviors. This article describes a quasi-experimental, mixed-methods study of the REAL Girls program. REAL Girls was designed to help struggling middle school girls develop resilience--particularly academic self-efficacy, school connectedness, and identity--and achieve successful outcomes in school and life. In this study, using a crossover design, 48 girls identified as experiencing academic failure, school behavior problems, or truancy participated in one of two implementations of this 3-day intervention. Findings based on both quantitative and qualitative data suggest that REAL Girls contributed to positive increases in academic self-efficacy, school connectedness, and identity. Repeated measures analysis of variance and paired t tests suggest significant increases in each outcome variable, both immediately after program delivery and 2 weeks later, and effect size estimates suggest moderate to large program impact. Focus groups conducted 90 days after implementation of the program confirmed the quantitative findings and support the efficacy of the REAL Girls program and approach. © 2014 Society for Public Health Education.

Early career professional development issues for military academic psychiatrists.

PubMed

Warner, Christopher H; Bobo, William V; Flynn, Julianne

2005-01-01

Academically motivated graduates of military psychiatric residency programs confront serious challenges. In this article, the authors present a junior faculty development model organized around four overlapping domains: mentorship, scholarship, research, and career planning/development. Using these four domains as a platform for discussion, the authors focus on challenges facing academically oriented early-career military psychiatrists and provide guidance. The authors believe that a proactive stance, skillful mentoring, self-awareness through conscious planning and effort, ability to capitalize on existing opportunities for growth, and attention to detail are all vital to the junior military psychiatrist.

Characteristics of effective summer learning programs in practice.

PubMed

Bell, Susanne R; Carrillo, Natalie

2007-01-01

The Center for Summer Learning examined various summer program models and found that there are nine characteristics that provide a framework for effective summer programs. In this chapter, the authors demonstrate how effective practices lead to positive results for young people. The nine characteristics of effective summer learning programs are (1) accelerating learning, (2) youth development, (3) proactive approach to summer learning, (4) leadership, (5) advanced planning, (6) staff development, (7) strategic partnerships, (8) evaluation and commitment to program improvement, and (9) sustainability and cost-effectiveness. These characteristics are divided into two sections. The first three characteristics address a program's approach to learning. Summer instructional techniques are most effective when academic learning is woven into enrichment activities and youth development. The second section covers program infrastructure to ensure the organization achieves and maintains quality programming. The nine characteristics complement each other to ensure a strong program that works to prevent summer learning loss and narrow the achievement gap. To demonstrate the variety of high-quality programs that include the nine characteristics, thirteen program profiles at the conclusion of the chapter each highlight one of the characteristics. These profiles show the various approaches that different summer programs have developed to accelerate academic achievement and promote positive development for young people in their communities.

Attrition in an undergraduate program in allied health education.

PubMed

Hedl, J J

1987-08-01

The present study compared the characteristics of allied health professionals who completed a bachelor's degree program in allied health education with those who failed to complete the program, in order to develop recommendations for a retention program. The data base included all graduates and dropouts for the period September 1972 to August 1986. Analyses indicated that alumni and those who dropped out were remarkedly similar with regard to demographic characteristics such as age, sex, ethnicity, and prior academic achievement. Fifty percent of the dropouts occurred within the first semester, although attrition continued to occur over a five-year period. The reasons for dropping out were varied, and few were recorded for academic reasons. It was concluded that adult allied health professionals pose difficult problems for retention because motivation and commitment variables appear more important than academic ability or social/academic integration factors. These findings were consistent with research on attrition in higher education, and with the literature on adult learning.

Nuts and bolts of running a pulmonary embolism response team: results from an organizational survey of the National PERT™ Consortium members.

PubMed

Barnes, Geoffrey; Giri, Jay; Courtney, D Mark; Naydenov, Soophia; Wood, Todd; Rosovsky, Rachel; Rosenfield, Kenneth; Kabrhel, Christopher

2017-08-01

Pulmonary embolism response teams (PERT) are developing rapidly to operationalize multi-disciplinary care for acute pulmonary embolism patients. Our objective is to describe the core components of PERT necessary for newly developing programs. An online organizational survey of active National PERT™ Consortium members was performed between April and June 2016. Analysis, including descriptive statistics and Kruskal-Wallis tests, was performed on centers self-reporting a fully operational PERT program. The survey response rate was 80%. Of the 31 institutions that responded (71% academic), 19 had fully functioning PERT programs. These programs were run by steering committees (17/19, 89%) more often than individual physicians (2/19, 11%). Most PERT programs involved 3-5 different specialties (14/19, 74%), which did not vary based on hospital size or academic affiliation. Of programs using multidisciplinary discussions, these occurred via phone or conference call (12/18, 67%), with a minority of these utilizing 'virtual meeting' software (2/12, 17%). Guidelines for appropriate activations were provided at 16/19 (84%) hospitals. Most PERT programs offered around-the-clock catheter-based or surgical care (17/19, 89%). Outpatient follow up usually occurred in personal physician clinics (15/19, 79%) or dedicated PERT clinics (9/19, 47%), which were only available at academic institutions. PERT programs can be implemented, with similar structures, at small and large, community and academic medical centers. While all PERT programs incorporate team-based multi-disciplinary care into their core structure, several different models exist with varying personnel and resource utilization. Understanding how different PERT programs impact clinical care remains to be investigated.

AACP Strategy for Addressing the Professional Development Needs of Department Chairs

PubMed Central

Rodriguez, Tobias E.; Weinstein, George; Sorofman, Bernard A.; Bosso, John A.; Kerr, Robert A.; Haden, N. Karl

2012-01-01

Objectives. Characterize the skills and abilities required for department chairs, identify development needs, and then create AACP professional development programs for chairs. Methods. A 30-question electronic survey was sent to AACP member department chairs related to aspects of chairing an academic department. Results. The survey identified development needs in the leadership, management, and personal abilities required for effective performance as department chair. The information was used to prioritize topics for subsequent AACP development programs. Subsequent programs conducted at AACP Interim and Annual Meetings were well attended and generally received favorable reviews from participants. A list of development resources was placed on the AACP website. Conclusions. This ongoing initiative is part of an AACP strategy to identify and address the professional development needs of department chairs. Survey results may also inform faculty members and other academic leaders about the roles and responsibilities of department chairs. PMID:22919099

An Environmental Scan of Academic Emergency Medicine at the 17 Canadian Medical Schools: Why Does this Matter to Emergency Physicians?

PubMed

Stiell, Ian G; Artz, Jennifer D; Lang, Eddy S; Sherbino, Jonathan; Morrison, Laurie J; Christenson, James; Perry, Jeffrey J; Topping, Claude; Woods, Robert; Green, Robert S; Lim, Rodrick; Magee, Kirk; Foote, John; Meckler, Garth; Mensour, Mark; Field, Simon; Chung, Brian; Kuuskne, Martin; Ducharme, James; Klein, Vera; McEwen, Jill

2017-01-01

We sought to conduct a major objective of the CAEP Academic Section, an environmental scan of the academic emergency medicine programs across the 17 Canadian medical schools. We developed an 84-question questionnaire, which was distributed to academic heads. The responses were validated by phone by the lead author to ensure that the questions were answered completely and consistently. Details of pediatric emergency medicine units were excluded from the scan. At eight of 17 universities, emergency medicine has full departmental status and at two it has no official academic status. Canadian academic emergency medicine is practiced at 46 major teaching hospitals and 13 specialized pediatric hospitals. Another 69 Canadian hospital EDs regularly take clinical clerks and emergency medicine residents. There are 31 full professors of emergency medicine in Canada. Teaching programs are strong with clerkships offered at 16/17 universities, CCFP(EM) programs at 17/17, and RCPSC residency programs at 14/17. Fourteen sites have at least one physician with a Master's degree in education. There are 55 clinical researchers with salary support at 13 universities. Sixteen sites have published peer-reviewed papers in the past five years, ranging from four to 235 per site. Annual budgets range from $200,000 to $5,900,000. This comprehensive review of academic activities in emergency medicine across Canada identifies areas of strengths as well as opportunities for improvement. CAEP and the Academic Section hope we can ultimately improve ED patient care by sharing best academic practices and becoming better teachers, educators, and researchers.

28 CFR 92.10 - Providing tutorials and other academic assistance programs.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

28 CFR 92.10 - Providing tutorials and other academic assistance programs.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

28 CFR 92.10 - Providing tutorials and other academic assistance programs.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

28 CFR 92.10 - Providing tutorials and other academic assistance programs.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

Dual Certification Program and Course Development in Two-Year Postsecondary Vocational Education Institutions in China

ERIC Educational Resources Information Center

Gong, Wen; Rojewski, Jay W.

2015-01-01

A model describing the development of curriculum and coursework for dual certification programs in two-year postsecondary vocational education institutions throughout China is described. Dual certification programs allow students to obtain an academic diploma and a national vocational qualification certificate concurrently. Chinese educators and…

Curriculum Development--Learning Center. Final Report.

ERIC Educational Resources Information Center

Seltzer, Madeline

A project at Manor Junior College, Pennsylvania, developed further and implemented the tutoring programs in the Learning Center and integrated them with the Computer Tutorials Program. The objective was to increase retention and graduation rates and academic success of students enrolled in vocational programs. The reading, writing, and peer tutor…

Intellectual Skills Development Program. Annual Report, 1986-1987.

ERIC Educational Resources Information Center

McCauley, Lynne

The 1986-1987 annual report on the Intellectual Skills Development Program (ISDP) at Western Michigan University is presented. The program is designed to identify new students who do not meet entry-level competencies in reading, writing, and mathematics, and to provide academic support for these students. In reviewing assessment policies and…

The impact of a freshman academy on science performance of first-time ninth-grade students at one Georgia high school

NASA Astrophysics Data System (ADS)

Daniel, Vivian Summerour

The purpose of this within-group experimental study was to find out to what extent ninth-grade students improved their science performance beyond their middle school science performance at one Georgia high school utilizing a freshman academy model. Freshman academies have been recognized as a useful tool for increasing academic performance among ninth-grade students because they address a range of academic support initiatives tailored to improve academic performance among ninth-grade students. The talent development model developed by Legters, Balfanz, Jordan, and McPartland (2002) has served as a foundational standard for many ninth grade academy programs. A cornerstone feature of this model is the creation of small learning communities used to increase ninth-grade student performance. Another recommendation was to offer credit recovery opportunities for ninth graders along with creating parent and community involvement activities to increase academic success among ninth-grade students. While the site's program included some of the initiatives outlined by the talent development model, it did not utilize all of them. The study concluded that the academy did not show a definitive increase in academic performance among ninth-grade students since most students stayed within their original performance category.

International service learning programs: ethical issues and recommendations.

PubMed

Reisch, Rebecca A

2011-08-01

Inequities in global health are increasingly of interest to health care providers in developed countries. In response, many academic healthcare programs have begun to offer international service learning programs. Participants in these programs are motivated by ethical principles, but this type of work presents significant ethical challenges, and no formalized ethical guidelines for these activities exist. In this paper the ethical issues presented by international service learning programs are described and recommendations are made for how academic healthcare programs can carry out international service learning programs in a way that minimizes ethical conflicts and maximizes benefits for all stakeholders. Issues related to project sustainability and community involvement are emphasized. © 2011 Blackwell Publishing Ltd.

Professional dietetic education in the U.S. Historical notes.

PubMed

Chambers, M J

1978-06-01

Since its founding in 1917, The American Dietetic Association has been concerned with the development and improvement of educational programs for the professional dietitian. This article traces the evolution of professional dietetic educational programs from its beginning in the early cooking schools in the nineteenth century through the development of educational standards, the requirement for training beyond the bachelor's degree, and the establishment of academic requirements. The continued importance of educating the professional dietitian is evidenced by the inclusion of academic requirements as a prerequisite to membership in the Association.

Globalizing Social Justice Education: The Case of The Global Solidarity Network Study e-Broad Program

ERIC Educational Resources Information Center

Harrison, Yvonne D.; Kostic, Kevin; Toton, Suzanne C.; Zurek, Jerome

2010-01-01

This paper documents the development, implementation, and evaluation of "The Global Solidarity Network Study e-Broad Program (GSNSeBP)", an online social justice educational program that is blended into an onsite academic course. This global electronic program, which was developed through a partnership between Catholic Relief Services (CRS) and…

Robert Wood Johnson Foundation Nurse Faculty Scholars program leadership training.

PubMed

Campbell, Jacquelyn C; McBride, Angela Barron; Etcher, LuAnn; Deming, Katie

The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing shortage via development of the next generation of national leaders in academic nursing. The leadership training combined development at the scholar's home institution with in-person didactic and interactive sessions with notable leaders in nursing and other disciplines. A curriculum matrix, organized by six domains, was evaluated quantitatively and qualitatively. What set this program apart is that it immersed junior faculty in concerted leadership development with regard to all aspects of the faculty role so that teaching interactively, making use of the latest in information technology, giving testimony before a policy-making group, participating in strategic planning, and figuring out how to reduce the budget without jeopardizing quality were all envisioned as part of the faculty role. The domains covered by this program could easily be used as the framework to plan other leadership-development programs for the next generation of academic leaders. Copyright © 2017 Elsevier Inc. All rights reserved.

Educational Programs That Work. A Catalogue of Demonstration Sites of Successful Educational Programs Developed through the New Jersey Elementary and Secondary Education Act, Title III Program. 1974-75 Edition.

ERIC Educational Resources Information Center

Soper, Dorothy B.

This catalogue contains descriptions of 17 successful education programs developed in New Jersey public schools and validated by U.S. Office of Education Standards. Most programs are funded to offer dissemination services and/or materials to educators. Programs discussed are the following: (a) Academic Advancement Program: Mathematics; (b) Project…

Temptation of academic medicine: second alma mater and "shared employment' concepts as possible way out?

PubMed

Simunović, Vladimir J; Sonntag, Hans-Günther; Horsch, Axel; Dorup, Jens; Nikolić, Jasminka; Verhaaren, Henri; Mimica, Mladen; Vojniković, Benjamin; Bokonjić, Dejan; Begić, Lejla; Marz, Richard

2004-08-01

Apparently, in developing and in well-developed societies we are confronted with a crisis of academic medicine in all aspects: health care, teaching, and research. Health care providers in teaching hospitals are under pressure to generate revenues, academic research is pressed to keep pace with institutions devoted solely to research, and teaching is often understood not as privilege and honor but as burden and nuisance. The key problem and the principal cause of the crisis are low interest of the best young graduates to follow an academic career in a world where the benefits and values of the private sector are prevailing. Confronted with these circumstances and the continuous perils of permanent brain-drain, we developed an innovative concept of "shared employment' where two academic institutions (one in a developed and one in a developing country) will collaborate in development and support of fresh talents, building elite academic staff. Most academic exchange programs developed so far have proved to be ineffective and of poor vitality, in spite of loud exclamations, high expectations, and a huge amount of good will involved. In contrast, the suggested cooperation will be based exclusively on mutual interest and clearly defined benefits for all involved parties.

The case for workforce development in social marketing.

PubMed

Pounds, Lea

2016-01-01

The Centers for Disease Control and Prevention, Association of Schools and Programs of Public Health, and the Council on Linkages Between Academia and Public Health Practice have emphasized the increasing need to train the public health workforce in social marketing. With only 21 U.S. academic institutions offering course work in social marketing and only four institutions offering degrees in social marketing there is a gap between what academic institutions are offering and these recommendations (Kelly, 2013 ). The successful application of social marketing in public health practice relies on academic institutions creating and promoting social marketing-related programs.

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

ERIC Educational Resources Information Center

Geiger, Joseph J.

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

A prism of excellence: The Charleston Veterans Administration Nursing Academic Partnership.

PubMed

Coxe, D Nicole; Conner, Brian T; Lauerer, Joy; Skipper, Janice; York, Janet; Fraggos, Mary; Stuart, Gail W

2016-01-01

The Veterans Administration (VA) has been committed to academic affiliate training partnerships for nearly 70 years in efforts to enhance veteran-centric health care. One such effort, the VA Nursing Academy (VANA) program, was developed in 2007 in response to the nationwide nursing shortage and began as a five-year pilot with funding competitively awarded to 15 partnerships between local VA medical centers and schools of nursing. The VANA program evolved into the VA Nursing Academic Partnership (VANAP) program following the initial pilot. This article describes the development and evolution of the Charleston VANAP, which includes the Ralph H Johnson VA Medical Center (RHJ VAMC) and the Medical University of South Carolina College of Nursing (MUSC CON). The VA Office of Academic Affiliations (OAA) funded a large portion of the initial five years of the Charleston VANAP. Once the national funding source ceased, the RHJ VAMC and the MUSC CON entered into a Memorandum of Understanding (MOU) to offer in-kind contributions to the partnership. The Charleston VANAP is the only program in the nation to offer three different nurse trainee programs and this article highlights some of the more notable achievements from each program. The Charleston VANAP is a comprehensive partnership between the RHJ VAMC and the MUSC CON that truly demonstrates a commitment to assure that the very best care be provided to Veterans, our Nation's heroes. Copyright © 2016 Elsevier Inc. All rights reserved.

The Effect of Participation in a Resource Room Enrichment Program on the Cognition Skills of Fourth Through Sixth Graders of High Academic Standing or Potential.

ERIC Educational Resources Information Center

Lym, C. LaVor; Rick, Pamela J.

A study of the effects of a resource room enrichment program was field tested on academically gifted fourth, fifth, and sixth grade students in 65 elementary schools. The Ss were pre- and posttested on the Cognitive Abilities Test. A norm referenced research design was used to control for normal development. Findings indicated that participation…

The "Zurich E-Learning Certificate": A Role Model for the Acquirement of eCompetence for Academic Staff and an Example of a Practical Implementation

ERIC Educational Resources Information Center

Volk, Benno; Keller, Stefan Andreas

2010-01-01

Since 2002 the "Zurich E-Learning Certificate" offers lecturers and academic staff from the three main universities in Zurich the possibility to take part in a professional development program which supports the acquirement of eCompetence. The program is the result of a cooperation between the University of Zurich (UZH), the Swiss…

Approaches and impact of non-academic research capacity strengthening training models in sub-Saharan Africa: a systematic review.

PubMed

Mugabo, Lambert; Rouleau, Dominique; Odhiambo, Jackline; Nisingizwe, Marie Paul; Amoroso, Cheryl; Barebwanuwe, Peter; Warugaba, Christine; Habumugisha, Lameck; Hedt-Gauthier, Bethany L

2015-06-09

Research is essential to identify and prioritize health needs and to develop appropriate strategies to improve health outcomes. In the last decade, non-academic research capacity strengthening trainings in sub-Saharan Africa, coupled with developing research infrastructure and the provision of individual mentorship support, has been used to build health worker skills. The objectives of this review are to describe different training approaches to research capacity strengthening in sub-Saharan Africa outside academic programs, assess methods used to evaluate research capacity strengthening activities, and learn about the challenges facing research capacity strengthening and the strategies/innovations required to overcome them. The PubMed database was searched using nine search terms and articles were included if 1) they explicitly described research capacity strengthening training activities, including information on program duration, target audience, immediate program outputs and outcomes; 2) all or part of the training program took place in sub-Saharan African countries; 3) the training activities were not a formal academic program; 4) papers were published between 2000 and 2013; and 5) both abstract and full paper were available in English. The search resulted in 495 articles, of which 450 were retained; 14 papers met all inclusion criteria and were included and analysed. In total, 4136 people were trained, of which 2939 were from Africa. Of the 14 included papers, six fell in the category of short-term evaluation period and eight in the long-term evaluation period. Conduct of evaluations and use of evaluation frameworks varied between short and long term models and some trainings were not evaluated. Evaluation methods included tests, surveys, interviews, and systems approach matrix. Research capacity strengthening activities in sub-Saharan Africa outside of academic settings provide important contributions to developing in-country capacity to participate in and lead research. Institutional support, increased funds, and dedicated time for research activities are critical factors that lead to the development of successful programs. Further, knowledge sharing through scientific articles with sufficient detail is needed to enable replication of successful models in other settings.

Project ARJO--"Academic Recovery through Job Opportunity." Report on First Year of Operation.

ERIC Educational Resources Information Center

Sandy Union High School District 2, OR.

This document reports on the first year of operation of Project ARJO: Academic Recovery through Job Opportunity, a program developed by Sandy Union High School District #2 in Sandy, Oregon under a Title VI Excellence in Education grant from the U.S. Department of Education. The primary objective of Project ARJO is the academic recovery of…

A Case Study Transforming Suspected Academic Misconduct among Undergraduate Health Professions Majors into Ethical Program Policy and Practice

ERIC Educational Resources Information Center

Hopwood, Julie D.; Scott, Victoria G.; Ferguson, Paul W.

2011-01-01

Academic misconduct and technology have coupled to create a significant threat to the development and maintenance of professional responsibility and academic integrity among today's university students. This case study illustrates the gap between faculty and student acceptance and understanding of the use of technology as a study aid and the ways…

Evaluating the Impact of an Academic Teacher Development Program: Practical Realities of an Evidence-Based Study

ERIC Educational Resources Information Center

Rathbun, Gail A.; Leatherman, Jane; Jensen, Rebecca

2017-01-01

This study aimed to assess the impact of an entire academic teacher development programme at a Midwestern masters comprehensive university in the United States over a period of five years by examining changes in teaching and student outcomes of nine randomly selected programme participants. Researchers analysed syllabi, course evaluations, grade…

NextUp: Intentional Faculty Leadership Development for All Ranks and Disciplines

ERIC Educational Resources Information Center

Ashe, Diana L.; TenHuisen, Matthew L.

2018-01-01

While most academic leadership training focuses on department chairs and those already in or identified for those positions, the NextUp Faculty Leadership Development Fellows program includes faculty who are considering academic leadership of any kind in their careers. Sixty faculty members have joined NextUp; forty-one have graduated and 19 are…

The Effects of Online Professional Development on Higher Education Teachers' Beliefs and Intentions towards Learning Facilitation and Technology

ERIC Educational Resources Information Center

Rienties, Bart; Brouwer, Natasa; Lygo-Baker, Simon

2013-01-01

An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model…

Bridging the Gap between Industry and Higher Education: Training Academics To Promote Student Teamwork.

ERIC Educational Resources Information Center

Dunne, Elisabeth; Rawlins, Mike

2000-01-01

Discusses the need for college graduates who are prepared for employment and skilled in teamwork, outlines a rationale for the development of groupwork in higher education, and describes a program sponsored by British Petroleum in 10 institutions in England and Scotland to provide academics with professional development in teaching groupwork…

Digital Learning and Teaching: Evaluation of Developments for Students in Higher Education.

ERIC Educational Resources Information Center

McClelland, Bob

2001-01-01

Focuses on an undergraduate module which served to provide a rationale for a web-based teaching, learning, and a support environment for academic staff and students. Explores module/program support development possibilities on the web from academic, quality, and commercial perspectives as well as the cybernetic and evolutionary nature of learning.…

The summer premedical program for matriculating medical students: a student-led initiative.

PubMed

Awad, Ayman M; Alamodi, Abdulhadi A; Shareef, Mohammad A; Alsheikh, Ammar J; Mahmoud, Asim I; Daghistany, Asem O; Hijazi, Mohammed M; Abu-Zaid, Ahmed; Alsadoon, Mohamed; Shabllout, Mohamed; Rasool, Abduljabar; Yaqinuddin, Ahmed

2014-03-01

The freshman academic year is one of the most difficult years that a medical student experiences in his/her academic life at a medical school. Freshmen are frequently faced with several challenges, such as adaptation to a new academic environment and its associated different methods of teaching, learning, skills, and assessment. The aim of this study was to describe a 4-wk innovative summer premedical program developed by senior medical students at the College of Medicine, Alfaisal University, in an attempt to improve/smooth the experience(s) of prospective freshmen. This report describes the objectives/strategies/methodologies used to tackle the top three identified freshman challenges, namely, 1) advancement of the academic/scholastic/educational background, 2) the development of college-required skills to succeed and excel in the freshman year, and 3) adaption to the college environment. At the end of the program, a survey was conducted to evaluate the effectiveness of the summer premedical program. Seventy-two students attended this program over the past three summers from 2010 to 2012, and twenty-nine students answered the survey with a response rate of 74.1%. Overall, >90% of the survey respondents reported an improvement in their understanding of basic medical science, integration, presentation skills, medical terminology, and junior-senior relationships. Furthermore, the survey highlighted the need for more focus on skills such as time management, participation in large-group discussions, and use of electronic resources, as >50% of respondents reported no improvement in these areas. In conclusion, this is the first report, to our knowledge, that describes a program developed by senior medical students to improve the experience of freshmen.

Influence of Attitudes Toward Curriculum on Dishonest Academic Behavior

PubMed Central

Austin, Zubin; Collins, David; Remillard, Alfred; Kelcher, Sheila; Chui, Stephanie

2006-01-01

Objectives The objective of this study was to examine possible associations between students' self-reported behaviors and opinions towards academic dishonesty, and their attitudes towards curriculum, assessment, and teaching within the pharmacy program. Methods A questionnaire was developed and distributed to undergraduate (pre-licensure) students at 4 schools of pharmacy in Canada, including students enrolled in the international pharmacy graduate program. Results More than 80% of respondents indicated they had participated in one or more of the act of academic dishonesty described in the questionnaire. A weak to moderate correlation was found between students' attitudes towards pharmacy education and their self-reported behaviors related to academic dishonesty. Conclusions This study confirmed previous findings suggesting widespread academic dishonesty as well as a hierarchy of values with respect to students' perceptions regarding severity and importance of academic dishonesty. Despite methodological limitations inherent in examining academic dishonesty, there is a definite need to continue to examine this important issue. While this study indicated only a moderate correlation between attitudes towards curriculum and dishonest behaviors, the problem of academic misconduct is multifactorial and will require ongoing study. PMID:17136171

Without the Academic Part, It Wouldn't Be Squash": Youth Development in an Urban Squash Program

ERIC Educational Resources Information Center

Hemphill, Michael A.; Richards, K. Andrew R.

2016-01-01

Purpose: The purpose of this study was to examine youth development outcomes in an Urban Squash program. Methods: A mixed method approach to was employed to address three research questions: 1) to what extent did the Urban Squash program exhibit features of a quality OST program?; 2) what aspects of the Urban Squash program were most valued by…

Career Development Support in Pediatric Critical Care Medicine: A National Survey of Fellows and Junior Faculty

PubMed Central

Cifra, Christina L.; Balikai, Shilpa S.; Murtha, Tanya D.; Hsu, Benson; Riley, Carley L.

2016-01-01

Objective To determine the perceptions of current pediatric critical care medicine (PCCM) fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. Design Web-based cross-sectional survey open from September to November 2015. Setting Accreditation Council for Graduate Medical Education (ACGME)-accredited PCCM fellowship programs. Participants PCCM fellows (2nd year or higher) and junior faculty (within 5 years of completing a PCCM fellowship program). Interventions None. Measurements and Main Results There were 129 respondents to the survey, representing 63% of ACGME-accredited PCCM fellowship programs. Respondents were evenly divided between fellows and junior faculty. Nearly half (49%) of respondents reported that their PCCM fellowship program provided a formal career development curriculum. Ideal career tracks chosen included academic clinician educator (64%), physician-scientist (27%), community-based (non-academic) clinician (11%), and administrator (11%). There was a disparity in focused career development support provided by programs, with a minority providing good support for those pursuing a community-based clinician track (32%) or administrator track (16%). Only 43% of fellows perceived that they have a good chance of obtaining their ideal PCCM position, with the most common perceived barrier being increased competition for limited job opportunities. Most respondents expressed interest in a program specific to PCCM career development that is sponsored by a national professional organization. Conclusions Most PCCM fellows and junior faculty reported good to excellent career development support during fellowship. However, important gaps remain, particularly for those pursuing community-based (non-academic) and administrative tracks. Fellows were uncertain regarding future PCCM employment and their ability to pursue ideal career tracks. There may be a role for professional organizations to provide additional resources for career development in PCCM. PMID:28198755

Changing research culture.

PubMed

Svab, Igor

2004-05-26

Although there is general agreement that family medicine has a lot to offer to the health care system, the academic dimension is still not widely understood. There are two main reasons why family medicine needs to develop its scientific potential: to address the true nature of the discipline, and to help in its recognition. The academic establishment benefits from academic family medicine by gaining new questions that are necessary to be answered and by gaining new research approaches.Many problems are encountered when introducing family medicine into the academic arena. Two main strategies for developing family medicine research can be identified. The first is to adapt to the existing structure of the academic world by claiming equal rights with the developed disciplines, collaborating with other university departments in their research projects, publishing articles in established journals, and participating in established faculty development programs. The other, more demanding, strategy is to introduce changes to the academic arena by developing specific research questions, by collaborating on research within family medicine, and by developing family medicine's own success criteria for academic excellence. The two approaches are not mutually exclusive. The World Organization of Family Doctors plays an important role in supporting both approaches through its international affiliations and contacts with policy makers.

Leadership's Role in Support of Online Academic Programs: Implementing an Administrative Support Matrix

PubMed Central

Barefield, Amanda C.; Meyer, John D.

2013-01-01

The proliferation of online education programs creates a myriad of challenges for those charged with implementation and delivery of these programs. Although creating and sustaining quality education is a shared responsibility of faculty, staff, and academic leaders, this article focuses on the pivotal role of leadership in securing the necessary resources, developing the organizational structures, and influencing organizational culture. The vital foundation for a successful outcome when implementing online education programs is the role of leadership in providing adequate and appropriate support. Abundant literature extols the roles of leadership in project management; however, there is a dearth of models or systematic methods for leaders to follow regarding how to implement and sustain online programs. Research conducted by the authors culminated in the development of an Administrative Support Matrix, thus addressing the current gap in the literature. PMID:23346030

Factors Associated With the Career Choices of Hematology and Medical Oncology Fellows Trained at Academic Institutions in the United States

PubMed Central

Horn, Leora; Koehler, Elizabeth; Gilbert, Jill; Johnson, David H.

2011-01-01

Purpose Factors that influence hematology-oncology fellows' choice of academic medicine as a career are not well defined. We undertook a survey of hematology-oncology fellows training at cancer centers designated by the National Cancer Institute (NCI) and the National Comprehensive Cancer Network (NCCN) to understand the factors fellows consider when making career decisions. Methods Program directors at all NCI and NCCN cancer centers were invited to participate in the study. For the purpose of analysis, fellows were grouped into three groups on the basis of interest in an academic career. Demographic data were tested with the Kruskal-Wallis test and χ2 test, and nondemographic data were tested by using the multiscale bootstrap method. Results Twenty-eight of 56 eligible fellowship programs participated, and 236 fellows at participating institutions responded (62% response rate). Approximately 60% of fellows graduating from academic programs in the last 5 years chose academic career paths. Forty-nine percent of current fellows ranked an academic career as extremely important. Fellows choosing an academic career were more likely to have presented and published their research. Additional factors associated with choosing an academic career included factors related to mentorship, intellect, and practice type. Fellows selecting nonacademic careers prioritized lifestyle in their career decision. Conclusion Recruitment into academic medicine is essential for continued progress in the field. Our data suggest that fewer than half the current fellows training at academic centers believe a career in academic medicine is important. Efforts to improve retention in academics should include focusing on mentorship, research, and career development during fellowship training and improving the image of academic physicians. PMID:21911716

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

PubMed

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

2018-06-01

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

National Geospatial-Intelligence Agency Academic Research Program

NASA Astrophysics Data System (ADS)

Loomer, S. A.

2004-12-01

"Know the Earth.Show the Way." In fulfillment of its vision, the National Geospatial-Intelligence Agency (NGA) provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. To achieve this, NGA conducts a multi-disciplinary program of basic research in geospatial intelligence topics through grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program (NARP) are: - NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. - Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. - Director of Central Intelligence Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how other researchers and institutions can apply for grants under the program.

Academic Program Assessment: A New Expertise for Faculty to Develop

ERIC Educational Resources Information Center

Blumberg, Phyllis

2017-01-01

Faculty are assuming greater responsibility for assessment of educational programs, which may be a new and daunting role. Therefore, faculty need to develop expertise and skills to do these assessments meaningfully. The overall purpose of this article is to provide faculty a program assessment resource. Assessments are conducted for accountability…

Evaluation of National Institute for Learning Development and Discovery Educational Therapy Program

ERIC Educational Resources Information Center

Frimpong, Prince Christopher

2014-01-01

In Maryland, some Christian schools have enrolled students with learning disabilities (LDs) but do not have any interventional programs at the school to help them succeed academically. The purpose of this qualitative program evaluation was to evaluate the National Institute for Learning Development (NILD) and Discovery Therapy Educational Program…

Developing Students for University through an International High School Program in Turkey

ERIC Educational Resources Information Center

Sagun, Sila; Ateskan, Armagan; Onur, Jale

2016-01-01

This article explores the readiness and development for universities of students who have been educated through an international program in Turkey. It compares the academic performance and skills of students who attended the Ministry of National Education High School Program (MONEP) to students who attended both MONEP and the International…

Collaborating With an Urban Community to Develop an HIV and AIDS Prevention Program for Black Youth and Families

ERIC Educational Resources Information Center

Baptiste, Donna R.; Paikoff, Roberta L.; McKay, Mary McKernan; Madison-Boyd, Sybil; Coleman, Doris; Bell, Carl

2005-01-01

This article describes a collaboration between academic researchers and residents of a low-income, inner-city community to develop and deliver an HIV and AIDS prevention program for Black youth. The Chicago HIV Prevention and Adolescent Mental Health Project (CHAMP) Program was developed and implemented to decrease HIV and AIDS risk exposure among…

CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond.

PubMed

Sinclair, Doug; Worthington, James R; Joubert, Gary; Holroyd, Brian R; Stempien, James; Letovsky, Eric; Rutledge, Tim; LeBlanc, Constance; Pitters, Carrol; McCallum, Andrew; Carr, Brendan; Gerace, Rocco; Stiell, Ian G; Artz, Jennifer D; Christenson, Jim

2016-05-01

A panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources. The expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel. The methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles. These recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

The benefits of a leadership program and executive coaching for new nursing academic administrators: one college's experience.

PubMed

Glasgow, Mary Ellen Smith; Weinstock, Beth; Lachman, Vicki; Suplee, Patricia Dunphy; Dreher, H Michael

2009-01-01

Despite attention given to the nursing shortage and now the nursing faculty shortage, what is perhaps less visible but equally critical are the pending retirements of most of the current cadre of academic nursing administrators in the next decade. With only 2.1% of current deans, directors, and department chairs in 2006 aged 45 years or younger, there may be a pending crisis in leadership development and succession planning in our nursing schools and colleges. This article describes an innovative leadership development program for largely new nursing academic administrators, which combined a formal campus-based leadership symposia and executive coaching. This article is particularly useful and practical in that actual case studies are described (albeit modified slightly to protect the identity of the individual administrator), providing a real-life narrative that rarely makes its way into the nursing academic administration literature. The executive coaching focus is very sparsely used in nursing academia, and this college's success using this professional development strategy is likely to become a template for other institutions to follow.

Development of a Risk and Resilience-Based Out-of-School Time Program for Children and Youths

ERIC Educational Resources Information Center

Anthony, Elizabeth K.; Alter, Catherine F.; Jenson, Jeffrey M.

2009-01-01

Out-of-school time (OST) programs offer a unique opportunity to provide educational supports to high-risk children and youths. The authors describe the utility of applying principles of risk and resilience to the development and evaluation of an OST program. Academic outcomes among participants at the Bridge Project, an OST program located in…

School-based sleep education program improves sleep and academic performance of school-age children.

PubMed

Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

2016-05-01

The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Providing an Optimal School Context for Talent Development: An Extended Curriculum Program in Practice

ERIC Educational Resources Information Center

Kronborg, Leonie; Plunkett, Margaret

2015-01-01

Developing the talents of academically able students in government secondary schools in Victoria, Australia, has recently gained support through the expansion of Select Entry Accelerated Learning (SEAL) Programs. In the private sector, a similar expansion of interest in talent development has occurred through the development and implementation of…

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

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

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

Developing Leaders for the 21st Century

ERIC Educational Resources Information Center

Phillips, John L.

2005-01-01

This article describes the Leadership Development for the 21st Century: Linking Research, Academics and Extension program that began in June 2005. This 12-month program, designed to explore different models of leadership, develop peer networks, and enhance skills and knowledge in leadership competencies, is specifically for land grand educators…

34 CFR 606.10 - What activities may and may not be carried out under a grant?

Code of Federal Regulations, 2014 CFR

2014-07-01

..., and student service programs designed to improve academic success. (6) Funds management... development courses. (6) Developing or improving community-based or community services programs, unless the...) Planning grants. Under a planning grant, a grantee shall formulate— (1) A comprehensive development plan...

34 CFR 606.10 - What activities may and may not be carried out under a grant?

Code of Federal Regulations, 2013 CFR

2013-07-01

..., and student service programs designed to improve academic success. (6) Funds management... development courses. (6) Developing or improving community-based or community services programs, unless the...) Planning grants. Under a planning grant, a grantee shall formulate— (1) A comprehensive development plan...

34 CFR 606.10 - What activities may and may not be carried out under a grant?

Code of Federal Regulations, 2012 CFR

2012-07-01

..., and student service programs designed to improve academic success. (6) Funds management... development courses. (6) Developing or improving community-based or community services programs, unless the...) Planning grants. Under a planning grant, a grantee shall formulate— (1) A comprehensive development plan...

Building Software Development Capacity to Advance the State of Educational Technology

ERIC Educational Resources Information Center

Luterbach, Kenneth J.

2013-01-01

Educational technologists may advance the state of the field by increasing capacity to develop software tools and instructional applications. Presently, few academic programs in educational technology require even a single computer programming course. Further, the educational technologists who develop software generally work independently or in…

Comprehensive Career Education in a University: Evaluation.

ERIC Educational Resources Information Center

McLean, James E.; Loree, M. Ray

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

Oral health status and academic performance among Ohio third-graders, 2009-2010.

PubMed

Detty, Amber M R; Oza-Frank, Reena

2014-01-01

Although recent literature indicated an association between dental caries and poor academic performance, previous work relied on self-reported measures. This analysis sought to determine the association between academic performance and untreated dental caries (tooth decay) using objective measures, controlling for school-level characteristics. School-level untreated caries prevalence was estimated from a 2009-2010 oral health survey of Ohio third-graders. Prevalence estimates were combined with school-level academic performance and other school characteristics obtained from the Ohio Department of Education. Linear regression models were developed as a result of bivariate testing, and final models were stratified based upon the presence of a school-based dental sealant program (SBSP). Preliminary bivariate analysis indicated a significant relationship between untreated caries and academic performance, which was more pronounced at schools with an SBSP. After controlling for other school characteristics, the prevalence of untreated caries was found to be a significant predictor of academic performance at schools without an SBSP (P=0.001) but not at schools with an SBSP (P=0.833). The results suggest the association between untreated caries and academic performance may be affected by the presence of a school-based oral health program. Further research focused on oral health and academic performance should consider the presence and/or availability of these programs. © 2014 American Association of Public Health Dentistry.

Developing the academic nursing practice in the midst of new realities in higher education.

PubMed

Miller, Karen L; Bleich, Michael R; Hathaway, Donna; Warren, Carol

2004-02-01

The academic nursing practice has a role in replenishing the diminished resources that confront higher education and, if well conceived and managed, is a viable option to support existing academic program stability and growth. An alternative model for defining the academic practice--beyond traditional nurse-managed centers--is presented in this article. The cohesive interconnection of the education, research, and practice missions is addressed with examples of how each contributes to a variety of communities of interest and expands professional nursing roles through innovative care model testing and development. With effective business planning and infrastructure support, faculty practice plans can evolve to a second generation, with heightened societal accountability for service, academic, and collaborative research outcomes.

Offsetting Faculty and Institutional Inflexibility: A Case Study in Developing an Alternative to Tenure with Reference to Faculty Development and Evaluation.

ERIC Educational Resources Information Center

Steinkrauss, Philip J.

This in-progress program and resource study presents an actual case study in developing an alternative to tenure. The College of St. Francis implemented during the 1979-80 academic year an alternative system, the Three Year Rolling Contract. It stated that all faculty members have academic freedom under any form of appointment; upon appointment as…

Innovation in Business Education: Developing a High Quality Online MBA

ERIC Educational Resources Information Center

Roe, C. William; Toma, Alfred G.; Yallapragada, RamMohan R.

2015-01-01

Online degree programs were probably pioneered by for-profit universities such as University of Phoenix. Many online degree programs were initially considered low quality academic programs compared to traditional programs. Therefore, many public and private universities were slow to adopt the online programs. However, gradually more and more…

28 CFR 92.10 - Providing tutorials and other academic assistance programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... must include academic counseling, tutorials and other academic assistance programs to enable... varied academic needs of individual applicants; and (3) Academic and guidance counseling for adults. Specific counseling programs must be designed for individuals who encounter problems with passing the...

The Effects of a Strengths-Based Assessment and Development Program on First-Term Masters of Business Administration Students and Future Academic Success

ERIC Educational Resources Information Center

Hohn, Michael C.

2009-01-01

Adults returning to graduate school to acquire a master of business administration (MBA) degree face a myriad of challenges as they attempt to manage academic responsibilities, work, family, and social obligations. Currently, a number of educational professionals only look to identify and remediate student deficiencies. Developing existing…

In Practice: Using the "Developing Competency" Vector to Prepare Students for Competent Academic Major Exploration

ERIC Educational Resources Information Center

Galilee-Belfer, Mika

2012-01-01

Though many programs for undecided students focus on the "developing purpose" vector, the author argues that putting purpose before competency is putting the cart before the horse. In this article, she shares practical strategies she has used to help her students at the University of Arizona reach competence in understanding the academic world.…

Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students' Language Needs

ERIC Educational Resources Information Center

Freking, Frederick; Park, Jaime; Francois, Annamarie

2015-01-01

This article describes how a teacher-education program (TEP), whose mission is to improve schooling for linguistically diverse students, develops its' teacher candidate's critical dispositions and pedagogy related to academic-language (AL) development and how candidate performance on PACT can help TEPs better assess and improve how AL…

Neurohospitalists: Perceived Need and Training Requirements in Academic Neurology

PubMed Central

Probasco, John C.; George, Benjamin P.; Dorsey, E. Ray; Venkatesan, Arun

2014-01-01

Background and Purpose: We sought to determine the current practices and plans for departmental hiring of neurohospitalists at academic medical centers and to identify the core features of a neurohospitalist training program. Methods: We surveyed department chairs or residency program directors at 123 Accreditation Council for Graduate Medical Education (ACGME)-accredited US adult neurology training programs. Results: Sixty-three(51% response rate) responded, 76% of whom were program directors. In all, 24 (38%) academic neurology departments reported employing neurohospitalists, and an additional 10 departments have plans to hire neurohospitalists in the next year. In all, 4 academic neurology departments have created a neurohospitalist training program, and 10 have plans to create a training program within the next 2 years. Hospitals were the most frequent source of funding for established and planned programs (93% of those reporting). Most (n = 39; 65%) respondents felt that neurohospitalist neurology should be an ACGME-accredited fellowship. The highest priority neurohospitalist training elements among respondents included stroke, epilepsy, and consult neurology as well as patient safety and cost-effective inpatient care. The most important procedural skills for a neurohospitalist, as identified by respondents, include performance of brain death evaluations, lumbar punctures, and electroencephalogram interpretation. Conclusions: Neurohospitalists have emerged as subspecialists within neurology, growing both in number and in scope of responsibilities in practice. Neurohospitalists are in demand among academic departments, with many departments developing their existing presence or establishing a new presence in the field. A neurohospitalist training program may encompass training in stroke, epilepsy, and consult neurology with additional focus on patient safety and cost-effective care. PMID:24381705

Neurohospitalists: perceived need and training requirements in academic neurology.

PubMed

Probasco, John C; George, Benjamin P; Dorsey, E Ray; Venkatesan, Arun

2014-01-01

We sought to determine the current practices and plans for departmental hiring of neurohospitalists at academic medical centers and to identify the core features of a neurohospitalist training program. We surveyed department chairs or residency program directors at 123 Accreditation Council for Graduate Medical Education (ACGME)-accredited US adult neurology training programs. Sixty-three(51% response rate) responded, 76% of whom were program directors. In all, 24 (38%) academic neurology departments reported employing neurohospitalists, and an additional 10 departments have plans to hire neurohospitalists in the next year. In all, 4 academic neurology departments have created a neurohospitalist training program, and 10 have plans to create a training program within the next 2 years. Hospitals were the most frequent source of funding for established and planned programs (93% of those reporting). Most (n = 39; 65%) respondents felt that neurohospitalist neurology should be an ACGME-accredited fellowship. The highest priority neurohospitalist training elements among respondents included stroke, epilepsy, and consult neurology as well as patient safety and cost-effective inpatient care. The most important procedural skills for a neurohospitalist, as identified by respondents, include performance of brain death evaluations, lumbar punctures, and electroencephalogram interpretation. Neurohospitalists have emerged as subspecialists within neurology, growing both in number and in scope of responsibilities in practice. Neurohospitalists are in demand among academic departments, with many departments developing their existing presence or establishing a new presence in the field. A neurohospitalist training program may encompass training in stroke, epilepsy, and consult neurology with additional focus on patient safety and cost-effective care.

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

ERIC Educational Resources Information Center

Acquah, Edward H. K.

2010-01-01

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

The Adult Student Population.

ERIC Educational Resources Information Center

Snyder, Fred A.; Blocker, Clyde E.

This study is concerned with the following topics on adult student attendance at Harrisburg Area Community College (HACC) during the 1969-70 academic year: student background, reason for attendance, enrollment in programs or courses, academic success, evidence of personal and occupational development. The report is based on the useable…

A summer academic research experience for disadvantaged youth.

PubMed

Kabacoff, Cathryn; Srivastava, Vasudha; Robinson, Douglas N

2013-01-01

Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future.

A Summer Academic Research Experience for Disadvantaged Youth

PubMed Central

Kabacoff, Cathryn; Srivastava, Vasudha; Robinson, Douglas N.

2013-01-01

Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future. PMID:24006390

Training for Leadership Roles in Academic Medicine: Opportunities for Psychologists in the AAMC LEAD Program.

PubMed

LaPaglia, Donna; Thompson, Britta; Hafler, Janet; Chauvin, Sheila

2017-06-01

Psychologists' roles within academic medicine have expanded well beyond research and scholarship. They are active as providers of patient care, medical education, and clinical supervision. Although the number of psychologists in academic health centers continues to grow, they represent a small portion of total medical school faculties. However, with the movement toward collaborative care models, emphasis on interprofessional teams, and increased emphasis on psychological science topics in medical curricula, psychologists are well-positioned to make further contributions. Another path through which psychologists can further increase their contributions and value within academic health centers is to aspire to leadership roles. This article describes the first author's reflections on her experiences in a two-year, cohort-based, educational leadership development certificate program in academic medicine. The cohort was comprised largely of physicians and basic scientists, and a small number of non-physician participants of which the first author was the only clinical psychologist. The insights gained from this experience provide recommendations for psychologists interested in leadership opportunities in academic medicine.

Piloting a nationally disseminated, interactive human subjects protection program for community partners: unexpected lessons learned from the field.

PubMed

Solomon, Stephanie; Bullock, Sherita; Calhoun, Karen; Crosby, Lori; Eakin, Brenda; Franco, Zeno; Hardwick, Emily; Holland, Samuel; Leinberger-Jabari, Andrea; Newton, Gail; Odell, Jere; Paberzs, Adam; Spellecy, Ryan

2014-04-01

Funders, institutions, and research organizations are increasingly recognizing the need for human subjects protections training programs for those engaged in academic research. Current programs tend to be online and directed toward an audience of academic researchers. Research teams now include many nonacademic members, such as community partners, who are less likely to respond to either the method or the content of current online trainings. A team at the CTSA-supported Michigan Institute for Clinical and Health Research at the University of Michigan developed a pilot human subjects protection training program for community partners that is both locally implemented and adaptable to local contexts, yet nationally consistent and deliverable from a central administrative source. Here, the developers of the program and the collaborators who participated in the pilot across the United States describe 10 important lessons learned that align with four major themes: The distribution of the program, the implementation of the program, the involvement of community engagement in the program, and finally lessons regarding the content of the program. These lessons are relevant to anyone who anticipates developing or improving a training program that is developed in a central location and intended for local implementation. © 2014 Wiley Periodicals, Inc.

Piloting a Nationally Disseminated, Interactive Human Subjects Protection Program for Community Partners: Unexpected Lessons Learned from the Field

PubMed Central

Bullock, Sherita; Calhoun, Karen; Crosby, Lori; Eakin, Brenda; Franco, Zeno; Hardwick, Emily; Leinberger‐Jabari, Andrea; Newton, Gail; Odell, Jere; Paberzs, Adam; Spellecy, Ryan

2014-01-01

Abstract Funders, institutions, and research organizations are increasingly recognizing the need for human subjects protections training programs for those engaged in academic research. Current programs tend to be online and directed toward an audience of academic researchers. Research teams now include many nonacademic members, such as community partners, who are less likely to respond to either the method or the content of current online trainings. A team at the CTSA‐supported Michigan Institute for Clinical and Health Research at the University of Michigan developed a pilot human subjects protection training program for community partners that is both locally implemented and adaptable to local contexts, yet nationally consistent and deliverable from a central administrative source. Here, the developers of the program and the collaborators who participated in the pilot across the United States describe 10 important lessons learned that align with four major themes: The distribution of the program, the implementation of the program, the involvement of community engagement in the program, and finally lessons regarding the content of the program. These lessons are relevant to anyone who anticipates developing or improving a training program that is developed in a central location and intended for local implementation. PMID:24720349

Web-based Academic Roadmaps for Careers in the Geosciences

NASA Astrophysics Data System (ADS)

Murray, D. P.; Veeger, A. I.; Grossman-Garber, D.

2007-12-01

To a greater extent than most science programs, geology is underrepresented in K-12 curricula and the media. Thus potential majors have scant knowledge of academic requirements and career trajectories, and their idea of what geologists do--if they have one at all--is outdated. We have addressed these concerns by developing a dynamic, web-based academic roadmap for current and prospective students, their families, and others who are contemplating careers in the geosciences. The goals of this visually attractive "educational pathway" are to not only improve student recruitment and retention, but to empower student learning by creating better communication and advising tools that can render our undergraduate program transparent for learners and their families. Although we have developed academic roadmaps for four environmental and life science programs at the University of Rhode Island, we focus here on the roadmap for the geosciences, which illustrates educational pathways along the academic and early-career continuum for current and potential (i.e., high school) students who are considering the earth sciences. In essence, the Geosciences Academic Roadmap is a "one-stop'" portal to the discipline. It includes user- friendly information about our curriculum, outcomes (which at URI are tightly linked to performance in courses and the major), extracurricular activities (e.g., field camp, internships), careers, graduate programs, and training. In the presentation of this material extensive use is made of streaming video, interviews with students and earth scientists, and links to other relevant sites. Moreover, through the use of "Hot Topics", particular attention is made to insure that examples of geoscience activities are not only of relevance to today's students, but show geologists using the modern methods of the discipline in exciting ways. Although this is a "work-in-progress", evaluation of the sites, by high school through graduate students, has been strongly positive. Our presentation will include a demonstration of the Academic Roadmap, and a template that can be used by other geoscience departments to easily design websites.

NASA Headquarters training catalog

NASA Technical Reports Server (NTRS)

1990-01-01

The NASA Headquarters training catalog is a comprehensive listing of all educational and employee development programs. This course catalog contains descriptions of course content, objectives, target audience, prerequisites, length of course, approximate number of times the course is offered per year, and cost of the course. Curriculum areas include graduate and undergraduate academic study; professional development program; and executive management, senior management, and supervisory development programs. Secretarial/clerical and general computer skills programs are also included.

Components of a Measure to Describe Organizational Culture in Academic Pharmacy.

PubMed

Desselle, Shane; Rosenthal, Meagen; Holmes, Erin R; Andrews, Brienna; Lui, Julia; Raja, Leela

2017-12-01

Objective. To develop a measure of organizational culture in academic pharmacy and identify characteristics of an academic pharmacy program that would be impactful for internal (eg, students, employees) and external (eg, preceptors, practitioners) clients of the program. Methods. A three-round Delphi procedure of 24 panelists from pharmacy schools in the U.S. and Canada generated items based on the Organizational Culture Profile (OCP), which were then evaluated and refined for inclusion in subsequent rounds. Items were assessed for appropriateness and impact. Results. The panel produced 35 items across six domains that measured organizational culture in academic pharmacy: competitiveness, performance orientation, social responsibility, innovation, emphasis on collegial support, and stability. Conclusion. The items generated require testing for validation and reliability in a large sample to finalize this measure of organizational culture.

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

ERIC Educational Resources Information Center

Robinson, Patricia W.

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

A Summer Leadership Development Program for Chemical Engineering Students

ERIC Educational Resources Information Center

Simpson, Annie E.; Evans, Greg J.; Reeve, Doug

2012-01-01

The Engineering Leaders of Tomorrow Program (LOT) is a comprehensive curricular, co-curricular, extra-curricular leadership development initiative for engineering students. LOT envisions: "an engineering education that is a life-long foundation for transformational leaders and outstanding citizens." Academic courses, co-curricular certificate…

Educating the Employee Assistance Professional: Cornell University's Employee Assistance Education and Research Program.

ERIC Educational Resources Information Center

Quick, R. C.; And Others

1987-01-01

Outlines Cornell University's Employee Assistance Education and Research Program, which uses an academic curriculum and field experience to further develop the Employee Assistance Program (EAP) profession. Addresses the dilemma of personnel executives in ensuring quality in EAP programs and staff. (JOW)

The California State University, Los Angeles Biomedical Sciences Program.

ERIC Educational Resources Information Center

Gutierrez, Carlos G.; Brown, Costello L.

The Biomedical Sciences Program at California State University, Los Angeles (CSULA), is described. The federally funded program was designed to help economically disadvantaged students to pursue careers in biomedical sciences. The program provided academic support in mathematics, science, and English; study skills development; experiences in…

Understanding the "How" of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention

ERIC Educational Resources Information Center

Devaney, Elizabeth; Smith, Charles; Wong, Kenneth

2012-01-01

Over the past 10 years, afterschool and youth development programming has moved from providing childcare for working parents to being an integral component of the learning day, supporting the academic, social, and emotional development of young people. An important part of that transition has been a growing emphasis on improving program quality.…

Effects of a Program for Developing Creative Thinking Skills

ERIC Educational Resources Information Center

Rabanos, Natalia Larraz; Torres, Pedro Allueva

2012-01-01

Introduction: The aim of this study is to present an intervention program for creative skills development applied to a group of students of lower Secondary Education. Method: This program was applied in a school in Zaragoza (Spain) during the 2008-09 academic year. The study used a repeated-measures, quasi-experimental design with non-equivalent…

Utilizing Technology to Examine the Impacts of Academic Program Plans on Faculty Staffing Levels. AIR 1984 Annual Forum Paper.

ERIC Educational Resources Information Center

Spiro, Louis M.; Campbell, Jill F.

The development and use of a campus-based computerized faculty staffing model is described. In addition to considering market demands for current and proposed programs, decisionmakers need to consider how program development, modification, and elimination affect the total college faculty resource base. The application of computer technology,…

Programming Education with a Blocks-Based Visual Language for Mobile Application Development

ERIC Educational Resources Information Center

Mihci, Can; Ozdener, Nesrin

2014-01-01

The aim of this study is to assess the impact upon academic success of the use of a reference block-based visual programming tool, namely the MIT App Inventor for Android, as an educational instrument for teaching object-oriented GUI-application development (CS2) concepts to students; who have previously completed a fundamental programming course…

IMIA Educational Recommendations and Nursing Informatics.

PubMed

Mantas, John; Hasman, Arie

2017-01-01

The updated version of the IMIA educational recommendations has given an adequate guidelines platform for developing educational programs in Biomedical and Health Informatics at all levels of education, vocational training, and distance learning. This chapter will provide a brief introduction of the recommendations pinpointing aspects for developing and assessing educational programs. We will provide a review of the existing feedback we have acquired during the IMIA site visits of accrediting educational programs at a worldwide level and discuss implementations issues. A brief overview of existing academic programs in Europe, North America and in other regions, especially for programs related to Nursing and to Nursing Informatics is provided. Finally, we will draw conclusions as how the IMIA recommendations may be required to be fitted into the specific needs of the Nursing Informatics and the needs of the Nursing professionals when they apply the recommendations to their academic and/or hospital/professional environments.

Networking Matters: A Social Network Analysis of the Association of Program Directors of Internal Medicine.

PubMed

Warm, Eric; Arora, Vineet M; Chaudhry, Saima; Halvorsen, Andrew; Schauer, Daniel; Thomas, Kris; McDonald, Furman S

2018-03-22

Networking has positive effects on career development; however, personal characteristics of group members such as gender or diversity may foster or hinder member connectedness. Social network analysis explores interrelationships between people in groups by measuring the strength of connection between all possible pairs in a given network. Social network analysis has rarely been used to examine network connections among members in an academic medical society. This study seeks to ascertain the strength of connection between program directors in the Association of Program Directors in Internal Medicine (APDIM) and its Education Innovations Project subgroup and to examine possible associations between connectedness and characteristics of program directors and programs. We hypothesize that connectedness will be measurable within a large academic medical society and will vary significantly for program directors with certain measurable characteristics (e.g., age, gender, rank, location, burnout levels, desire to resign). APDIM program directors described levels of connectedness to one another on the 2012 APDIM survey. Using social network analysis, we ascertained program director connectedness by measuring out-degree centrality, in-degree centrality, and eigenvector centrality, all common measures of connectedness. Higher centrality was associated with completion of the APDIM survey, being in a university-based program, Educational Innovations Project participation, and higher academic rank. Centrality did not vary by gender; international medical graduate status; previous chief resident status; program region; or levels of reported program director burnout, callousness, or desire to resign. In this social network analysis of program directors within a large academic medical society, we found that connectedness was related to higher academic rank and certain program characteristics but not to other program director characteristics like gender or international medical graduate status. Further research is needed to optimize our understanding of connection in organizations such as these and to determine which strategies promote valuable connections.

Academic Linkage and Credentialing. Drug Program Report.

ERIC Educational Resources Information Center

Contee, Jerome A., Ed.

This report describes several examples of successful academic linkages between state training offices and postsecondary institutions that result in enhanced professional development opportunities for drug abuse workers. The role of federal and state governments in drug abuse training is discussed along with several articles that are designed to…

Rebels with a Cause.

ERIC Educational Resources Information Center

Rosenberg, Steve; McKeon, Loren Marie

1998-01-01

Describes the activities and benefits of Positive Peer Groups (PPG), a Cleveland-based diocese program involving 40 schools. Designed for students with behavioral or academic problems, it focuses on school service projects that teach students to develop and implement valuable social skills. Describes the positive social and academic effects PPG…

Academic Economics: The Academic Dean and Financial Management.

ERIC Educational Resources Information Center

McBride, Susan A.

2000-01-01

Discusses deans' responsibilities in financial management, including budget development, budget management, broker of resources, program review, and fundraising. Describes what deans need to know: categories of income, local tax assessment, financing new construction, and key accounting terminology. Looks at key challenges for deans and offers a…

Student Assistants in Academic Libraries: From Reluctance to Reliance.

ERIC Educational Resources Information Center

White, Emilie C.

1985-01-01

A survey of the literature reveals that reliance upon student library assistants has become traditional in American institutions of higher education. The recent government-sponsored development of hiring policies, training programs, and evaluation procedures for student employees confirms their stability as academic library personnel. Forty-three…

The development of a TED-Ed online resident research training program.

PubMed

Moreau, Katherine A; Pound, Catherine M; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee

2014-01-01

Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians' research competencies, it is vital to integrate practical and context-specific research training into residency programs. To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents' scholarly roles. A formal evaluation of the research training program is now underway.

A toolbox for developing bioinformatics software

PubMed Central

Potrzebowski, Wojciech; Puton, Tomasz; Rother, Magdalena; Wywial, Ewa; Bujnicki, Janusz M.

2012-01-01

Creating useful software is a major activity of many scientists, including bioinformaticians. Nevertheless, software development in an academic setting is often unsystematic, which can lead to problems associated with maintenance and long-term availibility. Unfortunately, well-documented software development methodology is difficult to adopt, and technical measures that directly improve bioinformatic programming have not been described comprehensively. We have examined 22 software projects and have identified a set of practices for software development in an academic environment. We found them useful to plan a project, support the involvement of experts (e.g. experimentalists), and to promote higher quality and maintainability of the resulting programs. This article describes 12 techniques that facilitate a quick start into software engineering. We describe 3 of the 22 projects in detail and give many examples to illustrate the usage of particular techniques. We expect this toolbox to be useful for many bioinformatics programming projects and to the training of scientific programmers. PMID:21803787

Global cardiovascular device innovation: Japan-USA synergies: Harmonization by Doing (HBD) program, a consortium of regulatory agencies, medical device industry, and academic institutions.

PubMed

Uchida, Takahiro; Ikeno, Fumiaki; Ikeda, Koji; Suzuki, Yuka; Todaka, Koji; Yokoi, Hiroyoshi; Thompson, Gary; Krucoff, Mitchel; Saito, Shigeru

2013-01-01

Global medical devices have become more popular, but investment money for medical device development is not easily available in the market. Worldwide health-care budget constraints mean that efficient medical device development has become essential. To achieve efficient development, globalization is a key to success. Spending large amounts of money in different regions for medical device development is no longer feasible. In order to streamline processes of global medical device development, an academic, governmental, and industrial consortium, called the Harmonization by Doing program, has been set up. The program has been operating between Japan and the USA since 2003. The program has 4 working groups: (1) Global Cardiovascular Device Trials; (2) Study on Post-Market Registry; (3) Clinical Trials; and (4) Infrastructure and Methodology Regulatory Convergence and Communication. Each working group has as its goals the achievement of speedy and efficient medical device development in Japan and the USA. The program has held multiple international meetings to deal with obstacles against efficient medical device development. This kind of program is very important to deliver novel medical devices. Involvement of physicians in this type of activity is also very helpful to achieve these goals.

KSC-00pp1275

NASA Image and Video Library

2000-09-08

At the KSC Visitor Complex, Center Director Roy D. Bridges (left) and Florida’s Lieutenant Governor Frank T. Brogan sign a Memorandum of Understanding (MOU). The MOU documents the intent of NASA KSC and the State of Florida to form partnerships with academic institutions in Florida for development of aerospace-related advanced training and academic/educational programs. The three-year project anticipates that the partnership and educational programs fostered will improve the lifelong learning environment for the aerospace and engineering workforce

KSC00pp1275

NASA Image and Video Library

2000-09-08

At the KSC Visitor Complex, Center Director Roy D. Bridges (left) and Florida’s Lieutenant Governor Frank T. Brogan sign a Memorandum of Understanding (MOU). The MOU documents the intent of NASA KSC and the State of Florida to form partnerships with academic institutions in Florida for development of aerospace-related advanced training and academic/educational programs. The three-year project anticipates that the partnership and educational programs fostered will improve the lifelong learning environment for the aerospace and engineering workforce

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

Code of Federal Regulations, 2012 CFR

2012-04-01

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

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

Code of Federal Regulations, 2013 CFR

2013-04-01

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

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

Code of Federal Regulations, 2014 CFR

2014-04-01

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

Student profiling on university co-curricular activities using cluster analysis

NASA Astrophysics Data System (ADS)

Rajenthran, Hemabegai A./P.; Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd.

2017-11-01

In higher learning institutions, the co-curricular programs are needed for the graduation besides the standard academic programs. By actively participating in co-curricular, students can attain many of soft skills and proficiencies besides learning and adopting campus environment, community and traditions. Co-curricular activities are implemented by universities mainly for the refinement of the academic achievement along with the social development. This studies aimed to analyse the academic profile of the co-curricular students among uniform units. The main objective of study is to develop a profile of student co-curricular activities in uniform units. Additionally, several variables has been selected to serve as the characteristics for student co-curricular profile. The findings of this study demonstrate the practicality of clustering technique to investigate student's profiles and allow for a better understanding of student's behavior and co-curriculum activities.

Developing Positive Young Adults: Lessons from Two Decades of YouthBuild Programs

ERIC Educational Resources Information Center

Ferguson, Ronald F.; Snipes, Jason; Hossain, Farhana; Manno, Michelle S.

2015-01-01

Youth development is a cornerstone of the YouthBuild program, which provides job skills training, academic support, counseling, and leadership opportunities to low-income, out-of-school young adults. This report presents findings from two separate research efforts that shed light on the process of youth transformation and identity development in…

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

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

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

The Emotional and Ethical Development of College Students with Acknowledgement to Piaget and Other Theorists.

ERIC Educational Resources Information Center

Williams, Vernon

The paper describes an experimental program for college freshmen which applies Piaget's theory of human development to students' academic and social experiences. The program, Accenting Development of Abstract Processes of Thought (ADAPT), was designed to facilitate movement of students from concrete operational thought patterns to more formal…

A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

PubMed

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

2016-01-01

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

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

PubMed Central

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

2016-01-01

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

Evaluation of a Music Therapy Social Skills Development Program for Youth with Limited Resources.

PubMed

Pasiali, Varvara; Clark, Cherie

2018-05-21

Children living in low-resource communities are at risk for poorer socio-emotional development and academic performance. Emerging evidence supports use of group music therapy experiences to support social development through community afterschool programming. To examine the potential benefit of a music therapy social skills development program to improve social skills and academic performance of school-aged children with limited resources in an afterschool program. We used a single-group pre/post-test design, and recruited 20 students (11 females, 9 males), ages 5 to 11 years, from an afterschool program. The music therapy social skills program consisted of eight 50-minute sessions, and we measured social competence and antisocial behavior using the Home & Community Social Behavioral Scale (HCSBS; Merrell & Caldarella, 2008), and social skills, problem behaviors, and academic competence using the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008a, 2008b). Only students who attended a minimum of six sessions (N = 14) were included in data analysis. Results showed no significant change in individual HBSC subscale scores; however, the total number of low-performance/high-risk skills significantly decreased. SSIS teacher results indicated significant improvement in communication, significant decrease of hyperactivity, autistic behavioral tendencies and overall problem behaviors, and marginal decreases in internalization. Parent ratings mirrored, in part, those of the teacher. Results indicated that music therapy has the potential of being an effective intervention for promoting social competence of school-aged children with limited resources, particularly in the areas of communication and low-performance/high-risk behaviors. Teaching skills through song lyrics and improvisation emerged as salient interventions.

Crossing the chasm: information technology to biomedical informatics.

PubMed

Fahy, Brenda G; Balke, C William; Umberger, Gloria H; Talbert, Jeffery; Canales, Denise Niles; Steltenkamp, Carol L; Conigliaro, Joseph

2011-06-01

Accelerating the translation of new scientific discoveries to improve human health and disease management is the overall goal of a series of initiatives integrated in the National Institutes of Health (NIH) "Roadmap for Medical Research." The Clinical and Translational Science Award (CTSA) program is, arguably, the most visible component of the NIH Roadmap providing resources to institutions to transform their clinical and translational research enterprises along the goals of the Roadmap. The CTSA program emphasizes biomedical informatics as a critical component for the accomplishment of the NIH's translational objectives. To be optimally effective, emerging biomedical informatics programs must link with the information technology platforms of the enterprise clinical operations within academic health centers.This report details one academic health center's transdisciplinary initiative to create an integrated academic discipline of biomedical informatics through the development of its infrastructure for clinical and translational science infrastructure and response to the CTSA mechanism. This approach required a detailed informatics strategy to accomplish these goals. This transdisciplinary initiative was the impetus for creation of a specialized biomedical informatics core, the Center for Biomedical Informatics (CBI). Development of the CBI codified the need to incorporate medical informatics including quality and safety informatics and enterprise clinical information systems within the CBI. This article describes the steps taken to develop the biomedical informatics infrastructure, its integration with clinical systems at one academic health center, successes achieved, and barriers encountered during these efforts.

Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

2011-12-01

Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with campus career centers, incorporate career advising and mentoring throughout the degree program, and recognize that co-curricular experiences are also important avenues through which students can also develop as professionals. Graduate students and post-doctoral fellows have many questions about academic jobs and the academic job search process and many are uncertain about the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). On the Cutting Edge workshops and webinars provide insights into academic careers in different institutional settings, various teaching strategies and course design, strategies for moving research forward, effective teaching and research statements, the job search process, and negotiation. The website provides resources on these topics as well as others and includes screen casts of the webinar sessions, making these resources available to all.

Hartford Gerontological Nursing Leaders: From Funding Initiative to National Organization.

PubMed

Van Cleave, Janet H; Szanton, Sarah L; Shillam, Casey; Rose, Karen; Rao, Aditi D; Perez, Adriana; O'Connor, Melissa; Walker, Rachel; Buron, Bill; Boltz, Marie; Bellot, Jennifer; Batchelor-Murphy, Melissa

2016-01-01

In 2000, the John A. Hartford Foundation established the Building Academic Geriatric Nursing Capacity Program initiative, acknowledging nursing's key role in the care of the growing population of older adults. This program has supported 249 nurse scientists with pre- and postdoctoral awards. As a result of the program's success, several Building Academic Geriatric Nursing Capacity Program awardees formed an alumni organization to continue to advance the quality care of older adults. This group of Building Academic Geriatric Nursing Capacity Program awardees joined others receiving support from the John A. Hartford Foundation nursing initiatives to grow a formal organization, the Hartford Gerontological Nursing Leaders (HGNL). The purpose of this article is to present the development, accomplishments, and challenges of the HGNL, informing other professional nursing organizations that are experiencing similar accomplishments and challenges. This article also demonstrates the power of a funding initiative to grow an organization dedicated to impact gerontological health and health care through research, practice, education, and policy. Copyright © 2016 Elsevier Inc. All rights reserved.

A budget model to determine the financial health of nursing education programs in academic institutions.

PubMed

Donnelly, Gloria

2005-01-01

In the allocation of resources in academic settings, hierarchies of tradition and status often supersede documented need. Nursing programs sometimes have difficulty in getting what they need to maintain quality programs and to grow. The budget is the crucial tool in documenting nursing program needs and its contributions to the entire academic enterprise. Most nursing programs administrators see only an operating expense budget that may grow or shrink by a rubric that may not fit the reality of the situation. A budget is a quantitative expression of how well a unit is managed. Educational administrators should be paying as much attention to analyzing financial outcomes as they do curricular outcomes. This article describes the development of a model for tracking revenue and expense and a simple rubric for analyzing the relationship between the two. It also discusses how to use financial data to improve the fiscal performance of nursing units and to leverage support during times of growth.

Perspectives of female medical faculty in Ethiopia on a leadership fellowship program.

PubMed

Kvach, Elizabeth; Yesehak, Bethlehem; Abebaw, Hiwot; Conniff, James; Busse, Heidi; Haq, Cynthia

2017-09-01

This study aims to evaluate a leadership fellowship program through perspectives of Ethiopian women medical faculty participants. An intensive two-week leadership development fellowship was designed for women faculty from Ethiopian medical schools and conducted from 2011-2015 at the University of Wisconsin-School of Medicine and Public Health in Madison, Wisconsin. Nine Ethiopian women working in early- or mid-level academic positions were selected. Semi-structured interviews were conducted with the fellows. Transcripts were reviewed through qualitative analysis to assess the perceived impact of the training on their careers. Three male academic leaders were interviewed to solicit feedback on the program. Eight of 9 fellows were interviewed. Themes describing the benefits of the fellowship included: increased awareness of gender inequities; enhanced motivation for career advancement; increased personal confidence; and improved leadership skills. Fellows provided suggestions for future training and scaling up efforts to promote gender equity. Male leaders described the benefits of men promoting gender equity within academic health centers. This paper provides evidence that targeted brief training programs can enhance women's motivation and skills to become effective leaders in academic medicine in Ethiopia. Promoting gender equity in academic medicine is an important strategy to address health workforce shortages and to provide professional role models for female students in the health professions.

Social Science Boot Camp: Development and Assessment of a Foundational Course on Academic Literacy in the Social Sciences

ERIC Educational Resources Information Center

Eaton, Judy; Long, Jennifer; Morris, David

2018-01-01

We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be…

22 CFR 196.1 - What is the Fellowship Program?

Code of Federal Regulations, 2012 CFR

2012-04-01

....S.C. 3905. The Program develops a source of trained men and women, from academic disciplines... 22 Foreign Relations 1 2012-04-01 2012-04-01 false What is the Fellowship Program? 196.1 Section... FOREIGN AFFAIRS/GRADUATE FOREIGN AFFAIRS FELLOWSHIP PROGRAM § 196.1 What is the Fellowship Program? The...

22 CFR 196.1 - What is the Fellowship Program?

Code of Federal Regulations, 2013 CFR

2013-04-01

....S.C. 3905. The Program develops a source of trained men and women, from academic disciplines... 22 Foreign Relations 1 2013-04-01 2013-04-01 false What is the Fellowship Program? 196.1 Section... FOREIGN AFFAIRS/GRADUATE FOREIGN AFFAIRS FELLOWSHIP PROGRAM § 196.1 What is the Fellowship Program? The...

22 CFR 196.1 - What is the Fellowship Program?

Code of Federal Regulations, 2014 CFR

2014-04-01

....S.C. 3905. The Program develops a source of trained men and women, from academic disciplines... 22 Foreign Relations 1 2014-04-01 2014-04-01 false What is the Fellowship Program? 196.1 Section... FOREIGN AFFAIRS/GRADUATE FOREIGN AFFAIRS FELLOWSHIP PROGRAM § 196.1 What is the Fellowship Program? The...

Development and implementation of a peer mentoring program for early career gerontological faculty.

PubMed

Bryant, Ashley Leak; Aizer Brody, Abraham; Perez, Adriana; Shillam, Casey; Edelman, Linda S; Bond, Stewart M; Foster, Victoria; Siegel, Elena O

2015-05-01

The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. © 2015 Sigma Theta Tau International.

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

ERIC Educational Resources Information Center

Acquah, Edward H. K.

2012-01-01

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

From Industry to Generativity: The First 12 Years of the Association for Academic Psychiatry Master Educator Program.

PubMed

Blitzstein, Sean M; Seritan, Andreea L; Sockalingam, Sanjeev; Randall, Melinda; Kablinger, Anita; Lieff, Susan; Azzam, Amin

2016-08-01

This study presents a mixed-methods evaluation of the first 12 years of the Association for Academic Psychiatry (AAP) Master Educator (ME) program, developed in 2003 to help academic psychiatrists hone their skills as educators. Participants attend two 3-h workshops at the annual meeting, organized in 3-year cycles, for a total of 18 h. Core topics include assessment, curriculum design, and program evaluation. Overall session rating scores from 2003 to 2014 were analyzed using descriptive statistics. A 20-question survey was sent to 58 program graduates in October 2014, exploring participant perspectives on the impact of the ME program on their careers and on the educational programs they were affiliated with. Survey responses were analyzed quantitatively (for multiple choice questions) and qualitatively (for open-ended questions). The mean overall session scores ranged between 4.1 and 4.9 (on a Likert-type scale of 1-5) for each 3-year cycle. Twenty-nine graduates completed the survey (50 % response rate). Survey responses indicated a positive perception of the impact of the ME program on participants' careers. Most respondents noted improvement in their teaching methods and curriculum development skills and being able to link educational theory with their individual practices. There was a significant increase in perceived confidence, leadership, and further contributions to their educational milieu. Fifteen (52 %) participants also reported generative behaviors that directly impacted others, such as developing new programs, enhancing existing programs at their institutions, or contributing to national educational efforts. The AAP ME program has demonstrated significant benefit over its 12 years of existence. This program represents one strategy to sustain and grow an international community of like-minded educators working to develop their own and future generations' skills in providing high-quality education in psychiatry.

Establishing an academic neurology specialty program: experiences over a five-year period.

PubMed

Packer, Rebecca A; Lambrechts, Nicolaas E; Bentley, R Timothy

2012-01-01

Veterinary neurology is an expanding specialty field. At the time of this writing, 13 out of 33 (40%) US and Canadian veterinary colleges, and many more veterinary colleges outside of North America, had no active clinical neurology service. New academic programs will likely be established to fill this need, often starting with a single neurologist. Establishing a neurology service with one founding faculty member can be accomplished by developing the program in phases and creating a support network that optimizes faculty strengths and interests. Such an approach allows for the gradual expansion of services and staffing in a manageable way to ultimately provide a full-service program. A description of this development process at Purdue University School of Veterinary Medicine is presented as a case study and model for the establishment of other neurology or specialty services.

METRO Achievement Program: Summer 1988. External Evaluation Report.

ERIC Educational Resources Information Center

Thompson, Denise R.

This document comprises an evaluation of the 1988 METRO Achievement Program, a summer educational program to help develop the academic potential of primarily Black and Hispanic girls entering the seventh and eighth grades in Chicago. The 5-week program included the following components: (1) mathematics, science, and communication skills classes;…

Attitude, Gender and Achievement in Computer Programming

ERIC Educational Resources Information Center

Baser, Mustafa

2013-01-01

The aim of this research was to explore the relationship among students' attitudes toward programming, gender and academic achievement in programming. The scale used for measuring students' attitudes toward programming was developed by the researcher and consisted of 35 five-point Likert type items in four subscales. The scale was administered to…

Visions for Children: African American Early Childhood Education Program.

ERIC Educational Resources Information Center

Hale-Benson, Janice

The features of an early childhood education demonstration program, Visions for Children, are delineated in this paper. The program was designed to facilitate the intellectual development, boost the academic achievement, and enhance the self-concepts of African-American preschool children. The program implements a curriculum that focuses on…

Validation of an Evaluation Tutoring Task Scale at the University

ERIC Educational Resources Information Center

Sáiz-Manzanares, María Consuelo; Bol-Arreba, Alfredo; Payo-Hernanz, René Jesús

2014-01-01

Introduction: Recent investigations have emphasized the need for university teachers to develop tutorial programs for students at university. Many universities are committed to broadening research on university teaching that will sharpen academic performance and levels of student satisfaction. Tutoring programs improve the development of the…

The Impact of a Teacher Professional Development Program on Student Engagement

ERIC Educational Resources Information Center

Powers, Kristin; Shin, Seon-Hi; Hagans, Kristi S.; Cordova, Monica

2015-01-01

Student engagement is associated with many positive outcomes, including academic achievement, school persistence, and social-emotional well-being. The present study examined whether the Freedom Writers Institute, a professional development program designed to improve teachers' skills in creating personalized learning environments, can increase…

Drafting Lab Management Guide.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Instructional Materials Lab.

This manual was developed to guide drafting instructors and vocational supervisors in sequencing laboratory instruction and controlling the flow of work for a 2-year machine trades training program. The first part of the guide provides information on program management (program description, safety concerns, academic issues, implementation…

Impact on Junior Faculty of Teaching Opportunities During Predoctoral Education: A Survey-Based Study.

PubMed

Hum, Lauren; Park, Sang E

2016-04-01

Dental schools have addressed full-time faculty shortages by utilizing part-time faculty and postdoctoral students as teachers. Studies have also shown that peer tutors in dental schools can be used effectively in addition to or in place of faculty, but there has been little research on whether the peer tutoring experience influences tutors to pursue academic careers. This study surveyed junior faculty at 60 U.S. dental schools about their predoctoral tutoring and teaching experiences. Data from 122 respondents were analyzed. The results indicated that more recent graduates had more peer tutoring opportunities available than those who graduated prior to the 1980s and that the teaching experiences influenced the respondents' decisions to pursue academic careers. Additionally, those peer tutoring programs that placed more responsibility on the peer tutors, signifying trust from the institution, were the most successful in influencing respondents' decisions to pursue academia. Finally, when comparing their predoctoral teaching experiences to faculty development of teaching skills at their current institutions, the majority of the respondents reported that the faculty development was better. However, the peer tutoring programs considered equal to or better than faculty development were more influential in stimulating participants' academic career interest. These results suggest that dental schools can look to peer tutoring and teaching programs to stimulate students' interest in academia that can help reduce faculty shortages in the long term, but only if programs are developed that place greater responsibility and trust in students and that equal the quality of faculty development programs.

Institutional Readiness for Interprofessional Education Among Nutrition and Dietetics and Athletic Training Education Programs.

PubMed

Eliot, Kathrin; Breitbach, Anthony; Wilson, Mardell; Chushak, Maria

2017-01-01

Organizations recommend interprofessional education (IPE) as a means of promoting collaborative patient-centered care. In turn, various external accreditors in the health professions have integrated IPE competencies into their standards. However, little is known about how athletic training (AT) and nutrition and dietetics (ND) have incorporated IPE into their educational programs. This study examined institutional factors that affect the level of IPE participation within ND and AT programs in the United States. The Interprofessional Education Assessment and Planning Instrument for Academic Institutions was distributed electronically to directors of accredited programs in ND and AT. In addition to gathering demographic information, survey questions addressed the institutions' level of involvement and commitment to IPE. Differences emerged between ND and AT programs for several items in the instrument. Factors that affected the differences included program level and academic unit in which the program resides. Results also suggest that ND and AT programs have similar levels of IPE participation, but there are great opportunities for growth. Institutional factors such resource commitment, academic unit type, and level of program may affect implementation and contribute to the development and success of IPE initiatives.

Self-Image Development: A Chicano Enfasis. Self-Programmed Counseling and Self-Programmed Control. Instructor's Guide = Desarrollo de la Imagen Propia: Enfasis en el Chicano. Sistema de Consejo y Control Auto-Programado. Manuel del Profesor.

ERIC Educational Resources Information Center

Mireles, S. Raymond

Self-Programmed Counseling, the instructor's guidance, and Self-Programmed Control (SPC), the student's response, was initially developed by Title III Project USTED (United Students and Teachers for Educational Development) for Mexican American students on academic probation to use on a non-credit, special group counseling basis. As part of a…

The Impact of the Project K Youth Development Program on Self-Efficacy: A Randomized Controlled Trial.

PubMed

Deane, Kelsey L; Harré, Niki; Moore, Julie; Courtney, Matthew G R

2017-03-01

A key issue for youth development programs is whether the learning they provide is transferred to participants' daily lives. It is also important that they are effective for the diverse range of participants they attract. This study used a randomized controlled trial design to measure the impact of Project K, a New Zealand-based youth development program, on academic and social self-efficacy. Project K combines a 3-week wilderness adventure, a 10 day community service component, and 1 year of mentoring to promote positive growth in 14-15 year olds with low self-efficacy. At baseline, the evaluation included 600 Project K (46 % female) and 577 Control participants (48 % female) and revealed that Project K was effective in improving both social and academic self-efficacy from pre- to post-program with effects being sustained 1 year later. Parents' perceptions of changes in the participants' interpersonal skills supported these findings. Differential program effects were found across participant subgroups, particularly 1 year after program completion. The implications of these differences are discussed.

Nuclear education and training: marriages that work

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

Hanson, H.D.

1985-11-01

Public Service Electric and Gas Company is meeting the education and training needs of its nuclear department operations, support, and services personnel through a variety of activities in association with institutions of higher education. Activities include credit or credit recommendation programs at the associates, undergraduate, and graduate degree level. The paper emphasizes the process of working with a local college in the development of a new degree program for submission through the State Board of Education. The development, review, evaluation, and approval process is detailed as well as lessons learned. Plans for further development of the program toward ABET accreditationmore » are also described. Samples of the surveys conducted to determine employee interest in terms of academic area, academic level, offering strategies, etc. are presented. The process of soliciting program proposals from universities and colleges, the selection process, and implementation of the programs are also discussed. More briefly described is the preparation for credit recommendation process from regionally accredited groups. External degree programs, off-hours course presentations on-site for undergraduate and graduate credit, faculty extern, student intern, and co-op activities are also discussed.« less

Library Webmasters in Medium-Sized Academic Libraries

ERIC Educational Resources Information Center

Kneip, Jason

2007-01-01

Library webmasters in medium-sized academic libraries were surveyed about their educational backgrounds, job responsibilities, and training and experience levels in Web development. The article summarizes the findings of the survey with recommendations for libraries and library and information science programs. (Contains 7 tables, 5 figures,and 5…

A Web-Based Course Assessment Tool with Direct Mapping to Student Outcomes

ERIC Educational Resources Information Center

Ibrahim, Walid; Atif, Yacine; Shuaib, Khaled; Sampson, Demetrios

2015-01-01

The assessment of curriculum outcomes is an essential element for continuous academic improvement. However, the collection, aggregation and analysis of assessment data are notoriously complex and time-consuming processes. At the same time, only few developments of supporting electronic processes and tools for continuous academic program assessment…

Experiments in Mental Health Training. Project Summaries.

ERIC Educational Resources Information Center

Silverstein, Sam, Ed.; And Others

This report contains summaries of mental health training projects conducted under grants awarded by the Experimental and Special Training Branch of the Division of Manpower and Training Programs. The projects have been developed in both academic and non-academic settings for professional, subprofessional, and nonprofessional training for a variety…

The Role of the Academic Medical Center in the PSRO Program

ERIC Educational Resources Information Center

Jessee, William F.; Goran, Michael J.

1976-01-01

The author contends that the professional standards review organization (PSRO), a national effort to assure high quality medical care, offers a challenge and an opportunity to the academic medical center. He discusses potential impact on role definition, criteria development, continuing medical education, curriculum evaluation, and attitudinal and…

Carpentry. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2001 Revision.

ERIC Educational Resources Information Center

Ohio State Board of Education, Columbus.

This Ohio Integrated Technical and Academic Competency (ITAC) profile provides the professional or occupational competencies deemed essential for a graduate to perform proficiently in carpentry when he or she graduates from the specialization work force development program in industrial and engineering systems. The profile includes competency…

Impact of Supplemental Instruction Participation on College Freshman Retention

ERIC Educational Resources Information Center

Skoglund, Kirk; Wall, Timothy J.; Kiene, David

2018-01-01

Supplemental Instruction (SI), a higher-education academic support program, targets challenging college courses and uses peer-led review sessions to develop academic skills, improve grades, influence persistence, and ultimately increase student retention (Arendale, 2001). The goals of this study were twofold: to determine if differences existed in…

Academic-Industry Collaboration under Federal Grants and Cooperative Agreements: Financial, Administrative, and Regulatory Compliance

ERIC Educational Resources Information Center

Ferreira, William F.

2011-01-01

Federal sponsorship of collaboration between academic institutions and industry is on the rise. Many government programs emphasize cooperation between universities and the commercial sector as a means to merge basic and applied research, promote economic development, and enhance knowledge dissemination. The intersection between academia and…

Factors for Success: Academic Library Development Survey Results.

ERIC Educational Resources Information Center

Hoffman, Irene M.; Smith, Amy; DiBona, Leslie

2000-01-01

Discusses the results of a nationwide survey (57 survey questions) of academic libraries that investigated fund-raising programs, including personnel involved; goals and costs of fund-raising; library donors, friends, and advisory groups; priorities; and factors of success, including involvement of the director and time on task. A copy of the…

Academically Gifted Students' Perceived Interpersonal Competence and Peer Relationships

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula; Thomson, Dana Turner

2012-01-01

Perceptions of the interpersonal competence and peer relationships of 1,526 gifted adolescents who had previously participated in academic gifted programs at the Center for Talent Development were examined, using an online survey. Major findings included that the gifted students had generally positive perceptions of their abilities to initiate,…

Making the Most of Libraries in the Search for Academic Excellence.

ERIC Educational Resources Information Center

Breivik, Patricia Senn

1987-01-01

The role of libraries in the search for quality education was addressed in the Carnegie Foundation's report, "College," and at the first higher education conference on academic libraries. Information literacy and policy, campus organizational issues, and programs in economic development support, active learning, and faculty development…

Incorporating scenario-based simulation into a hospital nursing education program.

PubMed

Nagle, Beth M; McHale, Jeanne M; Alexander, Gail A; French, Brian M

2009-01-01

Nurse educators are challenged to provide meaningful and effective learning opportunities for both new and experienced nurses. Simulation as a teaching and learning methodology is being embraced by nursing in academic and practice settings to provide innovative educational experiences to assess and develop clinical competency, promote teamwork, and improve care processes. This article provides an overview of the historical basis for using simulation in education, simulation methodologies, and perceived advantages and disadvantages. It also provides a description of the integration of scenario-based programs using a full-scale patient simulator into nursing education programming at a large academic medical center.

Ensuring the success of women faculty at AMCs: lessons learned from the National Centers of Excellence in Women's Health.

PubMed

Morahan, P S; Voytko, M L; Abbuhl, S; Means, L J; Wara, D W; Thorson, J; Cotsonas, C E

2001-01-01

Since the early 1970s, the numbers of women entering medical school and, subsequently, academic medicine have increased substantially. However, women faculty have not advanced at the expected rate to senior academic ranks or positions of leadership. In 1996, to counter this trend, the U.S. Department of Health and Human Services (DHHS) Office on Women's Health included women's leadership as a required component of the nationally funded Centers of Excellence in Women's Health to identify effective strategies and initiate model programs to advance women faculty in academic medicine. The authors describe the experience of Centers at seven U.S. medical schools in initiating and sustaining leadership programs for women. The processes used for program formation, the current programmatic content, and program evaluation approaches are explained. Areas of success (e.g., obtaining support from the institution's leaders) and difficulties faced in maintaining an established program (such as institutional fiscal constraints and the diminishing time available to women to participate in mentoring and leadership activities) are reviewed. Strategies to overcome these and other difficulties (e.g., prioritize and tightly focus the program with the help of an advisory group) are proposed. The authors conclude by reviewing issues that programs for women in academic medicine will increasingly need to focus on (e.g., development of new kinds of skills; issues of recruitment and retention of faculty; and increasing faculty diversity).

Nationally Validated On the Way to SUCCESS in Reading and Writing with EPSF Program Development and Evaluation Goals and Studies. Summary. Submitted to ERIC in 1995.

ERIC Educational Resources Information Center

Betz, Phyllis

On the Way to SUCCESS in Reading and Writing with Early Prevention of School Failure (EPSF) is a program targeting children (4-9 years) in danger of academic failure and their families. Major components of the program are age- and individual-appropriate development learning activities, professional development, curricula aligned with initial and…

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

PubMed

Holt, Marianne P

2005-01-01

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

Toward late career transitioning: a proposal for academic surgeons.

PubMed

Richards, Robin; McLeod, Robin; Latter, David; Keshavjee, Shaf; Rotstein, Ori; Fehlings, Michael G; Ahmed, Najma; Nathens, Avery; Rutka, James

2017-09-01

In the absence of a defined retirement age, academic surgeons need to develop plans for transition as they approach the end of their academic surgical careers. The development of a plan for late career transition represents an opportunity for departments of surgery across Canada to initiate a constructive process in cooperation with the key stakeholders in the hospital or institution. The goal of the process is to develop an individual plan for each faculty member that is agreeable to the academic surgeon; informs the surgical leadership; and allows the late career surgeon, the hospital, the division and the department to make plans for the future. In this commentary, the literature on the science of aging is reviewed as it pertains to surgeons, and guidelines for late career transition planning are shared. It is hoped that these guidelines will be of some value to academic programs and surgeons across the country as late career transition models are developed and adopted.

Perspective: The missing link in academic career planning and development: pursuit of meaningful and aligned work.

PubMed

Lieff, Susan J

2009-10-01

Retention of faculty in academic medicine is a growing challenge. It has been suggested that inattention to the humanistic values of the faculty is contributing to this problem. Professional development should consider faculty members' search for meaning, purpose, and professional fulfillment and should support the development of an ability to reflect on these issues. Ensuring the alignment of academic physicians' inner direction with their outer context is critical to professional fulfillment and effectiveness. Personal reflection on the synergy of one's strengths, passions, and values can help faculty members define meaningful work so as to enable clearer career decision making. The premise of this article is that an awareness of and the pursuit of meaningful work and its alignment with the academic context are important considerations in the professional fulfillment and retention of academic faculty. A conceptual framework for understanding meaningful work and alignment and ways in which that framework can be applied and taught in development programs are presented and discussed.

Students perceived stress in academic programs: consequences for its management.

PubMed

Neveu, D; Doron, J; Visier, L; Boiché, J; Trouillet, R; Dujols, P; Ninot, G

2012-08-01

Academic stress contributes to the deterioration of the students' quality of life. Psychological determinants involved in the stress process, trait anxiety and coping, have been neglected when assessing the role of academic programs in stress. This study aimed at determining whether academic programs are associated with a high level of perceived stress above and beyond potential personal and environmental risk factors, as well as coping strategies. A cross-sectional survey was conducted in 2009 among third-year medical (total n=170, participants 88%), dental (n=63, 94%), psychology (n=331, 61%) and sports sciences (n=312, 55%) students in Montpellier (France). The stress level experienced during the last 2months, trait anxiety and coping strategies were appraised. Substance use, psychological care, and stress triggers were also collected using a self-administered questionnaire. Compared with medicine and after adjusting for gender and age, only the sports program was associated with a lower perceived stress risk: adjusted odds ratio: 0.54 [95% Confidence interval: 0.30; 0.99]. Substantial reductions in perceived stress risks were observed in science students after additional adjustments for non-academic stress triggers, substance use, psychological care (adjusted odds ratio: 0.20 [95% Confidence interval: 0.09; 0.41]), and also for trait anxiety and coping strategies (adjusted odds ratio: 0.23 [95% Confidence interval: 0.10; 0.54]). Compared with medicine and after these additional adjustments, psychology had a significantly lower perceived stress risk (0.34 [0.18; 0.64]; 0.40 [0.19; 0.86], respectively), dentistry had a similar risk (0.82 [0.35; 1.91]; 0.53 [0.20; 1.43], respectively). Sports and psychology programs had a lower perceived stress risk compared with medicine. Personal and environmental risk factors and coping strategies modified the association between academic program and perceived stress. Developing efficient coping strategies in students and improving academic environment could contribute to prevent the potential deleterious consequences of stress. Copyright © 2012 Elsevier Masson SAS. All rights reserved.

The School for Field Studies Centre for Coastal Studies: A Case Study of Sustainable Development Education in Mexico

ERIC Educational Resources Information Center

Farrell, T. A.; Ollervides, F.

2005-01-01

Purpose: To present the School for Field Studies-Centre for Coastal Studies (SFS-CCS) study abroad Mexico program, and consider its relative success as a sustainable development education program. Design/methodology/approach: The SFS-CCS academic model and results of its implementation are presented. Program success is discussed by applying…

Increasing Academic Rigor through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program

ERIC Educational Resources Information Center

Courtade, Ginevra R.; Shipman, Stacy D.; Williams, Rachel

2017-01-01

SPLASH is a 3-year professional development program designed to work with classroom teachers of students with moderate and severe disabilities. The program targets new teachers and employs methods aimed at supporting rural classrooms. The training content focuses on evidence-based practices in English language arts, mathematics, and science, as…

Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

PubMed Central

Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

2015-01-01

Background Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study. Design and methods An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Results Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). Conclusion After experiencing a three-day intervention, the new students’ motivation advanced along the continuum of self-determination toward autonomous motivation. Therefore, it is considered to be worthwhile conducting an academic intervention to catalyze the evolution of preclinical year medical students’ academic motivation. Moreover, educators and faculties should evaluate the impact of interventions in evidence-based approaches to secure both controlled and autonomous types of motivation. PMID:26719719

Assessment of preclinical students' academic motivation before and after a three-day academic affair program.

PubMed

Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

2015-01-01

Medical students' motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students' motivation to study. An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students' academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach's alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Students' academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students' self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). After experiencing a three-day intervention, the new students' motivation advanced along the continuum of self-determination toward autonomous motivation. Therefore, it is considered to be worthwhile conducting an academic intervention to catalyze the evolution of preclinical year medical students' academic motivation. Moreover, educators and faculties should evaluate the impact of interventions in evidence-based approaches to secure both controlled and autonomous types of motivation.

Investigating Views of Teachers on Classroom Guidance Programs

ERIC Educational Resources Information Center

Siyez, Digdem M.; Kaya, Alim; Uz Bas, Asli

2012-01-01

Problem Statement: Comprehensive, developmental guidance and counseling programs are vital to the achievement of excellence in education for all students. The purpose of the guidance curriculum is to help all students develop basic life skills in the areas of personal/social, career planning, and academic development. Although the counselors'…

Scuba Diving and Kinesiology: Development of an Academic Program

ERIC Educational Resources Information Center

Kovacs, Christopher R.; Walter, Daniel

2015-01-01

The use of scuba diving as a recreational activity within traditional university instructional programs has been well established. Departments focusing on kinesiology, physical education, or exercise science have often provided scuba diving lessons as part of their activity-based course offerings. However, few departments have developed an…

Job Skills Education Program. Final Technical Report.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Educational Technology.

This publication provides materials developed by a project designed to transfer a U.S. Army computer-based basic skills curriculum to applications in the vocational skills development of civilian adults. An executive summary of the final report describes the Job Skills Education Program (JSEP), which teaches academic skills that support vocational…

Addressing a Nation's Challenge: Graduate Programs in Gerontology in Israel

ERIC Educational Resources Information Center

Carmel, Sara; Lowenstein, Ariela

2007-01-01

Like other developed nations, Israel has rapidly aged. This demographic revolution has created new challenges for Israeli society. We describe the societal background, including the emerging societal needs, solutions, and problems, as well as the professional principles, which guided us in developing the first two Israeli academic programs in…

A New Research Agenda for Pre-College Economic Education.

ERIC Educational Resources Information Center

Brenneke, Judith Staley; Soper, John C.

The Joint Council on Economic Education (JCEE) contracted for the development of this research and evaluation agenda (or blueprint) for its Developmental Economic Education Program (DEEP). DEEP involves local school systems in a formal commitment to develop systematic programs in economic education curriculum using academically sound materials and…

Providing Transparency and Credibility: The Selection of International Students for Australian Universities. An Examination of the Relationship between Scores in the International Student Admissions Test (ISAT), Final Year Academic Programs and an Australian University's Foundation Program

ERIC Educational Resources Information Center

Lai, Kelvin; Nankervis, Susan; Story, Margot; Hodgson, Wayne; Lewenberg, Michael; Ball, Marita MacMahon

2008-01-01

Throughout 2003-04 five cohorts of students in their final year of school studies in various Malaysian colleges and a group of students completing an Australian university foundation year in Malaysia sat the International Student Admissions Test (ISAT). The ISAT is a multiple-choice test of general academic abilities developed for students whose…

Balancing entrepreneurship and business practices for e-collaboration: responsible information sharing in academic research.

PubMed

Porter, Mark W; Porter, Mark William; Milley, David; Oliveti, Kristyn; Ladd, Allen; O'Hara, Ryan J; Desai, Bimal R; White, Peter S

2008-11-06

Flexible, highly accessible collaboration tools can inherently conflict with controls placed on information sharing by offices charged with privacy protection, compliance, and maintenance of the general business environment. Our implementation of a commercial enterprise wiki within the academic research environment addresses concerns of all involved through the development of a robust user training program, a suite of software customizations that enhance security elements, a robust auditing program, allowance for inter-institutional wiki collaboration, and wiki-specific governance.

Center Director Bridges and Lt. Gov. Brogan sign Memorandum of Understanding

NASA Technical Reports Server (NTRS)

2000-01-01

At the KSC Visitor Complex, Center Director Roy D. Bridges (left) and Florida's Lieutenant Governor Frank T. Brogan sign a Memorandum of Understanding (MOU). The MOU documents the intent of NASA KSC and the State of Florida to form partnerships with academic institutions in Florida for development of aerospace- related advanced training and academic/educational programs. The three-year project anticipates that the partnership and educational programs fostered will improve the lifelong learning environment for the aerospace and engineering workforce.

KSC00pp1276

NASA Image and Video Library

2000-09-08

At the KSC Visitor Complex, Center Director Roy D. Bridges (left) and Florida’s Lieutenant Governor Frank T. Brogan shake hands after signing a Memorandum of Understanding (MOU). The MOU documents the intent of NASA KSC and the State of Florida to form partnerships with academic institutions in Florida for development of aerospace-related advanced training and academic/educational programs. The three-year project anticipates that the partnership and educational programs fostered will improve the lifelong learning environment for the aerospace and engineering workforce

KSC-00pp1276

NASA Image and Video Library

2000-09-08

At the KSC Visitor Complex, Center Director Roy D. Bridges (left) and Florida’s Lieutenant Governor Frank T. Brogan shake hands after signing a Memorandum of Understanding (MOU). The MOU documents the intent of NASA KSC and the State of Florida to form partnerships with academic institutions in Florida for development of aerospace-related advanced training and academic/educational programs. The three-year project anticipates that the partnership and educational programs fostered will improve the lifelong learning environment for the aerospace and engineering workforce

Using Colleges and Universities to Meet your Training Department Needs.

ERIC Educational Resources Information Center

Broderick, Richard

1982-01-01

Industries are turning to higher education to deliver programs that would be prohibitively expensive to develop and academic institutions are responding with a willingness to shape a program tailored to industry's needs. (JOW)

Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions.

PubMed

Long, Cynthia R; Ackerman, Deborah L; Hammerschlag, Richard; Delagran, Louise; Peterson, David H; Berlin, Michelle; Evans, Roni L

2014-07-01

To present the varied approaches of 9 complementary and alternative medicine (CAM) institutions (all grantees of the National Center for Complementary and Alternative Medicine) used to develop faculty expertise in research literacy and evidence-based practice (EBP) in order to integrate these concepts into CAM curricula. A survey to elicit information on the faculty development initiatives was administered via e-mail to the 9 program directors. All 9 completed the survey, and 8 grantees provided narrative summaries of faculty training outcomes. The grantees found the following strategies for implementing their programs most useful: assess needs, develop and adopt research literacy and EBP competencies, target early adopters and change leaders, employ best practices in teaching and education, provide meaningful incentives, capitalize on resources provided by grant partners, provide external training opportunities, and garner support from institutional leadership. Instructional approaches varied considerably across grantees. The most common were workshops, online resources, in-person short courses, and in-depth seminar series developed by the grantees. Many also sent faculty to intensive multiday extramural training programs. Program evaluation included measuring participation rates and satisfaction and the integration of research literacy and EBP learning objectives throughout the academic curricula. Most grantees measured longitudinal changes in beliefs, attitudes, opinions, and competencies with repeated faculty surveys. A common need across all 9 CAM grantee institutions was foundational training for faculty in research literacy and EBP. Therefore, each grantee institution developed and implemented a faculty development program. In developing the framework for their programs, grantees used strategies that were viewed critical for success, including making them multifaceted and unique to their specific institutional needs. These strategies, in conjunction with the grantees' instructional approaches, can be of practical use in other CAM and non-CAM academic environments considering the introduction of research literacy and EBP competencies into their curricula.

Preparing Instructor-Counselors for Underachieving College Students.

ERIC Educational Resources Information Center

Cleveland State Univ., OH. Coll. of Education.

The Instructor-Counselor Program is designed to prepare teachers for special service in lower division college programs, especially in student development programs concentrating on basic skills. It emphasizes academic counseling, tutoring, and special approaches to instruction, especially for the underachieving-disadvantaged student. Both full-…

Machine Trades Lab Management Guide.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Instructional Materials Lab.

This manual was developed to guide machine trades instructors and vocational supervisors in sequencing laboratory instruction and controlling the flow of work for a 2-year machine trades training program. The first part of the guide provides information on program management (program description, safety concerns, academic issues, implementation…

Marketing Prior Learning Assessment Programs.

ERIC Educational Resources Information Center

Heeger, Gerald A.

1983-01-01

Experiential learning programs must be marketed effectively if they are to succeed. The formulation of market strategy is discussed including: strategic planning; identification of a market target; and development of a market mix. A commitment to marketing academic programs is seen as a commitment to self-assessment. (MW)

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

PubMed

Falcone, John L; Charles, Anthony G

2013-01-01

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

The Changing Fiscal Environment for Academic Veterinary Medicine.

PubMed

Zimmel, Dana N; Lloyd, James W

2015-01-01

The fiscal environment for academic veterinary medicine has changed substantially over the past 50 years. Understanding the flux of state and federal government support and the implications for student debt, academic programs, and scholarly work is critical for planning for the future. The recent precipitous decline in public funding highlights the urgent need to develop and maintain an economically sustainable model that can adapt to the changing landscape and serve societal needs.

Components of a Measure to Describe Organizational Culture in Academic Pharmacy

PubMed Central

Rosenthal, Meagen; Holmes, Erin R.; Andrews, Brienna; Lui, Julia; Raja, Leela

2017-01-01

Objective. To develop a measure of organizational culture in academic pharmacy and identify characteristics of an academic pharmacy program that would be impactful for internal (eg, students, employees) and external (eg, preceptors, practitioners) clients of the program. Methods. A three-round Delphi procedure of 24 panelists from pharmacy schools in the U.S. and Canada generated items based on the Organizational Culture Profile (OCP), which were then evaluated and refined for inclusion in subsequent rounds. Items were assessed for appropriateness and impact. Results. The panel produced 35 items across six domains that measured organizational culture in academic pharmacy: competitiveness, performance orientation, social responsibility, innovation, emphasis on collegial support, and stability. Conclusion. The items generated require testing for validation and reliability in a large sample to finalize this measure of organizational culture. PMID:29367768

Development of Peer Tutoring Services to Support Osteopathic Medical Students' Academic Success.

PubMed

Swindle, Nicholas; Wimsatt, Leslie

2015-11-01

Peer tutoring can benefit both tutors and tutored students, but information is lacking regarding establishing and measuring outcomes of such a program at new medical schools. To examine the outcomes of a pilot peer tutoring initiative and explore the implications for long-term program development. Fifty-one osteopathic medical students who participated in a pilot peer tutoring program during the 2013-2014 academic year were surveyed regarding satisfaction with the program. Course grade means for the tutors (all courses) and tutored students (specific courses) were analyzed before and after participating in the tutoring experience. Data analyses were performed using frequency distributions, t tests, and qualitative assessment of emergent themes. The survey had a 76% response rate (39 of 51 students). Both tutored students and tutors were satisfied with the tutoring program. Statistically significant changes in course grades for the tutored courses were noted at 3 to 4 and 8 to 9 months among the tutored students who were most at risk for failure (P=.001). Tutor course grades showed no significant changes for any of the courses in which they were enrolled (P=.445). Learning gains were realized by the students at greatest academic risk. Additional research is needed to evaluate long-term outcomes.

Development of an Evidence-Based Professional Learning Program Informed by Online Teachers' Self- Efficacy and Threshold Concepts

ERIC Educational Resources Information Center

Gosselin, Kevin P.; Northcote, Maria; Reynaud, Daniel; Kilgour, Peter; Anderson, Malcolm; Boddey, Chris

2016-01-01

As online education continues to expand across varied educational sectors, so does the demand for professional development programs to guide academic teaching staff through the processes of developing their capacities to design and teach online courses. To meet these challenges at one higher education institution, a mixed methods research study…

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

PubMed

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

2011-08-01

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

The changing paradigm in surgery is system integration: How do we respond?

PubMed

Zenilman, Michael E; Freischlag, Julie-Ann

2017-12-08

With expansion of health care systems across the country, close relationships need to be developed between academic medical centers and their affiliated community hospitals. This creates opportunity to integrate surgical programs across different hospitals. Herein we describe a model of surgical integration at the system level of five large hospitals. We discuss utilizing advantages that both the academic and community hospital bring to the model. A close relationship between an interdisciplinary team, which includes the academic surgical chair, a regional director liaison who was embedded in the community, individual hospital leadership, and practice plan leaders was created. Three pillars as a foundation to success were physician leadership, the use of system infrastructure and development of new processes. This resulted in development of trust, leading to successful recruitments, models of employment and expansion into novel areas of patient safety. Once created, new opportunities for programming for surgical safety across the health care were identified. Copyright © 2017 Elsevier Inc. All rights reserved.

Formative research to identify community partnerships and foster relationships for health promotion research in South Mississippi.

PubMed

Lemacks, J; Landry, A; Wenzler, P

2018-06-01

The purpose of this short communication is to describe the trust building and collaboration, fostering phases of a community-academic partnership between churches and academic researchers using a community-based participatory research approach. An academic-community partnership with church leaders was initiated using survey administration and was further developed using focus groups. A coalition was developed, and it guided a subsequent focus group with church members. Most churches surveyed did not have a health ministry in place but were agreeable that a variety of health topics were appropriate for the church setting. Church leaders felt that church members were key to engage in health programs in the church, whereas church members viewed pastoral support as important. Church leaders felt that working with a university brings credibility to their own health programs. This early work provides a valuable example of how community collaborations may be initiated and developed using formative research methods, serving both community and research agendas. Published by Elsevier Ltd.

The Career Development Institute for Psychiatry: an innovative, longitudinal program for physician-scientists.

PubMed

Kupfer, David J; Schatzberg, Alan F; Grochocinski, Victoria J; Dunn, Leslie O; Kelley, Katherine A; O'Hara, Ruth M

2009-01-01

The Research Career Development Institute for Psychiatry is a collaboration between the University of Pittsburgh and Stanford University to recruit and train a broad-based group of promising junior physicians by providing the necessary skills and support for successful research careers in academic psychiatry. Participants whose interests span the spectrum of clinical and intervention research attend a multiday career development institute workshop and follow-up annual booster sessions conducted with the American College of Neuropsychopharmacology. The program identifies and trains 20 new physician-researchers each year, with particular emphasis on women, minorities, and those from less research-intensive psychiatry departments, and provides booster sessions for all trainees. An annual evaluation is used to renew and update the content of the institutes and to measure the long-term value in research and career success. This report is based on the results of 77 participants from the first four Career Development Institute classes. Qualitative assessment of the program content and process led to improvements in each successive year's workshop. Preliminary quantitative follow-up assessment of participants indicated successful career progress toward individual objectives. By providing early career investigators with skills to cope with local and national forces in academic medical centers, the Career Development Institute is significantly contributing to the development of the next generation of leading academic clinical researchers in mental health and can serve as a model for other biomedical research arenas.

Meeting Common Core English Language Arts and English Language Development Standards with Character Education Lesson Plans in Alternative Education Grades 9 through 12

ERIC Educational Resources Information Center

Hoedel, Joseph M.; Lee, Robert E.

2016-01-01

This is a case study in which the Character Development and Leadership Program replaced an alternative high school's traditional English language offerings. A triangulated case study used student records, field notes, and interviews of stakeholders to compare the academic year prior to this substitution and the 2 academic years following it. All 3…

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

PubMed

Pachter, Lee M; Kodjo, Cheryl

2015-07-01

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

Specialized Study Options U.S.A. A Guide to Short-Term Programs for Foreign Nationals.

ERIC Educational Resources Information Center

Connotillo, Barbara Cahn, Ed.; Johnson, Christine, Ed.

Short-term programs, from technical courses for beginners to executive development programs for professionals, are described that are accessible to or specially designed for foreign nationals. The 875 academic, vocational, and professional programs represent 17 major and 46 minor fields of study. For each program, information is provided on:…

Academic Mentorship Builds a Pathology Community

PubMed Central

2015-01-01

Since academic mentorship focuses on developing and supporting the next generation of pathologists as well as the existing faculty, it plays a vital role in creating a successful academic pathology department whose faculty deliver quality teaching, research, and clinical care. The central feature is the mentor–mentee relationship which is built on mutual respect, transparency, and a genuine interest from the mentor in the success of the mentee. This relationship is a platform for career development, academic guidance, informed professional choices, and problem solving. Departments of pathology must embrace a culture of effective mentorship so that trainees and faculty members are well mentored. Mentorship should become an academic activity that is valued and rewarded. Departments should create and support formal educational programs that train mentors in mentorship. Effective models of formal mentorship need to be created and evaluated in order to strengthen academic pathology. A successful mentorship culture will provide for a sustainable community of academic pathologists that transmits their best practices to the next generation. PMID:28725749

State procurement law: facilitating the collaboration between health department and school of public health.

PubMed

Huber, George A; Barron, Gerald M; Duchak, Linda S; Raniowski, Martin; Alsahlani, Hazem S; Potter, Margaret A

2014-01-01

The mark of an "academic health department" includes shared activity by academic and practice partners sustained over time. Despite a long history of productive interactivity, the Pennsylvania Department of Health and the University of Pittsburgh's Graduate School of Public Health often faced administrative hurdles in contracting for projects of mutual interest. Seeking to overcome these hurdles, the Commonwealth of Pennsylvania and the University of Pittsburgh's Graduate School of Public Health negotiated a Master Agreement on the basis of statutes designating both as "public procurement units." This provided a template for project specifications, standard financial terms, and a contracting process. Since taking effect, the Master Agreement has supported projects in policy development, capacity building, workforce development, program evaluation, data analysis, and program planning. This experience suggests an approach potentially useful for other states and localities seeking to solidify academic health department partnerships either envisioned for the future or already in place.

Addressing medical school diversity through an undergraduate partnership at Texas A&M Health Science Center: a blueprint for success.

PubMed

Parrish, Alan R; Daniels, Dennis E; Hester, R Kelly; Colenda, Christopher C

2008-05-01

Imperative to increasing diversity in the physician workforce is increasing the pool of qualified underrepresented minority applicants to medical schools. With this goal in mind, the Texas A&M Health Science Center College of Medicine (A&M College of Medicine) has partnered with Prairie View A&M University (PVAMU), a historically black college and university that is a component of the Texas A&M university system, to develop the undergraduate medical academy (UMA). The UMA was established by legislative mandate in 2003 and is a state-funded program. The authors describe the development of partnership between the A&M College of Medicine and PVAMU, focusing on the key attributes that have been identified for success. The administrative structure of the UMA ensures that the presidents of the two institutions collaborate to address issues of program oversight and facilitates a direct relationship between the dean and associate dean for academic affairs of A&M College of Medicine and the director of the UMA to define the program objectives and structure. The authors delineate the admission process to the UMA, as well as the academic requirements of the program. Students attend lecture series during the academic year and participate in summer programs on the A&M College of Medicine campus in addition to receiving intensive academic counseling and opportunities for tutoring in several subjects. The authors also describe the initial success in medical school admissions for UMA students. This partnership provides a model blueprint that can be adopted and adapted by other medical schools focused on increasing diversity in medicine.

Developing the Preparation in STEM Leadership Programs for Undergraduate Academic Peer Leaders

ERIC Educational Resources Information Center

Blackwell, Stacey; Katzen, Sari; Patel, Nipa; Sun, Yan; Emenike, Mary

2017-01-01

The authors introduce the Preparation in STEM Leadership Program at Rutgers, The State University of New Jersey. This NSF-Funded program and research study creates a centralized training program for peer leaders that includes a battery of assessments to evaluate peer leaders' content knowledge, pedagogical knowledge, communication skills, and…

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation.

PubMed

Waddell, Janice; Spalding, Karen; Navarro, Justine; Jancar, Sonya; Canizares, Genevieve

2015-11-28

New graduate nurses' (NGNs) transition into the nursing workforce is characterized as stressful and challenging. Consequently, a high percentage of them leave their first place of employment or the profession entirely within one year of graduation. Nursing literature describes this complicated shift from student to registered nurse, however, limited attention has focused on strategies that could be implemented during students' academic programs to prepare them for this difficult transition period. Therefore, a longitudinal intervention study was conducted to examine the influence of a career planning and development (CPD) program on the development of career resilience in baccalaureate nursing students and at 12 months post-graduation (NGN). The findings support including structured and progressive curriculum-based CPD opportunities in academic programs, not only for the positive outcomes that accrue to students, but also because of the benefits they extend to NGNs as they make the transition to their first professional nursing role.

The Tutorial Education Program on the Formation of the New Milenium's Meteorologist: 20 Years of Project Experience at Universidade Federal de Pelotas - Brazil

NASA Astrophysics Data System (ADS)

Foster, P.

2012-12-01

The Programa de Educação Tutorial (Tutorial Education Program), also known as "PET", has the objective to finance students with potential, encouraging and providing extracurricular activities in order to promote the integration with the academic market and the development of study programs in graduate school, preparing a professional that in the future will operate in a global market, transforming and fighting for the professional interests of their class. The design of the program dates back to 1970 and is based on the model of learning and guidance to form the student. The groups are composed gradually, through an annual selection. The deployment and implementation of the groups consider the inclusion of new members in different stages of their school program, working in an integrated manner. To apply, students must submit satisfactory academic performance, without failures on any course and commit to devote a minimum of twenty hours per week to the program activities. Deployed at Universidade Federal de Pelotas - Brazil, in 1991, the group has contributed to the training of students of Meteorology through the concept of teaching-research-extension activities. We believe that PET has been of utmost importance in the training of the new millennium's professional, given that the objectives of this program seek to provide an excellent level of academic training to undergraduates, encouraging their entry into the graduate studies; stimulating the improvement of the quality of teaching degree through the development of new practices and teaching experience; multiplying the activities developed by scholars and increase their interactions with program's faculty and other students of the institution. With the highly competitive market requiring specialized professionals, the high investment in students with potential can be reversed for the benefit of the profession.

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

PubMed

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

2014-03-01

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

Managing Large-Scale Online Graduate Programs

ERIC Educational Resources Information Center

Singleton, Jacques; Bowser, Audrey; Hux, Annette; Neal, Gwendolyn

2013-01-01

As with most states, Arkansas is experiencing substantial growth in the delivery of academic programs and courses by distance learning provided by institutions of higher education. At Arkansas State University faculty have adhered to the need of students and developed a completely online certification and master's program in Educational…

Marketing Education

ERIC Educational Resources Information Center

Stancil, Ronald A., Sr.

2008-01-01

This article discusses the Marketing Education program at West Haven (CT) High School in West Haven, Connecticut, that promotes skills for life and attributes, enhances the academic program, and develops leaders out of ordinary students through an interactive curriculum. The three components of West Haven's marketing and management program are (1)…

Perceptions of Agricultural Leadership Academic Programs of 1862 Land-Grant Universities

ERIC Educational Resources Information Center

Alexander, Jackson C.; Rucker, K. Jill; Graham, Donna L.; Miller, Jefferson D.; Apple, Jason K.

2017-01-01

This study characterized perceptions of agricultural leadership programs in colleges of agriculture, food, life, human, or environmental sciences at 1,862 land-grant institutions. Objectives included describing the need for programs, studying evolution within the discipline, discussing faculty recommendations for future development, and examining…

Attracting Non-Traditional Students to Campus Activities and Leadership Programs: Providing Links to Academics, Persistence Are Key.

ERIC Educational Resources Information Center

Tucker, Marcie S.

2003-01-01

Explores some strategies to attract non-traditional students to campus activities, highlights a model program that integrates scholarship support and leadership programs, explores new ways of marketing to these students, and offers some suggestions for continued development. (EV)

Using self-determination theory to describe the academic motivation of allied health professional-level college students.

PubMed

Ballmann, Jodi M; Mueller, Jill J

2008-01-01

This study investigated the various reasons that allied health students believe they are currently attending college. The Academic Motivation Scale was administered to a convenience sample of 222 upperclassmen and graduate-level students (162 women, 46 men). The Academic Motivation Scale proposes various reasons for continued engagement in academic pursuits that may be characteristic of personal and current reasons for persistence in a subject's particular academic program. The results showed that students portrayed themselves as currently attending college for both intrinsically and extrinsically motivated reasons. The most frequently endorsed motivational styles were identified (autonomous) extrinsic motivation and externally regulated (nonautonomous) extrinsic motivation. This study showed that this sample of professional-level college students was not completely self-determined in their end-stage academic pursuits. One conclusion that may be drawn from this study is that allied health programs that provide students with an educational context that supports self-determination may encourage future allied health professionals to develop the ability to support the self-determination of their future clients.

The 2015 Academic College of Emergency Experts in India's INDO-US Joint Working Group White Paper on Establishing an Academic Department and Training Pediatric Emergency Medicine Specialists in India

PubMed Central

Mahajan, Prashant; Batra, Prerna; Shah, Binita R; Saha, Abhijeet; Galwankar, Sagar; Aggrawal, Praveen; Hassoun, Ameer; Batra, Bipin; Bhoi, Sanjeev; Kalra, Om Prakash; Shah, Dheeraj

2015-01-01

The concept of pediatric emergency medicine (PEM) is virtually nonexistent in India. Suboptimally, organized prehospital services substantially hinder the evaluation, management, and subsequent transport of the acutely ill and/or injured child to an appropriate facility. Furthermore, the management of the ill child at the hospital level is often provided by overburdened providers who, by virtue of their training, lack experience in the skills required to effectively manage pediatric emergencies. Finally, the care of the traumatized child often requires the involvement of providers trained in different specialities, which further impedes timely access to appropriate care. The recent recognition of Doctor of Medicine (MD) in Emergency Medicine (EM) as an approved discipline of study as per the Indian Medical Council Act provides an unprecedented opportunity to introduce PEM as a formal academic program in India. PEM has to be developed as a 3-year superspeciality course (in PEM) after completion of MD/Diplomate of National Board (DNB) Pediatrics or MD/DNB in EM. The National Board of Examinations (NBE) that accredits and administers postgraduate and postdoctoral programs in India also needs to develop an academic program – DNB in PEM. The goals of such a program would be to impart theoretical knowledge, training in the appropriate skills and procedures, development of communication and counseling techniques, and research. In this paper, the Joint Working Group of the Academic College of Emergency Experts in India (JWG-ACEE-India) gives its recommendations for starting 3-year DM/DNB in PEM, including the curriculum, infrastructure, staffing, and training in India. This is an attempt to provide an uniform framework and a set of guiding principles to start PEM as a structured superspeciality to enhance emergency care for Indian children. PMID:26807394

Developing a market-sensitive intelligent transportation systems educational program

DOT National Transportation Integrated Search

1997-01-01

Results of research undertaken to evaluate the educational needs of the emerging field of Intelligent Transportation Systems (ITSs) are presented, and whether course offerings in academic programs meet these needs is ascertained. A survey was conduct...

Academic Programs in Alternative Education: An Overview

ERIC Educational Resources Information Center

Ruzzi, Betsy Brown; Kraemer, Jacqueline

2006-01-01

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

Respecting and protecting our relationships: a community research HIV prevention program for teen fathers and mothers.

PubMed

Lesser, Janna; Verdugo, Robert L; Koniak-Griffin, Deborah; Tello, Jerry; Kappos, Barbara; Cumberland, William G

2005-08-01

This article describes a two-phase community and academic collaboration funded by the California Collaborative Research Initiative to develop and test the feasibility of an innovative HIV prevention program relevant to the needs of the population of inner-city Latino teen parenting couples and realistic for implementation in community settings. The article describes (a) the identification of special issues that needed to be addressed before formation of a productive academic-community-based organization research partnership, including integrating a dominant theoretical model used in health education with principles of practice derived from clinical experience; (b) the first phase of the project that helped to inform the development of the HIV prevention program for couples; (c) examples from the intervention pilot study (Phase 2) that illustrate both the intervention strategies and the young participants' responses to the curriculum; and (d) the feasibility of program implementation and evaluation in a community setting.

A Checklist for the Development of Faculty Mentorship Programs

PubMed Central

Bottenberg, Michelle M.; Brozick, Anna H.; Currie, Jay D.; DiVall, Margarita V.; Haines, Stuart T.; Jolowsky, Christene; Koh-Knox, Cynthia P.; Leonard, Golda Anne; Phelps, Stephanie J.; Rao, Deepa; Webster, Andrew; Yablonski, Elizabeth

2014-01-01

Mentoring of junior faculty members continues to be a widespread need in academic pharmacy in both new programs and established schools. The American Association of Colleges of Pharmacy (AACP) Joint Council Task Force on Mentoring was charged with gathering information from member colleges and schools and from the literature to determine best practices that could be shared with the academy. The task force summarized their findings regarding the needs and responsibilities for mentors and protégés at all faculty levels; what mentoring pieces are in existence, which need improvement, and which need to be created; and how effective mentoring is defined and could be measured. Based on these findings, the task force developed several recommendations as well as the PAIRS Faculty Mentorship Checklist. Academic institutions can benefit from the checklist whether they are planning to implement a faculty mentorship program or are interested in modifying existing programs. PMID:24954938

Enhancing Overseas Chinese Graduate Employability: The Case of Chinese Graduates with Finnish Academic Qualifications

ERIC Educational Resources Information Center

Cai, Yuzhuo

2014-01-01

This paper explores ways to enhance overseas Chinese graduate employability by taking Finnish-educated Chinese students/graduates as an example. In so doing, it understands that graduate employability development is a joint effort of multiple stakeholders including students, graduates, academics, program coordinators, employers, and policymakers.…

Testing Program Reveals Deficient Mathematics for Health Science Students Commencing University

ERIC Educational Resources Information Center

McNaught, Keith; Hoyne, Gerard

2013-01-01

In response to staff concerns about literacy and numeracy standards of commencing students, the School of Health Sciences at the University of Notre Dame Australia (UNDA) Fremantle campus worked with academic support staff from the University's Academic Enabling and Support Centre (AESC) to develop a Post Entrance Numeracy Assessment (PENA). The…

Reinforcing Our "Keystone" Faculty: Strategies to Support Faculty in the Middle Years of Academic Life

ERIC Educational Resources Information Center

Baldwin, Roger G.; Chang, Deborah A.

2006-01-01

Mid-career faculty are the keystone of the academic enterprise. They fill essential instructional, program development, administrative, and citizenship roles at their institutions. They form a bridge between faculty generations by mentoring new colleagues and assuming leadership duties as their senior colleagues move toward retirement. Mid-career…

Using Critical Thinking Rubrics to Increase Academic Performance

ERIC Educational Resources Information Center

Hohmann, Julie W.; Grillo, Michael C.

2014-01-01

The purpose of this study was to develop a way to measure students' abilities to think critically about concepts covered during academic support sessions. Tutors trained in a College Reading and Learning Association (CRLA)-certified program at the University of Louisville used a rubric based on the Paul-Elder Critical Thinking Model in order to…

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

ERIC Educational Resources Information Center

Arendale, David R.; Hane, Amanda R.

2014-01-01

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

Student Success: Stories That Inform High School Change

ERIC Educational Resources Information Center

Shepard, Jerri; Salina, Chuck; Girtz, Suzann; Cox, Jonas; Davenport, Nika; Hillard, Tammy L.

2012-01-01

Sunnyside High School in rural Washington faces many tough issues common to urban schools but has shown a remarkable ability to help students at risk for academic failure. The Sunnyside Intervention Program was developed for students with a history of poor academic performance, many of whom were involved in dangerous activities, including gangs.…

Recommendations for Benchmarking Web Site Usage among Academic Libraries.

ERIC Educational Resources Information Center

Hightower, Christy; Sih, Julie; Tilghman, Adam

1998-01-01

To help library directors and Web developers create a benchmarking program to compare statistics of academic Web sites, the authors analyzed the Web server log files of 14 university science and engineering libraries. Recommends a centralized voluntary reporting structure coordinated by the Association of Research Libraries (ARL) and a method for…

Student Affirmative Action Programs: A Help or Hindrance to Development of Minority Graduate Students?

ERIC Educational Resources Information Center

Ponterotto, Joseph G.; And Others

1986-01-01

Graduate students from minority cultures were surveyed to assess their academic views of themselves and their perceptions of others' views of their academic ability. Overall, the students strongly support Student Affirmative Action (SAA), however, they believed SAA has been only marginally effective in helping minorities. (Author/BL)

Marketing Technology. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

ERIC Educational Resources Information Center

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

This document presents the Ohio Integrated Technical and Academic Competency profile for marketing technology. The profile is to serve as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs. The profile includes a comprehensive listing of 580 specialty and foundation key indicators for evaluating mastery of…

Describing an Academic and Nonprofit Organization Partnership to Educate At-Risk Adolescents about Cardiovascular Health

ERIC Educational Resources Information Center

Palazzo, Steven J.; Skager, Cherie; Kraiger, Anneliese

2014-01-01

There is emerging evidence to suggest community-based interventions can change community-wide behaviors and attitudes toward cardiovascular health. This article describes a partnership between an academic institution and a community nonprofit organization to develop and implement a cardiovascular health promotion program targeting at risk high…

Implementing Adolescent Male Leadership Model to Enhance Behavior, Academic Success

ERIC Educational Resources Information Center

Beliele, Laressa

2012-01-01

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

Proposal for Implementing Multi-User Database (MUD) Technology in an Academic Library.

ERIC Educational Resources Information Center

Filby, A. M. Iliana

1996-01-01

Explores the use of MOO (multi-user object oriented) virtual environments in academic libraries to enhance reference services. Highlights include the development of multi-user database (MUD) technology from gaming to non-recreational settings; programming issues; collaborative MOOs; MOOs as distinguished from other types of virtual reality; audio…

Integrating Vocational & Academic Education. A Handbook Featuring Four Demonstration Sites Including Students from Special Populations.

ERIC Educational Resources Information Center

Tindall, Lloyd W.; And Others

This handbook describes the processes and techniques used to develop, implement, and evaluate four integrated vocational and academic learning programs in Wisconsin that included students from special populations. The handbook contains seven chapters. Chapter 1 presents an overview of the project, including the request for proposal process and…

Families' Goals, School Involvement, and Children's Academic Achievement: A Follow-Up Study Thirteen Years Later

ERIC Educational Resources Information Center

Kyle, Diane W.

2011-01-01

A study conducted from 1996-2000 focused on the academic development of children within a statewide educational reform effort, including changing the organizational structure of the early years of schooling into nongraded primary programs (formerly age-based classrooms for kindergarteners through third grade). The multisite study involved children…

Closing the Gap. SREB Program Blends Academic Standards, Vocational Courses.

ERIC Educational Resources Information Center

Bottoms, Gene

1992-01-01

Southern Regional Education Board's State Vocational Education Consortium developed a model for integrating vocational and academic education that includes at least three credits each in math and science; four English courses; and four credits in a vocational major and two in related fields. Eight sites implementing the model have narrowed gap…

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

PubMed

Sierra, Caroline M; Adams, Jennifer

2017-02-25

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

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

PubMed Central

Sierra, Caroline M.

2017-01-01

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

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

PubMed

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

2018-04-01

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

Academic procrastination and feelings toward procrastination in LD and non-LD students: Preliminary insights for future intervention.

PubMed

Hen, Meirav

2018-01-01

Academic procrastination is a prevalent behavior that negatively influences students' performance and well-being. The growing number of students with learning disabilities (LD) in higher education communities leads to the need to study and address academic procrastination in this unique population of students and to develop ways to prevent and intervene. The present study examined the difference in academic procrastination between LD, non-LD, and supported LD college students in Israel. Findings indicated a significant difference between the three groups, both in academic procrastination and in the desire to change this behavior. Interestingly, supported LD students were similar to non-LD students in all parameters of academic procrastination; however, they expressed less desire to change this behavior than unsupported LD students. These findings highlight the effect of general academic support on academic procrastination in LD students. Future studies will need to further explore the specific elements of support that most contribute to the reduction of academic procrastination in LD students. Specific support programs for academic procrastination in LD students who take into account the findings of these future studies can then be developed and studied.

Required Academic Proficiency (RAP) Program: Final Report.

ERIC Educational Resources Information Center

Ronacher, Karl; And Others

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

The Effectiveness of the Peabody Language Development Kits and the Initial Teaching Alphabet with Disadvantaged Children in the Primary Grades: After Two Years.

ERIC Educational Resources Information Center

Dunn, Lloyd M.; And Others

This Cooperative Language Development Project had two objectives: (1) to provide a modified language program for culturally disadvantaged first graders and (2) to evaluate the effectiveness of the program in terms of academic, intellectual, and linguistic growth. In a 2-year intervention program experimental versions of the Peabody Language…

Everyone Plays! A Review of Research on the Integration of Sports and Physical Activity in Out of School Time Programs

ERIC Educational Resources Information Center

Policy Studies Associates, Inc., 2006

2006-01-01

A growing body of research attests to the value of high-quality out-of-school time (OST) programs in promoting positive youth development. These programs provide environments where young people can engage in academic enrichment, build meaningful relationships with responsible adults and peers, nurture new interests, and develop the social and life…

A PLAN FOR EXPANSION AND DEVELOPMENT OF EDUCATION DEPARTMENTS OF FLORIDA DIVISION OF CORRECTIONS, IN COOPERATION WITH FLORIDA STATE UNIVERSITY ADULT EDUCATION DEPARTMENT.

ERIC Educational Resources Information Center

ENDWRIGHT, D.K.

THE PLAN FOR EXPANSION AND DEVELOPMENT OF EDUCATION PROGRAMS IN CORRECTIVE INSTITUTIONS IS ORGANIZED INTO FIVE TIMED PHASES TO BE COMPLETED IN THREE YEARS. A CHART REPRESENTING THE PROGRAM, AFFILIATED RESEARCH AND AGENCIES DELINEATES PLANNED ACTIVITIES. PHASE ONE (15 WEEKS) WILL SURVEY EXISTING PROGRAMS (VOCATIONAL AND ACADEMIC FACILITIES,…

Project TRABAJO and Individualized Bilingual Education for Children with Retarded Mental Development. E.S.E.A. Title VII [and] Chapter 720 Annual Evaluation Report, 1980-81.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

Project TRABAJO (an academic and job program) and the Individualized Bilingual Education for Children with Retarded Mental Development(a Chapter 720 Program) are two programs which provide supplementary and instructional support for 150 mildly and moderately mentally retarded New York City school students with limited English proficiency. The…

Development and Implementation of a Peer Mentoring Program for Early Career Gerontological Faculty

PubMed Central

Bryant, Ashley Leak; Brody, Ab; Perez, Adriana; Shillam, Casey; Edelman, Linda S.; Bond, Stewart M.; Foster, Victoria; Siegel, Elena

2016-01-01

Purpose In conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), the Hartford Gerontological Nursing Leaders (HGNL) developed and executed a program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of the HGNL. The purpose of this article is to describe key strategies used to develop and execute the mentoring program and to present the formative and summative program evaluation. Design The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. Findings An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Conclusions Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Clinical Relevance Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. PMID:25808927

Learning behaviour and preferences of family medicine residents under a flexible academic curriculum

PubMed Central

Sy, Alice; Wong, Eric; Boisvert, Leslie

2014-01-01

Abstract Objective To determine family medicine residents’ learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. Design Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. Setting London, Ont. Participants All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour). Main outcome measures Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity. Results A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians’ teaching sessions (20%), and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents’ homes (32%), and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents. Conclusion Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents’ various learning preferences and habits while providing guidance and training in the use of more effective learning methods and resources to maximize educational outcomes. PMID:25551133

New Academic Partnerships in Global Health: Innovations at Mount Sinai School of Medicine

PubMed Central

Landrigan, Philip J.; Ripp, Jonathan; Murphy, Ramon J. C.; Claudio, Luz; Jao, Jennifer; Hexom, Braden; Bloom, Harrison G.; Shirazian, Taraneh; Elahi, Ebby; Koplan, Jeffrey P.

2011-01-01

Global health has become an increasingly important focus of education, research, and clinical service in North American universities and academic health centers. Today there are at least 49 academically based global health programs in the United States and Canada, as compared with only one in 1999. A new academic society, the Consortium of Universities for Global Health, was established in 2008 and has grown significantly. This sharp expansion reflects convergence of 3 factors: (1) rapidly growing student and faculty interest in global health; (2) growing realization–powerfully catalyzed by the acquired immune deficiency syndrome epidemic, the emergence of other new infections, climate change, and globalization–that health problems are interconnected, cross national borders, and are global in nature; and (3) rapid expansion in resources for global health. This article examines the evolution of the concept of global health and describes the driving forces that have accelerated interest in the field. It traces the development of global health programs in academic health centers in the United States. It presents a blueprint for a new school-wide global health program at Mount Sinai School of Medicine. The mission of that program, Mount Sinai Global Health, is to enhance global health as an academic field of study within the Mount Sinai community and to improve the health of people around the world. Mount Sinai Global Health is uniting and building synergies among strong, existing global health programs within Mount Sinai; it is training the next generation of physicians and health scientists to be leaders in global health; it is making novel discoveries that translate into blueprints for improving health worldwide; and it builds on Mount Sinai’s long and proud tradition of providing medical and surgical care in places where need is great and resources few. PMID:21598272

The development of a TED-Ed online resident research training program

PubMed Central

Moreau, Katherine A.; Pound, Catherine M.; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee

2014-01-01

Background Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians’ research competencies, it is vital to integrate practical and context-specific research training into residency programs. Purpose To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. Methods We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Results Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. Discussion This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents’ scholarly roles. A formal evaluation of the research training program is now underway. PMID:25526717

The development of a TED-Ed online resident research training program.

PubMed

Moreau, Katherine A; Pound, Catherine M; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee

2014-01-01

Background Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians' research competencies, it is vital to integrate practical and context-specific research training into residency programs. Purpose To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. Methods We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Results Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. Discussion This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents' scholarly roles. A formal evaluation of the research training program is now underway.

Comprehensive Opportunities for Research and Teaching Experience (CORTEX): A mentorship program.

PubMed

Zuzuárregui, José Rafael P; Hohler, Anna D

2015-06-09

We developed a program to promote medical student interest in pursuing a career in neurology. This program focuses on medical student mentorship. It also offers opportunities in teaching and clinical research in order to provide students with marketable skills for an academic career in neurology. Through this program, students are provided with guidance in developing a fourth-year clerkship schedule and an application package for residency programs. Students are involved and mentored in clinical research. Opportunities are also provided for students to teach their peers, with sessions focusing on examination preparation. Since the implementation of this program in 2010, the number of students entering into the field of neurology from our institution significantly increased from 14 students between 2006 and 2010, to 30 students between 2011 and 2014 (p < 0.05). Medical student research productivity increased from 7 publications during 2006-2010, to 22 publications, 14 poster presentations, and a book chapter after implementation of this program in 2010 (p < 0.05). In this mentoring program, students are prepared for residency application and provided with research and teaching opportunities. Students develop a highly desirable academic skill set for residency and have matched at top-ranked institutions. This program has been successful in improving student productivity in clinical research and garnering student interest in neurology. © 2015 American Academy of Neurology.

Perspectives of female medical faculty in Ethiopia on a leadership fellowship program

PubMed Central

Yesehak, Bethlehem; Abebaw, Hiwot; Conniff, James; Busse, Heidi; Haq, Cynthia

2017-01-01

Objectives This study aims to evaluate a leadership fellowship program through perspectives of Ethiopian women medical faculty participants. Methods An intensive two-week leadership development fellowship was designed for women faculty from Ethiopian medical schools and conducted from 2011-2015 at the University of Wisconsin-School of Medicine and Public Health in Madison, Wisconsin. Nine Ethiopian women working in early- or mid-level academic positions were selected. Semi-structured interviews were conducted with the fellows. Transcripts were reviewed through qualitative analysis to assess the perceived impact of the training on their careers. Three male academic leaders were interviewed to solicit feedback on the program. Results Eight of 9 fellows were interviewed. Themes describing the benefits of the fellowship included: increased awareness of gender inequities; enhanced motivation for career advancement; increased personal confidence; and improved leadership skills. Fellows provided suggestions for future training and scaling up efforts to promote gender equity. Male leaders described the benefits of men promoting gender equity within academic health centers. Conclusions This paper provides evidence that targeted brief training programs can enhance women’s motivation and skills to become effective leaders in academic medicine in Ethiopia. Promoting gender equity in academic medicine is an important strategy to address health workforce shortages and to provide professional role models for female students in the health professions. PMID:28869749

Crossing the Chasm: Information Technology to Biomedical Informatics

PubMed Central

Fahy, Brenda G.; Balke, C. William; Umberger, Gloria H.; Talbert, Jeffery; Canales, Denise Niles; Steltenkamp, Carol L.; Conigliaro, Joseph

2011-01-01

Accelerating the translation of new scientific discoveries to improve human health and disease management is the overall goal of a series of initiatives integrated in the National Institutes of Health (NIH) “Roadmap for Medical Research.” The Clinical and Translational Research Award (CTSA) program is, arguably, the most visible component of the NIH Roadmap providing resources to institutions to transform their clinical and translational research enterprises along the goals of the Roadmap. The CTSA program emphasizes biomedical informatics as a critical component for the accomplishment of the NIH’s translational objectives. To be optimally effective, emerging biomedical informatics programs must link with the information technology (IT) platforms of the enterprise clinical operations within academic health centers. This report details one academic health center’s transdisciplinary initiative to create an integrated academic discipline of biomedical informatics through the development of its infrastructure for clinical and translational science infrastructure and response to the CTSA mechanism. This approach required a detailed informatics strategy to accomplish these goals. This transdisciplinary initiative was the impetus for creation of a specialized biomedical informatics core, the Center for Biomedical Informatics (CBI). Development of the CBI codified the need to incorporate medical informatics including quality and safety informatics and enterprise clinical information systems within the CBI. This paper describes the steps taken to develop the biomedical informatics infrastructure, its integration with clinical systems at one academic health center, successes achieved, and barriers encountered during these efforts. PMID:21383632

A Mentoring Program in Environmental Science for Underrepresented Groups

NASA Astrophysics Data System (ADS)

Stevens, L.; Rizzo, D. M.

2009-12-01

We developed a four-year program, combining educational and career support and research activities, to recruit and retain students from underrepresented groups in environmental sciences. Specifically, the program: ○ Assigns each student a faculty or graduate student mentor with whom the student conducts research activities. ○ Includes a weekly group meeting for team building and to review professional development and academic topics, such as time management and research ethics. ○ Requires students to make multiple formal presentations of their research proposals and results. ○ Provides scholarships and stipends for both the academic year and to engage students in summer research. The program seeks to achieve several goals including: ● Enhance academic performance. ● Encourage continued study in environmental science. ● Facilitate students completing their studies at UVM. ● Increase students’ interest in pursuing science careers. ● Create a more welcoming academic environment. To assess progress toward achievement of these goals, we conducted individual structured interviews with participating undergraduate students, graduate students, and faculty members at two points in time. First, interviews were conducted in the fall of 2007 after two years, and again in spring 2009, after four years. An independent research consultant, Dr. Livingston, conducted the interviews. In 2009, over the course of three days, the interviews included three graduate student and two faculty mentors, and six of the seven undergraduate students. Of the six students, three were juniors and three were graduating seniors. Results of the 2009 interviews echoed those of 2007. Both students and their mentors are quite satisfied with the program. The student presentations, weekly meetings, mentoring relationships, and summer research experiences all get high ratings from program participants. Students give high praise to their mentors and the program directors for providing excellent support. Looking at goals more specifically, we find: Improved student academic performance: Most students credit the program with a positive impact on their academic performance. Students’ continued study of environmental science: Students report increased or continued interest in environmental science as a result of participating in the program. Continued study at UVM: In both 2007 and 2009 there was a nearly unanimous report that students remain at UVM because of their involvement in the program. The program provides valuable opportunities, advisory support, community of peers, and financial stipend. It is has attracted and kept these students at this university. Increased interest in science careers: Students have been exposed to a range of science careers and credit the program with providing this exposure. Most of these students expect to pursue a career in science. Created a welcoming environment: One student specifically credits the program with increasing the number of students of color in the department. Other students credit the program with creating an environment in which students have established relationships with many faculty, certainly contributing to a welcoming atmosphere. Taken together, results indicate that the program is indeed achieving its goals.

University of Connecticut School of Allied Health Professions: Program Evaluation for the 1979-1980 Academic Year.

ERIC Educational Resources Information Center

Rovezzi-Carroll, Susan

The vocational curricular evaluation model (MCC) developed by the Division of Planning and Development at the Metropolitan Community College Administration Center is used to evaluate the University of Connecticut's School of Allied Health Professions. The three undergraduate programs focused on are physical therapy, clinical dietetics and medical…

Cool Girls, Inc.: Promoting the Positive Development of Urban Preadolescent and Early Adolescent Girls

ERIC Educational Resources Information Center

Kuperminc, Gabriel P.; Thomason, Jessica; DiMeo, Michelle; Broomfield-Massey, Kimberley

2011-01-01

The past two decades have seen a transformation in youth programming toward a comprehensive positive youth development (YD) framework. Cool Girls, Inc., a YD program, focuses on improving girls' life chances by promoting positive behaviors and attitudes in multiple domains. These include self-concept, academic orientation, future orientation, and…

Assessment of a Multinational Online Faculty Development Program on Online Teaching: Reflections of Candidate E-Tutors

ERIC Educational Resources Information Center

Adnan, Muge; Kalelioglu, Filiz; Gulbahar, Yasemin

2017-01-01

Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for…

Moving from Administrivia Overload to Leadership Competency Development

ERIC Educational Resources Information Center

Hogan, Amy M.

2018-01-01

Virginia Tech has intentionally moved beyond the traditional policy-heavy approach to department head orientation to employ a robust leadership development program for new and aspiring academic leaders and faculty. The annual program begins with a full-day workshop in mid-August, and continues throughout the fall semester with a series of shorter…

Education and Social Policy: Report on a Doctoral Training Program.

ERIC Educational Resources Information Center

Browning, Jane; Cohen, David

This report seeks to (a) explain the origins and development of a research and teaching program in social policy analysis; (b) give a broad view of curricular problems in teaching social policy analysis; (c) explore changing academic priorities, away from the traditional concerns of teacher training, curricular development, and disciplinary…

The Design, Implementation, and Formative Evaluation of a Classroom Aide Professional Development Training Program

ERIC Educational Resources Information Center

Dulfer, Katherine J.

2013-01-01

This dissertation focused on the process of designing, implementing, and formatively evaluating an eight week Classroom Aide Professional Development Training Program (CAPD-TP) on behavior management and academic instruction within the context of a New Jersey state approved private special education school for students with behavioral and/or…

The Developing English Skills and Knowledge (DESK) Program Handbook

ERIC Educational Resources Information Center

Rohloff, Jean

2009-01-01

The purpose of the DESK (Developing English Skills and Knowledge) Program at Louisiana State University (LSU) is to help deaf and hard of hearing students make a smooth transition from high school to postsecondary institutions and, in doing so, to ensure their academic and professional success. This handbook documents, in a "how-to"…

Student Growth within the School Garden: Addressing Personal/Social, Academic, and Career Development

ERIC Educational Resources Information Center

Swank, Jacqueline M.; Swank, David E.

2013-01-01

School counselors have the challenging task of implementing a comprehensive, developmental school counseling program to serve a large number of students. We present the creative use of a garden program to promote the development of students through the integration of the natural environment. Additionally, we describe activities and metaphors…

English 291, 292, and 293--Advance Program: Man's Power with Words.

ERIC Educational Resources Information Center

Jefferson County Board of Education, Louisville, KY.

For those students who qualify, the Advance Program offers an opportunity to follow a stimulating curriculum designed for the academically talented. This guide for ninth grade English was developed to broaden the student's skill and understanding of the history of the English language, composition, grammar, vocabulary development, and literature.…

A Statewide Train-the-Trainer Model for Effective Entrepreneurship and Workforce Readiness Programming

ERIC Educational Resources Information Center

Fields, Nia Imani; Brown, Mananmi; Piechocinski, Alganesh; Wells, Kendra

2012-01-01

A statewide youth and adult train-the-trainer model that integrates workforce readiness and entrepreneurship can have a profound effect on young people's academic performance, interest in college, and overall youth development. Participants in workforce and entrepreneurship programs develop personal resources that have value in school, in the…

Looking Backward: James Madison University's General Education Reform.

ERIC Educational Resources Information Center

Reynolds, Charles W.; Allain, Violet Anselmini; Erwin, T. Dary; Halpern, Linda Cabe; McNallie, Robin; Ross, Martha K.

1998-01-01

Describes the new general education program at James Madison University (Virginia) and the process by which it was developed. Indicates that the program is organized by five broad areas of knowledge that are defined by interdisciplinary clusters of learning objectives, which in turn were developed using input from every academic department on…

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

PubMed

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

2015-11-01

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

Establishing undergraduate public health education: process, challenges, and achievements in a case study in Israel.

PubMed

Bashkin, Osnat; Tulchinsky, Theodore Herzl

2017-01-01

In this paper, we describe the development process of the first undergraduate public health baccalaureate program, in the Ashkelon Academic College in Israel. Expansion of degree-granting colleges in Israel is part of the democratization of higher education providing access to and increasing educational opportunities for groups underrepresented in universities. The main objectives of the program at Ashkelon Academic College have been to open accessible and affordable career opportunities for current workers in the health system and for new entries to health careers for academic advancement in a peripheral and relatively poor region of the country. The program focuses on well-established and literature-based learning goals of public health education but also includes basic medical sciences, incorporation of arts and sciences into public health, development of critical thinking and quantitative skills, experiential field learning, and integrative learning for facing global health challenges. The curricula of the program is composed of seven modules including introductory courses, methodology courses, health organization courses, epidemiology courses, courses related to core content of public health, elective courses and practicum. The first class will graduate in 2017; this will allow for final approval of the Council of Higher Education of Israel and possible revision of curriculum. A second BA program is now seeking approval in Israel and cooperation with post-graduate schools of public health is developing. Our program is in keeping with trends in Europe and the USA to broaden public health education, to reduce inequality of career opportunity, to expand the workforce, and to promote public health.

A national survey of dental hygiene education administrators: demographics, characteristics, and academic profile.

PubMed

Holt, M P

1998-01-01

The purpose of this study was to develop a comprehensive demographic database of dental hygiene education administrators and to examine their academic professional profile. On April 1, 1996, a survey was mailed to all dental hygiene education administrators in the U.S. The survey requested participants to respond to specific questions regarding demographic characteristics, professional academic profile, and extent of management theory background. The results were analyzed using descriptive statistics, including frequencies and percentages. Cross-tabulations and chi-square tests were calculated for type of institution, type of program, extent of management theory background, highest degree earned, and rank. One hundred thirty-eight valid surveys (63%) were returned. The demographic profile determined the majority of administrators were Caucasian (95.6%), female (87.6%), dental hygienists (87.6%), with a mean age of 47. The highest degree earned was a master's degree (64.5%) with a specialization in education (47.7%). Additionally, 87.5 percent had some form of educational management theory background, and 22.6 percent held the rank of full professor. Professional experience ranged from one to 30 years, with a mean of 10 years. The majority of participants worked in public (95.7%) institutions, primarily community and technical colleges (67.4%) that awarded associate's degrees (72.5%). Cross-tabulations and chi-square tests for type of institution, type of program, extent of management theory background, and rank were calculated. Significance was found between rank and type of institution, type of program, highest degree earned, and gender. Additionally, a relationship was found between gender and highest degree earned. These findings help develop a demographic database and professional academic profile of dental hygiene education administrators that can be used for future research and theory development, trends identification, problem solving, decision making, and policy formation. When compared to past studies, Caucasian females still dominate the profession. Also, dental hygiene faculty/administrators have increased in percentage of earned master's and doctoral degrees, and in advancement of academic rank to full professor. Furthermore, administrators are comparable to other full-time faculty in health-related programs and two-year institutions in regard to academic rank and highest degree earned. Thus, this population reflects individuals who can be considered highly dedicated and educationally prepared for their administrative role. However, compared to faculty across all disciplines in higher education, this population did not reflect advanced professional preparation or academic rank. It is recommended that dental hygiene administrators and faculty continue their scholarly endeavors to help advance the field to full professionalization and build academic legitimacy.

Criteria for Pruning Academic Programs: Actual vs. Ideal. ASHE 1988 Annual Meeting Paper.

ERIC Educational Resources Information Center

Ross, Cynthia S.; Gardiner, John J.

Two decades following the publication of David G. Brown's "Criteria for Pruning Programs," (which recognized that traditional financial support to higher education was decreasing and proposed 10 guidelines for evaluating existing programs) a study was developed to determine what criteria are actually being used by comprehensive…

Mentor Age and Youth Developmental Outcomes in School-Based Mentoring Programs

ERIC Educational Resources Information Center

Hwang, NaYoung

2015-01-01

Mentoring programs that provide guidance and support for disadvantaged youth have expanded rapidly during the past decade in the United States. Research suggests that students with teenage mentors exhibit positive youth development, including enhanced academic self-esteem and connectedness. By contrast, some studies showed that programs that offer…

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

ERIC Educational Resources Information Center

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

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

Promoting Effective Program Leadership in Psychology: A Benchmarking Strategy

ERIC Educational Resources Information Center

Halonen, Jane S.

2013-01-01

Although scholars have scrutinized many aspects of academic life in psychology, the topic of leadership for psychology programs has remained elusive. This article describes the importance of high-quality leadership in the development of thriving psychology programs. The author offers a strategy for evaluating leaders to help provide developmental…

The Benefits/Costs of Distance Education: Are the Benefits Worth the Costs?

ERIC Educational Resources Information Center

Willis, Barry

2003-01-01

Discusses how to determine the benefits and costs of distance education programs. Highlights include analyzing long-term costs, including student and academic support, program administration, marketing, and research and development; identifying and serving stakeholders; focusing on niche programs where a market exists; understanding the…

Science 20-30: Program of Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

Presented in both English and French, Science 20-30 is an integrated academic program in Alberta, Canada that helps students better understand and apply fundamental concepts and skills common to biology, chemistry, physics, and the Earth sciences. The major goals of the program are: (1) to develop in students an understanding of the…

Chemistry 20-30: Program of Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

Presented in English and French, Chemistry 20-30 is an academic program that helps students in Alberta, Canada, better understand and apply fundamental concepts and skills. The major goals of the program are: (1) to develop in students an understanding of the interconnecting ideas and principles that transcend and unify the natural science…

Improving Mandatory Tutoring: A Mixed-Methods Program Evaluation

ERIC Educational Resources Information Center

Baggett, Brooks

2009-01-01

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

Biology 20-30: Program of Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

Presented in English and French, Biology 20-30 is an academic program that helps students in Alberta, Canada, better understand and apply fundamental concepts and skills. The major goals of the program are: (1) to develop in students an understanding of the interconnecting ideas and principles that transcend and unify the natural science…

Norco College's Summer Advantage Program: Leading Change to Increase College Readiness

ERIC Educational Resources Information Center

Ring, April

2016-01-01

Norco College, in Riverside County, California, developed the Summer Advantage program in 2012. This program is designed to reduce the number of students placed into precollegiate-level courses and increase first-year retention through participation in academic workshops, intrusive advisement, and college orientation. After four years, the Summer…

Sports Management and Administration Internships and Students with Disabilities: Responsibilities and Practices for Success

ERIC Educational Resources Information Center

Barnes, John

2009-01-01

Practica, internships, and mentorships are vital for the development of capable and productive graduates of preprofessional academic programs, including sports management and sports administration programs. College students with disabilities, including those in sports management and sports administration programs, who are preparing to enter their…

Applying Sleep Research to University Students: Recommendations for Developing a Student Sleep Education Program.

ERIC Educational Resources Information Center

Brown, Franklin C.; Buboltz, Walter C., Jr.

2002-01-01

Many students are unaware that academic difficulties may be related to their sleep habits. This article introduces key elements of a student sleep education program that can be easily incorporated into many universities first-year orientation classes or as part of residential housing programs. (Author)

Clinton County School District "Learning Management System" Dropout Prevention Program.

ERIC Educational Resources Information Center

Thomas, Rudy

To provide potential dropouts with increased opportunities for academic and social success and ensure school and community involvement, the Clinton County School District (Kentucky) has developed a comprehensive dropout prevention program emphasizing the assessment of student needs. This paper describes the program's purpose, target groups,…

The Surgery Innovation and Entrepreneurship Development Program (SIEDP): An Experiential Learning Program for Surgery Faculty to Ideate and Implement Innovations in Health care.

PubMed

Servoss, Jonathan; Chang, Connie; Olson, David; Ward, Kevin R; Mulholland, Michael W; Cohen, Mark S

2017-10-05

Surgeons are continually engaged in the incorporation of new technologies in their practice. In the operating room and beyond, they combine technical skill with creative problem solving to improve tools and techniques for patient care, making them natural innovators. However, despite their innovative tendencies, education on entrepreneurship and commercialization is severely lacking. Moreover, with increasing pressure to meet productivity metrics, their availability to learn the complexities of commercialization is limited. To address these challenges, we designed the Surgery Innovation and Entrepreneurship Development Program (SIEDP) with the objective to advance faculty innovations, develop new departmental innovation initiatives, and improve faculty education in the area of innovation, entrepreneurship, and commercialization. The SIEDP is a first-of-its-kind experiential learning program specifically designed for busy clinical and research faculty in a major academic surgery department. Participants ideated and formed teams around health care innovations as they progressed through a 9-month curriculum of expert guest lectures and interactive workshops. A postprogram evaluation and outcome tracking method was used to evaluate attainment of educational objectives and project development milestones. The Department of Surgery, University of Michigan Medical School, Ann Arbor, Michigan. Eleven surgery faculty of varying academic rank and surgical subspecialties. The program generated 2 faculty startup companies, 1 departmental commercial product, 3 patent disclosures, and 3 innovations that received additional funding. All participants in the program reported a significant increase in their understanding of innovation and entrepreneurship and that participation was a worthwhile faculty development activity. Despite the various challenges and time constraints of surgical practices, programs like SIEDP can educate surgeons and other academicians on innovation, entrepreneurship, and commercialization and add value to the academic mission of providing excellent education, research, and clinical care. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

The health sciences communicator as faculty developer.

PubMed

Battles, J B; Kirk, L M; Dowell, D L; Frnka, S

1989-01-01

To determine the content for a model faculty development program for primary care faculty, a combination of the Delphi and Nominal Group Technique was used resulting in a curriculum with five units of instruction: development of curriculum and instruction, teaching methods, evaluation, administration, and academic survival skills. A philosophy for conducting faculty development is presented which includes concepts of andragogy, technology transfer, the diffusion of innovation, and networking. Program types include short-term, long-term, and extended programs such as fellowships.

Charles W. Dohner, PhD: an evaluator and mentor in medical education.

PubMed

Irby, David M; Wilkerson, Luann

2003-01-01

As one of the first generation medical education pioneers, Charles W. Dohner, PhD established the ninth office of medical education at the University of Washington (UW) where he served as chairman from 1967-1996. With a background in education and measurement, he focused his work on evaluation of educational programs and faculty development. The Department of Medical Education went through three distinct stages of development: pathfinding 1967-1972 focused on developing working relationships with the faculty and clarifying identity, integration into academic affairs 1972-1980, and direct leadership by department faculty 1980-1996. Dohner helped to create and evaluate the WAMI program, a regional medical education program for the states of Washington, Alaska, Montana, and Idaho. He served as a consultant to a specialty board, the founding president of the Society of Directors of Research in Medical Education, and a frequent consultant in international medical education. Dohner identified three important innovations in medical education: educators in academic medicine, simulations and performance assessment, and community-based medical education. Success factors for professional education include technical competence in education, interpersonal communication and collaboration skills, a plan for personal growth, and use of mentors. Future trends in medical education will involve information technology, professionalism, wellness and complementary medicine, and performance assessment. He has been a passionate spokesman for excellence in medical education and most noted for his roles as an evaluator, program developer, and mentor of academic leaders.

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

PubMed

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

2014-10-15

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

AN ACADEMIC DEVELOPMENT PLAN FOR THE UNIVERSITY OF HAWAII, JANUARY 1964 AND 2 SUPPLEMENTS--1966, 1967.

ERIC Educational Resources Information Center

HIATT, ROBERT W.

A SURVEY OF POLICIES AND PROGRAMS AT THE UNIVERSITY OF HAWAII'S MANOA AND HILO CAMPUS IS USED AS THE BASIS OF A DEVELOPMENT PLAN. THE SURVEY DISCUSSES PROGRAMS AND FACILITY NEEDS IN RELATION TO THE OBJECTIVES OF INSTRUCTION, RESEARCH AND PUBLIC SERVICE. IMPLEMENTATION OF THE DEVELOPMENT PLAN INCLUDES DISCUSSION OF OPERATING BUDGET, CURRENT…

Evaluation of the Meaning of Life Program in Israel

ERIC Educational Resources Information Center

Kasler, Jonathan; White, Gwyne W.; Elias, Maurice J.

2013-01-01

During the 2009-2010 academic year, 10 schools participated in the Meaning of Life educational program, an adaption of the popular U.S. Laws of Life program. The program sought to encourage each participant to develop a personal approach to finding meaning in life. To evaluate the success of the program, we conducted a study to compare measures of…

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

Code of Federal Regulations, 2013 CFR

2013-07-01

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

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

Code of Federal Regulations, 2011 CFR

2011-07-01

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

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

Code of Federal Regulations, 2012 CFR

2012-07-01

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

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

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-19

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

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

Code of Federal Regulations, 2014 CFR

2014-07-01

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

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

NASA Astrophysics Data System (ADS)

Koumoullos, Michael

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

After-School Programs and Academic Impact: A Study of Chicago's After School Matters

ERIC Educational Resources Information Center

Goerge, Robert; Cusick, Gretchen R.; Wasserman, Miriam; Gladden, Matthew

2007-01-01

After-school programs for adolescents may be a way to promote positive youth development, and thus, it is important to understand what impact after-school programs can have on the educational achievement of high school students. Chicago's After School Matters (ASM) program offers an exceptional opportunity to study whether an after-school program…