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.

Recruiting Strategically: Increasing Enrollment in Academic Programs of Agriculture

ERIC Educational Resources Information Center

Baker, Lauri M.; Settle, Quisto; Chiarelli, Christy; Irani, Tracy

2013-01-01

Agriculture continues to struggle to find enough qualified students to advance the industry. Thus, recruiting practice improvement is imperative. This study assessed the efficacy of message strategies, message channels, recruiting materials, and messages for recruiting students into an academic program with low enrollment. Focus groups were…

The Effects of Advanced Placement and International Baccalaureate Programs on Student Achievement

ERIC Educational Resources Information Center

Luo, Samia Merza

2013-01-01

This study compared student academic achievement in two college readiness programs, Advanced Placement (AP) and International Baccalaureate (IB) and attempted to determine how well program participation predict student performance compared to variables such as SES, parent education level, GPA, gender, and SAT II scores. Finally, the research…

Peers for Promotion: Achieving Academic Advancement through Facilitated Peer Mentoring

ERIC Educational Resources Information Center

Ockene, Judith K.; Milner, Robert J.; Thorndyke, Luanne E.; Congdon, John; Cain, Joanna M.

2017-01-01

The promotion process is challenging, particularly for non-tenure track faculty in academic medicine. To address this challenge, we implemented a facilitated peer mentoring program that included a structured curriculum with regular meetings, guided by two senior faculty mentors. Participants expressed satisfaction with the program, showed…

What Matters, What Works: Advancing Achievement after School

ERIC Educational Resources Information Center

Public/Private Ventures, 2008

2008-01-01

This brief provides highlights from "Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative." The brief underscores the potential of after-school programs in the ongoing drive to advance children's academic achievement. It shines a light on some of the issues that matter most for programs striving to…

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.

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

NASA Astrophysics Data System (ADS)

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

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

Ford Partnership for Advanced Studies (Ford PAS)

ERIC Educational Resources Information Center

Carrier, Cheryl

2006-01-01

This article features the Ford Partnership for Advanced Studies (Ford PAS) program that helps students gain knowledge about real-life business issues. Ford PAS is an educational program that combines college-prep academics with the critical 21st century skills students will need to succeed in college and in the workplace. The Ford PAS program uses…

The Utility of Free Software for Gravity and Magnetic Advanced Data Processing

NASA Astrophysics Data System (ADS)

Grandis, Hendra; Dahrin, Darharta

2017-04-01

The lack of computational tools, i.e. software, often hinders the proper teaching and application of geophysical data processing in academic institutions in Indonesia. Although there are academic licensing options for commercial software, such options are still way beyond the financial capability of some academic institutions. Academic community members (both lecturers and students) are supposed to be creative and resourceful to overcome such situation. Therefore, capability for writing computer programs or codes is a necessity. However, there are also many computer programs and even software that are freely available on the internet. Generally, the utility of the freely distributed software is limited for demonstration only or for visualizing and exchanging data. The paper discusses the utility of Geosoft’s Oasis Montaj Viewer along with USGS GX programs that are available for free. Useful gravity and magnetic advanced data processing (i.e. gradient calculation, spectral analysis etc.) can be performed “correctly” without any approximation that sometimes leads to dubious results and interpretation.

Sharing perspectives and experiences of doctoral fellows in the first cohort of Consortium for Advanced Research Training in Africa: 2011-2014.

PubMed

Adedokun, Babatunde; Nyasulu, Peter; Maseko, Fresier; Adedini, Sunday; Akinyemi, Joshua; Afolabi, Sulaimon; de Wet, Nicole; Sulaimon, Adedokun; Sambai, Caroline; Utembe, Wells; Opiyo, Rose; Awotidebe, Taofeek; Chirwa, Esnat; Nabakwe, Esther; Niragire, François; Uwizeye, Dieudonné; Niwemahoro, Celine; Kamndaya, Mphatso; Mwakalinga, Victoria; Otwombe, Kennedy

2014-01-01

Resolution of public health problems in Africa remains a challenge because of insufficient skilled human resource capacity. The Consortium for Advanced Research Training in Africa (CARTA) was established to enhance capacity in multi-disciplinary health research that will make a positive impact on population health in Africa. The first cohort of the CARTA program describes their perspectives and experiences during the 4 years of fellowship and puts forward suggestions for future progress and direction of research in Africa. The model of training as shown by the CARTA program is an effective model of research capacity building in African academic institutions. An expansion of the program is therefore warranted to reach out to more African academics in search of advanced research training.

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.

Advancing women and closing the leadership gap: the Executive Leadership in Academic Medicine (ELAM) program experience.

PubMed

Richman, R C; Morahan, P S; Cohen, D W; McDade, S A

2001-04-01

Women are persistently underrepresented in the higher levels of academic administration despite the fact that they have been entering the medical profession in increasing numbers for at least 20 years and now make up a large proportion of the medical student body and fill a similar proportion of entry level positions in medical schools. Although there are no easy remedies for gender inequities in medical schools, strategies have been proposed and implemented both within academic institutions and more broadly to achieve and sustain the advancement of women faculty to senior level positions. Substantial, sustained efforts to increase programs and activities addressing the major obstacles to advancement of women must be put in place so that the contributions of women can be fully realized and their skills fittingly applied in meeting the medical education and healthcare needs of all people in the 21st century.

Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment.

PubMed

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

2016-04-01

Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine(®) (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity inclusion.

Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment

PubMed Central

Newbill, Sharon L.; Cardinali, Gina; Morahan, Page S.; Chang, Shine; Magrane, Diane

2016-01-01

Abstract Background: Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Methods: Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. Results: The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. Conclusions: The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity inclusion. PMID:26982007

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.

Influence of a School District's Advancement via Individual Determination (AVID) Program on Self-Efficacy and Other Indicators of Student Achievement

ERIC Educational Resources Information Center

Pugh, Philip M.; Tschannen-Moran, Megan

2016-01-01

This article examines a school district's Advancement via Individual Determination (AVID) program using perceived self-efficacy in academic achievement and self-regulated learning, GPA and attendance as indicators of program effectiveness. Results suggest that AVID participation was positively and significantly correlated with attendance in the…

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

PubMed

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

2018-04-02

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

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…

The Relationship between Advancement via Individual Determination (AVID) and Middle School Student Academic Achievement and Stakeholders' Perceptions: A Southern California Case Study

ERIC Educational Resources Information Center

Dean, Jonathan C.

2009-01-01

Advancement via Determination (AVID) is an innovative educational program designed to enhance student eligibility for 4-year college admissions. While much research has been done at the high school level, little is known about AVID's effect on the academic success of middle school students and how teachers, AVID participants, and parents of AVID…

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

PubMed

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

2012-01-01

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

Preparing Students for Advanced Placement: An Evaluation of the Academic Contributions of Enrollment in Pre-AP Middle School Programs

ERIC Educational Resources Information Center

Benvenuto, Charles M.

2017-01-01

Over the past 20 years, the College Board has expanded its Advanced Placement program to consist of over 30 courses offered to millions of students throughout the United States. While more students are enrolling in AP courses, the percentage of students passing the exams has declined. With students enrolling in the Advanced Placement courses as…

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).

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

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.…

Putting Descartes before the Horse: Opportunities for Advancing the Student Affairs Link with Academic Affairs.

ERIC Educational Resources Information Center

Lamarid, Lucas

1999-01-01

Article challenges the division between student and academic affairs and encourages a view of learning and reason in a more holistic and integrated fashion. Outlines the historical factors for the separation of student and academic affairs and offers the programs instituted at Bellarmine College as examples of effective collaboration between…

Advanced engineering design program at the University of Illinois for the 1987-1988 academic year

NASA Technical Reports Server (NTRS)

Sivier, Kenneth R.; Lembeck, Michael F.

1988-01-01

The participation of the University of Illinois at Urbana-Champaign in the NASA/USRA Universities Advanced Engineering Design Program (Space) is reviewed for the 1987 to 88 academic year. The University's design project was the Manned Marsplane and Delivery System. In the spring of 1988 semester, 107 students were enrolled in the Aeronautical and Astronautical Engineering Departments' undergraduate Aerospace Vehicle Design course. These students were divided into an aircraft section (responsible for the Marsplane design), and a spacecraft section (responsible for the Delivery System Design). The design results are presented in Final Design Reports, copies of which are attached. In addition, five students presented a summary of the design results at the Program's Summer Conference.

Advanced Placement and International Baccalaureate: Do They Deserve Gold Star Status?

ERIC Educational Resources Information Center

Byrd, Sheila

2007-01-01

For many people committed to strong academic standards, the "advanced" high school courses offered through the College Board's Advanced Placement program and, increasingly, the Diploma Programme of the International Baccalaureate Organisation (IBO) represent the curricular gold standard for secondary education. Admissions directors and…

Learning to Thrive: Building Diverse Scientists' Access to Community and Resources through the BRAINS Program

ERIC Educational Resources Information Center

Margherio, Cara; Horner-Devine, M. Claire; Mizumori, Sheri J. Y.; Yen, Joyce W.

2016-01-01

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health-funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD,…

That None Shall Perish

NASA Astrophysics Data System (ADS)

Mack, Kelly

2010-03-01

Despite efforts to increase the number of women faculty in the STEM disciplines, the representation of women, particularly in higher academic ranks remains disproportionately low. As a means of addressing this issue, the National Science Foundation (NSF) ADVANCE Program has as its mission to increase the participation and advancement of women in academic science and engineering careers. As such, the Program utilizes advances in social science research, as well as both demonstrated and novel strategies rooted in organizational change theory as a means of targeting gender diversity issues in the science, technology, engineering, and mathematics (STEM) disciplines. This presentation will provide an overview of the current status of women faculty, as well as the ADVANCE Program and the mechanisms by which it has supported institutions of higher education. Additionally, vital best practices and the concomitant incorporation of them into the institutional infrastructure will be discussed. These include, but are not limited to: strategic training on implicit bias, programmatic focus on departmental leadership, use of professional development grants, institutionalization of mentoring, incorporation of transparency in policies and procedures, demonstration of sensitivities toward work-life balance issues and women of color.

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,…

Effects of a Math Intervention Program on Math Academic Performance among African American Students

ERIC Educational Resources Information Center

Johnson, Willie F., Jr.

2013-01-01

In the United States, an academic achievement gap has prevented many African American students from advancement and educational empowerment. Guided by Bandura's theoretical belief, which posits a relationship between social factors and an individual's perception, this non-experimental, causal comparative, control treatment group design study…

Using Technology to Build Solar-Powered Drag Racers

ERIC Educational Resources Information Center

Fireman, Jerry

2012-01-01

The Colfax High School (Colfax, California) Design Tech program incorporates both academic instruction and practical use of advanced technology to prepare students for the wide range of occupations that involve working with metal, wood, computers, and electronics. In this article, the author describes how Colfax students applied academic learning,…

Greeting You Online: Selecting Web-Based Conferencing Tools for Instruction in E-Learning Mode

ERIC Educational Resources Information Center

Li, Judy

2014-01-01

Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools…

Career, Family, and Institutional Variables in the Work Lives of Academic Women in the Chemical Sciences

NASA Astrophysics Data System (ADS)

Fassinger, Ruth E.; Scantlebury, Kathryn; Richmond, Geraldine

This article presents quantitative results of a study of 139 academic women in the chemical sciences who participated in a professional development program sponsored by the Committee on the Advancement of Women Chemists. The study investigated variables frequently examined in the vocational psychology of women: approaches to achievement, coping strategies, career advancement, the home-work interface, workplace climate, and mentoring. The article presents and discusses results in the context of unique issues faced by women in scientific careers.

Growing Up Gifted in the Soviet Union.

ERIC Educational Resources Information Center

Stevens, Robert E.

1987-01-01

A review of the educational program for gifted students in the Soviet Union discusses student responsibilities, program admission, and specialized schools featuring foreign languages, mathematics and physics, music, ballet and arts, sports, and "little academics" (advanced studies). (CB)

The Economics of Academic Advancement Within Surgery.

PubMed

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

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

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

PubMed

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

2016-10-01

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

Research and Technology

NASA Technical Reports Server (NTRS)

1997-01-01

As the NASA Center responsible for preparing and launching space missions, the John F. Kennedy Space Center (KSC) is placing increasing emphasis on its advanced technology development program. This program encompasses the efforts of the entire KSC team, consisting of Government and contractor personnel, working in partnership with academic institutions and commercial industry. This edition of the KSC Research and Technology 1997 Annual Report covers the efforts of these contributors to the KSC advanced technology development program, as well as our technology transfer activities.

Advanced Pediatric Brain Imaging Research and Training Program

DTIC Science & Technology

2012-10-01

approved by the Curriculum Committee of the Johns Hopkins University Bloomberg School of Public Health and is approved for 6 hours of academic ...approved by the Curriculum Committee of the Johns Hopkins University Bloomberg School of Public Health and is approved for 6 hours of academic credit...Impact of Session These workshops are designed to explain the guidelines for academic promotion and tenure review. Expectations, criteria and tools to

Characteristics and Postsecondary Pathways of Students Who Participate in Acceleration Programs in Minnesota. REL 2017-234

ERIC Educational Resources Information Center

Davis, Elisabeth; Smither, Cameron; Zhu, Bo; Stephan, Jennifer

2017-01-01

Acceleration programs are academically challenging courses in which high school students can simultaneously earn credit toward a high school diploma and a postsecondary degree (dual credit). These programs include Advanced Placement courses, concurrent-enrollment courses, Postsecondary Enrollment Options courses (a dual-enrollment program in…

Deans' Perceptions of AACSB-Endorsed Post-Doctoral Bridge Programs

ERIC Educational Resources Information Center

Mauldin, Shawn; McManis, Bruce; Breaux, Kevin

2011-01-01

The Association to Advance Collegiate Schools of Business (AACSB) International has endorsed 5 Post-Doctoral Bridge (PDB) to Business Programs. The objective of these programs is to prepare PhDs from other academic programs for teaching and research careers in business. The authors solicited feedback from deans of AACSB-accredited business schools…

Proceedings of the Seventh Annual Summer Conference. NASA/USRA: University Advanced Design Program

NASA Technical Reports Server (NTRS)

1991-01-01

The Advanced Design Program (ADP) is a unique program that brings together students and faculty from U.S. engineering schools with engineers from the NASA centers through integration of current and future NASA space and aeronautics projects into university engineering design curriculum. The Advanced Space Design Program study topics cover a broad range of projects that could be undertaken during a 20-30 year period beginning with the deployment of the Space Station Freedom. The Advanced Aeronautics Design Program study topics typically focus on nearer-term projects of interest to NASA, covering from small, slow-speed vehicles through large, supersonic passenger transports and on through hypersonic research vehicles. Student work accomplished during the 1990-91 academic year and reported at the 7th Annual Summer Conference is presented.

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

Gifted Ethnic Minority Students and Academic Achievement: A Meta-Analysis

ERIC Educational Resources Information Center

Henfield, Malik S.; Woo, Hongryun; Bang, Na Mi

2017-01-01

We conducted a meta-analysis exploring ethnic minority students enrolled in gifted/advanced programs with an emphasis on their academic achievement outcomes. A comprehensive search based on the Transparent Reporting of Systematic Reviews and Meta-Analysis checklist, was performed to retrieve articles within a 30-year time period (1983-2014), which…

Data Sharing and Reuse within the Academic Pathways Study

ERIC Educational Resources Information Center

Toye, George; Sheppard, Sheri; Chen, Helen L.

2016-01-01

The Academic Pathway Study (APS) research program within National Science Foundation (NSF) Center for Advancement of Engineering Education (CAEE) ran from 2003-2010. It amassed a collection of longitudinal as well as cross-sectional data sets, of varying research method types and formats, from four different primary cohorts that included over…

Early College Entrance: How Will My Child Do?

ERIC Educational Resources Information Center

Chung, Rachel U.; Hertzog, Nancy B.

2014-01-01

Early college entrance is a form of acceleration, or the process of advancing students in academic programs faster than their same-aged peers. Many early entrants have demonstrated academic ability to achieve at high levels but they exhibit tremendous variety in their age, specific abilities, social and emotional maturity, family support, and…

The Future of Information Literacy in Academic Libraries: A Delphi Study

ERIC Educational Resources Information Center

Saunders, Laura

2009-01-01

Information literacy is a central tenet of academic librarianship. However, technological advancements coupled with drastic changes in users' information needs and expectations are having a great impact on this service, leading practitioners to wonder how programs may evolve. Based on a Delphi study, this article surveyed 13 information literacy…

Students' perceptions of the non-academic advantages and disadvantages of participation in Advanced Placement courses and International Baccalaureate programs.

PubMed

Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M

2009-01-01

In-depth interviews of students with qualitative analysis of the responses were used to explore perceptions of the non-academic advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, and differences between the AP and IB programs in those perceptions. Results revealed that benefits of participation, including pride in completing more challenging work, similarity and special bonds among participants, better treatment (more respect and responsibility) from teachers, better overall class atmosphere, and preference for AP and IB courses were consistent across schools and between programs. Also consistent were the disadvantages students reported, with marked differences in the intensity of disadvantages between the AP and IB programs. Specifically, as the amount of time students spent in homogeneously grouped settings increased, so did the workload, the intensity of the perceived social/emotional disadvantages of the workload, the perceived range of negative feelings between participants and non-participants, and the perceived negativity of participant strereotypes.

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

NASA Technical Reports Server (NTRS)

Koepke, Andrew; Sivier, Kenneth

1990-01-01

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

Minority faculty members' resilience and academic productivity: are they related?

PubMed

Cora-Bramble, Denice; Zhang, Kehua; Castillo-Page, Laura

2010-09-01

To explore whether there is a relationship between resilience and academic productivity of minority faculty members in U.S. academic health centers. For the purposes of the study, the authors defined academic productivity as peer-reviewed and non-peer-reviewed publications, grants, and academic promotion. In 2007, the authors simultaneously collected quantitative and qualitative data by using a triangulation (mixed-method) design. Past participants in the Association of American Medical Colleges' Minority Faculty Career Development Seminar completed the Web-based 70-item Personal Resilience Questionnaire (PRQ). In addition, two focus groups were conducted with past seminar participants. Seventy-four minority faculty members completed the PRQ, and 15 participated in the two focus groups. The quantitative data showed a positive correlation between demographic, educational, and academic productivity variables and certain resilience subscale scores. Common themes that emerged from the qualitative data were categorized under four major domains: existing barriers to academic advancement, internal protective factors or cultural buffers, external institutional or environmental facilitators, and necessary attributes for ensuring academic productivity and advancement. Certain resilience subscales showed correlation with academic productivity of minority faculty members, and specific personal and/or cultural characteristics were identified as enablers. Minority faculty members may benefit from skill development and coaching that extends beyond the traditional scope of faculty development programs and that specifically targets modifiable resilience characteristics. Additional research is needed, but such nontraditional, resilience-centered intervention strategies may positively affect the advancement of minority faculty in academic medicine.

Barriers to advancement in academic surgery: views of senior residents and early career faculty.

PubMed

Cochran, Amalia; Elder, William B; Crandall, Marie; Brasel, Karen; Hauschild, Tricia; Neumayer, Leigh

2013-11-01

A significant faculty attrition rate exists in academic surgery. The authors hypothesized that senior residents and early-career faculty members have different perceptions of advancement barriers in academic surgery. A modified version of the Career Barriers Inventory-Revised was administered electronically to surgical residents and early-career surgical faculty members at 8 academic medical centers. Residents identified a lack of mentorship as a career barrier about half as often as faculty members. Residents were twice as likely as faculty members to view childbearing as a career barrier. Many early-career faculty members cite a lack of mentors as a limitation to their career development in academic surgery. Childbearing remains a complex perceived influence for female faculty members in particular. Female faculty members commonly perceive differential treatment and barriers on the basis of their sex. Faculty development programs should address both systemic and sex-specific obstacles if academic surgery is to remain a vibrant field. Copyright © 2013 Elsevier Inc. All rights reserved.

Accelerating change: Fostering innovation in healthcare delivery at academic medical centers.

PubMed

Ostrovsky, Andrey; Barnett, Michael

2014-03-01

Academic medical centers (AMCs) have the potential to be leaders in the era of healthcare delivery reform, but most have yet to display a commitment to delivery innovation on par with their commitment to basic research. Several institutional factors impede delivery innovation including the paucity of adequate training in design and implementation of new delivery models and the lack of established pathways for academic career advancement outside of research. This paper proposes two initiatives to jumpstart disruptive innovation at AMCs: an institutional "innovation incubator" program and a clinician-innovator career track coupled with innovation training programs. Copyright © 2013 Elsevier Inc. All rights reserved.

Dual Career Faculty Appointments: A Successful Model from ADVANCE-Nebraska

NASA Astrophysics Data System (ADS)

Holmes, M.; Advance-Nebraska Evaluation Team

2011-12-01

At the University of Nebraska-Lincoln (UNL), 20% of short list candidates for faculty openings in science, engineering and mathematics (STEM) brought an academic partner into the hiring picture between 2008 and 2010, with a peak of 38% in 2010. Having a process in place to address dual career opportunities is a key component in an overall strategy to increase the number of women STEM faculty: 83% of academic scientist women's partners are also academics in STEM, according to a 2009 Stanford report, and 54% of academic scientist men's are. Offering two positions to qualified couples benefits the institution by increasing the chances of recruitment and retention of both candidates. UNL's ADVANCE program, ADVANCE-Nebraska, developed a process to take advantage of dual career opportunities. Nine dual career couples have been hired in the last three years; we expected to hire eight during the five-year life of the grant. We increased the proportion of women in the Engineering College by twenty percent (from n=10 to n=12). The success of the program arises from four key components: early notification to short-list candidates of the dual career program, a point person to coordinate dual career requests across the campus, flexible faculty appointments that provide a variety of opportunities for the partner, and a funding stream to support the partner hire. The point person, the ADVANCE Program Director, was created by the provost through the ADVANCE program. The Director communicates with every short list candidate for each open faculty position and with department and search committee chairs across STEM colleges as soon as the candidate is selected. When there is an eligible partner of the candidate who receives the job offer, if there is approval from the Office of Academic Affairs, the Dean of the target college, and the chair and faculty of the partner's target department, the partner is brought to UNL to interview, and the faculty of the partner's target department votes the candidate up or down. The third component provides a variety of faculty positions, including part-time tenure-track, post-doctoral, research professor, and professor of practice positions. Professors of practice are primarily teaching positions with three to five-year renewable contracts. The fourth component, funding, is aided by the NSF ADVANCE cooperative agreement providing one-fourth of the partner's salary for up to three years of the partner's appointment. This gives enough time for the administration to find permanent funding through faculty retirements, departures, or new funding streams. At UNL, department chairs have been exemplary in promoting the necessary cooperative spirit for the program to succeed. This model can be replicated at other institutions. Dual career couples are here to stay, and institutions that see them as great opportunities will win the lottery for the best talent available.

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

1997 Graduate Student Researchers Program

NASA Technical Reports Server (NTRS)

1996-01-01

In 1980, NASA initiated the Graduate Student Research Program (GSRP) to cultivate additional research ties to the academic community and to support a culturally diverse group of students pursuing advanced degrees in science and engineering. Eligibility requirements for this program are described, and program administrators are listed. Research areas are detailed for NASA Headquarters and all Research and Flight Centers.

Education: Firms Offer Academics Polymer Science Training.

ERIC Educational Resources Information Center

Chemical and Engineering News, 1983

1983-01-01

Provides information on industry-sponsored programs for college faculty and advanced undergraduate students designed to improve polymer science training: these include residency programs for professors available at industrial laboratories, establishment of a Polymer Education Award, newsletter on course materials/sources in polymer science,…

Visiting Professorships

NASA Astrophysics Data System (ADS)

Applications are now being accepted for the National Science Foundation (NSF) Visiting Professorships for Women Program. Under this program, women scientists and engineers from industry, government, and academia can be visiting professors at academic institutions in the United States.The program's objectives are to provide opportunities for women to advance their careers in the disciplines of science and engineering that are supported by NSF to provide greater visibility and wider opportunities for women scientists and engineers employed in industry, government, and academic institutions, and to provide encouragement for other women to pursue careers in science and engineering through the awardees' research, lecturing, counseling, and mentoring activities.

Upgrading the Association for the Advancement of Health Education's Health Resources Information System.

ERIC Educational Resources Information Center

Miller, Richard E.

The Association for the Advancement of Health Education (AAHE) and Academic Programs for Health Science, George Mason University (Virginia), have collaborated in upgrading AAHE's Health Resources Information System. The process involved updating the health resources information on file. This information, which represents addresses and telephone…

Promoting Psychological Well-Being in an Urban School Using the Participatory Culture-Specific Intervention Model

ERIC Educational Resources Information Center

Bell, Patrick B.; Summerville, Meredith A.; Nastasi, Bonnie K.; Patterson, Julie; Earnshaw, Elizabeth

2015-01-01

School psychology has recently reconceptualized its service provision model to include multitiered systems of academic and psychosocial promotion, prevention, and intervention. The availability of evidence-based programs and advances in school consultation theory accompany the paradigm shift of the field. Despite these advances, implementing…

Supporting Success: Why and How to Improve Quality in After-School Programs

ERIC Educational Resources Information Center

Sheldon, Jessica; Hopkins, Leigh

2008-01-01

This report examines the program improvement strategies, step-by-step, that allowed The James Irvine Foundation's Communities Organizing to Advance Learning (CORAL) initiative to achieve the levels of quality needed to boost the academic success of participating students, and makes policy and funding suggestions for improving program performance.…

A Multiattributes Approach for Ranking PhD Programs

ERIC Educational Resources Information Center

Urbancic, Frank R.

2008-01-01

In its plan to combat the PhD shortage crisis, the Association to Advance Collegiate Schools of Business International (AACSB; 2003) has called for the development of PhD program rankings to serve as incentives for academic institutions to invest more in PhD programs, thereby counterbalancing the disproportionate influence of master of business…

8 years of experience in international, interdisciplinary and structured doctoral training in Earth system modelling

NASA Astrophysics Data System (ADS)

Weitz, Antje; Stevens, Bjorn; Marotzke, Jochem

2010-05-01

The mission of the International Max Planck Research School on Earth System Modelling (IMPRS-ESM) is to provide a high quality, modern and structured graduate education to students pursuing a doctoral degree in Earth system modelling. In so doing, the IMPRS-ESM also strives to advance the emerging discipline (or cross-discipline) of Earth system modelling; to provide a framework for attracting the most talented and creative young women and men from around the world to pursue their doctoral education in Germany; to provide advanced as well as specialized academic training and scientific guidance to doctoral students; to encourage academic networking and publication of research results; to better integrate doctoral research at the Max Planck Institute for Meteorology (MPI-M) with education and research at the University of Hamburg and other cooperating institutions. Core elements are rigorous selection of doctoral students, effective academic supervision, advanced academic training opportunities and interdisciplinary communication as well as administrative support. IMPRS-ESM graduates have been recognized with a variety of awards. 85% of our alumni continue a career in research. In this presentation we review the challenges for an interdisciplinary PhD program in Earth system sciences and the types of routines we have implemented to surmount them as well as key elements that we believe contribute to the success of our doctoral program.

Dynamics and Control of Orbiting Space Structures NASA Advanced Design Program (ADP)

NASA Technical Reports Server (NTRS)

Cruse, T. A.

1996-01-01

The report summarizes the advanced design program in the mechanical engineering department at Vanderbilt University for the academic years 1994-1995 and 1995-1996. Approximately 100 students participated in the two years of the subject grant funding. The NASA-oriented design projects that were selected included lightweight hydrogen propellant tank for the reusable launch vehicle, a thermal barrier coating test facility, a piezoelectric motor for space antenna control, and a lightweight satellite for automated materials processing. The NASA supported advanced design program (ADP) has been a success and a number of graduates are working in aerospace and are doing design.

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.

Women as radiologists: are there barriers to entry and advancement?

PubMed

Baker, Stephen R; Barry, Maureen; Chaudhry, Hamaira; Hubbi, Basil

2006-02-01

In consideration of the fact that women constitute only 25% of radiology residents, even though they constitute 45% of medical students, this study was conducted to determine if the trend of women choosing radiology as a career differs from that for other medical specialties and if there are differences on the basis of the gender of program directors or geographic location. The authors also wished to determine if constraints exist that prevent women from advancing into positions of leadership in radiology. The percentage of women in each of the 186 radiology residency programs was compiled to determine the mean and standard deviation of women represented and from those data to examine if there were patterns of exclusion related to program size, location, or the gender of program directors. The membership and committee lists of the ACR and the Radiological Society of North America (RSNA) were examined to gauge the participation of women as leaders in these 2 organizations, as were the mastheads of Radiology and the American Journal of Roentgenology. The number of female chairs of academic departments was also examined. Over the past decade, the percentage of women in diagnostic radiology residencies has remained remarkably constant at or slightly above 25%. There was no discernable prejudice against women applicants by program size, location, or program director gender. In both the ACR and the RSNA, women are represented in positions of leadership approximately in proportion to their percentage in the general membership. Journal mastheads have fewer women than might be expected given the participation of women in academic radiology. There are a small but increasing number of women chairing academic radiology departments. The relatively low percentage of women in diagnostic radiology residencies is not a reflection of the gender of program directors. Women are represented in positions of influence and authority in major organizations in American radiology in proportion to the overall number of women in the organization. However, women continue to be underrepresented in radiology chair positions. Explanations must be sought for the relative unattractiveness of radiology to prospective women residents and barriers to the advancement of women in academic radiology.

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…

Geographic mobility advances careers: study of the Executive Leadership in Academic Medicine (ELAM) program for women.

PubMed

McLean, Marsha R; Morahan, Page S; Dannels, Sharon A; McDade, Sharon A

2013-11-01

To explore whether geographic mobility is associated with career advancement of women in U.S. medical schools who are entering mid- to executive-level positions. Using an existing dataset of 351 participants in academic medicine who attended the Executive Leadership in Academic Medicine (ELAM) Program for Women (1996-2005) (adjusted to 345 participants in some analyses because data on initial faculty rank were missing), the authors conducted a quantitative study in 2009 to determine whether geographic mobility was associated with administrative promotion for those who relocated geographically (from employer while attending ELAM to employer at last job of record). Twenty-four percent of women (83/345) relocated geographically (movers) after attending ELAM. Moving had a positive association with career advancement (P = .001); odds for promotion were 168% higher for movers than for stayers [odds ratio Exp(β) = 2.684]. Movers attained higher administrative positions (P = .003), and more movers (60%) were promoted at the most recent job compared with stayers (40%) (P = .0001). Few movers changed city size; 70% already resided in large or urban cities where most medical schools are located. Age was not a barrier to mobility. Career advancement was not related to research reputation (National Institutes of Health grant award ranking) of participants' schools (either at time of attending ELAM or post-ELAM). Similar to findings outside academic medicine, 24% of women classified as geographic "movers" among midcareer faculty in medical schools attained career advantages. Psychosocial and socioeconomic factors underlying women's relocation decisions require additional study.

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.

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

The Metropolitan Advanced Technical Magnet High School: 1990-1991. Formative Evaluation.

ERIC Educational Resources Information Center

Seever, Mark L.

This report evaluates the implementation of the "Long-Range Magnet School Plan" at Metropolitan Advanced Technical Magnet High School in Kansas City, Missouri for academic year 1990-91. Introductory sections describe the program, and the evaluation design and methodology. Results on enrollment indicated that only ninth and tenth grades…

Bridging the Geoscientist Workforce Gap: Advanced High School Geoscience Programs

ERIC Educational Resources Information Center

Schmidt, Richard William

2013-01-01

The purpose of this participatory action research was to create a comprehensive evaluation of advanced geoscience education in Pennsylvania public high schools and to ascertain the possible impact of this trend on student perceptions and attitudes towards the geosciences as a legitimate academic subject and possible career option. The study builds…

APPLICATION OF ADVANCED IN VITRO TECHNIQUES TO MEASURE, UNDERSTAND AND PREDICT THE KINETICS AND MECHANISMS OF XENOBIOTIC METABOLISM

EPA Science Inventory

We have developed a research program in metabolism that involves numerous collaborators across EPA as well as other federal and academic labs. A primary goal is to develop and apply advanced in vitro techniques to measure, understand and predict the kinetics and mechanisms of xen...

The AVID Classroom: A System of Academic and Social Supports for Low-Achieving Students.

ERIC Educational Resources Information Center

Swanson, Mary Catherine; And Others

This report discusses the Advancement Via Individual Determination (AVID) program, an untracking program that places previously low-achieving students in college preparatory classes. The first part of the paper describes the origins of AVID at Clairemont High School in San Diego (California) and its development into a mature program. The students…

The eminent need for an academic program in universities to teach nanomedicine.

PubMed

Vélez, Juan Manuel; Vélez, Juan Jesus

2011-01-01

Nanomedicine is on the cutting edge of technology applied to medical and biological sciences. Nanodevices, nanomaterials, nanoinstruments, nanotechnologies, and nanotechniques (laboratory methods and procedures) are important for the modern practice of medicine and essential for research that could stimulate the discovery of new medical advances. Accordingly, there is an eminent need for implementing an academic program in universities to teach this indispensable and pragmatic discipline, especially in the departments of graduate studies and research in the areas of pharmacology, genetic engineering, proteomics, and molecular and cellular biology.

Center Director Bridges and Lt. Gov. Brogan shake hands after signing a 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 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.

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.

Assessment at AACSB Schools: A Survey of Deans

ERIC Educational Resources Information Center

Wheeling, Barbara M.; Miller, Donald S.; Slocombe, Thomas E.

2015-01-01

The purpose of this research was to document the extent to which Association to Advance Collegiate Schools of Business (AACSB)-accredited business schools have implemented strategies to improve students' ability to achieve program learning objectives. Assessment of academic programs is increasingly important at AACSB schools. Compliance with…

Provision of Academic Support Services to Adults in Distance Education Programs.

ERIC Educational Resources Information Center

Manzo, David A.

Demographic changes and economic need have driven higher education institutions to become more flexible in educational programming and to forge bonds with business and industry. Technological advancements such as satellite communications and computers have helped facilitate these partnerships between education and the business community. In many…

Operant Strategies with Delinquents at the Kennedy Youth Center.

ERIC Educational Resources Information Center

Wotkiewicz, Helen; Minor, John A.

This paper describes a portion of the Kennedy Youth Center program concerned with motivating previously intractable sociopathic youths in the academic and industrial arts schools. Male delinquents considered uneducable in traditional education programs, have been advanced two years in the one year they spent as participants in the differential…

THE CHAIRMAN AND HIS DEPARTMENT.

ERIC Educational Resources Information Center

GERBER, JOHN

THREE IMPORTANT OBLIGATIONS OF THE ENGLISH DEPARTMENT CHAIRMAN ARE TO DEVELOP THE DEPARTMENT'S PROGRAM, TO IMPROVE THE QUALITY OF TEACHING, AND TO BUILD THE STAFF. THE CHAIRMAN'S IMMEDIATE RESPONSIBILITIES FOR THE ACADEMIC PROGRAM OF HIS DEPARTMENT ARE TO PROVIDE ADEQUATE BEGINNING AND ADVANCED COURSES FOR THE ENGLISH AND NON-ENGLISH SPECIALIST,…

Research Productivity of Sports Medicine Fellowship Faculty.

PubMed

Cvetanovich, Gregory L; Saltzman, Bryan M; Chalmers, Peter N; Frank, Rachel M; Cole, Brian J; Bach, Bernard R

2016-12-01

Research productivity is considered an important factor in academic advancement in sports medicine. No study to date has evaluated academic productivity and correlates of academic rank for sports medicine fellowship faculty. To describe the academic productivity of American Orthopaedic Society for Sports Medicine (AOSSM) fellowship program faculty and to determine the association between academic productivity, fellowship characteristics, and academic rank. Descriptive epidemiology study. Characteristics of orthopaedic sports medicine fellowship programs were obtained from the AOSSM and program websites. Metrics of academic productivity (Hirsch index [ h index], I-10 index, publications, citations, and number of publications in several journals) were obtained from Scopus. Statistical analyses were conducted to determine whether academic productivity differs with fellowship attributes and academic rank. A total of 90 AOSSM sports medicine fellowship programs with 610 associated faculty members were identified. Faculty were predominantly male (94%), at academic medical centers (74%), members of AOSSM (71%), and sports medicine-fellowship trained (84%). Faculty had a median of 18 (range, 0-684) publications overall, including a median of 3 (range, 0-161) publications since 2012. All measures of academic productivity were significantly higher among faculty employed at academic medical centers compared with those not employed at academic centers ( P < .05 in all cases). On multivariate ordinal regression analysis, the best correlates of higher academic rank were higher cumulative h index (1.22; P < .001) and longer time in practice since fellowship (1.14; P < .001), which predicted 63.8% of the variance in academic rank. Fellowships with a larger number of fellows had more publications and citations per faculty member, higher faculty cumulative h index, and more publications in the American Journal of Sports Medicine and Arthroscopy per faculty member ( P < .017). Regional differences were present, with the Northeast fellowship faculty the most productive, followed by the Midwest. Higher cumulative h index and more years in practice were the best correlates of higher academic rank among AOSSM sports medicine fellowship faculty. Research productivity was higher among faculty employed at academic centers in the Northeast and Midwest regions and at programs with a larger number of fellows.

76 FR 63666 - Advisory Committee for Education and Human Resources; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-13

... Advancement of Women in Academic Science and Engineering Careers Committee discussion of EHR collaborations...'s science, technology, engineering, and mathematics (STEM) education and human resources programming...

Implementation of a pharmacist career ladder program.

PubMed

Heavner, Mojdeh S; Tichy, Eric M; Yazdi, Marina

2016-10-01

The implementation and outcomes of a pharmacist career ladder program (PCLP) at a tertiary care, academic medical center are described. A PCLP was developed at Yale-New Haven Hospital to guide career development, motivate staff to perform beyond their daily tasks and responsibilities, and recognize and retain high performers through professional advancement. The PCLP advancement criteria include specific requirements for excellence in five categories: level of training and experience, pharmacy practice, drug information, education and scholarship, and leadership. The PCLP is designed with four distinct tiers: clinical pharmacist, clinical pharmacist II, clinical pharmacy specialist, and clinical pharmacy specialist II. The specific criteria are increasingly challenging to achieve when moving up the ladder. Pharmacists may apply voluntarily each year for advancement. A PCLP review committee consisting of pharmacist peers and managers meets annually to discuss and vote on career advancement decisions. Since PCLP implementation, we have observed an increasing success rate for advancement (50% in 2013, 85% in 2014, and 100% in 2015) and a considerable increase in pharmacist participation in clinical and process improvement projects, as well as intervention and medication-use variance documentation. The implementation of a PCLP at a tertiary care, academic medical center provided an opportunity for frontline pharmacists to advance professionally and increased their participation and leadership in clinical and process improvement projects and drug-use policy and medication safety initiatives; the program also increased the number of pharmacists with specialty board certification and peer-reviewed publications. Copyright © 2016 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

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.

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.

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

ERIC Educational Resources Information Center

US Government Accountability Office, 2015

2015-01-01

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

Understanding Student Academic Performance Differences in College Based on Advanced Placement College Credits Earned in High School: A Comparison between Honors and Non-Honors Students

ERIC Educational Resources Information Center

D'Aquino, Erik A.

2011-01-01

Since their development in the early twentieth century Honors Programs and Colleges within Higher Education serve a variety of functions; from attracting academically talented students to an institution for the purposes of increasing the institutional profile to providing an opportunity for those students to achieve their potential. However, the…

Peer Mentoring Styles and Their Contribution to Academic Success among Mentees: A Person-Oriented Study in Higher Education

ERIC Educational Resources Information Center

Leidenfrost, Birgit; Strassnig, Barbara; Schabmann, Alfred; Spiel, Christiane; Carbon, Claus-Christian

2011-01-01

The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for…

An Analysis of Factors Affecting Mature Age Students' Academic Success in Undergraduate Nursing Programs: A Critical Literature Review.

PubMed

Hayden, Lisa J; Jeong, Sarah Y; Norton, Carol A

2016-01-01

The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby's Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

Louis D. Brandeis High School, Demonstration Bilingual Enrichment College Preparatory Program. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Cochran, Effie Papatzikou; Collins, Carla

The Enrichment College Preparatory Program, an Elementary and Secondary Education Act, Title VII bilingual demonstration project at a Manhattan, New York City, high school, completed the final year of a two-year funding cycle in June 1983. The program, which provided cultural enrichment and advanced academic experiences to 160 intellectually…

High School Advanced Placement and Student Performance in College: STEM Majors, Non-STEM Majors, and Gender Differences

ERIC Educational Resources Information Center

Ackerman, Phillip L.; Kanfer, Ruth; Calderwood, Charles

2013-01-01

Background/Context: The past few decades have seen an explosive growth in high-school student participation in the Advanced Placement program® (AP), with nearly two million exams completed in 2011. Traditionally, universities have considered AP enrollment as an indicator for predicting academic success during the admission process. However, AP…

Traveling the road to success: A discourse on persistence throughout the science pipeline with African American students at a predominantly white institution

NASA Astrophysics Data System (ADS)

Russell, Melody L.; Atwater, Mary M.

2005-08-01

This study focuses on 11 African American undergraduate seniors in a biology degree program at a predominantly white research institution in the southeastern United States. These 11 respondents shared their journeys throughout the high school and college science pipeline. Participants described similar precollege factors and experiences that contributed to their academic success and persistence at a predominantly white institution. One of the most critical factors in their academic persistence was participation in advanced science and mathematics courses as part of their high school college preparatory program. Additional factors that had a significant impact on their persistence and academic success were family support, teacher encouragement, intrinsic motivation, and perseverance.

The efficacy of self-directed modules for clinical learning: advanced competencies in entry-level physical therapy education.

PubMed

Peck, Kirk; Paschal, Karen; Black, Lisa; Nelson, Kelly

2014-01-01

Prior to graduation, students often express an interest to advance clinical and professional skills in teaching, research, administration, and various niche practice areas. The acquisition of advanced education in selected areas of practice is believed to improve employment opportunities, accelerate career advancement including eligibility for professional certifications, and contribute to personal satisfaction in the profession. The purpose of this paper is to (1) describe an innovative model of education, the Directed Practice Experience (DPE) elective, that incorporates a student-initiated learning process designed to achieve student-identified professional goals, and (2) report the outcomes for graduates who have completed the DPE in an entry-level program in physical therapy education. Students who met select criteria were eligible to complete a DPE. Applicants designed a 4- to 6-week clinical education experience consisting of stated rationale for personal and professional growth, examples of leadership and service, and self-directed objectives that are beyond entry-level expectations as measured by the revised Physical Therapist Clinical Performance Instrument, version 2006. Twenty-six students have completed DPEs since 2005. Fifty percent resulted in new academic partnerships. At least 25% of graduates now serve as clinical instructors for the entry-level program. Those who participated in DPEs have also completed post-graduate residencies, attained ABPTS Board certifications, authored peer-reviewed publications, and taught in both PT and residency programs. The DPE model allows qualified students to acquire advanced personal skills and knowledge prior to graduation in areas of professional practice that exceed entry-level expectations. The model is applicable to all CAPTE accredited physical therapy education programs and is especially beneficial for academic programs desiring to form new community partnerships for student clinical education.

Race/Ethnicity and Success in Academic Medicine: Findings From a Longitudinal Multi-Institutional Study.

PubMed

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

2017-10-24

To understand differences in productivity, advancement, retention, satisfaction, and compensation comparing underrepresented medical (URM) faculty with other faculty at multiple institutions. A 17-year follow-up was conducted of the National Faculty Survey, a random sample from 24 U.S. medical schools, oversampled for URM faculty. The authors examined academic productivity, advancement, retention, satisfaction, and compensation, comparing white, URM, and non-URM faculty. Retention, productivity, and advancement data were obtained from public sources for nonrespondents. Covariates included gender, specialty, time distribution, and years in academia. Negative binomial regression was used for count data, logistic regression for binary outcomes, and linear regression for continuous outcomes. In productivity analyses, advancement, and retention, 1,270 participants were included; 604 participants responded to the compensation and satisfaction survey. Response rates were lower for African American (26%) and Hispanic faculty (39%) than white faculty (52%, P < .0001). URM faculty had lower rates of peer-reviewed publications (relative number 0.64; 95% CI: 0.51, 0.79), promotion to professor (OR = 0.53; CI: 0.30, 0.93), and retention in academic medicine (OR = 0.49; CI: 0.32, 0.75). No differences were identified in federal grant acquisition, senior leadership roles, career satisfaction, or compensation between URM and white faculty. URM and white faculty had similar career satisfaction, grant support, leadership, and compensation; URM faculty had fewer publications and were less likely to be promoted and retained in academic careers. Successful retention of URM faculty requires comprehensive institutional commitment to changing the academic climate and deliberative programming to support productivity and advancement.

78 FR 65715 - Request for Comments on the Program Solicitation for the Advanced Technological Education Program...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-01

... academic institutions and industry to promote improvement in the education of science and engineering...; professional development of college faculty and secondary school teachers; career pathways to two-year colleges from secondary schools and from two-year colleges to four-year institutions; career pathways that lead...

Motivational Orientations of Non-Traditional Adult Students to Enroll in a Degree-Seeking Program

ERIC Educational Resources Information Center

Francois, Emmanuel Jean

2014-01-01

The purpose of this research was to investigate the motivational orientations of non-traditional adult students to enroll in a degree-seeking program based on their academic goal. The Education Participation Scale (EPS) was used to measure the motivational orientations of participants. Professional advancement, cognitive interest, and educational…

From Bystander to Upstander Teacher for Gifted Black Students Accused of Acting White

ERIC Educational Resources Information Center

Grantham, Tarek C.; Biddle, Winfred H.

2014-01-01

Gifted Black students experience many barriers that contribute to their under-representation in gifted and advanced programs. One of the greatest negative influences comes from peer accusations of acting White that undermine gifted and high-achieving Black students' academic motivation and their interest in challenging courses and programs.…

Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

ERIC Educational Resources Information Center

Arbreton, Amy; Sheldon, Jessica; Bradshaw, Molly; Goldsmith, Julie

2008-01-01

This report presents outcomes from Public/Private Ventures research on CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation. Findings described in the report demonstrate the relationship between high-quality literacy programming and academic gains and underscore the potential role that quality programs may play…

Integrating Study Abroad into the Foreign Language Curriculum.

ERIC Educational Resources Information Center

Chieffo, Lisa P.; Zipser, Richard A.

2001-01-01

Describes how a study abroad program benefited a foreign language department through cooperation with other departments on campus and has increased the number of better-prepared students for advanced courses. Two keys to this success are integration of the study abroad program into the academic curriculum and the credit system and some well-honed…

Learnings and Recommendations to Advance 4-H Science Readiness

ERIC Educational Resources Information Center

Schmitt-McQuitty, Lynn; Carlos, Ramona; Smith, Martin H.

2014-01-01

The case study investigation reported here assessed California 4-H professionals' understanding of the essential components of effective 4-H Science programming as established by the National 4-H Science Mission Mandate. Using the 4-H Science Checklist as the basis for defining 4-H Science Readiness, academic and program staff were surveyed and…

What is the relationship between number of publications during orthopaedic residency and selection of an academic career?

PubMed

Namdari, Surena; Jani, Sunil; Baldwin, Keith; Mehta, Samir

2013-04-03

Although many residents partake in academic pursuits, including the publication of clinical studies, laboratory research, case reports, and review articles, it is uncertain whether such experiences are associated with a career-long interest in an academic orthopaedic career. This single-institution study was conducted with use of data from an urban academic university-based residency program. An academic career was defined as attainment of a teaching title signifying inclusion in, or affiliation with, a teaching department. Additionally, an academic career was subclassified as either full academic or semi-academic on the basis of employment characteristics. A PubMed search was conducted for publications by all 130 orthopaedic surgery residents who began their training in our residency program during the 1987-1988 through 2003-2004 academic years. An analysis was performed to determine whether the number or type of publications during residency or demographic variables were associated with selection of an academic career on completion of training. The mean total number of publications during residency was greater for individuals who chose an academic career (4.8) than for those who chose a nonacademic career (2.4). When the year of residency graduation was considered, a greater number of publications during residency correlated with a more recent year of graduation in residents who selected an academic position. There were no differences with regard to sex, possession of advanced degrees, or completion of an additional research year between individuals who selected an academic compared with a nonacademic career. Graduates of our orthopaedic residency program who pursued an academic career were likely to have published more articles during residency compared with their nonacademic peers.

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.

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.

Successful ADVANCE Initiatives for Junior Women Faculty in STEM

NASA Astrophysics Data System (ADS)

Riskin, Eve

2015-01-01

The NSF ADVANCE program was designed to transform university policies, procedures, and practices so that women faculty could advance in STEM faculty careers, obtain tenure, and ultimately become academic leaders. The results have been impressive. The most recent data from the American Society of Engineering Education (Fall 2013) show that the average percentage of women faculty in U.S. Colleges of Engineering is now 14.5%; it was just 9% when ADVANCE started in 2001.This talk will describe programs to support and promote junior women faculty that have been successful in recruiting and retaining women in STEM. These programs include mentoring, professional development, and work/life balance initiatives. Suggestions will be made for ways to disseminate low-cost successful ADVANCE programs to other institutions so that they can successfully support their own women faculty in STEM. One effort is the University of Washington's LEAD-it-Yourself! online toolkit that will enable other universities to run their own leadership workshops for department chairs and deans.

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.

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

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.

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

PubMed

Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne

2012-03-23

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

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

PubMed Central

2012-01-01

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

National Athletic Trainers' Association-accredited postprofessional athletic training education: attractors and career intentions.

PubMed

Mazerolle, Stephanie M; Dodge, Thomas M

2012-01-01

Anecdotally, we know that students select graduate programs based on location, finances, and future career goals. Empirically, however, we lack information on what attracts a student to these programs. To gain an appreciation for the selection process of graduate study. Qualitative study. Postprofessional programs in athletic training (PPATs) accredited by the National Athletic Trainers' Association. A total of 19 first-year PPAT students participated, representing 13 of the 16 accredited PPAT programs. All interviews were conducted via phone and transcribed verbatim. Analysis of the interview data followed the procedures as outlined by a grounded theory approach. Trustworthiness was secured by (1) participant checks, (2) participant verification, and (3) multiple analyst triangulations. Athletic training students select PPAT programs for 4 major reasons: reputation of the program or faculty (or both), career intentions, professional socialization, and mentorship from undergraduate faculty or clinical instructors (or both). Participants discussed long-term professional goals as the driving force behind wanting an advanced degree in athletic training. Faculty and clinical instructor recommendations and the program's prestige helped guide the decisions. Participants also expressed the need to gain more experience, which promoted autonomy, and support while gaining that work experience. Final selection of the PPAT program was based on academic offerings, the assistantship offered (including financial support), advanced knowledge of athletic training concepts and principles, and apprenticeship opportunities. Students who attend PPAT programs are attracted to advancing their entry-level knowledge, are committed to their professional development as athletic trainers, and view the profession of athletic training as a life-long career. The combination of balanced academics, clinical experiences, and additional professional socialization and mentorship from the PPAT program experience will help them to secure their desired career positions.

34 CFR 386.1 - What is the Rehabilitation Long-Term Training program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... advanced training leading to an academic degree in one of those fields of study identified in paragraph (b) of this section; (2) Projects that provide a specified series of courses or program of study leading to award of a certificate in one of those fields of study identified in paragraph (b) of this section...

34 CFR 386.1 - What is the Rehabilitation Long-Term Training program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... advanced training leading to an academic degree in one of those fields of study identified in paragraph (b) of this section; (2) Projects that provide a specified series of courses or program of study leading to award of a certificate in one of those fields of study identified in paragraph (b) of this section...

34 CFR 386.1 - What is the Rehabilitation Long-Term Training program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... advanced training leading to an academic degree in one of those fields of study identified in paragraph (b) of this section; (2) Projects that provide a specified series of courses or program of study leading to award of a certificate in one of those fields of study identified in paragraph (b) of this section...

34 CFR 386.1 - What is the Rehabilitation Long-Term Training program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... advanced training leading to an academic degree in one of those fields of study identified in paragraph (b) of this section; (2) Projects that provide a specified series of courses or program of study leading to award of a certificate in one of those fields of study identified in paragraph (b) of this section...

The ADVANCE Program: Targeting the Increase in the Participation and Advancement of Women in Academic Science and Engineering Careers

NASA Astrophysics Data System (ADS)

Esperanca, S.

2003-12-01

The goal of NSF's ADVANCE Program is to help increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. The Program tries to address this under representation by focusing on support for men and women with three approaches: institutional (Institutional Transformation), grass-root (Leadership), and individual (Fellows) support. The ADVANCE Program alternates with a round of Institutional and Leadership awards in one year and a Fellows competition the next. Since its inception in 2001, NSF has had two competitive rounds for each of the three award types and will have spent approximately 75 M\\ by the end of the next fiscal year (2004). The first and second ADVANCE Institutional Transformation competitions (FY 2001 and 2003) received over 70 proposals each. These awards are for multi-year support in the amount of 3-4M\\ each. Details and access to the websites for the ADVANCE programs of each institution can be found in NSF's ADVANCE webpage at http://nsf.gov/home/crssprgm/advance/itwebsites.htm. The number of proposals submitted for the Leadership awards competition dropped from 35 in 2001 to 26 in 2003, despite an increase in the allowed award size for the second round. In terms of projected goals, this part of ADVANCE is perhaps the most eclectic. Some Leadership awards were made to professional societies to work specifically with their respective scientific communities in identifying needs that might be peculiar to a field of science. In the first round of the Leadership awards, PI Mary-Anne Holmes of the University of Nebraska-Lincoln and collaborators received a grant to work with the Association of Women Geoscientists to determine the current status of women geoscientists in the US. These grantees hope to disseminate the information gathered under this award broadly in order to educate women students and faculty on strategies to overcome barriers, and to encourage women to pursue academic geoscience careers as well as teach administrators how to recruit and retain qualified women in geoscience. The ADVANCE Fellows competition includes eligibility for women in three broad categories: early-career; career interruption; and trailing spouse. The first Fellows competition took place in 2002 and received over 150 applications throughout the Foundation. The Directorate of Geosciences (GEO) received 26 proposals, approximately 18% of the total number, and second only to the Directorate of Biological Sciences (BIO). Of the 26 proposals, 5 were in Atmospheric Sciences (ATM), 9 in Earth Sciences (EAR), and 12 in Ocean Sciences (OCE). Proposal pressure in the Fellows competition was roughly correlated with the number of women in the respective fields. In GEO, the number of proposals reflected broadly the representation of women as PIs in the various Divisions, where OCE has the largest number of female PIs, followed by EAR and ATM, respectively. Of the pool of applicants in 2002 and 2004, approximately 50% were PIs that applied in the early-career (post-doctoral) category, with the other 50% composed of about half for each of the two other categories (spouse relocation and career interruption). Over the next two years, NSF hopes to have a significant portfolio of awards to start deriving some information on successful models for promoting the increase in the representation of women at higher levels of the academic career. Feedback to the members of the ADVANCE Implementation Committee is strongly encouraged as we continue to try to improve this program to better answer the needs of women in academia.

CAEP 2014 Academic Symposium: "How to make research succeed in your emergency department: How to develop and train career researchers in emergency medicine".

PubMed

Perry, Jeffrey J; Snider, Carolyn E; Artz, Jennifer D; Stiell, Ian G; Shaeri, Sedigheh; McLeod, Shelley; Le Sage, Natalie; Hohl, Corinne; Calder, Lisa A; Vaillancourt, Christian; Holroyd, Brian; Hollander, Judd E; Morrison, Laurie J

2015-05-01

We sought to 1) identify best practices for training and mentoring clinician researchers, 2) characterize facilitators and barriers for Canadian emergency medicine researchers, and 3) develop pragmatic recommendations to improve and standardize emergency medicine postgraduate research training programs to build research capacity. We performed a systematic review of MEDLINE and Embase using search terms relevant to emergency medicine research fellowship/graduate training. We conducted an email survey of all Canadian emergency physician researchers. The Society for Academic Emergency Medicine (SAEM) research fellowship program was analysed, and other similar international programs were sought. An expert panel reviewed these data and presented recommendations at the Canadian Association of Emergency Physicians (CAEP) 2014 Academic Symposium. We refined our recommendations based on feedback received. Of 1,246 potentially relevant citations, we included 10 articles. We identified five key themes: 1) creating training opportunities; 2) ensuring adequate protected time; 3) salary support; 4) infrastructure; and 5) mentorship. Our survey achieved a 72% (67/93) response rate. From these responses, 42 (63%) consider themselves clinical researchers (i.e., spend a significant proportion of their career conducting research). The single largest constraint to conducting research was funding. Factors felt to be positive contributors to a clinical research career included salary support, research training (including an advanced graduate degree), mentorship, and infrastructure. The SAEM research fellowship was the only emergency medicine research fellowship program identified. This 2-year program requires approval of both the teaching centre and each applying fellow. This program requires training in 15 core competencies, manuscript preparation, and submission of a large grant to a national peer-review funding organization. We recommend that the CAEP Academic Section create a process to endorse research fellowship/graduate training programs. These programs should include two phases: Phase I: Research fellowship/graduate training would include an advanced research university degree and 15 core learning areas. Phase II: research consolidation involves a further 1-3 years with an emphasis on mentorship and scholarship production. It is anticipated that clinician scientists completing Phase I and Phase II training at a CAEP Academic Section-endorsed site(s) will be independent researchers with a higher likelihood of securing external peer-reviewed funding and be able to have a meaningful external impact in emergency medicine research.

Developing the next generation of dissemination and implementation researchers: insights from initial trainees.

PubMed

Stamatakis, Katherine A; Norton, Wynne E; Stirman, Shannon W; Melvin, Cathy; Brownson, Ross C

2013-03-12

Dissemination and implementation (D&I) research is a relatively young discipline, underscoring the importance of training and career development in building and sustaining the field. As such, D&I research faces several challenges in designing formal training programs and guidance for career development. A cohort of early-stage investigators (ESI) recently involved in an implementation research training program provided a resource for formative data in identifying needs and solutions around career development. Responses outlined fellows' perspectives on the perceived usefulness and importance of, as well as barriers to, developing practice linkages, acquiring additional methods training, academic advancement, and identifying institutional supports. Mentorship was a cross-cutting issue and was further discussed in terms of ways it could foster career advancement in the context of D&I research. Advancing an emerging field while simultaneously developing an academic career offers a unique challenge to ESIs in D&I research. This article summarizes findings from the formative data that outlines some directions for ESIs and provides linkages to the literature and other resources on key points.

The Perceived Value and Efficacy of Traditional Face-to-Face versus Hybrid Methods of Clinical Instruction among Physical Therapy Educators and Students in Doctoral Level Programs: A Qualitative Case Study

ERIC Educational Resources Information Center

Eddow, Christine

2017-01-01

Physical therapy is a branch of healthcare that has advanced from an ancillary support role to an autonomous doctoral level profession in only two decades. Enrollment in physical therapy programs is increasing while resources and program length remain limited, leaving academic leaders challenged to identify instructional methods to manage…

"Having It All" at Sleep's Expense: The Forced Choice of Participants in Advanced Placement Courses and International Baccalaureate Programs

ERIC Educational Resources Information Center

Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M.

2008-01-01

The gifted can suffer from too many demands on their time and attention. This qualitative study tested the theory that advanced placement (AP) and international baccalaureate (IB) participants may feel forced to choose between academic success and social acceptance. The results, however, did not support the theory. Not only did gifted students not…

Mediation Effect of Self-Efficacy on the Relationship between Mentoring Function and Career Advancement among Academics in Iran.

PubMed

Parsa, Bita; Parsa, Parisa; Parsa, Nakisa

2016-10-01

Despite the importance of social organizational factors in career advancement and promotion among academic employees, still some academic employees suffer from low career advancement and consequently low academic performance. Aim of this study was to examine the mediation effect of self-efficacy on relationship between mentoring and career advancement among academic employees in the two public universities in Iran. This survey research was done among 307 randomly selected academic employees to determine predictors of their career advancement. Self-administered questionnaires were used to collect data. The Structural Equation Modelling (SEM) methodology was applied to determine the best fitted model to predict career advancement. Analysis of data was performed using the Pearson's correlation analysis and SEM. The results show that self-efficacy was related to mentoring and career advancement (p<0.05). The effect of mentoring on career advancement was significant (p<0.05). Self-efficacy partially mediated the relationship between mentoring and career advancement (p<0.05). Academics need to be equipped with appropriate skills such as mentoring and enhance their self-efficacy to improve academic career advancement.

Community-Based Participatory Evaluation: The Healthy Start Approach

PubMed Central

Braithwaite, Ronald L.; McKenzie, Robetta D.; Pruitt, Vikki; Holden, Kisha B.; Aaron, Katrina; Hollimon, Chavone

2013-01-01

The use of community-based participatory research has gained momentum as a viable approach to academic and community engagement for research over the past 20 years. This article discusses an approach for extending the process with an emphasis on evaluation of a community partnership–driven initiative and thus advances the concept of conducting community-based participatory evaluation (CBPE) through a model used by the Healthy Start project of the Augusta Partnership for Children, Inc., in Augusta, Georgia. Application of the CBPE approach advances the importance of bilateral engagements with consumers and academic evaluators. The CBPE model shows promise as a reliable and credible evaluation approach for community-level assessment of health promotion programs. PMID:22461687

Community-based participatory evaluation: the healthy start approach.

PubMed

Braithwaite, Ronald L; McKenzie, Robetta D; Pruitt, Vikki; Holden, Kisha B; Aaron, Katrina; Hollimon, Chavone

2013-03-01

The use of community-based participatory research has gained momentum as a viable approach to academic and community engagement for research over the past 20 years. This article discusses an approach for extending the process with an emphasis on evaluation of a community partnership-driven initiative and thus advances the concept of conducting community-based participatory evaluation (CBPE) through a model used by the Healthy Start project of the Augusta Partnership for Children, Inc., in Augusta, Georgia. Application of the CBPE approach advances the importance of bilateral engagements with consumers and academic evaluators. The CBPE model shows promise as a reliable and credible evaluation approach for community-level assessment of health promotion programs.

Perspective: PhD scientists completing medical school in two years: looking at the Miami PhD-to-MD program alumni twenty years later.

PubMed

Koniaris, Leonidas G; Cheung, Michael C; Garrison, Gwen; Awad, William M; Zimmers, Teresa A

2010-04-01

Producing and retaining physician-scientists remains a major challenge in advancing innovation, knowledge, and patient care across all medical disciplines. Various programs during medical school, including MD-PhD programs, have been instituted to address the need for continued production of physician-scientists. From 1971 through 1989, 508 students with a prior PhD in the sciences, mathematics, or engineering graduated in two years from an accelerated MD program at the University of Miami School of Medicine. The program, designed to address potential clinical physician shortages rather than physician-scientist shortages, quickly attracted many top-notch scientists to medicine. Many program graduates went to top-tier residencies, pursued research careers in academic medicine, and became academic leaders in their respective fields. A retrospective examination of graduates conducted in 2008-2009 demonstrated that approximately 59% took positions in academic university medical departments, 3% worked for governmental agencies, 5% entered industry as researchers or executives, and 33% opted for private practice. Graduates' positions included 85 full professors, 11 university directors or division heads, 14 academic chairs, 2 medical school deans, and 1 astronaut. Overall, 30% of graduates had obtained National Institutes of Health funding after completing the program. These results suggest that accelerated medical training for accomplished scientists can produce a large number of successful physician-scientists and other leaders in medicine. Furthermore, these results suggest that shortening the medical portion of combined MD-PhD programs might also be considered.

76 FR 62787 - Air University Board of Visitors Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-11

... recommendations on matters pertaining to the educational, doctrinal, and research policies and activities of Air... of Air University educational programs. Additionally, four subcommittees will meet to discuss issues relating to academic affairs; research; future learning and technology; and institutional advancement...

A Leadership Intervention to Further the Training of Female Faculty (LIFT-OFF) in Radiology.

PubMed

Spalluto, Lucy B; Spottswood, Stephanie E; Deitte, Lori A; Chern, Alexander; Dewey, Charlene M

2017-06-01

Women are under-represented in the field of radiology, occupy a minority of leadership positions, and, at our institution, have not achieved the same level of academic success as their male counterparts. Consequently, the authors designed, implemented, and evaluated the Leadership Intervention to Further the Training of Female Faculty (LIFT-OFF) program to (1) improve access to opportunities for women's faculty development and advancement, and (2) improve clarification of expectations about the role and path of advancement. LIFT-OFF was developed based on the results of a needs assessment survey. The results generated 14 priority topics, which served as the basis for educational modules conducted by expert speakers. Module effectiveness was assessed with pre- and postsurveys to elicit participant knowledge about the targeted subject matter. A formative program evaluation was performed at the completion of year 1 of 2 to assess outcomes and impacts to date. Seventeen of 55 (31%) educational module post-survey questions demonstrated a statistically significant (P < 0.05) increase in "yes" responses, indicating an improved understanding of targeted information. At year 1, 75% of the participants indicated that the program improved access to faculty development opportunities and 62% reported improved access to career advancement opportunities. Satisfaction with pace of professional advancement increased from 25% to 46% for junior women faculty (P = 0.046). Faculty development programs such as LIFT-OFF can provide career development opportunities and executive skills necessary for women to achieve academic career success and assume leadership positions. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

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

Enhancing Recruitment, Professional Development, and Socialization of Junior Faculty through Formal Mentoring Programs

ERIC Educational Resources Information Center

Otieno, Tom; Lutz, Paula M.; Schoolmaster, F. Andrew

2010-01-01

Faculty are the bedrock of any university and they play a central role in all facets of academic life. However, despite impressive educational credentials, new faculty do not arrive with all the knowledge and experience necessary to advance in their new setting. This paper describes the use of a formal mentoring program as a powerful vehicle for…

The effect of NIDCR R25 grant support on the curriculum and culture of a research non-intensive dental school.

PubMed

Iacopino, A M; Pryor, M E; Taft, T B; Lynch, D P

2007-07-01

Our objective was to evaluate changes in curriculum and culture within a research non-intensive dental school after implementation of programs supported by the NIH-NIDCR R25 Oral Health Research Curriculum Grant. We designed new curricular elements to foster an appreciation of research/discovery, an interest in academic/research careers, and application of biomedical/clinical advances to patient care. Funding was utilized to develop, implement, and assess a dedicated curricular track of continuous student research/scholarly activity throughout the four years of dental education. This track represented mandatory hours of didactic time exposing students to topics not traditionally included in dental curricula. Additionally, students were provided with customized flexible schedules to participate in elective "hands-on" mentored research/scholarly experiences at local, national, and international sites, including linkages to certificate, MS, and PhD programs. Funding was also used to support a wide array of faculty development activities that provided skill sets required to deliver integrated biomedical/clinical content, research-oriented evidence-based approaches to dental education, and translational case-based teaching methods emphasizing the application of new science/technologies to patient care. We measured changes in student, faculty, and institutional profiles/attitudes using traditional benchmarks, surveys, and focus groups. Comparisons were made between baseline data prior to R25 program initiation and data collected after years 3-4 of program implementation. Significant increases were demonstrated in: (1) student participation in research/scholarship, attendance at national meetings, research awards, publication of manuscripts, pursuit of advanced training/degrees, and expressions of interest in academic/research careers; (2) faculty participation in development activities, publication of manuscripts, and mentoring of students; and (3) increased institutional credibility within the university, supportive infrastructure for research/scholarship, and cultural expectations for academic excellence. Thus, we believe that the R25 programming changed the culture of our dental school, creating a supportive environment for research/scholarship, increasing academic productivity, and altering the attitudes of faculty/students.

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.

Johns Hopkins University Announces Frederick CREST Classes for Fall 2016 | Poster

Cancer.gov

Johns Hopkins University’s (JHU) Advanced Academic Programs (AAP) division recently announced two classes that will be hosted at the Frederick Center for Research and Education in Science and Technology (CREST) this fall. According to a JHU press release, the classes are Biochemistry, which is part of the M.S. in Biotechnology program at JHU AAP, and Molecular Biology, a part of the M.S. in Bioinformatics program at JHU AAP.

Interprofessional development and implementation of a pharmacist professional advancement and recognition program.

PubMed

Hager, David; Chmielewski, Eric; Porter, Andrea L; Brzozowski, Sarah; Rough, Steve S; Trapskin, Philip J

2017-11-15

The interprofessional development, implementation, and outcomes of a pharmacist professional advancement and recognition program (PARP) at an academic medical center are described. Limitations of the legacy advancement program, in combination with low rates of employee engagement in peer recognition and professional development, at the UW Health department of pharmacy led to the creation of a task force comprising pharmacists from all practice areas to develop a new pharmacist PARP. Senior leadership within the organization expanded the scope of the project to include an interprofessional work group tasked to develop guidelines and core principles that other professional staff could use to reduce variation across advancement and recognition programs. Key program design elements included a triennial review of performance against advancement standards and the use of peer review to supplement advancement decisions. The primary objective was to meaningfully improve pharmacists' engagement as measured through employee engagement surveys. Secondary outcomes of interest included the results of pharmacist and management satisfaction surveys and the program's impact on the volume and mix of pharmacist professional development activities. Of the 126 eligible pharmacists, 93 participated in the new program. The majority of pharmacists was satisfied with the program. For pharmacists who were advanced as part of the program, meaningful increases in employee engagement scores were observed, and a mean of 95 hours of professional development and quality-improvement activities was documented. Implementation of a PARP helped increase pharmacist engagement through participation in quality-improvement and professional development activities. The program also led to the creation of organizationwide interprofessional guidelines for advancement programs within various healthcare disciplines. Copyright © 2017 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

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.

From "AICE-ing" the Test to Earning the Degree: Enrollment and Graduation Patterns among Students with the Cambridge Advanced International Certificate of Education (AICE) Diploma

ERIC Educational Resources Information Center

Rodeiro, Carmen Vidal; Crawford, Cara; Shaw, Stuart

2017-01-01

A key issue for admissions teams is to distinguish which students of those who apply are truly able and sufficiently committed to complete a degree. One signal of a student's ability to achieve college-level academic requirements is participation in high school acceleration programs such as Advanced Placement, International Baccalaureate or…

ISCR Annual Report: Fical Year 2004

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

McGraw, J R

2005-03-03

Large-scale scientific computation and all of the disciplines that support and help to validate it have been placed at the focus of Lawrence Livermore National Laboratory (LLNL) by the Advanced Simulation and Computing (ASC) program of the National Nuclear Security Administration (NNSA) and the Scientific Discovery through Advanced Computing (SciDAC) initiative of the Office of Science of the Department of Energy (DOE). The maturation of computational simulation as a tool of scientific and engineering research is underscored in the November 2004 statement of the Secretary of Energy that, ''high performance computing is the backbone of the nation's science and technologymore » enterprise''. LLNL operates several of the world's most powerful computers--including today's single most powerful--and has undertaken some of the largest and most compute-intensive simulations ever performed. Ultrascale simulation has been identified as one of the highest priorities in DOE's facilities planning for the next two decades. However, computers at architectural extremes are notoriously difficult to use efficiently. Furthermore, each successful terascale simulation only points out the need for much better ways of interacting with the resulting avalanche of data. Advances in scientific computing research have, therefore, never been more vital to LLNL's core missions than at present. Computational science is evolving so rapidly along every one of its research fronts that to remain on the leading edge, LLNL must engage researchers at many academic centers of excellence. In Fiscal Year 2004, the Institute for Scientific Computing Research (ISCR) served as one of LLNL's main bridges to the academic community with a program of collaborative subcontracts, visiting faculty, student internships, workshops, and an active seminar series. The ISCR identifies researchers from the academic community for computer science and computational science collaborations with LLNL and hosts them for short- and long-term visits with the aim of encouraging long-term academic research agendas that address LLNL's research priorities. Through such collaborations, ideas and software flow in both directions, and LLNL cultivates its future workforce. The Institute strives to be LLNL's ''eyes and ears'' in the computer and information sciences, keeping the Laboratory aware of and connected to important external advances. It also attempts to be the ''feet and hands'' that carry those advances into the Laboratory and incorporates them into practice. ISCR research participants are integrated into LLNL's Computing and Applied Research (CAR) Department, especially into its Center for Applied Scientific Computing (CASC). In turn, these organizations address computational challenges arising throughout the rest of the Laboratory. Administratively, the ISCR flourishes under LLNL's University Relations Program (URP). Together with the other five institutes of the URP, it navigates a course that allows LLNL to benefit from academic exchanges while preserving national security. While it is difficult to operate an academic-like research enterprise within the context of a national security laboratory, the results declare the challenges well met and worth the continued effort.« less

Black males' self-perceptions of academic ability and gifted potential in advanced science classes

NASA Astrophysics Data System (ADS)

Rascoe, Barbara Jean

The purpose of this study was to examine gifted Black males' self-perceptions of academic ability and gifted potential in science. Major concerns were to determine how these self-perceptions of academic ability and gifted potential influenced gifted Black males' capacity to compete in advanced science classes and to determine how science teachers may have influenced participants' self-perceptions of academic ability and gifted potential. This study required an approach that would allow an interpretive aspect for the experiences of gifted Black males in advanced science classes. An intrinsic qualitative case study design with a critical theory framework was used. Data were collected using semi-structured interviews, which were audiotaped and transcribed. Each participant was interviewed twice and each interview averaged 45 minutes. The purposeful sample consisted of nine gifted high school Black males between the ages of fourteen and eighteen. The constant comparative method was used to analyze the data. The categories of gifted Black males' self-perceptions of academic ability and gifted potential included gifted high achievers, gifted 'could do better' high achievers, gifted 'could do better' situational nonachievers, and gifted 'could do better' underachievers. Gifted Black male participants' perceptions regarding their science teachers' influence on their self-perceptions of academic ability and gifted potential included validation, reinforcement, and enhancement. These participants' perceptions regarding how science teachers' influenced their academic performance in science included science teachers' content knowledge, science teachers' skills to make science challenging and engaging, and a safe learning environment. The conclusions of this study described competing power dynamics of science teachers and gifted Black males' interactions in the science learning environment. The discussion also included a summary of relationships among the emergent themes. Implications are posited for science teaching education programs and future research.

NASA/USRA University advanced design program

NASA Technical Reports Server (NTRS)

Lembeck, Michael F.; Prussing, John

1989-01-01

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

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

PubMed

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

2014-01-01

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

Johns Hopkins University Announces Frederick CREST Classes for Fall 2016 | Poster

Cancer.gov

Johns Hopkins University’s (JHU) Advanced Academic Programs (AAP) division recently announced two classes that will be hosted at the Frederick Center for Research and Education in Science and Technology (CREST) this fall. According to a JHU press release, the classes are Biochemistry, which is part of the M.S. in Biotechnology program at JHU AAP, and Molecular Biology, a part

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.

Alpha Group: The Behemoth Apteryx. Final design proposal

NASA Technical Reports Server (NTRS)

1991-01-01

The participation of the University of Notre Dame's Alpha Design Group in the NASA/Universities Space Research Association (USRA) University Advanced Design Program for the 1990 to 1991 academic year is presented. Alpha Design Group presented a design for an aircraft called The Behemoth Apteryx.

Separate But Equal? A Levels and GNVQs. Further Education Series.

ERIC Educational Resources Information Center

Edwards, Tony; Fitz-Gibbon, Carol Taylor; Hardman, Frank; Haywood, Roy; Meagher, Nick

This book contrasts British programs for vocationally and academically minded students and looks at differences and similarities in practice in General National Vocational Qualifications (GNVQs) and Advanced level (A level) courses. "Contrasts in Learning?" (Tony Edwards) provides background. "Educating Leaders and Training…

78 FR 65674 - Agency Information Collection Activities: Proposed Collection: Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-01

... will streamline the application submission process, enable an efficient award determination process... nursing and other qualified academic departments offering eligible advanced master's and/or doctoral degree nursing education programs that will prepare students to teach. Burden Statement: Burden in this...

76 FR 14379 - Advanced Placement Incentive Program; Office of Elementary and Secondary Education; Overview...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-16

... competitive preference priority. Absolute Priority 1: Promoting Science, Technology, Engineering, and... applications that meet these priorities. These priorities are: Absolute Priority 1: Promoting Science... participation in the core academic areas of English, mathematics, and science; (4) Involving business and...

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

PubMed Central

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

2016-01-01

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

Advanced Communications Technology Satellite (ACTS). Phase 1: Industrial/academic experimenters

NASA Technical Reports Server (NTRS)

Maisel, James E.; Nowlin, Robert W.

1992-01-01

This report presents the work done at Arizona State University under the ACTS Experimenters Program. The main thrust of the Program was to develop experiments to test, evaluate, and prove the commercial worthiness of the ACTS satellite which is scheduled for launch in 1993. To accomplish this goal, meetings were held with various governmental, industrial, and academic units to discuss the ACTS satellite and its technology and possible experiments that would generate industrial interest and support for ASU's efforts. Several local industries generated several experiments of their own. The investigators submitted several experiments of educational, medical, commercial, and technical value and interest. The disposition of these experimental proposals is discussed in this report.

Academic Self-Perceptions of Ability and Course Planning among Academically Advanced Students

ERIC Educational Resources Information Center

Rudasill, Kathleen Moritz; Callahan, Carolyn M.

2010-01-01

The purpose of this study is to examine the contribution of gender to the academic self-perceptions of ability and related coursework plans for high school and college across academically advanced students. Participants were academically advanced students (N = 447) from grades 5 to 12. Findings revealed that (a) girls' self-perceptions of ability…

Effects of participation in the Executive Leadership in Academic Medicine (ELAM) program on women faculty's perceived leadership capabilities.

PubMed

McDade, Sharon A; Richman, Rosalyn C; Jackson, Gregg B; Morahan, Page S

2004-04-01

This study measured the impact of participation by women academics in the Executive Leadership in Academic Medicine (ELAM) program as part of a robust evaluation agenda. The design is a classic pre/post, within-group, self-report study. The survey elicits self-perception about leadership in ten constructs: knowledge of leadership, management, and organizational theory; environmental scanning; financial management; communication; networking and coalition building; conflict management; general leadership; assessment of strengths and weaknesses; acceptance of leadership demands; and career advancement sophistication. The post surveys inquire additionally about perceived program usefulness. Data were collected from 79 participants (1997-98, 1998-99, and 2000-01 classes). Response rates were nearly 100% (pre) and 69% to 76% (post). Statistically significant increases (p <.01) in perceived leadership capabilities were identified across all ten leadership constructs. Gains were large in knowledge of leadership and organizational theory, environmental scanning, financial management, and general leadership. Gains in career building knowledge were large to moderate. More modest were gains in communication, networking, and conflict management. There were significant correlations between each leadership construct and perceived usefulness of the program. Significant improvements were reported on all leadership constructs, even when participants viewed themselves as already skilled. While it cannot be concluded that participation in ELAM directly and solely caused all improvements, it seems unlikely that midcareer women faculty would improve on all ten constructs in 11 months after program completion by natural maturation alone. Future research will investigate whether the changes are due to ELAM or other factors, and assess whether participants show more rapid advancement into leadership than comparable women not participating in ELAM.

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.

Teaching strategies to incorporate genomics education into academic nursing curricula.

PubMed

Quevedo Garcia, Sylvia P; Greco, Karen E; Loescher, Lois J

2011-11-01

The translation of genomic science into health care has expanded our ability to understand the effects of genomics on human health and disease. As genomic advances continue, nurses are expected to have the knowledge and skills to translate genomic information into improved patient care. This integrative review describes strategies used to teach genomics in academic nursing programs and their facilitators and barriers to inclusion in nursing curricula. The Learning Engagement Model and the Diffusion of Innovations Theory guided the interpretation of findings. CINAHL, Medline, and Web of Science were resources for articles published during the past decade that included strategies for teaching genomics in academic nursing programs. Of 135 articles, 13 met criteria for review. Examples of effective genomics teaching strategies included clinical application through case studies, storytelling, online genomics resources, student self-assessment, guest lecturers, and a genetics focus group. Most strategies were not evaluated for effectiveness. Copyright 2011, SLACK Incorporated.

Advancing the education of nurses: a call for action.

PubMed

Zimmermann, Deborah T; Miner, Dianne Cooney; Zittel, Barbara

2010-12-01

The debate over the educational preparation of RNs has raged for over a century. In New York, chief nursing officers are partnering with academic colleagues and successfully implementing a model that standardizes education requirements, supports seamless transition from associate to baccalaureate degree programs, addresses financial barriers, and identifies expected outcomes of a more educated workforce. Nursing leaders are perfectly positioned to advance the educational standards of the profession in the United States.

The Physics Learning Program at UW-Madison: Strategies for Creating an Inclusive Learning Environment

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Jacob, A. T.; Reading, J. A.

2005-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for introductory physics students potentially at-risk for having academic trouble or for feeling isolated at the University. Physics is a gateway course for many undergraduate science majors such as biology, physics, geophysics, atmospheric science, and astronomy, and for pre-health professions. Many students struggle with their physics courses due to factors including large class sizes, isolation and lack of study partners, and/or lack of confidence in mathematical problem solving skills. Our students include those with learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students who may be feeling isolated, such as students from historically underrepresented racial and ethnic groups, first generation college students, returning adults, international students, and students from small rural schools. Many of our students are also part of retention programs such as the TRIO program, the Academic Advancement Program, the McNair Scholars Program, and the McBurney Disability Resource Center. The Physics Learning Program's Peer Mentor Tutor program is run in conjunction with similar programs for chemistry and biochemistry at the University of Wisconsin. We will discuss strategies we use for creating an inclusive learning environment that engages students in their learning. Such strategies include small group instruction, ongoing training of the tutors, teaching problem solving skills, and creating a welcoming atmosphere.

The ASSURE Summer REU Program: Introducing research to first-generation and underserved undergraduates through space sciences and engineering projects

NASA Astrophysics Data System (ADS)

Barron, Darcy; Peticolas, Laura; Multiverse Team at UC Berkeley's Space Sciences Lab

2018-01-01

The Advancing Space Science through Undergraduate Research Experience (ASSURE) summer REU program is an NSF-funded REU site at the Space Sciences Lab at UC Berkeley that first started in summer 2014. The program recruits students from all STEM majors, targeting underserved students including community college students and first-generation college students. The students have little or no research experience and a wide variety of academic backgrounds, but have a shared passion for space sciences and astronomy. We will describe our program's structure and the components we have found successful in preparing and supporting both the students and their research advisors for their summer research projects. This includes an intensive first week of introductory lectures and tutorials at the start of the program, preparing students for working in an academic research environment. The program also employs a multi-tiered mentoring system, with layers of support for the undergraduate student cohort, as well as graduate student and postdoctoral research advisors.

Academic musculoskeletal radiology: influences for gender disparity.

PubMed

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

2018-03-01

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

Outcomes Desired by Practitioners and Academics.

ERIC Educational Resources Information Center

Neff, Bonita Dostal; Walker, Gael; Smith, Michael F.; Creedon, Pam J.

1999-01-01

Uses data from the national survey described elsewhere in this issue to develop profiles of the desired characteristics of entry-level and advanced-level practitioners, and for educators teaching public relations in undergraduate and graduate programs. Finds unexpectedly strong agreement between educators and practitioners regarding these issues,…

That Little Has Changed: Vocational Education in the Rural South.

ERIC Educational Resources Information Center

Adams, Frank; Miller, Jennifer

The South's rural high schools, particularly their vocational education programs, reflect the history, social relationships, attitudes, and values of the region. Competitive and competency examinations eliminate large numbers of students from advancement to more intensive academic work or vocational skills training. Many students from poor…

Maintaining a Twitter Feed to Advance an Internal Medicine Residency Program’s Educational Mission

PubMed Central

Narang, Akhil; Arora, Vineet M

2015-01-01

Background Residency programs face many challenges in educating learners. The millennial generation’s learning preferences also force us to reconsider how to reach physicians in training. Social media is emerging as a viable tool for advancing curricula in graduate medical education. Objective The authors sought to understand how social media enhances a residency program’s educational mission. Methods While chief residents in the 2013-2014 academic year, two of the authors (PB, AN) maintained a Twitter feed for their academic internal medicine residency program. Participants included the chief residents and categorical internal medicine house staff. Results At the year’s end, the authors surveyed residents about uses and attitudes toward this initiative. Residents generally found the chief residents’ tweets informative, and most residents (42/61, 69%) agreed that Twitter enhanced their overall education in residency. Conclusions Data from this single-site intervention corroborate that Twitter can strengthen a residency program’s educational mission. The program’s robust following on Twitter outside of the home program also suggests a need for wider adoption of social media in graduate medical education. Improved use of data analytics and dissemination of these practices to other programs would lend additional insight into social media’s role in improving residents’ educational experiences. PMID:27731845

Longitudinal Ultrasound Education Track Curriculum Implemented Within an Emergency Medicine Residency Program.

PubMed

Boulger, Creagh; Adams, Daniel Z; Hughes, Daralee; Bahner, David P; King, Andrew

2017-06-01

Emergency Medicine residency programs offer ultrasound-focused curricula to address Accreditation Council for Graduate Medical Education (ACGME) milestones. Although some programs offer advanced clinical tracks in ultrasound, no standard curriculum exists. We sought to establish a well-defined ultrasound track curriculum to allow interested residents to develop advanced clinical skills and scholarship within this academic niche. The curriculum involves a greater number of clinical scans, ultrasound-focused scholarly and quality improvement projects, enhanced faculty-driven ultrasound focused didactics, and participation at a national ultrasound conference to receive certification. Successful ultrasound scholarly tracks can provide residents with the potential to obtain fellowships or competency beyond ACGME requirements. © 2017 by the American Institute of Ultrasound in Medicine.

Statistical Summary of Missouri Higher Education, 1999-2000.

ERIC Educational Resources Information Center

Missouri State Coordinating Board for Higher Education, Jefferson City.

This report provides a statistical summary of higher education in Missouri for the 1999-2000 academic year. More than 74 tables provide data on: advanced placement enrollment in secondary schools, American College Testing program scores by institutional sector, high school rankings by institutional sector, the Missouri Coordinating Board for…

From Surprise Parties to Mapmaking: Undergraduate Journeys toward Interdisciplinary Understanding

ERIC Educational Resources Information Center

Haynes, Carolyn; Leonard, Jeannie Brown

2010-01-01

As educators in academic programs featuring interdisciplinary learning, the authors can attest that helping undergraduate students in an interdisciplinary studies major engage in interdisciplinary learning--that is, draw from two or more disciplines to advance understanding of a problem, question, or phenomenon--is no mean feat. Consequently, the…

Teaching Freshman History to ESL Students: A Model.

ERIC Educational Resources Information Center

Carro, Gladys

This paper describes the evolution and implementation of an interdisciplinary freshman program in world civilization designed to integrate history content with advanced English-as-a-Second-Language (ESL) composition, focusing on academic language use. In it, a three-credit history course is paired with a six-credit ESL composition course. The…

Assurance of Learning and Study Abroad: A Case Study

ERIC Educational Resources Information Center

Rexeisen, Richard J.; Al-Khatib, Jamal

2009-01-01

Most academic programs are now held accountable for measuring student-learning outcomes. This article reports the results of an assurance of learning (AOL) project designed to measure the impact of study abroad on the development of ethical reasoning, intercultural sensitivity, and environmental attitudes. The Association to Advance Collegiate…

Advancement of Women in Dental Education: Trends and Strategies.

ERIC Educational Resources Information Center

Sinkford, Jeanne C.; Valachovic, Richard W.; Harrison, Sonja

2003-01-01

Reviews progress made since the adoption of formal policies in support of women in the profession by the American Dental Education Association (ADEA). Provides an overview of current ADEA programs designed to increase the number of women in academic dentistry and sustain an environment in which they can contribute. (EV)

Student Satisfaction and Graduate Part-Time Students

ERIC Educational Resources Information Center

Moore, Monica Moody

2011-01-01

The Advanced Academic Programs (AAP) of the Zanvyl Krieger School of Arts and Sciences at Johns Hopkins University (JHU) enrolls approximately 2,700 part-time graduate students across three physical locations. It is a complex organization whose target audience is a sophisticated consumer of higher education. With the support of Eduventures, AAP…

Is the Shine off the A.P. Apple?

ERIC Educational Resources Information Center

Hurwitz, Nina; Hurwitz, Sol

2003-01-01

Describes challenges facing College Board's efforts to expand Advanced Placement (A.P.) courses to provide equal access to previously underserved low-performing urban and rural school students while maintaining the program's high academic standards. Includes list of strategies school boards can use to achieve greater access to A.P. courses while…

Safe Science: Be Protected!

ERIC Educational Resources Information Center

Roy, Ken

2006-01-01

More science laboratories are being built because of larger enrollments in academics and schools. There is an increase in hands-on/process science effected by the renewed interest in and priority of science education. New science curricula like Biotechnology and Advanced college type program courses are being introduced with the use of exotic…

Gaining Ground: Supporting English Learners through After-School Literacy Programming

ERIC Educational Resources Information Center

Goldsmith, Julie; Jucovy, Linda; Arbreton, Amy

2008-01-01

This brief presents findings that demonstrate a relationship between key approaches in Communities Organizing to Advance learning (CORAL), an eight-year, $58 million after-school initiative of The James Irvine Foundation, and the academic progress of English learners. Reported findings include: (1) Children who participated in CORAL fit the…

Academic and Government Partnerships to Address Diabetes in the USA: a Narrative Review.

PubMed

Yi, Stella S; Chamany, Shadi; Thorpe, Lorna

2017-09-01

Multi-sector partnerships are broadly considered to be of value for diabetes prevention and management. The purpose of this article is to summarize academic and government collaborations focused on diabetes prevention and management. Using a narrative review approach, we identified 17 articles describing 10 academic and government partnerships for diabetes management and surveillance. Challenges and gaps in the literature include complexity of diabetes management vis a vis current healthcare infrastructure; a paucity of racial/ethnic diversity in translational efforts; and the time/effort needed to maintain strong relationships across partner institutions. Academic and government partnerships are of value for diabetes prevention and management activities. Acknowledgment that the key priorities of government programming are often costs and feasibility is critical for collaborations to be successful. Future translational efforts of diabetes prevention and management programs should focus on the following: (1) expansion of partnerships between academia and local health departments; (2) increased utilization of implementation science for enhanced and efficient implementation and dissemination; and (3) harnessing of technological advances for data analysis, patient communication, and report generation.

24/7 in-house intensivist coverage and fellowship education: a cross-sectional survey of academic medical centers in the United States.

PubMed

Diaz-Guzman, Enrique; Colbert, Colleen Y; Mannino, David M; Davenport, Daniel L; Arroliga, Alejandro C

2012-04-01

The objectives of this study were to determine the current staffing models of practice and the frequency of 24/7 coverage in academic medical centers in the United States and to assess the perceptions of critical care trainees and program directors toward these models. A cross-sectional national survey was conducted using an Internet-based survey platform. The survey was distributed to fellows and program directors of 374 critical care training programs in US academic medical centers. We received 518 responses: 138 from program directors (PDs) (37% of 374 programs) and 380 fellow responses. Coverage by a board-certified or board-eligible intensivist physician 24/7 was reported by 33% of PD respondents and was more common among pediatric and surgical critical care programs. Mandatory in-house call for critical care trainees was reported by 48% of the PDs. Mandatory call was also more common among pediatric-critical care programs compared with the rest (P < .001). Advanced nurse practitioners with critical care training were reported available by 27% of the PDs. The majority of respondents believed that 24/7 coverage would be associated with better patient care in the ICU and improved education for the fellows, although 65% of them believed this model would have a negative impact on trainees' autonomy. Intensivist coverage 24/7 was not commonly used in US academic centers responding to our survey. Significant differences in coverage models among critical care medicine specialties appear to exist. Program director and trainee respondents believed that 24/7 coverage was associated with better outcomes and education but also expressed concerns about the impact of this model on fellows' autonomy.

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers: A Systematic Review of the Literature

PubMed Central

Beech, Bettina M.; Calles-Escandon, Jorge; Hairston, Kristen G.; Langdon, Sarah E.; Latham-Sadler, Brenda A.; Bell, Ronny A.

2013-01-01

Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability. PMID:23425989

A 25-year analysis of the American College of Gastroenterology research grant program: factors associated with publication and advancement in academics.

PubMed

Crockett, Seth D; Dellon, Evan S; Bright, Stephanie D; Shaheen, Nicholas J

2009-05-01

The American College of Gastroenterology (ACG) has awarded research grants for 25 years. We assessed the characteristics of grant recipients, their current academic status, and the likelihood of publication resulting from the grant. Demographic data, the year and amount of award, title of project, and recipient's institution were extracted from ACG databases. Using ACG reports and medical literature search engines, we assessed publication based on grant-funded research, as well as career publication record. We also determined the current position of awardees. A similar analysis was performed for recipients of junior investigator awards. A total of 396 clinical research awards totaling $5,374,497 ($6,867,937 in 2008 dollars) were awarded to 341 recipients in the 25 years between 1983 and 2008. The most commonly funded areas of research were endoscopy (22% of awards) and motility/functional disorders (21%). At least one peer-reviewed publication based on grant-funded research occurred with 255 of the 368 awards (69%) for 1983-2006 [corrected]. Higher award value was associated with subsequent publication. Of the 313 awardees over the same period, 195 (62%) are currently in academic positions [corrected]. Factors associated with staying in academics included higher award value (P < 0.01), a Master's degree (P = 0.02), and publishing grant-funded research (P < 0.01). The junior faculty career development award was granted to 27 individuals for a total of $3,000,000 (3,398,004 in 2008 dollars). Publication resulted from 90% of the funded projects, and 95% of awardees have remained in academics. Overall, the mean cost in grant dollars per published paper based on the research was $14,875. The majority of ACG grant recipients published the results of their research and remained in academics. Higher amount of award, holding an advanced degree, and publication were associated with careers in academics. The ACG research grant award program is an important engine of investigation, publication, and academic career development in the field of gastroenterology.

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.

All That Glitters Is Not Gold: School Reform in Charlotte-Mecklenburg.

ERIC Educational Resources Information Center

Smith, Stephen Samuel; Mickelson, Roslyn Arlin

2000-01-01

Compared the progress of the Charlotte-Mecklenburg school district, North Carolina, in improving student outcomes with progress in two other North Carolina school districts and the entire state. There was no evidence that the sweeping program of school reform in Charlotte-Mecklenburg improved academic outcomes except in a few advanced placement…

Closing the Gap between Science and Humanities.

ERIC Educational Resources Information Center

Taylor, Debbie; Myers, Mark

1994-01-01

Seniors often determine their college major based on academic strengths or interests in either the sciences or humanities. To judge the usefulness of rapid advances in our technological society, students need to gain a better understanding of all subjects. A program is described which is designed to help close the gap between those who study…

The Stress of Black Male Achievement: Ten Nonnegotiables

ERIC Educational Resources Information Center

Henfield, Malik S.

2012-01-01

Oftentimes, when the subject of Black students' talent maximization in gifted and advanced courses and programs is broached, students are treated as a monolithic entity. In fact, there is considerable evidence to suggest that unsuccessful achievement of academic excellence may be more troublesome for males than females at many points along the…

Design and Implementation of a Human Development Program at Northwest Alabama Junior College.

ERIC Educational Resources Information Center

Conrad, Delora P.

The Student Advancement in Learning (SAIL) project was instituted at Northwest Alabama State Junior College (NASJC) to increase the retention of high risk students through a combination of courses and services in the areas of academic and personal development, career exploration, individual counseling, and financial aid. During the planning stages…

Use of Failure in IS Development Statistics: Lessons for IS Curriculum Design

ERIC Educational Resources Information Center

Longenecker, Herbert H., Jr.; Babb, Jeffry; Waguespack, Leslie; Tastle, William; Landry, Jeff

2016-01-01

The evolution of computing education reflects the history of the professional practice of computing. Keeping computing education current has been a major challenge due to the explosive advances in technologies. Academic programs in Information Systems, a long-standing computing discipline, develop and refine the theory and practice of computing…

An Academic-Business Partnership for Advancing Clinical Informatics.

ERIC Educational Resources Information Center

Connors, Helen R.; Weaver, Charlotte; Warren, Judith; Miller, Karen L.

2002-01-01

A partnership between a university school of nursing and a health care information technology supplier resulted in the Simulated E-hEalth Delivery System (SEEDS). This program enables nursing students to learn clinical skills in a state-of-the-art environment using a live-production, clinical information system designed for care delivery. (JOW)

Launching Literacy in After-School Programs: Early Lessons from the CORAL Initiative

ERIC Educational Resources Information Center

Arbreton, Amy J. A.; Goldsmith, Julie; Sheldon, Jessica

2005-01-01

The James Irvine Foundation launched the Communities Organizing Resources to Advance Learning (CORAL) initiative in 1999 with the goal of improving the academic achievement of children in the lowest-performing schools in five California cities. In 2004, CORAL adopted a more targeted approach toward reaching this goal by integrating a regular…

Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

ERIC Educational Resources Information Center

Arcario, Paul; Eynon, Bret; Klages, Marisa; Polnariev, Bernard A.

2013-01-01

Outcomes assessment is often driven by demands for accountability. LaGuardia Community College's outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates…

Balancing the Equation: Do Course Variations in Algebra 1 Provide Equal Student Outcomes?

ERIC Educational Resources Information Center

Kenfield, Danielle M.

2013-01-01

Historically, algebra has served as a gatekeeper that divides students into academic programs with varying opportunities to learn and controls access to higher education and career opportunities. Successful completion of Algebra 1 demonstrates mathematical proficiency and allows access to a sequential and progressive path of advanced study that…

"A Woman's World": The University of California, Berkeley, during the Second World War

ERIC Educational Resources Information Center

Dorn, Charles

2008-01-01

During World War II, female students at the University of California, Berkeley--then the most populous undergraduate campus in American higher education--made significant advances in collegiate life. In growing numbers, women enrolled in male-dominated academic programs, including mathematics, chemistry, and engineering, as they prepared for…

A Comparison of Graduate and Professional Students: Their Daily Stressors.

ERIC Educational Resources Information Center

Smith, M. Shelton; And Others

The stressful effects of advanced academic training were examined in a comparison of six graduate and professional programs at Vanderbilt University. The focus was on the nonacademic, daily stressors and negative mood states of 152 students in medicine, business, divinity, graduate department of religion, and two graduate psychology departments.…

The Futility of Propensity Score Methods in a Statewide Study of International Baccalaureate (IB)

ERIC Educational Resources Information Center

May, Henry; Rodriguez, Awilda; Sirinides, Philip M.; Perna, Laura W.; Yee, April; Ransom, Tafaya

2014-01-01

With the goal of increasing students' academic readiness for college, high schools in the United States are increasingly offering "credit-based transition programs," including International Baccalaureate (IB), Advanced Placement (AP), and dual enrollment. Existing research points to the promise of IB, AP, and other credit-based…

An Investigation of the Teacher Advancement Program and Student Performance in Urban Schools

ERIC Educational Resources Information Center

Grant, Ginger Madonna

2010-01-01

In 2005, the achievement gap between African-American and Caucasian students doubled in the state of Louisiana. Sixty-three percent of the public schools in an urban school district in southeastern Louisiana received an Academically Unacceptable Status (AUS) rating according to Louisiana accountability standards. In 2006, the Louisiana Board of…

On Preparing Moral Educators: A Reply to Commentators

ERIC Educational Resources Information Center

Woodbury, Ryan; Lapsley, Daniel

2016-01-01

Ryan Woodbury, doctoral student in the developmental psychology program at the University of Notre Dame, and Daniel Lapsley, ACE Collegiate Professor of Psychology and Senior Academic Advisor for the Alliance for Catholic Education at the University of Notre Dame, advance further conversation on how best to prepare educators for the moral work of…

Autobiography of Ronald W. Rousseau.

PubMed

Rousseau, Ronald W

2018-03-01

This article provides a synopsis of my professional career, from the decision to study chemical engineering to leadership of one of the top academic programs in that field. I describe how I chose to devote my research to phenomena associated with crystallization as practiced for separation and purification and then made the transition to leader of an academic program. Embedded in the coverage are descriptions of research advances coming from exploration of secondary nucleation, especially how collisions of crystals in supersaturated environments dominate the behavior of industrially relevant crystallization processes. I recount some of the challenges associated with becoming a school chair and how the program I led grew. The story illuminates the contributions of my many mentors, colleagues, and students. Expected final online publication date for the Annual Review of Chemical and Biomolecular Engineering Volume 9 is June 7, 2018. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Criteria for successful government-industry-academic partnerships

NASA Astrophysics Data System (ADS)

Brannon, David P.

1996-03-01

The mission of the Commercial Remote Sensing Program (CRSP) Office at NASA's John C. Stennis Space Center is to maximize U.S. industry's commercial use of remote sensing and related space-based technologies and to develop advanced technical responses to spatial information requirements. The CRSP Office carries out this mission by offering several commercial partnership programs that help companies to apply remote sensing technologies in business applications and to buy down the risk of bringing new or improved products and services to market. Through its commercial partnerships, the CRSP seeks to increase the market demand for remote sensing products and related advanced technologies, thus increasing the use and reducing the cost of spatial information.

Research for Lunar Exploration: ADVANCE Program

NASA Technical Reports Server (NTRS)

Rojdev, Kristina

2009-01-01

This viewgraph presentation reviews the work that the author has been involved with in her undergraduate and graduate education and the ADVANCE Program. One project was the Lunar Entry and Approach Platform For Research On Ground (LEAPFROG). This vehicle was to be a completely autonomous vehicle, and was developed in successive academic years with increases in the perofmamnce and capability of the simulated lander. Another research project for the PhD was on long-term lunar radiation degradation of materials to be used for construction of lunar habitats. This research has concentrated on developing and testing light-weight composite materials with high strength characteristics, and the ability of these composite materials to withstand the lunar radiation environment.

The Importance of MS PHD'S and SEEDS Mentoring and Professional Development Programs in the Retenion of Underrepresented Minorities in STEM Fields

NASA Astrophysics Data System (ADS)

Strickland, J.; Johnson, A.; Williamson Whitney, V.; Ricciardi, L.

2012-12-01

According to a recent study by the National Academy of Sciences, underrepresented minority (URM) participation in STEM disciplines represents approximately one third of the URM population in the U.S. Thus, the proportion of URM in STEM disciplines would need to triple in order to reflect the demographic makeup in the U.S. Individual programs targeting the recruitment and retention of URM students in STEM have demonstrated that principles of mentoring, community building, networking, and professional skill development are crucial in encouraging URM students to remain in STEM disciplines thereby reducing this disparity in representation. However, to paraphrase an old African proverb, "it takes a village to nurture and develop a URM student entering into the STEM community." Through programs such as the Institute for Broadening Participation's Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development Program in Earth system science and the Ecological Society of America's Strategies for Ecology Education, Diversity and Sustainability (SEEDS), URM students are successfully identifying and benefitting from meaningful opportunities to develop the professional skills and strategies needed to achieve their academic and career goals. Both programs share a philosophy of professional development, reciprocal mentoring, field trips, internships, employment, research partnerships, collaborations, fellowships, scholarships, grants, and professional meeting travel awards to support URM student retention in STEM. Both programs share a mission to bring more diversity and inclusivity into STEM fields. Both programs share a history of success at facilitating the preparation and advancement of URM students. This success has been documented with the multitude of URM students that have matriculated through the programs and are now actively engaged in the pursuit of advanced degrees in STEM or entering the STEM workforce. Anonymous surveys from participants affirms that these programs provided an excellent environment for advancing interest in, and knowledge of STEM, and for influencing academic career goals for participants. These programs are models and reflect the importance of providing diversity, mentoring and professional development programs to broaden the participation and retention of URM students in STEM fields.

Academic health departments as training sites for future public health leaders: a partnership model in Wisconsin.

PubMed

Ceraso, Marion; Swain, Geoffrey R; Vergeront, James M; Oliver, Thomas R; Remington, Patrick L

2014-01-01

In 2004, 2 Wisconsin academic health departments partnered with the School of Medicine and Public Health, University of Wisconsin-Madison to strengthen the public health workforce through a service-learning program that prepares the next generation of leaders while addressing local public health needs. The Wisconsin Population Health Service Fellowship annually provides 4 to 6 master's or doctorally trained fellows with 2-year service-learning placements in health departments and community-based organizations. Placement communities benefit from fellows' contributions to a broad range of public health issues, including chronic and communicable disease prevention, health equity, community practice, and policy and systems change. Academic health departments and the UW School of Medicine and Public Health enjoy additional program benefits, along with the advantages that accrue to the fellows themselves. For the academic health departments, this includes increased organizational capacity, generation of resources for public health, and a stronger and more diverse public health workforce. The success of the partnership depends upon shared decision making and management, written agreements to clarify partner expectations, shared financial and in-kind contributions, and collaboration on program evaluation and dissemination. By building upon their respective organizational strengths, Wisconsin's academic health departments and the UW School of Medicine and Public Health have developed a successful model for transforming talented, highly motivated young professionals into confident, emerging public health leaders with the cutting-edge skills and connections necessary to improve population health outcomes and advance health equity.

The Continuing Umbrella of Research Experiences (CURE): a model for training underserved scientists in cancer research.

PubMed

Franco, Idalid; Bailey, LeeAnn O; Bakos, Alexis D; Springfield, Sanya A

2011-03-01

Mentoring is a critical aspect of research and training; and the adoption of a successful mentoring model for guiding researchers through the educational pipeline is lacking. The Continuing Umbrella of Research Experiences (CURE) program was established in the Comprehensive Minority Biomedical Branch; which is part of the National Cancer Institute. This program offers unique training and career development opportunities to enhance diversity in cancer research. The CURE initiative focuses on broadening the cadre of underserved investigators engaging in cancer research. CURE begins with high school students and fosters scientific, academic and research excellence throughout the trainee's educational progression. The program supports students throughout the entirety of their training career. During this period, the trainee matures into a competitive early stage investigator; capable of securing advanced research project funding in academic and industry workforces. Thus, the CURE program provides a comprehensive vehicle for training and reinforces the critical mass of underserved investigators conducting cancer research.

Nurses' self-efficacy and academic degree advancement.

PubMed

Winslow, Susan; DeGuzman, Pamela; Kulbok, Pamela; Jackson, Stephanie

2014-01-01

The last decade has brought about a synergy of influences for registered nurses to advance their academic preparation. Literature indicates that there is correlation between self-efficacy and goal establishment and success. The purpose of this project was to evaluate the relationship between self-efficacy and advancing academic aspirations of registered nurses. Findings indicated that there was a trend toward a difference in the self-efficacy of nurses who began their career with a diploma or associate degree and went on for academic advancement and those who did not.

Our Practice Is Our Passion: Development and Delivery of a 21st-Century Doctor of Public Health Program

PubMed Central

Petersen, Donna J.; Wathington, Deanna; Wolfe-Quintero, Kate

2015-01-01

Twenty-first century advances have significantly altered the functions of public health professionals, resulting in a need for advanced level training in community health leadership and practice-oriented research without interruption of professional careers. We present an example of an innovative Doctor of Public Health (DrPH) program developed at the University of South Florida College of Public Health. This program incorporates 21st century public health competencies within a competency-based curricular model, delivered in a hybrid format (fall or spring online delivery and a 1-week face-to-face summer institute) in collaboration between academic and practice-based public health professionals at local and national levels. This revised competency-based program is an example of how to meet the needs of the 21st century public health practitioners while maintaining their connections to the practice world. PMID:25706012

Our practice is our passion: development and delivery of a 21st-century doctor of public health program.

PubMed

DeBate, Rita D; Petersen, Donna J; Wathington, Deanna; Wolfe-Quintero, Kate

2015-03-01

Twenty-first century advances have significantly altered the functions of public health professionals, resulting in a need for advanced level training in community health leadership and practice-oriented research without interruption of professional careers. We present an example of an innovative Doctor of Public Health (DrPH) program developed at the University of South Florida College of Public Health. This program incorporates 21st century public health competencies within a competency-based curricular model, delivered in a hybrid format (fall or spring online delivery and a 1-week face-to-face summer institute) in collaboration between academic and practice-based public health professionals at local and national levels. This revised competency-based program is an example of how to meet the needs of the 21st century public health practitioners while maintaining their connections to the practice world.

Change is necessary in a biological engineering curriculum.

PubMed

Johnson, Arthur T; Montas, Hubert; Shirmohammadi, Adel; Wheaton, Fredrick W

2006-01-01

Success of a Biological Engineering undergraduate educational program can be measured in a number of ways, but however it is measured, a presently successful program can translate into an unsuccessful program if it cannot adjust to different conditions posed by technical advances, student characteristics, and academic pressures. Described in this paper is a Biological Engineering curriculum that has changed significantly since its transformation from Agricultural Engineering in 1993. As a result, student numbers have continued to climb, specific objectives have emerged, and unique courses have been developed. The Biological Resources Engineering program has evolved into a program that emphasizes breadth, fundamentals, communications skills, diversity, and practical engineering judgment.

The Teachers of Quality Academy: Evaluation of the Effectiveness and Impact of a Health Systems Science Training Program.

PubMed

Walsh, Danielle S; Lazorick, Suzanne; Lawson, Luan; Lake, Donna; Garrison, Herbert G; Higginson, Jason; Vos, Paul; Baxley, Elizabeth

2018-05-01

This project aimed to evaluate the effectiveness of a faculty development program in health systems science (HSS)-the Teachers of Quality Academy (TQA). Participants in TQA and a comparison group were evaluated before, during, and 1 year after the program using self-perception questionnaires, tests of HSS knowledge, and tracking of academic productivity and career advancement. Among program completers (n = 27), the mean self-assessed ratings of knowledge and skills of HSS topics immediately after the program, as compared to baseline, increased significantly compared to controls (n = 30). Participants demonstrated progressive improvement of self-perceived skills and attitudes, and retention of HSS knowledge, from baseline to completion of the program. Participants also demonstrated substantially higher HSS scholarly productivity, leadership, and career advancement compared to the comparison group. The TQA effectively created a faculty cadre able to role model, teach, and create a curriculum in HSS competencies for medical students, resident physicians, and other health professionals.

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.

ISCR FY2005 Annual Report

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

Keyes, D E; McGraw, J R

2006-02-02

Large-scale scientific computation and all of the disciplines that support and help validate it have been placed at the focus of Lawrence Livermore National Laboratory (LLNL) by the Advanced Simulation and Computing (ASC) program of the National Nuclear Security Administration (NNSA) and the Scientific Discovery through Advanced Computing (SciDAC) initiative of the Office of Science of the Department of Energy (DOE). The maturation of simulation as a fundamental tool of scientific and engineering research is underscored in the President's Information Technology Advisory Committee (PITAC) June 2005 finding that ''computational science has become critical to scientific leadership, economic competitiveness, and nationalmore » security''. LLNL operates several of the world's most powerful computers--including today's single most powerful--and has undertaken some of the largest and most compute-intensive simulations ever performed, most notably the molecular dynamics simulation that sustained more than 100 Teraflop/s and won the 2005 Gordon Bell Prize. Ultrascale simulation has been identified as one of the highest priorities in DOE's facilities planning for the next two decades. However, computers at architectural extremes are notoriously difficult to use in an efficient manner. Furthermore, each successful terascale simulation only points out the need for much better ways of interacting with the resulting avalanche of data. Advances in scientific computing research have, therefore, never been more vital to the core missions of LLNL than at present. Computational science is evolving so rapidly along every one of its research fronts that to remain on the leading edge, LLNL must engage researchers at many academic centers of excellence. In FY 2005, the Institute for Scientific Computing Research (ISCR) served as one of LLNL's main bridges to the academic community with a program of collaborative subcontracts, visiting faculty, student internships, workshops, and an active seminar series. The ISCR identifies researchers from the academic community for computer science and computational science collaborations with LLNL and hosts them for both brief and extended visits with the aim of encouraging long-term academic research agendas that address LLNL research priorities. Through these collaborations, ideas and software flow in both directions, and LLNL cultivates its future workforce. The Institute strives to be LLNL's ''eyes and ears'' in the computer and information sciences, keeping the Laboratory aware of and connected to important external advances. It also attempts to be the ''hands and feet'' that carry those advances into the Laboratory and incorporate them into practice. ISCR research participants are integrated into LLNL's Computing Applications and Research (CAR) Department, especially into its Center for Applied Scientific Computing (CASC). In turn, these organizations address computational challenges arising throughout the rest of the Laboratory. Administratively, the ISCR flourishes under LLNL's University Relations Program (URP). Together with the other four institutes of the URP, the ISCR navigates a course that allows LLNL to benefit from academic exchanges while preserving national security. While it is difficult to operate an academic-like research enterprise within the context of a national security laboratory, the results declare the challenges well met and worth the continued effort. The pages of this annual report summarize the activities of the faculty members, postdoctoral researchers, students, and guests from industry and other laboratories who participated in LLNL's computational mission under the auspices of the ISCR during FY 2005.« less

TOEFL and IELTS as Measures of Academic Reading Ability: An Exploratory Study.

ERIC Educational Resources Information Center

Buell, James G.

This paper discusses research conducted in the spring of 1991 that measured the relationship of reading subtest scores to teacher ratings of students' reading abilities. Sixty-eight advanced-level students in an intensive English program took an institutional version of the Test of English as a Foreign Language (TOEFL) and a specimen reading…

A Model for Managing 3D Printing Services in Academic Libraries

ERIC Educational Resources Information Center

Scalfani, Vincent F.; Sahib, Josh

2013-01-01

The appearance of 3D printers in university libraries opens many opportunities for advancing outreach, teaching, and research programs. The University of Alabama (UA) Libraries recently adopted 3D printing technology and maintains an open access 3D Printing Studio. The Studio consists of a 3D printer, multiple 3D design workstations, and other…

Achieving Ambitious Goals: Case Studies of Scaling-Up Programs for Advancing Low-Skilled Adults

ERIC Educational Resources Information Center

Endel, Barbara; Anderson, Nate

2011-01-01

A college credential is essential for individuals seeking to earn family-supporting wages. However, over 90 million Americans face considerable barriers in obtaining the basic academic skills necessary to enroll in college-level courses. Research, combined with the challenges experienced daily by those in the workforce development field, has led…

To amend the Omnibus Indian Advancement Act to allow certain land to be used to generate income to provide funding for academic programs, and for other purposes.

THOMAS, 112th Congress

Rep. Lujan, Ben Ray [D-NM-3

2011-04-14

Senate - 06/19/2012 Received in the Senate and Read twice and referred to the Committee on Indian Affairs. (All Actions) Tracker: This bill has the status Passed HouseHere are the steps for Status of Legislation:

Developing Portfolios in Education: A Guide to Reflection, Inquiry, and Assessment [with CD-ROM

ERIC Educational Resources Information Center

Johnson, Ruth S.; Mims, J. Sabrina; Doyle-Nichols, Adelaide

2006-01-01

Within a conceptual and research framework about the usefulness of portfolios, this book suggests methods to organize the process, and provides tools that will be used not only during preparation programs but also for professional and academic advancement. Key features include: (1) Provides a conceptual framework for portfolio development: Readers…

PSAT Component Scores as a Predictor of Success on AP Exam Performance for Diverse Students

ERIC Educational Resources Information Center

Richardson, Cristianne C.; Gonzalez, Alejandro; Leal, Lonnie; Castillo, Mary Z.; Carman, Carol A.

2016-01-01

While studies have shown the positive effect of the Advanced Placement (AP) program on college readiness, there are still barriers preventing minority and low socioeconomic status (SES) students who possess high academic potential from participating in the opportunity that AP courses offer. One tool that could help identify students for…

Delivering Advanced Methods in Mathematical Programming to Students of All Disciplines Using Abstraction, Modularity and Open-Ended Assignments

ERIC Educational Resources Information Center

Ezra, Elishai; Nahmias, Yaakov

2015-01-01

The advent of integrated multidisciplinary research has given rise to some of the most important breakthroughs of our time, but has also set significant challenges to the current educational paradigm. Current academic education often limits cross-discipline discussion, depends on close-ended problems, and restricts utilization of interdisciplinary…

Carousel: A Moral Framework for Inquiring into the Culture of Prisons and Academe.

ERIC Educational Resources Information Center

Mullen, Carol A.

The moral framework of a carousel is used to advance possible connections between the institutional and regulatory life within prisons and teacher education programs. The moral paradigm case narrated is based on the researcher's field experience in a prison as a researcher-teacher. Connections are drawn to restrictions within a correctional…

Expanding Roles and Resources: Assessing the Collaboration between Florida Atlantic University Libraries and Taras Oceanographic Foundation

ERIC Educational Resources Information Center

Arrieta, Diane; Brunnick, Barbara; Plocharczyk, Leah

2015-01-01

As academic libraries struggle to remain relevant when technological advancements and electronic resources threaten to make them obsolete, libraries are learning to re-invent themselves by molding and adapting staff skills to cultivate innovative outreach programs. The Science Outreach Committee of the John D. MacArthur Campus library at Florida…

Foreign-trained dentists in advanced education in prosthodontics programs in the United States: demographics, perspectives on current training, and future goals.

PubMed

Al-Sowygh, Zeyad H; Sukotjo, Cortino

2011-02-01

This study investigated the perspectives of foreign-trained dentists (FTDs) in comparison with US-trained Dentists (USTDs) in Advanced Education in Prosthodontics (AEP) programs on their current clinical training and future goals. This study was conducted by analyzing data from previously published literature. When appropriate, Chi-square statistical analysis was conducted to determine the influence of where the AEP residents earned their DMD/DDS degree (FTDs/USTDs) on all variables. Only results that yielded significant differences were discussed. A majority of both FTDs and USTDs were male. Most USTDs were married, while most FTDs were single. Most FTDs were not US citizens and most originated from Asia, followed by the Middle East, South America, and Europe. Significantly more FTDs had higher ranks in their dental schools, had more advanced degrees, and spent more time practicing before entering the AEP programs. In selecting AEP programs, FTDs placed significantly higher values on a program's reputation and research opportunities. During their AEP training, FTDs paid significantly higher tuition and received lower stipends, but obtained more financial support from families. On the other hand, USTDs received significantly more financial aid and earned income from part-time work, but had significantly higher total educational debts. USTDs showed a significantly higher interest in becoming a student member of the American College of Prosthodontists and participated actively in prosthodontics organizations. USTDs were more interested in becoming maxillofacial prosthodontists, while FTDs were more interested in pursuing academic careers. FTDs differed from USTDs in several ways. Because of their interests in academics and research, FTDs may potentially have a positive impact on the development of the prosthodontics discipline. This information may be beneficial for AEP program directors in accommodating the needs of FTDs, and for FTDs in better preparing for their AEP training. © 2010 by The American College of Prosthodontists.

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.

A qualitative study of motivation in Alaska Native Science and Engineering Program (ANSEP) precollege students

NASA Astrophysics Data System (ADS)

Yatchmeneff, Michele

The dramatic underrepresentation of Alaska Natives in science, technology, engineering and mathematics (STEM) degrees and professions calls for rigorous research in how students access these fields. Research has shown that students who complete advanced mathematics and science courses while in high school are more academically prepared to pursue and succeed in STEM degree programs and professions. There is limited research on what motivates precollege students to become more academically prepared before they graduate from high school. In Alaska, Alaska Native precollege students regularly underperform on required State of Alaska mathematics and science exams when compared to non-Alaska Native students. Research also suggests that different things may motivate Alaska Native students than racial majority students. Therefore there is a need to better understand what motivates Alaska Native students to take and successfully complete advanced mathematics and science courses while in high school so that they are academically prepared to pursue and succeed in STEM degrees and professions. The Alaska Native Science & Engineering Program (ANSEP) is a longitudinal STEM educational enrichment program that works with Alaska Native students starting in middle school through doctoral degrees and further professional endeavors. Research suggests that Alaska Native students participating in ANSEP are completing STEM degrees at higher rates than before the program was available. ANSEP appears to be unique due to its longitudinal approach and the large numbers of Alaska Native precollege, university, and graduate students it supports. ANSEP provides precollege students with opportunities to take advanced high school and college-level mathematics and science courses and complete STEM related projects. Students work and live together on campus during the program components. Student outcome data suggests that ANSEP has been successful at motivating precollege participants to successfully complete advanced high school and college-level mathematics and science courses prior to high school graduation. This study was designed to examine the motivations of Alaska Native high school students who participated in the ANSEP Precollege components to take advanced mathematics and science courses in high school or before college. Participants were 30 high school or college students, 25 of whom were Alaska Native, who were currently attending or had attended Alaska Native Science & Engineering Program (ANSEP) Precollege components in high school. Self-determination theory was used as this study's theoretical framework to develop the semi-structured interview questions and also analyze the interviews. A thematic approach was used to analyze the interviews. The results of this study indicated that ANSEP helped the Alaska Native high school students gain a sense of autonomy, competence, and relatedness in order to be motivated to take advanced mathematics and science courses in high school or before college. In particular, Alaska Native high school students described that relatedness was an important element to them being motivated to take advanced mathematics and science courses. More specifically, participants reported that the Alaska Native community developed at the ANSEP Building and the relationships they developed with their Alaska Native high school peers and staff played an influential role in the motivation of these students. These findings are important because research suggests that autonomy and competence are more important elements than relatedness because they generate or maintain intrinsic motivation. Alaska Native high school students reported that ANSEP was more successful in helping them gain a sense of competence and relatedness than at helping them gain a sense of autonomy. More specifically, the reason the participants did not feel ANSEP developed their sense of autonomy was because ANSEP restricted their actions during the ANSEP Precollege study sessions. My study implies that Alaska Native students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. Educators and STEM program leaders should incorporate elements of belonging into the educational environments they develop for their Alaska Native students. Future research should be conducted to determine if other racial minority students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. My study also indicated that Alaska Native students were motivated to take advanced mathematics and science courses by knowing ANSEP would support them in future programming because of its longitudinal approach. Funding agencies of STEM programs should consider funding programs that provide a longitudinal approach to help Alaska Native students' sense of competence grow. Future research should include studying other STEM programs to determine if they are motivating their students to take and succeed in advanced mathematics and science courses.

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

PubMed

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

2016-01-01

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

An environmental scan of academic pediatric emergency medicine at Canadian medical schools: Identifying variability across Canada.

PubMed

Artz, Jennifer D; Meckler, Garth; Argintaru, Niran; Lim, Roderick; Stiell, Ian G

2018-01-28

To complement our environmental scan of academic emergency medicine departments, we conducted a similar environmental scan of the academic pediatric emergency medicine programs offered by the Canadian medical schools. We developed an 88-question form, which was distributed to pediatric academic leaders at each medical school. The responses were validated via email to ensure that the questions were answered completely and consistently. Fourteen of the 17 Canadian medical schools have some type of pediatric emergency medicine academic program. None of the pediatric emergency medicine units have full departmental status, while nine are divisions, two are sections, and three have no status. Canadian academic pediatric emergency medicine is practised at 13 major teaching hospitals and one specialized pediatric emergency department. There are 394 pediatric emergency medicine faculty members, including 13 full professors and 64 associate professors. Eight sites regularly take pediatric undergraduate clinical clerks, and all 14 provide resident education. Fellowship training is offered at 10 sites, with five offering advanced pediatric emergency medicine fellowship training. Half of the sites have at least one physician with a Master's degree in education, totalling 18 faculty members across Canada. There are 31 clinical researchers with salary support at nine universities. Eleven sites have published peer-reviewed papers (n=423) in the past five years, ranging from two to 102 per site. Annual academic budgets range from $10,000 to $2,607,515. This comprehensive review of academic activities in pediatric emergency medicine across Canada identifies the variability across the country, including the recognition of sites above and below the national average, which may prompt change at individual sites. Sharing these academic practices may inspire sites to provide more support to teachers, educators, and researchers.

Leadership Development for Health Researchers at Historically Black Colleges and Universities

PubMed Central

Braithwaite, Ronald L.; Braithwaite, Kisha; Oliver, Desiree; Holliday, Rhonda

2009-01-01

Historically Black colleges and universities (HBCUs) have traditionally been a magnet for Black students at all levels nationwide and have been an exemplar of mentorship models for preparing leaders in many fields. A research career development program for junior faculty scholars that leverages the unique strengths of HBCUs has the potential to promote diverse leadership in health research and advance practical understanding of how to address HIV/AIDS and related health challenges that ravage vulnerable communities. A program that creates institutional bonds between HBCUs and other academic institutions can create a groundbreaking framework for more-effective community-based participatory research. We present a rationale for supporting an HBCU-led collaborative research program, one that both advances junior faculty and explores the interrelationship between HIV/AIDS, mental health, and substance abuse through research in correctional facilities. PMID:19246669

Hierarchy as a barrier to advancement for women in academic medicine.

PubMed

Conrad, Peter; Carr, Phyllis; Knight, Sharon; Renfrew, Megan R; Dunn, Mary B; Pololi, Linda

2010-04-01

Research on barriers to professional advancement for women in academic medicine has not adequately considered the role of environmental factors and how the structure of organizations affects professional advancement and work experiences. This article examines the impact of the hierarchy, including both the organization's hierarchical structure and professionals' perceptions of this structure, in medical school organization on faculty members' experience and advancement in academic medicine. As part of an inductive qualitative study of faculty in five disparate U.S. medical schools, we interviewed 96 medical faculty at different career stages and in diverse specialties, using in-depth semistructured interviews, about their perceptions about and experiences in academic medicine. Data were coded and analysis was conducted in the grounded theory tradition. Our respondents saw the hierarchy of chairs, based on the indeterminate tenure of department chairs, as a central characteristic of the structure of academic medicine. Many faculty saw this hierarchy as affecting inclusion, reducing transparency in decision making, and impeding advancement. Indeterminate chair terms lessen turnover and may create a bottleneck for advancement. Both men and women faculty perceived this hierarchy, but women saw it as more consequential. The hierarchical structure of academic medicine has a significant impact on faculty work experiences, including advancement, especially for women. We suggest that medical schools consider alternative models of leadership and managerial styles, including fixed terms for chairs with a greater emphasis on inclusion. This is a structural reform that could increase opportunities for advancement especially for women in academic medicine.

Technology initiatives with government/business overlap

NASA Astrophysics Data System (ADS)

Knapp, Robert H., Jr.

2015-03-01

Three important present-day technology development settings involve significant overlap between government and private sectors. The Advanced Research Project Agency for Energy (ARPA-E) supports a wide range of "high risk, high return" projects carried out in academic, non-profit or private business settings. The Materials Genome Initiative (MGI), based in the White House, aims at radical acceleration of the development process for advanced materials. California public utilities such as Pacific Gas & Electric operate under a structure of financial returns and political program mandates that make them arms of public policy as much as independent businesses.

The women in emergency medicine mentoring program: an innovative approach to mentoring.

PubMed

Welch, Julie L; Jimenez, Heather L; Walthall, Jennifer; Allen, Sheryl E

2012-09-01

Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004-2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring.

Strategies For Clinical Implementation: Precision Oncology At Three Distinct Institutions.

PubMed

Nadauld, Lincoln D; Ford, James M; Pritchard, Daryl; Brown, Thomas

2018-05-01

Despite rapid advances in molecular diagnostics and targeted therapeutics, the adoption of precision medicine into clinical oncology workflows has been slow. Questions about clinical utility, inconsistent reimbursement for molecular diagnostics, and limited access to targeted therapies are some of the major hurdles that have hampered clinical adoption. Despite these challenges, providers have invested in precision medicine programs in an ongoing search for innovative care models to deliver improved patient outcomes and achieve economic gains. We describe the precision oncology medicine programs implemented by an integrated delivery system, a community care center, and an academic medical center, to demonstrate the approaches and challenges associated with clinical implementation efforts designed to advance this treatment paradigm. Payer policies that include coverage for broad genomic testing panels would support the broader application of precision medicine, deepen research benefits, and bring targeted therapies to more patients with advanced cancer.

Prevalence of use of advance directives, health care proxy, legal guardian, and living will in 512 patients hospitalized in a cardiac care unit/intensive care unit in 2 community hospitals.

PubMed

Kumar, Anil; Aronow, Wilbert S; Alexa, Margelusa; Gothwal, Ritu; Jesmajian, Stephen; Bhushan, Bharat; Gaba, Praveen; Catevenis, James

2010-04-30

The prevalence of use of any advance directives was 26% in 112 patients hospitalized in a cardiac care unit (CCU)/intensive care unit (ICU) in an academic medical center. We investigated in 2 community hospitals the prevalence of use of advance directives (AD), health care proxy (HCP), legal guardian (LG), and living will (LW) in 512 patients hospitalized in a CCU/ ICU approached for AD and HCP. The use of AD was 22%, of HCP was 19%, of LG was 16%, and of LW was 5%. The use of AD was 22%, of HCP was 19%, of LG was 16%, and of LW was 5% in patients hospitalized in a CCU/ICU. Educational programs on use of AD and of HCP need to be part of cardiovascular training programs and of cardiovascular continuing medical education.

Black males' self-perceptions of academic ability and gifted potential in advanced science classes

NASA Astrophysics Data System (ADS)

Rascoe, Barbara; Monroe Atwater, Mary

2005-10-01

The purpose of this research effort was to examine Black male students' self-perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self-perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted could do better high achievers; (c) gifted could do better situational nonachievers; and (d) gifted could do better underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self-perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self-perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement.

A Cost-Effective Strategy for Integrating Technology into the Advanced and Remedial Mathematics Curriculum in the Community College.

ERIC Educational Resources Information Center

Johnson, Marvin L.

Technology can be an effective educational device if it is part of a well-conceived plan blending together other factors that also positively influence achievement. The body of research documenting the benefits of integrating technology into academic programs grows each day, particularly concerning the use of calculators and computers in the…

Benefits of NASA to the USA and Humanity

NASA Technical Reports Server (NTRS)

Duarte, Alberto

2017-01-01

During his 28+ as a NASA employee, Mr. Duarte has had the privilege to work in several programs and projects (Space Shuttle Main Engine; Advanced Solid Rocket Booster; X-33; X-34; X-36; External Tank for the Space Shuttle; Space Shuttle missions and others) related to the NASA aerospace exploration program. At the VIII version of F-AIR COLOMBIA, the organizers want to have Colombian born aerospace professionals with experience in aerospace matters to contribute as panelists for this years theme, Benefits of Space Development for A Country. For more than 50 years NASA has lead the world in exploration through continuous advancement in science and innovative technologies. The results have been not only of a service to the nation but to humankind, as well. Those remarkable developments have resulted in positive impact in social and economic growth, enhancements in academics and educational horizons, creation of numerous investment opportunities for large corporations and small business, and a more comprehensive understanding of the universe. NASA has layout path for space exploration and has been of inspiration for scientist, academics and students. Benefits of NASA to the USA and Humanity, will provide a relevant contribution to the theme and objectives of this national event in Colombia.

The academic tweet: Twitter as a tool to advance academic surgery.

PubMed

Logghe, Heather J; Selby, Luke V; Boeck, Marissa A; Stamp, Nikki L; Chuen, Jason; Jones, Christian

2018-06-01

Social media, Twitter in particular, has emerged as an essential tool for surgeons. In the realm of academic surgery, it enables surgeons to advance the core values of academic surgery, as outlined by the Association for Academic Surgery: inclusion, leadership, innovation, scholarship, and mentorship. This article details the ways in which surgeons are using Twitter to embody these values and how the Twitter account for the Association of Academic Surgeons accomplishes its goal of inspiring and developing young academic surgeons. Copyright © 2018 Elsevier Inc. All rights reserved.

Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

PubMed Central

Margherio, Cara; Horner-Devine, M. Claire; Mizumori, Sheri J. Y.; Yen, Joyce W.

2016-01-01

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences. PMID:27587858

Passionate scholarship 2001-2010: a vision for making academe safer for joyous risk-takers.

PubMed

Heinrich, Kathleen T

2010-01-01

What is passionate scholarship? According to students and graduates from a nursing doctoral program interviewed 10 years ago, passionate scholars must risk committing to a personally meaningful and socially relevant topic close to the heart. This insight spawned a string of exploratory inquiries and educational interventions in search of the "ideal conditions" that foster passionate scholarship. Updating the findings of that original study published in Advances in Nursing Science in 2001, this article describes a 3-year, faculty development initiative. Beyond increasing scholarly productivity, the findings suggest that turning faculty groups into communities of scholarly caring can make academic environments safer for passionate risk-takers.

Retention of indigenous nursing students in New Zealand: a cross-sectional survey.

PubMed

Wilson, Denise; McKinney, Caroline; Rapata-Hanning, Mereana

2011-01-01

Internationally the recruitment and retention of Indigenous and minority peoples into nursing is a persistent challenge, despite their participation being essential in reducing health disparities and improving health service quality for Indigenous and minority users. We aimed to identify Māori (Indigenous to New Zealand) nursing students' experiences of undertaking a nursing degree program. A non-experimental cross-sectional survey was undertaken with undergraduate nursing students identifying as Māori. The surveys were analyzed using descriptive and inferential statistics. One hundred and eight students responded, with a career, stable income, and desire to make a difference in Māori health outcomes motivating most to embark on a nursing program. They reported numerous obstacles that compromised their academic advancement. However, affirming students' identities; providing academic support; accessing Indigenous role models, mentors and relevant clinical experiences; and, having supportive teaching and learning environments and the inclusion of Indigenous content in curricula; were identified as strategies that promoted retention in nursing programs.

Values Guide Us in Times of Uncertainty: DACA and Graduate Medical Education.

PubMed

Poll-Hunter, Norma I; Young, Geoffrey H; Shick, Matthew

2017-11-01

With a new administration and Congress, there is uncertainty surrounding the future of the Deferred Action for Childhood Arrivals (DACA) program. In light of this uncertainty, medical schools have tried to better understand how they can support trainees with DACA. In their article in this issue, Nakae and colleagues describe the issues often encountered by medical students with DACA as they prepare for residency and by the program directors who receive their applications. They offer recommendations for best practices to support these trainees. The authors of this Invited Commentary expand on these important considerations, based on their experiences at a national level. They argue that the core values in academic medicine should drive decision making, the student voice is critical, teamwork is essential, and wellness deserves attention. Academic medicine is part of a larger movement with partners across the health professions and higher education focused on advancing the values of access and opportunity for all. The authors of this Invited Commentary argue that remaining steadfast and committed to the core values in medicine will allow the academic medicine community to successfully navigate these uncertain times.

Proceedings of the Ninth Annual Summer Conference: NASA/USRA University Advanced Aeronautics Design Program and Advanced Space Design Program

NASA Technical Reports Server (NTRS)

1993-01-01

The NASA/USRA University Advanced Design Program was established in 1984 as an attempt to add more and better design education to primarily undergraduate engineering programs. The original focus of the pilot program encompassing nine universities and five NASA centers was on space design. Two years later, the program was expanded to include aeronautics design with six universities and three NASA centers participating. This year marks the last of a three-year cycle of participation by forty-one universities, eight NASA centers, and one industry participant. The Advanced Space Design Program offers universities an opportunity to plan and design missions and hardware that would be of usc in the future as NASA enters a new era of exploration and discovery, while the Advanced Aeronautics Design Program generally offers opportunities for study of design problems closer to the present time, ranging from small, slow-speed vehicles to large, supersonic and hypersonic passenger transports. The systems approach to the design problem is emphasized in both the space and aeronautics projects. The student teams pursue the chosen problem during their senior year in a one- or two-semester capstone design course and submit a comprehensive written report at the conclusion of the project. Finally, student representatives from each of the universities summarize their work in oral presentations at the Annual Summer Conference, sponsored by one of the NASA centers and attended by the university faculty, NASA and USRA personnel and aerospace industry representatives. As the Advanced Design Program has grown in size, it has also matured in terms of the quality of the student projects. The present volume represents the student work accomplished during the 1992-1993 academic year reported at the Ninth Annual Summer Conference hosted by NASA Lyndon B. Johnson Space Center, June 14-18, 1993.

CE: Original Research: Creating an Evidence-Based Progression for Clinical Advancement Programs.

PubMed

Burke, Kathleen G; Johnson, Tonya; Sites, Christine; Barnsteiner, Jane

2017-05-01

: Background: The Institute of Medicine (IOM) and the Quality and Safety Education for Nurses (QSEN) project have identified six nursing competencies and supported their integration into undergraduate and graduate nursing curricula nationwide. But integration of those competencies into clinical practice has been limited, and evidence for the progression of competency proficiency within clinical advancement programs is scant. Using an evidence-based approach and building on the competencies identified by the IOM and QSEN, a team of experts at an academic health system developed eight competency domains and 186 related knowledge, skills, and attitudes (KSAs) for professional nursing practice. The aim of our study was to validate the eight identified competencies and 186 related KSAs and determine their developmental progression within a clinical advancement program. Using the Delphi technique, nursing leadership validated the newly identified competency domains and KSAs as essential to practice. Clinical experts from 13 Magnet-designated hospitals with clinical advancement programs then participated in Delphi rounds aimed at reaching consensus on the developmental progression of the 186 KSAs through four levels of clinical advancement. Two Delphi rounds resulted in consensus by the expert participants. All eight competency domains were determined to be essential at all four levels of clinical practice. At the novice level of practice, the experts identified a greater number of KSAs in the domains of safety and patient- and family-centered care. At more advanced practice levels, the experts identified a greater number of KSAs in the domains of professionalism, teamwork, technology and informatics, and continuous quality improvement. Incorporating the eight competency domains and the 186 KSAs into a framework for clinical advancement programs will likely result in more clearly defined role expectations; enhance accountability; and elevate and promote nursing practice, thereby improving clinical outcomes and quality of care. With their emphasis on quality and safety, the eight competency domains also offer a framework for enhancing position descriptions, performance evaluations, clinical recognition, initial and ongoing competency assessment programs, and orientation and residency programs.

The use of the h-index in academic otolaryngology.

PubMed

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

2013-01-01

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

Advancing Space Sciences through Undergraduate Research Experiences at UC Berkeley's Space Sciences Laboratory - a novel approach to undergraduate internships for first generation community college students

NASA Astrophysics Data System (ADS)

Raftery, C. L.; Davis, H. B.; Peticolas, L. M.; Paglierani, R.

2015-12-01

The Space Sciences Laboratory at UC Berkeley launched an NSF-funded Research Experience for Undergraduates (REU) program in the summer of 2015. The "Advancing Space Sciences through Undergraduate Research Experiences" (ASSURE) program recruited heavily from local community colleges and universities, and provided a multi-tiered mentorship program for students in the fields of space science and engineering. The program was focussed on providing a supportive environment for 2nd and 3rd year undergraduates, many of whom were first generation and underrepresented students. This model provides three levels of mentorship support for the participating interns: 1) the primary research advisor provides academic and professional support. 2) The program coordinator, who meets with the interns multiple times per week, provides personal support and helps the interns to assimilate into the highly competitive environment of the research laboratory. 3) Returning undergraduate interns provided peer support and guidance to the new cohort of students. The impacts of this program on the first generation students and the research mentors, as well as the lessons learned will be discussed.

Business development activities at academic institutions as related to the education, training, and career development of the next generation of scientists and professionals

NASA Astrophysics Data System (ADS)

Mobarhan, Kamran S.

2007-06-01

Every year large sums of tax payers money are used to fund scientific research at various universities. The result is outstanding new discoveries which are published in scientific journals. However, more often than not, once the funding for these research programs end, the results of these new discoveries are buried deep within old issues of technical journals which are archived in university libraries and are consequently forgotten. Ideally, these scientific discoveries and technological advances generated at our academic institutions should lead to the creation of new jobs for our graduating students and emerging scientists and professionals. In this fashion the students who worked hard to produce these new discoveries and technological advances, can continue with their good work at companies that they helped launch and establish. This article explores some of the issues related to new business development activities at academic institutions. Included is a discussion of possible ways of helping graduating students create jobs for themselves, and for their fellow students, through creation of new companies which are based on the work that they did during their course of university studies.

Comparison of academic and practice outcomes of rural and traditional track graduates of a family medicine residency program.

PubMed

Petrany, Stephen M; Gress, Todd

2013-06-01

The Marshall University Family Medicine Residency (MUFMR) implemented its rural track (RT) in 1994 to help achieve its mission of producing primary care physicians for practice in rural areas and West Virginia. This study examined the impact of the RT on the program's training outcomes and assessed the academic equivalence of the RT and traditional track (TT) curricula. The authors analyzed academic outcomes (in-training examination [ITE] scores, board certification rates) and practice outcomes (location and type following graduation) for the 174 MUFMR graduates who entered the program from 1984 through 2006. They compared RT and TT graduates who entered after RT implementation (1994-2006) with each other and with graduates who entered during the decade before implementation (1984-1993). There were differences between the 12 RT and 94 TT graduates in rural practice upon graduation (RT: 83% versus TT: 40%; P<.01) and practice in West Virginia (RT 83% versus TT 68%; P=.34). RT and TT graduates had similar mean increases in ITE scores and board certification rates. The 106 post-implementation graduates had a significantly higher rate of West Virginia practice than did the 68 pre-implementation graduates (70% versus 52%; P=.02). RT development was associated with a substantial increase in MUFMR graduates practicing in West Virginia. RT graduates were more likely than TT graduates to practice in rural areas and in the state upon graduation. RT graduates seem to advance academically as well as their TT counterparts.

Improvements and applications of COBRA-TF for stand-alone and coupled LWR safety analyses

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

Avramova, M.; Cuervo, D.; Ivanov, K.

2006-07-01

The advanced thermal-hydraulic subchannel code COBRA-TF has been recently improved and applied for stand-alone and coupled LWR core calculations at the Pennsylvania State Univ. in cooperation with AREVA NP GmbH (Germany)) and the Technical Univ. of Madrid. To enable COBRA-TF for academic and industrial applications including safety margins evaluations and LWR core design analyses, the code programming, numerics, and basic models were revised and substantially improved. The code has undergone through an extensive validation, verification, and qualification program. (authors)

Rhetorical and Lexico-Grammatical Features of Argumentative Writing in Spanish as a Heritage Language and as a Second Language

ERIC Educational Resources Information Center

Paredes, Sofia M.

2011-01-01

Student academic writing in higher education is a central component of language programs whose purpose is to promote advanced literacy in the target language. At this level, students are required to produce texts that are analytical-argumentative in nature. This type of genre requires writers to formulate an interpretative statement or thesis and…

Closing the Excellence Gap: Investigation of an Expanded Talent Search Model for Student Selection into an Extracurricular STEM Program in Rural Middle Schools

ERIC Educational Resources Information Center

Assouline, Susan G.; Ihrig, Lori M.; Mahatmya, Duhita

2017-01-01

High-potential students from underresourced rural schools face barriers that reduce options for academic advancement, which widens the excellence gap between them and their more affluent, but similar ability peers. The goal of this study was to investigate the effectiveness of an expanded above-level testing model to identify high-potential rural…

Striving for Gender Equity in Academic Medicine Careers: A Call to Action

PubMed Central

Bates, Carol; Gordon, Lynn; Travis, Elizabeth; Chatterjee, Archana; Chaudron, Linda; Fivush, Barbara; Gulati, Martha; Jagsi, Reshma; Sharma, Poonam; Gillis, Marin; Ganetzky, Rebecca; Grover, Amelia; Lautenberger, Diana; Moses, Ashleigh

2018-01-01

Women represent approximately half of students entering medical schools and more than half of those entering PhD programs. When advancing through the academic and professional fields, however, women continually face barriers that men do not. In this Commentary, the authors offer ideas for coordinating the efforts of organizations, academic institutions, and leaders throughout the scientific and medical professions to reduce barriers that result in inequities and, instead, strive for gender parity. Specific areas of focus outlined by the authors include facilitating women’s access to formal and informal professional networks, acknowledging and addressing the gender pay gap as well as the lack of research funding awarded to women in the field, and updating workplace policies that have not evolved to accommodate women’s lifestyles. As academic institutions seek access to top talent and the means to develop those individuals capable of generating the change medicine and science needs, the authors urge leaders and change agents within academic medicine to address the systemic barriers to gender equity that impede us from achieving the mission to improve the health of all. PMID:27332868

Striving for Gender Equity in Academic Medicine Careers: A Call to Action.

PubMed

Bates, Carol; Gordon, Lynn; Travis, Elizabeth; Chatterjee, Archana; Chaudron, Linda; Fivush, Barbara; Gulati, Martha; Jagsi, Reshma; Sharma, Poonam; Gillis, Marin; Ganetzky, Rebecca; Grover, Amelia; Lautenberger, Diana; Moses, Ashleigh

2016-08-01

Women represent approximately half of students entering medical schools and more than half of those entering PhD programs. When advancing through the academic and professional fields, however, women continually face barriers that men do not. In this Commentary, the authors offer ideas for coordinating the efforts of organizations, academic institutions, and leaders throughout the scientific and medical professions to reduce barriers that result in inequities and, instead, strive for gender parity. Specific areas of focus outlined by the authors include facilitating women's access to formal and informal professional networks, acknowledging and addressing the gender pay gap as well as the lack of research funding awarded to women in the field, and updating workplace policies that have not evolved to accommodate women's lifestyles. As academic institutions seek access to top talent and the means to develop those individuals capable of generating the change medicine and science needs, the authors urge leaders and change agents within academic medicine to address the systemic barriers to gender equity that impede us from achieving the mission to improve the health of all.

Post-Katrina: study in crisis-related program adaptability.

PubMed

Pero, Colin D; Pou, Anna M; Arriaga, Moises A; Nuss, Daniel W

2008-03-01

To discuss disaster planning, didactic reorganization, and clinical realignments useful in rebuilding academic otolaryngology residency programs after disaster. We describe our reorganization and analysis of objective measures in resident education before and after Hurricane Katrina. Post-Katrina, the number of full-time faculty and part-time clinical instructors/gratis faculty has decreased (4 vs 9 and 36 vs 43, respectively), but the number of part-time LSU faculty (private-academic partnership) has increased (0 vs 3) with overall improved resident supervision. Resident complement decreased by 9.3%. Surgical case loads are essentially unchanged. Reorganization of the didactic schedule has increased attendance and maintained examination scores above national averages. Establishment of two new practice sites provided an adequate number of patients for residency training. Poststorm reorganization has maintained or exceeded pre-Katrina performance standards. Establishment of communication and data retrieval proved irreplaceable and demand advance preparation.

Use of the Advanced Communications Technology Satellite to Promote International Distance Education Programs for Georgetown University

NASA Technical Reports Server (NTRS)

Bradley, Harold; Kauffman, Amy

1996-01-01

Georgetown's distance education program is designed to demonstrate to faculty and administrators the feasibility and desirability of using two-way video transmission for international education. These programs will extend the reach of Georgetown's educational offerings; enrich the curriculum and content of Georgetown's offerings by interaction with institutions in other nations; enhance the world view of the School of Business Administration; enable Georgetown to share its resources with other institutions outside of the United States; and promote Commerce within the Americas. The primary reason for this pilot program is to evaluate the effectiveness and economic viability of offering academic courses and Small Business Development training.

Minority University Research and Education Division (MURED) Update

NASA Technical Reports Server (NTRS)

Malone, John

2000-01-01

Program priorities include: (1) Expand and advance NASA's scientific and technological base by building on prior year's efforts in research and academic infrastructure; (2) Increase exposure to NASA's unique mission and facilities by developing closer relationships with NASA Strategic Enterprises; (3) Increase involvement in competitive peer review and merit selection processes; (4) Contribute significantly to the Agency's strategic goals and objectives; (5) Create systemic and sustainable change through partnerships and programs that enhance research and education programs; (6) Prepare faculty and students at HBCU's for NASA-related fields and increase number of students that enter and successfully complete degrees in NASA-related fields; (7) Establish measurable program goals and objectives; and (8) Improve financial management performance.

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health.

PubMed

Burton, Donna L; Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-04-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program's curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships.

The Women in Emergency Medicine Mentoring Program: An Innovative Approach to Mentoring

PubMed Central

Welch, Julie L.; Jimenez, Heather L.; Walthall, Jennifer; Allen, Sheryl E.

2012-01-01

Background Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. Objective To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. Methods The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004–2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. Results A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. Conclusion This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring. PMID:23997883

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.

Professor in Residence: An Innovative Academic-Practice Partnership.

PubMed

Hinic, Katherine; Kowalski, Mildred Ortu; Silverstein, Wendy

2017-12-01

This article describes an academic-practice partnership between an American Nurses Credentialing Center Magnet ® -designated hospital and an academic nurse educator that has increased the hospital's capacity for research, evidence-based practice, and support for nurses continuing their education. Through close collaboration with the full-time nurse researcher and members of the nursing education department, the professor in residence consults with clinical staff to support completion of research and evidence-based practice projects. The collaboration also has resulted in the development of a formal year-long mentoring program for clinical nurses in the area of evidence-based practice. Individual support and academic consults are offered to nurses enrolled in school to promote advancement of nurses' educational level. This collaboration has been beneficial for both the hospital and the university, increasing the capacity for scholarly activities for nurses in the hospital and serving as a forum for ongoing faculty practice and scholarship. J Contin Educ Nurs. 2017;48(12):552-556. Copyright 2017, SLACK Incorporated.

Executive summary of the CAEP 2014 Academic Symposium: How to make research succeed in your department.

PubMed

Stiell, Ian G; Artz, Jennifer D; Perry, Jeffrey; Vaillancourt, Christian; Calder, Lisa

2015-05-01

The vision of the recently created Canadian Association of Emergency Physicians (CAEP) Academic Section is to promote high-quality emergency patient care by conducting world-leading education and research in emergency medicine. The Academic Section plans to achieve this goal by enhancing academic emergency medicine primarily at Canadian medical schools and teaching hospitals. It seeks to foster and develop education, research, and academic leadership amongst Canadian emergency physicians, residents, and students. In this light, the Academic Section began in 2013 to hold the annual Academic Symposia to highlight best practices and recommendations for the three core domains of governance and leadership, education scholarship, and research. Each year, members of three panels are asked to review the literature, survey and interview experts, achieve consensus, and present their recommendations at the Symposium (2013, Education Scholarship; 2014, Research; and 2015, Governance and Funding). Research is essential to medical advancement. As a relatively young specialty, emergency medicine is rapidly evolving to adapt to new diagnostic tools, the challenges of crowding in emergency departments, and the growing needs of emergency patients. There is significant variability in the infrastructure, support, and productivity of emergency medicine research programs across Canada. All Canadians benefit from an investigation of the means to improve research infrastructure, training programs, and funding opportunities. Such an analysis is essential to identify areas for improvement, which will support the expansion of emergency medicine research. To this end, physician-scientist leaders were gathered from across Canada to develop pragmatic recommendations on the improvement of emergency medicine research through a comprehensive analysis of current best practices, systematic literature reviews, stakeholder surveys, and expert interviews.

Factors influencing scholarly impact: does urology fellowship training affect research output?

PubMed

Kasabwala, Khushabu; Morton, Christopher M; Svider, Peter F; Nahass, Thomas A; Eloy, Jean Anderson; Jackson-Rosario, Imani

2014-01-01

Residents seek postresidency fellowship training to increase competency with novel surgical techniques and augment their fund of knowledge. Research productivity is a vital component of advancement in academic urology. Our objectives were to use the h-index (an objective and readily available bibliometric that has been repeatedly shown to correlate with scholarly impact, funding procurement, and academic promotion in urology as well as other specialties) to determine whether any relationship exists between fellowship training and scholarly impact among academic urologists. Additional examination was performed to determine whether any differences in scholarly influence are present among practitioners in the major urologic subspecialties. Overall, 851 faculty members from 101 academic urology departments were organized by academic rank and fellowship completed. Research productivity was calculated using the h-index, calculated from the Scopus database. There was no statistical difference in h-index found between fellowship-trained and nonfellowship-trained academic urologists. The highest h-indices were seen among urologic oncologists (18.1 ± 0.95) and nonfellowship-trained urologists (14.62 ± 0.80). Nearly 70% of department chairs included in this analysis were urologic oncologists or general urologists. No difference in h-index existed between fellowship-trained and nonfellowship-trained urologists, although practitioners in the subspecialty cohorts with the highest research productivity (nonfellowship-trained and urologic oncologists) comprised 70% of department chairpersons. This relationship suggests that a strong research profile is highly valued during selection for academic promotion. Differences existed on further comparison by subspecialty. Fellowship training may represent another potential opportunity to introduce structured research experiences for trainees. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

Career Advancement Outcomes in Academic Science, Technology, Engineering and Mathematics (STEM): Gender, Mentoring Resources, and Homophily

NASA Astrophysics Data System (ADS)

Lee, Sang Eun

This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement outcomes at early career stages. Female academic scientists have disadvantages in the career progress in the academic STEM. They tend to fall behind throughout their career paths and to leave the field compared to their male colleagues. Researchers have found that gender differences in the career advancement are shaped by gender-biased evaluations derived from gender stereotypes. Other studies demonstrate the positive impacts of mentoring and gender homophily in the mentoring dyads. To add greater insights to the current findings of female academic scientists' career disadvantages, this dissertation investigates comprehensive effects of gender, mentoring, and gender homophily in the mentoring dyads on female scientists' career advancement outcomes in academic science. Based on the Status Characteristics Theory, the concept of mentoring, Social Capital Theory, and Ingroup Bias Theory, causal path models are developed to test direct and indirect effects of gender, mentoring resources, and gender homophily on STEM faculty's career advancement. The research models were tested using structural equation modeling (SEM) with data collected from a national survey, funded by the National Science Foundation, completed in 2011 by tenured and tenure-track academic STEM faculty from higher education institutions in the United States. Findings suggest that there is no gender difference in career advancement controlling for mentoring resources and gender homophily in the mentoring dyads and other factors including research productivity and domestic caregiving responsibilities. Findings also show that the positive relationship between gender homophily in mentoring dyads and the reception of the mentoring resources, especially regarding providing help on career development and research collaboration, lead to enhanced early stage career advancement. Insights from the findings contribute both to theoretical understandings of the overall effects of gender, mentoring, and gender homophily in the mentoring dyads on female academic scientists' career advancement at early career stages and to provide evidence of positive effects of same-gender mentoring dyads to universities.

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...

Effectiveness of the AAOS Leadership Fellows Program for Orthopaedic Surgeons.

PubMed

Day, Charles S; Tabrizi, Shervin; Kramer, Jeffrey; Yule, Arthur C; Ahn, Brian S

2010-11-17

Effective physician leadership is critical to the future success of healthcare organizations. The American Academy of Orthopaedic Surgeons (AAOS) Leadership Fellows Program is a one-year program designed to train young orthopaedic surgeons to become future leaders in orthopaedics. The purpose of this study was to evaluate the impact of the AAOS Leadership Fellows Program on the leadership skills and achievements of its participants. Graduates of the Leadership Fellows Program were compared with a control group of previous applicants who were not accepted to the program (applicants) in a retrospective cohort comparison study. A subjective survey of leadership skills was used to assess the confidence of the two cohorts in eight areas of leadership. In addition, an updated curriculum vitae from each of sixty leadership fellows from the classes of 2003 through 2009 and from each of forty-seven applicants was retrospectively reviewed for evidence of leadership. The updated curriculum vitae of the leadership fellows was evaluated for leadership activity attained prior to and following participation in the program, while the updated curriculum vitae of applicants was evaluated for leadership activity attained prior to and following the last year of application to the program. Curricula vitae were assessed for demonstration of national leadership, academic rank, hospital administrative rank, and research experience. On the leadership survey, the graduates of the Leadership Fellows Program scored higher than the applicants in seven of eight categories. The review of the curricula vitae demonstrated that, prior to the Leadership Fellows Program, the leadership fellows were more likely than the applicants to have an academic practice and hold an academic rank. The difference between the two cohorts in administrative rank and leadership of national committees was not significant. Following the program, the leadership fellows were more likely to chair national committees (p < 0.001) and hold leadership positions in their hospitals (p = 0.008). Furthermore, the leadership fellows were more likely to advance in their academic and administrative ranks compared with those who applied to the program and were not accepted. The AAOS Leadership Fellows Program seems to have a positive impact on the leadership competency of its participants. Graduates of the program are more likely to assume leadership positions in national organizations and within their own institutions.

Academic career in medicine: requirements and conditions for successful advancement in Switzerland.

PubMed

Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

2009-04-29

Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. The conditions for an academic career in medicine in Switzerland appear to be difficult especially for those physicians combining research with clinical work. For a successful academic career it seems crucial to start with research activities right after graduation, and take up clinical training later in the career. Furthermore, special mentoring programs for junior academics should be implemented at all medical schools to give trainees more goal-oriented guidance in their career.

Academic career in medicine – requirements and conditions for successful advancement in Switzerland

PubMed Central

Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

2009-01-01

Background Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Methods Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Results Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. Conclusion The conditions for an academic career in medicine in Switzerland appear to be difficult especially for those physicians combining research with clinical work. For a successful academic career it seems crucial to start with research activities right after graduation, and take up clinical training later in the career. Furthermore, special mentoring programs for junior academics should be implemented at all medical schools to give trainees more goal-oriented guidance in their career. PMID:19402885

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

PubMed

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

2015-02-01

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

Women's health and women's leadership in academic medicine: hitting the same glass ceiling?

PubMed

Carnes, Molly; Morrissey, Claudia; Geller, Stacie E

2008-11-01

The term "glass ceiling" refers to women's lack of advancement into leadership positions despite no visible barriers. The term has been applied to academic medicine for over a decade but has not previously been applied to the advancement of women's health. This paper discusses (1) the historical linking of the advances in women's health with women's leadership in academic medicine, (2) the slow progress of women into leadership in academic medicine, and (3) indicators that the advancement of women's health has stalled. We make the case that deeply embedded unconscious gender-based biases and assumptions underpin the stalled advancement of women on both fronts. We conclude with recommendations to promote progress beyond the apparent glass ceiling that is preventing further advancement of women's health and women leaders. We emphasize the need to move beyond "fixing the women" to a systemic, institutional approach that acknowledges and addresses the impact of unconscious, gender-linked biases that devalue and marginalize women and issues associated with women, such as their health.

Institutional transformation: An analysis of change initiatives at NSF ADVANCE institutions

NASA Astrophysics Data System (ADS)

Plummer, Ellen W.

The purpose of this study was to examine how institutional culture promoted or impeded the implementation of round one and two NSF ADVANCE initiatives designed to improve academic climates for women in science and engineering. This study was conducted in two phases. In phase one, 35 participants from 18 institutions were interviewed to answer three research questions. Participants identified a policy, process, or program designed to improve academic cultures for women in science and engineering fields. Participants also identified strategies that promoted the implementation of these efforts, and discussed factors that impeded these efforts. In phase two, site visits were conducted at two institutions to answer a fourth research question. How did institutional culture shape the design and implementation of faculty search processes? Policies, processes, and programs were implemented by participants at the institutional, departmental, and individual levels and included family friendly and dual career policies at the institutional level, improved departmental faculty search and climate improvement processes, and mentoring programs and training for department heads at the individual level. Communication and leadership strategies were key to the successful implementation of policies, processes, and programs designed to achieve institutional transformation. Communication strategies involved shaping change messages to reach varied audiences often with the argument that change efforts would improve the climate for everyone not just women faculty members. Administrative and faculty leaders from multiple levels proved important to change efforts. Institutional Transformation Institutional culture shaped initiatives to improve faculty search processes. Faculty leaders in both settings used data to persuade faculty members of the need for change. At one site, data that included national availability information was critical to advancing the change agenda. At the other site, social science data that illustrated gender bias was persuasive. Faculty members who were effective as change agents were those who were credible with their peers in that setting.

NASA's Hall Thruster Program

NASA Technical Reports Server (NTRS)

Jankovsky, Robert S.; Jacobson, David T.; Rawlin, Vincent K.; Mason, Lee S.; Mantenieks, Maris A.; Manzella, David H.; Hofer, Richard R.; Peterson, Peter Y.

2001-01-01

NASA's Hall thruster program has base research and focused development efforts in support of the Advanced Space Transportation Program, Space-Based Program, and various other programs. The objective of the base research is to gain an improved understanding of the physical processes and engineering constraints of Hall thrusters to enable development of advanced Hall thruster designs. Specific technical questions that are current priorities of the base effort are: (1) How does thruster life vary with operating point? (2) How can thruster lifetime and wear rate be most efficiently evaluated? (3) What are the practical limitations for discharge voltage as it pertains to high specific impulse operation (high discharge voltage) and high thrust operation (low discharge voltage)? (4) What are the practical limits for extending Hall thrusters to very high input powers? and (5) What can be done during thruster design to reduce cost and integration concerns? The objective of the focused development effort is to develop a 50 kW-class Hall propulsion system, with a milestone of a 50 kW engineering model thruster/system by the end of program year 2006. Specific program wear 2001 efforts, along with the corporate and academic participation, are described.

Work-Family Balance and Academic Advancement in Medical Schools

ERIC Educational Resources Information Center

Fox, Geri; Schwartz, Alan; Hart, Katherine M.

2006-01-01

Objective: This study examines various options that a faculty member might exercise to achieve work-family balance in academic medicine and their consequences for academic advancement. Method: Three data sets were analyzed: an anonymous web-administered survey of part-time tenure track-eligible University of Illinois College of Medicine (UI-COM)…

Leadership by collaboration: Nursing's bold new vision for academic-practice partnerships.

PubMed

Sebastian, Juliann G; Breslin, Eileen T; Trautman, Deborah E; Cary, Ann H; Rosseter, Robert J; Vlahov, David

In 2016 the American Association of Colleges of Nursing issued a report, Advancing Healthcare Transformation: A New Era for Academic Nursing that included recommendations for more fully integrating nursing education, research, and practice. The report calls for a paradigm shift in how nursing leaders in academia and practice work together and with other leaders in higher education and clinical practice. Only by doing so can we realize the full benefits of academic nursing in this new era in which integration and collaboration are essential to success. In this paper we: 1) examine how academic nursing can contribute to healthcare innovation across environments; 2) explore leadership skills for deans of nursing to advance the goals of academic nursing in collaboration with clinical nursing partners, other health professions and clinical service leaders, academic administrators, and community members; and, 3) consider how governance structures and policy initiatives can advance this work. Copyright © 2017 Elsevier Inc. All rights reserved.

Structured Annual Faculty Review Program Accelerates Professional Development and Promotion

PubMed Central

McLendon, Roger

2017-01-01

This retrospective observational study on faculty development analyzes the Duke University Pathology Department’s 18-year experience with a structured mentoring program involving 51 junior faculty members. The majority had MD degrees only (55%). The percentage of young women faculty hires before 1998 was 25%, increasing to 72% after 2005. Diversity also broadened from 9% with varied heritages before 1998 to 37% since then. The mentoring process pivoted on an annual review process. The reviews generally helped candidates focus much earlier, identified impediments they individually felt, and provided new avenues to gain a national reputation for academic excellence. National committee membership effectively helped gain national exposure. Thirty-eight percent of the mentees served on College of American Pathologists (CAP) committees, exponential multiples of any other national society. Some used CAP resources to develop major programs, some becoming nationally and internationally recognized for their academic activities. Several faculty gained national recognition as thought leaders for publishing about work initiated to serve administrative needs in the Department. The review process identified the need for more protected time for research, issues with time constraints, and avoiding exploitation when collaborating with other departments. This review identified a rigorous faculty mentoring and review process that included annual career counseling, goal-oriented academic careers, monitored advancement to promotion, higher salaries, and national recognition. All contributed to high faculty satisfaction and low faculty turnover. We conclude that a rigorous annual faculty review program and its natural sequence, promotion, can greatly foster faculty satisfaction. PMID:28725786

Research and education on fiber-based materials for nanofluidics at Clemson University

NASA Astrophysics Data System (ADS)

Kornev, Konstantin G.

2007-11-01

Advanced materials and the science and engineering related to their design, process, test and manufacture represents one of the fast growing sectors of the Materials Science and Engineering field. Awareness of existing process, performance, manufacturing or recycle-ability issues and limitations, often dictates the next generation of advances needed to improve existing or create new materials. To compete in this growing science and technology area, trained experts must possess strong academic skills in their discipline as well as advanced communication, networking and cultural teamwork experience. Clemson's School of Materials Science and Engineering (MSE), is continuing to expand our program to focus on unique capabilities which support local, regional and national needs in advanced materials. Specifically, MSE at Clemson is evolving to highlight intrinsic strengths in research and education areas related to optical materials, advanced fibers and composites (based on inorganic, organic and natural fibers), biomaterials and devices, and architectural and restoration material science (including the conservation and preservation of maritime structures). Additionally, we continue to invest in our expertise in materials design and fabrication, which has historically supported our well known programs in ceramics and textiles. In addition to a brief review of the School's forward-looking challenges to remain competitive among strong southeast regional materials science programs, this presentation will also highlight recent technical advances in fiber-based materials for nanofluidic applications. Specifically we will present recent results on design of fiber-based nanofluidics for sensor applications and we will discuss some physical phenomena associated with liquid transport at nanoscale.

Perceptions of the 2011 ACGME duty hour requirements among residents in all core programs at a large academic medical center.

PubMed

Sandefur, Benjamin J; Shewmaker, Diana M; Lohse, Christine M; Rose, Steven H; Colletti, James E

2017-11-10

The Accreditation Council for Graduate Medical Education (ACGME) implemented revisions to resident duty hour requirements (DHRs) in 2011 to improve patient safety and resident well-being. Perceptions of DHRs have been reported to vary by training stage and specialty among internal medicine and general surgery residents. The authors explored perceptions of DHRs among all residents at a large academic medical center. The authors administered an anonymous cross-sectional survey about DHRs to residents enrolled in all ACGME-accredited core residency programs at their institution. Residents were categorized as medical and pediatric, surgery, or other. In total, 736 residents representing 24 core specialty residency programs were surveyed. The authors received responses from 495 residents (67%). A majority reported satisfaction (78%) with DHRs and believed DHRs positively affect their training (73%). Residents in surgical specialties and in advanced stages of training were significantly less likely to view DHRs favorably. Most respondents believed fatigue contributes to errors (89%) and DHRs reduce both fatigue (80%) and performance of clinical duties while fatigued (74%). A minority of respondents (37%) believed that DHRs decrease medical errors. This finding may reflect beliefs that handovers contribute more to errors than fatigue (41%). Negative perceived effects included diminished patient familiarity and continuity of care (62%) and diminished clinical educational experiences for residents (41%). A majority of residents reported satisfaction with the 2011 DHRs, although satisfaction was significantly less among residents in surgical specialties and those in advanced stages of training.

Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement. Meeting 31 Summary (Oakland, California, December 6-7, 2016)

ERIC Educational Resources Information Center

Knudson, Joel

2016-01-01

The California Collaborative on District Reform convened in Oakland for a two-day meeting, "Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement." The meeting explored methods to support and integrate academic, social, and emotional learning in K-12 education. Implementation efforts surrounding the…

Descriptive survey of Summer Genetics Institute nurse graduates in the USA.

PubMed

Hickey, Kathleen T; Sciacca, Robert R; McCarthy, Mary S

2013-03-01

The purpose of this study was to describe the clinical, research, educational, and professional activities that nurses are engaged in following participation in a 2 month intramural genetics training program. An online survey was administered in 2010 to graduates of the program sponsored by the US National Institute of Nursing Research from 2000 to 2009, in Bethesda, Maryland, USA. The electronic, voluntary survey was sent to 189 graduates via email. The survey included demographic characteristics, educational preparation, professional roles and responsibilities, and attitudes about genetic testing and privacy issues. Of the 95 graduates responding to the survey, 74% had doctorates and 70% were advanced practice nurses. All respondents reported incorporating genetics knowledge into daily clinical, academic, or research practices since completing the program, with 72% reporting being involved in genetically-focused research (52% with research funding), 32% incorporating genetics into patient care, and 79% providing genetics education. Respondents working in a hospital setting or academic institution were more likely to desire additional training in genetics. National Institute of Nursing Research graduates have successfully integrated genomics into a variety of nursing practices. © 2012 Wiley Publishing Asia Pty Ltd.

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health

PubMed Central

Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-01-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program’s curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships. PMID:26746638

Enhancing the Careers of Under-Represented Junior Faculty in Biomedical Research: The Summer Institute Program to Increase Diversity (SIPID).

PubMed

Rice, Treva K; Liu, Li; Jeffe, Donna B; Jobe, Jared B; Boutjdir, Mohamed; Pace, Betty S; Rao, Dabeeru C

2014-01-01

The Summer Institute Program to Increase Diversity (SIPID) in Health-Related Research is a career advancement opportunity sponsored by the National Heart, Lung, and Blood Institute. Three mentored programs address difficulties experienced by junior investigators in establishing independent research careers and academic advancement. Aims are to increase the number of faculty from under-represented minority groups who successfully compete for external research funding. Data were collected using a centralized data-entry system from three Summer Institutes. Outcomes include mentees' satisfaction rating about the program, grant and publications productivity and specific comments. Fifty-eight junior faculty mentees (38% male) noticeably improved their rates of preparing/submitting grant applications and publications, with a 18-23% increase in confidence levels in planning and conducting research. According to survey comments, the training received in grantsmanship skills and one-on-one mentoring were the most valuable program components. The SIPID mentoring program was highly valued by the junior faculty mentees. The program will continue in 2011-2014 as PRIDE (PRogram to Increase Diversity among individuals Engaged in health-related research). Long-term follow-up of current mentees will be indexed at five years post training (2013). In summary, these mentoring programs hope to continue increasing the diversity of the next generation of scientists in biomedical research.

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...

Research and Technology: 2003 Annual Report of the John F Kennedy Space Center

NASA Technical Reports Server (NTRS)

2003-01-01

The John F. Kennedy Space Center (KSC) is America's Spaceport Technology Center. The KSC technology development program encompasses the efforts of the entire KSC team, consisting of Government and contractor personnel, working in partnership with academic institutions and commercial industry. KSC's assigned mission areas are space launch operations and spaceport and range technologies. KSC's technology development customers include current space transportation programs, future space transportation programs / initiatives, and enabling technical programs. The KSC Research and Technology 2003 Annual Report encompasses the efforts of contributors to the KSC advanced technology development program and KSC technology transfer activities. Dr. Dave Bartine, KSC Chief Technologist, (321) 867-7069, is responsible for publication of this report and should be contacted for any desired information regarding KSC's research and technology development activities.

Professional socialization of students in clinical nurse specialist programs.

PubMed

Ares, Terri L

2014-11-01

Graduate nursing programs facilitate the transition of RNs to advanced roles through a complex process of professional socialization. The purpose of this study was to explore the professional socialization of clinical nurse specialist (CNS) students. Two hundred twenty-five students, representing 73 CNS programs, responded to an online survey. Both preprogram variables and educational experiences contributed to an adequate level of CNS socialization. Students' self-concept was strong, and they felt prepared to practice in the role, which was highly correlated with their perceptions of how well the program prepared them academically and experientially. Having a CNS mentor was positively associated with readiness to practice. Outcomes did not vary with cohort status, and online instruction did not impede socialization. These findings provide implications for CNS program advisement and design. Copyright 2014, SLACK Incorporated.

The scholarly productivity and work environments of academic pharmacists.

PubMed

Desselle, Shane P; Andrews, Brienna; Lui, Julia; Raja, G Leela

2017-09-08

Productive faculty are key to generating new knowledge and advancing pharmacy practice. The work environments of academic pharmacists are critical to their vitality, commitment, and longevity. To (1) identify correlates of faculty scholarly productivity and teaching effectiveness, considering personal and environmental characteristics; (2) determine the relationship between a faculty's perception of organizational citizenship behaviors they witness with the organizational culture of their employing college/school of pharmacy; and (3) describe the relationship between organizational climate, job satisfaction, and commitment of academic pharmacists. A self-administered survey was disseminated to a random sample of U.S. academic pharmacists acquired from AACP list-servs. The survey measured perceptions of their organization's culture, the organizational citizenship behaviors they witness at their institution, their job satisfaction, teaching load and productivity, and scholarly productivity based upon peer-reviewed scholarly papers accepted. Both bivariate and multivariate (regression) procedures were employed to identify factors most responsible for explaining academic pharmacist's work environment. Responses were received from 177 of 600 survey recipients. Faculty reported having had accepted 10.9 ± 13.6 papers in peer-reviewed journals during the previous 5 years, with most of those in journals with relatively low Impact Factor scores. Faculty productivity was related to type of academic institution employed, teaching effectiveness, job satisfaction, and other factors. Organizational citizenship behaviors and organizational culture was seen similarly by faculty of varied ranks and experience levels. Commitment to remain at the current college/school of pharmacy was highly associated with culture, climate, and job satisfaction conditions. The results provided evidence for a strong connection or nexus between teaching and research effectiveness. Organizational culture of academic pharmacy programs is highly important for faculty vitality and commitment. The findings should be helpful for academic leaders in devising programs for mentoring, development, and retention of faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

Using a schoolyard garden to increase language acquisition and conceptual understanding of science in elementary ELL students

NASA Astrophysics Data System (ADS)

Stewart, Morgan

This action research study examined a small cross-section of a Texas public school population. Participants were kindergarten through third grade students enrolled in the English as a Second Language (ESL) Program who were pulled out of their general classroom to receive English support within the content area of science. This study looked at how effective a hands-on learning experience using a schoolyard garden enhanced the academic language and science content of the participants. The study began in mid-March and concluded at the end of April with each group receiving 40 minutes of instruction five days a week. Each group consisted of a Beginner, Intermediate, and Advanced/Advanced High student for a total of 12 participants. Four forms of data were used in this study: archival, pre-test, post-test, and journal. Rubrics were used to analyze individual students' level of academic language before and after the study. The results illustrate that the younger students (kindergarten and first grade) descriptions were very basic and concrete while the older students had more accurate and descriptive responses. Upon completion of this research, it was determined that the usage of a schoolyard garden compliments both the acquisition of academic language and the increase in science content knowledge.

Academic-practice partnerships to promote evidence-based practice in long-term care: oral hygiene care practices as an exemplar.

PubMed

McConnell, Eleanor Schildwachter; Lekan, Deborah; Hebert, Catherine; Leatherwood, Lisa

2007-01-01

Learning in practice disciplines suffers when gaps exist between classroom instruction and students' observations of routine clinical practices.(1) Academic institutions, therefore, have a strong interest in fostering the rapid and effective translation of evidence-based care techniques into routine practice. Long-term care (LTC) practice sites are particularly vulnerable to gaps between classroom teaching and how daily care is implemented, owing to the recent rapid advances in the scientific bases of care for frail older adults, the relative isolation of most LTC sites from academic settings,(2) and the relatively small number of registered nurses (RNs) available in LTC settings who can facilitate translation of research-based practices into care.(3) The aim of this project was to demonstrate the feasibility and value of an academic practice partnership to implement evidence-based approaches to solving resident care problems in LTC, as many scientifically proven practices hold promise for improving resident outcomes yet adoption is often slow.(4) We developed and implemented a clinical practice improvement process, based on diffusion of innovations theory and research,(5-8) to serve as a new model of academic-practice collaboration between a university school of nursing, LTC facility management and direct-care staff, as a means of developing high quality clinical sites for student rotations. The goal was to implement a sustainable evidence-based oral care program as an exemplar of how scientific evidence can be translated into LTC practice. This project focused on oral hygiene because the staff was dissatisfied with their existing resident oral care program, and an evidence-base for oral care in LTC existed that had not yet been incorporated into care routines. This article describes a systematic, replicable process for linking advanced practice registered nurse expertise with staff insights about care systems to reduce the gap between teaching and practice in long-term care settings. Our experience demonstrates that translation of research on oral care practices into LTC practice through academic-practice partnerships is feasible, is associated with positive resident outcomes, and illustrates a process that has broader applicability to other common problems in LTC, where incomplete implementation of an extant research base for practice may inhibit student learning.

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…

Residents values in a rational decision-making model: an interest in academics in emergency medicine.

PubMed

Burkhardt, John Christian; Smith-Coggins, Rebecca; Santen, Sally

2016-10-01

Academic physicians train the next generation of doctors. It is important to understand the factors that lead residents to choose an academic career to continue to effectively recruit residents who will join the national medical faculty. A decision-making theory-driven, large scale assessment of this process has not been previously undertaken. To examine the factors that predict an Emergency resident's interest in pursuing an academic career at the conclusion of training. This study employs the ABEM Longitudinal Survey (n = 365). A logistic regression model was estimated using an interest in an academic career in residency as the dependent variable. Independent variables include gender, under-represented minority status, survey cohort, number of dependent children, possession of an advanced degree, ongoing research, publications, and the appeal of science, independence, and clinical work in choosing EM. Logistic regression resulted in a statistically significant model (p < 0.001). Residents who chose EM due to the appeal of science, had peer-reviewed publications and ongoing research were more likely to be interested in an academic career at the end of residency (p < 0.05). An increased number of children (p < 0.05) was negatively associated with an interest in academics. Individual resident career interests, research productivity, and lifestyle can help predict an interest in pursuing an academic career. Recruitment and enrichment of residents who have similar values and behaviors should be considered in programs interested in generating more graduates who enter an academic career.

Integration of Skills and Competencies in the Missouri Marketing Education Core Curriculum. Section II.

ERIC Educational Resources Information Center

Ruhland, Sheila K.; Wilkinson, Richard F.

This publication contains teaching activities for the Fundamentals of Marketing and Advanced Marketing curriculum. Chapter 1 presents an alignment of the marketing education core competencies within the nine curriculum units for Fundamentals of Marketing and Advanced Marketing as they relate to the basic academic skills, advanced academic skills,…

Women's Health and Women's Leadership in Academic Medicine: Hitting the Same Glass Ceiling?

PubMed Central

Morrissey, Claudia; Geller, Stacie E.

2008-01-01

Abstract The term “glass ceiling” refers to women's lack of advancement into leadership positions despite no visible barriers. The term has been applied to academic medicine for over a decade but has not previously been applied to the advancement of women's health. This paper discusses (1) the historical linking of the advances in women's health with women's leadership in academic medicine, (2) the slow progress of women into leadership in academic medicine, and (3) indicators that the advancement of women's health has stalled. We make the case that deeply embedded unconscious gender-based biases and assumptions underpin the stalled advancement of women on both fronts. We conclude with recommendations to promote progress beyond the apparent glass ceiling that is preventing further advancement of women's health and women leaders. We emphasize the need to move beyond “fixing the women” to a systemic, institutional approach that acknowledges and addresses the impact of unconscious, gender-linked biases that devalue and marginalize women and issues associated with women, such as their health. PMID:18954235

Academic pharmacy administrators' perceptions of core requirements for entry into professional pharmacy programs.

PubMed

Broedel-Zaugg, Kimberly; Buring, Shauna M; Shankar, Nathan; Soltis, Robert; Stamatakis, Mary K; Zaiken, Kathy; Bradberry, J Chris

2008-06-15

To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study. An online survey was sent to deans of all colleges and schools of pharmacy in the United States. Survey respondents were asked to indicate their level of agreement as to whether the basic and social science courses listed in the survey instrument should be required for admission to the professional program. The survey instrument also included queries regarding the optimal length of preprofessional study, whether professional assessment testing should be part of admission requirements, and the respondents' demographic information. The majority of respondents strongly agreed that the fundamental coursework in the basic sciences (general biology, general chemistry, organic chemistry) and English composition should be required for entrance into the professional program. Most respondents also agreed that public speaking, ethics, and advanced basic science and math courses (physiology, biochemistry, calculus, statistics) should be completed prior to entering the professional program. The preprofessional requirements that respondents suggested were not necessary included many of the social science courses. Respondents were evenly divided over the ideal length for preprofessional pharmacy education programs. Although requirements for preprofessional admission have been changing, there is no consistent agreement on the content or length of the preprofessional program.

Pharmacy Education and Practice in 13 Middle Eastern Countries

PubMed Central

Kheir, Nadir; Zaidan, Manal; Younes, Husam; El Hajj, Maguy; Wilbur, Kerry

2008-01-01

The Arab world has influenced the art and science of pharmacy for centuries. Pharmacy education and practice is continuing to evolve in the Arabic-speaking traditional Middle East countries, although relatively little information has been published in the English press. Our goal was to provide a high-level synopsis of conditions in this region. We selected 13 countries for review. Information was obtained by reviewing the available published literature and individual university and program web sites, as well as contacting program or country representatives. Seventy-eight active pharmacy schools in 12 countries were identified. At least 14,000 students (over 75% from Egypt) are admitted into baccalaureate degree programs every year. The 5-year baccalaureate degree remains the first professional degree to practice. While changes in pharmacy education have been relatively rapid over the past decade, the advancement of pharmacy practice, particularly in the private sector, appears to be slower. Hospital pharmacists often possess an advanced degree and tend to have a higher level of practice compared to that of community pharmacists. Despite the adversities that face academics and practitioners alike, there is a strong desire to advance the science and practice of pharmacy in the Middle East. PMID:19325953

Laboratory for Computer Science Progress Report 21, July 1983-June 1984.

DTIC Science & Technology

1984-06-01

Systems 269 4. Distributed Consensus 270 5. Election of a Leader in a Distributed Ring of Processors 273 6. Distributed Network Algorithms 274 7. Diagnosis...multiprocessor systems. This facility, funded by the new!y formed Strategic Computing Program of the Defense Advanced Research Projects Agency, will enable...Academic Staff P. Szo)ovits, Group Leader R. Patil Collaborating Investigators M. Criscitiello, M.D., Tufts-New England Medical Center Hospital R

Automated Decision Making and Problem Solving. Volume 1: Executive Summary

NASA Technical Reports Server (NTRS)

Heer, E.

1981-01-01

The May 1980 conference is summarized. Related topics in artificial intelligence, operations research, and control theory were explored. Existing techniques were assessed, trends of development determined, and potential for application in NASA automation technology programs were identified. Formal presentations were made by experts in the three disciplines nd a workshop was held in which current technology in automation and possible NASA interfaces with the academic community to advance this technology were discussed.

Beyond the "Chilly Climate": Eliminating Bias against Women and Fathers in Academe

ERIC Educational Resources Information Center

Williams, Joan C.; Alon, Tamina; Bornstein, Stephanie

2006-01-01

It's no secret that academe is a challenging place to work, but those challenges are exacerbated when the academic also has family responsibilities. The scholarly world, so focused on achievement, advancement, and endless competition to break new ground, continues to advance at a glacial pace when it comes to the support and retention of women.…

Development and Initial Validation of the Coping with Academic Demands Scale: How Students in Accelerated High School Curricula Cope with School-Related Stressors

ERIC Educational Resources Information Center

Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Fefer, Sarah A.; Ferron, John

2015-01-01

Successful coping with academic demands is important given the inverse relationship between stress and positive adjustment in adolescents. The Coping With Academic Demands Scale (CADS) is a new measure of coping appropriate for students pursuing advanced high school curricula, specifically Advanced Placement (AP) classes and the International…

Barriers to and Facilitators of Female Deans' Career Advancement in Higher Education: An Exploratory Study in Vietnam

ERIC Educational Resources Information Center

Nguyen, Thi Lan Huong

2013-01-01

Although the slow progress of female academics compared to their male colleagues and the challenges that female academic leaders have to face in taking leadership roles have been well-documented, very little is known about female academic leaders and managers' career advancement in developing countries like Vietnam. This paper reports on an…

Career development resource: academic career in surgical education.

PubMed

Sanfey, Hilary; Gantt, Nancy L

2012-07-01

Academic surgeons play an instrumental role in the training of our medical students and surgical residents. Although volunteer faculty often have an important role in the clinical development of surgeons-in-training, the tasks of curricular development, structured didactic sessions, professional advising, research sponsorship, and mentoring at all levels fall to the academic surgeon. Historically, the career advancement path for an academic physician favored grant acquisition and scholarly publication. Broader definitions of scholarship have emerged, along with corresponding modifications in academic award systems that allow advancement in faculty rank based on a surgeon's educational efforts. Copyright © 2012 Elsevier Inc. All rights reserved.

Preparation of Underrepresented Males for Scientific Careers: A Study of the Dr. John H. Hopps Jr. Defense Research Scholars Program at Morehouse College

PubMed Central

Thompson, Rahmelle C.; Monroe-White, Thema; Xavier, Jeffrey; Howell, Courtney; Moore, Myisha Roberson; Haynes, J. K.

2016-01-01

Equal representation within higher education science, technology, engineering, and mathematics (STEM) fields and the STEM workforce in the United States across demographically diverse populations is a long-standing challenge. This study uses two-to-one nearest-neighbor matched-comparison group design to examine academic achievement, pursuit of graduate science degree, and classification of graduate institution attended by students participating in the Hopps Scholars Program (Hopps) at Morehouse College. Hopps is a highly structured enrichment program aimed at increasing participation of black males in STEM fields. Morehouse institutional records, Hopps Program records, and National Student Clearinghouse data were used to examine differences between Hopps and non-Hopps STEM graduates of Morehouse. Two-way sample t tests and chi-square tests revealed significant differences in academic achievement, likelihood of STEM degree pursuit, and the classification of graduate institutions attended by Hopps versus non-Hopps students. Hopps Scholars were significantly more likely than non-Hopps STEM graduates both to pursue STEM doctoral degrees and to attend doctoral-granting institutions with higher research activity. The Hopps Program’s approach to training black male students for scientific careers is a model of success for other programs committed to increasing the number of black males pursuing advanced degrees in STEM. PMID:27562959

Academic and Research Programs in Exercise Science, South Korea

PubMed Central

PARK, KYUNG-SHIN; SONG, WOOK

2009-01-01

We appreciate the opportunity to review academic curriculum and current research focus of Exercise Science programs in South Korea. The information of this paper was collected by several different methods, including e-mail and phone interviews, and a discussion with Korean professors who attended the 2009 ACSM annual conference. It was agreed that exercise science programming in South Korea has improved over the last 60 years since being implemented. One of distinguishable achievement is that exercise science programs after the 1980’s has been expanded to several different directions. It does not only produce physical education teachers but also attributes more to research, sports medicine, sports, leisure and recreation. Therefore, it has produced various jobs in exercise-related fields. Some of exercise science departments do not require teacher preparation course work in their curriculum which allows students to focus more on their specialty. Secondly, we believe we South Korea has caught up with advanced countries in terms of research quality. Many Korean researchers have recently published and presented their investigations in international journals and conferences. The quality and quantity of these studies introduced to international societies indicate that Exercise Science programs in South Korea is continuing to develop and plays an important part in the world. PMID:27182314

A Program Aimed toward Inclusive Excellence for Underrepresented Undergraduate Women in the Sciences

PubMed Central

Katz, Laura A.; Aloisio, Kathryn M.; Horton, Nicholas J.; Ly, Minh; Pruss, Sara; Queeney, Kate; Rowen, Cate; DiBartolo, Patricia Marten

2017-01-01

Created to foster inclusive excellence, Smith College’s Achieving Excellence in Mathematics, Engineering, and Science (AEMES) Scholars program provides early faculty-mentored research opportunities and other programming as a way to foster success in academic outcomes for underrepresented women in science. Using academic record data, we compared Scholars’ outcomes over time with those of underrepresented students before program launch and to relevant peer comparison groups. Since its launch, AEMES Scholars have achieved significantly higher gateway life sciences course grade point averages (GPAs), rates of persistence in life and natural sciences, and participation in natural sciences advanced research relative to baseline. Gains for Scholars in gateway course GPA eliminated the significant gap that previously existed between science, technology, engineering, and mathematics (STEM)-underrepresented and other students, whereas gains in natural sciences persistence now has Scholars continuing in STEM at significantly higher rates than all other students. Many of the gains for AEMES Scholars were echoed in findings of improved outcomes for our STEM students overall since AEMES’ launch. Underrepresented students who were not part of the Scholars program also evidenced increased gateway course GPA over this same period. We discuss potential explanations for these outcomes and ongoing work aimed at achieving further inclusive excellence for women in the sciences. PMID:28213581

Managing an academic career in science: What gender differences exist and why?

NASA Astrophysics Data System (ADS)

Richards, Gayle Patrice

The present study examines the career trajectories of academic scientists during the period from 1993 to 2001 to explore gender differences in mobility. Data from the National Science Foundation's Survey of Doctorate Recipients are used to examine and compare gender differences in the odds of promotion. The effects of age, marital and family status, duration of time to complete doctorate, academic discipline, cumulative number of publications and time in the survey are considered as explanatory variables. Event history analyses are conducted for all scientists, for scientists in four major academic disciplines and for scientists in various academic ranks. While no overall gender differences were observed in the odds of promotion, several important similarities and differences were evident. Expectedly, publications had a significant and positive relationship with advancement for both women and men. The role of parent influenced promotions quite differently for women and men. Contrary to expectations based on prior research, academic women scientists who were mothers advanced at similar rates as women without children. Consistent with expectations based on traditional roles, married men and men with children generally advanced more quickly than single or childless men, respectively. Two surprising patterns emerged among subgroups of women. Marriage was associated with greater odds of advancement for women engineers and motherhood was associated with greater odds of advancement for among assistant professors. Possible explanations for these findings are presented.

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

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...

Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base.

PubMed

Webster, C A; Russ, L; Vazou, S; Goh, T L; Erwin, H

2015-08-01

In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and suggest directions for future research. Specifically, this paper (i) situates movement integration amid policy and research related to children's health and the school as a health-promoting environment; (ii) highlights the benefits of movement integration; (iii) summarizes movement integration programs and interventions; (iv) examines factors associated with classroom teachers' movement integration; (v) offers strategies for translating research to practice and (vi) forwards recommendations for future inquiry related to the effectiveness and sustainability of efforts to integrate movement into classroom routines. This paper provides a comprehensive resource for developing state-of-the-art initiatives to maximize children's movement in academic classrooms as a key strategy for important goals in both education and public health. © 2015 World Obesity.

[Integrated approach to the promotion of young academics in vision research at a European level].

PubMed

Wheeler-Schilling, T H; Zrenner, E; Schiefer, U

2006-02-01

The European Commission predicts a dramatic dearth of researchers and doctors in the near future. At the same time, highly qualified and motivated human resources form the only guarantee for further development of scientific knowledge for research and clinical application. This situation calls for an integrated approach to the promotion of young academics in vision research at a European level. The Marie Curie Program of the European Union is an ideal tool, which can be used particularly efficiently in vision research to promote international networking and dedicated advancement of young academics. The exemplary chances and opportunities of this strategy can be demonstrated by six specific measures of the University Eye Hospital in Tübingen. In particular, strictly defined medical areas will need to fully exploit their innovation potential in the future in order to secure their position in the global research area or even to expand it. New organizational concepts and long-term career options as well as a clear commitment to cutting-edge performance are the prerequisites for effective promotion of young academics.

Women in academic surgery: why is the playing field still not level?

PubMed

Seemann, Natashia M; Webster, Fiona; Holden, Helen Alyx; Moulton, Carol-Anne E; Baxter, Nancy; Desjardins, Christine; Cil, Tulin

2016-02-01

The purpose of this study was to explore career satisfaction and advancement for women in academic surgery. A 48-item web-based survey was emailed to women surgeons in academic centers across Canada, exploring career advancement, family planning, mentorship, discrimination, and career satisfaction. The survey response rate was 38% (81 of 212); 18% of participants felt they experienced gender discrimination in medical school, 36% in residency, 12% in fellowship, and 41% as staff surgeons. More than half felt that their gender had played a role in the career challenges they faced. Responses to open-ended questions suggested that many surgeons struggled to balance their academic careers with family life. Despite this, participants rated their career satisfaction very highly. There remain ongoing challenges for women in academic surgery including lack of gender equality, appropriate mentorship, and accommodations for surgeons with families. Continued advancement of women in academic surgery is dependent on addressing these concerns. Copyright © 2016 Elsevier Inc. All rights reserved.

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

PubMed

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

2013-01-01

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

Evaluating the Productivity of VA, NIH, and AHRQ Health Services Research Career Development Awardees.

PubMed

Finney, John W; Amundson, Erin O; Bi, Xiaoyu; Cucciare, Michael A; Eisen, Seth A; Finlay, Andrea K; Halvorson, Max A; Hayashi, Ko; Owens, Douglas K; Maisel, Natalya C; Timko, Christine; Weitlauf, Julie C; Cronkite, Ruth C

2016-04-01

To evaluate the academic advancement and productivity of Department of Veterans Affairs Health Services Research and Development (HSR&D) Career Development Award (CDA) program recipients, National Institutes of Health (NIH) K awardees in health services research (HSR), and Agency for Healthcare Research and Quality (AHRQ) K awardees. In all, 219 HSR&D CDA recipients from fiscal year (FY) 1991 through FY2010; 154 NIH K01, K08, and K23 awardees FY1991-FY2010; and 69 AHRQ K01 and K08 awardees FY2000-FY2010 were included. Most data were obtained from curricula vitae. Academic advancement, publications, grants, recognition, and mentoring were compared after adjusting for years since award, and personal characteristics, training, and productivity prior to the award. No significant differences emerged in covariate-adjusted tenure-track academic rank, number of grants as primary investigator (PI), major journal articles as first/sole author, Hirsch h-index scores, likelihood of a journal editorship position or membership in a major granting review panel, or mentoring postgraduate researchers between the HSR&D CDA and NIH K awardees from FY1991-FY2010, or among the three groups of awardees from FY2000 or later. Among those who reported grant funding levels, HSR&D CDAs from FY1991-2010 had been PI on more grants of $100,000 than NIH K awardees. HSR&D CDAs had a higher mean number of major journal articles than NIH K awardees from FY1991-2010. Findings show that all three HSR career development programs are successfully selecting and mentoring awardees, ensuring additional HSR capacity to improve the quality and delivery of high-value care.

Lessons Learned About Recruiting and Retention of a Diverse Faculty During 5 Years of the University of Michigan ADVANCE Program

NASA Astrophysics Data System (ADS)

Mukasa, S. B.; Stride Committee, U.

2007-12-01

The University of Michigan obtained funding from the NSF ADVANCE Program for 2001-2006 to devise and implement strategies to improve representation and climate for its tenure-track women faculty in the natural sciences departments and the College of Engineering. This project was launched with a campus-wide survey to pinpoint problem areas, followed by the appointment of a committee of senior faculty now known as "Science and Technology Recruiting to Improve Diversity and Excellence" or STRIDE to provide information and advice about practices that will maximize the likelihood that well-qualified female and minority candidates for faculty positions will be identified, and, if selected for offers, recruited, retained, and promoted. This presentation will review the lessons learned and progress made during the 5-year period of NSF funding which ended in December 2006. It will also cover the steps taken to institutionalize the UM ADVANCE Program with financial support from the Provost's Office for the next 5 years, and the challenges and opportunities presented by Michigan's Proposition 2 to ban Affirmative Action programs. In its present form, the UM ADVANCE Program now has the mandate to address issues concerning both gender and underrepresented minorities, and also to engage all academic departments in the University, not only those in the STEM fields. As a result, the acronym STRIDE has been changed to mean Strategies and Tactics for Recruiting to Improve Diversity and Excellence. A case will be made that the institutional transformations underway at UM allow greater administrative success, particularly for women and underrepresented minorities.

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…

Building the Quality of Diversity in the Geoscience Workforce Through Peer-and Near-Peer Mentored Research Experiences: The CSUN Catalyst Program, a Model for Success in the Geosciences

NASA Astrophysics Data System (ADS)

Marsaglia, K. M.; Pedone, V. A.; Simila, G. W.; Yule, J. D.

2004-12-01

One means of achieving diversity in the geoscience workforce is through the careful cultivation of individuals towards successful careers. Our critical components for student achievement, as reflected in student evaluations, included the development of positive mentoring relationships, honing of critical thinking, writing and oral presentation skills, academic success, and financial support. In the initial three-year phase of in the California State University Northridge (CSUN) Catalyst program, thirty-one students participated, with subequal proportions of high school, undergraduate (freshman to senior) and graduate students. This initial cohort was dominated by Latina(o) students (22) with fewer African American (5), American Indian (2), Pacific Islander (1) and hearing-impaired (1) students. Students were incrementally recruited into the program at a rate of ~10 per year. New students were united through a semester-long Catalyst Course where they worked in groups on various team-building exercises followed by activities in which students were introduced to four different research projects by faculty advisors. Students then continued working on a research project in the following semesters, either as undergraduate or graduate research assistants. The research groups constituted self-mentoring subsets of peers and near-peers, tiered by experience (graduate to high school students) and directed by one of the four Catalyst faculty members. Catalyst student office space promoted intragroup interaction and camaraderie. Most students attended at least one regional, national or international Geoscience meeting. The CSUN Catalyst program has fostered the individual success of its participants, with most progressing towards or achieving BS and MS degrees in the geosciences. Those that have entered the workforce, have done so with more opportunities for career advancement as a result of their Catalyst experiences. Catalyst students have also advanced academically into MS and PhD programs. The research-focussed Catalyst program has therefore succeeded in building quality and diversity in the Geoscience community.

Decelerated medical education.

PubMed

McGrath, Brian; McQuail, Diane

2004-09-01

The aim of the study was to obtain information regarding the prevalence, structure, student characteristics and outcomes of formal decelerated medical education programs. A 13-item survey was mailed to all US medical schools examining characteristics of decelerated curricular programs. Responses were received from 77 schools (62% response). Some 24 (31%) indicated a formal decelerated option; 13 (57%) decelerate the first year while four (17%) decelerate year 1 or year 2. Participants may be selected before matriculation or after difficulty in 14 (61%) programs while four (17%) select only after encountering difficulty. Students may unilaterally choose deceleration in 10 (43%); 4.3% (0.1-12) of total matriculants were decelerated. The proportion of decelerated students identified as underrepresented minority (URM) was 37% (0-100), representing 10.5% (0-43) of total URM enrollment. Twelve (52%) programs do not provide unique support beyond deceleration. Standards for advancement are identical for decelerated and regular students in 17 schools (81%). In total, 10% (0-100) of decelerated students were dismissed within the last five years, representing 24% (0-90) of all dismissals. Few schools provided grade point average (GPA) or Medical College Admissions Test (MCAT) data but the limited responses indicate that many decelerated students are at risk for academic difficulty. It is concluded that decelerated curricular options are available at a significant number of US medical schools. Decelerated students comprise a small proportion of total enrollment but URM matriculants represent a disproportionate share of participants. Decelerated programs appear to be successful as measured by dismissal rates if one accepts attrition which exceeds that for regular MD students. Variation in dismissal rates is difficult to interpret given the lack of GPA and MCAT data. One half of all programs offer no additional support activities beyond deceleration. More data are needed to determine the relative contribution of deceleration vs. other support measures to the advancement of students at academic risk.

Academic Aspirations

ERIC Educational Resources Information Center

Durant, Linda

2013-01-01

As colleges and universities become even more complex organizations, advancement professionals need to have the skills, experience, and academic credentials to succeed in this ever-changing environment. Advancement leaders need competencies that extend beyond fundraising, alumni relations, and communications and marketing. The author encourages…

An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles

PubMed Central

Slattery, Mary Jo; Logan, Bridget; Mudge, Bridget; Secore, Karen; Von Reyn, LInda J.; Maue, Robert A.

2016-01-01

It is important for nurses today and for those joining the workforce in the future to have familiarity and training with respect to interprofessional research, evidence-based practice, and quality improvement. In an effort to address this need, we describe a 10-week summer research program that immerses undergraduate nursing students in a broad spectrum of clinical and translational research projects as part of their exposure to advanced nursing roles. In doing so, the program increases the ability of the students to participate in research, effectively interact with academic medical center researchers, and incorporate elements of evidence-based practice into future nursing interventions. Their mentors are nurses practicing in roles as nurse researcher, advanced practice nurses involved in evidence-based practice or quality improvement, and clinical trials research nurses. Each student is matched with 3 of these mentors and involved in 3 different projects. Through this exposure, the students benefit from observing multiple nursing roles, taking an active role in research-related activities participating in interdisciplinary learning experiences. Overall, the program provides benefits to the students, who demonstrate measured improvement with respect to the program objectives, and to their mentors and each of the participating organizations. PMID:27964811

Strategies for Success of Women Faculty in Science: The ADVANCE Program at the University of Rhode Island

NASA Astrophysics Data System (ADS)

Wishner, K.; Silver, B.; Boudreaux-Bartels, F.; Harlow, L.; Knickle, H.; Mederer, H.; Peckham, J.; Roheim, C.; Trubatch, J.; Webster, K.

2004-12-01

The NSF-funded ADVANCE program seeks to increase the recruitment and retention of women faculty in science, technology, engineering, and mathematics (STEM) disciplines as part of a national goal of creating a broad-based scientific workforce able to effectively address societal demands. The University of Rhode Island, a recipient of an Institutional Transformation ADVANCE grant in 2003, has begun a campus-wide initiative. The 5 goals are (1) to increase the numbers of women STEM faculty, (2) to provide faculty development opportunities, (3) to improve networks of professional and social support, (4) to assess the academic work environment for all faculty, and (5) to implement long-term changes throughout the university that promote a supportive work environment for women STEM faculty. Accomplishments during the first year include (1) hiring several ADVANCE Assistant Professors, (2) developing workshops on critical skills for junior faculty (grant writing, negotiations, mentoring), (3) initiating a series of lunch meetings where pertinent topical and work-family issues are discussed informally, (4) awarding small Incentive grants for research and other projects that enhance the careers of women STEM faculty, (5) developing and modifying university policies on family leave and dual career couple recruitment, (6) developing and implementing quantitative and qualitative assessment tools for baseline and ongoing campus-wide work climate surveys within the context of a theoretical model for change, and (7) offering directed self-study workshops for entire departments using a trained facilitator. The ADVANCE Assistant Professor position, unique to URI's program, allows a new hire to spend the first 2-3 years developing a research program without teaching obligations. ADVANCE pays their salary during this time, at which point they transition to a regular faculty position. During this first of five years of NSF funding, the ADVANCE program has been met with campus wide enthusiasm and interest from both faculty and administration. Further, the program has the potential for invigorating not only STEM departments, but also the wider university, in offering innovative and engaging workshops and policies, as well as providing an opportunity for ongoing self-study through bi-annual surveys across the university.

Integrating electron microscopy into nanoscience and materials engineering programs

NASA Astrophysics Data System (ADS)

Cormia, Robert D.; Oye, Michael M.; Nguyen, Anh; Skiver, David; Shi, Meng; Torres, Yessica

2014-10-01

Preparing an effective workforce in high technology is the goal of both academic and industry training, and has been the engine that drives innovation and product development in the United States for over a century. During the last 50 years, technician training has comprised a combination of two-year academic programs, internships and apprentice training, and extensive On-the-Job Training (OJT). Recently, and especially in Silicon Valley, technicians have four-year college degrees, as well as relevant hands-on training. Characterization in general, and microscopy in particular, is an essential tool in process development, manufacturing and QA/QC, and failure analysis. Training for a broad range of skills and practice is challenging, especially for community colleges. Workforce studies (SRI/Boeing) suggest that even four year colleges often do not provide the relevant training and experience in laboratory skills, especially design of experiments and analysis of data. Companies in high-tech further report difficulty in finding skilled labor, especially with industry specific experience. Foothill College, in partnership with UCSC, SJSU, and NASA-Ames, has developed a microscopy training program embedded in a research laboratory, itself a partnership between university and government, providing hands-on experience in advanced instrumentation, experimental design and problem solving, with real-world context from small business innovators, in an environment called `the collaboratory'. The program builds on AFM-SEM training at Foothill, and provides affordable training in FE-SEM and TEM through a cost recovery model. In addition to instrument and engineering training, the collaboratory also supports academic and personal growth through a multiplayer social network of students, faculty, researchers, and innovators.

Precision Radiology Residency Training: Special Distinction Tracks for Noninterpretative Professional Development.

PubMed

Snyder, Elizabeth; Solnes, Lilja; Horton, Karen M; Johnson, Pamela T

2018-06-01

The role of a radiologist has expanded beyond the tripartite mission of patient care, education, and research to include cross-specialty consultation for patient management, innovative solutions to improve health-care quality and safety, device design, and policy advocacy. As such, radiology residency programs should incorporate formalized training to prepare residents for these various professional roles. Since the 2015-2016 academic year, five training tracks focused on noninterpretative skills have been integrated into our residency training program: Clinician Educator, Quality Improvement, Entrepreneurship/Innovation, Health Policy Advocacy, and High-Value Care. Each track is longitudinal, with a set of requirements throughout the residents' training necessary to achieve certification at graduation. To date nine residents have participated in the programs, including two who received distinction in two separate tracks. Residents in each of the tracks have implemented successful initiatives related to the focus area. As such, these tracks enrich training by ensuring that residents make meaningful contributions to the department and institution during their training and disseminate successful initiatives through presentation at national meetings and publications. The duration of a radiology residency and resources available in an academic center provide opportunities for residency program directors to advance residents' skills in important noninterpretative components of radiology practice. Regardless of whether residents pursue academic medicine or private practice, these skills are necessary for graduates to become valuable members of a radiology practice and serve as national leaders in the field of radiology. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

National Study of Excellence and Innovation in Physical Therapist Education: Part 1-Design, Method, and Results.

PubMed

Jensen, Gail M; Nordstrom, Terrence; Mostrom, Elizabeth; Hack, Laurita M; Gwyer, Janet

2017-09-01

The Carnegie Foundation for the Advancement of Teaching commissioned the Preparation for the Professions Program, a qualitative study of professional education in 5 professions: medicine, nursing, law, engineering, and clergy. These studies identified curricular structures, instructional practices, assessment approaches, and environmental characteristics that support the preparation of professionals and led to educational reforms. The physical therapy profession has not had any in-depth, national investigation of physical therapist education since the Catherine Worthingham studies conducted more than 50 years ago. This research was a Carnegie-type study, investigating elements of excellence and innovation in academic and clinical physical therapist education in the United States. Five physical therapist education researchers from across the United States used a qualitative multiple-case study design. Six academic and 5 clinical programs were selected for the study. The academic institutions and clinical agencies studied were diverse in size, institutional setting, geography, and role in residency education. Qualitative case studies were generated from review of artifacts, field observations, and interviews (individual and focus group), and they provided the data for the study. A conceptual framework grounded in 3 major dimensions was generated, with 8 supporting elements: (1) culture of excellence (shared beliefs and values, leadership and vision, drive for excellence, and partnerships), (2) praxis of learning (signature pedagogy, practice-based learning, creating adaptive learners, and professional formation), and (3) organizational structures and resources. Building on the work of the Carnegie Foundation's Preparation for the Professions Program, a conceptual model was developed, representing the dimensions and elements of excellence in physical therapist education that is centered on the foundational importance of a nexus of linked and highly valued aims of being learner centered and patient centered in all learning environments, both academic and clinical. © 2017 American Physical Therapy Association

Developing a comprehensive faculty development program to promote interprofessional education, practice and research at a free-standing academic health science center.

PubMed

Shrader, Sarah; Mauldin, Mary; Hammad, Sammar; Mitcham, Maralynee; Blue, Amy

2015-03-01

There is an on-going transformation in health professions education to prepare students to function as competent members of an interprofessional team in order to increase patient safety and improve patient care. Various methods of health education and practice directed toward students have been implemented, yet descriptions of faculty development initiatives designed to advance interprofessional education and practice are scarce. This article describes a faculty development program at the Medical University of South Carolina, USA, based on the conceptual framework of adult transformational learning theory. Three components comprise the faculty development program: an institute, fellowship and teaching series. Evaluations of the three components indicate that the faculty development program aided in the sustainability of the university's interprofessional program, and built capacity for improvement and growth in interprofessional endeavors.

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.

Department of Defense Annual Report on Sexual Harassment and Violence at the Military Service Academies Academic Program Year 2010-2011

DTIC Science & Technology

2011-12-01

Defense (DoD) Policy defines the term “sexual harassment” as a form of sex discrimination that: involves unwelcome sexual advances, requests for sexual...unwelcome completed or attempted sexual intercourse, nonconsensual sodomy (oral or anal sex ), penetration by an object, and the unwanted touching of...factors to the crime, and the importance of bystander intervention. Second class cadets received Sex Signals, a 90-minute live audience- interactive

The importance of research in the MEPI program: perspectives from the National Institutes of Health.

PubMed

Glass, Roger I; Razak, Myat Htoo; Said, Maria

2014-08-01

The Medical Education Partnership Initiative (MEPI), which aims to strengthen and transform education in medicine and the health sciences in Africa, has placed special emphasis on including research as part of new curricula. The great progress achieved against HIV/AIDS globally has been based in part on major research conducted by African investigators working in African institutions at African field sites in collaboration with international partners. This experience demonstrates the key role of academic institutions in generating knowledge while training the next generation of health professionals. Research is a key driver of innovation in the health sciences, and it can spur global collaborations, build substantial financial support, empower scientific leadership, and promote economic development. Through MEPI, young investigators are becoming engaged in research training early in their careers with projects that develop research skills to help them better understand how to evaluate and integrate new evidence into policy and practice, advance the science of health within their countries, and strengthen the academic institutions in which they work. Research training is an essential component of MEPI and should endure long after the program ends. It may help build a critical mass of researchers as well as a cadre of health professionals, teachers, and leaders who will be better equipped to embrace the continually changing panorama of advances in the health sciences.

A 25-year analysis of the American College of Gastroenterology Research Grant Program:

PubMed Central

Crockett, Seth D.; Dellon, Evan S.; Bright, Stephanie D.; Shaheen, Nicholas J.

2011-01-01

Introduction The American College of Gastroenterology (ACG) has awarded research grants for 25 years. We assessed the characteristics of grant recipients, their current academic status, and the likelihood of publication resulting from the grant. Methods Demographic data, year and amount of award, title of project, and recipient’s institution were extracted from ACG databases. Using ACG reports and medical literature search engines, we assessed publication based on grant-funded research, as well as career publication record. We also determined the current position of awardees. Similar analysis was performed for recipients of junior investigator awards. Results A total of 396 clinical research awards totaling $5,374,497 ($6,867,937 in 2008 dollars) were awarded to 341 recipients in the 25 years between 1983 and 2008. The most commonly funded areas of research were endoscopy (22% of awards) and motility/functional disorders (21%). At least one peer-reviewed publication based on grant-funded research occurred in 255 of the awards (69%). Higher award value was associated with subsequent publication. Of 341 past awardees, 195 (62%) are currently in academic positions. Factors associated with staying in academics included higher award value (p<0.01), a Master’s degree (p=0.02) and publishing grant-funded research (p<0.01). The junior faculty career development award was granted to 27 individuals for a total of $3,000,000 (3,398,004 in 2008 dollars). Publication resulted from 90% of the funded projects, and 95% of awardees have remained in academics. Overall, the mean cost in grant dollars per published paper based on the research was $14,875. Conclusion The majority of ACG grant recipients published the results of their research and remained in academics. Higher amount of award, holding an advanced degree, and publication were associated with careers in academics. The ACG research grant award program is an important engine of investigation, publications, and academic career development in the field of gastroenterology. PMID:19319125

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.

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.

Advancing Geospatial Technologies in Science and Social Science: A Case Study in Collaborative Education

NASA Astrophysics Data System (ADS)

Williams, N. A.; Morris, J. N.; Simms, M. L.; Metoyer, S.

2007-12-01

The Advancing Geospatial Skills in Science and Social Sciences (AGSSS) program, funded by NSF, provides middle and high school teacher-partners with access to graduate student scientists for classroom collaboration and curriculum adaptation to incorporate and advance skills in spatial thinking. AGSSS Fellows aid in the delivery of geospatially-enhanced activities utilizing technology such as geographic information systems, remote sensing, and virtual globes. The partnership also provides advanced professional development for both participating teachers and fellows. The AGSSS program is mutually beneficial to all parties involved. This successful collaboration of scientists, teachers, and students results in greater understanding and enthusiasm for the use of spatial thinking strategies and geospatial technologies. In addition, the partnership produces measurable improvements in student efficacy and attitudes toward processes of spatial thinking. The teacher partner training and classroom resources provided by AGSSS will continue the integration of geospatial activities into the curriculum after the project concludes. Time and resources are the main costs in implementing this partnership. Graduate fellows invest considerable time and energy, outside of academic responsibilities, to develop materials for the classroom. Fellows are required to be available during K-12 school hours, which necessitates forethought in scheduling other graduate duties. However, the benefits far outweigh the costs. Graduate fellows gain experience in working in classrooms. In exchange, students gain exposure to working scientists and their research. This affords graduate fellows the opportunity to hone their communication skills, and specifically allows them to address the issue of translating technical information for a novice audience. Teacher-partners and students benefit by having scientific expertise readily available. In summation, these experiences result in changes in teacher/student perceptions of science and scientists. Evidence of the aforementioned changes are provided through external evaluation and results obtained from several assessment tools. The program also utilizes an internal evaluator to monitor participants thoughts and opinions on the previous years' collaboration. Additionally, graduate fellows maintain a reflective journal to provide insight into experiences occurring both in-class and among peers. Finally, student surveys administered prior to and concluding the academic year assess changes in student attitudes and self-perception of spatial thinking skills.

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.

Journal Clubs: An Educational Approach to Advance Understanding among Community Partners and Academic Researchers about CBPR and Cancer Health Disparities

PubMed Central

Vadaparampil, Susan T.; Simmons, Vani N.; Lee, Ji-Hyun; Malo, Teri; Klasko, Lynne; Rodriguez, Maria; Waddell, Rhonda; Gwede, Clement K.; Meade, Cathy D.

2014-01-01

Background Journal clubs may enhance the knowledge and skills necessary to engage in community-based participatory research (CBPR) that will ultimately impact cancer health disparities. This article: (1) describes an innovative approach to adapting the traditional journal club format to meet community and academic participants’ needs, (2) presents evaluation data, and (3) explores whether responses differed between academic and community members. Methods Five journal clubs occurred between February 2011 and May 2012 as a training activity of a regional cancer health disparities initiative. Each journal club was jointly planned and facilitated by an academic member in collaboration with a community partner. Attendees were recruited from academic programs across the Moffitt Cancer Center/university and community partners. Responses to a 13-item evaluation of each journal club session were compared to assess whether certain topics were evaluated more favorably, and explore differences between academic and community participants’ assessment of the topic relevance. Results Evaluations were positive (mean ratings >4 out of 5) on most items and overall. No statistically significant differences were observed between academic and community members’ ratings. Key overlapping interests by community partners and academic researchers/trainees for future journal club topics included discussing real-world CBPR examples and methods for involving the community in research. Conclusions Although the initial goal was to use journal clubs as an educational tool to increase CBPR knowledge and skills of junior faculty trainees, results suggest mutual academic-community benefit and interest in learning more about CBPR as a way to reduce cancer health disparities. PMID:24078328

Advanced model-based FDIR techniques for aerospace systems: Today challenges and opportunities

NASA Astrophysics Data System (ADS)

Zolghadri, Ali

2012-08-01

This paper discusses some trends and recent advances in model-based Fault Detection, Isolation and Recovery (FDIR) for aerospace systems. The FDIR challenges range from pre-design and design stages for upcoming and new programs, to improvement of the performance of in-service flying systems. For space missions, optimization of flight conditions and safe operation is intrinsically related to GNC (Guidance, Navigation & Control) system of the spacecraft and includes sensors and actuators monitoring. Many future space missions will require autonomous proximity operations including fault diagnosis and the subsequent control and guidance recovery actions. For upcoming and future aircraft, one of the main issues is how early and robust diagnosis of some small and subtle faults could contribute to the overall optimization of aircraft design. This issue would be an important factor for anticipating the more and more stringent requirements which would come in force for future environmentally-friendlier programs. The paper underlines the reasons for a widening gap between the advanced scientific FDIR methods being developed by the academic community and technological solutions demanded by the aerospace industry.

Earth Institute at Columbia University ADVANCE Program: Addressing Needs for Women in Earth and Environmental Sciences

NASA Astrophysics Data System (ADS)

Bell, R. E.; Cane, M.; Mutter, J.; Miller, R.; Pfirman, S.; Laird, J.

2004-12-01

The Earth Institute has received a major NSF ADVANCE grant targeted at increasing the participation and advancement of women scientists and engineers in the Academy through institutional transformation. The Earth Institute at Columbia University includes 9 research institutes including Lamont-Doherty Earth Observatory, Center for Environmental Research and Conservation (CERC), Center for International Earth Science Information Network (CIESIN), International Research Institute (IRI) for Climate Prediction, Earth Engineering Center, NASA-Goddard Institute for Space Studies, Center for Risks and Hazards, Center for Globalization and Sustainable Development, and Center for Global Health and Economic Development and six academic departments including Ecology, Evolution and Environmental Biology (E3B, School of Arts and Sciences), Earth and Environmental Engineering (DEEE, School of Engineering and Applied Sciences), Department of Environmental Health (School of Public Health), Department of Earth and Environmental Sciences (DEES, School of Arts and Sciences), Department of International and Public Affairs (School of International and Policy Affairs), and Barnard College Department of Environmental Science. The Earth Institute at Columbia University's ADVANCE program is based both on a study of the status of women at Columbia and research on the progression of women in science elsewhere. The five major targets of the Columbia ADVANCE program are to (1) change the demographics of the faculty through intelligent hiring practices, (2) provide support to women scientists through difficult life transitions including elder care and adoption or birth of a child, (3) enhance mentoring and networking opportunities, (4) implement transparent promotion procedures and policies, and (5) conduct an institutional self study. The Earth Institute ADVANCE program is unique in that it addresses issues that tend to manifest themselves in the earth and environmental fields, such as extended field programs, which lay the foundation for leadership positions, but which may be difficult for young faculty. The strategy is to use the Earth Institute as a test bed for institutional change, and then expand the successful programs to other Columbia Science and Engineering Departments, as appropriate. Columbia's administration is committed to changing policies and supporting successful programs beyond the completion of the NSF grant. Earth Institute ADVANCE programs include (a) a self study including a climate survey modeled after the 1999 MIT study, (b) a senior faculty working group that will facilitate recruitment and retention by providing support for searches, faculty development, and retention, (c) internal funding competitions designed to recruit and retain women scientists and engineers, and (d) focused workshops and conferences. The ADVANCE program will establish offices both on the Morningside campus in Manhattan and Lamont campus in Palisades, NY.

Space Life Sciences Research and Education Program

NASA Technical Reports Server (NTRS)

Coats, Alfred C.

2001-01-01

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

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.

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…

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

Toolkit for US colleges/schools of pharmacy to prepare learners for careers in academia.

PubMed

Haines, Seena L; Summa, Maria A; Peeters, Michael J; Dy-Boarman, Eliza A; Boyle, Jaclyn A; Clifford, Kalin M; Willson, Megan N

2017-09-01

The objective of this article is to provide an academic toolkit for use by colleges/schools of pharmacy to prepare student pharmacists/residents for academic careers. Through the American Association of Colleges of Pharmac (AACP) Section of Pharmacy Practice, the Student Resident Engagement Task Force (SRETF) collated teaching materials used by colleges/schools of pharmacy from a previously reported national survey. The SRETF developed a toolkit for student pharmacists/residents interested in academic pharmacy. Eighteen institutions provided materials; five provided materials describing didactic coursework; over fifteen provided materials for an academia-focused Advanced Pharmacy Practice Experiences (APPE), while one provided materials for an APPE teaching-research elective. SRETF members created a syllabus template and sample lesson plan by integrating submitted resources. Submissions still needed to complete the toolkit include examples of curricular tracks and certificate programs. Pharmacy faculty vacancies still exist in pharmacy education. Engaging student pharmacists/residents about academia pillars of teaching, scholarship and service is critical for the future success of the academy. Published by Elsevier Inc.

The role of academic institutions in the development of drugs for rare and neglected diseases.

PubMed

Coles, L D; Cloyd, J C

2012-08-01

There are approximately 7,000 rare disorders, many of which are life-threatening. Diagnosis is often problematic, and therapies are few. Before the passage of the Orphan Drug Act in 1983, neither the pharmaceutical industry nor universities devoted much effort to research on rare diseases. Important changes have occurred within and outside universities that position them to play a significant role in developing orphan drugs. Several models are being employed to promote drug-related research, including disease-focused, discovery-focused, development-focused, and industry-partnership-focused approaches. However, significant barriers challenge universities' ability to fully contribute to orphan drug development. Academic institutions, along with industry, government, and not-for-profit organizations, must address these issues in order to advance the field. New initiatives designed to increase university-based orphan drug research include creating mechanisms to ensure program continuity, building research and regulatory support infrastructure, facilitating commercialization, expanding government support, and developing mutually beneficial partnerships among academe, industry, and government.

NSF ADVANCE: Institutional Transformation to Achieve Faculty Diversity

NASA Astrophysics Data System (ADS)

Anthony, E. Y.

2004-12-01

The NSF ADVANCE initiative is designed to enhance gender equity in academic science and engineering faculty. One of its components - Institutional Transformation - has the goal of establishing strategies and policies that will revolutionize institutional climate so that diverse faculty flourish. The University of Texas at El Paso is one of 19 institutions to currently hold a 5-year grant under the Institutional Transformation program. This poster presentation highlights practices from the participating institutions. Two general aspects of the program are: 1) co-principal investigators are a blend of administrators and active researchers. This blend ensures a bottom-up, top-down approach to presenting gender equity to faculty. 2) Many of the investigators have diversity as their research focus, which is intended to result in rigorous, peer-reviewed dissemination of institutional results. Specific effors for all institutions relate to recruitment, retention, and advancement of female faculty and, by establishing equitable conditions, to improvement of the workplace for all faculty. To aid recruitment, institutions have committed faculty involved in the search process, including training of search committees in diversity strategies and interaction with candidates. A close working relationship with the campus EO officer is essential. Retention strategies center on mentoring, monetary support for research, and policy implementation. Policies focus on work-family balance. Advancement of females to important administrative and non-administrative leadership roles is the third focus. Workshops and seminars on leadership skills are common in the various institutions. Finally, a central theme of the program is that, in addition to specific strategies, institutions must articulate diversity as a core value and reflect on the means to actualize this value. More information on the NSF ADVANCE program, including links to the Institutional Transformation grantees, may be found on its webpage.

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.

Academic Medical Product Development: An Emerging Alliance of Technology Transfer Organizations and the CTSA

PubMed Central

Everts, Maaike; Heller, Caren; Burke, Christine; Hafer, Nathaniel; Steele, Scott

2014-01-01

Abstract To bring the benefits of science more quickly to patient care, the NIH National Center Advancing Translational Sciences (NCATS) supports programs that enhance the development, testing, and implementation of new medical products and procedures. The NCATS clinical and translational science award (CTSA) program is central to that mission; creating an academic home for clinical and translational science and supporting those involved in the discovery and development of new health‐related inventions. The technology transfer Offices (TTO) of CTSA‐funded universities can be important partners in the development process; facilitating the transfer of medical research to the commercial sector for further development and ultimately, distribution to patients. The Aggregating Intellectual Property (IP) Working Group (AWG) of the CTSA public private partnerships key function committee (PPP‐KFC) developed a survey to explore how CTSA‐funded institutions currently interface with their respective TTOs to support medical product development. The results suggest a range of relationships across institutions; approximately half have formal collaborative programs, but only a few have well‐connected programs. Models of collaborations are described and provided as examples of successful CTSA/TTO partnerships that have increased the value of health‐related inventions as measured by follow‐on funding and industry involvement; either as a consulting partner or licensee. PMID:24945893

Academic medical product development: an emerging alliance of technology transfer organizations and the CTSA.

PubMed

Rose, Lynn M; Everts, Maaike; Heller, Caren; Burke, Christine; Hafer, Nathaniel; Steele, Scott

2014-12-01

To bring the benefits of science more quickly to patient care, the NIH National Center Advancing Translational Sciences (NCATS) supports programs that enhance the development, testing, and implementation of new medical products and procedures. The NCATS clinical and translational science award (CTSA) program is central to that mission; creating an academic home for clinical and translational science and supporting those involved in the discovery and development of new health-related inventions. The technology transfer Offices (TTO) of CTSA-funded universities can be important partners in the development process; facilitating the transfer of medical research to the commercial sector for further development and ultimately, distribution to patients. The Aggregating Intellectual Property (IP) Working Group (AWG) of the CTSA public private partnerships key function committee (PPP-KFC) developed a survey to explore how CTSA-funded institutions currently interface with their respective TTOs to support medical product development. The results suggest a range of relationships across institutions; approximately half have formal collaborative programs, but only a few have well-connected programs. Models of collaborations are described and provided as examples of successful CTSA/TTO partnerships that have increased the value of health-related inventions as measured by follow-on funding and industry involvement; either as a consulting partner or licensee. © 2014 Wiley Periodicals, Inc.

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.

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 future of the US Space Industrial Base

NASA Astrophysics Data System (ADS)

1992-11-01

Our space industrial base has given the United States the capability to be the world's leading space-faring nation. We have exploited space to greatly advance our national security by using extraordinarily sophisticated reconnaissance space systems to guard against military surprise, and other spacecraft that support the pinpoint delivery of weapons. We have fulfilled the dreams of those visionary national leaders who enacted the first National Aeronautics and Space Act by advancing our scientific knowledge of the planet we occupy and the universe around us. And the advancements in technology engendered by the U.S. space program have had world-wide impact in fostering entire new industries. The industrial base is broad. It is not merely plant and equipment, but an entire infrastructure of skilled scientific and technical manpower backed up by superb government, private and academic facilities and institutions.

Lighting the fire with mentoring relationships.

PubMed

Hadidi, Niloufar Niakosari; Lindquist, Ruth; Buckwalter, Kathleen

2013-01-01

Mentoring provides fuel to advance nursing science and ensure a growing cadre of career nurse scientists. With the demand for well-prepared nursing faculty in the area of academic geriatrics, mentoring by expert faculty provides an optimal opportunity for retention and growth of junior faculty. Reflecting on 2 years of a mentoring relationship in the Hartford Building Academic Geriatric Nursing Capacity (BAGNC) postdoctoral scholar program, the BAGNC Claire M. Fagin Fellowship, the authors describe the desired attributes of mentoring relationships that were beneficial to the career of the mentored junior faculty member and were satisfying to the mentors. From the perspective of mentors and mentee, the authors describe the stages of a mentoring relationship and the ingredients of this transforming experience, as well as barriers, challenges, rewards, and lessons learned.

[Educational model to develop trustworthy professional activities].

PubMed

Hamui-Sutton, Alicia; Varela-Ruiz, Margarita; Ortiz-Montalvo, Armando; Torruco-García, Uri

2015-01-01

The reorganization of the national health system (SNS), enforces reflection and transformation on medical education in clinical contexts. The study presents an educational model to develop entrusted professionals activities (MEDAPROC) to train human resources in health with reliable knowledge, skills and attitudes to work in the shifting scenario of the SNS. The paper discusses international and national documents on skills in medicine. Based on the analysis of 8 domains, 50 skills and 13 entrusted professional activities (RPA) proposed by the Association of the American Medical College (AAMC) we propose a curriculum design, with the example of the undergraduate program of Gynecology and Obstetrics, with the intention to advance to internship and residency in a continuum that marks milestones and clinical practices. The pedagogical design of MEDAPROC was developed within three areas: 1) proposal of the AAMC; 2) curricular content of programs in pre and postgraduate education 3) organization of the daily agenda with academic mechanisms to develop the competencies, cover program items and develop clinical practice in deliberate learning activities, as well as milestones. The MEDAPROC offers versatility, student mobility and curricular flexibility in a system planed by academic units in diverse clinical settings.

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.

Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science

NASA Astrophysics Data System (ADS)

Levin, James; Seymour Fowler, H.

The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.

A National Survey on the Effect of the Geriatric Academic Career Award in Advancing Academic Geriatric Medicine.

PubMed

Foley, Kevin T; Luz, Clare C; Hanson, Katherine V; Hao, Yuning; Ray, Elisia M

2017-05-01

A workforce that understands principles of geriatric medicine is critical to addressing the care needs of the growing elderly population. This will be impossible without a substantial increase in academicians engaged in education and aging research. Limited support of early-career clinician-educators is a major barrier to attaining this goal. The Geriatric Academic Career Award (GACA) was a vital resource that benefitted 222 junior faculty members. GACA availability was interrupted in 2006, followed by permanent discontinuation after the Geriatrics Workforce Education Program (GWEP) subsumed it in 2015, leaving aspiring clinician-educators with no similar alternatives. GACA recipients were surveyed in this cross-sectional, multimethod study to assess the effect of the award on career development, creation and dissemination of educational products, funding discontinuation consequences, and implications of program closure for the future of geriatric health care. Uninterrupted funding resulted in fulfillment of GACA goals (94%) and overall career success (96%). Collectively, awardees reached more than 40,700 learners. Funding interruption led to 55% working additional hours over and above an increased clinical workload to continue their GACA-related research and scholarship. Others terminated GACA projects (36%) or abandoned academic medicine altogether. Of respondents currently at GWEP sites (43%), only 13% report a GWEP budget including GACA-like support. Those with GWEP roles attributed their current standing to experience gained through GACA funding. These consequences are alarming and represent a major setback to academic geriatrics. GACA's singular contribution to the mission of geriatric medicine must prompt vigorous efforts to restore it as a distinct funding opportunity. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

The Climate Variability & Predictability (CVP) Program at NOAA - Recent Program Advancements in Understanding AMOC

NASA Astrophysics Data System (ADS)

Lucas, S. E.

2016-12-01

The Climate Variability & Predictability (CVP) Program supports research aimed at providing process-level understanding of the climate system through observation, modeling, analysis, and field studies. This vital knowledge is needed to improve climate models and predictions so that scientists can better anticipate the impacts of future climate variability and change. To achieve its mission, the CVP Program supports research carried out at NOAA and other federal laboratories, NOAA Cooperative Institutes, and academic institutions. The Program also coordinates its sponsored projects with major national and international scientific bodies including the World Climate Research Programme (WCRP), the International and U.S. Climate Variability and Predictability (CLIVAR/US CLIVAR) Program, and the U.S. Global Change Research Program (USGCRP). The CVP program sits within NOAA's Climate Program Office (http://cpo.noaa.gov/CVP). This poster will present the recently funded CVP projects on improving the understanding Atlantic Meridional Overturning Circulation (AMOC), its impact on decadal predictability, and its relationship with the overall climate system.

Beginning with the end in mind: cultivating minority nurse leaders.

PubMed

Carter, Brigit Maria; Powell, Dorothy L; Derouin, Anne L; Cusatis, Julie

2015-01-01

In response to the need for increased racial and ethnic diversity in the nursing profession, the Duke University School of Nursing (DUSON) established the Making a Difference in Nursing II (MADIN II) Program. The aim of the MADIN II Program is to improve the diversity of the nursing workforce by expanding nursing education opportunities for economically disadvantaged underrepresented minority (URM) students to prepare for, enroll in, and graduate from the DUSON's Accelerated Bachelors of Science in Nursing program. Adapted from the highly successful Meyerhoff Scholarship Program model, the program is to cultivate URM nursing graduates with advanced knowledge and leadership skills who can address health disparities and positively influence health care issues currently plaguing underrepresented populations. The article discusses the MADIN II framework consisting of four unique components: recruitment of students, the Summer Socialization Nursing Preentry Program, the Continued Connectivity Program, and the Succeed to Excellence Program, providing a framework for other academic programs interested in cultivating a pipeline of minority nurse leaders. Copyright © 2015 Elsevier Inc. All rights reserved.

Technology advances and market forces: Their impact on high performance architectures

NASA Technical Reports Server (NTRS)

Best, D. R.

1978-01-01

Reasonable projections into future supercomputer architectures and technology require an analysis of the computer industry market environment, the current capabilities and trends within the component industry, and the research activities on computer architecture in the industrial and academic communities. Management, programmer, architect, and user must cooperate to increase the efficiency of supercomputer development efforts. Care must be taken to match the funding, compiler, architecture and application with greater attention to testability, maintainability, reliability, and usability than supercomputer development programs of the past.

Academic-practice collaboration in nursing education: service-learning for injury prevention.

PubMed

Alexander, Gina K; Canclini, Sharon B; Krauser, Debbie L

2014-01-01

Teams of senior-level baccalaureate nursing students at a private, urban university complete a population-focused public health nursing practicum through service-learning partnerships. Recently, students collaborated with local service agencies for Safe Communities America, a program of the National Safety Council in affiliation with the World Health Organization. This article describes the student-led process of community assessment, followed by systematic planning, implementation, and evaluation of evidence-based interventions to advance prescription drug overdose/poisoning prevention efforts in the community.

Building Sustainable Professional Development Programs: Applying Strategies From Implementation Science to Translate Evidence Into Practice.

PubMed

Baldwin, Constance D; Chandran, Latha; Gusic, Maryellen E

2017-01-01

Multisite and national professional development (PD) programs for educators are challenging to establish. Use of implementation science (IS) frameworks designed to convert evidence-based intervention methods into effective health care practice may help PD developers translate proven educational methods and models into successful, well-run programs. Implementation of the national Educational Scholars Program (ESP) is used to illustrate the value of the IS model. Four adaptable elements of IS are described: (1) replication of an evidence-based model, (2) systematic stages of implementation, (3) management of implementation using three implementation drivers, and (4) demonstration of program success through measures of fidelity to proven models and sustainability. Implementation of the ESP was grounded on five established principles and methods for successful PD. The process was conducted in four IS stages over 10 years: Exploration, Installation, Initial Implementation, and Full Implementation. To ensure effective and efficient processes, attention to IS implementation drivers helped to manage organizational relationships, build competence in faculty and scholars, and address leadership challenges. We describe the ESP's fidelity to evidence-based structures and methods, and offer three examples of sustainability efforts that enabled achievement of targeted program outcomes, including academic productivity, strong networking, and career advancement of scholars. Application of IS frameworks to program implementation may help other PD programs to translate evidence-based methods into interventions with enhanced impact. A PD program can follow systematic developmental stages and be operationalized by practical implementation drivers, thereby creating successful and sustainable interventions that promote the academic vitality of health professions educators.

Predictors of Academics' Career Advancement at Malaysian Private Universities

ERIC Educational Resources Information Center

Arokiasamy, Lawrence; Ismail, Maimunah; Ahmad, Aminah; Othman, Jamilah

2011-01-01

Purpose: This paper aims to examine the influence of individual and organizational variables on the career advancement of academics in Malaysian private universities. Design/methodology/approach: A correlation study was conducted in six private universities. Data were collected using a structured self-administered questionnaire. The dependent…

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.

Creating academic structures to promote nursing's role in global health policy.

PubMed

Gimbel, S; Kohler, P; Mitchell, P; Emami, A

2017-03-01

We highlight key components of emerging academic structures in global health nursing and explain how this investment can expand nursing's broader engagement in global health policy development. Engaging nursing in global health policy development is vital to ensure the scale-up of effective health programmes. Globally, nurses promote development of interprofessional healthcare teams who are responsible for translating sound global health policy and evidence-based programming into practice. However, the role of nurses within policy forums and on influential decision-making bodies within the global health space remains limited, which reinforces suboptimal global health policy implementation. Investment in globally engaged academic structures is an important way to expand participation of nursing in global health policy development. A review of the current knowledge and substantive findings related to academic structures promoting global health nursing was conducted, and included a directed search of institutional websites, related grey and peer-reviewed literature, and communication with top-tier schools of nursing in the United States, to identify specific developments in global health nursing academic structures. Effective academic structures promoting global health nursing include a framework of four critical components - Research, Education, Policy and Partnership. Academic structure type and core activities vary depending on institutional priorities. Increasingly, global health research, driven by individual nursing investigators, is expanding; however, in order to translate these advances into expanded involvement in global health policy development, academic structures within schools of nursing need to systematically expand educational opportunities, bolster research capacity and promote partnership with policymakers. © 2017 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.

Postdoctoral training in posttraumatic stress disorder research.

PubMed

Sloan, Denise M; Vogt, Dawne; Wisco, Blair E; Keane, Terence M

2015-03-01

Postdoctoral training is increasingly common in the field of psychology. Although many individuals pursue postdoctoral training in psychology, guidelines for research training programs at this level do not exist. The rapid advances in the field, particularly with respect to genetics, neuroimaging, and data analytic approaches, require clinical scientists to possess knowledge and expertise across a broad array of areas. Postdoctoral training is often needed to acquire such a skill set. This paper describes a postdoctoral training program designed for individuals pursuing academic careers in traumatic stress disorders research. In this paper, we describe the structure of our training program, challenges we have faced during the 15 years of its existence, and how we have addressed these challenges. We conclude with a presentation of outcome data for the training program and a discussion of how training programs in other settings might be structured. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

"When You Fail, You Feel Like a Failure": One Student's Experience of Academic Probation and an Academic Support Program

ERIC Educational Resources Information Center

Arcand, Isabelle; LeBlanc, Raymond N.

2012-01-01

This in-depth, qualitative study explored the experience of academic probation. It recounts the story of Mark, an undergraduate student on academic probation who participated in an academic support program to attain good academic standing. His story is contrasted to the current literature on academic probation and is considered in light of Dewey's…

Association of Academic Physiatrists

MedlinePlus

... AAP Research Awards Resources Advocacy Podcasts AAP Podcasts Leadership & Academic Development Program for Academic Leadership (PAL) Volunteer Opportunities Mentorship Programs Publications & News American ...

Transition to academic nurse educator: a survey exploring readiness, confidence, and locus of control.

PubMed

Goodrich, Robin S

2014-01-01

The purpose of this study was to describe nurse transition to the role of academic nurse educator and to investigate the resources and barriers that nurses experience during this career transition, specifically the relationships among levels of readiness, confidence, personal control, support, decision independence, general self-esteem, and work locus of control. A convenience sample of registered nurses in the United States (N = 541) who hold current full-time employment at an accredited nursing program granting baccalaureate or higher degrees was utilized. Subjects were recruited via electronic mail and answered an on-line survey. Pearson product-moment correlation and multivariate analysis of variance were used for statistical calculations. Results indicated significant, positive relationships among all the variables except readiness and personal control (p = .01). Significant differences were found in amount of time that nurses were in the role of academic nurse educator and the demographic variables of number of children, marital status, and highest degree held. The results of this study provide evidence to support and enhance processes to develop and retain nurse academicians, to promote excellence in the academic nurse educator role, and to advance the science and practice of the profession. © 2014.

Promoting First-Generation College Students' Mental Well-Being: Student Perceptions of an Academic Enrichment Program

ERIC Educational Resources Information Center

Swanbrow Becker, Martin A.; Schelbe, Lisa; Romano, Kelly; Spinelli, Carmella

2017-01-01

Academic enrichment programs seek to address the challenges first-generation students face, but research tends to focus on academic outcomes. In this study we investigated first-generation students' perceptions of how a program addresses their mental well-being. A total of 25 undergraduate students who were enrolled in an academic enrichment…

Survey of Pharmacy Preceptors’ Expectations and Experiences with Students on Rotations in an Inaugural Combined BScPhm/PharmD Class

PubMed Central

Diamantouros, Artemis; Marchesano, Romina; Rzyczniak, Grace; Hardy, Brian

2015-01-01

Background: In September 2011, the Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario, began offering a combined BScPhm/PharmD program to third-year students and postbaccalaureate graduates. Learning consisted of in-class teaching and Advanced Pharmacy Practice Experience (APPE) rotations. Objective: To explore preceptors’ expectations and perceptions of student performance in the APPE rotations of the new combined degree program. Methods: A survey was distributed via email to 132 pharmacists from the Toronto Academic Health Science Network who had acted as preceptors for the combined degree program in academic year 2011/2012. The 17 questions were designed to gather information on preceptors’ demographic characteristics and their expectations and evaluations of the combined-program students. Responses were analyzed qualitatively for common themes and quantitatively using sums and means. Survey responses were compared to identify alignment and discrepancies between preceptors’ expectations and evaluations of students. Results: The survey response rate was 48% (63/132). Most respondents (46 [73%]) were from a teaching hospital, and the same proportion (46 [73%]) reported being preceptors for a direct patient care rotation. Forty-four (70%) of the respondents expected students to be at the level of traditional PharmD students, hospital residents, or advanced-level Structured Practical Experience Program students, and 35 (80%) of these 44 respondents reported that their students met or exceeded expectations. According to survey responses, 31% of respondents (18/58) ranked students at the corresponding level of performance on the faculty’s assessment form, while 62% (36/58) ranked students at a higher level (5 respondents did not complete the question). Only one-third of respondents felt that they personally had received adequate training before taking on preceptor duties for combined-program students. Conclusions: Preceptors’ perceptions of the rotation and their expectations of students varied widely and were influenced by prior teaching and learning experiences. There was a disconnect between preceptor-specific expectations and preceptors’ final evaluations of students. Training to standardize the expected level of performance and additional training for preceptors would further enhance the APPE rotations of the combined degree program. PMID:26715781

Leadership Behaviour and Effectiveness of Academic Program Directors in Australian Universities

ERIC Educational Resources Information Center

Vilkinas, Tricia; Ladyshewsky, Richard K.

2012-01-01

This article focuses on leadership behaviour and effectiveness of university academic program directors who have responsibility for managing a program or course of study. The leadership capabilities were assessed using the Integrated Competing Values Framework as its theoretical foundation. Data from 90 academic program directors and 710…

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.

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.

Outcomes of a program in business education for physicians and other health care professionals.

PubMed

Young, Mark A; Hough, Douglas E; Peskin, Michael R

2003-10-01

We sought to determine the expectations that graduates of one business of medicine program had upon enrollment and to ascertain fulfillment of those expectations after completion, as well as the extent to which participating in the program improved business skills and led to advancement in office practice or career development. A postal mail survey was conducted of graduates of The Johns Hopkins University's Business of Medicine Program, a year-long, four-course certificate program to educate midcareer academic and nonacademic physicians and other health care professionals about fundamental business practices and their application to health care. Surveys were sent to 285 graduates, and responses were received from 136 (48%) of them. Most respondents expected the program to expand their management skills, to enhance their knowledge of marketplace trends, and to advance their careers. These results were not correlated with respondents' age, sex, or profession (ie, physician, non-physician). More than 87% of respondents agreed that their overall expectations had been fulfilled by the time they completed the survey. Participants noted, however, that several expectations were unfulfilled upon replying to the survey. Programs designed to educate physicians and other health care professionals--in private practice, academia, or industry--about the business aspects of medicine can be effective but need to be designed carefully to integrate business theory and application to the medical setting.

Analyzing the Relationship of Geographic Mobility and Institutional Prestige to Career Advancement of Women in Academic Medicine Pursuing Midcareer-, Senior-, or Executive-Level Administrative Positions: Implications for Career Advancement Strategies

ERIC Educational Resources Information Center

McLean, Marsha Renee

2010-01-01

The purpose of this study was to explore the relationship of geographic mobility and institutional prestige to career advancement defined as administrative promotions of women seeking midcareer-, senior-, or executive-level positions at academic health centers (AHCs) and their medical schools or in non-AHC related medical schools in the United…

Sensors 2000! Program: Advanced Biosensor and Measurement Systems Technologies for Spaceflight Research and Concurrent, Earth-Based Applications

NASA Technical Reports Server (NTRS)

Hines, J.

1999-01-01

Sensors 2000! (S2K!) is a specialized, integrated projects team organized to provide focused, directed, advanced biosensor and bioinstrumentation systems technology support to NASA's spaceflight and ground-based research and development programs. Specific technology thrusts include telemetry-based sensor systems, chemical/ biological sensors, medical and physiological sensors, miniaturized instrumentation architectures, and data and signal processing systems. A concurrent objective is to promote the mutual use, application, and transition of developed technology by collaborating in academic-commercial-govemment leveraging, joint research, technology utilization and commercialization, and strategic partnering alliances. Sensors 2000! is organized around three primary program elements: Technology and Product Development, Technology infusion and Applications, and Collaborative Activities. Technology and Product Development involves development and demonstration of biosensor and biotelemetry systems for application to NASA Space Life Sciences Programs; production of fully certified spaceflight hardware and payload elements; and sensor/measurement systems development for NASA research and development activities. Technology Infusion and Applications provides technology and program agent support to identify available and applicable technologies from multiple sources for insertion into NASA's strategic enterprises and initiatives. Collaborative Activities involve leveraging of NASA technologies with those of other government agencies, academia, and industry to concurrently provide technology solutions and products of mutual benefit to participating members.

Stereotype Threat? Male and Female Students in Advanced High School Courses

NASA Astrophysics Data System (ADS)

Corra, Mamadi

Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

Academic Year Abroad, 1994/95. The Most Complete Guide to Planning Academic Year Study Abroad.

ERIC Educational Resources Information Center

Steen, Sara J., Ed.

This book describes over 2,100 academic programs (at least one academic quarter in length) sponsored by accredited U.S. postsecondary institutions or developed for U.S. students by foreign universities and other organizations. Entries are based on a 1993 survey. While most programs listed are available to undergraduates, many programs are also…

25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

Code of Federal Regulations, 2013 CFR

2013-04-01

... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

Code of Federal Regulations, 2014 CFR

2014-04-01

... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

Code of Federal Regulations, 2012 CFR

2012-04-01

... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

Women in academic medicine: perceived obstacles to advancement.

PubMed

Bennett, N M; Nickerson, K G

1992-01-01

To investigate perceived obstacles to the advancement of women in academic medicine, we sent a questionnaire assessing perceptions of the fairness and supportiveness of the academic environment to the 229 female teaching and research faculty of the School of Physicians & Surgeons at Columbia University. The overall response rate was 85%. Forty-six percent believed that they had not had the same professional opportunities as their male colleagues, 52% believed that salaries were not equivalent for men and women in similar positions, and 50% believed that promotions were awarded in a biased manner. Thirty percent reported that sexist behavior was common and that sexual harassment occurred in the workplace. Eighty-one percent experienced conflicts between their professional and personal lives and most believed that the institution failed to adequately address the needs of women with children. This survey indicates that there are significant perceived obstacles to the advancement of women in academic medicine that must be addressed.

A Case Study and Analysis of a Successful and Collaborative Student-Centered Textbook Reserve Program in a Mid-Size Academic Library

ERIC Educational Resources Information Center

Schlak, Timothy M.; Johnston, Bruce

2018-01-01

This article presents an innovative textbook reserve program at a mid-sized academic library. Research conducted subsequent to the program's launch showed a positive correlation between students' use of the program and their perceived academic success. In addition, the program has proved effective at helping students with college affordability.…

Theory-Informed Research Training and Mentoring of Underrepresented Early-Career Faculty at Teaching-Intensive Institutions: The Obesity Health Disparities PRIDE Program.

PubMed

Beech, Bettina M; Bruce, Marino A; Thorpe, Roland J; Heitman, Elizabeth; Griffith, Derek M; Norris, Keith C

2018-01-01

Mentoring has been consistently identified as an important element for career advancement in many biomedical and health professional disciplines and has been found to be critical for success and promotion in academic settings. Early-career faculty from groups underrepresented in biomedical research, however, are less likely to have mentors, and in general, receive less mentoring than their majority-group peers, particularly among those employed in teaching-intensive institutions. This article describes Obesity Health Disparities (OHD) PRIDE, a theoretically and conceptually based research training and mentoring program designed for early-career faculty who trained or are employed at Historically Black Colleges and Universities (HBCUs).

Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

PubMed

Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

2013-01-01

Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.

Demystifying PhDs: a review of doctorate programs designed to fulfil the needs of the next generation of nursing professionals.

PubMed

Cleary, Michelle; Hunt, Glenn E; Jackson, Debra

2011-10-01

Commonly, the expression 'PhD' evokes a level of trepidation amongst potential candidates from both the clinical and academic spheres. In contemporary settings, a Doctor of Philosophy is highly regarded and increasingly necessary for a successful academic nursing career. The aim of this paper is to explore the options for doctoral education for nurses, and consider the role of the doctorate in career planning for nursing, and in the attainment of career goals. Here we discuss some key issues and practicalities including career planning, selecting a doctoral program, choosing a university, supervision, committees and panels, achieving a work-life balance and dealing with conflict. The PhD process should be an enriching and satisfying experience which may lead to enhanced professional and personal growth; however, there are potential pitfalls that nurses should be aware of before embarking on doctoral training. Future studies are needed to assess the impact of the different doctorates offered to see if, in fact, they are advancing nursing practice and research endeavours.

Investing in health information management: The right people, in the right place, at the right time.

PubMed

Ayodeji Makinde, Olusesan; Mami, Mohammed Ibrahim; Oweghoro, Benson Macaulay; Oyediran, Kolawole Azeez; Mullen, Stephanie

2016-08-01

To describe the process adopted to review the academic curriculum for training health information management professionals in Nigeria. Health information management professionals are responsible for managing patients' health service records and hospital information systems across health facilities in Nigeria. An assessment found many are inadequately skilled in information and communications technology (ICT) skills believed to be needed for them to play leadership roles in hospital information systems and function effectively. This was traced to a dearth of relevant ICT courses in their academic training curriculum. A review of the curriculum for training health information management professionals was instituted following an agreed need to address these issues. Health records management is evolving across the world including the developing countries. This advancement requires evolution of training programs to meet the increasing application of ICT in this sector. After several sessions, a new curriculum that addresses all the identified educational deficiencies has been developed. It is believed that this step will help improve the quality of training programs. © The Author(s) 2016.

Academic Health Centers and Medicaid: Advance or Retreat?

PubMed

Henderson, Mark C; Kizer, Kenneth W; Kravitz, Richard L

2018-05-22

The expansion of Medicaid under the Affordable Care Act has strained the capacity of many academic health centers (AHCs) to deliver primary and specialty care to this traditionally underserved population. The authors, longtime faculty members in the University of California Davis Health (UCDH) system, discuss the challenges of UCDH's participation in Medi-Cal, the nation's largest Medicaid program, and their institution's controversial decision in 2015 to withdraw from all Medi-Cal primary care contracts, which has had untoward effects on UCDH's social and educational missions. The authors conclude by suggesting an alternate approach for engaging with Medi-Cal. They call on AHCs to leverage their considerable intellectual and human capital as well as their focus on education and research to aggressively pursue innovative models of high-value primary care for underserved populations in their local communities, highlighting several recent successful examples of such programs. The UCDH experience has implications for other AHCs grappling with the financial realities of an increasingly competitive, value-based health care marketplace and the inherent difficulty in balancing educational, research, patient care, and social or community service missions.

Reaching Out, But In Which Direction? The Future Focus of Academic Outreach Programs.

ERIC Educational Resources Information Center

Rodriguez, Roberto

1997-01-01

A new trend in academic outreach programs, initiated to inspire and motivate minority students to prepare generally for college, is to create curriculum-based programs targeting students' specific academic or career interests. The MESA (Mathematics, Science, Engineering Achievement) Program serves as a model for development of other…

Rethinking the "Apprenticeship of Liberty": The Case for Academic Programs in Community Engagement in Higher Education

ERIC Educational Resources Information Center

Butin, Dan W.

2012-01-01

This article articulates a model for the "engaged campus" through academic programs focused on community engagement, broadly construed. Such academic programs--usually coalesced in certificate programs, minors, and majors--provide a complementary vision for the deep institutionalization of civic and community engagement in the academy that can…

Academic Program Review: Guidelines and Procedures.

ERIC Educational Resources Information Center

State Univ. of New York, Delhi. Agricultural and Technical Coll.

The Academic Program Review system at the State University Agricultural and Technical College at Delhi consists of two phases: preparation of a self-study report by specialized faculty providing instruction in the particular program, and review of the report and program operation by a visiting panel of experts in the field or academic discipline.…

Goal Orientations in an EFL Advanced Academic Writing Context

ERIC Educational Resources Information Center

Dehghan, Farzaneh; Razmjoo, Seyyed Ayatollah

2015-01-01

Academic writing at advanced levels is the most important way of demonstrating one's expertise in a discipline. Developing this kind of competence is especially a challenging effort for students in foreign language contexts. Many factors may be involved in determining why some students are more and some are less motivated in writing successful,…

Career Advancement Outcomes in Academic Science, Technology, Engineering and Mathematics (STEM): Gender, Mentoring Resources, and Homophily

ERIC Educational Resources Information Center

Lee, Sang Eun

2017-01-01

This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement…

Rank Advancement in Academic Careers: Sex Differences and the Effects of Productivity.

ERIC Educational Resources Information Center

Long, J. Scott; And Others

1993-01-01

Presents evidence on sex differences in rank advancement in academic careers, and considers the relative importance of quality and quantity of publications. Results for 556 male and 450 female biochemists show the importance of time in rank and number of publications and that rates of promotion are lower for women. (SLD)

Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies

ERIC Educational Resources Information Center

Fletcher, Gillian; Dowsett, Gary W.; Duncan, Duane; Slavin, Sean; Corboz, Julienne

2013-01-01

Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing…

Research Strategies for Academic Medical Centers: A Framework for Advancements toward Translational Excellence

ERIC Educational Resources Information Center

Haley, Rand; Champagne, Thomas J., Jr.

2017-01-01

This review article presents a simplified framework for thinking about research strategy priorities for academic medical centers (AMCs). The framework can serve as a precursor to future advancements in translational medicine and as a set of planning guideposts toward ultimate translational excellence. While market pressures, reform uncertainties,…

Validating Student Satisfaction Related to Persistence, Academic Performance, Retention and Career Advancement within ODL Perspectives

ERIC Educational Resources Information Center

Sembiring, Maximus Gorky

2015-01-01

Student satisfaction associated with persistence, academic performance, retention, and its relations to career advancement were examined. It was aimed at measuring service quality (Servqual) dimensions as a foundation of satisfaction and how, in what comportments, they were interrelated. The study was conducted under explanatory-design. Data was…

Preparing Academic Medical Centers for the Clinical Learning Environment Review: Alliance of Independent Academic Medical Centers National Initiative IV Outcomes and Evaluation

PubMed Central

Wehbe-Janek, Hania; Markova, Tsveti; Polis, Rachael L.; Peters, Marguerite; Liu, Yang

2016-01-01

Background: Driven by changes to improve quality in patient care and population health while reducing costs, evolvement of the health system calls for restructuring health professionals' education and aligning it with the healthcare delivery system. In response to these changes, the Accreditation Council for Graduate Medical Education's Clinical Learning Environment Review (CLER) encourages the integration of health system leadership, faculty, and residents in restructuring graduate medical education (GME). Innovative approaches to achieving this restructuring and the CLER objectives are essential. Methods: The Alliance of Independent Academic Medical Centers National Initiative (NI) IV provided a multiinstitutional learning collaborative focused on supporting GME redesign. From October 2013 through March 2015, participants conducted relevant projects, attended onsite meetings, and participated in teleconferences and webinars addressing the CLER areas. Participants shared best practices, resources, and experiences. We designed a pre/post descriptive study to examine outcomes. Results: Thirty-three institutions completed NI IV, and at its conclusion, the majority reported greater CLER readiness compared with baseline. Twenty-two (88.0%) institutions reported that NI IV had a great impact on advancing their efforts in the CLER area of their project focus, and 15 (62.5%) reported a great impact in other CLER focus areas. Opportunities to share progress with other teams and the national group meetings were reported to contribute to teams' success. Conclusion: The NI IV learning collaborative prepared institutions for CLER, suggesting successful integration of the clinical and educational enterprises. We propose that national learning collaboratives of GME-sponsoring health systems enable advancement of their education mission, leading ultimately to better healthcare outcomes. This learning model may be generalizable to newfound programs for academic medical centers. PMID:27303228

Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4.

ERIC Educational Resources Information Center

Swanson, Judy

Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The…

25-year analysis of a dental undergraduate research training program (BSc Dent) at the University of Manitoba Faculty of Dentistry.

PubMed

Scott, J E; de Vries, J; Iacopino, A M

2008-12-01

Research in the context of the dental school has traditionally been focused on institutional/faculty accomplishments and generating new knowledge to benefit the profession. Only recently have significant efforts been made to expand the overall research programming into the formal dental curriculum, to provide students with a baseline exposure to the research and critical thinking processes, encourage evidence-based decision-making, and stimulate interest in academic/research careers. Various approaches to curriculum reform and the establishment of multiple levels of student research opportunities are now part of the educational fabric of many dental schools worldwide. Many of the preliminary reports regarding the success and vitality of these programs have used outcomes measures and metrics that emphasize cultural changes within institutions, student research productivity, and student career preferences after graduation. However, there have not been any reports from long-standing programs (a minimum of 25 years of cumulative data) that describe dental school graduates who have had the benefit of research/training experiences during their dental education. The University of Manitoba Faculty of Dentistry initiated a BSc Dent program in 1980 that awarded a formal degree for significant research experiences taking place within the laboratories of the Faculty-based researchers and has continued to develop and expand this program. The success of the program has been demonstrated by the continued and increasing demands for entry, the academic achievements of the graduates, and the numbers of graduates who have completed advanced education/training programs or returned to the Faculty as instructors. Analysis of our long-term data validates many recent hypotheses and short-term observations regarding the benefits of dental student research programs. This information may be useful in the design and implementation of dental student research programs at other dental schools.

The impact of physician burnout on clinical and academic productivity of gynecologic oncologists: A decision analysis.

PubMed

Turner, Taylor B; Dilley, Sarah E; Smith, Haller J; Huh, Warner K; Modesitt, Susan C; Rose, Stephen L; Rice, Laurel W; Fowler, Jeffrey M; Straughn, J Michael

2017-09-01

Physician burnout is associated with mental illness, alcohol abuse, and job dissatisfaction. Our objective was to estimate the impact of burnout on productivity of gynecologic oncologists during the first half of their career. A decision model evaluated the impact of burnout on total relative value (RVU) production during the first 15years of practice for gynecologic oncologists entering the workforce from 2011 to 2015. The SGO practice survey provided physician demographics and mean annual RVUs. Published data were used to estimate probability of burnout for male and female gynecologic oncologists, and the impact of depression, alcohol abuse, and early retirement. Academic productivity was defined as annual PubMed publications since finishing fellowship. Without burnout, RVU production for the cohort of 250 gynecologic oncologists was 26.2 million (M) RVUs over 15years. With burnout, RVU production decreased by 1.6 M (5.9% decrease). Disproportionate rates of burnout among females resulted in 1.1 M lost RVUs for females vs. 488 K for males. Academic production without burnout was estimated at 9277 publications for the cohort. Burnout resulted in 1383 estimated fewer publications over 15years (14.9%). The impact of burnout on clinical and academic productivity is substantial across all specialties. As health care systems struggle with human resource shortages, this study highlights the need for effective burnout prevention and wellness programs for gynecologic oncologists. Unless significant resources are designated to wellness programs, burnout will increasingly affect the care of our patients and the advancement of our field. Copyright © 2017 Elsevier Inc. All rights reserved.

Early Experiences After Adopting a Quality Improvement Portfolio Into the Academic Advancement Process.

PubMed

Sehgal, Niraj L; Neeman, Naama; King, Talmadge E

2017-01-01

Academic medical centers (AMCs) and their academic departments are increasingly assuming leadership in the education, science, and implementation of quality improvement (QI) and patient safety efforts. Fostering, recognizing, and promoting faculty leading these efforts is challenging using traditional academic metrics for advancement. The authors adapted a nationally developed QI portfolio, adopted it into their own department's advancement process in 2012, and tracked its utilization and impact over the first two years of implementation. Sixty-seven QI portfolios were submitted with 100% of faculty receiving their requested academic advancement. Women represented 60% of the submitted portfolios, while the Divisions of General Internal Medicine and Hospital Medicine accounted for 60% of the submissions. The remaining 40% were from faculty in 10 different specialty divisions. Faculty attitudes about the QI portfolio were overwhelmingly positive, with 83% agreeing that it "was an effective tool for helping to better recognize faculty contributions in QI work" and 85% agreeing that it "was an effective tool for elevating the importance of QI work in our department." The QI portfolio was one part of a broader effort to create opportunities to recognize and support faculty involved in improvement work. Further adapting the tool to ensure that it complements-rather than duplicates-other elements of the advancement process is critical for continued utilization by faculty. This will also drive desired dissemination to other departments locally and other AMCs nationally who are similarly committed to cultivating faculty career paths in systems improvement.

[The strict sense nursing postgraduation in Brazil: advances and perspectives].

PubMed

Scochi, Carmen Gracinda Silvan; Munari, Denize Bouttelet; Gelbcke, Francine Lima; Erdmann, Alacoque Lorenzini; de Gutiérrez, Maria Gaby Rivero; Rodrigues, Rosalina Aparecida Partezani

2013-09-01

Nursing is a specific field of knowledge and social practice that has been consolidated and strengthened as science. In Brazil, it has been developed due to the increase and qualification of strict sense post-graduate programs. This study aims to present a historical review of the strict sense post-graduate nursing courses in Brazil and to reflect on their evolution, progress, challenges and future perspectives. It explores the creation of strict sense post-graduate courses, highlighting the movement to build a culture of academic and professional post-graduation in nursing. The historical path of their consolidation, expansion, conquest of excellence and international visibility over four decades, and the challenges and future perspectives are showed. It is found that the post-graduate programs in the field has contributed to the advancement and consolidation of scientific, technological knowledge and innovation in nursing and health care, having as philosophy the respect for diversity and the free exchange of ideas, the improvement of quality of life and health, and the effectiveness of citizenship.

Advancing Health Equity Through Student Empowerment and Professional Success: A Statewide Approach.

PubMed

Noone, Joanne; Wros, Peggy; Cortez, David; Najjar, Rana; Magdaleno, Leela

2016-06-01

A lack of diversity in the nursing workforce nationally has been identified by Oregon state leaders as a factor contributing to health inequity. The goal of Advancing Health Equity Through Student Empowerment and Professional Success (HealthE STEPS) is to graduate nursing students from disadvantaged backgrounds to improve health equity within their communities. A comprehensive plan of evidence-based strategies was developed based on social determinants of health and addresses academic socialization, learning support, financial resources, networking, curriculum development, and campus culture. Ninety undergraduate nursing students participated in the program during a 2-year period. Retention of participants was 97% with graduation rates of 94%. First-time licensure pass rates were 82% and 96% of participating graduates employed in a medically underserved community. This comprehensive innovative program of evidence-based strategies addresses health equity by developing a diverse nursing workforce to practice in medically underserved communities. [J Nurs Educ. 2016;55(6):316-322.]. Copyright 2016, SLACK Incorporated.

Partners in research: building academic-practice partnerships to educate and mentor advanced practice nurses.

PubMed

Harbman, Patricia; Bryant-Lukosius, Denise; Martin-Misener, Ruth; Carter, Nancy; Covell, Christine L; Donald, Faith; Gibbins, Sharyn; Kilpatrick, Kelley; McKinlay, James; Rawson, Krista; Sherifali, Diana; Tranmer, Joan; Valaitis, Ruta

2017-04-01

Clinical practice is the primary focus of advanced practice nursing (APN) roles. However, with unprecedented needs for health care reform and quality improvement (QI), health care administrators are seeking new ways to utilize all dimensions of APN expertise, especially related to research and evidence-based practice. International studies reveal research as the most underdeveloped and underutilized aspect of these roles. To improve patient care by strengthening the capacity of advanced practice nurses to integrate research and evidence-based practice activities into their day-to-day practice. An academic-practice partnership was created among hospital-based advanced practice nurses, nurse administrators, and APN researchers to create an innovative approach to educate and mentor advanced practice nurses in conducting point-of-care research, QI, or evidence-based practice projects to improve patient, provider, and/or system outcomes. A practice-based research course was delivered to 2 cohorts of advanced practice nurses using a range of teaching strategies including 1-to-1 academic mentorship. All participants completed self-report surveys before and after course delivery. Through participation in this initiative, advanced practice nurses enhanced their knowledge, skills, and confidence in the design, implementation, and/or evaluation of research, QI, and evidence-based practice activities. Evaluation of this initiative provides evidence of the acceptability and feasibility of academic-practice partnerships to educate and mentor point-of-care providers on how to lead, implement, and integrate research, QI and evidence-based activities into their practices. © 2016 John Wiley & Sons, Ltd.

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.

Women's Advancement in Political Science. A Report on the APSA Workshop on the Advancement of Women in Academic Political Science in the United States (Washington, DC, March 4-5, 2004)

ERIC Educational Resources Information Center

American Political Science Association (NJ1), 2005

2005-01-01

In March 2004, the National Science Foundation funded a two-day workshop by the American Political Science Association (APSA) on the advancement of women in academic political science in the United States. The workshop was prompted by an alarming stall in the number of women entering the discipline and persisting through early years of faculty…

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.

Neurosurgery simulation in residency training: feasibility, cost, and educational benefit.

PubMed

Gasco, Jaime; Holbrook, Thomas J; Patel, Achal; Smith, Adrian; Paulson, David; Muns, Alan; Desai, Sohum; Moisi, Marc; Kuo, Yong-Fan; Macdonald, Bart; Ortega-Barnett, Juan; Patterson, Joel T

2013-10-01

The effort required to introduce simulation in neurosurgery academic programs and the benefits perceived by residents have not been systematically assessed. To create a neurosurgery simulation curriculum encompassing basic and advanced skills, cadaveric dissection, cranial and spine surgery simulation, and endovascular and computerized haptic training. A curriculum with 68 core exercises per academic year was distributed in individualized sets of 30 simulations to 6 neurosurgery residents. The total number of procedures completed during the academic year was set to 180. The curriculum includes 79 simulations with physical models, 57 cadaver dissections, and 44 haptic/computerized sessions. Likert-type evaluations regarding self-perceived performance were completed after each exercise. Subject identification was blinded to junior (postgraduate years 1-3) or senior resident (postgraduate years 4-6). Wilcoxon rank testing was used to detect differences within and between groups. One hundred eighty procedures and surveys were analyzed. Junior residents reported proficiency improvements in 82% of simulations performed (P < .001). Senior residents reported improvement in 42.5% of simulations (P < .001). Cadaver simulations accrued the highest reported benefit (71.5%; P < .001), followed by physical simulators (63.8%; P < .001) and haptic/computerized (59.1; P < .001). Initial cost is $341,978.00, with $27,876.36 for annual operational expenses. The systematic implementation of a simulation curriculum in a neurosurgery training program is feasible, is favorably regarded, and has a positive impact on trainees of all levels, particularly in junior years. All simulation forms, cadaver, physical, and haptic/computerized, have a role in different stages of learning and should be considered in the development of an educational simulation program.

Building a Navigation System to Reduce Cancer Disparities in Urban Black Older Adults

PubMed Central

Bone, Lee; Edington, Kristen; Rosenberg, Jessica; Wenzel, Jennifer; Garza, Mary A.; Klein, Catherine; Schmitt, Lisa; Ford, Jean G.

2014-01-01

Background Although cancer outcomes have improved in recent decades, substantial disparities by race, ethnicity, income and education persist. Increasingly, patient navigation services are demonstrating success in improving cancer detection, treatment and care and in reducing cancer health disparities. To advance progress in developing patient navigation programs, extensive descriptions of each component of the program must be made available to researchers and health service providers. Objective To describe the components of a patient navigation program designed to improve cancer screening based on informed decision-making on cancer screening and cancer treatment services among predominantly Black older adults in Baltimore City. Methods A community-academic participatory approach was used to develop a patient navigation program in Baltimore, Maryland. The components of the patient navigation system included the development of a community academic (advisory) committee (CAC); recruitment and selection of community health workers (CHWs)/navigators and supervisory staff; initial training and continuing education of the CHWs/navigators; and evaluation of CHWs/navigators. The study was approved by the Johns Hopkins Bloomberg School of Public Health Institutional Review Board. Conclusions The incorporation of community-based participatory research (CPBR) principles into each facet of this patient navigation program facilitated the attainment of the intervention’s objectives. This patient navigation program successfully delivered cancer navigation services to 1302 urban Black older adults. Appropriately recruited, selected and trained CHWs monitored by an experienced supervisor and investigators are the key elements in a patient navigation program. This model has the potential to be adapted by research and health service providers. PMID:23793252

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The Learning Community: A Program to Address Issues of Academic Achievement and Retention.

ERIC Educational Resources Information Center

Hummel, Mary; Steele, Claude

1996-01-01

Describes the 21st Century Program at the University of Michigan, a program to address issues of academic achievement and student retention in higher education. The conceptual basis for this program comes from C. Steele's work that finds that there are disruptive pressures tied to racial stereotypes that in turn diminish academic performance. (SLD)

The Impact of Modernization Programs on Academic Teachers' Work: A Mexican Case Study

ERIC Educational Resources Information Center

Zavala, Blanca Arciga

2006-01-01

For more than ten years, academics of public universities in Mexico have endured modernization programs that promote individual productivity and operate as a mechanism of selection and assessment. The implementation of the programs has exposed a tension between the values implicit in the programs and the values of the academic teachers. There is a…

Illinois Prekindergarten Program for Children At Risk of Academic Failure. FY 93 Summary Report.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.

The Illinois Prekindergarten Program for Children at Risk of Academic Failure was a grant program for public school districts to enhance growth and development of children ages 3 to 5 who are at risk of academic failure. The program has experienced significant growth since its initial implementation, and the number of participating projects…

Advancing School and Community Engagement Now for Disease Prevention (ASCEND).

PubMed

Treu, Judith A; Doughty, Kimberly; Reynolds, Jesse S; Njike, Valentine Y; Katz, David L

2017-03-01

To compare two intensity levels (standard vs. enhanced) of a nutrition and physical activity intervention vs. a control (usual programs) on nutrition knowledge, body mass index, fitness, academic performance, behavior, and medication use among elementary school students. Quasi-experimental with three arms. Elementary schools, students' homes, and a supermarket. A total of 1487 third-grade students. The standard intervention (SI) provided daily physical activity in classrooms and a program on making healthful foods, using food labels. The enhanced intervention (EI) provided these plus additional components for students and their families. Body mass index (zBMI), food label literacy, physical fitness, academic performance, behavior, and medication use for asthma or attention-deficit hyperactivity disorder (ADHD). Multivariable generalized linear model and logistic regression to assess change in outcome measures. Both the SI and EI groups gained less weight than the control (p < .001), but zBMI did not differ between groups (p = 1.00). There were no apparent effects on physical fitness or academic performance. Both intervention groups improved significantly but similarly in food label literacy (p = .36). Asthma medication use was reduced significantly in the SI group, and nonsignificantly (p = .10) in the EI group. Use of ADHD medication remained unchanged (p = .34). The standard intervention may improve food label literacy and reduce asthma medication use in elementary school children, but an enhanced version provides no further benefit.

Past, present, and future trends of master's education in nursing.

PubMed

Gerard, Sally O; Kazer, Meredith W; Babington, Lynn; Quell, Theresa T

2014-01-01

Nurses interested in pursuing careers in advanced practice are now being educated at the doctoral level through new doctorate of nursing practice degree programs. In light of this shift, master's programs for advanced practice nurses are in a tenuous position, and it is questionable whether the remaining master's level educational programs are meeting the needs of consumers, health care institutions, and students. Given the great need for clinical leadership in health care, it is essential to reexamine master's nursing education to ensure that educational institutions are meeting the needs of graduate nursing students, consumers, and health care systems. Research supports that the master's-prepared nurse of the future must be proficient in the development and management of accountable care systems using state-of-the-art technology. In addition, interprofessional models show improvement in health care delivery and health outcomes. The current demands in health care that impact nursing education will be discussed, including the movement toward interprofessional education and the broadened expertise, required of master's-prepared nurses working in an era of health care reform. While academic medical centers are actively advancing toward an interprofessional model, the majority of nurses in this country are educated in private and community settings. This article will examine the move toward interprofessional education at a private university, utilizing clinical partnerships to revise the master's program. The goal of this revision is to empower students with the expertise required in today's health care environment to improve the delivery of care. Copyright © 2014 Elsevier Inc. All rights reserved.

Summer at Oxford Requires Academic Rigor from U.S. Adults.

ERIC Educational Resources Information Center

Palmer, Stacy E.

1987-01-01

American universities are sponsoring overseas academic programs designed for their alumni and other adults. The programs last for 2 or 3 weeks, make money and cement cross-cultural academic ties. A program run by the University of California at Berkeley is described. (MLW)

Race-Conscious Professionalism and African American Representation in Academic Medicine.

PubMed

Powers, Brian W; White, Augustus A; Oriol, Nancy E; Jain, Sachin H

2016-07-01

African Americans remain substantially less likely than other physicians to hold academic appointments. The roots of these disparities stem from different extrinsic and intrinsic forces that guide career development. Efforts to ameliorate African American underrepresentation in academic medicine have traditionally focused on modifying structural and extrinsic barriers through undergraduate and graduate outreach, diversity and inclusion initiatives at medical schools, and faculty development programs. Although essential, these initiatives fail to confront the unique intrinsic forces that shape career development. America's ignoble history of violence, racism, and exclusion exposes African American physicians to distinct personal pressures and motivations that shape professional development and career goals. This article explores these intrinsic pressures with a focus on their historical roots; reviews evidence of their effect on physician development; and considers the implications of these trends for improving African American representation in academic medicine. The paradigm of "race-conscious professionalism" is used to understand the dual obligation encountered by many minority physicians not only to pursue excellence in their field but also to leverage their professional stature to improve the well-being of their communities. Intrinsic motivations introduced by race-conscious professionalism complicate efforts to increase the representation of minorities in academic medicine. For many African American physicians, a desire to have their work focused on the community will be at odds with traditional paths to professional advancement. Specific policy options are discussed that would leverage race-conscious professionalism as a draw to a career in academic medicine, rather than a force that diverts commitment elsewhere.

Increasing women's leadership in academic medicine: report of the AAMC Project Implementation Committee.

PubMed

Bickel, Janet; Wara, Diane; Atkinson, Barbara F; Cohen, Lawrence S; Dunn, Michael; Hostler, Sharon; Johnson, Timothy R B; Morahan, Page; Rubenstein, Arthur H; Sheldon, George F; Stokes, Emma

2002-10-01

The AAMC's Increasing Women's Leadership Project Implementation Committee examined four years of data on the advancement of women in academic medicine. With women comprising only 14% of tenured faculty and 12% of full professors, the committee concludes that the progress achieved is inadequate. Because academic medicine needs all the leaders it can develop to address accelerating institutional and societal needs, the waste of most women's potential is of growing importance. Only institutions able to recruit and retain women will be likely to maintain the best housestaff and faculty. The long-term success of academic health centers is thus inextricably linked to the development of women leaders. The committee therefore recommends that medical schools, teaching hospitals, and academic societies (1) emphasize faculty diversity in departmental reviews, evaluating department chairs on their development of women faculty; (2) target women's professional development needs within the context of helping all faculty maximize their faculty appointments, including helping men become more effective mentors of women; (3) assess which institutional practices tend to favor men's over women's professional development, such as defining "academic success" as largely an independent act and rewarding unrestricted availability to work (i.e., neglect of personal life); (4) enhance the effectiveness of search committees to attract women candidates, including assessment of group process and of how candidates' qualifications are defined and evaluated; and (5) financially support institutional Women in Medicine programs and the AAMC Women Liaison Officer and regularly monitor the representation of women at senior ranks.

Commentary: Racism and Bias in Health Professions Education: How Educators, Faculty Developers, and Researchers Can Make a Difference.

PubMed

Karani, Reena; Varpio, Lara; May, Win; Horsley, Tanya; Chenault, John; Miller, Karen Hughes; O'Brien, Bridget

2017-11-01

The Research in Medical Education (RIME) Program Planning Committee is committed to advancing scholarship in and promoting dialogue about the critical issues of racism and bias in health professions education (HPE). From the call for studies focused on underrepresented learners and faculty in medicine to the invited 2016 RIME plenary address by Dr. Camara Jones, the committee strongly believes that dismantling racism is critical to the future of HPE.The evidence is glaring: Dramatic racial and ethnic health disparities persist in the United States, people of color remain deeply underrepresented in medical school and academic health systems as faculty, learner experiences across the medical education continuum are fraught with bias, and current approaches to teaching perpetuate stereotypes and insufficiently challenge structural inequities. To achieve racial justice in HPE, academic medicine must commit to leveraging positions of influence and contributing from these positions. In this Commentary, the authors consider three roles (educator, faculty developer, and researcher) represented by the community of scholars and pose potential research questions as well as suggestions for advancing educational research relevant to eliminating racism and bias in HPE.

[What is the impact of education and training on flexible nursing management? Experiences from a tertiary care hospital].

PubMed

Lux, V

2013-08-01

Healthcare reforms and new legislations have a significant impact on patient care. New and more complex treatment designs and technologies are a great challenge for allied healthcare professionals. There is a growing demand for qualified allied healthcare professionals to increase productivity and to perform complex therapeutic regimens. Since recruitment of specialized healthcare workers is difficult, the University Hospital of Cologne arranges various training programs for allied healthcare staff. We provide more than 500 apprenticeship positions, 225 for nurses. Currently, 216 nursing students have been enrolled; thus, we have reached a 96 % capacity and could again improve last year's results. Some of our graduates continue their career in an academic course of study at university or a university of applied science. In this way nursing management loses qualified and dedicated employees at the bedside. In order to offer attractive alternatives to an academic course, it is important to complement basic education with advanced training and specialization. Traditional in-house education, basic as well as advanced training, is still the primary means to recruit qualified healthcare workers. Nursing management, therefore, still relies on this important strategic instrument for the recruitment and retention of staff.

32 CFR 68.6 - Procedures.

Code of Federal Regulations, 2013 CFR

2013-07-01

... from any other Federal source when the payment would constitute a duplication of benefits. Academic... each Military Service shall: (i) Provide for the academic, technical, intellectual, personal, and...' opportunities for advancement and leadership by reinforcing their academic skills and occupational competencies...

32 CFR 68.6 - Procedures.

Code of Federal Regulations, 2014 CFR

2014-07-01

... from any other Federal source when the payment would constitute a duplication of benefits. Academic... each Military Service shall: (i) Provide for the academic, technical, intellectual, personal, and...' opportunities for advancement and leadership by reinforcing their academic skills and occupational competencies...

Expanding collaborative boundaries in nursing education and practice: The nurse practitioner-dentist model for primary care.

PubMed

Dolce, Maria C; Parker, Jessica L; Marshall, Chantelle; Riedy, Christine A; Simon, Lisa E; Barrow, Jane; Ramos, Catherine R; DaSilva, John D

The purpose of this paper is to describe the design and implementation of a novel interprofessional collaborative practice education program for nurse practitioner and dental students, the Nurse Practitioner-Dentist Model for Primary Care (NPD Program). The NPD Program expands collaborative boundaries in advanced practice nursing by integrating primary care within an academic dental practice. The dental practice is located in a large, urban city in the Northeast United States and provides comprehensive dental services to vulnerable and underserved patients across the age spectrum. The NPD Program is a hybrid curriculum comprised of online learning, interprofessional collaborative practice-based leadership and teamwork training, and clinical rotations focused on the oral-systemic health connection. Practice-based learning promotes the development of leadership and team-based competencies. Nurse practitioners emerge with the requisite interprofessional collaborative practice competencies to improve oral and systemic health outcomes. Copyright © 2017. Published by Elsevier Inc.

Breaking through the glass ceiling: an industrial perspective.

PubMed

Harlander, S K

1996-11-01

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

Project TEACH: A Capacity-Building Training Program for Community-Based Organizations and Public Health Agencies.

PubMed

Sauaia, Angela; Tuitt, Nicole R; Kaufman, Carol E; Hunt, Cerise; Ledezma-Amorosi, Mariana; Byers, Tim

2016-01-01

Project TEACH (Teaching Equity to Advance Community Health) is a capacity-building training program to empower community-based organizations and regional public health agencies to develop data-driven, evidence-based, outcomes-focused public health interventions. TEACH delivers training modules on topics such as logic models, health data, social determinants of health, evidence-based interventions, and program evaluation. Cohorts of 7 to 12 community-based organizations and regional public health agencies in each of the 6 Colorado Area Health Education Centers service areas participate in a 2-day training program tailored to their specific needs. From July 2008 to December 2011, TEACH trained 94 organizations and agencies across Colorado. Training modules were well received and resulted in significant improvement in knowledge in core content areas, as well as accomplishment of self-proposed organizational goals, grant applications/awards, and several community-academic partnerships.

Characteristics of Emergency Medicine Residency Programs in Colombia

PubMed Central

Patiño, Andrés; Alcalde, Victor; Gutierrez, Camilo; Romero, Mauricio Garcia; Carrillo, Atilio Moreno; Vargas, Luis E.; Vallejo, Carlos E.; Zarama, Virginia; Mora Rodriguez, José L.; Bustos, Yury; Granada, Juliana; Aguiar, Leonar G.; Menéndez, Salvador; Cohen, Jorge I.; Saavedra, Miguel A.; Rodriguez, Juan M.; Roldan, Tatiana; Arbelaez, Christian

2017-01-01

Introduction Emergency medicine (EM) is in different stages of development around the world. Colombia has made significant strides in EM development in the last two decades and recognized it as a medical specialty in 2005. The country now has seven EM residency programs: three in the capital city of Bogotá, two in Medellin, one in Manizales, and one in Cali. The seven residency programs are in different stages of maturity, with the oldest founded 20 years ago and two founded in the last two years. The objective of this study was to characterize these seven residency programs. Methods We conducted semi-structured interviews with faculty and residents from all the existing programs in 2013–2016. Topics included program characteristics and curricula. Results Colombian EM residencies are three-year programs, with the exception of one four-year program. Programs accept 3–10 applicants yearly. Only one program has free tuition and the rest charge tuition. The number of EM faculty ranges from 2–15. EM rotation requirements range from 11–33% of total clinical time. One program does not have a pediatric rotation. The other programs require 1–2 months of pediatrics or pediatric EM. Critical care requirements range from 4–7 months. Other common rotations include anesthesia, general surgery, internal medicine, obstetrics, gynecology, orthopedics, ophthalmology, radiology, toxicology, psychiatry, neurology, cardiology, pulmonology, and trauma. All programs offer 4–6 hours of protected didactic time each week. Some programs require Advanced Cardiac Life Support, Pediatric Advanced Life Support and Advanced Trauma Life Support, with some programs providing these trainings in-house or subsidizing the cost. Most programs require one research project for graduation. Resident evaluations consist of written tests and oral exams several times per year. Point-of-care ultrasound training is provided in four of the seven programs. Conclusion As emergency medicine continues to develop in Colombia, more residency programs are expected to emerge. Faculty development and sustainability of academic pursuits will be critically important. In the long term, the specialty will need to move toward certifying board exams and professional development through a national EM organization to promote standardization across programs. PMID:29085546

Characteristics of Emergency Medicine Residency Programs in Colombia.

PubMed

Patiño, Andrés; Alcalde, Victor; Gutierrez, Camilo; Romero, Mauricio Garcia; Carrillo, Atilio Moreno; Vargas, Luis E; Vallejo, Carlos E; Zarama, Virginia; Mora Rodriguez, José L; Bustos, Yury; Granada, Juliana; Aguiar, Leonar G; Menéndez, Salvador; Cohen, Jorge I; Saavedra, Miguel A; Rodriguez, Juan M; Roldan, Tatiana; Arbelaez, Christian

2017-10-01

Emergency medicine (EM) is in different stages of development around the world. Colombia has made significant strides in EM development in the last two decades and recognized it as a medical specialty in 2005. The country now has seven EM residency programs: three in the capital city of Bogotá, two in Medellin, one in Manizales, and one in Cali. The seven residency programs are in different stages of maturity, with the oldest founded 20 years ago and two founded in the last two years. The objective of this study was to characterize these seven residency programs. We conducted semi-structured interviews with faculty and residents from all the existing programs in 2013-2016. Topics included program characteristics and curricula. Colombian EM residencies are three-year programs, with the exception of one four-year program. Programs accept 3-10 applicants yearly. Only one program has free tuition and the rest charge tuition. The number of EM faculty ranges from 2-15. EM rotation requirements range from 11-33% of total clinical time. One program does not have a pediatric rotation. The other programs require 1-2 months of pediatrics or pediatric EM. Critical care requirements range from 4-7 months. Other common rotations include anesthesia, general surgery, internal medicine, obstetrics, gynecology, orthopedics, ophthalmology, radiology, toxicology, psychiatry, neurology, cardiology, pulmonology, and trauma. All programs offer 4-6 hours of protected didactic time each week. Some programs require Advanced Cardiac Life Support, Pediatric Advanced Life Support and Advanced Trauma Life Support, with some programs providing these trainings in-house or subsidizing the cost. Most programs require one research project for graduation. Resident evaluations consist of written tests and oral exams several times per year. Point-of-care ultrasound training is provided in four of the seven programs. As emergency medicine continues to develop in Colombia, more residency programs are expected to emerge. Faculty development and sustainability of academic pursuits will be critically important. In the long term, the specialty will need to move toward certifying board exams and professional development through a national EM organization to promote standardization across programs.

Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-Grade Students' Achievement, Behavior, and Engagement

ERIC Educational Resources Information Center

Gauchat, Tiffanie A.

2010-01-01

The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group (n = 30) and the comparison academic/elective course option programs group (n = 30)…

Linking Academic Integrity and Classroom Civility: Student Attitudes and Institutional Response

ERIC Educational Resources Information Center

Brooks, Troy; Marini, Zopito; Radue, Jon

2011-01-01

This paper explores the notion that student behaviour regarding academic integrity and classroom civility are linked, and that intervention methods used to resolve classroom incivility may be used as a response to academic dishonesty. We advance the view that academic integrity and classroom civility refer to a student's willingness to respect the…

What African American College Students Perceive as Contributive Factors in Their Academic Success?

ERIC Educational Resources Information Center

Ransom, Brandi S.

2016-01-01

This study explored what African American college students perceives as contributing to their Academic success. This study moved to determine what factors significantly influence or impact how African American college students advance in their academic journey, which was hypothesized as an important component related to academic success and degree…

Lexical Bundles in the Academic Writing of Advanced Chinese EFL Learners

ERIC Educational Resources Information Center

Wei, Yaoyu; Lei, Lei

2011-01-01

The present study investigated the use of lexical bundles in the academic writing of advanced Chinese EFL learners. A corpus of doctoral dissertations by the learners and a corpus of published journal articles by professional writers were collected for the study. Four-word lexical bundles in the two corpora were identified and analysed. Results…

ISAAC: An Introduction to IBM's Information System for Advanced Academic Computing at the University of Washington-Seattle.

ERIC Educational Resources Information Center

Hernandez, Nicolas, Jr.

1988-01-01

Traces the origin of ISAAC (Information System for Advanced Academic Computing) and the development of a languages and linguistics "room" at the University of Washington-Seattle. ISAAC, a free, valuable resource, consists of two databases and an electronic bulletin board spanning broad areas of pedagogical and research fields. (Author/CB)

Teacher Scaffolding of Academic Language in an Advanced Placement U.S. History Class

ERIC Educational Resources Information Center

Gritter, Kristine; Beers, Scott; Knaus, Robert W.

2013-01-01

This article examines teacher scaffolding of academic language in an Advanced Placement United States History (APUSH) course throughout a school year for one student who received a perfect score on the end of year APUSH exam. Data includes four months of observation of teacher instructional strategies to scaffold student writing and vignettes of…

Rhetorical Strategies in Engineering Research Articles and Research Theses: Advanced Academic Literacy and Relations of Power

ERIC Educational Resources Information Center

Koutsantoni, Dimitra

2006-01-01

Research articles and research theses constitute two key genres used by scientific communities for the dissemination and ratification of knowledge. Both genres are produced at advanced stages of individuals' enculturation in disciplinary communities present original research aim to persuade the academic community to accept new knowledge claims,…

Advanced Placement (AP) Social Studies Teachers' Use of Academic Course Blogs as a Supplemental Resource for Student Learning

ERIC Educational Resources Information Center

Alper, Seth M.

2013-01-01

This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…

The Effect of Advanced Placement or International Baccalaureate Exam Scores upon College GPA and College Choice

ERIC Educational Resources Information Center

Farmer, Daniel Raymond

2017-01-01

This quantitative, causal-comparative and correlational study analyzed students' academic performance in college based on whether the student was classified as an International Baccalaureate student, an Advanced Placement student, or a non-accelerated student (those who did not participate in IB or AP) and how that choice of academic program…

ASHE Reader on Academic Programs in Colleges and Universities.

ERIC Educational Resources Information Center

Conrad, Clifton F., Ed.

Historical and philosophical perspectives on college academic programs, current curriculum practices and agendas, and academic program development and implementation are considered in 20 articles in a reader designed for graduate classes in higher education administration. Titles and authors are as follows: "Frames of Reference" (Frederick…

Clinical pharmacy academic career transitions: Viewpoints from the fieldPart 1: Understanding feedback, evaluation, and advancement.

PubMed

Blackmer, Allison B; Thompson, Angela M; Jeffres, Meghan N; Glode, Ashley E; Mahyari, Nila; Thompson, Megan

2018-02-01

The six authors of this commentary series, who have recently transitioned into or within an academic career, discuss challenging aspects of an academic career change. This is a three-part commentary series that explores select challenges: 1) feedback, evaluation and advancement; 2) understanding and balancing of distribution of effort; 3) learning how and when to say yes. Faculty, or those interested in pursuing a career in pharmacy academia, can refer to this commentary series as a reference. Schools of pharmacy may utilize this as a tool for new faculty members during orientation in order to ensure smooth integration into the academic environment. Copyright © 2017 Elsevier Inc. All rights reserved.

Has ADVANCE Affected Senior Compared to Junior Women Scientists Differently?

NASA Astrophysics Data System (ADS)

Rosser, Sue

2015-01-01

Substantial evidence exists to demonstrate that the NSF ADVANCE Inititiative has made a positive impact upon institutions. Since it began in 2001, ADVANCE has changed the conversation, policies, and practices in ways to remove obstacles and systemic barriers preventing success for academic women scientists and engineers. Results from ADVANCE projects on campuses have facilitated consensus nationally about policies and practices that institutions may implement to help to alleviate issues, particularly for junior women scientists.Although getting women into senior and leadership positions in STEM constituted an initial impetus for ADVANCE, less emphasis was placed upon the needs of senior women scientists. Surveys of academic women scientists indicate that the issues faced by junior and senior women scientists differ significantly. The focus of ADVANCE on junior women in many ways seemed appropriate--the senior cohort of women scinetists is fed by the junior cohort of scientists; senior women serve as mentors, role models, and leaders for the junior colleagues, while continuing to struggle to achieve full status in the profession. This presentation will center on the differences in issues faced by senior compared to junior women scientists to explore whether a next step for ADVANCE should be to address needs of senior academic women scientists.

An innovative educational approach to professional development of medical laboratory scientists in Botswana.

PubMed

Magowe, Mabel Km; Ledikwe, Jenny H; Kasvosve, Ishmael; Martin, Robert; Thankane, Kabo; Semo, Bazghina-Werq

2014-01-01

To address the shortage of laboratory scientists in Botswana, an innovative, one-year academic bridging program was initiated at the University of Botswana, to advance diploma-holding laboratory technicians towards becoming laboratory scientists holding Bachelor's degrees. An evaluation was conducted, which described the outcomes of the program and the lessons learned from this novel approach to meeting human resource needs. This was a cross-sectional, mixed-methods evaluation. Qualitative interviews were conducted with graduates of the Bachelor of Science (BSc) Medical Laboratory Sciences (MLS) bridging program, along with the graduates' current supervisors, and key informants who were involved in program development or implementation. The quantitative data collected included a written questionnaire, completed by program graduates, with a retrospective pre-test/post-test survey of graduates' confidence, in terms of key laboratory competencies. The BSc MLS bridging program produced thirty-three laboratory scientists over 3 years. There was a significant increase in confidence among graduates, for specified competencies, after the program (P<0.05). Graduates reported acquiring new skills and, often, accepting new responsibilities at their former workplace, particularly in relationship to leadership and management. Five graduates enrolled in advanced degree programs. Most graduates assumed increased responsibility. However, only two graduates were promoted after completing the training program. The lessons learned include: the importance of stakeholder involvement, the need for data to identify local needs, financial sustainability, catering for the needs of adult learners, and ensuring a technically challenging work environment, conducive to the application of skills learned during training. A strong public health and clinical laboratory system is essential for the rapid detection and control of emerging health threats, and for patient care. However, there is a need to adequately prepare laboratory human resources, to ensure efficient and effective laboratory services. Advancement of laboratory technicians towards becoming laboratory scientists, through a bridging program, can provide the necessary skills within a short time.

RASC-AL (Revolutionary Aerospace Systems Concepts-Academic Linkage): 2002 Advanced Concept Design Presentation

NASA Technical Reports Server (NTRS)

2002-01-01

The Revolutionary Aerospace Systems Concepts-Academic Linkage (RASC-AL) is a program of the Lunar and Planetary Institute (LPI) in collaboration with the Universities Space Research Association's (USRA) ICASE institute through the NASA Langley Research Center. The RASC-AL key objectives are to develop relationships between universities and NASA that lead to opportunities for future NASA research and programs, and to develop aerospace systems concepts and technology requirements to enable future NASA missions. The program seeks to look decades into the future to explore new mission capabilities and discover what's possible. NASA seeks concepts and technologies that can make it possible to go anywhere, at anytime, safely, reliably, and affordably to accomplish strategic goals for science, exploration, and commercialization. University teams were invited to submit research topics from the following themes: Human and Robotic Space Exploration, Orbital Aggregation & Space Infrastructure Systems (OASIS), Zero-Emissions Aircraft, and Remote Sensing. RASC-AL is an outgrowth of the HEDS-UP (University Partners) Program sponsored by the LPI. HEDS-UP was a program of the Lunar and Planetary Institute designed to link universities with NASA's Human Exploration and Development of Space (HEDS) enterprise. The first RASC-AL Forum was held November 5-8, 2002, at the Hilton Cocoa Beach Oceanfront Hotel in Cocoa Beach, Florida. Representatives from 10 university teams presented student research design projects at this year's Forum. Each team contributed a written report and these reports are presented.

Collaborative pre-competitive preclinical drug discovery with academics and pharma/biotech partners at Sanford|Burnham: infrastructure, capabilities & operational models.

PubMed

Chung, Thomas D Y

2014-03-01

There has been increased concern that the current "blockbuster" model of drug discovery and development practiced by "Big Pharma" are unsustainable in terms of cost (> $1 billion/approved drug) and time to market (10 - 15 years). The recent mergers and acquisitions (M&A), shuttering of internal research programs, closure of "redundant" sites of operations, senior management turnover and continued workforce reductions among the top 10 major pharmaceutical companies reflect draconian responses to reduce costs. However, the resultant exodus of intellectual capital, loss in motivation and momentum, and exit from early stage discovery programs by pharmaceutical companies has contributed to an "innovation deficit". Disease advocacy groups, investment communities and the government are calling for new innovative business models to address this deficit. In particular they are looking towards academia and clinical trials centers to catalyze new innovations in translational research. Indeed over the last decade many academic institutions have launched drug discovery centers largely comprising high-throughput screening (HTS) to accelerate "translational" research. A major impetus for this "open innovation" effort has been the National Institutes of Health (NIH) "Roadmap" and Molecular Libraries Initiative/Program (MLI/MLP), which is in its last year, and will be transitioned into the National Center for the Advancement of Translational Sciences (NCATS). With the end of Roadmap funding, general reduction in Federal government funding and its recent sequestration, academic drug discovery centers are being challenged to become selfsustaining, adding financial value, while remaining aligned with the missions of their respective academic non-profit institutions. We describe herein, a brief history of our bi-coastal Conrad Prebys Center for Chemical Genomics (Prebys Center) at the Sanford|Burnham Medical Research Institute (SBMRI), the key components of its infrastructure, core competencies of its fully integrated drug discovery expertise, best practices adopted in our day-to-day operations, and finally some of our current funding and collaboration and/or strategic alliance models for pre-competitive drug discovery with other academic/clinical partners, other governmental agencies, and with pharmaceutical and biotechnology companies.

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.

Learning to Thrive: Building Diverse Scientists' Access to Community and Resources through the BRAINS Program.

PubMed

Margherio, Cara; Horner-Devine, M Claire; Mizumori, Sheri J Y; Yen, Joyce W

2016-01-01

Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health-funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants' career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences. © 2016 C. Margherio et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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,…

A Statewide Information Databases Program: What Difference Does It Make to Academic Libraries?

ERIC Educational Resources Information Center

Lester, June; Wallace, Danny P.

2004-01-01

The Oklahoma Department of Libraries (ODL) launched Oklahoma's statewide database program in 1997. For the state's academic libraries, the program extended access to information, increased database use, and fostered positive relationships among ODL, academic libraries, and Oklahoma State Regents for Higher Education (OSRHE), creating a more…

76 FR 69242 - Application for New Awards; College Assistance Migrant Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-08

... Program: The purpose of CAMP is to provide academic and financial support to help migrant and seasonal... work study, exposure to academic programs and careers in STEM-related fields, and providing support services. These could include services to improve participants' academic skills and knowledge so that they...

Instrumentation, Control, and Intelligent Systems

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

Not Available

2005-09-01

Abundant and affordable energy is required for U.S. economic stability and national security. Advanced nuclear power plants offer the best near-term potential to generate abundant, affordable, and sustainable electricity and hydrogen without appreciable generation of greenhouse gases. To that end, Idaho National Laboratory (INL) has been charged with leading the revitalization of nuclear power in the U.S. The INL vision is to become the preeminent nuclear energy laboratory with synergistic, world-class, multi-program capabilities and partnerships by 2015. The vision focuses on four essential destinations: (1) Be the preeminent internationally-recognized nuclear energy research, development, and demonstration laboratory; (2) Be a majormore » center for national security technology development and demonstration; (3) Be a multi-program national laboratory with world-class capabilities; (4) Foster academic, industry, government, and international collaborations to produce the needed investment, programs, and expertise. Crucial to that effort is the inclusion of research in advanced instrumentation, control, and intelligent systems (ICIS) for use in current and advanced power and energy security systems to enable increased performance, reliability, security, and safety. For nuclear energy plants, ICIS will extend the lifetime of power plant systems, increase performance and power output, and ensure reliable operation within the system's safety margin; for national security applications, ICIS will enable increased protection of our nation's critical infrastructure. In general, ICIS will cost-effectively increase performance for all energy security systems.« less

Design methodology and projects for space engineering

NASA Technical Reports Server (NTRS)

Nichols, S.; Kleespies, H.; Wood, K.; Crawford, R.

1993-01-01

NASA/USRA is an ongoing sponsor of space design projects in the senior design course of the Mechanical Engineering Department at The University of Texas at Austin. This paper describes the UT senior design sequence, consisting of a design methodology course and a capstone design course. The philosophical basis of this sequence is briefly summarized. A history of the Department's activities in the Advanced Design Program is then presented. The paper concludes with a description of the projects completed during the 1991-92 academic year and the ongoing projects for the Fall 1992 semester.

Proceedings of the Princeton Workshop on New Approaches to Experimental Turbulence Research Held in Princeton, New Jersey on September 5 - 7, 1990

DTIC Science & Technology

1991-06-24

return to the discussion of the role of fundamental research in technology , and the different ways of viewing academic research programs in the context...something more complicated that becomes a system or with a general field of technology . In trying to put together a map, let us look at this graph of...for new’ ideas, and especially for new experimental diagnostics capabilities. It is ironic that technological advances in a number of fields like

Development and Feasibility of an Academic Detailing Intervention to Improve Prescription Drug Monitoring Program Use Among Physicians

PubMed Central

Barth, Kelly S.; Ball, Sarah; Adams, Rachel Sayko; Nikitin, Ruslan; Wooten, Nikki R.; Qureshi, Zaina P.; Larson, Mary Jo

2017-01-01

Background South Carolina (SC) ranks 10th in opioid prescriptions per capita - 33% higher than the national average. SC is also home to a large military and veteran population, and prescription opioid use for chronic pain is alarmingly common among veterans, especially those returning from Afghanistan and Iraq. This paper describes the background and development of an Academic Detailing (AD) educational intervention to improve use of a Prescription Drug Monitoring Program (PDMP) among SC physicians who serve military members and veterans. The aim of this intervention was to improve safe opioid prescribing practices and prevent prescription opioid misuse among this high-risk population. Methods A multidisciplinary study team of physicians, pharmacists, psychologists, epidemiologists, and representatives from the SCs Prescription Monitoring Program (PMP) utilized the Medical Research Council (MRC) complex interventions framework to guide the development of the educational intervention. The theoretical and modelling phases of the AD intervention development are described and preliminary evidence of feasibility and acceptability is provided. Results Ninety-three physicians consented to the study from 2 practice sites. Eighty-seven academic detailing visits were completed, and 59 one-month follow-up surveys were received. Participants rated the academic detailing intervention high in helpfulness of information, intention to use information, and overall satisfaction with the intervention. The component of the intervention felt to be most helpful was the academic detailing visit itself. Characteristics of the participants and the intervention, as well as anticipated barriers to behavior change are detailed. Conclusions Preliminary results support the feasibility of AD delivery to veteran and community patient settings, the feasibility of facilitating PDMP registration during an AD visit, and that AD visits were generally found satisfying to participants and helpful in improving knowledge and confidence about safe opioid prescribing practices. The component of the intervention felt to be most helpful to the participants was the actual academic detailing visit, and most participants rated their intentions high to use the information and tools from the visit. Intervention key messages, preliminary outcome measures, as well as successes and challenges in developing and delivering this intervention are discussed in order to advance best practices in developing educational interventions in this important area of public health. PMID:28562498

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

PubMed

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

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

Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

ERIC Educational Resources Information Center

Barna, Jennifer S.; Brott, Pamelia E.

2014-01-01

Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

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

PubMed

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

2017-03-01

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

Does gender affect career satisfaction and advancement in gastroenterology? Results of an AGA institute-sponsored survey.

PubMed

Gerson, Lauren B; Twomey, Kay; Hecht, Gail; Lee, Linda; McQuaid, Ken; Pizarro, Theresa T; Street, Sarah; Yoshida, Cynthia; Early, Dayna

2007-04-01

Women comprise 19% of the American Gastroenterological Association (AGA) membership. We performed a prospective study to determine whether female gastroenterologists were less likely to achieve career advancement and satisfaction. We administered an online survey to AGA members from 2004-2006. The survey contained questions regarding effects of gender on career advancement, satisfaction with career, promotional policies, and integration of family and career. A total of 457 individuals (response rate 9% after 2 major invitations) completed the survey, including 262 (57%) women (20% in private practice, 53% in academic careers, and 27% trainees) and 195 men (23% in private practice, 58% in academic careers, and 19% trainees). The male gastroenterologists were significantly older (P < .005) and in their careers for significantly more years (P = .002). There were no significant differences with respect to marital status, number of children, or number of hours worked between the genders. Men were more likely to achieve the rank of full professor (P = .035), and significantly more women reported that gender affected their career advancement (47% vs 9%; P < .001). Women in academic careers reported less satisfaction with their careers (P = .01) and perceived more difficulty in achieving promotion and tenure. Women were more likely to choose private practice careers because of part-time options (P = .025). Equal numbers of men and women in practice reported difficulty balancing work and family life. Significantly more female than male gastroenterologists perceive that gender has affected their career advancement. Female academic gastroenterologists reported less overall career satisfaction and promotion than male academic gastroenterologists.

College Student Ratings of Student Academic Support: Frequency, Importance, and Modes of Communication

ERIC Educational Resources Information Center

Thompson, Blair; Mazer, Joseph P.

2009-01-01

Research suggests that student academic support plays a vital role at the college level as students often view communication with peers as their primary source of academic support (Thompson, 2008). This research advances the Student Academic Support Scale (SASS) as a method of assessing the frequency, importance, and mode of communicating academic…

Multicontext Diversity: The critical dimension of diversity that can attract students and help them thrive

NASA Astrophysics Data System (ADS)

Weissmann, G. S.; Ibarra, R.; Howland-Davis, M.

2017-12-01

Diversity programs on college campuses have expanded over the past several decades, bringing a broad range of students to academia; however, these programs have not resulted in diversification of faculty or PhD students. Current diversity programs generally focus on two dimensions of diversity: (1) structural diversity, which aims to bring in students from underrepresented groups to college campuses through scholarships, admissions policies, and targeted marketing; and (2) multicultural diversity, which uses programs designed to give students from underrepresented groups homes on campus and programs designed to study cultural aspects of different groups. Though these programs are important, something else must be controlling the lack of minority participation in STEM at advanced levels. We posit that a third dimension of diversity, context diversity, is lacking in university education, especially in STEM fields, and without accessing this form of diversity, programs will never benefit from the broader diversity of society. Context diversity results through application of Multicontext theory, which both explains and predicts the inclusion of exclusion of people within an institutional culture. It describes how different cultures approach understanding the world around them. This "cultural ways of knowing and doing" has been described using a binary system, consisting of "Low Context" and "High Context" cultures. Ibarra (2001) described how a spectrum exists between these end members, and thus individuals brought up in different cultures will understand the world from somewhere along this context diversity spectrum. Academic culture tends to fall on the low context side of the spectrum. Thus, students (and faculty) who come from cultures that tend toward the high context side of the spectrum often feel excluded from the academic setting, especially in STEM fields which tend to be strongly low context in nature. A high percentage of students from underrepresented groups and women tend to fall on toward the high context side of the spectrum, thus this disproportionately affects women and minorities. Multicontextuality can be readily applied in classroom and research settings, thus leading to helping all students thrive in the academic setting.

The Effectiveness of Advance Organiser Model on Students' Academic Achievement in Learning Work and Energy

ERIC Educational Resources Information Center

Gidena, Asay; Gebeyehu, Desta

2017-01-01

The purpose of this study was to investigate the effectiveness of the advance organiser model (AOM) on students' academic achievement in learning work and energy. The design of the study was quasi-experimental pretest-posttest nonequivalent control groups. The total population of the study was 139 students of three sections in Endabaguna…

College Students with Autism Spectrum Disorder: Perceptions of Social Supports That Buffer College-Related Stress and Facilitate Academic Success

ERIC Educational Resources Information Center

LeGary, Robert A., Jr.

2017-01-01

This exploratory case study examined the reports by advanced undergraduate students with autism spectrum disorder (ASD) of perceived social supports that buffer college-related stress and facilitate academic success. The sample for this study was comprised of 10 advanced undergraduate students who self-identified as having ASD. These participants…

Career Self-Management and Career Capital of Mid-Level Administrators in Higher Education Who Previously Served as Professional Academic Advisors

ERIC Educational Resources Information Center

Smith, Elecia Cole

2014-01-01

Understanding the prerequisites for career advancement helps to keep employees motivated and engaged. However, in the higher education (H.E.) workplace, where formalized career ladders are sparse and ambiguous for staff personnel--especially those in professional academic advising--employees who are interested in career advancement into mid-level…

Towards a More Meaningful Involvement of Librarians in Academic Program Reviews

ERIC Educational Resources Information Center

Bowker, Lynne

2018-01-01

Purpose: Using a descriptive case study approach, this paper aims to validate academic librarians' perceptions that they are marginalized by faculty during academic program reviews, and recommends ways for the two groups to collaborate more effectively to make program reviews more meaningful. Design/methodology/approach: The paper describes a case…

Students' Perception of IS Academic Programs, IS Careers, and Outsourcing

ERIC Educational Resources Information Center

Martz, Ben; Cata, Teuta

2008-01-01

The authors compared the perceptions of information systems (IS) students with those of IS practitioners regarding IS careers, the practice of outsourcing, and academic programs. Results indicate that students and practitioners appreciate the integration of real-life practice in academic programs and that the general perception of IS careers is…

The Intersections of Living-Learning Programs and Social Identity as Factors of Academic Achievement and Intellectual Engagement

ERIC Educational Resources Information Center

Pasque, Penny A.; Murphy, Rena

2005-01-01

Findings from this study show that living-learning (LL) programs at a research institution in the Midwest have a series of positive outcomes for both academic achievement and intellectual engagement. Controlling for past academic achievement, socioeconomic status, and demographic characteristics, LL programs are predictors, albeit small…

76 FR 77985 - Applications for New Awards; Graduate Assistance in Areas of National Need

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-15

... Opportunity Description Purpose of Program: The GAANN program provides grants to academic departments and... excellent academic records who demonstrate financial need and plan to pursue the highest degree available in... this program (34 CFR 648.33(a) and Appendix to part 648--Academic Areas). Absolute Priority: For FY...

Academic Internship Program: Sponsor's Handbook.

ERIC Educational Resources Information Center

Charlotte-Mecklenburg Public Schools, Charlotte, NC.

Since its beginning in 1975 at the West Charlotte High School in North Carolina, the Academic Internship Program has joined over 6,000 high school students in partnerships with more than 600 sponsors from the business community. The program is intended to: (1) provide opportunities for high school students to explore areas of academic, career, or…

Predictors of an academic career on radiology residency applications.

PubMed

Grimm, Lars J; Shapiro, Lauren M; Singhapricha, Terry; Mazurowski, Maciej A; Desser, Terry S; Maxfield, Charles M

2014-05-01

To evaluate radiology residency applications to determine if any variables are predictive of a future academic radiology career. Application materials from 336 radiology residency graduates between 1993 and 2010 from the Department of Radiology, Duke University and between 1990 and 2010 from the Department of Radiology, Stanford University were retrospectively reviewed. The institutional review boards approved this Health Insurance Portability and Accountability Act-compliant study with a waiver of informed consent. Biographical (gender, age at application, advanced degrees, prior career), undergraduate school (school, degree, research experience, publications), and medical school (school, research experience, manuscript publications, Alpha Omega Alpha membership, clerkship grades, United States Medical Licensing Examination Step 1 and 2 scores, personal statement and letter of recommendation reference to academics, couples match status) data were recorded. Listing in the Association of American Medical Colleges Faculty Online Directory and postgraduation publications were used to determine academic status. There were 72 (21%) radiologists in an academic career and 264 (79%) in a nonacademic career. Variables associated with an academic career were elite undergraduate school (P = .003), undergraduate school publications (P = .018), additional advanced degrees (P = .027), elite medical school (P = .006), a research year in medical school (P < .001), and medical school publications (P < .001). A multivariate cross-validation analysis showed that these variables are jointly predictive of an academic career (P < .001). Undergraduate and medical school rankings and publications, as well as a medical school research year and an additional advanced degree, are associated with an academic career. Radiology residency selection committees should consider these factors in the context of the residency application if they wish to recruit future academic radiologists. Copyright © 2014 AUR. Published by Elsevier Inc. All rights reserved.

Legal aspects associated with dismissal from clinical laboratory education programs.

PubMed

Legrys, V A; Beck, S J; Laudicina, R J

1995-01-01

To review academic dismissals, students' rights in dismissal cases, and several key cases involving academic and disciplinary dismissals. Recent academic literature and legal precedents. Not applicable. Not applicable. Students involved in dismissals are protected under the principles of constitutional law and/or contract law, depending on whether the institution is public or private. The basis for dismissal from educational programs is either academic or disciplinary in nature. In academic dismissals, a student has failed to meet either the cognitive or the noncognitive academic standards of the program. In disciplinary dismissals, a student has violated the institutional rules governing conduct. Policies that affect progress in the program and the dismissal process should be published and distributed to students, as well as reviewed for consistency with institutional policies. The amount of documentation needed in the defense of a dismissal decision has not been specified, but, in general, more is better. Procedures are suggested as a guide to dismissals in clinical laboratory programs.

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.

Hype, harmony and human factors: applying user-centered design to achieve sustainable telehealth program adoption and growth.

PubMed

Rossos, P G; St-Cyr, O; Purdy, B; Toenjes, C; Masino, C; Chmelnitsky, D

2015-01-01

Despite decades of international experience with the use of information and communication technologies in healthcare delivery, widespread telehealth adoption remains limited and progress slow. Escalating health system challenges related to access, cost and quality currently coincide with rapid advancement of affordable and reliable internet based communication technologies creating unprecedented opportunities and incentives for telehealth. In this paper, we will describe how Human Factors Engineering (HFE) and user-centric elements have been incorporated into the establishment of telehealth within a large academic medical center to increase acceptance and sustainability. Through examples and lessons learned we wish to increase awareness of HFE and its importance in the successful implementation, innovation and growth of telehealth programs.

Can you go the distance? Attending the virtual classroom.

PubMed

Bigony, Lorraine

2010-01-01

Distance learning via the World Wide Web offers convenience and flexibility. Online education connects nurses geographically in a manner that the traditional face-to-face learning environment lacks. Delivered in both a synchronous (real time interaction) or asynchronous (delayed interaction) format, distance programs continue to provide nurses with choice, especially in the pursuit of advanced degrees. This article explores the pros and cons of distance education, in addition to the most popular platform used in distance learning today, the Blackboard Academic Suite. Characteristics of the potential enrollee to ensure a successful distance education experience are also discussed. Distance nursing programs are here to stay. Although rigorous, the ease of accessibility makes distance learning a viable alternative for busy nurses.

An Exemplar Interprofessional Academic Emergency Nurse Practitioner Program: A Blueprint for Success.

PubMed

Evans, Dian Dowling; Ashooh, Meredith Pollock; Kimble, Laura P; Heilpern, Katherine L

Emergency department census rates and manpower gaps have continued to rise over the past decade, creating a demand for well-prepared emergency nurse practitioners (ENPs). The implementation of the consensus model for advanced practice nurses has brought acknowledgment by leading health care, physician, and nursing organizations of the ENP specialty as critical to building a high-quality emergency care workforce. Recognition of the ENP's unique skill set, and therefore need of specialty certification, has led to a growing interest in the expansion of nurse practitioner curricula in emergency care. This article describes a novel approach for ENP education based on an interprofessional training model, with an in-depth discussion of curriculum development and clinical placement, as well as program outcomes and implications.

English Language Support for Engineering Students and Professors

NASA Astrophysics Data System (ADS)

Teshigawara, Mihoko

The University of Tokushima Graduate School of Advanced Technology and Science has launched the International Affiliated Double-Degree Program. In this program students pursue double degrees in engineering at the graduate level organized between the Graduate School and one of its 11 overseas partner institutions. Since the Graduate School is committed to offering content lectures in English, the faculty members involved need a good command of English. Future outgoing students also have to improve their English (and the local language spoken at the partner institution) to conduct academic activities at the partner institution successfully. This paper describes the author‧s continuing efforts toward the provision and improvement of English language support for engineering students and instructors, touching on similar activities elsewhere.

Responding to increasing RN demand: diversity and retention trends through an accelerated LVN-to-BSN curriculum.

PubMed

Porter-Wenzlaff, Linda Jean; Froman, Robin D

2008-05-01

By providing accelerated licensed vocational nurses (LVN)-to-BSN academic mobility, our university addresses the nationwide nursing shortage, as well as concerns for retention, diversity, and career advancement. LVNs are committed to health care, are likely to remain working as nurses, and represent ethnic and racial minorities. However, LVNs differ from generic students and benefit from tailored curricula and educational strategies. Disadvantaged personal and academic backgrounds, lower grade point averages, cultural diversity, language challenges, age, life responsibilities, and learned LVN behaviors are considered in the development and implementation of this baccalaureate nursing (BSN) degree program. Strategies to build professional identity, reading comprehension, verbal and written articulation, critical thinking, and leadership skills are addressed. A combination of teaching strategies are used to address adult learner needs, including online and face-to-face projects and case studies. Mixing LVN-to-BSN and RN-to-BSN students benefits both and increases efficiency.

Promoting the advancement of minority women faculty in academic medicine: the National Centers of Excellence in Women's Health.

PubMed

Wong, E Y; Bigby, J; Kleinpeter, M; Mitchell, J; Camacho, D; Dan, A; Sarto, G

2001-01-01

Minority physicians provide care in a manner that promotes patient satisfaction and meets the needs of an increasingly diverse U.S. population. In addition, minority medical school faculty bring diverse perspectives to research and teach cross-cultural care. However, men and women of color remain underrepresented among medical school faculty, particularly in the higher ranks. National data show that although the numbers of women in medicine have increased, minority representation remains essentially static. Studying minority women faculty as a group may help to improve our understanding of barriers to diversification. Six National Centers of Excellence in Women's Health used a variety of approaches in addressing the needs of this group. Recommendations for other academic institutions include development of key diversity indicators with national benchmarks, creation of guidelines for mentoring and faculty development programs, and support for career development opportunities.

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

PubMed

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

2014-04-01

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

Quality improvement in neurology residency programs. Report of the Quality Improvement Committee of the Association of University Professors of Neurology.

PubMed

Bradley, W G; Daube, J; Mendell, J R; Posner, J; Richman, D; Troost, B T; Swift, T R

1997-11-01

The neurology residency programs in the United States are facing a crisis of quality. The Association of University Professors of Neurology (AUPN) approved the Quality Improvement Committee to examine this situation and make recommendations, which have been accepted by the AUPN. The recommendations are (1) that the educational goals of neurology residency training be dissociated from patient-care needs in academic medical centers and (2) that minimum levels of quality be applied to residents in neurology residency programs and to these programs themselves. These minimum criteria should include minimum educational criteria for entry into the program, minimum criteria for advancement from one year to the next in the program, and minimum criteria for performance of the graduates of neurology residency programs for program accreditation. The implementation of these recommendations will require a shift of funding of the care of indigent patients from the graduate medical education budget to direct patient-care sources. These recommendations will significantly improve the quality of neurologists and neurologic care in the United States.

Inventory of Academic Programs. Volume Three. Public Junior and Community Colleges, Regional Technical Institute. A Planning Document of the Alabama Commission on Higher Education.

ERIC Educational Resources Information Center

Alabama State Commission on Higher Education, Montgomery.

An inventory of academic programs offered for credit and learning to an academic award offered by Alabama's public junior and community colleges and by the Regional Technical Institute as of June 1, 1985, is presented. For each college and program, charts indicate program titles, levels of degrees offered, and accreditation status. Included are…

Motivational Factors of Student Nurse Athletes Attributing to Academic Success.

PubMed

Forst, Kimberly A

Student nurse athletes experience difficulties achieving academic success in nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to their academic success. Athletes ranked time management and prioritization as critical skills to success in the nursing program. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success.

Essay: Robert H. Siemann As Leader of the Advanced Accelerator Research Department

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

Colby, Eric R.; Hogan, Mark J.; /SLAC

Robert H. Siemann originally conceived of the Advanced Accelerator Research Department (AARD) as an academic, experimental group dedicated to probing the technical limitations of accelerators while providing excellent educational opportunities for young scientists. The early years of the Accelerator Research Department B, as it was then known, were dedicated to a wealth of mostly student-led experiments to examine the promise of advanced accelerator techniques. High-gradient techniques including millimeter-wave rf acceleration, beam-driven plasma acceleration, and direct laser acceleration were pursued, including tests of materials under rf pulsed heating and short-pulse laser radiation, to establish the ultimate limitations on gradient. As themore » department and program grew, so did the motivation to found an accelerator research center that brought experimentalists together in a test facility environment to conduct a broad range of experiments. The Final Focus Test Beam and later the Next Linear Collider Test Accelerator provided unique experimental facilities for AARD staff and collaborators to carry out advanced accelerator experiments. Throughout the evolution of this dynamic program, Bob maintained a department atmosphere and culture more reminiscent of a university research group than a national laboratory department. His exceptional ability to balance multiple roles as scientist, professor, and administrator enabled the creation and preservation of an environment that fostered technical innovation and scholarship.« less

The Academic Support Program at the University of Michigan School of Medicine.

PubMed

Segal, S S; Giordani, B; Gillum, L H; Johnson, N

1999-04-01

The University of Michigan has a support program aimed at early identification, remedial plans, and appropriate academic accommodations for at-risk students in under-graduate colleges and graduate and professional schools. Since 1994, the medical school has formally taken part in this program. Medical students at risk for academic failure (e.g., repeated failure in academic course work, licensure examinations, clinical examinations) are automatically referred to their academic counselors in the Student Programs Office of the medical school. Once a referral is made, the student is evaluated at the Office of Services for Students with Disabilities to identify problem areas. The office makes appropriate recommendations for interventions or accommodation. Tutoring, academic assistance, and other services are available through the medical school, specific divisions of the medical center, and the community. The Student Programs Office acts as a liaison between community and university assistance programs and between the student and the medical school. During the first four years of the program, 28 medical students were identified through it; of these, 24 (86%) were underrepresented minorities. Most (21) were referred during the first and third years of the curriculum. After a range of services for a variety of problems, 26 (93%) of the 28 students either graduated or continued to progress in their studies; the other two left the medical school for academic reasons.