Special Education Faculty Needs Assessment Study Implications

ERIC Educational Resources Information Center

Smith, D.D.; Tyler, N.; Montrosse, B.E.; Young, C.; Robb, S.M.

2011-01-01

This paper presents the highlights of the Special Education Faculty Needs Assessment Study (SEFNA). Actions taken after the release of The 2001 Faculty Shortage Study demonstrate that supply-and-demand imbalances can be improved. The projected shortage of special education faculty will directly and negatively affect students with disabilities and…

Faculty-led faculty development: evaluation and reflections on a distributed educational leadership model.

PubMed

Elzubeir, Margaret

2011-01-01

This report describes and explores the impact of a series of faculty-led faculty development programs underpinned by principles of distributed educational leadership. We aimed to prepare faculty for their roles as facilitators and assessors in a newly implemented problem-based (PBL) graduate entry medical program. We asked participants attending a series of faculty development programs to evaluate workshops attended using an in-house designed survey. Overall descriptive statistics for all workshops and qualitative feedback for PBL workshops alone were examined. It was concluded that clinical faculty who are not specialized in medical education can offer high-quality, well-accepted training for their peers. Faculty development, underpinned by a distributed leadership approach which supports learning organization tenets, imaginative, flexible and democratic approaches to developing and nurturing expertise at all levels of the organization, is likely to lead to improvements in medical education. Despite the limitations of the survey approach to evaluation of faculty development programs, the information provided is useful both as a basis for decision making and program improvement.

Adult Education Faculty and Programs in North America

ERIC Educational Resources Information Center

Tisdell, Elizabeth J.; Wright, Robin Redmon; Taylor, Edward W.

2016-01-01

This article reports on the findings of a quantitative survey of North American adult education faculty and a textual analysis of websites of adult education graduate programs in North America conducted in the fall of 2013. This study examined background information about adult education faculty and programs; the nature of faculty work interests,…

Information-Seeking Habits of Education Faculty

ERIC Educational Resources Information Center

Rupp-Serrano, Karen; Robbins, Sarah

2013-01-01

This study explores the information-seeking behavior of academic education faculty from twenty large public research universities. The investigation includes an examination of how frequently education faculty seek or access information, how they stay up-to-date on current developments in the field and identify less recent journal literature, how…

Examining the Instructional Planning Process Taught in Agricultural Education Teacher Preparation Programs: Perspectives of University Faculty

ERIC Educational Resources Information Center

Greiman, Bradley C.; Bedtke, Mary Anne

2008-01-01

Instructional planning is a curricular topic in teacher preparation programs, but limited research in agricultural education has been conducted in this area. The purpose of this study was to examine aspects of the instructional planning process that are taught to agricultural education preservice teachers. Survey research and content analysis of…

Overview of Faculty Development Programs for Interprofessional Education.

PubMed

Ratka, Anna; Zorek, Joseph A; Meyer, Susan M

2017-06-01

Objectives. To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. Methods. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment. Results. Seventeen articles were identified for inclusion, yielding five characteristics of a successful program: institutional support; objectives and outcomes based on interprofessional competencies; focus on consensus-building and group facilitation skills; flexibility based on institution- and participant-specific characteristics; and incorporation of an assessment strategy. Conclusion. The themes and characteristics identified in this literature overview may support development of faculty development programs for interprofessional education. An advanced evidence base for interprofessional education faculty development programs is needed.

Faculty Wellness: Educator Burnout among Otolaryngology Graduate Medical Educators.

PubMed

Kavanagh, Katherine R; Spiro, Jeffrey

2018-06-01

Objectives Burnout is a well-described psychological construct with 3 aspects: exhaustion, depersonalization, and lack of personal accomplishment. The objective of this study was to assess whether faculty members of an otolaryngology residency program exhibit measurable signs and symptoms of burnout with respect to their roles as medical educators. Study Design Cross-sectional survey. Setting Otolaryngology-head and neck surgery residency program. Subjects and Methods Faculty members from an otolaryngology residency program, all of whom are involved in resident education, completed the Maslach Burnout Inventory-Educators Survey (MBI-ES). The surveys were completed anonymously and scored with the MBI-ES scoring key. Results Twenty-three faculty members completed the MBI-ES, and 16 (69.6%) showed symptoms of burnout, as evidenced by unfavorable scores on at least 1 of the 3 indices (emotional exhaustion, depersonalization, or low personal accomplishment). The faculty consistently reported moderate to high personal accomplishment and low depersonalization. There were variable responses in the emotional exhaustion subset, which is typically the first manifestation of the development of burnout. Conclusion To our knowledge, this is the first application of the MBI-ES to investigate burnout among otolaryngology faculty members as related to their role as medical educators. Discovering symptoms of burnout at an early stage affords a unique and valuable opportunity to intervene. Future investigation is underway into potential causes and solutions.

FACULTY DIVERSITY AND TENURE IN HIGHER EDUCATION.

PubMed

Abdul-Raheem, Jalelah

2016-01-01

There is a need for minority faculty in higher education due to the increase in minority high school graduates and higher education enrollees. Faculty members who are tenured have the ability to advocate for cultural equality in their institutions and serve as mentors for students. Minority faculty whose tenured process is hindered by inequality may also be unable to become a proper mentor for minority students. The purpose of this paper is to identify why faculty diversity will lead to increased student success and comfort, minority mentors, minority research, and equity advocacy, and representation from all minority groups.

The Role of Transformational Leadership, Organizational Culture and Organizational Learning in Improving the Performance of Iranian Agricultural Faculties

ERIC Educational Resources Information Center

Abbasi, Enayat; Zamani-Miandashti, Naser

2013-01-01

This empirical research was conducted to investigate the role of transformational leadership, organizational culture and organizational learning in improving the performance of Iranian agricultural faculties and leading them to become learning organizations. The research population consisted of all faculty members of public agricultural faculties…

Overview of Faculty Development Programs for Interprofessional Education

PubMed Central

Zorek, Joseph A.; Meyer, Susan M.

2017-01-01

Objectives. To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. Methods. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment. Results. Seventeen articles were identified for inclusion, yielding five characteristics of a successful program: institutional support; objectives and outcomes based on interprofessional competencies; focus on consensus-building and group facilitation skills; flexibility based on institution- and participant-specific characteristics; and incorporation of an assessment strategy. Conclusion. The themes and characteristics identified in this literature overview may support development of faculty development programs for interprofessional education. An advanced evidence base for interprofessional education faculty development programs is needed. PMID:28720924

Predicting Seminary Faculty Engagement with Multicultural Education

ERIC Educational Resources Information Center

Gin, Deborah Hearn-Chung

2012-01-01

Most multicultural theological education research has focused on theoretical or historical pieces and only on a few institutions. This study explored the personal, professional, institutional, and interactional predictors of seminary faculty engagement with multicultural education. Three hundred full-time faculty in U.S. seminaries affiliated with…

Evaluation of Adjunct Faculty in Higher Education Institutions

ERIC Educational Resources Information Center

Langen, Jill M.

2011-01-01

The role that part-time faculty play in higher education is changing. No longer are part-time faculty used on an occasional basis at a few institutions. These individuals now play a critical part in the delivery of higher education to students. This study was developed to answer questions regarding how the performance of adjunct faculty is…

Role Perception among Faculty Members at Teacher Education Colleges

ERIC Educational Resources Information Center

Grobgeld, Esther; Teichman-Weinberg, Ariela; Wasserman, Egoza; Barchilon Ben-Av, Mercedes

2016-01-01

The goal of this study was to examine how faculty members at academic colleges of education perceive their role and to consider elements of their work that need to be included in a professional profile definition. All faculty of one college of education were asked: "What are the tasks/obligations of a faculty member at a college of education?…

Trust or Consequences: The Relationship between Faculty Trust and Faculty Learning Communities in Higher Education

ERIC Educational Resources Information Center

Wilson, Gaye R.

2011-01-01

The purpose of this study was to investigate relationships between FLC membership and faculty trust in higher education colleagues and faculty trust in higher education administration in public and private universities in the United States. This quantitative study examines trust in colleagues and trust in administration in higher education, two…

Teacher Education Faculty and Computer Competency.

ERIC Educational Resources Information Center

Barger, Robert N.; Armel, Donald

A project was introduced in the College of Education at Eastern Illinois University to assist faculty, through inservice training, to become more knowledgeable about computer applications and limitations. Practical needs of faculty included word processing, statistical analysis, database manipulation, electronic mail, file transfers, file…

Preparing Special Education Higher Education Faculty: The Influences of Contemporary Education Issues and Policy Recommendations

ERIC Educational Resources Information Center

deBettencourt, Laurie U.; Hoover, John J.; Rude, Harvey A.; Taylor, Shanon S.

2016-01-01

There is a well-documented need for leadership personnel who are prepared at the doctoral level to fill special education faculty positions at institutions of higher education (IHEs) and train the next generation of teachers. The intersection of continued retirements of special education faculty, shortage of well-prepared special education faculty…

One Model of Professional Development for Higher Education Faculty

ERIC Educational Resources Information Center

Amburgey, Valeria

2007-01-01

Northern Kentucky University's College of Education's faculty realizes that the infusion of technology into the teacher education program is important. Support for the infusion of technology was evident when the faculty adopted the ISTE Recommended Foundations for Teachers and a five-year technology plan in 1998. Interviews with the faculty during…

Perceptions of distance education among nursing faculty members in North America.

PubMed

Mancuso, Josephine M

2009-06-01

A strategy to increase access to nursing education, train nurses for practice, and prepare future nurse educators is distance education. Faculty member shortages are cited as the main reason for not accepting qualified applicants. Faculty members are the core of nursing education. In order to address nursing faculty members' concerns regarding distance education and to assist in faculty member recruitment, retention, growth, and development in order to improve and enhance the quality of distance education, one must answer the question: What are nursing faculty members' perceptions of distance education in nursing? Utilizing a number of databases to locate research specific to this topic, this article provides an integrative review of the nursing literature to ascertain the faculty members' perspective of distance education. The research was analyzed, findings summarized, and limitations mentioned. Utilizing a brief supplementary review of the literature, the implications, recommendations, and need for future research are discussed.

Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

ERIC Educational Resources Information Center

Atan, Tülin

2016-01-01

The aim of this study was to compare the aggression scores of Sports Sciences Faculty and Education Faculty students and also to examine the effects of some demographic variables on aggression. Two hundred Sports Sciences Faculty students (who engage in sporting activities four days a week for two hours) and 200 Education Faculty students (who do…

Adjunct Faculty as Key Stakeholders in Distance Education

ERIC Educational Resources Information Center

Ridge, Alison; Ritt, Elizabeth

2017-01-01

Institutions of higher learning are expanding their academic reach by offering distance education courses and degree programs. Student demand for distance education continues to grow and so does the need for qualified faculty. The literature presents numerous approaches and best practices regarding new faculty orientation and professional…

Distance Education: More Work, Same Pay for Faculty!

ERIC Educational Resources Information Center

Saba Farhad, Ed.

2000-01-01

Considers workload and pay issues for faculty in distance education courses, and maintains that faculty are doing more work for the same pay. Discusses costs of technology-based instruction; the emerging trend of partnerships in education; venture capital; and the role of the Department of Defense. (LRW)

General Education Reform: A Faculty and Student View.

ERIC Educational Resources Information Center

Watts, W. David; Forbes, Douglas

Faculty and student opinions about general education at Southwest Texas State University were assessed, along with the effect of the matrix administration structure. Views concerning the present requirements and structure of general education were surveyed, based on administration of faculty and student questionnaires. The survey data revealed…

Impacts of a Faculty Abroad Experience on Teaching Style and Technology Use in a College of Agriculture and Life Sciences

ERIC Educational Resources Information Center

Sandlin, M'Randa R.; Murphrey, Theresa Pesl; Lindner, James R.; Dooley, Kim E.

2013-01-01

Faculty abroad programs are becoming a popular method to provide faculty in colleges of agriculture with international experiences so they may internationalize their curricula. These programs also serve to provide experiential faculty development opportunities. Eight faculty members from Texas A&M University participated in a faculty abroad…

Community-based dental education and the importance of faculty development.

PubMed

McAndrew, Maureen

2010-09-01

Community-based dental education offers a variety of positive learning experiences for students while providing needed dental services for the underserved. More dental students are being instructed by a growing body of largely volunteer community-based faculty who practice in a wide range of community settings including community hospitals and clinics, nursing homes, and private practices. These geographically dispersed instructors may have little experience as educators. Their practice styles and their motivation to improve teaching effectiveness are likely to differ from the styles and motivation of school-based faculty members. Moreover, many dental schools have begun to emphasize practices that may be unfamiliar to community-based faculty such as evidence-based practice. Providing faculty development for them is challenging, yet crucial to the success of these programs and dental education in general. Fundamental elements that must be considered for effective community faculty development programming include fostering a culture of respect between school-based and community faculty members, basing programs on the actual needs of these educators, integrating principles of adult learning theory, and establishing ongoing institutional support. This article provides background on this movement, reviews the literature for faculty development programs geared specifically to community-based educators, makes recommendations for development programs for these dental educators, and includes suggestions for future research.

Faculty Preparedness in Geriatric Optometry Education.

ERIC Educational Resources Information Center

Mancil, Gary L.; And Others

1995-01-01

A survey of chief academic officers and faculty (n=27) in 16 schools of optometry found that, since 1986, there has been a 75% increase in institutions requiring coursework in geriatric optometry and an 83% increase in those offering continuing professional education in this field. However, 67% of faculty report no formal training. Three faculty…

Climate Change Education for General Education Faculty

NASA Astrophysics Data System (ADS)

Ozbay, G.; Fox-Lykens, R.; Fuoco, M. J.; Phalen, L.; Harcourt, P.; Veron, D. E.; Rogers, M.; Merrill, J.

2016-12-01

As MADE-CLEAR scientists, our ultimate goal is to inform the public about climate change through education. Education will provide citizens with important tools for adapting and coping against climate change through the understanding of the cause and effects of climate change, and the role they play in counteracting these effects. MADE-CLEAR is connecting educators with resources such as lesson plans and hands-on activities so they can easily incorporate climate change into their curriculum. This past year Delaware State University held workshops for Chemistry and Math faculty to provide information and resources to help integrate climate change education into their classes. We presented them with information on climate change and demonstrated several laboratory activities that would be applicable to their classes. Such activities included a sea level rise graphing exercise, ocean acidification pH demonstration, ocean acidification's effect on organism's demonstration, carbon dioxide variability and heat trapping gas simulation. The goals of the workshops are to implement a multidisciplinary approach in climate change education. Workshops are prepared hands-on heavy followed by the lectures and video resources. Pre- and post-workshop assessment questions on the workshop contents are provided to monitor faculty understanding of the climate change content. In doing so, we aim to improve climate literacy in our higher education students.

Health science center faculty attitudes towards interprofessional education and teamwork.

PubMed

Gary, Jodie C; Gosselin, Kevin; Bentley, Regina

2018-03-01

The attitudes of faculty towards interprofessional education (IPE) and teamwork impact the education of health professions education (HPE) students. This paper reports on a study evaluating attitudes from health professions educators towards IPE and teamwork at one academic health science center (HSC) where modest IPE initiatives have commenced. Drawing from the results of a previous investigation, this study was conducted to examine current attitudes of the faculty responsible for the training of future healthcare professionals. Survey data were collected to evaluate attitudes from HSC faculty, dentistry, nursing, medicine, pharmacy and public health. In general, positive HSC faculty attitudes towards interprofessional learning, education, and teamwork were significantly predicted by those affiliated with the component of nursing. Faculty development aimed at changing attitudes and increasing understanding of IPE and teamwork are critical. Results of this study serve as an underpinning to leverage strengths and evaluate weakness in initiating IPE.

Emerging Educational and Agricultural Trends and their Impact on the Secondary Agricultural Education Program

ERIC Educational Resources Information Center

Stewart, Ralsa Marshall, Jr.; Moore, Gary E.; Flowers, Jim

2004-01-01

The primary purpose of this study was to identify the emerging trends in education and agriculture and to determine their implications on the secondary agricultural education program. For this study, the researchers did a national solicitation for nominations with 1,160 national agricultural education leaders, state agricultural education leaders,…

Factors that Influence Community College Faculty Participation in Distance Education.

ERIC Educational Resources Information Center

O'Quinn, Lisa Rosanne

The purpose of this study was to determine what factors motivated community college faculty to participate in distance education. It examined the following factors from the perspective of faculty and division chairs: (1) preference toward synchronous and asynchronous course delivery; (2) rewards for distance education faculty; (3) rewards for…

Faculty to faculty: advice for educators new to teaching in accelerated second baccalaureate degree nursing programs.

PubMed

Boellaard, Melissa R; Brandt, Cheryl L; Zorn, CeCelia R

2015-06-01

Despite a growing faculty shortage, accelerated second baccalaureate degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators. Data were collected online from ASBSN faculty (N = 93) across the midwestern United States. Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored. Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.]. Copyright 2015, SLACK Incorporated.

Higher Education Faculty Engagement in a Modified Mapmark Standard Setting

ERIC Educational Resources Information Center

Horst, S. Jeanne; DeMars, Christine E.

2016-01-01

The Mapmark standard setting method was adapted to a higher education setting in which faculty leaders were highly involved. Eighteen university faculty members participated in a day-long standard setting for a general education communications test. In Round 1, faculty set initial cut-scores for each of four student learning objectives. In Rounds…

The surgeon as educator: fundamentals of faculty training in surgical specialties.

PubMed

Khan, Nuzhath; Khan, Mohammed S; Dasgupta, Prokar; Ahmed, Kamran

2013-01-01

To explore faculty training in the field of surgical specialities with a focus on the educational aspect of faculty training. Teaching is an important commitment for academic surgeons alongside duties of patient care, research and continuing professional development. Educating surgical faculty in the skills of teaching is becoming increasingly important and the realisation that clinical expertise does not necessarily translate to teaching expertise has led to the notion that faculty members require formal training in teaching methods and educational theory to teach effectively. The aim of faculty training or development is to increase knowledge and skills in teaching, research and administration of faculty members. A range of resources, e.g. journal articles, books and online literature was reviewed to investigate faculty development programmes in surgery. Various issues were addressed, e.g. the need for faculty development, evaluating the various types of training programmes and their outcomes, and exploring barriers to faculty training. Recommendations were provided based on the findings. There is increased recognition that faculty members require basic training in educational theory and teaching skills to teach effectively. Most faculty training programmes are workshops and short courses, which use participant satisfaction as an outcome measure. However, there is growing consensus that longer term interventions, e.g. seminar series, longitudinal programmes and fellowships, produce more sustainable change in learning, behaviour and organisational culture. Barriers to faculty development include lack of protected time, reward and recognition for teaching. Recommendations are made including better documentation of faculty training interventions within surgery, further investigation into the effectiveness of long- vs short-term interventions, improved methodology, and increased recognition and reward for educational accomplishments. © 2012 BJU International.

Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design

ERIC Educational Resources Information Center

Toth, Kate E.; McKey, Colleen A.

2010-01-01

The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study…

Evidence-Based Teaching Practice in Nursing Education: Faculty Perspectives and Practices.

PubMed

Kalb, Kathleen A; O'Conner-Von, Susan K; Brockway, Christine; Rierson, Cindy L; Sendelbach, Sue

2015-01-01

This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP). Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation and educational measurement, and program development has not been reported. Nurse administrators of accredited nursing programs in the United States (N = 1,586) were emailed information about the study, including the research consent form and anonymous survey link, and invited to forward information to nursing faculty. Respondents (551 faculty and nurse administrators) described the importance of EBTP in nursing education, used multiple sources of evidence in their faculty responsibilities, and identified factors that influence their ability to use EBTP. EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.

What's Driving Faculty Participation in Distance Education?

ERIC Educational Resources Information Center

Cook, Ruth Gannon; Ley, Kathryn

2004-01-01

This paper reviews more than a decade of investigations undertaken to determine what motivates and what discourages faculty participation in distance education. The presenters describe the evidence that faculty extrinsic and intrinsic conditions both influence willingness to participate. The researchers compare the findings of this study with…

The Challenge of Developing Faculty to Teach Leadership as a Secondary Discipline

ERIC Educational Resources Information Center

Pennington Weeks, Penny; Weeks, William G.; Barbuto, John E., Jr.; Langone, Christine A.

2009-01-01

In colleges of agriculture leadership education is one area of study where enrollment and demand are outstripping the capacity of institutions to deliver the coursework. However, few faculty members are prepared to teach leadership contextually based in agriculture. Responding to this challenge, the Leadership Education Institute (LEI) for faculty…

Exploring community faculty members’ engagement in educational scholarship

PubMed Central

Law, Marcus; Wright, Sarah; Mylopoulos, Maria

2016-01-01

Abstract Objective To obtain a deeper understanding of community faculty members’ perceptions about engagement in educational scholarship. Design One-on-one semistructured interviews that were audiorecorded, transcribed verbatim, and subsequently analyzed. Setting Toronto, Ont. Participants Purposive, theoretical sample of 8 physician faculty members at the University of Toronto. Methods Interview transcripts were analyzed using a grounded theory approach. Emergent themes were identified by the research team through a process of constant comparative analysis. Main findings Community faculty members identified themselves professionally as clinicians and teachers, and they did not see themselves as scholars in medical education. While they believed that educational scholarship was important for the field more broadly, they did not see the personal or professional value of being involved. This attitude stemmed from the perception that there was not a direct link between scholarly activity and improvement in teaching or patient care. Instead, participants viewed scholarly activity as a mode of career advancement rather than practice improvement. Furthermore, they equated educational scholarship with clinical research, thereby excluding themselves from participation in scholarly activities. Conclusion When developing strategies to engage community faculty members in educational scholarship, it is important to consider the implications of members’ professional identity, as well as implicit models of scholarship. To expand the concept of educational scholarship beyond research activities, additional scholarly contributions need to be supported, recognized, and valued. PMID:27629687

Agriculture Education. Agriculture Structures.

ERIC Educational Resources Information Center

Stuttgart Public Schools, AR.

This curriculum guide is designed for group instruction of secondary agricultural education students enrolled in one or two semester-long courses in agriculture structures. The guide presents units of study in the following areas: (1) shop safety, (2) identification and general use of hand tools, (3) power tools, (4) carpentry, (5) blueprint…

Women Faculty, Higher Education, and the Recreation/Leisure Field

ERIC Educational Resources Information Center

Henderson, Karla A.; Harrolle, Michelle; Rich, Samantha; Moretz, Janell

2012-01-01

Women represent growing numbers of faculty members in higher education as well as in recreation/leisure departments. The purpose of this study is to describe the career development of women faculty in recreation-related areas and to offer implications for faculty development and the preparation of future faculty. Data were collected from women who…

Uses and Abuses of Adjunct Faculty in Higher Education.

ERIC Educational Resources Information Center

Twigg, Helen Parramore

The extensive use of adjunct and temporary faculty to teach basic general education courses at community colleges can be professionally harmful to both tenured and adjunct faculty. Part-time faculty are guaranteed no health insurance, raises, promotions, nor voice in the decisions that affect them. Their plight affects all faculty in many ways,…

The evolution of educational information systems and nurse faculty roles.

PubMed

Nelson, Ramona; Meyers, Linda; Rizzolo, Mary Anne; Rutar, Pamela; Proto, Marcia B; Newbold, Susan

2006-01-01

Institutions of higher education are purchasing and/or designing sophisticated administrative information systems to manage such functions as the application, admissions, and registration process, grants management, student records, and classroom scheduling. Although faculty also manage large amounts of data, few automated systems have been created to help faculty improve teaching and learning through the management of information related to individual students, the curriculum, educational programs, and program evaluation. This article highlights the potential benefits that comprehensive educational information systems offer nurse faculty.

Identifying International Agricultural Concepts for Secondary Agricultural Education Curriculum

ERIC Educational Resources Information Center

Conner, Nathan W.; Gates, Hailey; Stripling, Christopher T.

2017-01-01

The globalization of the agriculture industry has created an emerging need for agricultural education in the United States to take a more globalized approach to prepare students for future careers in agriculture. The purpose of this study was to identify international agricultural concepts for secondary agricultural education curriculum. A Delphi…

Agricultural Education Including Nature Study and School Gardens. Bulletin, 1907, No. 2. Whole Number 368

ERIC Educational Resources Information Center

Jewell, James Ralph

1908-01-01

This monograph was originally prepared as a thesis for the degree of doctor of philosophy at Clark University, and in its original form was accepted by the faculty of that institution in partial satisfaction of the requirements for the degree. It presents an unusually comprehensive survey of the provisions for agricultural education and for…

A Faculty Toolkit for Formative Assessment in Pharmacy Education.

PubMed

DiVall, Margarita V; Alston, Greg L; Bird, Eleanora; Buring, Shauna M; Kelley, Katherine A; Murphy, Nanci L; Schlesselman, Lauren S; Stowe, Cindy D; Szilagyi, Julianna E

2014-11-15

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.

Using Faculty Characteristics to Predict Attitudes toward Developmental Education

ERIC Educational Resources Information Center

Sides, Meredith Louise Carr

2017-01-01

The study adapted Astin's I-E-O model and utilized multiple regression analyses to predict faculty attitudes toward developmental education. The study utilized a cross-sectional survey design to survey faculty members at 27 different higher education institutions in the state of Alabama. The survey instrument was a self-designed questionnaire that…

Internationalizing Graduate Education through Education Abroad: The Pedagogy of Short-Term, Faculty-Led, Education Abroad Experiences

ERIC Educational Resources Information Center

Loebick, Karla

2017-01-01

Internationalization efforts within higher education have been increasingly prioritized over the past few decades as a response to the growing demands of the changing globalized world. Short-term education abroad has emerged as a common strategy that institutions implement to help internationalize their campuses, students, and faculty. Faculty are…

Organisational Stress among Faculty Members of Higher Education Sector

ERIC Educational Resources Information Center

Areekkuzhiyil, Santhosh

2011-01-01

Background: Quality faculty members is a must for any higher education institution aspiring for Quality. Organisational stress one of the most important factors influencing the quality and efficiency of the faculty. Hence, the Organisational stress has to be managed in such a way that it should contribute to the quality of higher education. Hence…

Dedicated training in adult education among otolaryngology faculty.

PubMed

McMains, Kevin C; Peel, Jennifer

2014-12-01

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

Faculty Development for Continuing Interprofessional Education and Collaborative Practice

ERIC Educational Resources Information Center

Silver, Ivan L.; Leslie, Karen

2009-01-01

This article proposes a framework for faculty development in continuing interprofessional education (CIPE) and collaborative practice. The framework is built on best practices in faculty development and CIPE. It was informed by local experience in the development, delivery, and evaluation of a faculty development program to promote capacity for…

Technology Adoption in Higher Education: Overcoming Anxiety through Faculty Bootcamp

ERIC Educational Resources Information Center

Johnson, Terri; Wisniewski, Mary Ann; Kuhlemeyer, Greg; Isaacs, Gerald; Krzykowski, Jamie

2012-01-01

The reluctance to design and teach online courses in higher education is often attributed to technology anxiety in faculty. This article documents a faculty development model that has successfully helped faculty overcome this obstacle. "Bootcamps," faculty development programs held at Carroll University in Waukesha, WI, were specifically and…

Faculty and Administrative Strategies for the Effective Implementation of Distance Education.

ERIC Educational Resources Information Center

Milheim, William

2001-01-01

Discussion of distance education focuses on strategies for administrators and faculty to use to support the appropriate use of this educational format. Considers some of the advantages and disadvantages of distance education, financial support for the development and delivery of distance education courses, and needed faculty training. (Author/LRW)

A faculty created strategic plan for excellence in nursing education.

PubMed

Evans, Connie Joan; Francis Shackell, Eileen; Jean Kerr-Wilson, Selma; Joan Doyle, Glynda; McCutcheon, Jodie Anita; Budz, Bernice

2014-02-08

Strategic planning for nursing education, when seen through a faculty lens creates a deeper, more meaningful critical analysis of effective program development. New strategies are required for academic institutions to transform their curricula to meet the needs of a dynamic healthcare and changing global environment to provide quality education for students. In this article, an evidence-informed process is presented that was progressively co-created by the faculty and facilitators. Seminal business frameworks, leadership development philosophies, and innovative interventions enabled faculty to become engaged and developed as they created a strategic plan for a future-driven nursing program. Phase One presents the process of developing a strategic plan for excellence in nursing education by leveraging faculty potential and preparing for an upcoming accreditation. In Phase Two, four team members from Phase One continue as part of Phase Two team serving as the collective memory for this initial work. This method of strategic planning encouraged faculty engagement and leadership and laid the groundwork for a positive culture change among nursing faculty.

A Faculty Toolkit for Formative Assessment in Pharmacy Education

PubMed Central

Alston, Greg L.; Bird, Eleanora; Buring, Shauna M.; Kelley, Katherine A.; Murphy, Nanci L.; Schlesselman, Lauren S.; Stowe, Cindy D.; Szilagyi, Julianna E.

2014-01-01

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student’s ability to demonstrate achievement of educational outcomes and a faculty member’s ability to become an effective educator. PMID:26056399

Female Faculty in Higher Education. "The Politics of Hope"

ERIC Educational Resources Information Center

LaPan, Chantell; Hodge, Camilla; Peroff, Deidre; Henderson, Karla A.

2013-01-01

The number of women in higher education is growing. Yet, challenges exist for female faculty in the academy. The purpose of this study is to examine the strategies used by female faculty in parks, recreation, sport, tourism,and leisure programs as they negotiate their careers in higher education. Data were collected using an online survey that was…

Effects of Faculty Motivation in Distributive Education Environments at Institutions of Higher Education.

ERIC Educational Resources Information Center

Mitchell, Marlon R.

This research utilizes a survey to gather data about faculty motivation toward distributive education (DE), focusing on the three innermost rings of Don Olcott's Institutional Support Framework: faculty; promotion and tenure, compensation, training, and release time; and faculty senate, deans, president/provost, and chairs. The sample for the…

Factors Influencing Faculty Participation & Retention in Online & Blended Education

ERIC Educational Resources Information Center

Betts, Kristen

2014-01-01

Faculty members play a central role in the development, implementation, and long-term sustainability of online and blended education programs. Therefore, faculty recruitment and retention strategies for these programs must align with the needs of the faculty. This article highlights the results of an institutional study conducted at a public…

Faculty Compensation in Continuing Education: Theory versus Practice.

ERIC Educational Resources Information Center

Scott, Joyce A.

1984-01-01

Lawler's Motivation Model and other studies of reward systems are used to develop a policy assessment and development checklist for compensating continuing education faculty. The checklist includes institutional, reward system, and motivation factors that should be considered to encourage faculty participation. (SK)

Respiratory Therapy Faculty Knowledge of and Attitudes Toward Interprofessional Education.

PubMed

Vernon, Marlo M; Moore, Nicole M; Cummins, Lisa-Anne; Reyes, Stephanie E; Mazzoli, Andrew J; Heboyan, Vahe; De Leo, Gianluca

2017-07-01

Interprofessional education (IPE) improves collaboration and patient care through joint education between health professions. Respiratory therapy (RT) faculty were surveyed to evaluate their knowledge and attitudes toward IPE. We report current opportunities for IPE from faculty and compare responses from associate's, bachelor's, and master's degree programs and profit versus nonprofit institutions. We developed an online survey based on IPE literature and questions modified for the RT discipline. The survey was distributed by email to 874 faculty from the Commission on Accreditation for Respiratory Care accredited programs. The response rate was 33%. Faculty identified IPE as an important component of RT education ( n = 207, 80%) but reported challenges in integrating IPE into current curriculum. Overall, communication was ranked as the most important IPE competency ( n = 104, 39%) and ethics least important ( n = 131, 49%). When asked how many credit hours are required to teach IPE, 48% of respondents reported that they were unsure of an appropriate time requirement. Significant differences between associate's and bachelor's/master's degree program faculty were found on the following topics: institutional resources needed for IPE ( P < .001), faculty availability ( P < .001), curriculum availability for IPE ( P = .02), and importance of including IPE at academic health center campuses ( P < .001). IPE is recognized as an important component of RT education by all faculty respondents. However, significant differences in knowledge and attitudes toward IPE exist between faculty in associate's versus bachelor's/master's degree programs. Revisiting the current accreditation standards program may allow IPE to take a more prominent role in RT curricula. Copyright © 2017 by Daedalus Enterprises.

21st Century Research for Agricultural Education. Proceedings of the National Agricultural Education Research Conference (27th, San Diego, California, December 6, 2000).

ERIC Educational Resources Information Center

Miller, Greg, Ed.

These proceedings contain 48 presentations and 15 poster abstracts. Papers include "Computer Tasks Required in Selected Undergraduate Agriculture Courses" (Johnson, Ferguson, Vokinnns, Lester); "College of Agriculture Faculty Perceptions of Electronic Technologies in Teaching" (Dooley, Murphy); "Steering Through Turbulent…

Perceptions of part-time faculty by chairpersons of undergraduate health education programs.

PubMed

Price, James H; Braun, Robert E; McKinney, Molly A; Thompson, Amy

2011-11-01

In recent years, it has become commonplace for universities to hire part-time and non-tenure track faculty to save money. This study examined how commonly part-time faculty are used in health education and how they are used to meet program needs. The American Association of Health Education's 2009 "Directory of Institutions Offering Undergraduate and Graduate Degree Programs in Health Education" was used to send a three-wave mailing to programs that were not schools of public health (n = 215). Of the 125 departments (58%) that responded, those that used part-time faculty averaged 7.5 part-time faculty in the previous academic year, teaching on average a total of 10 classes per year. A plurality of departments (38%) were currently using more part-time faculty than 10 years ago and 33% perceived that the number of part-time faculty has resulted in decreases in the number of full-time positions. Although 77% of department chairs claimed they would prefer to replace all of their part-time faculty with one full-time tenure track faculty member. As colleges downsize, many health education programs are using more part-time faculty. Those faculty members who take part-time positions will likely be less involved in academic activities than their full-time peers. Thus, further research is needed on the effects of these changes on the quality of health education training and department productivity.

Enhancing Diversity in Agricultural Education.

ERIC Educational Resources Information Center

Bowen, Blannie E., Ed.

This booklet on enhancing diversity in agricultural education consists of six papers. In section 1, the paper, "Embedded Biases in Agricultural Education" (Linda Whent), identifies unconscious biases of agricultural teacher educators toward students of diverse populations, actions that reduce minority student participation in agricultural…

[Higher education in nursing: the faculty work process in different institutional contexts].

PubMed

Leonello, Valéria Marli; Oliveira, Maria Amélia de Campos

2014-12-01

To analyze the characteristics of faculty work in nursing higher education. An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.


General Education and ePortfolios: Syllabi and the Role of Faculty

ERIC Educational Resources Information Center

Appling, Jeffrey; Dippre, Andrew; Gregory, Ellen; Hembree, Megan; Kooi, Kaitlyn; Pazzo, Kyle; Carson, Sarah; Shawen, Avery

2015-01-01

A study of faculty views about General Education requirements, paired with a review of faculty syllabi, revealed concerns about communication of General Education goals to students. Syllabi reviewed were those for courses meeting the Natural Sciences General Education requirement. At our institution, students demonstrate Natural Science competency…

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

ERIC Educational Resources Information Center

Kabakçi, Isil; Odabasi, H. Ferhan

2008-01-01

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

Faculty Teaching Perspectives about an Urban-Focused Teacher Education Program

ERIC Educational Resources Information Center

Ukpokodu, Omiunota N.

2017-01-01

This qualitative study investigates the perspectives of faculty teaching engagement in a uniquely designed, collaborative urban-focused teacher education program. The study analyzes interviews conducted with seven participating faculty from both the School of Education and the College of Arts and Sciences in an urban university. The findings…

Expanding the Scope of Faculty Educator Development for Health Care Professionals

ERIC Educational Resources Information Center

Lewis, Kadriye O.; Baker, Raymond C.

2009-01-01

Although many medical institutions offer faculty development in education, this does not provide the in-depth knowledge of the science of teaching required for medical education research and careers in medical education. This paper describes our expanding faculty development activities at Cincinnati Children's Hospital Medical Center (CCHMC) that…

Averting Current and Future Special Education Faculty Shortages: Policy Implications and Recommendations

ERIC Educational Resources Information Center

West, Jane E.; Hardman, Michael L.

2012-01-01

The federal government plays an indispensable role in preparing special education personnel to become teacher educators in higher education. The 2011 Special Education Faculty Needs Assessment study documents a continued supply-demand imbalance of special education faculty. It also documents effectiveness and impact of the Office of Special…

Professionalism of Lecturers at Faculty of Education

NASA Astrophysics Data System (ADS)

Tangkere, T. F. S.; Langitan, F. W.; Maukar, S. M. D.; Roring, R. F.

2018-02-01

The main objective of this research was to get the picture pertaining to the professionalization of Lecturers at Faculty of Education in Manado State University, Indonesia. The research method was naturalistic inquiry with qualitative approach. The research techniques were: deep interview, participative observation and document study. The data were analyzed by: data reduction, data display and conclusions, while the validation of data was done by four criteria, namely: credibility, transferability, dependability and conformability. The collecting procedure and data recording were done through observation and interviews. From the findings and conclusions, it can be identified that professionalization of Lecturers at Faculty of Education in Manado State University has been well processed. This can be proved by fulfillment of the minimum academic standard Ninety-one out of the total l12 lecturers has been certified. Based on conclusions, the researcher recommends that the teacher always develop their capability through increasing their academic qualification, self-development through attending educational trainings, conducting more research and publishing those researches through accredited journals. Dean of every Faculty and also execute supporting activities which will support self-development of the lectures and increase the budget for research of the lecturers.

Faculty's Perceptions of Teaching Ethics and Leadership in Engineering Education

ERIC Educational Resources Information Center

AlSagheer, Abdullah; Al-Sagheer, Areej

2011-01-01

This paper addressed the faculty's perception of engineering ethics and leadership training. The study looks into the present state of and methodologies for teaching engineering ethics and leadership and aims to determine the faculty's perception of an identified gap in this aspect of engineering education. Engineering education has strong ethics…

The Social and Political Structuring of Faculty Ethicality in Education

ERIC Educational Resources Information Center

Reybold, L. Earle

2008-01-01

This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty members and analyzed using the constant comparative method. Findings describe the experiential…

Medical faculties educational network: multidimensional quality assessment.

PubMed

Komenda, Martin; Schwarz, Daniel; Feberová, Jitka; Stípek, Stanislav; Mihál, Vladimír; Dušek, Ladislav

2012-12-01

Today, World Wide Web technology provides many opportunities in the disclosure of electronic learning and teaching content. The MEFANET project (MEdical FAculties NETwork) has initiated international, effective and open cooperation among all Czech and Slovak medical faculties in the medical education fields. This paper introduces the original MEFANET educational web portal platform. Its main aim is to present the unique collaborative environment, which combines the sharing of electronic educational resources with the use tools for their quality evaluation. It is in fact a complex e-publishing system, which consists of ten standalone portal instances and one central gateway. The fundamental principles of the developed system and used technologies are reported here, as well as procedures of a new multidimensional quality assessment. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Leading Curriculum Renewal in a Faculty of Education: A Story from within

ERIC Educational Resources Information Center

Naidoo, Ana

2012-01-01

This article investigates the process of curriculum renewal in a faculty of education. I report on my own experiences as the initiator of the change to the Bachelor of Education curriculum. When colleges of education were incorporated into higher education institutions, some faculties of education were relocated to these campuses. This move…

Does Agricultural Mechanics Laboratory Size Affect Agricultural Education Teachers' Job Satisfaction?

ERIC Educational Resources Information Center

Byrd, Alex Preston; Anderson, Ryan G.; Paulsen, Thomas H.

2015-01-01

Secondary agricultural education teachers were surveyed to examine if a relationship existed between the physical attributes of agricultural mechanics laboratories and agricultural education teachers' enjoyment of teaching agricultural mechanics. Teachers also indicated their competence to teach courses other than agricultural mechanics within the…

Faculty Satisfaction in Higher Education: A TQM Approach

ERIC Educational Resources Information Center

Quraishi, Uzma; Hussain, Ishtiaq; Syed, Makhdoom Ali; Rahman, Farah

2010-01-01

This paper was aimed to investigate the levels of satisfaction among faculty members in higher education in Pakistan. Five hundred faculty members were surveyed from leading public and private universities through an instrument developed by the authors and 450 were completed and returned. Percentage method was used to analyze and interpret data.…

Recruiting Faculty Abroad: Examining Factors That Induced American Faculty to Work at Branch Campuses in Qatar's Education City

ERIC Educational Resources Information Center

Laigo, Reginald H.

2013-01-01

This study examines the sustainability of international branch campuses by applying the "faculty migration" framework (Matier, 1988) from faculty recruitment literature to identify the incentives that influenced American faculty to work at branch campuses in Qatar's Education City. The purpose of this study was to determine the specific…

Data Management Support for Faculty Facing New Funding Mandates: The Case of The U. S. Department of Agriculture's National Institute of Food and Agriculture

ERIC Educational Resources Information Center

Exner, Nina

2018-01-01

Data management is a way for liaison librarians to support faculty research. American liaison librarians face new demands in data management due to expanding public access guidelines. This article gives advice for librarians new to data management, with the specific case of agriculture. For librarians supporting agriculture, the United States…

A New Era in Agriculture: Reinventing Agricultural Education for the Year 2020.

ERIC Educational Resources Information Center

National Council for Agricultural Education, Alexandria, VA.

The Reinventing Agricultural Education for the Year 2020 initiative brought together a diverse group of people from across the nation to create a new vision for agriculture education. The group envisioned a system of agricultural education beginning in early childhood and continuing throughout life. The group examined agricultural education's…

Agricultural Awareness Days: Integrating Agricultural Partnerships and STEM Education

ERIC Educational Resources Information Center

Campbell, Brian T.; Wilkinson, Carol A.; Shepherd, Pamela J.

2014-01-01

In the United States there is a need to educate young children in science, technology, and agriculture. Through collaboration with many agricultural groups, the Southern Piedmont Agricultural Research and Education Center has set up a program that works with 3rd grade students and teachers to reinforce the science that has been taught in the…

Higher Education Beyond Faculties: Interdisciplinary Education in Care and Technology.

PubMed

Sponselee, Anne-Mie A G; Van Hoof, Joost

2017-01-01

A Centre of Healthcare and Technology of a Dutch University of Applied Sciences, is presented - and illustrated by project examples - to show how the transitions in the sectors of health care and technology can result in interdisciplinary education in care and technology by means of higher education beyond faculties.

Minority Recruitment and Retention for Universities: Bilingual Special Education Faculty

ERIC Educational Resources Information Center

Brice, Alejandro E.

2012-01-01

Recruitment and retention of minority faculty in bilingual special education is a perilous task. Research has shown that minority faculty/teachers are able to provide emotional support, mentor students, serve as role models, create a positive climate, provide diverse views, increase collaboration among faculty and teachers, and work with…

Implementation of Global Development Education into the Curriculum at the Faculty of Economics and Management, Slovak University of Agriculture

ERIC Educational Resources Information Center

Svitacová, Eva; Mravcová, Anna

2014-01-01

The new phenomenon of global development education (GDE) has gradually penetrated the curricula in Slovakia. For the purpose of more comprehensively preparing future economic actors, who will operate in the new global economic and social environment, we have decided to incorporate this topic into the curriculum at the Faculty of Economics and…

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

PubMed

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

2016-09-01

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

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

PubMed Central

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

2016-01-01

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

Health Information Management Education: A Comparison of Faculty Mentoring in Traditional vs. Distance Education Programs

ERIC Educational Resources Information Center

Davidian, Marilyn R.

2010-01-01

Fifty years of research has demonstrated the value of faculty mentoring for students. The purpose of this research was to explore the faculty mentoring experiences among graduates of traditional and distance education programs in health information management professional education. The sample (n = 1039) was drawn from baccalaureate and masters…

Student and Faculty Issues in Distance Education.

ERIC Educational Resources Information Center

Fender, David L.

Occupational safety and health faculty and occupational safety and health professionals (i.e., the potential audience for graduate level distance education programs) were surveyed to determine the considerations for a distance education-based graduate occupational safety and health program. Findings are reported related to the demand for distance…

A Profile of Agricultural Education Teachers with Exemplary Rural Agricultural Entrepreneurship Education Programs

ERIC Educational Resources Information Center

Heinert, Seth B.; Roberts, T. Grady

2017-01-01

Rural entrepreneurship education programs may be a great tool for enhancing rural livelihoods and reducing rural outmigration. Entrepreneurship has received attention in school based agricultural education, primarily through implementation of Supervised Agricultural Experience (SAE) programs. Very little research has looked at the teaching of…

A Scaling Research on Faculty Characteristics That Higher Education Students Prioritize

ERIC Educational Resources Information Center

Güvendir, Meltem Acar

2014-01-01

In view of the importance of taking student preferences into account while establishing educational practices, this study explores which faculty member characteristic fourth year students mostly prefer in a higher education institution. A faculty member characteristics form that includes ten characteristics was administered to 419 fourth year…

Faculty Development.

ERIC Educational Resources Information Center

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

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

Faculty-to-Faculty Incivility among Nurse Educators and Its Relationship to Role Satisfaction and Workplace Commitment

ERIC Educational Resources Information Center

Frye, Nadeena D.

2015-01-01

The purpose of this correlation study was to examine the perceptions of faculty-to-faculty incivility among nurse educators and its relationship to role satisfaction and workplace commitment in order to better understand the dynamics of these professionals. A purposeful convenience sample consisted of 114 volunteer participants from a population…

More than Colleagues: Tracing the Experiences of Career and Technical Education Instructors Engaged in Faculty-to-Faculty Mentoring Programs

ERIC Educational Resources Information Center

Findley, Daniel E.

2012-01-01

The purpose of this study was to understand the impact of faculty-to-faculty mentoring programs on the experiences of both mentors and first-year instructor proteges in Career and Technical Education (CTE) programs with an emphasis on practitioner-educators in nursing and in welding-fabrication. The study was undertaken for four reasons: (a)…

Cognitive Potential: How Different Are Agriculture Students?

ERIC Educational Resources Information Center

Rhoades, Emily B.; Ricketts, John; Friedel, Curt

2009-01-01

Given the interest, research, and effort extended to help faculty in colleges of agriculture provide educational discourse at higher cognitive levels over the last few years, one would expect that students enrolled in colleges of agriculture would exhibit higher levels of critical thinking and need for cognition. This study thus aimed to discover…

Preparing the Next Generation of Higher Education Faculty in Special Education

ERIC Educational Resources Information Center

deBettencourt, Laurie U.

2014-01-01

There is a shortage in the number of funded doctoral programs in the field of special education. As a result the number of higher education faculty who are trained in the knowledge and skills necessary to train the next generation of special education teachers is critically low. This article describes a doctoral program funded by the Office of…

Second Thoughts on Educational Innovation and New Faculty

NASA Astrophysics Data System (ADS)

Ringwald, F. A.

2003-05-01

New Math. Teaching machines. Programmed instruction. Whole Language. Educational television. Self-esteem. Process writing. Writing about "feelings." We have seen many educational innovations in recent years. Now, it's Peer Instruction, also called Active Learning, also called Learner-Centered Teaching. Fine, I say: after all, what I do is active and learner-centered, too. But is the introduction to new techniques really what new faculty need? Wouldn't the effort be better spent helping them with making their teaching better, as opposed to merely innovative? There are many things they need to know that almost no one is telling them, the most important of which is that they are not alone when dealing with the special problems of today's students. New faculty also need to be active and productive researchers, who are increasingly expected to involve students in research. This talk will examine these and other issues for new faculty.

Building a chiropractic academy of educators: A needs assessment of selected faculty educators

PubMed Central

Tunning, Michael J.; Derby, Dustin C.; Krell-Mares, Kelly A.; Barber, Michelle R.

2017-01-01

Objective: Professional demands have led to health-care educator specialization in research or patient care. The academy movement is an avenue that attempts to return prestige and importance to improved instruction. The authors performed a needs analysis of selected faculty at 3 chiropractic colleges to assess the need for, and willingness to participate in, an academy of educators program. Methods: An expert-developed, pretested survey was deployed using SurveyMonkey. Analysis of variance and regression analysis were used to address 3 research questions related to the academy of educators program. Results: The study achieved a 53% response rate and reflected that an overwhelming majority of chiropractic faulty members (89%) reported the need for an academy of educators. The study found no significant differences between faculty ranks, years of experience, and participation willingness. Conclusion: A structured approach, such as an academy, to foster professional teaching development may create positive outcomes for an institution. Faculty educators were willing to engage in an efficient program that may improve teaching methods and create opportunities for collaborative working relationships, which signals the potential for wide acceptance of the program. PMID:28768113

Higher Education Faculty Utilization of Online Technological Tools: A Multilevel Analysis

ERIC Educational Resources Information Center

Jackson, Brianne L.

2017-01-01

As online learning and the use of online technological tools in higher education continues to grow exponentially, higher education faculty are expected to incorporate these tools into their instruction. However, many faculty members are reluctant to embrace such tools, for a variety of professional and personal reasons. This study employs survey…

General experiences + race + racism = Work lives of Black faculty in postsecondary science education

NASA Astrophysics Data System (ADS)

Parsons, Eileen R. C.; Bulls, Domonique L.; Freeman, Tonjua B.; Butler, Malcolm B.; Atwater, Mary M.

2016-12-01

Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory, examines two questions: What characterizes the work life of some Black faculty members who teach, research, and serve in science education? How are race and racism present in the experiences of these postsecondary Black faculty members? A phenomenological approach to the study situates the experiences of the Black participants as valid phenomena worthy of investigation, illuminates their experiences, and seeks to retain the authenticity of their voices.

Gendering Agricultural Education: A Study of Historical Pictures of Women in the Agricultural Education Magazine

ERIC Educational Resources Information Center

Enns, Kellie J.; Martin, Michael J.

2015-01-01

The emergence of women agriculture teachers over the past 50 years has opened opportunities while revealing issues which females still face in agricultural education. Issues such as lack of female role models, gender stereotyping, and gender bias have been documented in agricultural education research. The purpose of this study was to explore the…

Human Resources Management in Educational Faculties of State Universities in Turkey

ERIC Educational Resources Information Center

Öztürk, Sevim

2016-01-01

This study aims to evaluate the human resources management in the faculties of education of state universities in Turkey within the context of Human Resources Management Principles. The study population consisted of 40 academic members in the faculties of education of 20 different state universities and 10 academic unit administrators at different…

Faculty Position Advertisements in Educational Administration: Analysis and a Theoretical Framework for Improving Administrative Practice.

ERIC Educational Resources Information Center

Winter, Paul A.

This study examined faculty recruitment advertisements placed by educational administration departments during one faculty recruitment cycle. The study reviewed 108 faculty recruitment advertisements placed by educational administration departments in "The Chronicle of Higher Education," using 22 criteria identified by the literature as effective…

Competence and Usage of Web 2.0 Technologies by Higher Education Faculty

ERIC Educational Resources Information Center

Soomro, Kamal Ahmed; Zai, Sajid Yousuf; Jafri, Iftikhar Hussain

2015-01-01

Literature on Web 2.0 experiences of higher education faculty in developing countries such as Pakistan is very limited. An insight on awareness and practices of higher education faculty with these tools can be helpful to map strategies and plan of action for adopting latest technologies to support teaching-learning processes in higher education of…

Faculty Evaluation of Educational Strategies in Medical Schools.

ERIC Educational Resources Information Center

Das, Mandira; And Others

1994-01-01

This study sought to evaluate faculty opinion of existing medical curricula in two medical schools in different countries in terms of six educational strategies using the "SPICES continuum." Significant differences between existing educational plans of the two medical schools were identified. (LZ)

Faculty-Student Caring Interaction in Nursing Education: An Integrative Review

PubMed Central

Salehian, Maryam; Heydari, Abbas; Aghebati, Nahid; Karimi Moonaghi, Hossein

2017-01-01

Introduction: Faculty- student caring relationship in nursing education has been offered as enhancing students’ learning experiences to care , desire to care for others and self-actu­alization. This review therefore was carried out to analyze faculty-student caring interactions in nursing education. Methods: This concept analysis of caring in the nursing education was conducted based on Broom methodology of integrative review. The literature was consisted of two books from two known theorists, and 47 relevant articles. They retrieved from English data bases including MEDLINE, CINAHL, ERIC, SCOPUS, and SID, with based on the keywords of caring and "nursing education", during the period 2005-2014. Results: Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process. This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. Conclusion: The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs. PMID:28971076

Faculty-Student Caring Interaction in Nursing Education: An Integrative Review.

PubMed

Salehian, Maryam; Heydari, Abbas; Aghebati, Nahid; Karimi Moonaghi, Hossein

2017-09-01

Introduction: Faculty- student caring relationship in nursing education has been offered as enhancing students' learning experiences to care , desire to care for others and self-actu-alization. This review therefore was carried out to analyze faculty-student caring interactions in nursing education. Methods: This concept analysis of caring in the nursing education was conducted based on Broom methodology of integrative review. The literature was consisted of two books from two known theorists, and 47 relevant articles. They retrieved from English data bases including MEDLINE, CINAHL, ERIC, SCOPUS, and SID, with based on the keywords of caring and "nursing education", during the period 2005-2014. Results: Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process. This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. Conclusion: The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs.

The Impact of Austerity on Irish Higher Education Faculty

ERIC Educational Resources Information Center

Clarke, Marie; Drennan, Jonathan; Hyde, Abbey; Politis, Yurgos

2018-01-01

Given the impact of austerity on higher education systems, an intellectual concern with the impact of austerity on faculty seems appropriate. In this article, austerity is explored through the everyday lived experience of faculty and its impact on both their personal and professional contexts. This aspect has been under-researched in the higher…

A new model for recognizing and rewarding the educational accomplishments of surgery faculty.

PubMed

Sachdeva, A K; Cohen, R; Dayton, M T; Hebert, J C; Jamieson, C; Neumayer, L A; Sharp, K W; Spence, R K

1999-12-01

Faculty members' educational endeavors have generally not received adequate recognition. The Association for Surgical Education in 1993 established a task force to determine the magnitude of this problem and to create a model to address the challenges and opportunities identified. To obtain baseline information, the task force reviewed information from national sources and the literature on recognizing and rewarding faculty members for educational accomplishments. The group also developed and mailed to surgery departments at all U.S. and Canadian medical schools a questionnaire asking about the educational endeavors of the surgery faculty and their recognition for such activities. The response rate after two mailings was only 56%, but the responses reaffirmed the inadequacy of systems for rewarding and recognizing surgeon-teachers and surgeon-educators, and confirmed that the distinction between the roles of teacher and educator was rarely made. The task force created a four-tier hierarchical model based on the designations teacher, master teacher, educator, and master educator as a framework to offer appropriate recognition and rewards to the faculty, and endorsed a broad definition of educational scholarship. Criteria for various levels of achievement, ways to demonstrate and document educational contributions, appropriate support and recognition, and suggested faculty ranks were defined for these levels. The task force recommended that each surgery department have within its faculty ranks a cadre of trained teachers, a few master teachers, and at least one educator. Departments with a major commitment to education should consider supporting a master educator to serve as a resource not only for the department but also for the department's medical school and other medical schools. Although this model was created for surgery departments, it is generalizable to other disciplines.

Quality in Higher Education: Perspectives from Front-Line Faculty in the United States

ERIC Educational Resources Information Center

Hall, Molly Reas

2015-01-01

The purpose of this study was to explore perceptions of front-line faculty members in the United States related to quality and quality management in higher education. The study's three research questions were: (1) How do front-line faculty members in the United States define quality in higher education? (2) How do front-line faculty members in the…

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

PubMed

Assemi, Mitra; Hudmon, Karen Suchanek; Sowinski, Kevin M; Corelli, Robin L

2016-05-25

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

Faculty's Perception of Faculty Development

ERIC Educational Resources Information Center

Premkumar, Kalyani; Moshynskyy, Anton; Sakai, Damon H.; Fong, Sheri F. T.

2017-01-01

Faculty Development (FD) is a vital component across the medical education continuum of undergraduate, postgraduate, and continuing medical education. However, the positioning of FD in medical institutions varies widely. The perceptions of faculty on FD should be examined in order to provide effective FD. The perceptions of faculty involved in…

Faculty Perceptions of Their Roles in Alcohol Education/Prevention

ERIC Educational Resources Information Center

Walter, Katherine Ott; Paulo, Jonathan R.; Polacek, Georgia N. L. J.

2013-01-01

Alcohol use among college students continues to be a major public health threat to our nation. The purpose of this study was to explore faculty perceptions of their roles and responsibilities in alcohol education and prevention. The researchers adapted the Core Faculty and Staff Environmental Alcohol and Other Drug Survey to include only questions…

Exploring faculty perceptions towards electronic health records for nursing education.

PubMed

Kowitlawakul, Y; Chan, S W C; Wang, L; Wang, W

2014-12-01

The use of electronic health records in nursing education is rapidly increasing worldwide. The successful implementation of electronic health records for nursing education software program relies on students as well as nursing faculty members. This study aimed to explore the experiences and perceptions of nursing faculty members using electronic health records for nursing education software program, and to identify the influential factors for successful implementation of this technology. This exploratory qualitative study was conducted using in-depth individual interviews at a university in Singapore. Seven faculty members participated in the study. The data were gathered and analysed at the end of the semester in the 2012/2013 academic year. The participants' perceptions of the software program were organized into three main categories: innovation, transition and integration. The participants perceived this technology as innovative, with both values and challenges for the users. In addition, using the new software program was perceived as transitional process. The integration of this technology required time from faculty members and students, as well as support from administrators. The software program had only been implemented for 2-3 months at the time of the interviews. Consequently, the participants might have lacked the necessary skill and competence and confidence to implement it successfully. In addition, the unequal exposure to the software program might have had an impact on participants' perceptions. The findings show that the integration of electronic health records into nursing education curricula is dependent on the faculty members' experiences with the new technology, as well as their perceptions of it. Hence, cultivating a positive attitude towards the use of new technologies is important. Electronic health records are significant applications of health information technology. Health informatics competency should be included as a required competency

Changing Schools of Education through Grassroots Faculty-Led Change

ERIC Educational Resources Information Center

Perry, Jill Alexa

2014-01-01

In this article I report on the application of the lens of Rogers' (1995) change agent roles and Kezar and Lester's (2011) adaptation of tempered radicals in order to understand the leadership roles assumed by three individual faculty members located at three distinct schools of education. These faculty leaders utilized the concepts and…

Perceptions of Success and Impact of Interactions on Faculty Development Centers in Higher Education

ERIC Educational Resources Information Center

White, Mark

2014-01-01

In efforts to improve the quality of education, higher education institutions are increasingly turning to lead faculty developers (LFDs) of faculty development centers (FDCs) as part of the solution. Historically, LFDs have been responsible for working directly with faculty to improve teaching strategies, course design, and technology integration.…

Faculty of Education Students' Computer Self-Efficacy Beliefs and Their Attitudes towards Computers and Implementing Computer Supported Education

ERIC Educational Resources Information Center

Berkant, Hasan Güner

2016-01-01

This study investigates faculty of education students' computer self-efficacy beliefs and their attitudes towards computers and implementing computer supported education. This study is descriptive and based on a correlational survey model. The final sample consisted of 414 students studying in the faculty of education of a Turkish university. The…

Best Instructional Practices in Developmental Education: Faculty Perceptions

ERIC Educational Resources Information Center

Pierce, Calisa A.

2012-01-01

This descriptive study employed a survey to examine the perspectives of developmental education faculty members at public community colleges regarding instructional practices that have been identified in the literature as effective for developmental education. The study focused on two major areas related to the instructional practices surveyed:…

Technical Education in Agriculture at the Post Secondary Level

ERIC Educational Resources Information Center

Leamer, Thomas C.

1978-01-01

A college dean discusses two-year postsecondary agriculture technology programs and the need for properly trained faculty to train students for semiskilled, skilled, and technical positions both on and off the farm. (MF)

Faculty Development in Context: Changing Learning Cultures in Higher Education

NASA Astrophysics Data System (ADS)

Feixas, Mònica; Zellweger, Franziska

At present, research on the effectiveness of initial training programs for novice faculty is limited, and results fail to offer apparent evidences on the impact of such programs in changing teachers' practices and, at a larger scale, teaching and learning cultures at universities. In addition to faculty development initiatives, the wider organizational context should be considered in order to foster transfer of acquired teaching competences into teaching practice. In this article, we suggest a conceptual framework that includes a description of prevailing teaching cultures in European higher education; a discussion on what we mean by faculty development and its relationship to teaching cultures; a definition of learning cultures; and a framework of the environmental factors affecting learning transfer. Among the outcomes, we expect to adapt Holtons' model to the higher education context and design a set of instruments to identify primarily environmental factors influencing the impact of faculty development. Results might show the necessity to pay greater attention to the conditions under which novice teachers teach, the importance of peer and coordinator support, and all aspects that contribute in the end to changed teaching and learning cultures in higher education.

Beyond Compliance: ESL Faculty's Perspectives on Preparing General Education Faculty for ESL Infusion

ERIC Educational Resources Information Center

de Jong, Ester J.; Naranjo, Cindy; Li, Shuzhan; Ouzia, ­Aicha

2018-01-01

The trend of placing English language learners (ELLs) in mainstream classrooms has teacher education programs developing their capacity to prepare all teachers to educate ELLs. This study examined how universities in Florida implement a professional development requirement to help faculty infuse ELL content into their courses. Our findings suggest…

Teaching Introductory Life Science Courses in Colleges of Agriculture: Faculty Experiences

ERIC Educational Resources Information Center

Balschweid, Mark; Knobloch, Neil A.; Hains, Bryan J.

2014-01-01

Insignificant numbers of college students declaring STEM majors creates concern for the future of the U.S. economy within the global marketplace. This study highlights the educational development and teaching strategies employed by STEM faculty in teaching first-year students in contextualized life science courses, such as animal, plant, and food…

Agricultural Business and Management Materials for Agricultural Education Programs. Core Agricultural Education Curriculum, Central Cluster.

ERIC Educational Resources Information Center

Illinois Univ., Urbana. Office of Agricultural Communications and Education.

This curriculum guide contains 5 teaching units for 44 agricultural business and management cluster problem areas. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. The five units are as follows: (1) agribusiness operation and…

Importance and Capability of Teaching Agricultural Mechanics as Perceived by Secondary Agricultural Educators

ERIC Educational Resources Information Center

Shultz, Matthew J.; Anderson, Ryan G.; Shultz, Alyx M.; Paulsen, Thomas H.

2014-01-01

Agricultural mechanics instruction is a long-standing and significant part of secondary agricultural education. Similar to the broader agricultural industry, agricultural mechanics instruction is in a constant state of dynamic change. Educators must be proactive to ensure agricultural mechanics curriculum retains its relevance within this changing…

Preservice Agricultural Education Teachers' Mathematics Ability

ERIC Educational Resources Information Center

Stripling, Christopher T.; Roberts, T. Grady

2012-01-01

The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

Physical Education Pedagogy Faculty Perceptions of Journal Quality

ERIC Educational Resources Information Center

Silverman, Stephen; Kulinna, Pamela Hodges; Phillips, Sharon R.

2013-01-01

This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether…

Microcomputer Application Priorities of College Faculty in Vocational-Technical Education.

ERIC Educational Resources Information Center

Cox, Kenneth; Cheek, Gerald

A literature review revealed that few colleges of education offering courses in microcomputer applications are addressing the training needs of college professors and graduate students aspiring to faculty positions. A study was therefore conducted to define and prioritize microcomputer applications needed by college faculty in vocational-technical…

The Influence and Outcomes of a STEM Education Research Faculty Community of Practice

ERIC Educational Resources Information Center

Nadelson, Louis S.

2016-01-01

To address the need to increase STEM faculty member expertise in STEM education research I developed a faculty community of practice (FCP) focused on increasing knowledge and experience in STEM education research. The STEM Education Research Scholars Group (SERSG) met every other week during the academic year to study and engage in education…

Aligning Education With Health Care Transformation: Identifying a Shared Mental Model of "New" Faculty Competencies for Academic Faculty.

PubMed

Gonzalo, Jed D; Ahluwalia, Amarpreet; Hamilton, Maria; Wolf, Heidi; Wolpaw, Daniel R; Thompson, Britta M

2018-02-01

To develop a potential competency framework for faculty development programs aligned with the needs of faculty in academic health centers (AHCs). In 2014 and 2015, the authors interviewed 23 health system leaders and analyzed transcripts using constant comparative analysis and thematic analysis. They coded competencies and curricular concepts into subcategories. Lead investigators reviewed drafts of the categorization themes and subthemes related to gaps in faculty knowledge and skills, collapsed and combined competency domains, and resolved disagreements via discussion. Through analysis, the authors identified four themes. The first was core functional competencies and curricular domains for conceptual learning, including patient-centered care, health care processes, clinical informatics, population and public health, policy and payment, value-based care, and health system improvement. The second was the need for foundational competency domains, including systems thinking, change agency/management, teaming, and leadership. The third theme was paradigm shifts in how academic faculty should approach health care, categorized into four areas: delivery, transformation, provider characteristics and skills, and education. The fourth theme was the need for faculty to be aware of challenges in the culture of AHCs as an influential context for change. This broad competency framework for faculty development programs expands existing curricula by including a comprehensive scope of health systems science content and skills. AHC leaders can use these results to better align faculty education with the real-time needs of their health systems. Future work should focus on optimal prioritization and methods for teaching.

Evaluating How Education Faculty Spend Their Time at a Private Research University

ERIC Educational Resources Information Center

Lee, Michelle Silver

2012-01-01

Defining and measuring faculty productivity are among the most central issues for quality and accountability in higher education today, and it is the subject this study seeks to illuminate. This study first examines how the productivity of faculty in the School of Education at a private university differ according to different faculty…

Valuing the Institution: An Expanded List of Factors Influencing Faculty Adoption of Online Education

ERIC Educational Resources Information Center

Parthasarathy, Madhavan; Smith, Marlene A.

2009-01-01

We find that faculty consider their self-interests, those of their students, and the value to their institution when deciding whether to adopt online education. Our sample of business school faculty at a public urban university suggests that faculty who perceive online education as contributing to a desirable image for the business school, and…

Teachers' Use of Agricultural Laboratories in Secondary Agricultural Education

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Myers, Brian E.

2012-01-01

Trends in the agriculture industry require students to have the ability to solve problems associated with scientific content. Agricultural laboratories are considered a main component of secondary agricultural education, and are well suited to provide students with opportunities to develop problem-solving skills through experiential learning. This…

Student and Faculty Beliefs about Nonsexual Social Relationship Boundaries in Higher Education

ERIC Educational Resources Information Center

Hoppe, Christina R.

2013-01-01

Little attention has been given to boundary issues surrounding student-faculty relationships in higher education. Researchers have indicated that students and faculty are both uncertain about the boundaries of their social relationships. Faculty teaching in psychology has also raised questions about how social relationships with students are…

Increasing faculty participation in resident education and providing cost-effective self-assessment module credit to faculty through resident-generated didactics.

PubMed

Kim, Hyun; Malatesta, Theresa M; Anné, Pramila R; McAna, John; Bar-Ad, Voichita; Dicker, Adam P; Den, Robert B

Board certified radiation oncologists and medical physicists are required to earn self-assessment module (SAM) continuing medical education (CME) credit, which may require travel costs or usage fees. Data indicate that faculty participation in resident teaching activities is beneficial to resident education. Our hypothesis was that providing the opportunity to earn SAM credit in resident didactics would increase faculty participation in and improve resident education. SAM applications, comprising CME certified category 1 resident didactic lectures and faculty-generated questions with respective answers, rationales, and references, were submitted to the American Board of Radiology for formal review. Surveys were distributed to assess main academic campus physician, affiliate campus physician, physicist, and radiation oncology resident impressions regarding the quality of the lectures. Survey responses were designed in Likert-scale format. Sign-test was performed with P < .05 considered statistically different from neutral. First submission SAM approval was obtained for 9 of 9 lectures to date. A total of 52 SAM credits have been awarded to 4 physicists and 7 attending physicians. Main academic campus physician and affiliate campus physician attendance increased from 20% and 0%, respectively, over the 12 months preceding CME/SAM lectures, to 55.6% and 20%, respectively. Survey results indicated that the change to SAM lectures increased the quality of resident lectures (P = .001), attending physician participation in resident education (P < .0001), physicist involvement in medical resident education (P = .0006), and faculty motivation to attend resident didactics (P = .004). Residents reported an increased amount of time required to prepare lectures (P = .008). We are the first department, to our knowledge, to offer SAM credit to clinical faculty for participation in resident-generated didactics. Offering SAM credit at resident lectures is a cost-effective alternative

Faculty Collective Bargaining in Public Higher Education

ERIC Educational Resources Information Center

Mortimer, Kenneth P.; Johnson, Mark D.

1976-01-01

An analysis of governance relationships between state governments and public higher education institutions concludes that collective bargaining represents a social and political trend toward centralized decision making and homogenization of policies and procedures affecting faculty and those affecting other public employees. (Editor/JT)

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1992

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler)

1992-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA center.

Faculty development projects for international health professions educators: Vehicles for institutional change?

PubMed

Burdick, William P; Friedman, Stacey R; Diserens, Deborah

2012-01-01

Projects are an important tool in faculty development, and project emphasis may offer insights into perceived education priorities. Impact of projects has been focused on individuals, not institutions or health. Education innovation projects of Fellows in an international faculty development program were examined to better understand perceived needs in health professions education and institutional impact of projects. Four hundred and thirty-five projects were analyzed to identify focus areas. Fellows were asked to identify changes in their schools and communities resulting from their projects. New education methods and curriculum change were common project focus areas. Regional differences were evident with a higher percentage of education methods projects by Fellows residing in India (52%), compared with South Africa (25%) and Brazil (24%). Fifty-six percent of projects were incorporated into the curriculum and/or incorporated as institutional policy. One-third to two-thirds of respondents noted improved teaching quality, collaboration, education research interest, assessment, student performance, and curriculum alignment with community health needs. National differences in project focus may offer insight into local conditions and needs. High rates of diffusion of projects and impact on faculty, students, and curriculum suggest that faculty development projects may be a strategy for institutional change in resource limited environments.

Exploring Intercultural Pedagogy: Evidence From International Faculty in South Korean Higher Education

ERIC Educational Resources Information Center

Ghazarian, Peter G.; Youhne, Mia S.

2015-01-01

International faculty mobility raises important questions about the relationship between culture and teaching in higher education. As international faculty members adjust to new cultural expectations, they may alter their teaching styles. This study uses survey data to examine the teaching styles of international faculty members in South Korea.…

On Being a Mentor: A Guide for Higher Education Faculty

ERIC Educational Resources Information Center

Johnson, Brad W.

2006-01-01

This book is the definitive guide for faculty in higher education who wish to mentor both students and junior faculty. It features strategies, guidelines, best practices, and recommendations for professors who wish to excel in this area. Written in a pithy style, this no-nonsense guide offers straightforward advice about managing problem mentor…

The Attitudes of the Final Students of Technical Education Faculty at Kocaeli University towards Their Faculty's Closing Down

ERIC Educational Resources Information Center

Ira, Nejat

2015-01-01

The purpose of the research is to identify the attitudes of the students at Kocaeli University towards closing down of Technical Education Faculty. These faculties were decided to be closed down in 2009. Since then, both the students and the instructors have been in ambiguity about their future careers. This situation has also affected them…

Directory of Faculty Contracts and Bargaining Agents in Higher Education. Vol. 15.

ERIC Educational Resources Information Center

Douglas, Joel M.; Cohen, Beth Genya

A directory of faculty contracts and bargaining agents in higher education is presented. From January 1 through December 31, 1988, increases were reported in every category of faculty unionization. The vast majority of union organizing efforts continues to be directed towards the public sector. Six sections cover: unionization among faculty 1988;…

The Ethical Commitments of Academic Faculty in Psychiatric Education

ERIC Educational Resources Information Center

Green, Stephen A.

2006-01-01

Objective: This article explores the commitment of faculty to ethics training in psychiatric education. Although psychiatry has insufficiently addressed the profession's need for ethics training in education, program directors acknowledge its critical importance, and its positive impact has been demonstrated. Additionally, residents often seek…

Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates.

PubMed

Kim, Mi Ja; Park, Chang Gi; McKenna, Hugh; Ketefian, Shake; Park, So Hyun; Klopper, Hester; Lee, Hyeonkyeong; Kunaviktikul, Wipada; Gregg, Misuzu F; Daly, John; Coetzee, Siedine; Juntasopeepun, Phanida; Murashima, Sachiyo; Keeney, Sinead; Khan, Shaheen

2015-05-01

This study aimed to compare the findings of the quality of nursing doctoral education survey across seven countries and discuss the strategic directions for improving quality. No comparative evaluation of global quality of nursing doctoral education has been reported to date despite the rapid increase in the number of nursing doctoral programmes. A descriptive, cross-country, comparative design was employed. Data were collected from 2007-2010 from nursing schools in seven countries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. An online questionnaire was used to evaluate quality of nursing doctoral education except for Japan, where a paper version was used. Korea and South Africa used e-mails quality of nursing doctoral education was evaluated using four domains: Programme, Faculty (referring to academic staff), Resource and Evaluation. Descriptive statistics, correlational and ordinal logistic regression were employed. A total of 105 deans/schools, 414 faculty and 1149 students/graduates participated. The perceptions of faculty and students/graduates about the quality of nursing doctoral education across the seven countries were mostly favourable on all four domains. The faculty domain score had the largest estimated coefficient for relative importance. As the overall quality level of doctoral education rose from fair to good, the resource domain showed an increased effect. Both faculty and students/graduates groups rated the overall quality of nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, the importance of the resource domain gained significance as the overall quality of nursing doctoral education increased, indicating the needs for more attention to resources if the quality of nursing doctoral education is to improve. © 2015 John Wiley & Sons Ltd.

Faculty Productivity Barriers and Supports at a School of Education

ERIC Educational Resources Information Center

Santo, Susan A.; Engstrom, Mary E.; Reetz, Linda; Schweinle, William E.; Reed, Kristine

2009-01-01

All programs in a midwestern university recently embarked on a path to help increase the scholarly productivity of faculty. The effort to develop a research emphasis within the School of Education required determining the needs of tenure-track faculty regarding meeting the new requirements. The purposes of our study were to investigate these needs…

25 CFR 166.904 - What is agriculture education outreach?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false What is agriculture education outreach? 166.904 Section... Agriculture Education, Education Assistance, Recruitment, and Training § 166.904 What is agriculture education outreach? (a) We will establish and maintain an agriculture education outreach program for Indian and...

25 CFR 166.904 - What is agriculture education outreach?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false What is agriculture education outreach? 166.904 Section... Agriculture Education, Education Assistance, Recruitment, and Training § 166.904 What is agriculture education outreach? (a) We will establish and maintain an agriculture education outreach program for Indian and...

25 CFR 166.904 - What is agriculture education outreach?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What is agriculture education outreach? 166.904 Section... Agriculture Education, Education Assistance, Recruitment, and Training § 166.904 What is agriculture education outreach? (a) We will establish and maintain an agriculture education outreach program for Indian and...

25 CFR 166.904 - What is agriculture education outreach?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false What is agriculture education outreach? 166.904 Section... Agriculture Education, Education Assistance, Recruitment, and Training § 166.904 What is agriculture education outreach? (a) We will establish and maintain an agriculture education outreach program for Indian and...

25 CFR 166.904 - What is agriculture education outreach?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true What is agriculture education outreach? 166.904 Section... Agriculture Education, Education Assistance, Recruitment, and Training § 166.904 What is agriculture education outreach? (a) We will establish and maintain an agriculture education outreach program for Indian and...

Quality assesment of medical education at faculty of medicine of Sarajevo University.

PubMed

Masic, Izet

2012-01-01

Goal of measurement of the quality assessment of students' satisfaction is identification of weak and outdated sections of medical education. By finding out the unnecessary aspects, it is possible to start with improvement of the educational system. The survey was conducted on the sample of 108 students of the final year of the study of Medical faculty in Sarajevo in December 2011. Questionnaire has 24 process and outcome variables for the purpose of quality assessment of the education at the Medical faculty. The measurement of quality of realized lectures of final year of Medical faculty in Sarajevo with formatted questionnaires determined that above 90% students rated it very low with grades under 3 of possible 5, compared with average 3 in survey from 2008. Unpreparedness of independent service after finished medical education has raised to 70% of questioned students, compared to 53% in 2008. Ratio of educators and assistents to students was graded mostly with grades under 3 of possible 5 by more then 80% questioned participants. Students grading satisfaction with concept of preclinical training has peaked in low levels of grade 1 by 44% survey participants, what are similar results compared to 2008. The measurement of satisfaction with concept of clinical education determined even lower and embarassing values of 94% negative attitudes and opinions by questioned students, compared with 83% in 2008. Availability of modern technical equipment at Faculty of Medicine is very low rated with grades under 2 by 87% of students. The problems and weak points in medical education of Faculty of Medicine University of Sarajevo have persisted during period of more then a decade what comparsion of survey results clearly show. There is urgent need of improving and reforming the educational system which will bring more practical clinical and preclincal work, patient-student contact and interaction with bigger full attendance of educators and tutors, all supported by new modern

An Exploration of Global Leadership Practices Implemented by Successful Higher Education Faculty Members

ERIC Educational Resources Information Center

Marshall, Vicki Lynn

2015-01-01

This qualitative research study explored global leadership practices implemented by higher education faculty members from eight different states in the U.S. who lead in a global environment. Four research questions guided the exploration of personal and scholarly practices that successful higher education faculty members implement. A purposeful,…

1994 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler); Young, Deborah B. (Compiler)

1994-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center.

The Nature and Incorporation of CSPAP Learning Experiences in Physical Education Teacher Education: Accounts of Faculty from "Highly Effective" Programs

ERIC Educational Resources Information Center

Webster, Collin A.; Russ, Laura; Webster, Liana; Molina, Sergio; Lee, Heesu; Cribbs, Jason

2016-01-01

The purpose of this study was to examine faculty accounts of the nature and incorporation of Comprehensive School Physical Activity Program (CSPAP) learning experiences for preservice physical education teachers (PPETs) in undergraduate physical education teacher education (PETE). Nine individuals employed as faculty members in different PETE…

Faculty professional development in emergent pedagogies for instructional innovation in dental education.

PubMed

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Learning to Teach with the Web: Factors Influencing Teacher Education Faculty

ERIC Educational Resources Information Center

Grant, Michael M.

2004-01-01

Professional development at postsecondary institutions has primarily been supported through a central faculty development center. With purposive sampling, this small case study explored the ways in which teacher education faculty members were influenced to participate in decentralized professional development focused on learning to teach with…

Guideposts and Roadblocks to the Career-Long Scholarly Engagement of Physical Education Teacher Education Faculty.

PubMed

Berei, Catherine P; Pratt, Erica; Parker, Melissa; Shephard, Kevin; Liang, Tanjian; Nampai, Udon; Neamphoka, Guntima

2017-12-01

Scholarship is essential for the growth and development of the physical education field. Over time, scholarship expectations have changed, forcing faculty members to alter time spent for research, teaching, and service. Social-cognitive career theory (SCCT) presents a model for understanding performance and persistence in an occupational environment. The interconnected aspects of SCCT have different emphasis related to self-efficacy, outcome expectations, or personal goals pursuit. This study explored physical education teacher education (PETE) faculty members' continuing engagement in scholarly activity through SCCT. Data collection included interviews with 9 senior PETE faculty members who met the criteria for "productive scholars over time." Curriculum vitae were collected to verify productivity. Data analysis revealed guidepost themes that included collaborating, finding balance, defining a research process, and maintaining a strong work ethic. Roadblocks encountered included other obligations and lack of support for research. Participants demonstrated strong self-efficacy; held high, positive expectations for success; and set very specific, clear, and deliberate goals. Participant behavior was moderated by their personal attributes (capacity to build relationships, set goals, and maintain interest and passion) and was tempered by the environments in which they worked. Fostering similar behaviors has the potential to guide future and current PETE faculty members in creating supportive and encouraging atmospheres for sustained productivity. The lack of literature relating to this topic warrants the need for more research exploring the influential factors and benefits gained from sustained scholarly productivity over time for PETE faculty members.

The 21st century faculty member in the educational process--what should be on the horizon?

PubMed

Nora, Lois Margaret

2010-09-01

One of Abraham Flexner's legacies was the concept of a professional faculty community responsible for teaching, scholarly work, and the creation and nurturing of the academic environment in medical schools. Dramatic shifts in society, health care, and educational practice have occurred over the century since Flexner's report, and these shifts have resulted in changes and challenges for medical school faculty. Fundamental principles that were articulated in Flexner's work remain relevant today: medicine is a profession, and as such is responsible for the education of the next generation of physicians; and the essential work of the medical school is the education of current and future generations of physicians. Medical schools must reconsider and restate the required characteristics and work of faculty members. Furthermore, we must develop a core faculty with primary responsibility for the educational program, the teaching of students, and the creation and nurturing of the academic environment. Enhancing the diversity of the faculty community, providing necessary faculty development, and further clarifying the forms of scholarly work in medicine are three ways that individual schools and national organizations can advance the educational mission through support of the faculty.

Factors Related to the Intent of Agricultural Educators To Adopt Integrated Agricultural Biotechnology Curriculum.

ERIC Educational Resources Information Center

Wilson, Elizabeth; Kirby, Barbara; Flowers, Jim

2002-01-01

Recent legislation encourages the integration of academic content in agricultural education. In North Carolina, high school agricultural education programs can now choose to offer a state adopted integrated biotechnology curriculum. Empirical evidence was needed to identify and describe factors related to the intent of agricultural educators to…

Industry/Postsecondary Education Partnership for Faculty Development.

ERIC Educational Resources Information Center

Zanville, Holly

The project addressed the need for Oregon higher education faculty to receive state-of-the art information from Oregon businesses and industries in computer science, business, and engineering areas. Planning for a statewide interactive Eudcational Television Network (ED-NET) has been underway in Oregon for several years. The network will involve…

Faculty Development for Educators: A Realist Evaluation

ERIC Educational Resources Information Center

Sorinola, Olanrewaju O.; Thistlethwaite, Jill; Davies, David; Peile, Ed

2015-01-01

The effectiveness of faculty development (FD) activities for educators in UK medical schools remains underexplored. This study used a realist approach to evaluate FD and to test the hypothesis that motivation, engagement and perception are key mechanisms of effective FD activities. The authors observed and interviewed 33 course participants at one…

Predictors That Influence Job Satisfaction of Foreign-Born Faculty at a Midwest Higher Educational Institution

ERIC Educational Resources Information Center

Reeder, Mei

2016-01-01

Despite the increase of foreign-born faculty in U.S. higher educational institutions, studies of the factors that challenge foreign-born faculty at higher educational institutions in the U.S. remain scarce. The purpose of this quantitative study is to examine factors that impact the level of job satisfaction of foreign-born faculty at a Midwestern…

Demographic Survey of Female Faculty in Technology Education Programs.

ERIC Educational Resources Information Center

Heidari, Farzin

A study was conducted to determine the general program information and the demographic status of female faculty in four-year technology education programs in the United States. Information was gathered through a literature review and a questionnaire mailed to all 70 technology education programs listed in the 1994 International Technology…

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1985

NASA Technical Reports Server (NTRS)

Goglia, G. (Compiler)

1985-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to simulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants institutions; and (4) to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as research fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The fellows will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, the educational community, or industry.

Decoding the learning environment of medical education: a hidden curriculum perspective for faculty development.

PubMed

Hafler, Janet P; Ownby, Allison R; Thompson, Britta M; Fasser, Carl E; Grigsby, Kevin; Haidet, Paul; Kahn, Marc J; Hafferty, Frederic W

2011-04-01

Medical student literature has broadly established the importance of differentiating between formal-explicit and hidden-tacit dimensions of the physician education process. The hidden curriculum refers to cultural mores that are transmitted, but not openly acknowledged, through formal and informal educational endeavors. The authors extend the concept of the hidden curriculum from students to faculty, and in so doing, they frame the acquisition by faculty of knowledge, skills, and values as a more global process of identity formation. This process includes a subset of formal, formative activities labeled "faculty development programs" that target specific faculty skills such as teaching effectiveness or leadership; however, it also includes informal, tacit messages that faculty absorb. As faculty members are socialized into faculty life, they often encounter conflicting messages about their role. In this article, the authors examine how faculty development programs have functioned as a source of conflict, and they ask how these programs might be retooled to assist faculty in understanding the tacit institutional culture shaping effective socialization and in managing the inconsistencies that so often dominate faculty life. © by the Association of American Medical Colleges.

Faculty Guide to: TIE (Televised Interactive Education).

ERIC Educational Resources Information Center

Armstrong, Jeffrey

Intended to assist faculty of the Eastern Iowa Community College in using the District Microwave Telecommunications System, this handbook includes the following: (1) a statement of the philosophy and intent of the system; (2) its long term goals; (3) general information on the televised interactive education (TIE) system; (4) keys to being an…

Continuing Professional Education for Teachers and University and College Faculty

ERIC Educational Resources Information Center

Cranton, Patricia

2016-01-01

In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

Factors promoting sustainability of education innovations: a comparison of faculty perceptions and existing frameworks.

PubMed

Loh, Lawrence C; Friedman, Stacey R; Burdick, William P

2013-01-01

Health professions education uses innovative projects to promote faculty development and institution change. Faculty perceptions of the factors that promote project sustainability affect how faculty conceptualize and implement their innovations, which influences whether and how they plan for sustainability. This paper compares educators' perceptions of factors that influence sustainability in innovative projects with factors identified in project sustainability literature, to identify areas of convergence and divergence. Using questionnaires, faculty development fellowship participants from Brazil and India shared their perceptions on factors influencing their project's sustainability. An analysis framework was developed from existing project sustainability literature; faculty responses were then coded through an iterative process. Key sustainability themes identified by faculty included project-level factors related to project design, stakeholder support, monitoring and evaluation, and project outcomes. Identified context level factors were related to institutional and governmental support as well as self-motivation and peer support. Availability of resources and funding were identified as relevant at both the project and context levels. Project-level factors were more often cited than context-level factors as key to ensuring sustainability. Faculty development efforts in health professions education should employ strategies to target these themes in promoting innovation sustainability. These include preengagement with institutional leaders, alignment with public sector goals, strategic diffusion of information, project expansion and transferability, capacity building in monitoring and evaluation, and creation of a community of educators for information exchange and support.

Assessing a Writing Intensive General Education Capstone: Research as Faculty Development

ERIC Educational Resources Information Center

Parrish, Juli; Hesse, Doug; Bateman, Geoffrey

2016-01-01

We explain how collaboratively assessing a writing-intensive general education capstone seminar constituted a high-impact practice for faculty development. Students at the University of Denver complete an Advanced Seminar taught by faculty across the curriculum. Topics and themes vary widely, as do types of assigned writing, making assessment an…

Faculty Experiences of Internet Filtering at a Proprietary Higher Education Institution

ERIC Educational Resources Information Center

Rzemyk, Thomas J.

2011-01-01

Despite widespread acknowledgement that Internet access in libraries and schools is filtered, the effects of that filtering on faculty who must utilize such a system for research, teaching, and curriculum development in American higher education are not known. This qualitative case study explored faculty experiences of Internet filtering in terms…

Faculty Development in Southeast Asian Higher Education: A Review of Literature

ERIC Educational Resources Information Center

Phuong, Tam T.; Duong, Hang B.; McLean, Gary N.

2015-01-01

University faculty in Southeast Asia (SEA) is being required to take on new roles and responsibilities resulting from rapid changes in higher education. To date, a range of faculty development (FD) initiatives has been implemented, but little has been uncovered concerning the effectiveness of these FD activities. Using a predetermined review…

Part-Time Employment by Secondary Agricultural Education Teachers

ERIC Educational Resources Information Center

Boone, Harry N., Jr.; Scarbrough, Connie; Gartin, Stacy A.; Boone, Deborah A.

2006-01-01

The purpose of this study was to compare secondary agricultural educators' perceptions of the benefits and problems associated with teaching agricultural education and being involved in other part-time employment activities. The sample consisted of 107 agricultural educators nonrandomly selected from three states. Sixty-nine usable questionnaires…

Faculty Salaries in Washington Public Higher Education, 1977-79. Report No. 78-11.

ERIC Educational Resources Information Center

Washington State Council for Postsecondary Education, Olympia.

This report on faculty salaries in Washington public higher education is divided into two parts: a status report and a commentary dealing with the questions emanating from an analysis of faculty salaries and fringe benefits. The status report provides background information on faculty salary recommendations made by the Council for Postsecondary…

Priorities for Research in Agricultural Education.

ERIC Educational Resources Information Center

Silva-Guerrero, Luis; Sutphin, H. Dean

1990-01-01

Twenty agricultural education experts identified research topics and categories, which were then rated by 34 research experts (92 percent) and 49 department heads (79 percent). Highest ratings went to biotechnology, high technology, and agribusiness; agricultural education curriculum; and long-term impact and cost effectiveness of agricultural…

The ethical commitments of academic faculty in psychiatric education.

PubMed

Green, Stephen A

2006-01-01

This article explores the commitment of faculty to ethics training in psychiatric education. Although psychiatry has insufficiently addressed the profession's need for ethics training in education, program directors acknowledge its critical importance, and its positive impact has been demonstrated. Additionally, residents often seek ethics training as part of their instruction. The author suggests that academic faculty could respond to the profession's inadequate treatment of ethics training by helping trainees develop moral agency--the ability to recognize, assess, and respond to ethical dilemmas; decide what constitutes right or wrong care; and act accordingly. The author also describes how this objective could be met by promoting professionalism and offering didactic instruction that address substantive and process issues regarding psychiatric care. Specific recommendations are provided.

Enhancing nutrition education through faculty development: from workshops to Web sites.

PubMed

Armstrong, E G; Koffman, R G

2000-09-01

Faculty resistance to changing medical school curricula is a major barrier to overcome in the effort to expand nutrition education. With clinical clerkships becoming more decentralized and basic science courses utilizing more small group teaching, the problem of reform is compounded by the increasing numbers of a more dispersed teaching faculty. A faculty development program was designed to complement a thematic approach to the inclusion of nutrition in a 4-y curriculum. The program offers workshops to help faculty learn how to teach in new settings while acquiring new knowledge about nutrition. Additionally, a themes Web site offers a window that faculty may use to review current nutrition content, to plan their teaching agendas, and to continually reassess where nutrition fits in the curriculum.

Teaching Notes to Casebook I: Faculty Employment Policies [and] Casebook I: Faculty Employment Policies. Using Cases in Higher Education. The Jossey-Bass Higher and Adult Education Series.

ERIC Educational Resources Information Center

Honan, James P., Ed.; Rule, Cheryl Sternman, Ed.

"Casebook I: Faculty Employment Policies" presents six cases developed by the Project on Faculty Appointments at the Harvard Graduate School of Education. "Teaching Notes to Casebook I" provides detailed suggestions and strategies for leading an effective classroom or workshop discussion about each of the casebook's six case studies, all of which…

Tobacco Prevention Education in Schools for the Deaf: The Faculty Perspective

ERIC Educational Resources Information Center

Berman, Barbara A.; Guthmann, Debra S.; Liu, Weiqing; Streja, Leanne

2011-01-01

We report results of a survey of tobacco education practices and perspectives among faculty at four Schools for the Deaf participating in the trial of a tailored tobacco prevention curriculum. Few faculty (20.4%) included tobacco use among the three most important health problems facing their students, although 88.8% considered tobacco education…

Faculty Development. [SITE 2001 Section].

ERIC Educational Resources Information Center

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

This document contains the papers on faculty development from the SITE (Society for Information Technology & Teacher Education) 2001 conference. Topics covered include: a system of faculty development; a faculty development program for medical educators; developing a faculty of education technology integration plan; supporting the development…

Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education

ERIC Educational Resources Information Center

Abraham, Sneha Elizabeth

2014-01-01

The purpose of this study was to investigate faculty and administrator perceptions of online learning compared to traditional face-to-face instruction by exploring the factors that impact online instruction. Strategies that can lead to effective online learning environments were explored. Faculty and administrators working with online education at…

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1987

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1987-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university faculty members were appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow devoted approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program consisted of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topic.

Narrative Inquiry Assessing the Retention of Part-Time Adjunct Faculty at Private Postsecondary Education

ERIC Educational Resources Information Center

Blanton, Doris L.

2014-01-01

All institutions of higher education depend heavily on the contributions of adjunct faculty. The purpose of the qualitative narrative inquiry was to gather, analyze, and interpret stories offered by faculty members to make meaning of their experiences as adjuncts in non-traditional higher education institutions. The qualitative narrative inquiry…

The 1993 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1993-01-01

Since 1964, the National Aeronautics and Space Administration has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objectives of the NASA center.

Developing Competencies for Education for Sustainable Development: A Case Study of Canadian Faculties of Education

ERIC Educational Resources Information Center

Sims, Laura; Falkenberg, Thomas

2013-01-01

Education is paramount when trying to enable a change in values and attitudes towards sustainability. Higher education in faculties of education plays an important role in working toward this change because of its impact on future and practicing teachers in the school systems. This study inquires into the current role of education for sustainable…

Impact of duty hour regulations on medical students' education: views of key clinical faculty.

PubMed

Reed, Darcy A; Levine, Rachel B; Miller, Redonda G; Ashar, Bimal H; Bass, Eric B; Rice, Tasha; Cofrancesco, Joseph

2008-07-01

Teaching faculty have valuable perspectives on the impact of residency duty hour regulations on medical students. The objective of this study was to elicit faculty views on the impact of residency duty hour regulations on medical students' educational experience on inpatient medicine rotations. We conducted a National Survey of Key Clinical Faculty (KCF) at 40 internal medicine residency programs affiliated with U.S. medical schools using a random sample stratified by National Institutes of Health funding and program size. This study measures KCF opinions on the effect of duty hour regulations on students' education. Of 154 KCF targeted, 111 responded (72%). Fifty-two percent of KCF reported worsening in the overall quality of students' education compared to just 2.7% reporting improvement (p < 0.001). In multivariate analysis adjusted for gender, academic rank, specialty, and years of teaching experience, faculty who spent >/=15 hours per week teaching were more likely to report worsening in medical students' level of responsibility on inpatient teams [odds ratio (OR) 3.1; 95% confidence interval (CI) 1.3-7.6], ability to follow patients throughout hospitalization (OR 3.2; 95% CI 1.3-7.9), ability to develop working relationships with residents (OR 2.3; 95% CI 1.0-5.2), and the overall quality of students' education (OR 3.3; 95% CI 1.4-8.1) compared to faculty who spent less time teaching. Key clincal faculty report concerns about the impact of duty hour regulations on aspects of medical students' education in internal medicine. Medical schools and residency programs should identify ways to ensure optimal educational experiences for students within duty hour requirements.

Part-time Faculty Job Satisfaction in Higher Education: A Literature Review

ERIC Educational Resources Information Center

Howell, Scott L.; Hoyt, Jeff

2007-01-01

The purpose of this literature review was to inform researchers of those predictive factors of job satisfaction previously identified for part-time faculty in higher education. They used the information gathered to help develop a survey instrument that was administered to 700 part-time faculty at their own institution. The results of the study,…

The 2010 Rankings of Chemical Education and Science Education Journals by Faculty Engaged in Chemical Education Research

ERIC Educational Resources Information Center

Towns, Marcy H.; Kraft, Adam

2012-01-01

Faculty active in chemical education research from around the world ranked 22 journals publishing research in chemical education and science education. The results of this survey can be used to supplement impact factors that are often used to compare the quality of journals in a field. Knowing which journals those in the field rank as top tier is…

Who Assists the Faculty? The Need for Mentorship Programs for Faculty Undertaking Global Education Initiatives

ERIC Educational Resources Information Center

Dean, Yasmin; London, Chad; Carston, Cathy; Salyers, Vincent

2015-01-01

This study explored the expectations, motivations, and experiences of Canadian faculty members undertaking development and implementation of global education initiatives (GEI) for students in the form of exchange and study abroad programs, supervised practical coursework, and experiential learning in international settings. Findings revealed that…

Meeting of Experts on the Role of University Faculties/Colleges of Education in Population Education (Bangkok, January 7-12, 1974). Final Report.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and Oceania.

This report summarizes the Regional Meeting of Experts on the Role of University Faculties/Colleges of Education in Population Education. The meeting explored ways in which university faculties/colleges of education could serve the needs of member states in the promotion of population education. The report is divided into six parts. Organization…

The Legal Rights of Tenured and Part-Time Faculty Members in Higher Education.

ERIC Educational Resources Information Center

Corley, Sherie P.

A review of faculty-related court decisions in the areas of status, compensation, and unit determination points out legal rights of part-time and full-time faculty in higher education. These rights have been tested and defined by many court cases. Litigation has occurred about the difference between part-time and full-time faculty. In regard to…

From Faculty Development to the Classroom: A Qualitative Study of How Nurse Educators Turn Faculty Development into Action

ERIC Educational Resources Information Center

Rock, Kim Zuschek

2012-01-01

The purpose of this qualitative study was to better understand the transfer of learning by uncovering how various factors supported the integration of knowledge and skills gleaned from the Faculty Development: Integrated Technology into Nursing Education and Practice Initiative (ITNEP) programs into nursing education curricula. Through interviews…

Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty

PubMed Central

Schinske, Jeffrey N.; Balke, Virginia L.; Bangera, M. Gita; Bonney, Kevin M.; Brownell, Sara E.; Carter, Robert S.; Curran-Everett, Douglas; Dolan, Erin L.; Elliott, Samantha L.; Fletcher, Linnea; Gonzalez, Beatriz; Gorga, Joseph J.; Hewlett, James A.; Kiser, Stacey L.; McFarland, Jenny L.; Misra, Anjali; Nenortas, Apryl; Ngeve, Smith M.; Pape-Lindstrom, Pamela A.; Seidel, Shannon B.; Tuthill, Matthew C.; Yin, Yue; Corwin, Lisa A.

2017-01-01

Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER. PMID:28450448

Satisfaction of Iranian Medical Universities’ faculty members towards holding Shahid Motahari Annual Educational Festival

PubMed Central

HOSSEINI, SEYYED NASROLLAH; MOHSENI BAND PEY, ANOSHIRAVAN; HOSSEINI, SEYYED ALI; KARAMI MATIN, BEHZAD; MIRZAEI ALAVIJEH, MEHDI; JALILIAN, FARZAD

2015-01-01

Introduction Shahid Motahari Annual Educational Festival aims to improve the quality of medical education in the Islamic Republic of Iran, and has held since 2008. The present study was performed to determine the satisfaction level of Iranian medical universities’ faculty members about holding Shahid Motahari Annual Educational Festival during the past six years, from 2008 to 2014. Methods This cross-sectional study was conducted on 473 faculty members (FMs) including deputies and educational administrators, managers, and faculty members of medical education development centers, members of scientific committees, and faculty members who participated in Shahid Motahari Festival from 42 medical sciences universities in Iran. Data collection instruments were two reliable and valid questionnaires on the background and also participants’ satisfaction towards Shahid Motahari Educational Festival. Data were analyzed using SPSS Software, version 14. Results Among all participants, 30 FMs (6.3%) were educational deputies, 36 FMs (7.6%) managers of medical education development centers, 226 FMs (56.2%) members of scientific committees, 29 FMs (6.1%) members of the national committees, 343 FMs (27.5%) attendees, and 264 FMs (55.8%) had participated for retraining. The total satisfaction level of the participants was 73.3% which shows a good satisfaction level. Conclusion The results identified the main important strength points such as “proposals’ review process at the country level” and weakness points such as “organizing the festival”. PMID:26457313

The State of Higher Education for STEM LGBTQQ Faculty/Staff

NASA Astrophysics Data System (ADS)

Rankin, Susan

2012-02-01

It has long been understood---an understanding that has been well supported by research-based evidence---that institutional ``climate'' has a profound effect on any academic community's ability to carry out its tripartite mission of teaching, research, and service (Bauer, 1996; Boyer, 1990; Peterson & Spencer, 1990; Rankin, 1998; 2003; 2010; Rankin & Reason, 2008; Tierney & Dilley, 1996). With the acknowledgment that institutions differ in the level of attention and emphasis on issues campus climate, it is safe to say that a campus climate offering equitable learning opportunities for all students, academic freedom for all faculty, and fairness in employment for all staff and administrators is one of the primary responsibilities of institutions of higher education. The research also suggests that a challenging campus climate exists for LGBTQQ students, faculty and staff. Based on the literature, a challenging climate leads to decreased productivity, decreased sense of value to the community, decreased retention, and negatively influences educational outcomes (Settles, et al. 2006; Trower & Chait (2002); Pascrell & Terenzini, 2005; Whitt, Edison, Pascarella, Terenzini, & Nora, 2001). Little is available in the literature on LGBTQQ faculty in the STEM fields. This program will engage participants in a review of the results of the 2010 project with regard to the experiences of LGBTQQ faculty and staff in the STEM fields.

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

PubMed

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

2017-01-01

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

Benefits and challenges of international clinical education from a US-based physiotherapist faculty perspective.

PubMed

Pechak, Celia; Black, Jill D

2013-12-01

The influence of internationalization on physiotherapist education in at least North American-based programmes has become more apparent. Faculty and students have been involved in various international activities. One category of activities includes international clinical education (ICE), where students earn clinical education credit for their learning activities at international sites. Although this educational strategy appears to be increasingly used in at least the United States and Canada, the related literature is limited in scope. The purpose of this portion of the present study was to investigate the benefits and challenges of ICE for US-based students, US-based physiotherapy programmes and international partners from the perspective of US-based faculty sending students for clinical education internationally. Content analysis was used for this qualitative study. Fifteen US-based faculty members who had experience in sending physiotherapist students for ICE were recruited. The primary researcher conducted semi-structured phone interviews, averaging approximately 60 minutes in length. The primary and secondary researchers completed data analysis using NVivo 8 software (QSR International Inc., Cambridge, MA). Benefits of ICE to the students included exposure to alternate health systems, broadening of student perspectives and clinical competence. Challenges consisted of funding and possible language barrier. Increased visibility, expanded global perspective and faculty collaborations were benefits to the programme. Ensuring a quality learning experience was the greatest programme challenge. Benefits to the international site included education and faculty collaborations/exchanges; challenges were language, student clinical preparation and unfamiliarity with the student evaluation tool. Because the sample was limited to 15 US-based faculty members, the results may not be relevant to all programmes inside or outside of the United States. Additionally, the study

What Ever Happened to the Faculty? Drift and Decision in Higher Education

ERIC Educational Resources Information Center

Burgan, Mary

2009-01-01

In this provocative work, Mary Burgan surveys the deterioration of faculty influence in higher education. From campus planning, curriculum, and instructional technology to governance, pedagogy, and academic freedom, she urges far greater consideration for the perspective of the faculty. Burgan evokes the pervasive atmosphere of charge and…

Agricultural Education--Instructional Materials.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

This compilation presents over 950 resumes of instructional materials in agricultural education, which have appeared quarterly in "Abstracts of Instructional Materials in Vocational and Technical Education" (AIM), Fall 1967 through Fall 1971. Resumes cover a broad range of fields and occupations, such as agribusiness, agronomy, animal and plant…

Impact of Duty Hour Regulations on Medical Students’ Education: Views of Key Clinical Faculty

PubMed Central

Levine, Rachel B.; Miller, Redonda G.; Ashar, Bimal H.; Bass, Eric B.; Rice, Tasha; Cofrancesco, Joseph

2008-01-01

BACKGROUND Teaching faculty have valuable perspectives on the impact of residency duty hour regulations on medical students. OBJECTIVE The objective of this study was to elicit faculty views on the impact of residency duty hour regulations on medical students’ educational experience on inpatient medicine rotations. DESIGN AND PARTICIPANTS We conducted a National Survey of Key Clinical Faculty (KCF) at 40 internal medicine residency programs affiliated with U.S. medical schools using a random sample stratified by National Institutes of Health funding and program size. MEASUREMENTS This study measures KCF opinions on the effect of duty hour regulations on students’ education. RESULTS Of 154 KCF targeted, 111 responded (72%). Fifty-two percent of KCF reported worsening in the overall quality of students’ education compared to just 2.7% reporting improvement (p < 0.001). In multivariate analysis adjusted for gender, academic rank, specialty, and years of teaching experience, faculty who spent ≥15 hours per week teaching were more likely to report worsening in medical students’ level of responsibility on inpatient teams [odds ratio (OR) 3.1; 95% confidence interval (CI) 1.3–7.6], ability to follow patients throughout hospitalization (OR 3.2; 95% CI 1.3–7.9), ability to develop working relationships with residents (OR 2.3; 95% CI 1.0–5.2), and the overall quality of students’ education (OR 3.3; 95% CI 1.4–8.1) compared to faculty who spent less time teaching. CONCLUSION Key clincal faculty report concerns about the impact of duty hour regulations on aspects of medical students’ education in internal medicine. Medical schools and residency programs should identify ways to ensure optimal educational experiences for students within duty hour requirements. PMID:18612749

Internationalization of Higher Education: Preparing Faculty to Teach Cross-Culturally

ERIC Educational Resources Information Center

Gopal, Anita

2011-01-01

The need to effectively prepare faculty to teach in a cross-cultural environment has become imperative in the context of globalizing higher education (Deardorff, 2009; Verbik, 2007). Many higher education institutions around the world have internationalized their degrees and programs, and they have established foreign branch campuses to provide…

Hampton University/American Society for Engineering Education/NASA Summer Faculty Fellowship Program 1986

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1986-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university will be faculty members appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA-Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the Fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education or industry.

1998 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler)

1998-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The program objectives include: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

1997 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1998-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are as follows: (1) To further the professional knowledge of qualified engineering and science faculty members, (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. Program description is as follows: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

2001 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2002-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises these programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4 To contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellow's research topics. The lecture and seminar leaders wil be distinguished scientists and engineers from NASA, education and industry.

2000 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2000-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend ten weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend ten weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry. A list of the abstracts of the presentations is provided.

1999 NASA - ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Murray, Deborah B. (Compiler)

2000-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program or summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

Identity formation of occasional faculty developers in medical education: a qualitative study.

PubMed

O'Sullivan, Patricia S; Irby, David M

2014-11-01

Faculty developers play a crucial role in preparing faculty members for their instructional responsibilities. In some programs, faculty developers are clinicians and scientists who only occasionally conduct workshops. The authors examine the identity formation of such part-time faculty developers. From April 2012 through March 2012, structured interviews were conducted with full-time faculty members who, from 2007 to 2012, periodically volunteered to teach workshops in the University of California, San Francisco School of Medicine's faculty development program. This qualitative study used a modified grounded theory approach. The authors interviewed 29 occasional faculty developers who had 1 to 22 years of experience conducting faculty development programs. All faculty had an educator identity along with their professional identity. The additional faculty developer identity generally evolved over time and aligned with their identity in one of four ways: compartmentalized, hierarchical, parallel, or merged. Their roles as faculty developers enhanced their status in their work community and influenced the way they worked with others and advanced their careers. Faculty development influences the institutional culture, and the institutional culture supports faculty development. Most occasional faculty developers possessed a merged identity that developed over time and was moderated by the topic that they taught. Although experience contributed to this development, both junior and senior faculty developers could have a merged identity. Those who lead faculty development programs can use these findings to recruit and retain faculty developers.

Faculty Challenges and Barriers for Research and Publication in Tajik Higher Education

ERIC Educational Resources Information Center

Kataeva, Zumrad; DeYoung, Alan J.

2018-01-01

This article investigates the current state of faculty research activity within Tajik higher education institutions (HEIs), where the level of research productivity has substantially decreased in the past three decades. As part of a larger ethnographic study on professional lives of Tajik faculty members, we investigated and found enormous…

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.

Lifelong Learning Programs of Education Faculty in Sinop: Evaluation of Participants' Problems and Worries

ERIC Educational Resources Information Center

Usakli, Hakan

2009-01-01

In this paper Lifelong Learning Program of Education Faculty in Sinop was evaluated in terms of interrelations between LLP and cultural shock. The barriers of LLP in Education Faculty in Sinop can be examined in two main parts: difficulties of finding suitable partner and students' difficulty in deciding whether to apply or not. These two main…

Minnesota Department of Education Agricultural Education Program Descriptions 01.0000-01.9095

ERIC Educational Resources Information Center

Minnesota Department of Education, 2004

2004-01-01

This document provides a brief compilation of descriptions of agricultural education programs linked to Career and Technical Education (CTE) initiative in Minnesota. Agriculture Exploration courses focus on the animal sciences, plant sciences, natural resource sciences, agricultural business and marketing, and leadership development. Agribusiness…

Factors Influencing Postsecondary Education Enrollment Behaviors of Urban Agricultural Education Students

ERIC Educational Resources Information Center

Esters, Levon T.

2007-01-01

The purpose of this study was to identify the factors that influenced the postsecondary education enrollment behaviors of students who graduated from an urban agricultural education program. Students indicated that parents and/or guardians had the most influence on their decisions to enroll in a postsecondary education program of agriculture.…

The Shortage of Special Education Faculty: Toward a Better Understanding.

ERIC Educational Resources Information Center

Smith, Deborah Deutsch; Salzberg, Charles

1994-01-01

This paper addresses the need for a national comprehensive data collection system to guide policy on special education faculty supply and demand. It discusses current information about special education leadership personnel, the historical roots of leadership training, and the influence of federal grant programs. Topics to be included in such a…

Assessing Faculty Perceptions of Free Educational Resources: One Institution's Experience

ERIC Educational Resources Information Center

Young, Brian

2016-01-01

Providing financial incentives to faculty who adopt free educational resources in place of traditional textbooks is becoming more common in U.S. higher education institutions. The University of Mississippi (UM) offered liberal arts instructors the opportunity to apply for internal funding to replace one traditional textbook in their classroom with…

Perceptions of Education Faculty Students on Teaching Methods and Materials

ERIC Educational Resources Information Center

Esmer, Elif; Güven, Gülçin; Aydin, Oktay; Özden, Bülent; Efe, Kadriye; Sener, Nurcan

2016-01-01

Individual differences have an influence on a wide range of education fields. These differences can range from organizing teaching environments to the techniques and strategies that the teacher uses. This study focused on individual differences of pre-service teachers and aimed to investigate the perceptions of Education Faculty students on…

An Early Historical Examination of the Educational Intent of Supervised Agricultural Experiences (SAEs) and Project-Based Learning in Agricultural Education

ERIC Educational Resources Information Center

Smith, Kasee L.; Rayfield, John

2016-01-01

Project-based learning has been a component of agricultural education since its inception. In light of the current call for additional emphasis of the Supervised Agricultural Experience (SAE) component of agricultural education, there is a need to revisit the roots of project-based learning. This early historical research study was conducted to…

Theme: Innovative Curriculum Ideas and Practices in Agricultural Education.

ERIC Educational Resources Information Center

Agricultural Education Magazine, 2002

2002-01-01

Fourteen theme articles discuss the following: curriculum ideas and innovations in agricultural education, agricultural literacy, Supervised Agricultural Experience, active learning, locating agricultural education resources, distance and web-based instruction, principles of forest management, professional development, and service learning. (JOW)

Special Issue: Non-Tenure-Track Faculty in Higher Education--Theories and Tensions

ERIC Educational Resources Information Center

Kezar, Adrianna; Sam, Cecile

2010-01-01

This monograph complements volume 36, issue number 4 of ASHE Higher Education Report: "Understanding the New Majority of Non-Tenure-Track Faculty," and focuses on theories applied to study non-tenure-track faculty and philosophical and practical tensions represented in the literature. The chapter "Theories Used to Study and Understand…

Faculty Attitudes toward General Education Assessment: A Qualitative Study about Their Motivation

ERIC Educational Resources Information Center

MacDonald, Sarah K.; Williams, Laura M.; Lazowski, Rory A.; Horst, S. Jeanne; Barron, Kenneth E.

2014-01-01

As assessment becomes an ever more critical facet of higher education, it is apparent that some faculty do not always value assessment (Crossley & Wang, 2010; Ebersole, 2009). Further, faculty may react with resistance, particularly when they perceive that assessment is being imposed upon them from external sources (Crossley & Wang, 2010;…

Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

PubMed

Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

2015-01-01

The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2014 CFR

2014-01-01

... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Preparation of an... should arrange the faculty vitae with the Project Director(s) first, followed by the remaining faculty...

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2013 CFR

2013-01-01

... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Preparation of an... should arrange the faculty vitae with the Project Director(s) first, followed by the remaining faculty...

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2012 CFR

2012-01-01

... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Preparation of an... should arrange the faculty vitae with the Project Director(s) first, followed by the remaining faculty...

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Preparation of an... should arrange the faculty vitae with the Project Director(s) first, followed by the remaining faculty...

Faculty, Attitude, Adoption, and Application of Technology in Higher Education: Implications for Distance Education Policy

ERIC Educational Resources Information Center

Johnsrud, Linda K.; Harada, Violet H.; Tabata, Lynn N.

2005-01-01

The New Economy Research Grant Program awarded funding in 2003 for this study, the first of its type, to examine faculty use of technology and participation in distance education throughout the University of Hawai'i system. The use of technology in delivering education plays an important role in The New Economy by increasing educational access and…

1996 NASA-Hampton University American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler); Young, Deborah B. (Compiler)

1996-01-01

NASA has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives were: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants institutions; (4) To contribute to the research objectives of the NASA Center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

Criteria of the "educators' pyramid" fulfilled by medical school faculty promoted on a teaching pathway.

PubMed

Sherertz, E F

2000-09-01

To compare the results of academic promotion to associate professor and professor via the teaching pathway at the Wake Forest University School of Medicine (WFUSM) with the criteria of the "educators' pyramid" of Sachdeva et al. Data on all candidates promoted to associate professor and professor in the academic years 1995-2000 at WFUSM were collected from candidates' portfolios and compared with the criteria for educator (level three) and master educator (level four) from a modified version of the educators' pyramid. Of 186 faculty promoted, 38 were on the teaching pathway. Everyone promoted on the pathway fulfilled all teacher and master teacher criteria. All educator criteria were found among the associate professors, and all but one of the master educator criteria were found among professors. More than 75% of associate professors demonstrated "sustained participation in significant amounts of effective teaching in more than one modality" and "service as a medical student clerkship, course, or residency director." Less than 30% demonstrated "service as assistant dean of education or student affairs" or "service as the chair of departmental education committees." Most associate professors had not regularly participated in national education meetings. For professors, more than 50% demonstrated "achievement of leadership positions in national organizations, committees, and medical school education"; "recognition as a national leader in specialty education"; and "mentorship of other faculty members locally and nationally." Less than 30% demonstrated "pursuit of further training in education through workshops, faculty development programs, or educational fellowship programs" or "development and implementation of nationally-recognized (in education) innovative curricula or teaching programs." No one promoted to professor on the teaching pathway had made what was considered to be a landmark contribution to educational research and development. The findings suggest that

Student and Faculty Beliefs about Learning in Higher Education: Implications for Teaching

ERIC Educational Resources Information Center

Dandy, Kristina L.; Bendersky, Karen

2014-01-01

Beliefs about learning can influence whether or not a student learns course material. However, few studies in higher education have compared student and faculty beliefs about learning. In the current study, students and faculty agreed on many aspects of learning--including the definition of learning, which most hinders learning and where learning…

A profile of U.S. nursing faculty in research- and practice-focused doctoral education.

PubMed

Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Nthenge, Serah; Jenkinson, Amanda

2015-03-01

This study, which is part of a larger project, was conducted to profile the nursing faculty in the United States teaching in PhD and DNP programs. This is a descriptive study. A sample of 554 nursing faculty who teach in PhD and DNP programs was recruited by email solicitation to represent all geographic regions of the United States. Data were collected from November 2013 through January 2014 using an online survey instrument. The instrument was developed based on results of review of the literature and of focus groups of doctoral faculty (faculty teaching in doctoral programs) to ascertain characteristics of faculty teaching in doctoral programs and of the schools in which they teach. Frequencies and descriptive statistics are reported. Growth in DNP programs has outpaced growth in PhD programs, and DNP graduates have moved into doctoral education in greater numbers than PhD graduates. DNP faculty report less prior experience and current productivity scholarship than faculty in PhD programs only or both types of programs. Strategies are needed to ensure that doctoral programs are staffed by faculty who are prepared for doctoral education and the development of nursing science. The Institute of Medicine has recommended doubling the number of doctorally prepared nurses in the United States by 2020 to ensure that sufficient numbers of faculty are available to prepare the nursing labor force that is needed for delivery of healthcare services. Nurse scientists are needed to contribute to improvement in patient care quality and safety, and practice leaders are needed to facilitate the translation of research into safe, high-quality, and cost-effective care. The landscape of doctoral education in nursing is rapidly changing. © 2015 Sigma Theta Tau International.

Who will educate our nurses? A strategy to address the nurse faculty shortage in New Jersey.

PubMed

Gerolamo, Angela M; Overcash, Amy; McGovern, Jennifer; Roemer, Grace; Bakewell-Sachs, Susan

2014-01-01

The nurse faculty shortage hampers the capacity of the nursing workforce to respond to the demands of the evolving health care system. As a strategy to address the shortage in New Jersey, the Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to prepare nurses for the faculty role. This article highlights program implementation successes and challenges, scholar and faculty perceptions of the program, and provides recommendations for others interested in preparing nurse faculty. This evaluation uses data from scholar surveys and focus groups, interviews with grantees, and grantee reports. Findings suggest that a program that includes generous monetary support, socialization to the nurse faculty role, and formal education courses produces graduates who readily assume a faculty position and are committed to at least a part-time career in nursing education. This evaluation emphasizes the need to carefully design programs that integrate faculty preparation and advanced clinical training. Copyright © 2014 Elsevier Inc. All rights reserved.

Does Prior Experience in Secondary Agricultural Mechanics Affect Pre-Service Agricultural Education Teachers' Intentions to Enroll in Post-Secondary Agricultural Mechanics Coursework?

ERIC Educational Resources Information Center

Wells, Trent; Perry, Dustin K.; Anderson, Ryan G.; Shultz, Matthew J.; Paulsen, Thomas H.

2013-01-01

Agricultural mechanics coursework has historically been considered an important and necessary construct of the secondary agricultural education curriculum (Burris, Robinson, & Terry, 2005). With expectations of offering secondary agricultural mechanics coursework apparent, it is vital that agricultural education teachers be prepared to address…

An Examination of Motivating Factors on Faculty Participation in Online Higher Education

ERIC Educational Resources Information Center

Hoffman, Michael S.

2013-01-01

Online education has become a vital component of the American higher education system. Demand for online education is expected to grow, as online education offers a number of tangible benefits to potential students. Faculty member participation in online education has been found to be crucial to the success of new or expanded online education…

Wallflowers at the Revolution: Evolving Faculty Perspectives on Online Education

ERIC Educational Resources Information Center

Halfond, Jay A.

2013-01-01

For the past decade, higher education has mired in generalizations in debating online education. Broad, often anecdotal and generally unsubstantiated comparisons have been made about the virtual and physical classroom--often taking the worst of one in contrast to the best of the other. The "2013 Inside Higher Ed Survey of Faculty Attitudes on…

Usability Testing of the Indiana University Education Faculty Web Forms.

ERIC Educational Resources Information Center

Tuzun, Hakan; Lee, Sun Myung; Graham, Charles; Sluder, Kirk Job

The usability test team examined design problems that limit the ability of instructors at the Indiana University to use data entry forms on the School of Education Web site. The forms permit instructors to publish information about themselves and about courses they teach on the School of Education Web site. Faculty and graduate student instructors…

Criteria of the "Educator's Pyramid" Fulfilled by Medical School Faculty Promoted on a Teaching Pathway.

ERIC Educational Resources Information Center

Sheretz, Elizabeth F.

2000-01-01

Evaluated data on Wake Forest University School of Medicine faculty (n=186) promoted to associate professor or professor in the academic years 1995-2000 using the criteria of the "educators' pyramid" of Sachdeva et al. Findings suggest that the educators' pyramid is generalizable to medical faculty being promoted on a teaching pathway.…

Language and Literature Division, Faculty of Education, Hong Kong University

ERIC Educational Resources Information Center

Qin, Xie; Andrews, Stephen

2010-01-01

The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are…

Teaching, Learning, and Sharing: How Today's Higher Education Faculty Use Social Media

ERIC Educational Resources Information Center

Moran, Mike; Seaman, Jeff; Tinti-Kane, Hester

2011-01-01

Faculty are big users of and believers in social media. Virtually all higher education teaching faculty are aware of the major social media sites; more than three-quarters visited a social media site within the past month for their personal use; and nearly one-half posted content. Even more impressive is their rate of adoption of social media in…

Student and faculty member perspectives on lecture capture in pharmacy education.

PubMed

Marchand, Jon-Paul; Pearson, Marion L; Albon, Simon P

2014-05-15

To examine faculty members' and students' use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Most students and faculty members were aware of and appreciated the recordings. Students' patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students' grades or in-class engagement but noted increased absenteeism. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

PubMed Central

Pearson, Marion L.; Albon, Simon P.

2014-01-01

Objectives. To examine faculty members’ and students’ use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Methods. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Results. Most students and faculty members were aware of and appreciated the recordings. Students’ patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students’ grades or in-class engagement but noted increased absenteeism. Conclusion. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings. PMID:24850936

The Opinions of Liberal Arts Professors about the Teacher Education System (An Example of Uludag University, Liberal Arts Faculty)

ERIC Educational Resources Information Center

Yuksel, Sedat

2011-01-01

The place of liberal arts faculties in teacher education is a much debated topic. After the 1980s, liberal arts faculties are more involved in teacher education. The purpose of this study is to determine the opinions of those professors working at liberal art faculties about the teacher education system. This research is a case study in which…

Adjunct Faculty: Perception of Leadership Styles, Leadership Outcomes, and Organizational Commitment in Online and Faith-Based Education Settings

ERIC Educational Resources Information Center

Pope Zinsser, Kam Lara

2017-01-01

Research indicates that adjunct faculty continues to grow in the higher education setting. Overall, universities continue to hire adjunct faculty to facilitate online courses and as a cost saving measure. While institutions continue to rely on adjunct faculty, a disconnection exists between the adjunct and the higher education administrators. This…

Faculty development: a need in time for educators in healthcare.

PubMed

Abid, Kauser

2013-04-01

To appraise learning behaviour among participants of faculty development programme in a diverse group setting. The qualitative study was conducted at the Capacity Building Centre of the National Institute of Health and Social Sciences, Islamabad, in March-April 2010. From all the participants who planned to be healthcare educators, 27 were selected for the study. Methodology used was focus group. Coding for focus group interview was done as E1, E2, E3 and E4 for educators from basic sciences, clinical/pre-clinical discipline, nursing and midwifery, and social sciences and information technology profession respectively. For gap analysis, need assessment of focus groups was done with a pre-tested questionnaire. Change in attitude and behaviour as educators was observed in the experience phase during the three modules of the programme. A post-test questionnaire was used to evaluate the effectiveness of the programme. The response rate of the participants was 100%. Gap analysis of focus groups came up with the same challenges that are faced by faculty: insufficient knowledge in the five domains of professional development. In institutional settings, no planned faculty development programmes were reported. By the end of the third module, the participants admitted their step-wise skill development and considered it to be a value addition in their professional career. Talent is not sparse in today's educators of health profession. But professional development to improve their skills is the need of the hour. Capacity-building at workplace is the best solution as it can be managed within the available timeframe and resources.

Focusing Research in Agricultural Education. Proceedings of the Annual Central Region Research Conference in Agricultural Education (47th, St. Louis, Missouri, March 6, 1993).

ERIC Educational Resources Information Center

Birkenholz, Robert J., Comp.; Schumacher, Leon G., Comp.

A conference proceedings on agricultural education research included: "Focusing for Excellence" (Jordan); "Factors Related to the Integration of International Agricultural Concepts into the Secondary Agricultural Education (AE) Curriculum" (Ibezim, McCracken); "Perceptions of State Vocational Education (VE) Administrators Relevant to AE in the…

A Program in Agricultural Education in Nevada Based on Off-Farm Agricultural Occupations.

ERIC Educational Resources Information Center

Christensen, Howard Harward

To investigate the further development of agricultural education in Nevada in light of current and future opportunities for employment in off-farm agricultural occupations, personal interviews were conducted with 363 agricultural firms and 30 agricultural agencies. Data were summarized for the 148 companies where some employees needed agricultural…

Special Education Faculty Perceptions of Participating in a Culturally Responsive Professional Development Program

ERIC Educational Resources Information Center

Devereaux, Temma Harris; Prater, Mary Anne; Jackson, Aaron; Heath, Melissa Allen; Carter, Nari J.

2010-01-01

Special education faculty members (n = 12) from a large Western university participated in a four-year professional development program centered on increasing their cultural responsiveness. During the fourth year the primary investigator interviewed faculty members regarding their perceptions and the impact of the program. Each interview was…

Cultural Literacy of a College of Education Faculty.

ERIC Educational Resources Information Center

Stallings, William; Monaco, Malina

This study sought to analyze the cultural literacy of a college of education faculty and compare it to the cultural literacy of undergraduate and graduate students at the same institution. A 100-item instrument, based upon a New York Times book review of "Cultural Literacy: What Every American Needs to Know" (E. D. Hirsch, Jr., and…

Faculty Development on Online Instructional Methods: A Protocol for Counselor Educators

ERIC Educational Resources Information Center

Cicco, Gina

2013-01-01

This article will address the importance of properly training faculty members to teach online courses within graduate counseling programs. The number of online course offerings among graduate education programs is steadily increasing across colleges and universities. This trend is of particular interest for counselor educators because counseling…

Agriculture Education. Horticulture.

ERIC Educational Resources Information Center

Stuttgart Public Schools, AR.

This curriculum guide is designed for group instruction of secondary agricultural education students enrolled in one or two semester-long courses in ornamental horticulture. The guide presents units of study in the following areas: (1) horticulture and job opportunities, (2) preparing soil mixtures, (3) control, (4) plant propagation, (5) plant…

The 1995 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1995-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

Survey of faculty educator development award recipients.

PubMed

Aziz, Shahid R; Ziccardi, Vincent B

2011-01-01

Since 2002, the American Association of Oral and Maxillofacial Surgeons and the Oral and Maxillofacial Surgery Foundation have annually awarded the Faculty Educator Development Award (FEDA) to select junior full-time oral and maxillofacial surgery faculty. To date, 33 individuals have received this award. The purpose of this study was to evaluate the FEDA's impact on the recipients' career and assess the FEDA's strengths and weaknesses from the perspective of the recipients. A complete list of FEDA recipients was obtained from the American Association of Oral and Maxillofacial Surgeons, to whom a 19-question survey was electronically mailed for completion. Twenty-two of the 33 surveys were completed and returned. Strengths of the FEDA included encouraging faculty recruitment and retention and financial support. Weaknesses included unknown selection criteria for the FEDA, unknown FEDA selection committee, and that the financial component of the award was available for only 3 of the 6 years of the FEDA requirement. Although there are some weaknesses in the FEDA, it is the only award of its kind available to the specialty of oral and maxillofacial surgery. As such, consideration should be given to expanding the number of awards given and increasing the amount of the award. In addition, academic oral and maxillofacial surgery needs to improve its recruitment and retention of junior surgical faculty to ensure the continued viability of the specialty and training programs. Suggestions for improvement are discussed. Copyright © 2011 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1991

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1991-01-01

In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spent 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. The objects were the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA center.

Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty.

PubMed

Schinske, Jeffrey N; Balke, Virginia L; Bangera, M Gita; Bonney, Kevin M; Brownell, Sara E; Carter, Robert S; Curran-Everett, Douglas; Dolan, Erin L; Elliott, Samantha L; Fletcher, Linnea; Gonzalez, Beatriz; Gorga, Joseph J; Hewlett, James A; Kiser, Stacey L; McFarland, Jenny L; Misra, Anjali; Nenortas, Apryl; Ngeve, Smith M; Pape-Lindstrom, Pamela A; Seidel, Shannon B; Tuthill, Matthew C; Yin, Yue; Corwin, Lisa A

2017-01-01

Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER. © 2017 J. N. Schinske et al. CBE—Life Sciences Education © 2017 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).

Evaluation of doctoral nursing programs in Japan by faculty members and their educational and research activities.

PubMed

Arimoto, Azusa; Gregg, Misuzu F; Nagata, Satoko; Miki, Yuko; Murashima, Sachiyo

2012-07-01

Evaluation of doctoral programs in nursing is becoming more important with the rapid increase in the programs in Japan. This study aimed to evaluate doctoral nursing programs by faculty members and to analyze the relationship of the evaluation with educational and research activities of faculty members in Japan. Target settings were all 46 doctoral nursing programs. Eighty-five faculty members from 28 programs answered the questionnaire, which included 17 items for program evaluation, 12 items for faculty evaluation, 9 items for resource evaluation, 3 items for overall evaluations, and educational and research activities. A majority gave low evaluations for sources of funding, the number of faculty members and support staff, and administrative systems. Faculty members who financially supported a greater number of students gave a higher evaluation for extramural funding support, publication, provision of diverse learning experiences, time of supervision, and research infrastructure. The more time a faculty member spent on advising doctoral students, the higher were their evaluations on the supportive learning environment, administrative systems, time of supervision, and timely feedback on students' research. The findings of this study indicate a need for improvement in research infrastructure, funding sources, and human resources to achieve quality nursing doctoral education in Japan. Copyright © 2011 Elsevier Ltd. All rights reserved.

Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: a focus group study.

PubMed

Kim, Mi Ja; Lee, Hyeonkyeong; Kim, Hyun Kyung; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2010-03-01

The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea. To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources. Focus group. Fourteen Korean nursing doctoral programs that are research focused and include coursework. Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years. Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources. Faculty strengths were universities' recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students' weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components. The quality characteristics of faculty

Perceptions of Preservice Teachers regarding the Integration of Information and Communication Technologies in Turkish Education Faculties

ERIC Educational Resources Information Center

Akbulut, Yavuz; Odabasi, H. Ferhan; Kuzu, Abdullah

2011-01-01

This study explored the views of pre-service teachers regarding the indicators of information and communication technologies (ICT) at Turkish education faculties. A cross-sectional survey design was implemented with graduating students enrolled in Turkish education faculties. A combination of stratified random sampling and systematic sampling was…

Educational Value Units: A Mission-Based Approach to Assigning and Monitoring Faculty Teaching Activities in an Academic Medical Department.

PubMed

Regan, Linda; Jung, Julianna; Kelen, Gabor D

2016-12-01

Increasing emphasis on revenue generation could jeopardize the fundamental notion of what it means to be faculty. Despite being a core mission, education is often marginalized in academic medical departments, and expectations of faculty effort in this area are often vague. A potential solution is mission-based budgeting (MBB), which refers to the allocation of resources based on core-mission-related priorities. From December 2012 to March 2013, the authors developed an educational value unit (EVU) system (using an MBB approach) to assign and monitor teaching activities related to the core departmental educational mission at the Department of Emergency Medicine, Johns Hopkins Medicine. EVUs were based on learner contact time, with one EVU equal to roughly one hour of in-person time with medical students or residents. Core education faculty vetted the proposed system; educational leaders determined the total EVUs needed and assessed the impact of their equitable distribution among faculty; and faculty members selected preferences and were assigned EVU obligations. For academic year 2013-2014, 5,896 EVUs were distributed among 54 faculty. At the end of the year, complete EVU data were available for 47 faculty. Of these, only 6 failed to complete their assigned EVU obligations. All core teaching activities were covered, and educational efforts were distributed more equitably across faculty. The system is being refined, with an emphasis on incorporating learner outcome metrics, refining the teaching grid, incorporating failure to meet EVU obligations into yearly faculty evaluations, and disseminating the system to other departments and institutions.

Reforming STEM Undergraduate Education: What's a Faculty Member to Do?

NASA Astrophysics Data System (ADS)

Fairweather, J.

2011-12-01

Efforts to improve undergraduate STEM education lie at the forefront of many national educational policies. The recent National Academies of Science study of discipline-based educational research (DBER)is typical of such efforts. Most of the initiatives to improve student learning in STEM focus on the the student or the instructor in the classroom (Austin, 2011). This focus is consistent with the work by Seymour & Hewitt (1997), which found that poor teaching in STEM adversely affects learning and retention in the major. Professional development efforts focus on helping the individual STEM faculty member to figure out what to do to improve student learning. Substantial research (Austin, 2011) shows that the origin of many learning problems lies beyond the control of the instructor or the individual classroom. In these circumstances what is a STEM faculty member to do? This paper explores answers to this question. The first step is to define the nature of the problem. Is it related to classroom teaching and learning such as knowledge, skills, and interest in the major? If so then what environmental factors affect strategic alternatives, including type of course, instructor characteristics, and prior teaching experience (Fairweather & Rhoads, 1995)? Does good disciplinary-based research on the learning problem exist? If so then how can the research results be translated into practice? If not then does good research from other disciplines exist? If relevant evidenced-based research does not exist at all then how can STEM instructors learn to evaluate key learning outcomes and find ways to ameliorate problems? Despite appearances not all STEM teaching and learning problems are classroom-based. Some problems derive from curricula, others from faculty work-related issues such as rewards and work load. Any classroom reform effort must reflect accurately the system in which the teaching and learning take place. Understanding these systemic interactions improves the ability

Faculty Demand in Higher Education

ERIC Educational Resources Information Center

Rosenthal, Danielle

2007-01-01

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

Developments in Australian Agricultural and Related Education

ERIC Educational Resources Information Center

McSweeney, Peter; Rayner, John

2011-01-01

While the calm waters metaphor might explain the changes navigated by Australian agricultural education through most of its history, the last 20 or so years have been very turbulent. Now, the new millennium sees agricultural education in both Australia and the Western world facing a different and less certain future. This paper analyses some of…

A Philosophical Review of Science and Society within Agricultural Education

ERIC Educational Resources Information Center

McKim, Aaron J.; Velez, Jonathan J.; Lambert, Misty D.; Balschweid, Mark A.

2017-01-01

We utilized philosophical and historical perspectives to analyze the interconnectedness between agricultural education, science, and society. Using historical evidence, the adaptive role of agricultural education was discussed and recommendations for future adaptability were described. Additionally, connections between agricultural education,…

Increasing the Number of Special Education Faculty: Policy Implications and Future Directions.

ERIC Educational Resources Information Center

Hardman, Michael L.; West, Jane

2003-01-01

This article reviews the history of national policy for personnel preparation under Part D of the Individuals with Disabilities Education Act and offers some recommendations for federal policy that may increase special education faculty. It concludes that higher education must develop new ways of communicating its importance to policy makers.…

Current Continuing Education Needs of Two-Year College Mathematics Faculty Must Be Met!

ERIC Educational Resources Information Center

Sharp, Karen Tabey

Arguing that rapid developments in technology and changing enrollment patterns make updating the skills of two-year college mathematics faculty an imperative, this paper discusses the ways in which the continuing education needs of faculty members can be met. First, technological developments, especially in the computer sciences, are reviewed, and…

Developing Curriculum Markers for Agricultural Extension Education in South Africa

ERIC Educational Resources Information Center

Worth, S. H.

2008-01-01

Sufficient changes have occurred in both the agricultural and educational sectors of South Africa to warrant a careful scrutiny of the agricultural education offerings in South Africa. Agricultural extension is identified as an important part of the intended transformation of the agricultural sector. Further, agricultural extension is essentially…

Internationalization of Higher Education and the Impacts on Academic Faculty Members

ERIC Educational Resources Information Center

Bedenlier, Svenja; Zawacki-Richter, Olaf

2015-01-01

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

Perceptions of Community College Adult Basic Education Faculty regarding Faculty Professional Development in Alabama Community Colleges

ERIC Educational Resources Information Center

Taylor, Thomas J., Jr.

2009-01-01

Faculty professional development is an integral part of the overall mission of the Adult Basic Education programs that are operated under the auspices of the Alabama Community College System. Since their realignment within the ACCS in 2004, there has been a continual process underway to increase professional development activities at both the…

Theme: Trends and Issues Affecting the Future of Agricultural Education.

ERIC Educational Resources Information Center

Agricultural Education Magazine, 2000

2000-01-01

Articles discuss trends and issues in agricultural education, community and technical colleges, career/technical studies, Australian agriculture, agricultural science and technology programs in urban areas, genetic engineering, the impact of changing technologies on agricultural education, volunteers, and performance-based assessment. (JOW)

The Influence of Nursing Faculty Workloads on Faculty Retention: A Case Study

ERIC Educational Resources Information Center

Wood, Jennifer J.

2013-01-01

Nursing faculty workloads have come to the forefront of discussion in nursing education. The National League of Nursing (NLN) has made nursing faculty workloads a high priority in nursing education. Included in the priorities are areas of creating reform through innovations in nursing education, evaluating reform through evaluation research, and…

NASA SMD and DPS Resources for Higher Education Faculty

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Grier, Jennifer; Meinke, Bonnie; Schneider, Nick; Low, Rusty; Schultz, Greg; Manning, James; Fraknoi, Andrew; Gross, Nicholas

2015-11-01

The NASA Education and Public Outreach Forums have developed and provided resources for higher education for the past six years through a cooperative agreement with NASA’s Science Mission Directorate. Collaborations with science organizations, including AAS’s Division of Planetary Sciences, have resulted in more tools, professional training opportunities, and dissemination of resources for teaching in the undergraduate classroom. Resources have been developed through needs assessments of the community and with input from scientists and undergraduate instructors. All resources are freely available.NASA Wavelength (nasawavelength.org) is a collection of digital peer reviewed Earth and space science resources for formal and informal educators of all levels. All resources were developed through funding of the NASA Science Mission Directorate and have undergone a peer-review process through which educators and scientists ensure the content is accurate and useful in an educational setting. Within NASA Wavelength are specific lists of activities and resources for higher education faculty. Additionally, several resources have been developed for introductory college classrooms. The DPS Discovery slide sets are 3-slide presentations that can be incorporated into college lectures to keep classes apprised of the fast moving field of planetary science (http://dps.aas.org/education/dpsdisc). The “Astro 101 slide sets”, developed by the Astro Forum, are presentations 5-7 slides in length on a new development or discovery from a NASA Astrophysics mission relevant to topics in introductory astronomy courses of discoveries not yet in textbooks. Additional resources guides are available for Astro 101 courses and include cosmology and exoplanets. (https://www.astrosociety.org/education/resources-for-the-higher-education-audience/).Professional development opportunities are available to faculty to increase content knowledge and pedagogical tools. These include workshops at

Faculty Perceptions of Core Components Perceived to Be Effective in Their Prominent Graduate Entrepreneurship Education Programs

ERIC Educational Resources Information Center

Taylor, James Grant

2017-01-01

The purpose of this study was to identify Core components perceived by faculty to be effective in their prominent graduate entrepreneurship education programs. The study sought to identify the best practices in graduate entrepreneurship education programs from the perceptions of faculty in the field. Research questions guiding the study were: (1)…

Using Cases in Higher Education: A Guide for Faculty and Administrators.

ERIC Educational Resources Information Center

Honan, James P.; Rule, Cheryl Sternman

This resource is designed for faculty and administrators who use case studies to analyze, assess, and respond to the issues facing higher education leaders. It is especially designed to complement the series of casebooks of the Harvard Institutes for Higher Education. Following an introduction, Teaching and Learning with Case Studies, the chapters…

Rigor in Agricultural Education Research Reporting: Implications for the Discipline

ERIC Educational Resources Information Center

Fuhrman, Nicholas E.; Ladewig, Howard

2008-01-01

Agricultural education has been criticized for publishing research lacking many of the rigorous qualities found in publications of other disciplines. A few agricultural education researchers have suggested strategies for improving the rigor with which agricultural education studies report on methods and findings. The purpose of this study was to…

Focusing on the Future: Understanding Faculty Intent to Lead the Land Grant System

ERIC Educational Resources Information Center

Lamm, Alexa J.; Lamm, Kevan W.; Strickland, L. Rochelle

2013-01-01

Many outside influences are altering higher education including a decline in resources, changes in student demographics, the impacts of technology, and the shift to an information age. The need for faculty members to become leaders that can handle swift changes to the culture of Colleges of Agriculture within the land-grant system are needed now…

Advancing geriatric education: development of an interprofessional program for health care faculty.

PubMed

Ford, Channing R; Brown, Cynthia J; Sawyer, Patricia; Rothrock, Angela G; Ritchie, Christine S

2015-01-01

To improve the health care of older adults, a faculty development program was created to enhance geriatric knowledge. The University of Alabama at Birmingham (UAB) Geriatric Education Center leadership instituted a one-year, 36-hour curriculum focusing on older adults with complex health care needs. Content areas were chosen from the Institute of Medicine Transforming Health Care Quality report and a local needs assessment. Potential preceptors were identified and participant recruitment efforts began by contacting UAB department chairs of health care disciplines. This article describes the development of the program and its implementation over three cohorts of faculty scholars (n = 41) representing 13 disciplines, from nine institutions of higher learning. Formative and summative evaluation showed program success in terms of positive faculty reports of the program, information gained, and expressed intent by each scholar to apply learned content to teaching and/or clinical practice. This article describes the initial framework and strategies guiding the development of a thriving interprofessional geriatric education program.

Innovations in community-based nursing education: transitioning faculty.

PubMed

Carter, Kimberly Ferren; Fournier, Maggie; Grover, Susan; Kiehl, Ermalynn M; Sims, Kathleen M

2005-01-01

The health-care climate is changing rapidly and in ways that challenge the abilities of professionals who provide health care. Nursing educators are preparing professional nurses who can think critically, use sound clinical judgment, and participate as full partners in shaping health-care delivery and policy. Therefore, many schools of nursing, including five schools of nursing whose experiences are synthesized in this article, are revising their curricula to a community-based nursing perspective. Strategies to assist faculty in the transition to a community-based nursing curriculum include using change theory, creating a supportive environment, reducing tension and isolation, and evaluating. Potential challenges during transition include addressing grief and loss, overcoming the tedium of curricular development, moving the revision along while allowing opportunities for faculty input and consensus building, exploring alternative pedagogies, managing faculty workload and qualification issues, and preparing for transition. Outcomes include a more complete understanding of the community client as a partner in the delivery of health care, increased visibility and role modeling to potential future candidates for health careers, cultural transformations within a university, and promotion of the overall health of a community.

Faculty Practice: Something for Everyone.

ERIC Educational Resources Information Center

Nichols, Carol

1985-01-01

Faculty practice (a clinical practice based in the educational institution and staffed and directed by faculty who participate in that practice) is examined as it applies to nursing educators. Elements discussed include faculty responsibility and group functioning, director role, clinical secretary role, clinical setting, patient characteristics,…

Mentoring the "Net Generation": Faculty Perspectives in Health Education

ERIC Educational Resources Information Center

Evans, Retta R.; Forbes, Laura

2012-01-01

A new generation of consumer and tech savvy college students have forever altered the method and degree of interaction between faculty and student. The purpose of the article is to describe the challenges of mentoring a new generation of health educators. The authors will summarize the literature on generational group characteristics that may…

Higher Education Criticism: Do University Faculty Members and Community Professionals Have Different Viewpoints?

ERIC Educational Resources Information Center

Chiang, Linda H.

This paper presents results of a survey that focused upon responses from college faculty (N=33) and community professionals (N=56) in the following areas: the goals of higher education; success factors of higher education; attitudes and values held about higher education; gender discrimination in higher education; and perceived social status of…

Faculty Stakeholders' Perceptions of Leadership and Engagement in an Organizational Turnaround in Higher Education

ERIC Educational Resources Information Center

Brownell, Eileen Vlacancich

2016-01-01

This qualitative study represents an exploration into how faculty stakeholders in higher education experienced leadership actions and their own engagement with an organizational turnaround. Turnaround efforts were aimed at revitalization throughout the institution but little has been studied about faculty experience in this context. An interview…

An Exploration of the Transition to the Full-Time Faculty Role among Associate Degree Nurse Educators

ERIC Educational Resources Information Center

Shapiro, Sandra A.

2016-01-01

In the context of the nursing and faculty shortages, recommendations have been made to increase the number of highly educated nurses who are qualified to teach. A lack of nursing faculty has been reported at all levels of education. Because the majority of nurses enter into practice with an associate degree, the professoriate at the associate…

Globalizing Agricultural Science and Education Programs for America.

ERIC Educational Resources Information Center

National Association of State Universities and Land Grant Colleges, Washington, DC.

This document proposes an agenda for globalizing agricultural science and education which has implications for higher education, research, and extension programs at land-grant and similar universities. To enhance global competitiveness of U.S. agriculture through human resource development, institutions are urged to: globalize undergraduate and…

Embracing Non-Tenure Track Faculty: Changing Campuses for the New Faculty Majority

ERIC Educational Resources Information Center

Kezar, Adrianna, Ed.

2012-01-01

The nature of the higher education faculty workforce is radically and fundamentally changing from primarily full-time tenured faculty to non-tenure track faculty. This new faculty majority faces common challenges, including short-term contracts, limited support on campus, and lack of a professional career track. "Embracing Non-Tenure Track…

25 CFR 166.900 - How are the Indian agriculture education programs operated?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false How are the Indian agriculture education programs... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian agriculture...

25 CFR 166.900 - How are the Indian agriculture education programs operated?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How are the Indian agriculture education programs... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian agriculture...

25 CFR 166.900 - How are the Indian agriculture education programs operated?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true How are the Indian agriculture education programs operated... GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian agriculture...

25 CFR 166.900 - How are the Indian agriculture education programs operated?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false How are the Indian agriculture education programs... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian agriculture...

25 CFR 166.900 - How are the Indian agriculture education programs operated?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false How are the Indian agriculture education programs... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian agriculture...

AGRICULTURAL EDUCATION IN THE COMMUNITY COLLEGE.

ERIC Educational Resources Information Center

MCCOLLUM, EARL

RAPID CHANGE IN AGRICULTURE REQUIRES THAT TODAY'S AGRICULTURALIST BE A WELL-EDUCATED ARTICULATE TECHNICIAN. COMMUNITY COLLEGES CAN CONTRIBUTE THEIR GREATEST INFLUENCE ON THE FUTURE OF OUR SOCIETY AND NATION BY OFFERING SPECIALIZED AGRICULTURAL TECHNICIAN TRAINING FOR BOTH THOSE ENTERING THE FIELD AND THOSE WISHING TO UPDATE THEIR KNOWLEDGE AND…

Food for Thought: What Education Could Learn from Agriculture

ERIC Educational Resources Information Center

Westera, Wim

2010-01-01

Knowledge is like food and drink, a necessity of life, the motor of the economy, and a precondition for any social activities. While considering these facts, one cannot fail to notice that education and agriculture have a lot in common. This article reflects on the parallels between agriculture and education. While agriculture started modernizing…

Graduate Social Work Faculty's Support for Educational Content on Women and on Sexism.

PubMed

Levin, Dana S; Woodford, Michael R; Gutiérrez, Lorraine M; Luke, Katherine P

2015-10-01

Social work faculty play an important role in preparing students to address sexism and engage in culturally competent practice with women. This study examines the nature of U.S. and Anglo-Canadian graduate social work faculty's support for content on women and on sexism. Although support appears high for both content areas, results suggest that faculty endorsement for content on women is significantly greater than that for sexism. Further, bivariate and multivariate analyses indicate that the nature of support differs for each content area. Implications for social work education are discussed.

ISLLC/ELCC Standards Implementation: Do Educational Administration Faculty Practice What They Preach?

ERIC Educational Resources Information Center

Machado, Crystal

2012-01-01

Both the 1996 Interstate School Leadership Licensure Consortium (ISLLC) standards and the 2002 Educational Leadership Constituent Council (ELCC) standards, adopted by preparation programs nationwide have a strong emphasis on democratic ideals. By aligning their programs with these standards education administration faculty have taken a step in the…

Comprehensive Curriculum Reform in Higher Education: Collaborative Engagement of Faculty and Administrators

ERIC Educational Resources Information Center

Oliver, Shawn L.; Hyun, Eunsook

2011-01-01

This case study explored the phenomenon of a four-year collaborative curriculum review process between administration and faculty at a higher education institution. Two research questions from a higher education administrator's perspective were explored: How did the curriculum review team experience the comprehensive curriculum review process? How…

Viewing Agricultural Education Research through a Qualitative Lens

ERIC Educational Resources Information Center

Dooley, Kim E.

2007-01-01

The Journal of Agricultural Education has primarily published research that uses quantitative research methods. Perhaps this is due partly to the lack of a qualitative research conceptual framework to guide our profession. Most researchers in agricultural education were academically prepared to conduct empirical research. Those who are in the…

Building nurse education capacity in India: insights from a faculty development programme in Andhra Pradesh

PubMed Central

2013-01-01

Background India faces an acute shortage of nurses. Strategies to tackle the human resource crisis depend upon scaling up nursing education provision in a context where the social status and working conditions of nurses are highly variable. Several national and regional situation assessments have revealed significant concerns about educational governance, institutional and educator capacity, quality and standards. Improving educational capacity through nursing faculty development has been proposed as one of several strategies to address a complex health human resource situation. This paper describes and critically reflects upon the experience of one such faculty development programme in the state of Andhra Pradesh. Discussion The faculty development programme involved a 2 year partnership between a UK university and 7 universities in Andhra Pradesh. It adopted a participatory approach and covered training and support in 4 areas: teaching, research/scholarship, leadership/management and clinical education. Senior hospital nurses were also invited to participate. Summary The programme was evaluated positively and some changes to educational practice were reported. However, several obstacles to wider change were identified. At the programme level, there was a need for more intensive individual and institutional mentorship as well as involvement of Indian Centres of Excellence in Nursing to provide local (as well as international) expertise. At the organisational level, the participating Colleges reported heavy workloads, lack of control over working conditions, lack of control over the curriculum and poor infra-structure/resources as ongoing challenges. In the absence of wider educational reform in nursing and government commitment to the profession, faculty development programmes alone will have limited impact. PMID:23537273

Nursing faculty--an endangered species?

PubMed

De Young, S; Bliss, J B

1995-01-01

A present faculty shortage has been documented, and the potential for an even worse shortage in the future is very real. Implications of a continued shortage for both nursing education and practice are serious. They include limitations on enrollments leading to future nursing shortages, burnout of present faculty, or possible decline in the quality of programs. Contributing factors such as aging of educators, fewer graduate students going into teaching, non-competitive salaries, and increased job opportunities for nurses with graduate degrees are explored. Possible solutions include adding more education courses or tracks in graduate programs, obtaining increased federal funds for graduate education, emphasizing the many rewards and benefits of the faculty role, recruiting faculty from new areas, mentoring people into teaching, giving flexible teaching assignments to older faculty members, and making changes in the ways that clinical instruction is performed.

Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty

ERIC Educational Resources Information Center

Lang, Lucinda Anne; Bell, Sherry Mee

2017-01-01

Faculty (N = 154) from approved Tennessee teacher education programs across the range of disciplines responded to an online survey designed to assess the extent to which they practice, teach, and express confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). Faculty strongly endorsed items indicating…

Faculty Perceptions Regarding the Infusion of Global Perspectives into the College of Agriculture and Life Sciences Curriculum: A Comparative Study

ERIC Educational Resources Information Center

Magtoto, Ronaldo Lising

2017-01-01

A comparative study was conducted to explore faculty perceptions regarding the infusion of global perspectives into the College of Agriculture and Life Sciences (CALS) curriculum at Iowa State University. King (1991) provided the original base for the study which enabled a comparison with data recently collected. This study may fill a void in the…

Report of the Action Committee on Agricultural Education.

ERIC Educational Resources Information Center

Taylor, Robert E.

This report is presented in four parts. Part one presents a philosophy of agricultural education. Part two describes the role of the biological sciences in agricultural education, important biological principles and concepts, and suggested programs for prospective students. Part three includes a discussion of the role of mathematics, chemistry and…

Education for Agricultural Improvement: Teacher Certification at the Agricultural and Mechanical College of Texas

ERIC Educational Resources Information Center

Burlbaw, Lynn M.; Williams, Lauren; Kelly, Larry J.

2017-01-01

Texas A&M University has long been known for its engineering and agricultural programs. Only in the last 50 years has its reputation included the preparation of teachers for general education in the public schools of Texas. However, agricultural education has been an integral part of the institution's mandate since early in the 20th century.…

Professional Identity of Faculty Members at Higher Education Institutions: A Criterion for Workplace Success

ERIC Educational Resources Information Center

Abu-Alruz, Jamal; Khasawneh, Samer

2013-01-01

This research aimed to develop and validate a psychometrically sound and convenient measure of the professional identity questionnaire (PIQ) and to determine the level of professional identity among faculty members employed by higher education institutions in Jordan. The PIQ was administered to a sample of 551 faculty members employed by three…

Empowering the Faculty: Mentoring Redirected and Renewed. ASHE-ERIC Higher Education Report No. 3.

ERIC Educational Resources Information Center

Luna, Gaye; Cullen, Deborah L.

This report discusses the use of faculty mentoring programs to empower faculty and ultimately benefit the institution and improve the quality of higher education. It synthesizes the literature on mentoring in terms of conceptual frameworks, mentoring arenas, and roles and functions of mentors and proteges. The first section provides a general…

Agricultural and Science Education: A Socio-Analysis of Their Intersection and Positions within the Educational Field

ERIC Educational Resources Information Center

Hains, Bryan J.; Hansen, Gary L.; Hustedde, Ronald J.

2017-01-01

It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader…

Policy Issues for Education in General Agriculture in UK Universities.

ERIC Educational Resources Information Center

Whittemore, C. T.

1996-01-01

At present, substantial research funding for agriculture departments in British research universities is not forthcoming. Present policies could widen the divide between pure and applied sciences and between scientific education for agricultural scientists and technical education for agricultural generalists. (SK)

Theme: The Role of Science in the Agricultural Education Curriculum.

ERIC Educational Resources Information Center

Agricultural Education Magazine, 2002

2002-01-01

Thirteen theme articles discuss integration of science and agriculture, the role of science in agricultural education, biotechnology, agriscience in Tennessee and West Virginia, agriscience and program survival, modernization of agricultural education curriculum, agriscience and service learning, and biotechnology websites. (SK)

Horticulture Materials for Agricultural Education Programs. Core Agricultural Education Curriculum, Central Cluster.

ERIC Educational Resources Information Center

Illinois Univ., Urbana. Office of Agricultural Communications and Education.

This curriculum guide contains five units with relevant problem areas for horticulture. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. Each problem area includes some or all of the following components: related problem…

Guidelines for evaluating the educational performance of medical school faculty: priming a national conversation.

PubMed

Baldwin, Constance; Chandran, Latha; Gusic, Maryellen

2011-01-01

The academic community needs a sound framework for the promotion and advancement of educators. The Group on Educational Affairs of the Association of American Medical Colleges organized a consensus conference that affirmed the use of five domains for documenting the quantity and quality of scholarly engagement in educational activities: teaching, curriculum, advising/mentoring, educational leadership/administration, and learner assessment. In this article, we offer detailed guidelines to evaluate these five domains of educator performance and the essential elements of scholarly activity. The guidelines are adapted from our developmental educator portfolio template and educator portfolio analysis tool, previously published in MedEdPORTAL. A short tool for educator performance evaluation that summarizes items in the guidelines is proposed for discussion. Our goal in this article is to itemize criteria for systematic faculty evaluation that can be applied in any institutional setting to assist promotion decision makers in their task of evaluating medical school faculty.

Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges.

PubMed

Drowos, Joanna; Baker, Suzanne; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W; Baker, Dennis

2017-08-01

Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed. Data from the 2015 Council of Academic Family Medicine's Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors. Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty. Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery

A Systematic Literature Review of Faculty Development for Teacher Educators

ERIC Educational Resources Information Center

Phuong, Tam T.; Cole, S. Catherine; Zarestky, Jill

2018-01-01

Although ample literature exists regarding the effectiveness of faculty development (FD) activities, there is a gap in the literature synthesizing its outcomes. This review, using a predetermined review protocol, analyzed 22 publications on FD for teacher educators using Kirkpatrick's training evaluation taxonomy. We found that North American…

Instilling best educational practices into future physics professionals and faculty

NASA Astrophysics Data System (ADS)

Collins, Philip G.

2009-03-01

A primary aim of the New Faculty Workshop (NFW) has been to communicate best educational practices in faculty beginning their teaching careers. However, further amplification of NFW goals is achieved by providing similar content and training to Ph.D. candidates working as Teaching Assistants (TAs). NFW experience led to the successful creation at UCI of a relatively extensive, 30-hour training course now required of every graduate student in the Dept. of Physics and Astronomy. Half of the training occurs before the first week of classes, and focuses on peer instruction, active learning, and results from Physics Education Research. This orientation segues into peer evaluation as first-time TAs and soon-to-be TAs practice teaching styles for each other and evaluate videos of each other teaching their actual courses. This course directly trains 25-30 graduate students each year, indirectly affecting dozens of discussion sections and the experience of nearly 2000 students per quarter.

Gender Pay Equity in Higher Education: Salary Differentials and Predictors of Base Faculty Income

ERIC Educational Resources Information Center

Meyers, Laura E.

2011-01-01

This study investigates faculty gender pay equity in higher education. Using data from the 2004 National Study of Postsecondary Faculty and drawing on human capital theory, structural theory, and the theory of comparable worth, this study uses cross-classified random effects modeling to explore what factors may be contributing to the pay…

Agricultural Education in the South Pacific.

ERIC Educational Resources Information Center

Sutherland, J. A.

This document is an English-language abstract (approximately 1,500 words) of a paper presenting the results of a survey conducted in 1967 by the Food and Agricultural Organization (FAO) of the United Nations at the request of the South Pacific Commission. The survey included existing facilities for agricultural education in the several territories…

From Faculty for Undergraduate Neuroscience: Encouraging Innovation in Undergraduate Neuroscience Education by Supporting Student Research and Faculty Development

ERIC Educational Resources Information Center

Hardwick, Jean C.; Kerchner, Michael; Lom, Barbara; Ramirez, Julio J.; Wiertelak, Eric P.

2006-01-01

This article features the organization Faculty for Undergraduate Neuroscience. FUN was established by a group of neuroscientists dedicated to innovation and excellence in undergraduate neuroscience education and research. In the years since its inception, FUN has grown into a dynamic organization making a significant impact on the quality of…

Faculty Advising Examined: Enhancing the Potential of College Faculty as Advisors.

ERIC Educational Resources Information Center

Kramer, Gary L., Ed.

This collection explores faculty advising as a potential contributor to student college success and provides information on how to organize, deliver, and improve overall faculty advising in the current higher education climate. The chapters are: (1) "Advising as Teaching" (Gary L. Kramer); (2) "Faculty Advising: Practice and Promise" (Wesley R.…

Issues Related to Faculty Welfare and Faculty Value Orientations.

ERIC Educational Resources Information Center

King, Ruth

The philosophical split between behaviorists and humanists has caused tension among education faculty on many campuses. Foundations faculty often identify themselves with a "humanist" perspective, while administrators, increasingly pressured by state mandates and public calls for accountability, adhere to behaviorist management principles and…

An Investigation of Electronic versus Face-to-Face Interpersonal Communication between Administrators and Faculty in Higher Education

ERIC Educational Resources Information Center

Kdouh, Abdallah M.

2017-01-01

Globally, university faculty report difficulties communicating with administrators. In the United States faculty have a need for effective communication. The problem addressed in this study is that communications between faculty and administrators has long been a concern in higher education, and more recently, the rise of online communications…

Teaching Perspectives among Introductory Computer Programming Faculty in Higher Education

ERIC Educational Resources Information Center

Mainier, Michael J.

2011-01-01

This study identified the teaching beliefs, intentions, and actions of 80 introductory computer programming (CS1) faculty members from institutions of higher education in the United States using the Teacher Perspectives Inventory. Instruction method used inside the classroom, categorized by ACM CS1 curriculum guidelines, was also captured along…

Faculty Service Needs Assessment: The Value and Planned Use of Educational Technology at Auraria.

ERIC Educational Resources Information Center

Martinez, Joseph P.; Woods, Muriel

The Auraria Media Center conducted a needs assessment in the spring of 1994 to learn whether it correctly perceived, and how it can better serve, the changing educational technology needs of faculty. Faculty from the Community College of Denver, Metropolitan State College of Denver, and the University of Colorado at Denver responded to an…

Investigation on Views and Attitudes of Students in Faculty of Education about Reading and Writing on Screen

ERIC Educational Resources Information Center

Duran, Erol

2013-01-01

The purpose of this research is to determine points of view and attitudes of students of Faculty of Education about reading and writing on screen. In this research, descriptive survey model is used. The working group includes 254 students of Usak University, Faculty of Education. A new measurement tool developed by the researcher was used in this…

Differences and commonalities in difficulties faced by clinical nursing educators and faculty in Japan: a qualitative cross-sectional study

PubMed Central

2012-01-01

Background To clarify the current state of communication between clinical nursing educators and nursing faculty members and the perceived difficulties encountered while teaching nursing students in clinical training in Japan. Methods We collected data via focus group interviews with 14 clinical nursing educators, two nursing technical college teachers, and five university nursing faculty members. Interview transcripts were coded to express interview content as conclusions for each unit of meaning. Similar compiled content was categorized. Results Difficulties in providing clinical training mentioned by both clinical educators and faculty members were classified into four categories: “difficulties with directly exchanging opinions,” “mismatch between school-required teaching content and clinical teaching content,” “difficulties with handling students who demonstrate a low level of readiness for training,” and “human and time limitations in teaching.” In some categories, the opinions of educators matched those of the faculty members, whereas in others, the problems differed according to position. Conclusions The Japanese culture and working conditions may affect communication between clinical educators and faculty members; however, a direct “opinion exchange” between them is crucial for improving the clinical teaching environment in Japan. PMID:23098211

Nursing faculty preparedness for clinical teaching.

PubMed

Suplee, Patricia Dunphy; Gardner, Marcia; Jerome-D'Emilia, Bonnie

2014-03-01

Nursing faculty who teach in clinical settings face complex situations requiring evidence-based educational and evaluative strategies, yet many have had limited preparation for these tasks. A convenience sample of 74 nursing faculty participated in a survey about clinical teaching in prelicensure nursing programs. Most faculty developed teaching skills through conferences (57%), orientation at their educational institution (53%), or exposure in graduate school (38%). Thirty-one percent reported having no preparation for clinical teaching. Faculty felt least prepared to manage students with learning, physical, or emotional disabilities and incivility. Twenty-six percent had no preparation for evaluating students in the clinical setting, and only 17% had worked with a faculty mentor. Few evidence-based teaching strategies were used by the faculty. These findings indicate gaps exist in the preparation of clinical faculty. Graduate education, comprehensive orientation programs, and continuing professional development may help to ensure faculty are effective in managing and evaluating student learning. Copyright 2014, SLACK Incorporated.

Agricultural Education in an Urban Charter School: Perspectives and Challenges

ERIC Educational Resources Information Center

Henry, Kesha A.; Talbert, Brian Allen; Morris, Pamala V.

2014-01-01

Urban school districts are viable recruitment sources for higher education in agriculture and have the ability to play a significant role in efforts to increase agricultural education program numbers at the secondary level. Secondary school increases should lead to growth in agricultural college enrollments across the country. Increasing…

The Black Swans of Agricultural Education: A Glimpse into the Lived Experiences That Shape Urban Agricultural Educators' Meaning in Work

ERIC Educational Resources Information Center

Roberts, Richie; Ramsey, Jon W.

2017-01-01

Urban agricultural educators face a number of unique challenges in performing their job duties. Therefore, the purpose of this study was to understand the essence of urban agricultural educators' meaning in their work by exploring their lived experiences. In this study, the essence emerged in the form of a metaphor: A Black Swan. The black swan…

Using Electronic Information Resources Centers by Faculty Members at University Education: Competencies, Needs and Challenges

ERIC Educational Resources Information Center

Abouelenein, Yousri

2017-01-01

This study aimed at investigating the factual situation of electronic information resources centers to faculty members at university education. Competencies that faculty members should possess regarding this issue were determined. Also their needs for (scientific research skills and teaching) were assessed. In addition, problems that hinder their…

A Phenomenological Study: Higher Education Search Committee Hiring of a Diverse Faculty in Business Departments

ERIC Educational Resources Information Center

Williams, Brandi Danielle

2012-01-01

Most investigations of faculty diversity have focused on higher education institutions in general. Despite the debates and many years of affirmative action policies and procedures. the increase in female. racial and ethnic minority faculty remains minimal. The United States student population is becoming more diverse, whereas. faculty…

Academic competencies for medical faculty.

PubMed

Harris, Dona L; Krause, Katherine C; Parish, David C; Smith, Mike U

2007-05-01

Physicians and basic scientists join medical school faculties after years of education. These individuals are then required to function in roles for which they have had little preparation. While competencies needed to perform in medical school, residency, and practice are defined, there is little guidance for faculty. An expert advisory group of the Faculty Futures Initiative developed a document delineating competencies required for successful medical faculty. The proportion of time faculty in various roles should allocate to activities related to each competency was also identified. Competencies and time allocations were developed for various teacher/administrators, teacher/educators, teacher/researchers, and teacher/clinicians. This work was validated by multiple reviews by an external panel. Trial implementation of the products has occurred in faculty development programs at four medical schools to guide in planning, career guidance, and evaluations of faculty fellows. The competencies and time allocations presented here help faculty and institutions define skills needed for particular faculty roles, plan for faculty evaluation, mentoring and advancement, and design faculty development programs based on identified needs.

#Class Again? How Education Faculty Engage the Disengaged College Student

ERIC Educational Resources Information Center

Dassa, Lori; Vaughan, Michelle

2018-01-01

Technology should play a role in the classroom, however, the gaps that currently exist between student and teacher use of technology can impede successful technology integration. While teacher education programs and faculty build courses based on foundational pedagogies in the field of curriculum and instruction, current needs, such as technology…

Findings of a Research on the Students' Use of Time. A Case Study of the Anadolu University Open Education Faculty in Turkey. Educational Research Publications No. 017.

ERIC Educational Resources Information Center

Demiray, Ugur

This study examines what fourth year Open Education Faculty students enrolled in economics and business administration education in Anadolu University's distance education program expect from their faculty in terms of leisure time activities and how they spend their leisure time. Additional questions addressed include the personal, social, and…

The Diverse Educational Environment: An Update Report on Systemwide Student and Faculty Diversity Data and Program Initiatives.

ERIC Educational Resources Information Center

Oregon State System of Higher Education, Eugene.

The report provides an update on racial and ethnic distribution in student enrollment and faculty employment for 1995-96 within the Oregon state system of higher education. A Faculty Diversity Initiative is highlighted, focusing on campus efforts to implement plans to achieve greater faculty diversity with the use of supplemental funds. Of the…

Measuring Florida Extension Faculty's Agricultural Paradigmatic Preferences

ERIC Educational Resources Information Center

Warner, Laura A.; Murphrey, Theresa Pesl; Lawver, David E.; Baker, Matt; Lindner, James R.

2014-01-01

The demand for sustainable agriculture has increased, and many institutions, including the University of Florida, have adopted agricultural sustainability as a major goal. Extension has been identified as a critical information source, important in disseminating sustainable agricultural growing techniques. However, research has demonstrated that…

Agricultural Education in Australia.

ERIC Educational Resources Information Center

Farquhar, R. N.

This document is an English-language abstract (approximately 1,500 words) of a comprehensive survey of education and training for agriculture in Australia. The present facilities are described, and then set against estimates of present and future needs. Constructive proposals are made as to how these needs can best be met by agricultural…

Level of Agricultural Education Advisory Council Implementation in Idaho Secondary Agricultural Education Programs

ERIC Educational Resources Information Center

Masser, Douglas T.; Falk, Jeremy M.; Foster, Daniel D.

2014-01-01

Advisory councils are community-specific and are major components of agricultural education programs. This descriptive study was conducted to further strengthen what is known about advisory councils and provide a basis for continued improvement in local programs. The specific purpose of the research study was to describe how Idaho agricultural…

General Prospectus of Agricultural Education for Young Men and Women.

ERIC Educational Resources Information Center

Department of Agriculture and Fisheries, Dublin (Ireland).

Designed to acquaint young men and women with the agricultural education programs currently available in Ireland's institutions of vocational and higher education, this prospectus describes the educational requirements, facilities, and programs under the auspices of Ireland's Department of Agriculture and Fisheries. Specifically, this document…

Students' voices: the lived experience of faculty incivility as a barrier to professional formation in associate degree nursing education.

PubMed

Del Prato, Darlene

2013-03-01

Nursing faculty play an important role in constructing learning environments that foster the positive formation of future nurses. The students' construction of a nursing identity is grounded in social interactions with faculty and is shaped by values and norms learned in both the formal and informal curriculum. The informal curriculum is communicated in faculty teaching practices and relationships established with students. To acquire an understanding of the students' lived experience in associate degree nursing education and identify educational practices that support students' professional formation. A phenomenological design was chosen to study the lived experience of nursing education. In-depth interviews were conducted with 13 participants. Five students participated in second interviews for a total of 18 interviews. Symbolic interactionism guided data analysis. Participants represented three ADN programs in the northeastern U.S. and were diverse in terms of gender and age and to a lesser extent race, and sexual orientation. Faculty incivility included demeaning experiences, subjective evaluation, rigid expectations, and targeting and weeding out practices. Targeting practices contributed to a perceived focus on clinical evaluation and inhibited clinical learning. Faculty incivility hindered professional formation by interfering with learning, self-esteem, self-efficacy, and confidence. Faculty who model professional values in the formal and hidden curriculum contribute to the positive formation of future nurses. Nursing faculty should be formally prepared as educators to establish respectful, connected relationships with students. Faculty should role model professional values, deemphasize their evaluative role, provide constructive formative feedback, and remain open to the student's potential for growth. Copyright © 2012 Elsevier Ltd. All rights reserved.

The University of Hawai'i and Distance Education: The Critical Role of Faculty

ERIC Educational Resources Information Center

Johnsrud, Linda K.; Harada, Violet H.; Tabata, Lynn

2006-01-01

Colleges and universities have embraced distance education as a solution to meet challenges brought by demands for access, reduced state and federal funding, and strained institutional resources. Paralleling the growth of distance educational courses, programs, and enrollments, is the need to have increasing numbers of faculty delivering…

Commentary: faculty development: the road less traveled.

PubMed

Steinert, Yvonne

2011-04-01

The 2020 Vision of Faculty Development Across the Medical Education Continuum conference, and the resulting articles in this issue, addressed a number of topics related to the future of faculty development. Focusing primarily on the development of faculty members as teachers, conference participants debated issues related to core teaching competencies, barriers to effective teaching, competency-based assessment, relationship-centered care, the hidden curriculum that faculty members encounter, instructional technologies, continuing medical education, and research on faculty development. However, a number of subjects were not addressed. If faculty development is meant to play a leading role in ensuring that academic medicine remains responsive to faculty members and societal needs, additional themes should be considered. Medical educators should broaden the focus of faculty development and target the various roles that clinicians and basic scientists play, including those of leader and scholar. They must also remember that faculty development can play a critical role in curricular and organizational change and thus enlarge the scope of faculty development by moving beyond formal, structured activities, incorporating notions of self-directed learning, peer mentoring, and work-based learning. In addition, medical educators should try to situate faculty development in a more global context and collaborate with international colleagues in the transformation of medical education and health care delivery. It has been said that faculty development can play a critical role in promoting culture change at a number of levels. A broader mandate, innovative programming that takes advantage of communities of practice, and new partnerships can help to achieve this objective. © by the Association of American Medical Colleges.

The Experiences of Vietnamese University Faculty in Relation to Their Faculty Development

ERIC Educational Resources Information Center

Phuong, Tam T.; McLean, Gary N.

2016-01-01

As Vietnam higher education has explored ways to integrate into the international community, professional development of faculty is becoming a key element. However, there is a significant shortage of faculty development (FD) in Vietnam, resulting in a large gap in quality, quantity, and qualifications between Vietnamese faculty and their…

"Everything Is about Balance": Graduate Education Faculty and the Navigation of Difficult Discourses on Race

ERIC Educational Resources Information Center

Murray-Johnson, Kayon; Ross-Gordon, Jovita M.

2018-01-01

The purpose of this multiple case study was to describe the experiences of graduate education faculty of varying racial/ethnic backgrounds, learning to navigate difficult discourses on race effectively over time. The study employed positionality as a theoretical framework. Findings indicate that faculty balance what we refer to as "strategies…

New Voices in the Struggle/Nuevas Voces en la Lucha: Toward Increasing Latina/o Faculty in Theological Education

ERIC Educational Resources Information Center

Turner, Caroline Sotello Viernes; Hernandez, Edwin I.; Pena, Milagros; Gonzalez, Juan Carlos

2008-01-01

Little progress has been made to increase Latina/o faculty representation in theological education. In this study, 33 interviews with Latina/o theological faculty identify supports and challenges to their scholarly development. Latino critical theory guides the analysis. Narratives reveal faculty experiences with oppression, challenging dominant…

Secondary Agricultural Education Teachers as Agents of Change in Oklahoma and the Adoption of Precision Agriculture

ERIC Educational Resources Information Center

Nickeson, Beth

2013-01-01

Research indicates that precision agricultural education (PAE) in Oklahoma affects environmental quality, water conservation, and crop yields. The purpose of this mixed methods study was to explore the nature and perceived effectiveness of PAE in Oklahoma secondary agricultural education classes. The study was framed by the diffusion of…

Approaches to education of pharmaceutical biotechnology in faculties of pharmacy.

PubMed

Calis, S; Oner, F; Kas, S; Hincal, A A

2001-06-01

Pharmaceutical biotechnology is developing rapidly both in academic institutions and in the biopharmaceutical industry. For this reason, FIP Special Interest Group of Pharmaceutical Biotechnology decided to develop a questionnaire concerning pharmaceutical biotechnology education. After preliminary studies were completed, questionnaires were sent to the leading scientists in academia and research directors or senior managers of various Pharmaceutical Biotechnology Companies in order to gather their views about how to create a satisfactory program. The objectives of this study were as follows: -To review all of the graduate and undergraduate courses which are presently available worldwide on pharmaceutical biotechnology in Faculties of Pharmacy. -To review all of the text books, references and scientific sources available worldwide in the area of pharmaceutical biotechnology. When replying to the questionnaires, the respondents were asked to consider the present status of pharmaceutical biotechnology education in academia and future learning needs in collaboration with the biotechnology industry. The data from various pharmacy faculties and biotechnology industry representatives from Asia, Europe and America were evaluated and the outcome of the survey showed that educational efforts in training qualified staff in the rapidly growing field of pharmaceutical biotechnology is promising. Part of the results of this questionnaire study have already been presented at the 57th International Congress of FIP Vancouver, Canada in 1997.

Utilization of Advisory Councils in Pennsylvania Secondary Agricultural Education Programs

ERIC Educational Resources Information Center

Foster, Daniel D.; Masser, Douglas T.; Falk, Jeremy M.; Sankey Rice, Laura L.

2015-01-01

Advisory councils are a vital component of the program-planning process in career and technical education programs, providing an important link from the community to the program. The purpose of this research study was to describe how Pennsylvania agricultural educators used and perceived agricultural education advisory councils. The results…

The EDUTECH Report. The Education Technology Newsletter for Faculty and Administrators, 1992-1993.

ERIC Educational Resources Information Center

EDUTECH Report, 1993

1993-01-01

This newsletter examines education technology issues of concern to school faculty and administrators. Regular features in each issue include educational technology news, a book review, and a question and answer column. The cover articles during this volume year are: "Data Access Issues: Security Vs. Openness"; "Creation of an…

The EDUTECH Report. The Education Technology Newsletter for Faculty and Administrators, 1994-1995.

ERIC Educational Resources Information Center

EDUTECH Report, 1995

1995-01-01

This newsletter examines education technology issues of concern to school faculty and administrators. Regular features in each issue include educational technology news, a book review, and a question and answer column. The cover articles during this volume year are: "The Decision-Making Process: as Important as the Decision";…

The Faculty at Risk.

ERIC Educational Resources Information Center

Schuster, Jack H.; Bowen, Howard R.

1985-01-01

Recent changes in the quality of faculty life were traced, and the consequences of these changes for the future of higher education are assessed. Shifts in the faculty's demographic characteristics, compensation, work environment, status, and morale, and in the quality of new faculty are discussed. (MLW)

Faculty Participation in Decision Making: Necessity or Luxury? ASHE-ERIC Higher Education Report No. 8, 1985.

ERIC Educational Resources Information Center

Floyd, Carol Everly

The literature concerning higher education and generic organization theory is reviewed to address various questions relating to faculty participation in institutional decision-making. Attention is directed to: the rationale for faculty participation, alternative types of participation, participation in academic senates, participation by functional…

Developing Attitudinal Metrics for Induction-Year Agricultural Education Teachers

ERIC Educational Resources Information Center

Rayfield, John; McKim, Billy R.; Lawrence, Shannon; Stair, Kristin

2014-01-01

This study was part of a larger regional study of induction-year agricultural education teachers in three Western states. Studies have purported that attitude toward teaching is important for understanding and helping induction-year teachers. Thus, developing an instrument to assess induction-year agricultural education teachers' attitudes toward…

Nursing faculty academic incivility: perceptions of nursing students and faculty.

PubMed

Muliira, Joshua K; Natarajan, Jansi; van der Colff, Jacoba

2017-12-13

Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman. A cross sectional survey was used to collect data from 155 undergraduate NS and 40 NF about faculty academic incivility. Data was collected using the Incivility in Nursing Education Survey. The majority of NS and NF had similar perceptions about disruptive faculty behaviors. The incidence of faculty incivility was low (Mean = 1.5). The disruptive behaviors with the highest incidence were arriving late for scheduled activities, leaving schedule activities early, cancelling scheduled activities without warning, ineffective teaching styles and methods, and subjective grading. The most common uncivil faculty behaviors reported by participants were general taunts or disrespect to other NF, challenges to other faculty knowledge or credibility, and general taunts or disrespect to NS. The relatively low level of NF academic incivility could still affect the performance of some students, faculty, and program outcomes. Academic institutions need to ensure a policy of zero tolerance to all academic incivility, and regular monitoring and evaluation as part of the prevention strategies.

Career Commitment of Nurse Faculty.

PubMed

Jones, Malena

2017-11-01

A nurse faculty shortage exists, and it is predicted to continue in the United States (American Association of Colleges of Nursing [AACN], 2016). Several factors that have been identified as contributing to this shortage include aging faculty, lack of doctoral-prepared faculty, and the economic cost of pursuing an academic career (AACN, 2016). However, there is a need to explore subtle factors. This study was conducted to examine the interaction of career commitment to education, faculty satisfaction, and teacher efficacy on developing qualified and retaining committed faculty. The purpose of this study was to investigate relationships among education, teacher self-efficacy, and career satisfaction of nurse faculty to career commitment. A cross-sectional design was used to survey a convenience sample of nurse faculty (N = 470). An online survey contained three scales (Career Satisfaction, Teacher Self-Efficacy Beliefs, and Career Commitment) to obtain data. Descriptive data, Pearson's correlations, and path analysis were used to analyze data. Teacher self-efficacy and career satisfaction predicted career commitment. Education measured by credit hours significantly predicted teacher self-efficacy. The relationship between career satisfaction and career commitment was significant and statistically positive. Model fit indices confirm the career commitment for nurse faculty model fits the data. The study highlights the importance of teacher self-efficacy, career satisfaction, and career commitment among nurse faculty. The results provide valuable insight to the factors that may influence attraction or retention of nurse faculty.

Global health competencies according to nursing faculty from Brazilian higher education institutions

PubMed Central

Ventura, Carla Aparecida Arena; Mendes, Isabel Amélia Costa; Wilson, Lynda Law; de Godoy, Simone; Tamí-Maury, Irene; Zárate-Grajales, Rosa; Salas-Segura, Susana

2014-01-01

Objectives to identify the agreement of faculty affiliated with Brazilian higher education institutions about the global health competencies needed for undergraduate nursing students' education and whether these competencies were covered in the curriculum offered at the institution where they were teaching. Method exploratory-descriptive study, involving 222 faculty members who answered the Brazilian version of the "Questionnaire on Core Competencies in Global Health", made available electronically on the website Survey Monkey. Results participants predominantly held a Ph.D. (75.8%), were women (91.9%) and were between 40 and 59 years of age (69.3%). The mean and standard deviation of all competencies questioned ranged between 3.04 (0.61) and 3.88 (0.32), with scores for each competency ranging from 1 "strongly disagree" to 4 "strongly agree". The results demonstrated the respondents' satisfactory level of agreement with the global health competencies. Conclusions the study demonstrated a high mean agreement level of the nursing faculty from Brazilian HEI with the global health competencies in the questionnaire. The curricula of the HEI where they teach partially address some of these. The competencies in the domain "Globalization of health and health care" are the least addressed. PMID:26107823

Guideposts and Roadblocks to the Career-Long Scholarly Engagement of Physical Education Teacher Education Faculty

ERIC Educational Resources Information Center

Berei, Catherine P.; Pratt, Erica; Parker, Melissa; Shephard, Kevin; Liang, Tanjian; Nampai, Udon; Neamphoka, Guntima

2017-01-01

Purpose: Scholarship is essential for the growth and development of the physical education field. Over time, scholarship expectations have changed, forcing faculty members to alter time spent for research, teaching, and service. Social-cognitive career theory (SCCT) presents a model for understanding performance and persistence in an occupational…

Resilient Agricultural Educators: Taking Stress to the Next Level

ERIC Educational Resources Information Center

Thieman, Erica B.; Henry, Anna L.; Kitchel, Tracy

2012-01-01

The goal for this research synthesis was to introduce the concept of resilience to agricultural education and determine if further research is warranted on resilience and positive psychology as they relate to the agricultural educator. The current environment of public schools coupled with the ever-burgeoning responsibilities placed upon the…

Promoting Gender Diversity in the Faculty: What Higher Education Unions Can Do

ERIC Educational Resources Information Center

American Federation of Teachers (NJ), 2011

2011-01-01

In spring 2011, public higher education is under attack as never before. Public institutions have been targeted for drastic cuts in the past, but now the attacks are aimed at the very core of the educational enterprise and at the basic rights of college faculty and staff. This, in turn, has the potential of placing at risk the practices and…

Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles.

PubMed

Dreifuerst, Kristina Thomas; McNelis, Angela M; Weaver, Michael T; Broome, Marion E; Draucker, Claire Burke; Fedko, Andrea S

2016-01-01

The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear. During this study, 548 nurses (current students or recent graduates of doctoral programs) completed a comprehensive survey to generate critical evidence about the factors influencing the choices made. Principal findings are related to the issues of time, money, and program selection. These findings can be used to develop strategies to increase enrollment and, therefore, the number of doctorally prepared faculty who are specifically prepared to excel as nursing faculty. Copyright © 2016 Elsevier Inc. All rights reserved.

Distance Education, Disciplinary Environments and Deep Learning: A Quantitative Exploration of Faculty Instruction

ERIC Educational Resources Information Center

Bucci, David Andrew

2014-01-01

Many institutions have increasingly turned to distance education as a way to meet student and institutional needs while living within a constantly shrinking budget. While distance education has the potential to meet many resource-based challenges, its presence provides additional challenges to the faculty who direct the learning environment and…

The EDUTECH Report. The Education Technology Newsletter for Faculty and Administrators, 1993-1994.

ERIC Educational Resources Information Center

EDUTECH Report, 1994

1994-01-01

This newsletter examines education technology issues of concern to school faculty and administrators. Regular features in each issue include educational technology news, a book review, and a question and answer column. The cover articles during this volume year are: "The Build-or-Buy Decision: No One Right Answer"; "The National…

Learning how to "teach one": A needs assessment of the state of faculty development within the Consortium of the American College of Surgeons Accredited Education Institutes.

PubMed

Paige, John T; Khamis, Nehal N; Cooper, Jeffrey B

2017-11-01

Developing faculty competencies in curriculum development, teaching, and assessment using simulation is critical for the success of the Consortium of the American College of Surgeons Accredited Education Institutes program. The state of and needs for faculty development in the Accredited Education Institute community are unknown currently. The Faculty Development Committee of the Consortium of the Accredited Education Institutes conducted a survey of Accredited Education Institutes to ascertain what types of practices are used currently, with what frequency, and what needs are perceived for further programs and courses to guide the plan of action for the Faculty Development Committee. The Faculty Development Committee created a 20-question survey with quantitative and qualitative items aimed at gathering data about practices of faculty development and needs within the Consortium of Accredited Education Institutes. The survey was sent to all 83 Accredited Education Institutes program leaders via Survey Monkey in January 2015 with 2 follow-up reminders. Quantitative data were compiled and analyzed using descriptive statistics, and qualitative data were interpreted for common themes. Fifty-four out of the 83 programs (65%) responded to the survey. Two-thirds of the programs had from 1 to 30 faculty teaching at their Accredited Education Institutes. More than three-quarters of the programs taught general surgery, emergency medicine, or obstetrics/gynecology. More than 60% of programs had some form of faculty development, but 91% reported a need to expand their offerings for faculty development with "extreme value" for debriefing skills (70%), assessment (47%), feedback (40%), and curriculum development (40%). Accredited Education Institutes felt that the Consortium could assist with faculty development through such activities as the provision of online resources, sharing of best practices, provision of a blueprint for development of a faculty curriculum and information

Faculty Hiring at Top-Ranked Higher Education Administration Programs: An Examination Using Social Network Analysis

ERIC Educational Resources Information Center

DiRamio, David; Theroux, Ryan; Guarino, Anthony J.

2009-01-01

Using network analysis we investigated faculty hiring at 21 U. S. News top-ranked programs in higher education administration. Our research questions were as follows. Do top programs hire from each other? Are faculty from the "outside" finding positions at top programs? Mixed results hint at implications for the "health" of the hiring network.…

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1989

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1989-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. The objectives are: to further the professional knowledge of qualified engineering and science faculty; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teachning activities of participants' institutions; and to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lecture and seminars on topics of interest or that are directly relevant to the Fellows' research topic.

Theme--Teaming Up: Agricultural Education and Cooperative Extension.

ERIC Educational Resources Information Center

Gamon, Julia A.; And Others

1994-01-01

Includes "Similarities and Differences" (Gamon); "Preparing Agriculture Teachers and Extension Agents" (Seevers); "Teaching and Extension" (Graham); "Cooperation between 4-H and FFA" (Hink); "Team Approach to Agricultural and Extension Education in Georgia" (Iverson, Rohs); "Agricultural…

Educational Technology-Related Performance of Teaching Faculty in Higher Education: Implications for eLearning Management

ERIC Educational Resources Information Center

Larbi-Apau, Josephine A.; Guerra-Lopez, Ingrid; Moseley, James L.; Spannaus, Timothy; Yaprak, Attila

2017-01-01

The study examined teaching faculty's educational technology-related performances (ETRP) as a measure for predicting eLearning management in Ghana. A total of valid data (n = 164) were collected and analyzed on applied ISTE-NETS-T Performance Standards using descriptive and ANOVA statistics. Results showed an overall moderate performance with the…

An assessment of the faculty development needs of junior clinical faculty in emergency medicine.

PubMed

Farley, Heather; Casaletto, Jennifer; Ankel, Felix; Young, Kelly D; Hockberger, Robert

2008-07-01

Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self-perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. An educational "needs assessment" survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. A total of 240 responses were received. Self-perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in

Differentiation of Instruction in Regular Education Elementary Classes: An Investigation of Faculty and Educational Leaders' Perceptions of Differentiated Instruction in Meeting the Needs of Diverse Learners

ERIC Educational Resources Information Center

Davis, Tarrah C.

2013-01-01

In an effort to respond to diverse learner needs and increase student achievement, educational faculty and scholars alike are continually searching for best practices in differentiated instruction. The current study attempts to answer the following questions: First, in what ways do educational leaders and faculty meet the needs of diverse learners…

Education About Dental Hygienists' Roles in Public Dental Prevention Programs: Dental and Dental Hygiene Students' and Faculty Members' and Dental Hygienists' Perspectives.

PubMed

Pervez, Anushey; Kinney, Janet S; Gwozdek, Anne; Farrell, Christine M; Inglehart, Marita R

2016-09-01

In 2005, Public Act No. 161 (PA 161) was passed in Michigan, allowing dental hygienists to practice in approved public dental prevention programs to provide services for underserved populations while utilizing a collaborative agreement with a supervising dentist. The aims of this study were to assess how well dental and dental hygiene students and faculty members and practicing dental hygienists have been educated about PA 161, what attitudes and knowledge about the act they have, and how interested they are in additional education about it. University of Michigan dental and dental hygiene students and faculty members, students in other Michigan dental hygiene programs, and dental hygienists in the state were surveyed. Respondents (response rate) were 160 dental students (50%), 63 dental hygiene students (82%), 30 dental faculty members (26%), and 12 dental hygiene faculty members (52%) at the University of Michigan; 143 dental hygiene students in other programs (20%); and 95 members of the Michigan Dental Hygienists' Association (10%). The results showed that the dental students were less educated about PA 161 than the dental hygiene students, and the dental faculty members were less informed than the dental hygiene faculty members and dental hygienists. Responding dental hygiene faculty members and dental hygienists had more positive attitudes about PA 161 than did the students and dental faculty members. Most of the dental hygiene faculty members and dental hygienists knew a person providing services in a PA 161 program. Most dental hygiene students, faculty members, and dental hygienists wanted more education about PA 161. Overall, the better educated about the program the respondents were, the more positive their attitudes, and the more interested they were in learning more.

Distance Education: Faculty and Administrators' Perceptions of the Degree of Technology Infusion

ERIC Educational Resources Information Center

Snell, Michelle D.

2007-01-01

This researcher examined the five attributes of Rogers Diffusion of Innovation. Perceptions of the degree of the infusion of technology and distance education were analyzed using Rogers (1995) five attributes. A survey was used together with the data from faculty and administrators of a community college with a distance education program that has…

Analysis of Written Expression Revision Skills of the Students in Faculty of Education

ERIC Educational Resources Information Center

Can, Remzi

2017-01-01

This study aims to analyze written expression revision skills of students in Turkish Education Department, Education Faculty. This study was done using qualitative research method. The study group of the research consisted of 3rd grade students. The research data were collected by means of document review, a qualitative research technique. The…

Teacher Burnout and Job Satisfaction among Agricultural Education Teachers

ERIC Educational Resources Information Center

Chenevey, Jamie L.; Ewing, John C.; Whittington, M. Susie

2008-01-01

The demands on teachers both in and out of classrooms combined with increased budget cuts have led many to question the levels of job satisfaction and burnout among agricultural education teachers. The purpose of this study was to describe the occurrence of burnout and the level at which burnout exists among agricultural education teachers in…

Nurse Faculty Knowledge of and Confidence in Teaching Genetics/Genomics: Implications for Faculty Development.

PubMed

Donnelly, Mary Katherine; Nersesian, Paula V; Foronda, Cynthia; Jones, Emily L; Belcher, Anne E

The aims of this project were to (1) assess nurse faculty members' knowledge of and confidence in teaching genetics/genomics to nursing students and (2) identify the needs of faculty members to inform a faculty development initiative. Significant knowledge gaps were noted, and more than 50% of respondents indicated that they lacked confidence in teaching genetics/genomics. Strategies to address this problem included identifying champions of genetics/genomics education, use of an educational template, and threading genetics/genomics throughout the curriculum.

Good Practices in Undergraduate Education from the Students' and Faculty's View: Consensus or Disagreement. AIR 1996 Annual Forum Paper.

ERIC Educational Resources Information Center

Negron-Morales, Patricia; And Others

This study examined teaching practices in undergraduate education by surveying 180 undergraduate students and 29 faculty, most in the school of education, at the Rio Piedras Campus of the University of Puerto Rico. Factors investigated include: (1) degree of agreement between faculty and students on good teaching practices; (2) relationship…

Meeting the computer technology needs of community faculty: building new models for faculty development.

PubMed

Baldwin, Constance D; Niebuhr, Virginia N; Sullivan, Brian

2004-01-01

We aimed to identify the evolving computer technology needs and interests of community faculty in order to design an effective faculty development program focused on computer skills: the Teaching and Learning Through Educational Technology (TeLeTET) program. Repeated surveys were conducted between 1994 and 2002 to assess computer resources and needs in a pool of over 800 primary care physician-educators in community practice in East Texas. Based on the results, we developed and evaluated several models to teach community preceptors about computer technologies that are useful for education. Before 1998, only half of our community faculty identified a strong interest in developing their technology skills. As the revolution in telecommunications advanced, however, preceptors' needs and interests changed, and the use of this technology to support community-based teaching became feasible. In 1998 and 1999, resource surveys showed that many of our community teaching sites had computers and Internet access. By 2001, the desire for teletechnology skills development was strong in a nucleus of community faculty, although lack of infrastructure, time, and skills were identified barriers. The TeLeTET project developed several innovative models for technology workshops and conferences, supplemented by online resources, that were well attended and positively evaluated by 181 community faculty over a 3-year period. We have identified the evolving needs of community faculty through iterative needs assessments, developed a flexible faculty development curriculum, and used open-ended, formative evaluation techniques to keep the TeLeTET program responsive to a rapidly changing environment for community-based education in computer technology.

Writing for publication in medical education: the benefits of a faculty development workshop and peer writing group.

PubMed

Steinert, Yvonne; McLeod, Peter J; Liben, Stephen; Snell, Linda

2008-01-01

Although educational innovations in medical education are increasing in number, many educators do not submit their ideas for publication. The goal of this initiative was to assist faculty members write about their educational innovations. Twenty-four faculty members participated in this intervention, which consisted of a half-day workshop, three peer writing groups, and independent study. We assessed the impact of this intervention through post-workshop evaluations, a one-year follow-up questionnaire, tracking of manuscript submissions, and an analysis of curriculum vitae. The workshop evaluations and one-year follow-up demonstrated that participants valued the workshop small groups, self-instructional workbook, and peer support and feedback provided by the peer writing groups. One year later, nine participants submitted a total of 14 manuscripts, 11 of which were accepted for publication. In addition, 10 participants presented a total of 38 abstracts at educational meetings. Five years later, we reviewed the curriculum vitae of all participants who had published or presented their educational innovation. Although the total number of publications remained the same, the number of educationally-related publications and presentations at scientific meetings increased considerably. A faculty development workshop and peer writing group can facilitate writing productivity and presentations of scholarly work in medical education.

Developing the Master Educator: Cross Disciplinary Teaching Scholars Program for Human and Veterinary Medical Faculty

ERIC Educational Resources Information Center

Srinivasan, Malathi; Pratt, Daniel D.; Collins, John; Bowe, Constance M.; Stevenson, Frazier T.; Pinney, Stephen J.; Wilkes, Michael S.

2007-01-01

Objective: At the University of California, Davis (UCD), the authors sought to develop an institutional network of reflective educational leaders. The authors wanted to enhance faculty understanding of medical education's complexity, and improve educators' effectiveness as regional/national leaders. Methods: The UCD Teaching Scholars Program is a…

The Role of Evidence-Based Practice in Collaborations between Academic Librarians and Education Faculty

ERIC Educational Resources Information Center

Adams, Nancy E.; Gaffney, Maureen A.; Lynn, Valerie

2016-01-01

This qualitative study describes collaborations between academic librarians and faculty in education-related disciplines involving evidence-based practice (EBP), an approach that combines the best available research with the professional's experience and expertise. The authors analyzed narratives of academic librarians and their educator partners…

Agricultural Issues of Significance to Iowa Crop Producers and Their Educational Implications

ERIC Educational Resources Information Center

Licht, Melea A. R.; Martin, Robert A.

2007-01-01

The purpose of this study was to determine the agricultural information preferences of crop producers in Iowa and the implications for agricultural extension education. The objective was to identify agricultural information issues producers perceive as significant to their businesses. The results will help agricultural extension educators and…

Research in Agricultural Education. Proceedings of the Eastern Region Agricultural Education Research Conference (43rd, Mystic, Connecticut, May 4-6, 1989). Volume 43.

ERIC Educational Resources Information Center

Mannebach, Alfred J., Comp.; Bowen, Blannie E., Comp.

This document contains 10 papers selected for presentation at a research conference on agricultural education. The titles are as follows: "Agriculture Students and Their Problem Solving Skills" (Rollins); "Agriculture Students' Preferred Styles of Learning" (Rollins); "Identification of Curricular Strategies for Enhancing…

Factors Predicting Physician Assistant Faculty Intent to Leave

ERIC Educational Resources Information Center

Coniglio, David Martin

2013-01-01

An increasing demand for education of physician assistants (PAs) has resulted in rapid growth in the number of PA educational programs. Faculty for these programs may be recruited from existing programs. Understanding faculty turnover intention is important to guide faculty development and to improve faculty retention. The purpose of this research…

Faculty Development. [SITE 2002 Section].

ERIC Educational Resources Information Center

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

This document contains the papers on faculty development from the SITE (Society for Information Technology & Teacher Education) 2002 conference. Topics covered include: integration for ESL (English as a Second Language) success; changing roles of college faculty; inducing reflection on educational practice; a joint instructional technology and…

Neophyte facilitator experiences of interprofessional education: implications for faculty development.

PubMed

Egan-Lee, Eileen; Baker, Lindsay; Tobin, Stasey; Hollenberg, Elisa; Dematteo, Dale; Reeves, Scott

2011-09-01

The facilitation of learners from different professional groups requires a range of interprofessional knowledge and skills (e.g. an understanding of possible sources of tension between professions) in addition to those that are more generic, such as how to manage a small group of learners. The development and delivery of interprofessional education (IPE) programs tends to rely on a small cohort of facilitators who have typically gained expertise through 'hands-on' involvement in facilitating IPE and through mentorship from more experienced colleagues. To avoid burn-out and to meet a growing demand for IPE, a larger number of facilitators are needed. However, empirical evidence regarding effective approaches to prepare for this type of work is limited. This article draws on data from a multiple case study of four IPE programs based in an urban setting in North America with a sample of neophyte facilitators and provides insight into their perceptions and experiences in preparing for and delivering IPE. Forty-one semi-structured interviews were conducted before (n = 20) and after (n = 21) program delivery with 21 facilitators. Findings indicated that despite participating in a three-fold faculty development strategy designed to support them in their IPE facilitation work, many felt unprepared and continued to have a poor conceptual understanding of core IPE and interprofessional collaboration principles, resulting in problematic implications (e.g. 'missed teachable moments') within their IPE programs. Findings from this study are discussed in relation to the IPE, faculty development and wider educational literature before implications are offered for the future delivery of interprofessional faculty development activities.

A Study of Faculty Members' Perceptions of the Effect of the Globalization on Higher Education: The Case of Jordan

ERIC Educational Resources Information Center

Ateyat, Khaled A.; Gasaymeh, Al-Mothana M.

2015-01-01

The purpose of study was to investigate Jordanian higher education faculty members' perceptions of the phenomenon of globalization and its effect on higher education. The participants in this study were 6 faculty members from a Jordanian university. Four of the participants have leadership positions at the university. Two of them were deans, one…

25 CFR 166.902 - How can I become an agriculture educational employment student?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for selection...

25 CFR 166.902 - How can I become an agriculture educational employment student?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for selection...

25 CFR 166.902 - How can I become an agriculture educational employment student?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for selection...

25 CFR 166.902 - How can I become an agriculture educational employment student?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for selection...

25 CFR 166.902 - How can I become an agriculture educational employment student?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for selection...

Current Status of Regulatory Science Education in Faculties of Pharmaceutical Science in Japan.

PubMed

Tohkin, Masahiro

2017-01-01

I introduce the current pharmaceutical education system in Japan, focusing on regulatory science. University schools or faculties of pharmaceutical science in Japan offer two courses: a six-year course for pharmacists and a four-year course for scientists and technicians. Students in the six-year pharmaceutical course receive training in hospitals and pharmacies during their fifth year, and those in the four-year life science course start research activities during their third year. The current model core curriculum for pharmaceutical education requires them to "explain the necessity and significance of regulatory science" as a specific behavior object. This means that pharmacists should understand the significance of "regulatory science", which will lead to the proper use of pharmaceuticals in clinical practice. Most regulatory science laboratories are in the university schools or faculties of pharmaceutical sciences; however, there are too few to conduct regulatory science education. There are many problems in regulatory science education, and I hope that those problems will be resolved not only by university-based regulatory science researchers but also by those from the pharmaceutical industry and regulatory authorities.

Viewing Faculty Governance within a Social Justice Framework: Struggles and Possibilities for Democratic Decision-Making in Higher Education

ERIC Educational Resources Information Center

Schoorman, Dilys; Acker-Hocevar, Michele

2010-01-01

For many faculty members in colleges of education, social justice is a concept they teach or a lens that frames their scholarship about efforts to combat injustice in settings outside the university. Rarely does it serve as a lens for understanding or guiding the ordinary activities of faculty service, such as engagement in faculty governance. Yet…

The Relationship between the Levels of Alienation of the Education Faculty Students and Their Attitudes towards the Teaching Profession

ERIC Educational Resources Information Center

Caglar, Caglar

2013-01-01

It was intended in this study to ascertain the relationship between the levels of alienation of the education faculty students, and their attitudes towards the teaching profession. The sample of the research was composed of the 875 students appointed via simple random sampling out of the total population of 2600 of the Education Faculty of…

Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model

ERIC Educational Resources Information Center

Baker, Marshall A.; Robinson, J. Shane; Kolb, David A.

2012-01-01

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the…

Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties.

PubMed

Bush, Seth D; Rudd, James A; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy S

2016-01-01

Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments.

Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties

PubMed Central

2016-01-01

Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments. PMID:26954776

A Qualitative Examination of Success Factors for Tenure-Track Women Faculty in Postsecondary Agricultural Education

ERIC Educational Resources Information Center

Murphrey, Theresa Pesl; Odom, Summer F.; McKee, Valerie; Wilkens, Carley Christiansen

2016-01-01

With the growing need for agricultural institutions to provide solutions to global concerns, environmental issues, food security and sustainable agriculture, competent individuals are needed to lead in excellence and innovation. The role of gender in determining success in the workplace has been studied from many perspectives. The purpose of this…

Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine.

PubMed

Lane, India F; Bogue, E Grady

2010-07-01

To explore perceptions of faculty educators regarding the importance of nontechnical competencies in veterinary graduates and the placement of nontechnical competency development in veterinary education. Survey. All faculty members at 5 North American veterinary medical institutions. Participants rated the importance of 14 nontechnical competencies and indicated in which phase or phases of veterinary education such competencies should be developed (ie, curriculum placement). Differences in mean ratings were statistically evaluated, as were associations between ratings or curriculum placement and respondent institution, gender, experience, and discipline. Mean ratings of importance were above neutral for all competencies and were highest for ethical, critical thinking, and interpersonal and intrapersonal competencies; development of these competencies was favored in preveterinary and veterinary training. Ratings were lower for management and business competencies; development of these and other competencies was placed primarily in the clinical phase of the veterinary curriculum. Basic science, nonveterinarian, and junior faculty appeared to more strongly appreciate the importance of nontechnical skills, whereas large animal and midcareer faculty reported a more reserved degree of support. Female faculty were more likely to place nontechnical competency development throughout the educational process. Participants agreed nontechnical competencies are important for veterinary graduates; however, faculty perceptions differed from previously published findings regarding the relative importance of business and management skills. Those involved in faculty hiring, faculty development, and curricular planning should also be aware of disciplinary and career stage differences affecting faculty perspectives.

Determinants of Pre-Service Students' Choice to Teach Secondary Agricultural Education

ERIC Educational Resources Information Center

Lawver, Rebecca G.; Torres, Robert M.

2011-01-01

The purpose of this study was to explain and predict the factors that influence senior-level agricultural education students' choice to become a secondary agriculture teacher. The study focused on the extent to which beliefs and attitudes toward teaching influenced students' intent to select teaching secondary agricultural education as a career.…

Urban Agriculture Programs on the Rise: Agriculture Education Model Can Reach Students Other Classes Leave Behind

ERIC Educational Resources Information Center

Fritsch, Julie M.

2013-01-01

Agricultural education begins with hands-on classroom and laboratory instruction. Because agriculture is such a broad topic, schools typically tailor agriculture class offerings to match the interests of the student population, needs of nearby businesses and industry, or topics relevant to their state's standard assessments. Within most…

Faculty Internationalization Priorities

ERIC Educational Resources Information Center

Criswell, John R., II; Zhu, Hao

2015-01-01

The internationalization of higher education has been the subject of a substantial body of research. However, few studies have examined how faculty members, significant implementers of internationalization, think about internationalization priorities. This article presents the results of a questionnaire which was sent to faculty members at three…

Faculty Development Practices in Taiwan Higher Education.

ERIC Educational Resources Information Center

Flack, Bruce C.

The universities in Taiwan, in carrying out their missions of research, teaching, and public service, have made significant advances in improving the quality of their faculties. Both public and private universities have undertaken a variety of faculty development activities to help their faculties grow professionally and to remain vital. The major…

Capital A, Capital E--Ripples in the Agricultural Education Pool

ERIC Educational Resources Information Center

Newman, Michael E.

2017-01-01

Dr. Michael E. Newman presented the 2016 AAAE Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in Kansas City, Missouri in May, 2016. The article is a philosophical work based upon the author's experiences in the agricultural education profession.

One more thing: Faculty response to increased emphasis on project teams in undergraduate engineering education

NASA Astrophysics Data System (ADS)

Hunter, Jane

Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a

Agricultural Education: Gender Identity and Knowledge Exchange

ERIC Educational Resources Information Center

Trauger, Amy; Sachs, Carolyn; Barbercheck, Mary; Kiernan, Nancy Ellen; Brasier, Kathy; Findeis, Jill

2008-01-01

Women farmers are underserved in agricultural education and technical assistance. Long held social constructions of farming women as "farmwives" and in some cases "the bookkeepers" rather than farmers or decision-makers influence the direction of most educational programming delivered through extension programs in land-grant…

SUMMARIES OF RESEARCH STUDIES IN AGRICULTURAL EDUCATION FOR THE PACIFIC REGION, 1965.

ERIC Educational Resources Information Center

MCCOMAS, J.D.

TWENTY DOCTORAL DISSERTATIONS, STAFF STUDIES, AND MASTERS' THESES IN AGRICULTURAL EDUCATION ARE REPORTED IN THE FOLLOWING AREAS -- AGRICULTURAL COLLEGES, CIVIL DEFENSE, COMMUNITY COLLEGES, CURRICULUM, EDUCATIONAL TELEVISION, DROPOUTS, EXTENSION EDUCATION, EDUCATIONAL PROGRAMS IN FOREIGN COUNTRIES, JUNIOR COLLEGES, LAND LABORATORIES, OCCUPATIONAL…

Interview Experiences and Diversity Concerns of Counselor Education Faculty from Underrepresented Groups

ERIC Educational Resources Information Center

Cartwright, Angie D.; Avent-Harris, Janeé R.; Munsey, Rebecca Beck; Lloyd-Hazlett, Jessica

2018-01-01

The authors used transcendental phenomenology to explore the campus interview experiences and diversity concerns of counselor education faculty from underrepresented populations. Six themes were identified: issues of integrity, disappointment in the counseling profession, importance of authenticity, intersectionality of major identity markers,…

Contract Faculty in Higher Education. ERIC Digest.

ERIC Educational Resources Information Center

Holub, Tamara

This Digest discusses issues related to full-time, nontenure track, contract college faculty, sometimes called contingent faculty. Recent data from several sources show that the opportunities for tenure are declining, while the numbers of nontenure positions are increasing. Part of the increase in full-time nontenure faculty is due to the decrease…

Beliefs of Applied Studio Faculty on Desirable Traits of Prospective Music Education Majors: A Pilot Study

ERIC Educational Resources Information Center

Royston, Natalie Steele; Springer, D. Gregory

2015-01-01

The purpose of this pilot study was to examine the beliefs of applied music faculty on desirable traits of prospective music education majors. Researcher-designed surveys were sent electronically to applied music faculty at 12 National Association of Schools of Music-accredited institutions randomly selected from each of the four major divisions…

National Study of Postsecondary Faculty (NSOPF-93), 1993: User's Manual--Public-Use Faculty and Institution Data.

ERIC Educational Resources Information Center

Selfa, Lance A.; Suter, Natalie; Koch, Shaun; Zahs, Daniel A.; Kuhr, Brian D.; Myers, Sharon; Johnson, Robert A.; Abraham, Sameer Y.; Zimbler, Linda J.

The 1992-93 National Study of Postsecondary Faculty (NSOPF-93), the second cycle of this study, surveyed institutions and faculty, with a sample of 974 public and private nonproprietary higher education institutions and 31,354 faculty members. The study was designed to provide a national profile of faculty, including their professional…

Investigating Web Sites of Faculties of Education: The Case of Turkey

ERIC Educational Resources Information Center

Kutluca, Tamer; Aydin, Serhat; Baki, Adnan

2009-01-01

The purpose of this paper is to explore the current status of the web sites of the Faculties of Education (FOEs) in Turkey. Bearing this in mind, a "Web Site Assessment Form" comprising thirty-seven items was developed and the web sites of the FOEs were evaluated with respect to "Content," "Currency," "Structure…

Women Faculty in Higher Education: A Case Study on Gender Bias

ERIC Educational Resources Information Center

Bingham, Teri; Nix, Susan J.

2010-01-01

This study examines the perceptions of female faculty members in higher education to ascertain their views regarding gender bias in the workplace. A questionnaire was used to collect data from the participants regarding their beliefs of the value and productivity of their work, possible disparity in treatment based on gender, constraints put on…

Teaching Strategies & Techniques for Adjunct Faculty. Third Edition. Higher Education Series.

ERIC Educational Resources Information Center

Greive, Donald

This booklet presents teaching strategies and techniques in a quick reference format. It was designed specifically to assist adjunct and part-time faculty, who have careers outside of education, to efficiently grasp many of the concepts necessary for effective teaching. Included are a checklist of points to review prior to beginning a teaching…

Using Communities of Practice to Foster Faculty Development in Higher Education

ERIC Educational Resources Information Center

Teeter, Christopher; Fenton, Nancy; Nicholson, Karen; Flynn, Terry; Kim, Joseph; McKay, Muriel; O'Shaughnessy, Bridget; Vajoczki, Sue

2011-01-01

Communities of practice are becoming more widespread within higher education, yet little research has explored how these social learning networks can enhance faculty development. The focus of this paper is to describe the first-year experience of a community of practice initiative at McMaster University that was designed to engage groups of…

Costs and Benefits of Electronic Portfolios in Teacher Education: Faculty Perspectives

ERIC Educational Resources Information Center

Strudler, Neal; Wetzel, Keith

2008-01-01

This descriptive study investigated the benefits and costs of using electronic portfolios (EPs) in preservice teacher education. Grounded within change theory, the study examined the perspectives of faculty in six programs in which EPs have been used on a large scale for two or more years. Benefits identified include increased opportunities for…

What Determines Employment of Part-Time Faculty in Higher Education Institutions?

ERIC Educational Resources Information Center

Liu, Xiangmin; Zhang, Liang

2007-01-01

This study uses a cross-section national sample of four-year colleges and universities in the United States to examine the variation of part-time faculty employment. Results of this study suggest that higher educational institutions actively design and adopt contingent work arrangements to save on labor costs and to manage their resource…

Back to the Future: Prospects for Education Faculty and Librarian Collaboration Thirty Years Later

ERIC Educational Resources Information Center

Scripps-Hoekstra, Lindy; Hamilton, Erica R.

2016-01-01

Thirty years ago, education conference panelists shared concerns regarding collaboration between education faculty and librarians and they presented ideas for expanding these partnerships. A review of their ideas raises an important question: In what ways have their ideas for collaboration and partnership been realized? To answer this question,…

Faculty Internships for Hospitality Instructors

ERIC Educational Resources Information Center

Lynn, Christine; Hales, Jonathan A; Wiener, Paul

2007-01-01