What Type of Faculty and Training Are Required for a Successful Basic Sciences Program?

ERIC Educational Resources Information Center

Adams, Anthony

1992-01-01

Science education for optometry must go beyond therapeutic patient management to more preparation for biologically based care. Optometry faculty should be involved in research driven by specific patient problems and should prepare professionals to address patient quality-of-life and daily living needs. Interdisciplinary collaboration is needed.…

The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation

PubMed Central

Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

2015-01-01

Background: One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. Methods: In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Results: Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation domains, using binomial test, it could be concluded that only on the regulation domain with the significance level of 0.000, significant different was observed. So that, 30(23%) and 50(53%) supported of the effect of evaluation on the effect of evaluation of situation. Evaluation to improve the regulatory status of teachers and 70% (53 patients), the effects are positive. Students and faculty evaluations to compare the Mann-Whitney U test was used. The results show, only within the rules, with a significance level of 0.01 considered statistically significant relationship between teachers and students there. Conclusion: considering the viewpoints of students and faculty members about the impact of teacher performance evaluation of the students, most of the students believed that the greatest impact assessment has been on the improve educational performance entitled as responsibility of the faculty member for education, interest in presenting lessons, using audio-visual tools, having lesson plans, faculty members participate interest and enthusiasm in presenting lessons the use of teaching aids, lesson plans, faculty members participation in seminars, creating interest in students to participate in class discussions and expressing the importance of learning lessons perspective of teachers, but the faculty members viewpoints indicate the impact of evaluation on the regular attendance and discipline, the greatest impact assessment in the area of regulatory and compliance with the timely and orderly and thus their activities. PMID:26543421

The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation.

PubMed

Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

2015-08-01

One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation domains, using binomial test, it could be concluded that only on the regulation domain with the significance level of 0.000, significant different was observed. So that, 30(23%) and 50(53%) supported of the effect of evaluation on the effect of evaluation of situation. Evaluation to improve the regulatory status of teachers and 70% (53 patients), the effects are positive. Students and faculty evaluations to compare the Mann-Whitney U test was used. The results show, only within the rules, with a significance level of 0.01 considered statistically significant relationship between teachers and students there. considering the viewpoints of students and faculty members about the impact of teacher performance evaluation of the students, most of the students believed that the greatest impact assessment has been on the improve educational performance entitled as responsibility of the faculty member for education, interest in presenting lessons, using audio-visual tools, having lesson plans, faculty members participate interest and enthusiasm in presenting lessons the use of teaching aids, lesson plans, faculty members participation in seminars, creating interest in students to participate in class discussions and expressing the importance of learning lessons perspective of teachers, but the faculty members viewpoints indicate the impact of evaluation on the regular attendance and discipline, the greatest impact assessment in the area of regulatory and compliance with the timely and orderly and thus their activities.

Meeting Report: Genomics in the Undergraduate Curriculum--Rocket Science or Basic Science?

ERIC Educational Resources Information Center

Campbell, A. Malcolm

2002-01-01

At the 102nd annual meeting of the American Society for Microbiology (ASM) in Salt Lake City, Utah, members of the Genome Consortium for Active Teaching and faculty from around the world gathered to discuss educational genomics. The focus of the gathering was a series of presentations by faculty who have successfully incorporated genomics and…

Integration of Basic and Clinical Science Courses in US PharmD Programs

PubMed Central

Talukder, Rahmat M.; Taheri, Reza; Blanchard, Nicholas

2016-01-01

Objective. To determine the current status of and faculty perceptions regarding integration of basic and clinical science courses in US pharmacy programs. Methods. A 25-item survey instrument was developed and distributed to 132 doctor of pharmacy (PharmD) programs. Survey data were analyzed using Mann-Whitney U test or Kruskal-Wallis test. Thematic analysis of text-based comments was performed using the constant comparison method. Results. One hundred twelve programs responded for a response rate of 85%. Seventy-eight (70%) offered integrated basic and clinical science courses. The types of integration included: full integration with merging disciplinary contents (n=25), coordinated delivery of disciplinary contents (n=50), and standalone courses with integrated laboratory (n=3). Faculty perceptions of course integration were positive. Themes that emerged from text-based comments included positive learning experiences as well as the challenges, opportunities, and skepticism associated with course integration. Conclusion. The results suggest wide variations in the design and implementation of integrated courses among US pharmacy programs. Faculty training and buy-in play a significant role in successful implementation of curricular integration. PMID:28179715

Integration of Basic and Clinical Science Courses in US PharmD Programs.

PubMed

Islam, Mohammed A; Talukder, Rahmat M; Taheri, Reza; Blanchard, Nicholas

2016-12-25

Objective. To determine the current status of and faculty perceptions regarding integration of basic and clinical science courses in US pharmacy programs. Methods. A 25-item survey instrument was developed and distributed to 132 doctor of pharmacy (PharmD) programs. Survey data were analyzed using Mann-Whitney U test or Kruskal-Wallis test. Thematic analysis of text-based comments was performed using the constant comparison method. Results. One hundred twelve programs responded for a response rate of 85%. Seventy-eight (70%) offered integrated basic and clinical science courses. The types of integration included: full integration with merging disciplinary contents (n=25), coordinated delivery of disciplinary contents (n=50), and standalone courses with integrated laboratory (n=3). Faculty perceptions of course integration were positive. Themes that emerged from text-based comments included positive learning experiences as well as the challenges, opportunities, and skepticism associated with course integration. Conclusion. The results suggest wide variations in the design and implementation of integrated courses among US pharmacy programs. Faculty training and buy-in play a significant role in successful implementation of curricular integration.

Student versus Faculty Attitudes toward the Veterinary Medical Profession and Education.

ERIC Educational Resources Information Center

Hoppe, Astrid; Trowald-Wigh, Gunilla

2000-01-01

Surveyed and interviewed first-year students and faculty in veterinary medicine at the Swedish University of Agricultural Sciences on attitudes toward education and practice. Students placed emphasis on specific knowledge and practical skills, while faculty spoke in favor of basic theory; students also wanted integrated exams. Both agreed that…

Introduction to the Special Issue on Postsecondary Instruction: The Old Science of Phrenology and the New Science of College Teaching

ERIC Educational Resources Information Center

Abrami, Philip C.; Lowerison, Gretchen; Bures, Eva Mary

2004-01-01

According to van Wyhe (2002), 19th-century phrenologists called their interest "the only true science of mind." The basic tenets of phrenology were: (a) the brain is the organ of the mind; (b) the mind is composed of multiple distinct, innate faculties; (c) because they are distinct, each faculty must have a separate seat or "organ" in the brain;…

The Views of Science Pre-Service Teachers about the Usage of Basic Information Technologies (BIT) in Education and Instruction

ERIC Educational Resources Information Center

Çetin, Oguz

2016-01-01

In this study aiming to present a description based on science pre-service teachers' views related to use of Basic Information Technologies (BIT) in education and training, an interview is carried out with 21 pre-service science teachers who study in different classes in Faculty of Education, Nigde University. For this aim, improved interview form…

Horizontal integration of the basic sciences in the chiropractic curriculum.

PubMed

Ward, Kevin P

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

PubMed Central

Ward, Kevin P.

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration. PMID:21048882

Basic science faculty in surgical departments: advantages, disadvantages and opportunities.

PubMed

Chinoy, Mala R; Moskowitz, Jay; Wilmore, Douglas W; Souba, Wiley W

2005-01-01

The number of Ph.D. faculty in clinical departments now exceeds the number of Ph.D. faculty in basic science departments. Given the escalating pressures on academic surgeons to produce in the clinical arena, the recruitment and retention of high-quality Ph.D.s will become critical to the success of an academic surgical department. This success will be as dependent on the surgical faculty understanding the importance of the partnership as the success of the Ph.D. investigator. Tighter alignment among the various clinical and research programs and between surgeons and basic scientists will facilitate the generation of new knowledge that can be translated into useful products and services (thus improving care). To capitalize on what Ph.D.s bring to the table, surgery departments may need to establish a more formal research infrastructure that encourages the ongoing exchange of ideas and resources. Physically removing barriers between the research groups, encouraging the open exchange of techniques and observations and sharing core laboratories is characteristic of successful research teams. These strategies can meaningfully contribute to developing successful training program grants, program projects and bringing greater research recognition to the department of surgery.

A Humanities and Medicine Program for Faculty.

ERIC Educational Resources Information Center

Loftus, Loretta S.; And Others

1991-01-01

The da Vinci Society provides a format for integration of the humanities, arts, medical education, and clinical practice. The critical discussion group, whose meetings' atmosphere is informal and collegial, includes basic science faculty, academic clinicians, private practice physicians, allied health personnel, and occasional visiting artists.…

Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

PubMed

Dienstag, Jules L

2011-01-01

In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.

PubMed

Best, Leandra; Walton, Joanne N; Walker, Judith; von Bergmann, HsingChi

2016-04-01

This article describes how the University of British Columbia Faculty of Dentistry reached consensus on essential basic biomedical science objectives for DMD students and applied the information to the renewal of its DMD curriculum. The Delphi Method was used to build consensus among dental faculty members and students regarding the relevance of over 1,500 existing biomedical science objectives. Volunteer panels of at least three faculty members (a basic scientist, a general dentist, and a dental specialist) and a fourth-year dental student were formed for each of 13 biomedical courses in the first two years of the program. Panel members worked independently and anonymously, rating each course objective as "need to know," "nice to know," "irrelevant," or "don't know." Panel members were advised after each round which objectives had not yet achieved a 75% consensus and were asked to reconsider their ratings. After a maximum of three rounds to reach consensus, a second group of faculty experts reviewed and refined the results to establish the biomedical science objectives for the renewed curriculum. There was consensus on 46% of the learning objectives after round one, 80% after round two, and 95% after round three. The second expert group addressed any remaining objectives as part of its review process. Only 47% of previous biomedical science course objectives were judged to be essential or "need to know" for the general dentist. The consensus reached by participants in the Delphi Method panels and a second group of faculty experts led to a streamlined, better integrated DMD curriculum to prepare graduates for future practice.

Learning across the curriculum: connecting the pharmaceutical sciences to practice in the first professional year.

PubMed

Brown, Bethanne; Skau, Kenneth; Wall, Andrea

2009-04-07

To facilitate the student's ability to make the connection of the core foundational basic science courses to the practice of pharmacy. In 2000, 10 faculty members from basic science and practice courses created and implemented an integrated Patient Care Project for which students chose a volunteer patient and completed 15 different assignments Evidence of student learning, such as grades and reflective comments along with collected evaluative data, indicated an enhancement in students' perceived understanding of the connection between basic science and patient care. The Patient Care Project provided students an opportunity to use knowledge gained in their first-year foundational courses to the care of a patient, solidifying their understanding of the connection between basic science and patient care.

Science Curriculum Resource Handbook: A Practical Guide for K-12 Science Curriculum.

ERIC Educational Resources Information Center

Cheek, Dennis W., Ed.; And Others

This handbook is one of a series of practical references for curriculum developers, education faculty, veteran teachers, and student teachers. The handbook is designed to provide basic information on the background of the science curriculum, and current information on publications, standards, and special materials for K-12 science. Part 1 contains…

Publication Rates of Social and Administrative Sciences Pharmacy Faculty in Non-Research Intensive Pharmacy Schools.

PubMed

Weathers, Trenna; Unni, Elizabeth

2018-04-01

Objective. To assess the level of publication rates from 2011 through 2015 by Social and Administrative Sciences (SAS) faculty at non-research intensive pharmacy schools. Methods. The Web of Science database was searched using faculty names identified from the American Association of Colleges of Pharmacy (AACP) faculty and professional staff roster. Publication rates of SAS faculty were calculated and compared using several demographic subcategories such as public/private school, part of an academic health center, schools with PhD program, funding status, etc. Results. The 208 SAS faculty members from 59 colleges contributed to 478 publications with a mean of 95.6 publications per year and 1.62 publications per institution per year. The number of publications increased 45% over the five years from 67 publications in 2011 to 122 in 2015.The average number of publications was 0.92 per year per SAS faculty compared to 0.82 publications per year per faculty from other basic pharmaceutical sciences divisions. The most commonly published research was research articles in the area of scholarship of teaching and learning. The significant predictors of publications were being part of an academic health center, having a PhD program, and higher percent of faculty members who are SAS faculty. Conclusion. Despite being affiliated with institutions with missions less targeted on research, this study showed SAS faculty members at non-research intensive institutions consistently contribute to published literature. Further studies are needed to examine reasons for the lack of publishing by almost half of the SAS faculty and ways to increase research and publication in the field of SAS.

Teaching professionalism in science courses: anatomy to zoology.

PubMed

Macpherson, Cheryl C

2012-02-01

Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

The Mix of Military and Civilian Faculty at the United States Air Force Academy: Finding a Sustainable Balance for Enduring Success

DTIC Science & Technology

2013-01-01

academic departments are as follows: The Basic Sciences Division includes the Departments of Biology, Chemistry, Computer Science, Mathematical Sciences...percent). This factor is based on actuarial estimates for the costs of the government- paid portion of health insurance under the Federal Employees

Physician perceptions of the role and value of basic science knowledge in daily clinical practice.

PubMed

Fischer, Jennifer A; Muller-Weeks, Susan

2012-01-01

The role of basic science education in a clinical setting remains unclear. Research to understand how academic clinicians perceive and use this part of their education can aid curricular development. To assess physician's attitudes toward the value of science knowledge in their clinical practice. Academic physicians from three medical schools completed a questionnaire about the utility of basic science education in core clinical tasks and in practice-based learning and improvement. A total of 109 clinical faculty returned the survey. Overall, 89% of the respondents indicated that basic science education is valuable to their clinical practice. When asked about the utility of basic science information in relation to direct patient care, greater than 50% of the doctors felt they use this when diagnosing and communicating with patients. This rose to greater than 60% when asked about choosing treatment options for their patients. Individuals also responded that basic science knowledge is valuable when developing evidence-based best practices. Specifically, 89% felt that they draw upon this information when training students/residents and 84% use this information when reading journal articles. This study shows that basic science education is perceived by responding academic physicians to be important to their clinical work.

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

Can the Faculty Development Door Swing Both Ways? Science and Clinical Teaching in the 1990s.

ERIC Educational Resources Information Center

Tedesco, Lisa A.

1988-01-01

The relationship between clinical teaching and research in the basic sciences is discussed. The same energy expended to enhance clinical research will also efficiently build new curricula; ease the strains associated with assigning a priority to teaching or research; and serve to further science, teaching, and technology transfer. (MLW)

Developing Student Presentation Skills in an Introductory-Level Chemistry Course with Audio Technology

ERIC Educational Resources Information Center

Fredricks, Susan M.; Tierney, John; Bodek, Matthew; Fredericks, Margaret

2016-01-01

The objective of this article is to explain and provide rubrics for science and communication faculty as a means to help nonscience students, in basic science classes, understand that proper communication and presentation skills are a necessity in all courses and future walks of life.

How the Distinctive Cultures of Osteopathic and Allopathic Medical Schools Affect the Careers, Perceptions, and Institutional Efforts of Their Anatomy Faculties: A Qualitative Case Study of Two Schools

ERIC Educational Resources Information Center

Brokaw, James J.; Byram, Jessica N.; Traser, Courtney J.; Arbor, Tafline C.

2016-01-01

Anatomy faculties are integral to basic science instruction in medical schools, particularly given the preponderance of anatomic instruction in the preclinical curriculum. Recent years have witnessed major curricular restructuring and other emerging national trends that pose significant challenges to anatomists. An examination of anatomy faculty…

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.

Improving the Teaching of Science through Discipline-Based Education Research: An Example from Physics

ERIC Educational Resources Information Center

McDermott, Lillian C.

2013-01-01

Research on the learning and teaching of science is an important field for scholarly inquiry by faculty in science departments. Such research has proved to be an efficient means for improving the effectiveness of instruction in physics. A basic topic in introductory physics is used to illustrate how discipline-based education research has helped…

A Faculty Development Program can result in an improvement of the quality and output in medical education, basic sciences and clinical research and patient care.

PubMed

Dieter, Peter Erich

2009-07-01

The Carl Gustav Carus Faculty of Medicine, University of Technology Dresden, Germany, was founded in 1993 after the reunification of Germany. In 1999, a reform process of medical education was started together with Harvard Medical International.The traditional teacher- and discipline-centred curriculum was displaced by a student-centred, interdisciplinary and integrative curriculum, which has been named Dresden Integrative Patient/Problem-Oriented Learning (DIPOL). The reform process was accompanied and supported by a parallel-ongoing Faculty Development Program. In 2004, a Quality Management Program in medical education was implemented, and in 2005 medical education received DIN EN ISO 9001:2000 certification. Quality Management Program and DIN EN ISO 9001:2000 certification were/are unique for the 34 medical schools in Germany.The students play a very important strategic role in all processes. They are members in all committees like the Faculty Board, the Board of Study Affairs (with equal representation) and the ongoing audits in the Quality Management Program. The Faculty Development program, including a reform in medical education, the establishment of the Quality Management program and the certification, resulted in an improvement of the quality and output of medical education and was accompanied in an improvement of the quality and output of basic sciences and clinical research and interdisciplinary patient care.

Clinical Correlations as a Tool in Basic Science Medical Education

PubMed Central

Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E.

2016-01-01

Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1) Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2) Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3) Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4) Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5) Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills. PMID:29349328

Characteristics of medical teachers using student-centered teaching methods.

PubMed

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

Integration of medicine and basic science in dentistry: the role of oral and maxillofacial surgery in the pre-doctoral dental curriculum.

PubMed

Dennis, Matthew J

2010-05-01

It is the premise of this paper that the need for medical and basic science instruction in dentistry will increase over time. However, student and faculty appreciation of the relevance and significance of medicine and basic science to clinical dentistry has been elusive, largely due to difficulties linking biomedical science instruction and clinical dental instruction. The scope of traditional procedure based oral surgery instruction can be expanded in an attempt to bridge the medical science-clinical gap. Topics such as health status evaluation, medical risk assessment, and a variety of other biomedical issues can be presented to students in a way which imparts specific dental meaning to basic medical science in real-life clinical situations. Using didactic and chair side instruction in an oral surgery clinical environment, students are confronted with the need to understand these issues and how they relate to the patients they encounter who present for dental care.

Utilization and acceptance of virtual patients in veterinary basic sciences - the vetVIP-project.

PubMed

Kleinsorgen, Christin; Kankofer, Marta; Gradzki, Zbigniew; Mandoki, Mira; Bartha, Tibor; von Köckritz-Blickwede, Maren; Naim, Hassan Y; Beyerbach, Martin; Tipold, Andrea; Ehlers, Jan P

2017-01-01

Context: In medical and veterinary medical education the use of problem-based and cased-based learning has steadily increased over time. At veterinary faculties, this development has mainly been evident in the clinical phase of the veterinary education. Therefore, a consortium of teachers of biochemistry and physiology together with technical and didactical experts launched the EU-funded project "vetVIP", to create and implement veterinary virtual patients and problems for basic science instruction. In this study the implementation and utilization of virtual patients occurred at the veterinary faculties in Budapest, Hannover and Lublin. Methods: This report describes the investigation of the utilization and acceptance of students studying veterinary basic sciences using optional online learning material concurrently to regular biochemistry and physiology didactic instruction. The reaction of students towards this offer of clinical case-based learning in basic sciences was analysed using quantitative and qualitative data. Quantitative data were collected automatically within the chosen software-system CASUS as user-log-files. Responses regarding the quality of the virtual patients were obtained using an online questionnaire. Furthermore, subjective evaluation by authors was performed using a focus group discussion and an online questionnaire. Results: Implementation as well as usage and acceptance varied between the three participating locations. High approval was documented in Hannover and Lublin based upon the high proportion of voluntary students (>70%) using optional virtual patients. However, in Budapest the participation rate was below 1%. Due to utilization, students seem to prefer virtual patients and problems created in their native language and developed at their own university. In addition, the statement that assessment drives learning was supported by the observation that peak utilization was just prior to summative examinations. Conclusion: Veterinary virtual patients in basic sciences can be introduced and used for the presentation of integrative clinical case scenarios. Student post-course comments also supported the conclusion that overall the virtual cases increased their motivation for learning veterinary basic sciences.

Creatures in the Classroom: Preservice Teacher Beliefs about Fantastic Beasts, Magic, Extraterrestrials, Evolution and Creationism

ERIC Educational Resources Information Center

Losh, Susan Carol; Nzekwe, Brandon

2011-01-01

Faculty have long expressed concern about pseudoscience belief among students. Most US research on such beliefs examines evolution-creation issues among liberal arts students, the general public, and occasionally science educators. Because of their future influence on youth, we examined basic science knowledge and several pseudoscience beliefs…

Demographics, Dollars and Difficulties in Graduate Education.

ERIC Educational Resources Information Center

Atkinson, Richard C.

In a discussion of the crisis in graduate education in the sciences and engineering, focus is on factors that threaten American capability to produce world-class science in universities. While finances play a part, the causes are basically structural--the rigidity of university faculties, stemming from a significant expansion in tenured positions,…

Research Reports: 1989 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, Gerald R. (Editor); Six, Frank (Editor); Freeman, L. Michael (Editor)

1989-01-01

For the twenty-fifth consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of 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 Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague.

Lower Rates of Promotion of Generalists in Academic Medicine: A Follow-up to the National Faculty Survey.

PubMed

Blazey-Martin, Deborah; Carr, Phyllis L; Terrin, Norma; Breeze, Janis L; Luk, Carolyn; Raj, Anita; Freund, Karen M

2017-07-01

Prior cross-sectional research has found that generalists have lower rates of academic advancement than specialists and basic science faculty. Our objective was to examine generalists relative to other medical faculty in advancement and academic productivity. In 2012, we conducted a follow-up survey (n = 607) of 1214 participants in the 1995 National Faculty Survey cohort and supplemented survey responses with publicly available data. Participants were randomly selected faculty from 24 US medical schools, oversampling for generalists, underrepresented minorities, and senior women. The primary outcomes were (1) promotion to full professor and (2) productivity, as indicated by mean number of peer-reviewed publications, and federal grant support in the prior 2 years. When comparing generalists with medical specialists, surgical specialists, and basic scientists on these outcomes, we adjusted for gender, race/ethnicity, effort distribution, parental and marital status, retention in academic career, and years in academia. When modeling promotion to full professor, we also adjusted for publications. In the intervening 17 years, generalists were least likely to have become full professors (53%) compared with medical specialists (67%), surgeons (66%), and basic scientists (78%, p < 0.0001). Generalists had a lower number of publications (mean = 44) than other faculty [medical specialists (56), surgeons (57), and basic scientists (83), p < 0.0001]. In the prior 2 years, generalists were as likely to receive federal grant funding (26%) as medical (21%) and surgical specialists (21%), but less likely than basic scientists (51%, p < 0.0001). In multivariable analyses, generalists were less likely to be promoted to full professor; however, there were no differences in promotion between groups when including publications as a covariate. Between 1995 and 2012, generalists were less likely to be promoted than other academic faculty; this difference in advancement appears to be related to their lower rate of publication.

A Case Based-Shared Teaching Approach in Undergraduate Medical Curriculum: A Way for Integration in Basic and Clinical Sciences.

PubMed

Peiman, Soheil; Mirzazadeh, Azim; Alizadeh, Maryam; Mortaz Hejri, Sara; Najafi, Mohammad-Taghi; Tafakhori, Abbas; Larti, Farnoosh; Rahimi, Besharat; Geraiely, Babak; Pasbakhsh, Parichehr; Hassanzadeh, Gholamreza; Nabavizadeh Rafsanjani, Fatemeh; Ansari, Mohammad; Allameh, Seyed Farshad

2017-04-01

To present a multiple-instructor, active-learning strategy in the undergraduate medical curriculum. This educational research is a descriptive one. Shared teaching sessions, were designed for undergraduate medical students in six organ-system based courses. Sessions that involved in-class discussions of integrated clinical cases were designed implemented and moderated by at least 3 faculties (clinicians and basic scientists). The participants in this study include the basic sciences medical students of The Tehran University of Medical Sciences. Students' reactions were assessed using an immediate post-session evaluation form on a 5-point Likert scale. Six two-hour sessions for 2 cohorts of students, 2013 and 2014 medical students during their two first years of study were implemented from April 2014 to March 2015. 17 faculty members participated in the program, 21 cases were designed, and participation average was 60 % at 6 sessions. Students were highly appreciative of this strategy. The majority of students in each course strongly agreed that this learning practice positively contributed to their learning (78%) and provided better understanding and application of the material learned in an integrated classroom course (74%). They believed that the sessions affected their view about medicine (73%), and should be continued in future courses (80%). The percentage demonstrates the average of all courses. The program helped the students learn how to apply basic sciences concepts to clinical medicine. Evaluation of the program indicated that students found the sessions beneficial to their learning.

Basic life support: knowledge and attitude of medical/paramedical professionals.

PubMed

Roshana, Shrestha; Kh, Batajoo; Rm, Piryani; Mw, Sharma

2012-01-01

Basic life support (BLS), a key component of the chain of survival decreases the arrest - cardiopulmonary resuscitation interval and increases the rate of hospital discharge. The study aimed to explore the knowledge of and attitude towards basic life support (BLS) among medical/paramedical professionals. An observational study was conducted by assessing response to self prepared questionnaire consisting of the demographic information of the medical/paramedical staff, their personnel experience/attitude and knowledge of BLS based on the 2005 BLS Guidelines of European Resuscitation Council. After excluding incomplete questionnaires, the data from 121 responders (27 clinical faculty members, 21 dental and basic sciences faculty members, 29 house officers and 44 nurses and health assistants) were analyzed. Only 9 (7.4%) of the 121 responders answered ≥11, 53 (43%) answered 7-10, and 58 (48%) answered <7 of 15 questions correctly. The clinical faculty members, house officers and nurses/HA had a mean score of 7.4±3.15, 7.37±2.02 and 6.63±2.16 respectively, while dental/basic sciences faculty members attained a least mean score of 4.52 ±2.13 (P<0.001). Those who had received cardiopulmonary resuscitation (CPR) training within 5 years obtained a highest mean score of 8.62±2.49, whereas those who had the training more than 5 years back or no training obtained a mean score of 5.54±2.38 and 6.1±2.29 respectively (P=0.001). Those who were involved in resuscitation frequently had a higher median score of 8 in comparison to those who were seldom involved or not involved at all (P<0.001). The average health personnel in our hospital lack adequate knowledge in CPR/BLS. Training and experience can enhance knowledge of CPR of these personnel. Thus standard of CPR/BLS training and assessment are recommended at our hospital.

Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

PubMed

Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

2017-06-01

The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development produced significant gains in student-centered teaching for these faculty members and in some students' perceptions of teaching quality. However, student workload needs to be considered to support deep learning.

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

PubMed

Dahle, L O; Brynhildsen, J; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

Excellence in Veterinary Medicine at Colorado State University

ERIC Educational Resources Information Center

Tietz, William J.

1977-01-01

Colorado State University has developed a strong interdisciplinary faculty that provides the entire university with graduate and undergraduate instruction in the basic biomedical sciences--anatomy, physiology, and microbiology--in addition to instruction in the professional curriculum. (LBH)

Program for Educational Mobility for Health Manpower (The Basic Sciences), June 12-August 25, 1970. Preliminary Report.

ERIC Educational Resources Information Center

Coordinating Council for Education in the Health Sciences for San Diego and Imperial Counties, CA.

Community college administrators and faculty in the areas of anatomy, physiology, chemistry, physics, and microbiology attended an 11-day workshop to redefine, modify, and develop science concepts for a core curriculum in the allied health field. To achieve workshop objectives, the committee heard presentations by consultants, visited clinical…

Impact of Integrated Teaching Sessions for Comprehensive Learning and Rational Pharmacotherapeutics for Medical Undergraduates

PubMed Central

Ambwani, Sneha; Vegada, Bhavisha; Sidhu, Rimple; Charan, Jaykaran

2017-01-01

Background: It is postulated that integrated teaching method may enhance retention of the knowledge and clinical applicability of the basic sciences as compared to the didactic method. Aim: The present study was undertaken to compare the integrated teaching method with the didactic method for the learning ability and clinical applicability of the basic sciences. Materials and Methods: The 2nd year MBBS students were divided into two groups randomly. The study was conducted into two stages. In the first stage, conventional didactic lectures on hypertension (HT) were delivered to one group and multidisciplinary integrated teaching to another group. For the second stage, diabetes mellitus groups were swapped. Retention of the knowledge between the groups were assessed through a multiple choice questions (MCQ) test. Feedback of the students and faculty was obtained on a 5 point Likert scale. For the comparison, student's data were regrouped into four groups, i.e., integrated HT, didactic HT, integrated diabetes and didactic diabetes. Results: There was no significant difference of MCQ score between integrated HT, didactic HT, and integrated diabetes group. However, the score obtained in didactic diabetes was significantly more (P = 0.00) than other groups. Majority of the students favored integrated teaching for clinical application of basic science and learning of the skill for the future clinical practice. Faculties considered integrated method as a useful method and suggested frequent use of this method. Conclusion: There was no clear difference in knowledge acquisition; however, the students and faculties favored integrated teaching method in the feedback questionnaire. PMID:29344460

The Impact of Biotechnology upon Pharmacy Education.

ERIC Educational Resources Information Center

Speedie, Marilyn K.

1990-01-01

Biotechnology is defined, and its impact on pharmacy practice, the professional curriculum (clinical pharmacy, pharmacy administration, pharmacology, medicinal chemistry, pharmaceutics, basic sciences, and continuing education), research in pharmacy schools, and graduate education are discussed. Resulting faculty, library, and research resource…

Producing physician-scientists: a survey of graduates from the Harvard--MIT Program in Health Sciences and Technology.

PubMed

Wilkerson, L; Abelmann, W H

1993-03-01

The Harvard-MIT Program in Health Sciences and Technology (HST) is a flexible, preclinical curriculum, taught by members of the faculties of both Harvard University and the Massachusetts Institute of Technology, that stresses a rigorous, scientific, quantitative approach, small classes (usually fewer than 50 students), and student-faculty interaction. The program is aimed at students with strong backgrounds in quantitative and biological sciences who are interested in careers as physician-scientists. The first 234 students of the program, who graduated between 1975 and 1985, were asked to participate in a 1990 follow-up study by completing a four-page questionnaire and submitting curricula vitae and lists of publications, if available. Data were analyzed quantitatively and qualitatively. Of the 234 graduates, 211 (90%) responded. Sixty-three (30%) had received both MD and PhD degrees. The graduates were twice as likely to describe their primary professional roles as academic than as clinical practice; 94 held full-time faculty positions at 50 medical schools. The 154 (73%) in research spent an average of 51% of their time on this activity. According to the 179 graduates (85%) who stated that they would choose HST again, the most frequently mentioned reasons were the quantitative approach that emphasized integration of basic science and clinical practice (49%) and the small class size (37%). The HST MD curriculum, with its emphasis on basic science and research experience, has been successful in preparing carefully selected students for careers as physician-scientists, without necessarily requiring the completion of a PhD degree.

A qualitative study on personal information management (PIM) in clinical and basic sciences faculty members of a medical university in Iran

PubMed Central

Sedghi, Shahram; Abdolahi, Nida; Azimi, Ali; Tahamtan, Iman; Abdollahi, Leila

2015-01-01

Background: Personal Information Management (PIM) refers to the tools and activities to save and retrieve personal information for future uses. This study examined the PIM activities of faculty members of Iran University of Medical Sciences (IUMS) regarding their preferred PIM tools and four aspects of acquiring, organizing, storing and retrieving personal information. Methods: The qualitative design was based on phenomenology approach and we carried out 37 interviews with clinical and basic sciences faculty members of IUMS in 2014. The participants were selected using a random sampling method. All interviews were recorded by a digital voice recorder, and then transcribed, codified and finally analyzed using NVivo 8 software. Results: The use of PIM electronic tools (e-tools) was below expectation among the studied sample and just 37% had reasonable knowledge of PIM e-tools such as, external hard drivers, flash memories etc. However, all participants used both paper and electronic devices to store and access information. Internal mass memories (in Laptops) and flash memories were the most used e-tools to save information. Most participants used "subject" (41.00%) and "file name" (33.7 %) to save, organize and retrieve their stored information. Most users preferred paper-based rather than electronic tools to keep their personal information. Conclusion: Faculty members had little knowledge about PIM techniques and tools. Those who organized personal information could easier retrieve the stored information for future uses. Enhancing familiarity with PIM tools and training courses of PIM tools and techniques are suggested. PMID:26793648

The Relationship Between OREF Grants and Future NIH Funding Success.

PubMed

Hegde, Vishal; Johansen, Daniel; Park, Howard Y; Zoller, Stephen D; Hamad, Christopher; Bernthal, Nicholas M

2017-08-16

The Orthopaedic Research and Education Foundation (OREF) is the leading specialty-specific nongovernmental organization providing orthopaedic funding in the United States. As extramural research funding has become increasingly difficult to acquire, one mission of the OREF is to support investigators to generate data needed to secure larger extramural funding from agencies such as the National Institutes of Health (NIH). The objectives of this study were to evaluate the rate of translating OREF faculty-level grants into subsequent NIH funding and to determine if there are identifiable factors that increase the rate of converting an OREF grant into NIH funding. This is a retrospective review of OREF grants awarded to full-time faculty orthopaedic surgeons between 1994 and 2014. Grants were analyzed on the basis of award type and were categorized as basic science, clinical, or epidemiological. Sex, individual scholarly productivity, and publication experience were evaluated. All awardees were assessed for subsequent NIH funding using the NIH RePORTER web site. One hundred and twenty-six faculty-level OREF grants were awarded to 121 individuals. Twenty-seven OREF grant awardees (22%) received NIH funding at a mean of 6.3 years after OREF funding. Nineteen (46%) of 41 Career Development Grant winners later received NIH funding compared with 10 (12%) of 85 other award winners. OREF grants for basic science projects were awarded more often (58%) and were more than 4 times as likely to result in NIH funding than non-basic science projects (odds ratio, 4.70 [95% confidence interval, 1.66 to 13.33]; p = 0.0036). Faculty who later received NIH funding had higher scholarly productivity and publication experience (p < 0.05). The OREF grant awardee conversion rate of 22% and, particularly, the 46% for Career Development Grant winners compares favorably with the overall NIH funding success rate (18% in 2014). Faculty-level OREF grants appear to achieve their purpose of identifying and supporting researchers who aim to secure subsequent federal funding. The goal of this study is to examine how successful faculty who have obtained OREF grants have been in securing NIH funding later in their careers. Although subsequent accrual of NIH funding is not the only goal of OREF funding, it can be used as an important benchmark to assess the development of orthopaedic clinician-scientists.

Describing the apprenticeship of chemists through the language of faculty scientists

NASA Astrophysics Data System (ADS)

Skjold, Brandy Ann

Attempts to bring authentic science into the K-16 classroom have led to the use of sociocultural theories of learning, particularly apprenticeship, to frame science education research. Science educators have brought apprenticeship to science classrooms and have brought students to research laboratories in order to gauge its benefits. The assumption is that these learning opportunities are representative of the actual apprenticeship of scientists. However, there have been no attempts in the literature to describe the apprenticeship of scientists using apprenticeship theory. Understanding what science apprenticeship looks like is a critical component of translating this experience into the classroom. This study sought to describe and analyze the apprenticeship of chemists through the talk of faculty scientists. It used Lave and Wenger’s (1991) theory of Legitimate Peripheral Participation as its framework, concentrating on describing the roles of the participants, the environment and the tasks in the apprenticeship, as per Barab, Squire and Dueber (2000). A total of nine chemistry faculty and teaching assistants were observed across 11 settings representing a range of learning experiences from introductory chemistry lectures to research laboratories. All settings were videotaped, focusing on the instructor. About 89 hours of video was taken, along with observer field notes. All videos were transcribed and transcriptions and field notes were analyzed qualitatively as a broad level discourse analysis. Findings suggest that learners are expected to know basic chemistry content and how to use basic research equipment before entering the research lab. These are taught extensively in classroom settings. However, students are also required to know how to use the literature base to inform their own research, though they were rarely exposed to this in the classrooms. In all settings, conflicts occurred when student under or over-estimated their role in the learning environment. While faculty moved effortlessly between settings, students had difficulty adjusting to new roles in different settings. The findings suggest that one beneficial way of bringing apprenticeship into the classroom, would be to expose students to scientific literature early, emphasizing the community of practice and the roles that learners, faculty and scientists play within it.

The Dark Side of Nuclear Arms Education.

ERIC Educational Resources Information Center

Jungerman, Nancy K.; Jungerman, John A.

1985-01-01

Outlines a course (offered jointly by physics and applied science departments) which focuses on basic physics and nuclear war effects. Due to the emotional impact of issues discussed in the course, faculty implemented a plan which included the use of counseling professionals. (DH)

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) summer faculty fellowship program, 1986, volume 1

NASA Technical Reports Server (NTRS)

Mcinnis, Bayliss (Editor); Goldstein, Stanley (Editor)

1987-01-01

The Johnson Space Center (JSC) NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston. The basic objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching objectives of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. Each faculty fellow spent ten weeks at JSC engaged in a research project commensurate with his interests and background and worked in collaboration with a NASA/JSC colleague. Volume 1 contains sections 1 through 14.

Research Reports: 1986 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, L. Michael (Editor); Speer, Fridtjof A. (Editor); Cothran, Ernestine K. (Editor); Karr, Gerald R. (Editor)

1986-01-01

For the 22th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted for the summer of 1986 by the University of Alabama and Marshall Space Flight Center. The basic objectives of the program are: (1)to further the professional knowledge of qualified engineering and science faculty members; (2)to stimulate an exchange of ideas between participants and NASA; (3)to enrich and refresh the research and teaching activities of the participants' institution; and (4)to contribute to the research objectives of the NASA center. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interest and background and worked in collaboration with a NASA/MSFC colleague. This is a compilation of Fellows' reports on their research.

Improving Graduate Education to Support a Branching Career Pipeline: Recommendations Based on a Survey of Doctoral Students in the Basic Biomedical Sciences

ERIC Educational Resources Information Center

Fuhrmann, C. N.; Halme, D. G.; O'Sullivan, P. S.; Lindstaedt, B.

2011-01-01

Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of…

Research reports: 1991 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, Gerald R. (Editor); Chappell, Charles R. (Editor); Six, Frank (Editor); Freeman, L. Michael (Editor)

1991-01-01

The basic objectives of the programs, which are in the 28th year of operation nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of 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 Centers. The faculty fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This is a compilation of their research reports for summer 1991.

MEDLINE end-user survey: the University of Florida experience.

PubMed

Hsu, P P

1991-01-01

The University of Florida Health Science Center Library (UF-HSCL) surveyed MEDLINE end-user activities of the faculty from the six colleges which the UF-HSCL serves. A questionnaire was developed and sent to all faculty members. The Basic SAS program was used to analyze the collected data. This survey was intended to identify the users, the reasons for faculty members not being end users, the purpose for searching MEDLINE, the information retrieval methods, the level of end-user satisfaction, and the librarian's role in information retrieval activities. Many findings from this survey were in agreement with those of the 1988 study by the National Library of Medicine.

[The Cracow Physicians Society and the medical faculty of Jagiellonian University--the past and the present].

PubMed

Gościński, Igor; Wiernikowski, Adam; Zawiliński, Jarosław

2014-01-01

The Cracow Physicians Society (CPS) since inception in 1866, maintain close liaison with the Faculty of Medicine of the Jagiellonian University by the person of president, board members and ordinary members of the Society who are also employees of the University. They share a number of common initiatives. Many distinguished professors are honorary members of the Society. CPS annually rewards outstanding doctoral and postdoctoral works award named professor Sych, and also awards diplomas and medals to deserving individuals for professional, scientific and organizational work. CPS cooperates with the Association of Graduates of the Medical Faculties of the Jagiellonian University, Polish Academy of Learning and the Division of Krakow Polish Academy of Sciences and numerous specialized medical societies in the medical integration and to focus physicians around deontological and ethical problems, basic sciences, medical diagnostics, therapeutics, medical history and culture.

A functional architecture of the human brain: Emerging insights from the science of emotion

PubMed Central

Lindquist, Kristen A.; Barrett, Lisa Feldman

2012-01-01

The ‘faculty psychology’ approach to the mind, which attempts to explain mental function in terms of categories that reflect modular ‘faculties’, such as emotions, cognitions, and perceptions, has dominated research into the mind and its physical correlates. In this paper, we argue that brain organization does not respect the commonsense categories belonging to the faculty psychology approach. We review recent research from the science of emotion demonstrating that the human brain contains broadly distributed functional networks that can each be re-described as basic psychological operations that interact to produce a range of mental states, including, but not limited to, anger, sadness, fear, disgust, and so on. When compared to the faculty psychology approach, this ‘constructionist’ approach provides an alternative functional architecture to guide the design and interpretation of experiments in cognitive neuroscience. PMID:23036719

Pharmacology education in North American dental schools: the basic science survey series.

PubMed

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2013-08-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed course directors of basic pharmacology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-nine of sixty-seven (73.1 percent) U.S. and Canadian dental schools. The findings suggest the following: 1) substantial variation exists in instructional hours, faculty affiliation, placement within curriculum, class size, and interdisciplinary nature of pharmacology courses; 2) pharmacology course content emphasis is similar among schools; 3) the number of contact hours in pharmacology has remained stable over the past three decades; 4) recent curricular changes were often directed towards enhancing the integrative and clinically relevant aspects of pharmacology instruction; and 5) a trend toward innovative content delivery, such as use of computer-assisted instruction applications, is evident. Data, derived from this study, may be useful to pharmacology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US.

PubMed

Gibbs, Kenneth D; Basson, Jacob; Xierali, Imam M; Broniatowski, David A

2016-11-17

Faculty diversity is a longstanding challenge in the US. However, we lack a quantitative and systemic understanding of how the career transitions into assistant professor positions of PhD scientists from underrepresented minority (URM) and well-represented (WR) racial/ethnic backgrounds compare. Between 1980 and 2013, the number of PhD graduates from URM backgrounds increased by a factor of 9.3, compared with a 2.6-fold increase in the number of PhD graduates from WR groups. However, the number of scientists from URM backgrounds hired as assistant professors in medical school basic science departments was not related to the number of potential candidates (R 2 =0.12, p>0.07), whereas there was a strong correlation between these two numbers for scientists from WR backgrounds (R 2 =0.48, p<0.0001). We built and validated a conceptual system dynamics model based on these data that explained 79% of the variance in the hiring of assistant professors and posited no hiring discrimination. Simulations show that, given current transition rates of scientists from URM backgrounds to faculty positions, faculty diversity would not increase significantly through the year 2080 even in the context of an exponential growth in the population of PhD graduates from URM backgrounds, or significant increases in the number of faculty positions. Instead, the simulations showed that diversity increased as more postdoctoral candidates from URM backgrounds transitioned onto the market and were hired.

Awareness, Attitude, and Knowledge of Basic Life Support among Medical, Dental, and Nursing Faculties and Students in the University Hospital.

PubMed

Sangamesh, N C; Vidya, K C; Pathi, Jugajyoti; Singh, Arpita

2017-01-01

To assess the awareness, attitude, and knowledge about basic life support (BLS) among medical, dental, and nursing students and faculties and the proposal of BLS skills in the academic curriculum of undergraduate (UG) course. Recognition, prevention, and effective management of life-threatening emergencies are the responsibility of health-care professionals. These situations can be successfully managed by proper knowledge and training of the BLS skills. These life-saving maneuvers can be given through the structured resuscitation programs, which are lacking in the academic curriculum. A questionnaire study consisting of 20 questions was conducted among 659 participants in the Kalinga Institute of Dental Sciences, Kalinga Institute of Medical Sciences, KIIT University. Medical junior residents, BDS faculties, interns, nursing faculties, and 3 rd -year and final-year UG students from both medical and dental colleges were chosen. The statistical analysis was carried out using SPSS software version 20.0 (Armonk, NY:IBM Corp). After collecting the data, the values were statistically analyzed and tabulated. Statistical analysis was performed using Mann-Whitney U-test. The results with P < 0.05 were considered statistically significant. Our participants were aware of BLS, showed positive attitude toward it, whereas the knowledge about BLS was lacking, with the statistically significant P value. By introducing BLS regularly in the academic curriculum and by routine hands on workshops, all the health-care providers should be well versed with the BLS skills for effectively managing the life-threatening emergencies.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1987, volume 2

NASA Technical Reports Server (NTRS)

Jones, William B., Jr. (Editor); Goldstein, Stanley H. (Editor)

1987-01-01

The 1987 Johnson Space Center (JCS) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of ASEE. The basic objectives of the program are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objective of the NASA Centers. This document is a compilation of the final reports on the research projects done by the faculty fellows during the summer of 1987.

Research reports: 1994 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, L. Michael (Editor); Chappell, Charles R. (Editor); Six, Frank (Editor); Karr, Gerald R. (Editor)

1994-01-01

For the 30th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs, which are in the 31st year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of 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 centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1994.

Faculty Performance on the Genomic Nursing Concept Inventory.

PubMed

Read, Catherine Y; Ward, Linda D

2016-01-01

To use the newly developed Genomic Nursing Concept Inventory (GNCI) to evaluate faculty understanding of foundational genomic concepts, explore relative areas of strength and weakness, and compare the results with those of a student sample. An anonymous online survey instrument consisting of demographic or background items and the 31 multiple-choice questions that make up the GNCI was completed by 495 nursing faculty from across the United States in the fall of 2014. Total GNCI score and scores on four subcategories (genome basics, mutations, inheritance, genomic health) were calculated. Relationships between demographic or background variables and total GNCI score were explored. The mean score on the GNCI was 14.93 (SD = 5.31), or 48% correct; topical category scores were highest on the inheritance and genomic health items (59% and 58% correct, respectively), moderate on the mutations items (54% correct), and lowest on the genome basics items (33% correct). These results are strikingly similar to those of a recent study of nursing students. Factors associated with a higher total score on the GNCI included higher self-rated proficiency with genetic/genomic content, having a doctoral degree, having taken a genetics course for academic credit or continuing education, and having taught either a stand-alone genetic/genomic course or lecture content as part of nursing or related course. Self-rated proficiency with genetic/genomic content was fair or poor (70%), with only 7% rating their proficiency as very good or excellent. Faculty knowledge of foundational genomic concepts is similar to that of the students they teach and weakest in the areas related to basic science information. Genomics is increasingly relevant in all areas of clinical nursing practice, and the faculty charged with educating the next generation of nurses must understand foundational concepts. Faculty need to be proactive in seeking out relevant educational programs that include basic genetic/genomic concepts. © 2015 Sigma Theta Tau International.

Integrating Quantitative Reasoning into STEM Courses Using an Energy and Environment Context

NASA Astrophysics Data System (ADS)

Myers, J. D.; Lyford, M. E.; Mayes, R. L.

2010-12-01

Many secondary and post-secondary science classes do not integrate math into their curriculum, while math classes commonly teach concepts without meaningful context. Consequently, students lack basic quantitative skills and the ability to apply them in real-world contexts. For the past three years, a Wyoming Department of Education funded Math Science Partnership at the University of Wyoming (UW) has brought together middle and high school science and math teachers to model how math and science can be taught together in a meaningful way. The UW QR-STEM project emphasizes the importance of Quantitative Reasoning (QR) to student success in Science, Technology, Engineering and Mathematics (STEM). To provide a social context, QR-STEM has focused on energy and the environment. In particular, the project has examined how QR and STEM concepts play critical roles in many of the current global challenges of energy and environment. During four 3-day workshops each summer and over several virtual and short face-to-face meetings during the academic year, UW and community college science and math faculty work with math and science teachers from middle and high schools across the state to improve QR instruction in math and science classes. During the summer workshops, faculty from chemistry, physics, earth sciences, biology and math lead sessions to: 1) improve the basic science content knowledge of teachers; 2) improve teacher understanding of math and statistical concepts, 3) model how QR can be taught by engaging teachers in sessions that integrate math and science in an energy and environment context; and 4) focus curricula using Understanding by Design to identify enduring understandings on which to center instructional strategies and assessment. In addition to presenting content, faculty work with teachers as they develop classroom lessons and larger units to be implemented during the school year. Teachers form interdisciplinary groups which often consist of math and science teachers from the same school or district. By jointly developing units focused on energy and environment, math and science curricula can be coordinated during the school year. During development, teams present their curricular ideas for peer-review. Throughout the school year, teachers implement their units and collect pre-post data on student learning. Ultimately, science teachers integrate math into their science courses, and math teachers integrate science content in their math courses. Following implementation, participants share their experiences with their peers and faculty. Of central interest during these presentations are: 1) How did the QR-STEM experience change teacher practices in the classroom?; and 2) How did the modification of their teaching practices impact student learning and their ability to successfully master QR? The UW QR-STEM has worked with Wyoming science and math teachers from across the state over the three year grant period.

Application of E-learning tools for the teaching of Natural Science. A case related to Astronomy

NASA Astrophysics Data System (ADS)

Goldes, G.; Gallino, M.; Britos, D.; Lago, D.; Tavella, G.; Vidal, E.; Morales, S.; Nicotra, M.

The requirements, recent experiences and projections of the application of virtual learning techniques and environments for the teaching of basic sciences at the National University of Córdoba, Argentina, are described. The reasons to still consider basic science E-learning as an institutional vacancy area are discussed. Present activities designed to revert this situation are also discussed. A particular experience about the application of tics as a complementary resource for teaching astronomy at the University is described and discussed on the basis of both strengths and limitations. The organization of E-learning activities at the Faculty of Engineering, Biology and Geology ("Facultad de Ciencias Exactas, Físicas y Naturales") is discussed in some detail.

Experiences of Academic Members About their Professional Challenges: a Content Analysis Qualitative study

PubMed Central

Shahhosseini, Zohreh; Danesh, Mahmonier

2014-01-01

Background: University faculty members of different disciplines in any country, by giving better quality services, will further accelerate the development of their respective countries. This study aims to explore the experiences of faculty members about their professional challenges. Aim: In this qualitative study, which was conducted in 2013, fifteen faculty members in the departments of clinical and basic sciences of Mazandaran university of Medical Sciences in northern Iran were chosen for semi-structured in-depth interviews by purposive sampling method. All tape-recorded data were fully transcribed and content analysis was performed. Results: After immersion and data analysis, three main themes were emerged including: “Imbalances in academic members’ tasks in different areas”, “Weakness of evaluation and promotion system” and “Failure to provide the infrastructure educational facilities”. The main themes and sub-themes are explained by the help of participants’ direct quotations. Conclusions: This study suggested that it is better to take effective measures to improve the faculty members’ situation and therefore increase their efficiency, effectiveness and productivity. PMID:24825939

Arizona's Three-Year Medical Curriculum: A Postmortem.

ERIC Educational Resources Information Center

Kettel, Louis J.; And Others

1979-01-01

Students and faculty at the University of Arizona College of Medicine found the three-year medical program to be an unsatisfactory educational experience due to excessive intensity of classroom work, insufficient vacation time, and inadequate time to teach basic science. Measures of student performance showed no differences between three- and…

Learning Medical School Biochemistry Through Self-Directed Case-Oriented Study.

ERIC Educational Resources Information Center

Morley, Colin G. D.; Blumberg, Phyllis

1987-01-01

Describes an alternative medical school curriculum for the first two years of preclinical basic science studies. Discusses student and faculty selection for the program. Details the format for teaching biochemistry in the Alternative Curriculum, including program structure, content organization and exams. Evaluates the success of the program. (CW)

Introductory Programming Subject in European Higher Education

ERIC Educational Resources Information Center

Aleksic, Veljko; Ivanovic, Mirjana

2016-01-01

Programming is one of the basic subjects in most informatics, computer science mathematics and technical faculties' curricula. Integrated overview of the models for teaching programming, problems in teaching and suggested solutions were presented in this paper. Research covered current state of 1019 programming subjects in 715 study programmes at…

Science and self-assessment: phrenological charts 1840-1940.

PubMed

Sysling, Fenneke

2018-06-01

This paper looks at phrenological charts as mediators of (pseudo-)scientific knowledge to individual clients who used them as a means of self-assessment. Phrenologists propagated the idea that the human mind could be categorized into different mental faculties, with each particular faculty represented in a different area of the brain and by bumps on the head. In the US and the UK popular phrenologists examined individual clients for a fee. Drawing on a collection of phrenological charts completed for individual clients, this paper shows how charts aspired to convey new ideals of selfhood by using the authority of science in tailor-made certificates, and by teaching clients some of the basic practices of that science. Hitherto historians studying phrenology have focused mainly on the attraction of the content of phrenological knowledge for the wider public, but in this paper I show how the charts enabled clients to participate actively in creating knowledge of their own bodies and selves.

Future of fundamental discovery in US biomedical research

PubMed Central

Levitt, Michael; Levitt, Jonathan M.

2017-01-01

Young researchers are crucially important for basic science as they make unexpected, fundamental discoveries. Since 1982, we find a steady drop in the number of grant-eligible basic-science faculty [principal investigators (PIs)] younger than 46. This fall occurred over a 32-y period when inflation-corrected congressional funds for NIH almost tripled. During this time, the PI success ratio (fraction of basic-science PIs who are R01 grantees) dropped for younger PIs (below 46) and increased for older PIs (above 55). This age-related bias seems to have caused the steady drop in the number of young basic-science PIs and could reduce future US discoveries in fundamental biomedical science. The NIH recognized this bias in its 2008 early-stage investigator (ESI) policy to fund young PIs at higher rates. We show this policy is working and recommend that it be enhanced by using better data. Together with the National Institute of General Medical Sciences (NIGMS) Maximizing Investigators’ Research Award (MIRA) program to reward senior PIs with research time in exchange for less funding, this may reverse a decades-long trend of more money going to older PIs. To prepare young scientists for increased demand, additional resources should be devoted to transitional postdoctoral fellowships already offered by NIH. PMID:28584129

Publish or Perish: Technologists in Academia.

ERIC Educational Resources Information Center

Gluck, Sandra C.

Medical technologists are relative newcomers to academia since the development of 2+2 programs and some movement away from didactic teaching at hospital sites. Medical technology faculty are now just as much a part of the publish-or-perish syndrome as their basic science and liberal arts colleagues, although their research activity is not highly…

Using Live Tissue Laboratories to Promote Clinical Reasoning in Doctor of Physical Therapy Students

ERIC Educational Resources Information Center

Moore, W. Allen; Noonan, Ann Cassidy

2010-01-01

Recently, the use of animal laboratories has decreased in medical and basic science programs due to lack of trained faculty members, student concerns about animal welfare, and the increased availability of inexpensive alternatives such as computer simulations and videos. Animal laboratories, however, have several advantages over alternative forms…

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

PubMed Central

Gibbs, Kenneth D; Basson, Jacob; Xierali, Imam M; Broniatowski, David A

2016-01-01

Faculty diversity is a longstanding challenge in the US. However, we lack a quantitative and systemic understanding of how the career transitions into assistant professor positions of PhD scientists from underrepresented minority (URM) and well-represented (WR) racial/ethnic backgrounds compare. Between 1980 and 2013, the number of PhD graduates from URM backgrounds increased by a factor of 9.3, compared with a 2.6-fold increase in the number of PhD graduates from WR groups. However, the number of scientists from URM backgrounds hired as assistant professors in medical school basic science departments was not related to the number of potential candidates (R2=0.12, p>0.07), whereas there was a strong correlation between these two numbers for scientists from WR backgrounds (R2=0.48, p<0.0001). We built and validated a conceptual system dynamics model based on these data that explained 79% of the variance in the hiring of assistant professors and posited no hiring discrimination. Simulations show that, given current transition rates of scientists from URM backgrounds to faculty positions, faculty diversity would not increase significantly through the year 2080 even in the context of an exponential growth in the population of PhD graduates from URM backgrounds, or significant increases in the number of faculty positions. Instead, the simulations showed that diversity increased as more postdoctoral candidates from URM backgrounds transitioned onto the market and were hired. DOI: http://dx.doi.org/10.7554/eLife.21393.001 PMID:27852433

Awareness of basic life support among staff and students in a dental school.

PubMed

Reddy, Sahithi; Doshi, Dolar; Reddy, Padma; Kulkarni, Suhas; Reddy, Srikanth

2013-05-01

To assess and compare the knowledge of basic life support (BLS) among third, fourth and fifth (III, IV and V) year Bachelor of Dental Surgery (BDS) clinical students, dental interns, postgraduate students and Bachelor of Dental Surgery (BDS) and Master of Dental Surgery (MDS) faculty of Panineeya Institute of Dental Sciences and Hospital, Hyderabad, India. A BLS questionnaire consisting of 22 questions was used to assess the levels of III, IV and V years BDS clinical students, dental interns, postgraduate students and BDS and MDS faculty of Panineeya Institute of Dental Sciences and Hospital, Hyderabad, India. Statistical Package for Social Sciences software (SPSS version 12.0) was used to analyze the statistical data. The p<0.05 was considered statistically significant. A total of 338 respondents took part in the study. When gender comparison was done with correct knowledge responses, statistically significant differences were noted for Q6, Q9, Q12, Q13, Q15 and Q17. For age groups and educational qualifications, significant difference was observed for all questions. It was noted that III, IV and V year undergraduate clinical students and half of interns had adequate knowledge when compared to postgraduate students (6.9%), BDS tutors (0.00%) and MDS staff (10.7%). The study concludes that there is a significant lack of knowledge among postgraduates students BDS and MDS faculty, regarding BLS when compared to III, IV and V year's clinical BDS students and dental interns. This study emphasizes the need for all health care professionals to regularly update the knowledge and skills regarding BLS.

SEA Change: Bringing together Science, Engineering and the Arts at the University of Florida

NASA Astrophysics Data System (ADS)

Perfit, M. R.; Mertz, M. S.; Lavelli, L.

2014-12-01

A group of interested and multifaceted faculty, administrators and students created the Science, Engineering, Arts Committee (SEA Change) two years ago at the University of Florida (UF). Recognizing that innovative ideas arise from the convergence of divergent thinkers, the committee seeks to bring together faculty in Science, Engineering, the Arts and others across campus to develop and disseminate innovative ideas for research, teaching and service that will enhance the campus intellectual environment. We meet regularly throughout the year as faculty with graduate and undergraduate students to catalyze ideas that could lead to collaborative or interdisciplinary projects and make recommendations to support innovative, critical and creative work. As an example, the Department of Geological Sciences and the School of Art and Art History collaborated on a competition among UF undergraduate painting students to create artistic works that related to geoscience. Each student gathered information from Geological Sciences faculty members to use for inspiration in creating paintings along with site-specific proposals to compete for a commission. The winning work was three-story high painting representing rock strata and the Florida environment entitled "Prairie Horizontals" that is now installed in the Geoscience building entrance atrium. Two smaller paintings of the second place winner, depicting geologists in the field were also purchased and displayed in a main hallway. Other activities supported by SEA Change have included a collaborative work of UF engineering and dance professors who partnered for the Creative Storytelling and Choreography Lab, to introduce basic storytelling tools to engineering students. A campus-wide gathering of UF faculty and graduate students titled Creative Practices: The Art & Science of Discovery featured guest speakers Steven Tepper, Victoria Vesna and Benjamin Knapp in spring 2014. The Committee plans to develop and foster ideas that will lead to more collaborative or interdisciplinary projects and make recommendations to the administration to support a creative environment across disciplines on UF campus.

Research Reports: 1988 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, L. Michael (Editor); Chappell, Charles R. (Editor); Cothran, Ernestine K. (Editor); Karr, Gerald R. (Editor)

1988-01-01

The basic objectives are to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA: to enrich and refresh the research and teaching activities of the participants' institutions; and to contribute to the research objectives of the NASA centers. Topics addressed include: cryogenics; thunderstorm simulation; computer techniques; computer assisted instruction; system analysis weather forecasting; rocket engine design; crystal growth; control systems design; turbine pumps for the Space Shuttle Main engine; electron mobility; heat transfer predictions; rotor dynamics; mathematical models; computational fluid dynamics; and structural analysis.

Teaching scientific literacy in an introductory women's studies course: a case study in interdisciplinary collaboration

NASA Astrophysics Data System (ADS)

Fuselier, Linda; Murphy, Claudia; Bender, Anita; Creel Falcón, Kandace

2015-01-01

Background and purpose:The purpose of this exploratory case study is to describe how scholars negotiated disciplinary divides to develop and communicate to their students an understanding of the basic features of scientific knowledge. Our goals were to examine boundary crossing in interdisciplinary collaboration and to assess the efficacy of adding science content to an introductory Women's Studies course. Sample:We studied a collaboration between faculty in Biology and Women's Studies and evaluated science modules in a Women's Studies course at a regional four-year university in the Midwestern USA. The study included 186 student participants over three semesters and four faculty from Philosophy, Women's Studies and Biology. Design and method:Women's Studies and Biology faculty collaborated to design and implement science content learning modules that included the case of women and science in an introductory Women's Studies course. Qualitative data collected from faculty participants in the form of peer debrief sessions and narrative reflections were used to examine the process of interdisciplinary collaboration. Students exposed to curriculum changes were administered pre- and post-lesson surveys to evaluate their understanding of issues faced by women in science careers, the nature of science, and interest in science studies. Data from collaborators, student journal reflections, and pre-/post-lesson surveys were considered together in an evaluation of how knowledge of science was understood and taught in a Women's Studies course over a longitudinal study of three semesters. Results:We found evidence of discipline-based challenges to interdisciplinarity and disciplinary boundary crossing among collaborators. Three themes emerged from our collaboration: challenges posed by disciplinary differences, creation of a space for interdisciplinary work, and evidence of boundary crossing. Student participants exhibited more prior knowledge of Women's Studies content than nature of science but showed learning in the areas of scientific literacy and the understanding of issues related to women in science careers. Student understanding of science content was enhanced by the participation of a woman scientist in the learning module. Conclusion:This case study illustrates how creating an inclusive space for interdisciplinary collaboration led to successful curriculum transformation and academic boundary crossing by faculty participants. Success is evident in the legacy of interdisciplinarity in the curriculum and learning gains by students. Use of a feminist science studies framework was successful at helping students learn about the influence of values on science and the tentative nature of scientific conclusions. It was less successful in teaching the distinction between science and other ways of knowing and the conception that science is an evidence-based approach to understanding the natural world. This study highlights the importance of interdisciplinary teams of faculty members collaborating to help students learn about science by modeling that there are multiple ways of knowing.

The 1983 NASA/ASEE Summer Faculty Fellowship Research Program research reports

NASA Technical Reports Server (NTRS)

Horn, W. J. (Editor); Duke, M. B. (Editor)

1983-01-01

The 1983 NASA/ASEE Summary Faculty Fellowship Research Program was conducted by Texas A&M University and the Lyndon B. Johnson Space Center (JSC). The 10-week program was operated under the auspices of the American Society for Engineering Education (ASEE). The basic objectives of the programs, which began in 1965 at JSC and in 1964 nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members, (2) to stimulate an exchange of 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 Centers. The faculty fellows spent 10 weeks at JSC engaged in a research project commensurate with their interests and background. They worked in collaboration with a NASA/JSC colleague. This document is a compilation of final reports on their research during the summer of 1983.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) summer faculty fellowship program, 1986, volume 2

NASA Technical Reports Server (NTRS)

Mcinnis, Bayliss (Editor); Goldstein, Stanley (Editor)

1987-01-01

The Johnson Space Center (JSC) NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The ten week program was operated under the auspices of the American Society for Engineering Education (ASEE). The basic objectives of the program are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of 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 Centers. Each faculty fellow spent ten weeks at JSC engaged in a research project commensurate with his interests and background and worked in collaboration with a NASA/JSC colleague. The final reports on the research projects are presented. This volume, 2, contains sections 15 through 30.

Teaching microbiology to undergraduate students in the humanities and the social sciences.

PubMed

Oren, Aharon

2015-10-01

This paper summarizes my experiences teaching a 28-hour course on the bacterial world for undergraduate students in the humanities and the social sciences at the Hebrew University of Jerusalem. This course was offered in the framework of a program in which students must obtain credit points for courses offered by other faculties to broaden their education. Most students had little biology in high school and had never been exposed to the basics of chemistry. Using a historical approach, highlighting the work of pioneers such as van Leeuwenhoek, Koch, Fleming, Pasteur, Winogradsky and Woese, I covered a broad area of general, medical, environmental and evolutionary microbiology. The lectures included basic concepts of organic and inorganic chemistry necessary to understand the principles of fermentations and chemoautotrophy, and basic molecular biology to explain biotechnology using transgenic microorganisms and molecular phylogeny. Teaching the basics of microbiology to intelligent students lacking any background in the natural sciences was a rewarding experience. Some students complained that, in spite of my efforts, basic concepts of chemistry remained beyond their understanding. But overall the students' evaluation showed that the course had achieved its goal. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

A Forest Science Effective Research Supervision in the Faculty of Forestry, Universiti Putra Malaysia

ERIC Educational Resources Information Center

Jusoff, Kamaruzaman; Silikon, Lebuh

2008-01-01

At least historically, undergraduate research supervision has predominantly been seen as part of the basic research function of academic staff. In many fields of study, success in research requires not only sophisticated experimental and analytical skills, but good mentoring and managerial skills as well. This paper presents an observational case…

Faculty Perceptions of Basic Skills Faculty Development

ERIC Educational Resources Information Center

Duffy, Michelle Moreau

2012-01-01

This study investigated the perceptions of faculty regarding why they choose to attend basic skills faculty development; what they choose to implement in their classrooms; and how they determine the effectiveness of the strategies selected. A survey was completed by 173 full and part-time faculty from a large, suburban single-campus community…

NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Hosler, E. Ramon (Editor); Valdes, Carol (Editor); Brown, Tom (Editor)

1993-01-01

This document is a collection of technical reports on research conducted by the participants in the 1993 NASA/ASEE Summer Faculty Fellowship Program at KSC. The basic common objectives of the Program are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of 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 centers. 1993 topics include wide band fiber optic communications, a prototype expert/information system for examining environmental risks of KSC activities, alternatives to premise wiring using ATM and microcellular technologies, rack insertion end effector (RIEE) automation, FTIR quantification of industrial hydraulic fluids in perchloroethylene, switch configuration for migration to optical fiber network, and more.

What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

PubMed

Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

2017-01-01

Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

Physiology education in North American dental schools: the basic science survey series.

PubMed

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2014-06-01

As part of the Basic Science Survey Series for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed directors of physiology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-four of sixty-seven (65.7 percent) U.S. and Canadian dental schools. The findings suggest the following: substantial variation exists in instructional hours, faculty affiliation, class size, and interdisciplinary nature of physiology courses; physiology course content emphasis is similar between schools; student contact hours in physiology, which have remained relatively stable in the past fifteen years, are starting to be reduced; recent curricular changes have often been directed towards enhancing the integrative and clinically relevant aspects of physiology instruction; and a trend toward innovative content delivery, such as use of computer-assisted instruction, is evident. Data from this study may be useful to physiology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

Improving Graduate Education to Support a Branching Career Pipeline: Recommendations Based on a Survey of Doctoral Students in the Basic Biomedical Sciences

PubMed Central

Fuhrmann, C. N.; Halme, D. G.; O’Sullivan, P. S.; Lindstaedt, B.

2011-01-01

Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of doctoral students in the basic biomedical sciences at University of California, San Francisco (UCSF). Midway through graduate training, UCSF students are already considering a broad range of career options, with one-third intending to pursue a non–research career path. To better support this branching career pipeline, we recommend that national standards for training and mentoring include emphasis on career planning and professional skills development to ensure the success of PhD-level scientists as they contribute to a broadly defined global scientific enterprise. PMID:21885820

Examination of the relationship between preservice science teachers' scientific reasoning and problem solving skills on basic mechanics

NASA Astrophysics Data System (ADS)

Yuksel, Ibrahim; Ates, Salih

2018-02-01

The purpose of this study is to determine relationship between scientific reasoning and mechanics problem solving skills of students in science education program. Scientific Reasoning Skills Test (SRST) and Basic Mechanics Knowledge Test (BMKT) were applied to 90 second, third and fourth grade students who took Scientific Reasoning Skills course at science teaching program of Gazi Faculty of Education for three successive fall semesters of 2014, 2015 and 2016 academic years. It was found a statistically significant positive (p = 0.038 <0.05) but a low correlation (r = 0.219) between SRST and BMKT. There were no significant relationship among Conservation Laws, Proportional Thinking, Combinational Thinking, Correlational Thinking, Probabilistic Thinking subskills of reasoning and BMKT. There were significant and positive correlation among Hypothetical Thinking and Identifying and Controlling Variables subskills of reasoning and BMKT. The findings of the study were compared with other studies in the field and discussed.

Improving graduate education to support a branching career pipeline: recommendations based on a survey of doctoral students in the basic biomedical sciences.

PubMed

Fuhrmann, C N; Halme, D G; O'Sullivan, P S; Lindstaedt, B

2011-01-01

Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of doctoral students in the basic biomedical sciences at University of California, San Francisco (UCSF). Midway through graduate training, UCSF students are already considering a broad range of career options, with one-third intending to pursue a non-research career path. To better support this branching career pipeline, we recommend that national standards for training and mentoring include emphasis on career planning and professional skills development to ensure the success of PhD-level scientists as they contribute to a broadly defined global scientific enterprise.

1992 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, L. Michael; Chappell, Charles R.; Six, Frank; Karr, Gerald R.

1992-01-01

For the 28th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama and MSFC during the period June 1, 1992 through August 7, 1992. Operated under the auspices of the American Society for Engineering Education, the MSFC program, was well as those at other centers, was sponsored by the Office of Educational Affairs, NASA Headquarters, Washington, DC. The basic objectives of the programs, which are the 29th year of operation nationally, 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 the participants' institutions; and (4) to contribute to the research objectives of the NASA centers.

Attitude of teaching faculty towards statistics at a medical university in Karachi, Pakistan.

PubMed

Khan, Nazeer; Mumtaz, Yasmin

2009-01-01

Statistics is mainly used in biological research to verify the clinicians and researchers findings and feelings, and gives scientific validity for their inferences. In Pakistan, the educational curriculum is developed in such a way that the students who are interested in entering in the field of biological sciences do not study mathematics after grade 10. Therefore, due to their fragile background of mathematical skills, the Pakistani medical professionals feel that they do not have adequate base to understand the basic concepts of statistical techniques when they try to use it in their research or read a scientific article. The aim of the study was to assess the attitude of medical faculty towards statistics. A questionnaire containing 42 close-ended and 4 open-ended questions, related to the attitude and knowledge of statistics, was distributed among the teaching faculty of Dow University of Health Sciences (DUHS). One hundred and sixty-seven filled questionnaires were returned from 374 faculty members (response rate 44.7%). Forty-three percent of the respondents claimed that they had 'introductive' level of statistics courses, 63% of the respondents strongly agreed that a good researcher must have some training in statistics, 82% of the faculty was in favour (strongly agreed or agreed) that statistics was really useful for research. Only 17% correctly stated that statistics is the science of uncertainty. Half of the respondents accepted that they have problem of writing the statistical section of the article. 64% of the subjects indicated that statistical teaching methods were the main reasons for the impression of its difficulties. 53% of the faculty indicated that the co-authorship of the statistician should depend upon his/her contribution in the study. Gender did not show any significant difference among the responses. However, senior faculty showed higher level of the importance for the use of statistics and difficulties of writing result section of articles as compared to junior faculty. The study showed a low level of knowledge, but high level of the awareness for the use of statistical techniques in research and exhibited a good level of motivation for further training.

Southern Extension Water Training Workshop: Actions for Working Together. Proceedings of a Regional Conference (Birmingham, Alabama, November 13-15, 1989).

ERIC Educational Resources Information Center

Southern Rural Development Center, Mississippi State, MS.

A training workshop for Southern Extension faculty and staff addressed aspects of water quality and related issues. Conference papers discussed: (1) basic information on hydrology--the science of water transport through the natural environment; (2) sources and impacts of water pollution; (3) the role of public policy in water quality protection;…

The evidence-based dentistry initiative at Baylor College of Dentistry.

PubMed

Jones, Daniel L; Hinton, Robert J; Dechow, Paul C; Abdellatif, Hoda; McCann, Ann L; Schneiderman, Emet D; D'Souza, Rena

2011-02-01

This report describes the impact of an R25 Oral Health Research Education Grant awarded to the Texas A&M Health Science Center-Baylor College of Dentistry (BCD) to promote the application of basic and clinical research findings to clinical training and encourage students to pursue careers in oral health research. At Baylor, the R25 grant supports a multi-pronged initiative that employs clinical research as a vehicle for acquainting both students and faculty with the tools of evidence-based dentistry (EBD). New coursework and experiences in all 4 years of the curriculum plus a variety of faculty development offerings are being used to achieve this goal. Progress on these fronts is reflected in a nascent "EBD culture" characterized by increasing participation and buy-in by students and faculty. The production of a new generation of dental graduates equipped with the EBD skill set as well as a growing nucleus of faculty who can model the importance of evidence-based practice is of paramount importance for the future of dentistry.

A structural equation modeling analysis of students' understanding in basic mathematics

NASA Astrophysics Data System (ADS)

Oktavia, Rini; Arif, Salmawaty; Ferdhiana, Ridha; Yuni, Syarifah Meurah; Ihsan, Mahyus

2017-11-01

This research, in general, aims to identify incoming students' understanding and misconceptions of several basic concepts in mathematics. The participants of this study are the 2015 incoming students of Faculty of Mathematics and Natural Science of Syiah Kuala University, Indonesia. Using an instrument that were developed based on some anecdotal and empirical evidences on students' misconceptions, a survey involving 325 participants was administered and several quantitative and qualitative analysis of the survey data were conducted. In this article, we discuss the confirmatory factor analysis using Structural Equation Modeling (SEM) on factors that determine the new students' overall understanding of basic mathematics. The results showed that students' understanding on algebra, arithmetic, and geometry were significant predictors for their overall understanding of basic mathematics. This result supported that arithmetic and algebra are not the only predictors of students' understanding of basic mathematics.

Strengthening Environmental Engineering Education in Afghanistan through Cooperating Military Academies

NASA Astrophysics Data System (ADS)

Christ, J. A.; Mahbob, M.; Seely, G. E.; Ressler, S. J.

2007-12-01

Many developing countries suffer from substandard employment of environmental engineering and science principles, which leads to poor management of natural and cultural resources, increased public health concerns, and limitations on economic investment and growth. Thus, prior to the implementation of well-intentioned programs designed to promote development, methods for sustaining basic needs, which are the focus of most environmental engineering disciplines, must be designed into the social fabric of the developing culture. Education is a promising method for fostering this development across cultures. Recently, the US Air Force Academy (USAFA) partnered with the US Military Academy (USMA) to implement a Civil Engineering Program at the National Military Academy of Afghanistan (NMAA), Kabul, Afghanistan. This work will outline the process followed during course development, deployment, and implementation, paying particular attention to challenges and benefits at each stage in the process. This cooperation may serve as a model for future implementation of science, technology, engineering and mathematics education programs in developing countries. Consistent with US Civil Engineering programs, the NMAA Civil Engineering program introduces students to a broad range of introductory-level civil engineering subjects--environmental, hydraulic, geotechnical, structural, construction, and transportation engineering. Basic environmental engineering and science principles are addressed through the implementation of an introductory environmental engineering course. Course development followed a three-stage process: (1) course development by US faculty at their home institution, (2) imbedding of US Faculty at the NMAA, and (3) implementation of the course within the NMAA Civil Engineering curriculum using adjunct Afghan faculty hired from Kabul University. An existing environmental engineering course taught at USAFA was used as a model for course development. Although this existing course provided the necessary framework for the Afghan course, there were a number of challenges with tailoring the course material to the education level, experience, and needs of the Afghan students and faculty. These challenges were overcome, in part, during the imbedding process of US instructors within the NMAA faculty. On-site transfer of course material and knowledge proved a necessary step in the implementation of the course. The imbedding process enabled US instructors to discuss the course with current NMAA faculty and identify an implementation path that met the needs of the program while appreciating the uniqueness of the Afghan experience. Implementation of the course is on-going with reach-back capability for Afghan faculty to continue the mentoring relationship with their US colleagues. Challenges that arise during course implementation (e.g., wet lab deployments, field trip relevance) will be overcome and used as learning tools for future course offerings. Ultimately, this course will provide future leaders of Afghanistan with the educational tools to make informed environmental management decisions and will serve as a model for similar courses implemented throughout Afghanistan.

Creatures in the Classroom: Preservice Teacher Beliefs About Fantastic Beasts, Magic, Extraterrestrials, Evolution and Creationism

NASA Astrophysics Data System (ADS)

Losh, Susan Carol; Nzekwe, Brandon

2011-05-01

Faculty have long expressed concern about pseudoscience belief among students. Most US research on such beliefs examines evolution-creation issues among liberal arts students, the general public, and occasionally science educators. Because of their future influence on youth, we examined basic science knowledge and several pseudoscience beliefs among 540 female and 123 male upperclass preservice teachers, comparing them with representative samples of comparably educated American adults. Future teachers resembled national adults on basic science knowledge. Their scores on evolution; creationism; intelligent design; fantastic beasts; magic; and extraterrestrials indices depended on the topic. Exempting science education, preservice teachers rejected evolution, accepting Biblical creation and intelligent design accounts. Sizable minorities "awaited more evidence" about fantastic beasts, magic, or extraterrestrials. Although gender, disciplinary major, grade point average, science knowledge, and two religiosity measures related to beliefs about evolution-creation, these factors were generally unassociated with the other indices. The findings suggest more training is needed for preservice educators in the critical evaluation of material evidence. We also discuss the judicious use of pseudoscience beliefs in such training.

Integration of Cognitive Skills as a Cross-Cutting Theme Into the Undergraduate Medical Curriculum at Tehran University of Medical Sciences.

PubMed

Soltani, Akbar; Allaa, Maryam; Moosapour, Hamideh; Aletaha, Azadeh; Shahrtash, Farzaneh; Monajemi, Alireza; Arastoo, Tohid; Ahmadinejad, Maryam; Mirzazadeh, Azim; Khabaz Mafinejad, Mahboobeh

2017-01-01

Nowadays, improvement of thinking skills of students is one of the universally supported aims in the majority of medical schools. This study aims to design longitudinal theme of reasoning, problem-solving and decision-making into the undergraduate medical curriculum at Tehran University of Medical Sciences (TUMS). A participatory approach was applied to design the curriculum during 2009-2011. The project was conducted by the contribution of representatives of both basic and clinical faculty members, students and graduates at Tehran University of Medical Sciences. The first step toward integrating cognitive skills into the curriculum was to assemble a taskforce of different faculty and students, including a wide variety of fields with multidisciplinary expertise using nonprobability sampling and the snowball method. Several meetings with the contribution of experts and some medical students were held to generate the draft of expected outcomes. Subsequently, the taskforce also determined what content would fit best into each phase of the program and what teaching and assessment methods would be more appropriate for each outcome. After a pilot curriculum with a small group of second-year medical students, we implemented this program for all first-year students since 2011 at TUMS. Based on findings, the teaching of four areas, including scientific and critical thinking skills (Basic sciences), problem-solving and reasoning (Pathophysiology), evidence-based medicine (Clerkship), and clinical decision-making (Internship) were considered in the form of a longitudinal theme. The results of this study could be utilized as a useful pattern for integration of psycho-social subjects into the medical curriculum.

Anatomy integration blueprint: A fourth-year musculoskeletal anatomy elective model.

PubMed

Lazarus, Michelle D; Kauffman, Gordon L; Kothari, Milind J; Mosher, Timothy J; Silvis, Matthew L; Wawrzyniak, John R; Anderson, Daniel T; Black, Kevin P

2014-01-01

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science-dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi-specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. © 2014 American Association of Anatomists.

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.

Research Reports: 1984 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, L. M. (Editor); Osborn, T. L. (Editor); Dozier, J. B. (Editor); Karr, G. R. (Editor)

1985-01-01

A NASA/ASEE Summer Faulty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of 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 Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1984. Topics covered include: (1) data base management; (2) computational fluid dynamics; (3) space debris; (4) X-ray gratings; (5) atomic oxygen exposure; (6) protective coatings for SSME; (7) cryogenics; (8) thermal analysis measurements; (9) solar wind modelling; and (10) binary systems.

The 1993 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, Gerald R. (Editor); Chappell, Charles R. (Editor); Six, Frank (Editor); Freeman, L. Michael (Editor)

1993-01-01

For the 29th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period of 6-1-93 through 8-6-93. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Office of Educational Affairs, NASA Headquarters, Washington, DC. The basic objectives of the programs, which are in the 30th year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institution; and (4) to contribute to the research objectives of the NASA centers.

Research reports: 1987 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, Gerald R. (Editor); Cothran, Ernestine K. (Editor); Freeman, L. Michael (Editor)

1987-01-01

For the 23rd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period 1 June to 7 August 1987. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA Centers, was sponsored by the Office of University Affairs, NASA Headquarters, Washington, D.C. The basic objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participant's institutions; and (4) to contribute to the research objectives of the NASA Centers. This document is a compilation of Fellow's reports on their research during the Summer of 1987.

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.

The Teachers of Quality Academy: A Learning Community Approach to Preparing Faculty to Teach Health Systems Science.

PubMed

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

2016-12-01

Although efforts to integrate health systems science (HSS) topics, such as patient safety, quality improvement (QI), interprofessionalism, and population health, into health professions curricula are increasing, the rate of change has been slow. The Teachers of Quality Academy (TQA), Brody School of Medicine at East Carolina University, was established in January 2014 with the dual goal of preparing faculty to lead frontline clinical transformation while becoming proficient in the pedagogy and curriculum design necessary to prepare students in HSS competencies. The TQA included the completion of the Institute for Healthcare Improvement Open School Basic Certificate in Quality and Safety; participation in six 2-day learning sessions on key HSS topics; completion of a QI project; and participation in three online graduate courses. Twenty-seven faculty from four health science programs completed the program. All completed their QI projects. Nineteen (70%) have been formally engaged in the design and delivery of the medical student curriculum in HSS. Early into their training, TQA participants began to apply new knowledge and skills in HSS to the development of educational initiatives beyond the medical student curriculum. Important next steps for TQA participants and program planners include further incorporation as faculty advisors and contributors to the full implementation of the longitudinal HSS curriculum; expanded involvement with the Leaders in Innovative Care Scholars student leadership distinction track; continued in-depth evaluation of the impact of TQA participation on patient care, teaching, and role modeling; and the recruitment of the next cohort of TQA participants.

Climate Science across the Liberal Arts Curriculum at Gustavus Adolphus College

NASA Astrophysics Data System (ADS)

Bartley, J. K.; Triplett, L.; Dontje, J.; Huber, T.; Koomen, M.; Jeremiason, J.; La Frenierre, J.; Niederriter, C.; Versluis, A.

2014-12-01

The human and social dimensions of climate change are addressed in courses in humanities, social sciences, and arts disciplines. However, faculty members in these disciplines are not climate science experts and thus may feel uncomfortable discussing the science that underpins our understanding of climate change. In addition, many students are interested in the connections between climate change and their program of study, but not all students take courses that address climate science as a principal goal. At Gustavus Adolphus College, the Climate Science Project aims to help non-geoscience faculty introduce climate science content in their courses in order to increase climate science literacy among students and inform discussions of the implications of climate change. We assembled an interdisciplinary team of faculty with climate science expertise to develop climate science modules for use in non-geoscience courses. Faculty from the social sciences, humanities, arts, education, and natural sciences attended workshops in which they developed plans to include climate science in their courses. Based on these workshops, members of the development team created short modules for use by participating faculty that introduce climate science concepts to a non-specialist audience. Each module was tested and modified prior to classroom implementation by a team of faculty and geoscience students. Faculty and student learning are assessed throughout the process, and participating faculty members are interviewed to improve the module development process. The Climate Science Project at Gustavus Adolphus College aims to increase climate science literacy in both faculty members and students by creating accessible climate science content and supporting non-specialist faculty in learning key climate science concepts. In this way, climate science becomes embedded in current course offerings, including non-science courses, reaching many more students than new courses or enhanced content in the geosciences can reach. In addition, this model can be adopted by institutions with limited geoscience course offerings to increase geoscience literacy among a broad cross-section of students.

"In the middle of an orange grove, across the street from the tortilla factory": The Science Academy of South Texas

NASA Astrophysics Data System (ADS)

Canter, Anna Rudolph

2004-12-01

The Science Academy of South Texas, one of four magnet schools in The South Texas Independent School District (STISD), opened in 1989 to bring educational opportunities in mathematics and science to students in the Rio Grande Valley of South Texas. STISD serves three counties and offers enrollment to any student who applies from any of the twenty-eight feeder districts. The Science Academy is the only mathematics and science magnet school in the Rio Grande Valley. Over years, Science Academy has developed partnerships with major colleges and universities in Houston, Texas and the Rio Grande Valley. University partnerships have provided funding for programs at the school and have created continuing summer study programs for Science Academy students. Graduates have been accepted to and/or attended some of the most prestigious colleges and universities across the United States, despite personal challenges including low socioeconomic status, English as their second language, and being the first in their family to attend college. This historical study seeks to answer two basic questions. How has the Science Academy faced its academic, political, and social challenges over the years? What factors appear to have contributed to its establishment, survival, and success? Chapter One, "Significance of the Study and Research Methods" describes the study's significance within the scholarly literature and the research methods used for this study. Chapter Two, "The Science Academy of South Texas" presents the history of STISD and the events which precipitated Science Academy's establishment. Chapter Three, "The Administration, Faculty and Staff of Science Academy," discusses administration and faculty of the Science Academy. Its focus is Science Academy teachers and their educational beliefs as well as the administrators and staff and their beliefs. Chapter Four, "Curriculum Continuity and Change at the Science Academy," focuses on the curriculum history of Science Academy and the changes faculty members and administrators have made over time. Chapter Five, "The Students of the Science Academy of South Texas," focuses on the students at the Science Academy, who administrators and teachers describe as "the whole reason we are here." Chapter Six offers concluding thoughts and ideas for future research.

Math and science community college faculty: A culture apart

NASA Astrophysics Data System (ADS)

Bradley, Jane

This is a quantitative, survey-based study of Iowa community college faculty members. The survey was administered in the spring of 2011 to all faculty members identified by their colleges as being employed full time. This study compares the demographics of math and science faculty members to faculty within the arts and sciences who do not teach math or science. Comparisons of how the two groups interact with students and what they identify as barriers to student success are included, as well as their attitudes about mentoring, encouraging students, and their roles in student recruitment and student retention. Highly correlated variables are grouped as factors and used in the construction of prediction models for faculty engagement in student recruitment and student retention efforts. A contrast in the cultures of the math/science faculty members as compared to the non-math/science faculty is considered for its impact on faculty engagement with students and those variables believed to support undergraduate student success.

The Drivers of Academic Success in Cleft and Craniofacial Centers: A 10-Year Analysis of over 2000 Publications.

PubMed

Plana, Natalie M; Massie, Jonathan P; Stern, Marleigh J; Alperovich, Michael; Runyan, Christopher M; Staffenberg, David A; Koniaris, Leonidas G; Grayson, Barry H; Diaz-Siso, J Rodrigo; Flores, Roberto L

2017-02-01

Cleft and craniofacial centers require significant investment by medical institutions, yet variables contributing to their academic productivity remain unknown. This study characterizes the elements associated with high academic productivity in these centers. The authors analyzed cleft and craniofacial centers accredited by the American Cleft Palate-Craniofacial Association. Variables such as university affiliation; resident training; number of plastic surgery, oral-maxillofacial, and dental faculty; and investment in a craniofacial surgery, craniofacial orthodontics fellowship program, or both, were obtained. Craniofacial and cleft-related research published between July of 2005 and June of 2015 was identified. A stepwise multivariable linear regression analysis was performed to measure outcomes of total publications, summative impact factor, basic science publications, total journals, and National Institutes of Health funding. One hundred sixty centers were identified, comprising 920 active faculty, 34 craniofacial surgery fellowships, and eight craniofacial orthodontic fellowships; 2356 articles were published in 191 journals. Variables most positively associated with a high number of publications were craniofacial surgery and craniofacial orthodontics fellowships (β = 0.608), craniofacial surgery fellowships (β = 0.231), number of plastic surgery faculty (β = 0.213), and university affiliation (β = 0.165). Variables most positively associated with high a number of journals were craniofacial surgery and craniofacial orthodontics fellowships (β = 0.550), university affiliation (β = 0.251), number of plastic surgery faculty (β = 0.230), and craniofacial surgery fellowship (β = 0.218). Variables most positively associated with a high summative impact factor were craniofacial surgery and craniofacial orthodontics fellowships (β = 0.648), craniofacial surgery fellowship (β = 0.208), number of plastic surgery faculty (β = 0.207), and university affiliation (β = 0.116). Variables most positively associated with basic science publications were craniofacial surgery and craniofacial orthodontics fellowships (β = 0.676) and craniofacial surgery fellowship (β = 0.208). The only variable associated with National Institutes of Health funding was craniofacial surgery and craniofacial orthodontics fellowship (β = 0.332). Participation in both craniofacial surgery and orthodontics fellowships demonstrates the strongest association with academic success; craniofacial surgery fellowship, university affiliation, and number of surgeons are also predictive.

[Social medicine in medical faculties: realisation of the topic in the specialty "social medicine, occupational health"].

PubMed

Behmann, M; Bisson, S; Walter, U

2011-12-01

The 9 (th) Revision of German Medical Licensing Regulations for Physicians has come into effect on October 1 (st) 2003. Social medicine was separated into the fields "occupational health, social medicine" and the various cross-sectional modules: epidemiology, biometry, medical computer science; health economics, health-care system, public health; prevention, health promotion; rehabilitation, physical medicine, naturopathic treatment. This paper studies the realisation of teaching in the field social medicine at German medical faculties. The survey was conducted in collaboration with the German Association for Social Medicine and Prevention (DGSMP). A survey was conducted at 38 institutes of 36 German medical faculties. The written questionnaire contained mostly selection items in which chances and barriers of the field were queried with supply items. Information about time scale, general conditions and resources was aked for. On the basis of the guidelines of the DGSMP, the topics to be taught were evaluated concerning their relevance and integration into education. The response rate was 68% (n=26). Social insurance, basic principles, responsibility in the Social Security Code and the different providers were judged as the most important topics. There was a strong demand for lecturing material. 82% (n=18) of the faculties wished to have specific material, for example e-learning, examples, lesson plans, curricula and also textbooks. 91% (n=19) of the faculties requested an exchange of information between the faculties concerning educational contents, motivation of students and e-learning. The realisation of teaching is different between the faculties concerning the number of hours, teaching methods and number of students per year. The motivation of the students is one of the problems, but also the lack of acceptance within the clinic. Specific resources and exchange between the faculties are necessary concerning e-learning, which is offered at only few faculties so far, but interest for a more intensive usage exists. Potentials of social medicine are the promotion of awareness among the students and the "identification of basics for medical acts in the social security system". Social medicine offers the possibility to connect the theoretical institutes with the clinic. © Georg Thieme Verlag KG Stuttgart · New York.

Interdisciplinary Professional Development: Astrolabes for Medievalists

NASA Astrophysics Data System (ADS)

Larsen, Kristine

2014-06-01

Astronomers and astronomy educators have significantly broadened the intended audience for their outreach activities, from the traditional venues of public schools, libraries and planetariums to national parks, coffee houses, and concert halls. At the same time, significant attention has been paid to improving the quality and relevance of professional development directed toward preservice and inservice science teachers. Many of our outreach and professional development programs have also become increasingly creative in their use of interdisciplinary connections to astronomy, such as cultural astronomy and the history of astronomy. This poster describes a specific example of interdisciplinary professional development directed at a different audience, humanities faculty and researchers, through hands-on workshops on the basic astronomical background and usage of an astrolabe conducted at the International Congress on Medieval Studies at Western Michigan University in 2013 and 2014. The goal was to explain the basic astronomy behind astrolabes (as well as their cultural relevance) to medieval scholars in history, literature, and other disciplines. The intention was to increase their comfort with manipulating and explaining astrolabes to a basic level where they could share their knowledge with their own college classes. In this way the relevance of astronomy to myriad human endeavors could be reinforced by humanities faculty within their own courses.

Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students.

PubMed

Baral, N; Nepal, A K; Paudel, B H; Lamsal, M

2015-01-01

Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education. The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods. Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student's feedback, evaluation by peers and the self-evaluation by the teacher trainees. Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop. In present study, the faculty members showed accrued interest to participate in teacher's training workshops. The peer evaluation of teacher's performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

CSBB: synthetic biology research at Newcastle University.

PubMed

Goñi-Moreno, Angel; Wipat, Anil; Krasnogor, Natalio

2017-06-15

The Centre for Synthetic Biology and the Bioeconomy (CSBB) brings together a far-reaching multidisciplinary community across all Newcastle University's faculties - Medical Sciences, Science, Agriculture and Engineering, and Humanities, Arts and Social Sciences. The CSBB focuses on many different areas of Synthetic Biology, including bioprocessing, computational design and in vivo computation, as well as improving understanding of basic molecular machinery. Such breadth is supported by major national and international research funding, a range of industrial partners in the North East of England and beyond, as well as a large number of doctoral and post-doctoral researchers. The CSBB trains the next generation of scientists through a 1-year MSc in Synthetic Biology. © 2017 The Author(s).

Creating a Pipeline for African American Computing Science Faculty: An Innovative Faculty/Research Mentoring Program Model

ERIC Educational Resources Information Center

Charleston, LaVar J.; Gilbert, Juan E.; Escobar, Barbara; Jackson, Jerlando F. L.

2014-01-01

African Americans represent 1.3% of all computing sciences faculty in PhD-granting departments, underscoring the severe underrepresentation of Black/African American tenure-track faculty in computing (CRA, 2012). The Future Faculty/Research Scientist Mentoring (FFRM) program, funded by the National Science Foundation, was found to be an effective…

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…

A new look at the convergence of a famous sequence

NASA Astrophysics Data System (ADS)

Dobrescu, Mihaela

2010-12-01

A new proof for the monotonicity of the sequence ? is given as a special case of a large family of monotomic and bounded, hence convergent sequences. The new proof is based on basic calculus results rather than induction, which makes it accessible to a larger audience including business and life sciences students and faculty. The slow rate of convergence of the two sequences is also discussed, and convergence bounds are found.

How neuroscience is taught to North American dental students: results of the Basic Science Survey Series.

PubMed

Gould, Douglas J; Clarkson, Mackenzie J; Hutchins, Bob; Lambert, H Wayne

2014-03-01

The purpose of this study was to determine how North American dental students are taught neuroscience during their preclinical dental education. This survey represents one part of a larger research project, the Basic Science Survey Series for Dentistry, which covers all of the biomedical science coursework required of preclinical students in North American dental schools. Members of the Section on Anatomical Sciences of the American Dental Education Association assembled, distributed, and analyzed the neuroscience survey, which had a 98.5 percent response from course directors of the sixty-seven North American dental schools. The eighteen-item instrument collected demographic data on the course directors, information on the content in each course, and information on how neuroscience content is presented. Findings indicate that 1) most neuroscience instruction is conducted by non-dental school faculty members; 2) large content variability exists between programs; and 3) an increase in didactic instruction, integrated curricula, and use of computer-aided instruction is occurring. It is anticipated that the information derived from the survey will help guide neuroscience curricula in dental schools and aid in identifying appropriate content.

Importance of Computer Competencies for Entering JCCC Students: A Survey of Faculty and Staff.

ERIC Educational Resources Information Center

Weglarz, Shirley

Johnson County Community College (JCCC) conducted a survey in response to faculty comments regarding entering students' lack of rudimentary computer skills. Faculty were spending time in non-computer related classes teaching students basic computer skills. The aim of the survey was to determine what the basic computer competencies for entering…

Perceptions of tenure and tenure reform in academic pharmacy.

PubMed

Pfeiffenberger, Jill A; Rhoney, Denise H; Cutler, Stephen J; Oliveira, Marcos A; Whalen, Karen L; Radhakrishnan, Rajan; Jordan, Ronald P

2014-05-15

To determine the academic pharmacy community's perceptions of and recommendations for tenure and tenure reform. A survey instrument was administered via either a live interview or an online survey instrument to selected members of the US academic pharmacy community. The majority of respondents felt that tenure in academic pharmacy was doing what it was intended to do, which is to provide academic freedom and allow for innovation (59.6%). Respondents raised concern over the need for faculty mentoring before and after achieving tenure, whether tenure adequately recognized service, and that tenure was not the best standard for recognition and achievement. The majority (63%) agreed that tenure reform was needed in academic pharmacy, with the most prevalent recommendation being to implement post-tenure reviews. Some disparities in opinions of tenure reform were seen in the subgroup analyses of clinical science vs basic science faculty members, public vs private institutions, and administrators vs nonadministrators. The majority of respondents want to see tenure reformed in academic pharmacy.

Helping Basic Scientists Engage With Community Partners to Enrich and Accelerate Translational Research.

PubMed

Kost, Rhonda G; Leinberger-Jabari, Andrea; Evering, Teresa H; Holt, Peter R; Neville-Williams, Maija; Vasquez, Kimberly S; Coller, Barry S; Tobin, Jonathan N

2017-03-01

Engaging basic scientists in community-based translational research is challenging but has great potential for improving health. In 2009, The Rockefeller University Center for Clinical and Translational Science partnered with Clinical Directors Network, a practice-based research network (PBRN), to create a community-engaged research navigation (CEnR-Nav) program to foster research pairing basic science and community-driven scientific aims. The program is led by an academic navigator and a PBRN navigator. Through meetings and joint activities, the program facilitates basic science-community partnerships and the development and conduct of joint research protocols. From 2009-2014, 39 investigators pursued 44 preliminary projects through the CEnR-Nav program; 25 of those became 23 approved protocols and 2 substudies. They involved clinical scholar trainees, early-career physician-scientists, faculty, students, postdoctoral fellows, and others. Nineteen (of 25; 76%) identified community partners, of which 9 (47%) named them as coinvestigators. Nine (of 25; 36%) included T3-T4 translational aims. Seven (of 25; 28%) secured external funding, 11 (of 25; 44%) disseminated results through presentations or publications, and 5 (71%) of 7 projects publishing results included a community partner as a coauthor. Of projects with long-term navigator participation, 9 (of 19; 47%) incorporated T3-T4 aims and 7 (of 19; 37%) secured external funding. The CEnR-Nav program provides a model for successfully engaging basic scientists with communities to advance and accelerate translational science. This model's durability and generalizability have not been determined, but it achieves valuable short-term goals and facilitates scientifically meaningful community-academic partnerships.

Information Literacy in the Sciences: Faculty Perception of Undergraduate Student Skill

ERIC Educational Resources Information Center

Perry, Heather Brodie

2017-01-01

Academic librarians need reliable information on the needs of faculty teaching undergraduates about seeking and using information. This study describes information gathered from semistructured interviews of teaching faculty in the sciences from several Boston-area colleges. The interview results provided insight into science faculty attitudes…

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post-degree survey.

PubMed

Richardson-Hatcher, April; MacPherson, Brian; Gould, Douglas; Brueckner-Collins, Jennifer

2018-03-26

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12-credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty-supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert-style and open-ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching-faculty responsibilities, adequately prepared them for teaching-related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Retention and promotion of women and underrepresented minority faculty in science and engineering at four large land grant institutions.

PubMed

Gumpertz, Marcia; Durodoye, Raifu; Griffith, Emily; Wilson, Alyson

2017-01-01

In the most recent cohort, 2002-2015, the experiences of men and women differed substantially among STEM disciplines. Female assistant professors were more likely than men to leave the institution and to leave without tenure in engineering, but not in the agricultural, biological and biomedical sciences and natural resources or physical and mathematical sciences. In contrast, the median times to promotion from associate to full professor were similar for women and men in engineering and the physical and mathematical sciences, but one to two years longer for women than men in the agricultural, biological and biomedical sciences and natural resources. URM faculty hiring is increasing, but is well below the proportions earning doctoral degrees in STEM disciplines. The results are variable and because of the small numbers of URM faculty, the precision and power for comparing URM faculty to other faculty were low. In three of the four institutions, lower fractions of URM faculty than other faculty hired in the 2002-2006 time frame left without tenure. Also, in the biological and biomedical and physical and mathematical sciences no URM faculty left without tenure. On the other hand, at two of the institutions, significantly more URM faculty left before their tenth anniversary than other faculty and in engineering significantly more URM faculty than other faculty left before their tenth anniversary. We did not find significant differences in promotion patterns between URM and other faculty.

Which Way to Lean? A National Study of Women Dental Faculty Members' Career Aspirations and Choices.

PubMed

Gadbury-Amyot, Cynthia C; Pyle, Marsha A; Van Ness, Christopher J; Overman, Pamela R; West, Karen P

2016-12-01

The aim of this first national study of women in academic dentistry was to explore factors and perceived barriers for why administrative/leadership positions were or were not sought via data collected from full-time women dental faculty members in the U.S. In fall 2015, the researchers conducted a survey that employed a combination of response formats: forced choice from a menu, multiple allowable answers, and open-ended written comments. The overall response rate for the survey was 35.6% (537/1504). Respondents were from 48 of the 65 U.S. dental schools. Half of the respondents indicated their primary appointment was in clinical sciences, 22.9% were in administration, 7.3% in research, 7.1% in basic science, and 2.5% in behavioral science. While a quarter of the respondents indicated administration as their primary appointment, over half reported holding administrative positions, and nearly all (92.4%) reported currently holding leadership roles at their institutions. For those not currently in administrative/leadership roles, 52.6% indicated a desire for an administrative role and 70.7% a leadership role. Of those in administrative/leadership roles, 62.1% indicated not receiving extra remuneration for those responsibilities. Half of the respondents perceived that they were paid less in their current position than men doing the same work. The most dominant theme emerging from qualitative analysis of barriers the respondents experienced was the difficulty women in dental education have in a traditionally male-dominated profession. The results confirmed that women faculty members are "leaning in" to seek administrative/leadership roles in academic dentistry. However, pay equity remains an issue, and faculty development and mentoring are needed for the advancement of academic dentistry and ultimately the dental profession.

Quantitative Literacy: Geosciences and Beyond

NASA Astrophysics Data System (ADS)

Richardson, R. M.; McCallum, W. G.

2002-12-01

Quantitative literacy seems like such a natural for the geosciences, right? The field has gone from its origin as a largely descriptive discipline to one where it is hard to imagine failing to bring a full range of mathematical tools to the solution of geological problems. Although there are many definitions of quantitative literacy, we have proposed one that is analogous to the UNESCO definition of conventional literacy: "A quantitatively literate person is one who, with understanding, can both read and represent quantitative information arising in his or her everyday life." Central to this definition is the concept that a curriculum for quantitative literacy must go beyond the basic ability to "read and write" mathematics and develop conceptual understanding. It is also critical that a curriculum for quantitative literacy be engaged with a context, be it everyday life, humanities, geoscience or other sciences, business, engineering, or technology. Thus, our definition works both within and outside the sciences. What role do geoscience faculty have in helping students become quantitatively literate? Is it our role, or that of the mathematicians? How does quantitative literacy vary between different scientific and engineering fields? Or between science and nonscience fields? We will argue that successful quantitative literacy curricula must be an across-the-curriculum responsibility. We will share examples of how quantitative literacy can be developed within a geoscience curriculum, beginning with introductory classes for nonmajors (using the Mauna Loa CO2 data set) through graduate courses in inverse theory (using singular value decomposition). We will highlight six approaches to across-the curriculum efforts from national models: collaboration between mathematics and other faculty; gateway testing; intensive instructional support; workshops for nonmathematics faculty; quantitative reasoning requirement; and individual initiative by nonmathematics faculty.

"BreastfeedingBasics": web-based education that meets current knowledge competencies.

PubMed

Lewin, Linda Orkin; O'Connor, Mary E

2012-08-01

The United States has not met the majority of the Centers for Disease Control and Prevention goals for breastfeeding duration. Studies have shown a lack of knowledge about breastfeeding by health care professionals and students (HCP/S). Web-based education can be a cost-effective manner of education for HCP/S. "BreastfeedingBasics" is an online free educational program available for use. This study compares information in "BreastfeedingBasics" to the breastfeeding knowledge competencies recommended by the US Breastfeeding Committee (USBC). It also evaluates usage of "BreastfeedingBasics" by users and health care professional faculty. Using anonymous information from Web site users, the authors compared mean pre-test and post-test scores of the modules as a measure of the knowledge gained by HCP/S users. They evaluated usage by demographic information and used a Web-based survey to assess benefits of usage of "BreastfeedingBasics" to faculty. Overall, 15 020 HCP/S used the Web site between April 1999 and December 2009. "BreastfeedingBasics" meets 8 of the 11 USBC knowledge competencies. Mean post-test scores increased (P < .001) for all modules. Faculty reported its benefits to be free, broad scope, and the ability to be completed on the students' own time; 84% of the faculty combined the use of "BreastfeedingBasics" with clinical work. Use of "BreastfeedingBasics" can help HCP/S meet the USBC core breastfeeding knowledge competencies and gain knowledge. Faculty are satisfied with its use. Wider use of "BreastfeedingBasics" to help improve the knowledge of HCP/S may help in improving breastfeeding outcomes.

Effectiveness of interprofessional education in renal physiology curricula for health sciences graduate students.

PubMed

Harrison-Bernard, Lisa M; Naljayan, Mihran V; Eason, Jane M; Mercante, Donald E; Gunaldo, Tina P

2017-12-01

The primary purpose of conducting an interprofessional education (IPE) experience during the renal physiology block of a graduate-level course was to provide basic science, physical therapy, and physician assistant graduate students with an opportunity to work as a team in the diagnosis, treatment, and collaborative care of a patient with acute kidney injury. The secondary purpose was to enhance the understanding of basic renal physiology principles with a patient case presentation of renal pathophysiology. The overall purpose was to assess the value of IPE integration within a basic science course by examining student perceptions and program evaluation. Graduate-level students operated in interprofessional teams while working through an acute kidney injury patient case. The following Interprofessional Education Collaborative subcompetencies were targeted: Roles/Responsibilities (RR) Behavioral Expectations (RR1, RR4) and Interprofessional Communication (CC) Behavioral Expectations (CC4). Clinical and IPE stimulus questions were discussed both within and between teams with assistance provided by faculty facilitators. Students were given a pre- and postsurvey to determine their knowledge of IPE. There were statistically significant increases from pre- to postsurvey scores for all six IPE questions for all students. Physical therapy and physician assistant students had a statistically significant increase in pre- to postsurvey scores, indicating a more favorable perception of their interprofessional competence for RR1, RR4, and CC4. No changes were noted in pre- to postsurvey scores for basic science graduate students. Incorporating planned IPE experiences into multidisciplinary health science courses represents an appropriate venue to have students learn and apply interprofessional competencies. Copyright © 2017 the American Physiological Society.

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…

Online Learning Tools as Supplements for Basic and Clinical Science Education.

PubMed

Ellman, Matthew S; Schwartz, Michael L

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the "flipped classroom" pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

Online Learning Tools as Supplements for Basic and Clinical Science Education

PubMed Central

Ellman, Matthew S.; Schwartz, Michael L.

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the “flipped classroom” pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered. PMID:29349323

Computer Literacy Project. A General Orientation in Basic Computer Concepts and Applications.

ERIC Educational Resources Information Center

Murray, David R.

This paper proposes a two-part, basic computer literacy program for university faculty, staff, and students with no prior exposure to computers. The program described would introduce basic computer concepts and computing center service programs and resources; provide fundamental preparation for other computer courses; and orient faculty towards…

Design of multiple representations e-learning resources based on a contextual approach for the basic physics course

NASA Astrophysics Data System (ADS)

Bakri, F.; Muliyati, D.

2018-05-01

This research aims to design e-learning resources with multiple representations based on a contextual approach for the Basic Physics Course. The research uses the research and development methods accordance Dick & Carey strategy. The development carried out in the digital laboratory of Physics Education Department, Mathematics and Science Faculty, Universitas Negeri Jakarta. The result of the process of product development with Dick & Carey strategy, have produced e-learning design of the Basic Physics Course is presented in multiple representations in contextual learning syntax. The appropriate of representation used in the design of learning basic physics include: concept map, video, figures, data tables of experiment results, charts of data tables, the verbal explanations, mathematical equations, problem and solutions example, and exercise. Multiple representations are presented in the form of contextual learning by stages: relating, experiencing, applying, transferring, and cooperating.

Concerns and professional development needs of science faculty at Taibah University in adopting blended learning

NASA Astrophysics Data System (ADS)

Al-Sarrani, Nauaf

The purpose of this study was to obtain Science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University. To answer these two research questions the survey instrument was designed to collect quantitative and qualitative data from close-ended and open-ended questions. The participants' general characteristics were first presented, then the quantitative measures were presented as the results of the null hypotheses. The data analysis for research question one revealed a statistically significant difference in the participants' concerns in adopting BL by their gender sig = .0015. The significances were found in stages one (sig = .000) and stage five (sig = .006) for female faculty. Therefore, null hypothesis 1.1 was rejected (There are no statistically significant differences between science faculty's gender and their concerns in adopting BL). The data analysis indicated also that there were no relationships between science faculty's age, academic rank, nationality, country of graduation and years of teaching experience and their concerns in adopting BL in their teaching, so the null hypotheses 1.2-7 were accepted (There are no statistically significant differences between Science faculty's age and their concerns in adopting BL, there are no statistically significant differences between Science faculty's academic rank and their concerns in adopting BL, there are no statistically significant differences between Science faculty's nationality and their concerns in adopting BL, there are no statistically significant differences between Science faculty's content area and their concerns in adopting BL, there are no statistically significant differences between Science faculty's country of graduation and their concerns in adopting BL and there are no statistically significant differences between Science faculty's years of teaching experience and their concerns in adopting BL). The data analyses for research question two revealed that there was a statistically significant difference between science faculty's use of technology in teaching by department and their attitudes towards technology integration in the Science curriculum. Lambda MANOVA test result was sig =.019 at the alpha = .05 level. Follow up ANOVA result indicated that Chemistry department was significant in the use of computer-based technology (sig =.049) and instructional technology use (sig =.041). Therefore, null hypothesis 2.1 was rejected (There are no statistically significant differences between science faculty's attitudes towards technology integration in the Science curriculum and faculty's use of technology in teaching by department). The data also revealed that there was no statistically significant difference (p<.05) between science faculty's use of technology in teaching by department and their instructional technology use on pedagogy. Therefore, null hypothesis 2.2 was accepted (There are no statistically significant differences between science faculty's perceptions of the effects of faculty IT use on pedagogy and faculty's use of technology in teaching by department). The data also revealed that there was a statistically significant difference between science faculty's use of technology in teaching by department and their professional development needs in adopting BL. Lambda MANOVA test result was .007 at the alpha = .05 level. The follow up ANOVA results showed that the value of significance of Science faculty's professional development needs for adopting BL was smaller than .05 in the Chemistry department with sig =.001 in instructional technology use. Therefore, null hypothesis 2.3 was rejected (There are no statistically significant differences between Science faculty's perceptions of technology professional development needs and faculty's use of technology in teaching by department). Qualitative measures included analyzing data based on answers to three open-ended questions, numbers thirty-six, seventy-four, and seventy-five. These three questions were on blended learning concerns comments (question 36, which had 10 units), professional development activities, support, or incentive requested (question 74, which had 28 units), and the most important professional development activities, support, or incentive (question 75, which had 37 units). These questions yielded 75 units, 23 categories and 8 themes that triangulated with the quantitative data. These 8 themes were then combined to obtain overall themes for all qualitative questions in the study. The two most important themes were "Professional development" with three categories; Professional development through workshops (10 units), Workshops (10 units), Professional development (5 units) and the second overall theme was "Technical support" with two categories: Internet connectivity (4 units), and Technical support (4 units). Finally, based on quantitative and qualitative data, the summary, conclusions, and recommendations for Taibah University regarding faculty adoption of BL in teaching were presented. The recommendations for future studies focused on Science faculty Level of Use and technology use in Saudi universities.

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

PubMed

Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

Physics Education in a Multidisciplinary Materials Research Environment

NASA Astrophysics Data System (ADS)

Doyle, W. D.

1997-03-01

The MINT Center, an NSF Materials Research Science and Engineering Center, is a multidisciplinary research program focusing on materials information storage. It involves 17 faculty, 10 post-doctoral fellows and 25 graduate students from six academic programs including Physics, Chemistry, Materials Science, Metallurgical and Materials Engineering, Electric al Engineering and Chemical Engineering, whose research is supported by university, federal and industrial funds. The research facilities (15,000 ft^2) which include faculty and student offices are located in one building and are maintained by the university and the Center at no cost to participating faculty. The academic requirements for the students are determined by the individual departments along relatively rigid, traditional grounds although several materials and device courses are offered for students from all departments. Within the Center, participants work in teams assigning responsibilities and sharing results at regularly scheduled meetings. Bi-weekly research seminars for all participants provide excellent opportunities for students to improve their communication skills and to receive critical input from a large, diverse audience. Strong collaboration with industrial partners in the storage industry supported by workshops, research reviews, internships, industrial visitors and participation in industry consortia give students a broader criteria for self-evaluation, higher motivation and excellent career opportunities. Physics students, because of their rigorous basic training, are an important element in a strong materials sciences program, but they often are deficient in the behavior and characterization of real materials. The curriculum for physics students should be broadened to prepare them fully for a rewarding career in this emerging discipline.

Using the Humanities to Teach Neuroscience to Non-majors.

PubMed

McFarlane, Hewlet G; Richeimer, Joel

2015-01-01

We developed and offered a sequence of neuroscience courses geared toward changing the way non-science students interact with the sciences. Although we accepted students from all majors and at all class levels, our target population was first and second year students who were majoring in the fine arts or the humanities, or who had not yet declared a major. Our goal was to engage these students in science in general and neuroscience in particular by teaching science in a way that was accessible and relevant to their intellectual experiences. Our methodology was to teach scientific principles through the humanities by using course material that is at the intersection of the sciences and the humanities and by changing the classroom experience for both faculty and students. Examples of our course materials included the works of Oliver Sacks, V.S. Ramachandran, Martha Nussbaum, Virginia Woolf and Karl Popper, among others. To change the classroom experience we used a model of team-teaching, which required the simultaneous presence of two faculty members in the classroom for all classes. We changed the structure of the classroom experience from the traditional authority model to a model in which inquiry, debate, and intellectual responsibility were central. We wanted the students to have an appreciation of science not only as an endeavor guided by evidence and experimentation, but also a public discourse driven by creativity and controversy. The courses attracted a significant number of humanities and fine arts students, many of whom had already completed their basic science requirement.

Pharmaceutical science faculty publication records at research-intensive pharmacy colleges and schools.

PubMed

Thompson, Dennis F; Nahata, Milap C

2012-11-12

To determine yearly (phase 1) and cumulative (phase 2) publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy. The publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy were searched on Web of Science. Fifty colleges and schools of pharmacy were randomly chosen for a search of 1,042 individual faculty members' publications per year from 2005 to 2009. A stratified random sample of 120 faculty members also was chosen, and cumulative publication counts were recorded and bibliometric indices calculated. The median number of publications per year was 2 (range, 0-34). Overall, 22% of faculty members had no publications in any given year, but the number was highly variable depending on the faculty members' colleges or schools of pharmacy. Bibliometric indices were higher for medicinal chemistry and pharmaceutics, with pharmacology ranking third and social and administrative sciences fourth. Higher bibliometric indices were also observed for institution status (ie, public vs private) and academic rank (discipline chairperson vs non-chairperson and professor vs junior faculty member) (p<0.01 for each). The median number of cumulative publications per faculty member was 34 (range, 0-370). Significant differences exist in yearly and cumulative publication rates for faculty members and bibliometric indices among pharmaceutical science disciplines and academic ranks within research-intensive colleges and schools of pharmacy. These data may be important for benchmarking purposes.

Geographical education in Russia: state-of-the-art and new perspectives

NASA Astrophysics Data System (ADS)

Chalov, Sergey R.

2010-05-01

Up-today education systems of different countries face new perspectives in globalizing World. The Russian higher education framework was basically incompatible with the process of making academic degree standards and quality assurance standards more comparable throughout the World (so called Bologna process for Europe). So did Earth Sciences education framework. Today the key question in the further development of Earth sciences in Russia is the interaction with European education system. At the crossroads it is challenging to analyze the history and state-of-the-art. We considered the question on the example of one of the largest centers of the Earth Sciences education in Russia - Faculty of Geography of Lomonosov Moscow State University, which is moreover regarded to be one of the largest scientific and educational centers of geography in the World. There are 1200 students and 180 PhD students studying on the Faculty. The Faculty consists of 15 departments, 8 research laboratories and 4 field stations, where 850 employees work. Tuition of geography was established at Lomonosov Moscow State University since the day of its foundation. The significance of geographical studies at the University, which originally comprised the Faculty of Philosophy, the Faculty of Law and the Faculty of Medicine, was already mentioned in the draft plan of its establishment (1755), which said that «anyone wishing to attend professors' lectures at the University has to learn foreign languages and first scientific basis beforehand". For this purpose two «gymnasiums» consisting of four schools were es-tablished at the University. Geography was included into the curriculum of the «first scientific basis school» and the «school of the distinguished European languages» - German and French. Today Geography in Russia is regarded to be one of the base sciences that are devoted to the problem of society and environment and their interactions. Geography was gone far from the descriptive field of science and in recent years combined key aspects of Earth Sciences. A new structure of geographical science and education has developed under the influence of modern trends in Geosciences. There are fifteen specialized departments on the Faculty of Geography of Lomonosov Moscow State University. The structure of the Faculty of Geography comprises 3 main profiles: the Environmental Geography, Human Geography and Hydrometeorology. Research and education of the Faculty of Geography of Lomonosov Moscow State University is fundamental and application-oriented in nature. To find solutions for society's present and future demands is the main task of the research and education which is trend to become research-oriented. Eight multidisciplinary primary research laboratories contribute to the research-oriented education. Modern global processes and terms such as sustainability, assessing risk and reducing disaster in environmental hazards, global and regional changes of environment and climate posed new perspectives in the geographical education. Integrative trends were in progress and that could be characterized by the following: - Development of new integrative branch of geography (so called "geoecology") as a response to increasing anthropogenic impact on environment; - Development of supplementary education (GIS, habitation ecology, landscape design etc); - Interdisciplinary features of such branches as environmental impact assessment and audit; - Scientific basis of sustainable development and nature management. Both with organizational issues (i.e. perfection of student practices, field studies and modernization of field stations; creation of training courses for foreign students; strengthening special training programmes in schools and development of distance learning) this integrative trends determine further development of the Geographical education in Russia. All of them greatly depend on the integration processes between Russia and Europe. Firm place of the Geography in the European Earth Sciences system provides both demand for the society and key role in future of science.

Faculty Salaries and the Personnel Structure of Institutions.

ERIC Educational Resources Information Center

Sagen, H. Bradley

Internal determinants of college faculty salary levels are discussed. It is argued that the task of maintaining faculty compensation at an adequate level is affected considerably by the nature of the faculty personnel systems, particularly the system of faculty rank and its relationship to pay. The basic dilemma lies in the way the faculty is…

Teaching style beliefs among U.S. and Israeli faculty.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Notzer, Netta; Penfield, Randy; Eli, Ilana

2006-08-01

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how to construct their own understanding. Student-centered teaching is directed towards enabling students to think about complex issues. Twenty-seven of fifty-eight (47.37 percent) faculty at a dental school in the United States and thirty of thirty-four (88 percent) Israeli dental faculty teaching in basic science courses completed the Teaching Behavior Preferences Survey (TBPS). The TBPS is a thirty-item instrument that measures two domains of teaching styles--teacher-centered (TC) and student-centered (SC)--and four subdomains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA). Findings revealed that there were no significant differences in student-centered and teacher-centered teaching practices and methods of instruction, classroom milieu, and use of questions. There was a significant difference between the U.S. and Israeli groups in their reported use of assessment. The U.S. faculty reported a greater preference for student-centered assessment practices than did the Israeli faculty.

A Comparative Study of the Quality of Teaching Learning Process at Post Graduate Level in the Faculty of Science and Social Science

ERIC Educational Resources Information Center

Shahzadi, Uzma; Shaheen, Gulnaz; Shah, Ashfaque Ahmed

2012-01-01

The study was intended to compare the quality of teaching learning process in the faculty of social science and science at University of Sargodha. This study was descriptive and quantitative in nature. The objectives of the study were to compare the quality of teaching learning process in the faculty of social science and science at University of…

Creating an evidence-based dentistry culture at Baylor College of Dentistry: the winds of change.

PubMed

Hinton, Robert J; Dechow, Paul C; Abdellatif, Hoda; Jones, Daniel L; McCann, Ann L; Schneiderman, Emet D; D'Souza, Rena

2011-03-01

In the early years of the new millennium, the National Institute of Dental and Craniofacial Research of the National Institutes of Health began funding Oral Health Research Education Grants using the R25 mechanism to promote the application of basic and clinical research findings to clinical training and to encourage students to pursue careers in oral health research. This report describes the impact of an R25 grant awarded to the Texas A&M Health Science Center's Baylor College of Dentistry (BCD) on its curriculum and faculty development efforts. At BCD, the R25 grant supports a multipronged initiative that employs clinical research as a vehicle for acquainting both students and faculty with the tools of evidence-based dentistry (EBD). New coursework and experiences in all four years of the curriculum plus a variety of faculty development offerings are being used to achieve this goal. Progress on these fronts is reflected in a nascent EBD culture characterized by increasing participation and buy-in by students and faculty. The production of a new generation of dental graduates equipped with the EBD skill set as well as a growing nucleus of faculty members who can model the importance of evidence-based practice is of paramount importance for the future of dentistry.

Creating an Evidence-Based Dentistry Culture at Baylor College of Dentistry: The Winds of Change

PubMed Central

Hinton, Robert J.; Dechow, Paul C.; Abdellatif, Hoda; Jones, Daniel L.; McCann, Ann L.; Schneiderman, Emet D.; D’Souza, Rena

2011-01-01

In the early years of the new millennium, the National Institute of Dental and Craniofacial Research of the National Institutes of Health began funding Oral Health Research Education Grants using the R25 mechanism to promote the application of basic and clinical research findings to clinical training and to encourage students to pursue careers in oral health research. This report describes the impact of an R25 grant awarded to the Texas A&M Health Science Center’s Baylor College of Dentistry (BCD) on its curriculum and faculty development efforts. At BCD, the R25 grant supports a multipronged initiative that employs clinical research as a vehicle for acquainting both students and faculty with the tools of evidence-based dentistry (EBD). New coursework and experiences in all four years of the curriculum plus a variety of faculty development offerings are being used to achieve this goal. Progress on these fronts is reflected in a nascent EBD culture characterized by increasing participation and buy-in by students and faculty. The production of a new generation of dental graduates equipped with the EBD skill set as well as a growing nucleus of faculty members who can model the importance of evidence-based practice is of paramount importance for the future of dentistry. PMID:21368252

[Education reform with the support of the faculty--introduction of a supplementary education program including teacher support and individual guidance].

PubMed

Wada, Keiji; Yoshimura, Teruki

2015-01-01

  To deal with declining levels of academic ability and motivation among students (a situation attributable to fewer high school graduates, a greater number of universities, and the diversification of entrance examination methods), one must comprehend the conditions of faculties collectively, and take appropriate measures. Using the results of examinations carried out in each grade as indices, we examined levels of academic ability and established various support programs based on the results. Basic chemistry, biology, and physics courses were designed to help first-year students acquire essential academic skills. For second, third, and fourth-year students, two types of support programs were implemented: supplementary instruction to help students improve their understanding of basic topics in pharmaceutical sciences, and an e-learning system to promote self-study, requiring minimal assistance from teachers. Although educational benefits were observed in many students, the number of learners whose understanding failed to improve as a result of the support programs continued to increase. Consequently, The Support Section for Pharmaceutical Education opened in October 2011 to address these concerns. The support section functions mainly to provide individual assistance to students who lack strong academic abilities, and provides teachers with information useful for educational reform. Here, we describe the educational support provided by our faculty and its effectiveness.

Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine.

PubMed

Thomas, Patricia A; Diener-West, Marie; Canto, Marcia I; Martin, Don R; Post, Wendy S; Streiff, Michael B

2004-03-01

Clinician-educator faculty are increasing in numbers in academic medical centers, but their academic advancement is slower than that of research faculty. The authors sought to quantify the magnitude of this difference in career advancement and to explore the characteristics of faculty that might explain the difference. In 1999, a questionnaire was administered to all MD faculty at the rank of instructor and above (259) in the Department of Medicine at the Johns Hopkins University School of Medicine. A total of 180 (69%) faculty returned questionnaires. Of these, 178 identified with one of four career paths: basic researcher (46), clinical researcher (69), academic clinician (38), or teacher-clinician (25). Career path did not differ by age, gender, rank, years on faculty, hours worked per week, family responsibility, or global work satisfaction. After adjusting for age, gender, time at rank, and work satisfaction, the odds of being at a higher rank were 85% less for academic clinicians (odds ratio,.15; 95% confidence interval, 0.06-0.40) and 69% less for teacher-clinicians (odds ratio,.31; 95% confidence interval, 0.11-0.88) than for basic researchers. Clinical researchers did not differ from basic researchers in the likelihood of being at higher rank. Similarly, compared with basic research faculty, the adjusted odds of being more satisfied with progress towards academic promotion were 92% lower for academic clinicians and 87% lower for teacher-clinicians. Clinician-educator faculty were less likely to be at higher rank at this institution than were faculty in research paths. Differences in rank may be explained by lower rank at hire for faculty in these career paths, time available for scholarly activities, or other resources available to support scholarship. Retaining clinician-educators will require further exploration of barriers to promotion inherent to these career paths and methods of modifying these barriers.

Factors that influence the decision to pursue an internship: the importance of mentoring.

PubMed

Barbur, Laura; Shuman, Cindy; Sanderson, Michael W; Grauer, Gregory F

2011-01-01

The purpose of the present study was (1) to determine if students from one veterinary school who participated in a mentoring/employment program with clinical faculty were more likely to pursue internship training than their peers and (2) to determine factors via survey that were influential to veterinary interns in making their decision to pursue post-graduate clinical training. Our hypothesis was that a mentoring relationship with clinical faculty was an important influence on the decision to participate in an internship. From 2006 to 2010, graduating students who participated in a mentoring/employment program with a clinical faculty member were 6.3 times more likely than non-participating students to pursue an internship. The majority of the participating students (90%) were initially hired/mentored as first- or second-year veterinary students. In the survey, interns ranked clinical faculty as having a greater influence than basic science faculty, private practice veterinarians, or house officers on their decision to pursue an internship; 82.8% reported that clinical faculty were most responsible for encouraging them to apply for an internship. Employment by their veterinary teaching hospital (41.5%) or directly by clinical faculty (26.2%) was commonly reported. Most interns (37%) decided to pursue an internship during their fourth year of veterinary school, 29.2% decided during their first year, and 15.3% decided in their second year. These results suggest that clinical faculty play a key role in a student's decision to pursue an internship and that it might be valuable to inform students about internships early in the veterinary curriculum.

Introducing Information Literacy Competency Standards for Nursing.

PubMed

Phelps, Sue F; Hyde, Loree; Planchon Wolf, Julie

2015-01-01

The Association for College and Research Libraries published the Information Literacy Competency Standards for Nursing (ILCSN) in January 2014, written by a task force of the Health Sciences Interest Group of the American Library Association. The ILCSN describes skills ranging from basic to advanced information research competencies for students enrolled in nursing programs at all levels and for professional nurses. This article guides administrators and faculty in use of the standards to design programs and coursework in information skills to support evidence-based practice.

Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years.

PubMed

Lele Mookerjee, Anuradha; Fischer, Bradford D; Cavanaugh, Susan; Rajput, Vijay

2018-05-20

Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.

How much basic science content do second-year medical students remember from their first year?

PubMed

Schneid, Stephen D; Pashler, Hal; Armour, Chris

2018-01-23

While most medical students generally perform well on examinations and pass their courses during the first year, we do not know how much basic science content they retain at the start of their second year and how that relates to minimal competency set by the faculty. In the fall of 2014, before starting their second-year courses, 27 medical students volunteered to participate in a study of long-term retention of the basic sciences by taking a "retention exam" after a delay of 5-11 months. The overall mean performance when the students initially answered the 60 multiple choice questions (MCQs) was 82.8% [standard deviation (SD) = 7.4%], which fell to 50.1% (SD = 12.1%) on the retention exam. This gave a mean retention of 60.4% (SD = 12.8%) with the retention for individual students ranging from 37 to 81%. The majority of students (23/27; 85%) fell below the minimal level of competency to start their second year. Medical educators should be more aware of the significant amount of forgetting that occurs during training and make better use of instructional strategies that promote long-term learning such as retrieval practice, interleaving, and spacing.

Background experiences, time allocation, time on teaching and perceived support of early-career college science faculty

NASA Astrophysics Data System (ADS)

Sagendorf, Kenneth S.

The purposes of this research were to create an inventory of the research, teaching and service background experiences of and to document the time allocation and time spent on teaching by early-career college science faculty members. This project is presented as three distinct papers. Thirty early-career faculty in the science disciplines from sixteen different institutions in their first year of employment participated in this study. For the first two papers, a new survey was developed asking participants to choose which experiences they had acquired prior to taking their current faculty position and asking them to document their time allocation and time spent on teaching activities in an average work week. In addition, a third component documents the support early-career college faculty in the sciences are receiving from the perspective of faculty members and their respective department chairpersons and identifies areas of disagreement between these two different groups. Twenty early-career college science faculty and their respective department chairpersons completed a newly-designed survey regarding the support offered to new faculty. The survey addressed the areas of feedback on performance, clarity of tenure requirements, mentoring, support for teaching and scholarship and balancing faculty life. This dissertation presents the results from these surveys, accounting for different demographic variables such as science discipline, gender and institutional category.

Research Reports: 2001 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, G. (Editor); Pruitt, J. (Editor); Nash-Stevenson, S. (Editor); Freeman, L. M. (Editor); Karr, C. L. (Editor)

2002-01-01

For the thirty-seventh consecutive year, a NASA/ASEE (American Society for Engineering Education) Summer Faculty Fellowship Program was conducted at Marshall Space Flight Center (MSFC). The program was conducted by The University of Alabama in Huntsville and MSFC during the period May 29 - August 3, 2001. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA Centers, was sponsored by the University Affairs Office, NASA Headquarters, Washington, DC. The basic objectives of the programs, which are in the thirty-seventh year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of 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 Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 2001.

NASA/ASEE Faculty Fellowship Program: 2003 Research Reports

NASA Technical Reports Server (NTRS)

Kotnour, Tim (Editor); LopezdeCastillo, Eduardo (Editor)

2003-01-01

This document is a collection of technical reports on research conducted by the participants in the 2003 NASA/ASEE Faculty Fellowship Program at the John F. Kennedy Space Center (KSC). This was the nineteenth year that a NASA/ASEE program has been conducted at KSC. The 2003 program was administered by the University of Central Florida (UCF) in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) and the Education Division, NASA Headquarters, Washington, D.C. The KSC program was one of nine such Aeronautics and Space Research Programs funded by NASA Headquarters in 2003. The basic common objectives of the NASA/ASEE Faculty Fellowship Program are: A) To further the professional knowledge of qualified engineering and science faculty members; B) To stimulate an exchange of ideas between teaching participants and employees of NASA; C) To enrich and refresh the research and teaching activities of participants institutions; D) To contribute to the research objectives of the NASA center. The KSC Faculty Fellows spent ten weeks (May 19 through July 25, 2003) working with NASA scientists and engineers on research of mutual interest to the university faculty member and the NASA colleague. The editors of this document were responsible for selecting appropriately qualified faculty to address some of the many research areas of current interest to NASA/KSC. A separate document reports on the administrative aspects of the 2003 program. The NASA/ASEE program is intended to be a two-year program to allow in-depth research by the university faculty member. In many cases a faculty member has developed a close working relationship with a particular NASA group that had provided funding beyond the two-year limit.

Activities of Science and Engineering Faculty in Universities and 4-Year Colleges: 1978/79. Final Report.

ERIC Educational Resources Information Center

Lacy, Larry W.; And Others

National estimates of activities of science and engineering faculty in universities and four-year colleges for 1978-1979 are examined, based on a National Science Foundation survey of faculty members in 20 science and engineering (S/E) fields. Individual respondents provided information for only one 7-day period; however, the survey sample was…

Spanish Faculty Preferences and Usage of Library Services in the Field of Science and Technology

ERIC Educational Resources Information Center

Pinto, Maria; Fernandez-Ramos, Andres

2010-01-01

The authors compare Spanish faculty use of library services and the interest they express in value-added services and improvement actions. The results are based on data from a survey of 546 faculty in the field of science and technology. The study differentiates between the areas of pure science, engineering and architecture, and life sciences.…

Preparing the Faculty. Faculty Development for the Microcomputing Program.

ERIC Educational Resources Information Center

Drexel Univ., Philadelphia, PA. Microcomputing Program.

The preparation of Drexel University faculty for the introduction of a microcomputing program is described. Faculty training had to be done on a variety of levels, from basic training in computer operation for the novice to advanced training in highly technical procedures and languages. Maximum faculty participation was sought throughout the…

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,…

Retention and promotion of women and underrepresented minority faculty in science and engineering at four large land grant institutions

PubMed Central

Durodoye, Raifu; Griffith, Emily; Wilson, Alyson

2017-01-01

The current climate on college campuses has brought new urgency to the need to increase faculty diversity. In STEM fields particularly, the dearth of underrepresented minority (URM) and female faculty is severe. The retention and success of African American, Hispanic/Latino, American Indian and female faculty have direct implications for the quality and diversity of the future scientific workforce. Understanding the ways retention patterns differ by discipline and institution is crucial for developing a diverse faculty. This study investigates tenure attainment, retention, and time to promotion to full professor for women and URM faculty. We analyze personnel records for assistant and associate professors hired or appointed from 1992 to 2015 at four large land grant institutions. Representation of women and URM faculty in STEM disciplines increased substantially from 1992 to 2015, but mostly for women and Hispanic faculty and more slowly for black and American Indian faculty. Results by gender In the most recent cohort, 2002–2015, the experiences of men and women differed substantially among STEM disciplines. Female assistant professors were more likely than men to leave the institution and to leave without tenure in engineering, but not in the agricultural, biological and biomedical sciences and natural resources or physical and mathematical sciences. In contrast, the median times to promotion from associate to full professor were similar for women and men in engineering and the physical and mathematical sciences, but one to two years longer for women than men in the agricultural, biological and biomedical sciences and natural resources. Results for underrepresented minority faculty URM faculty hiring is increasing, but is well below the proportions earning doctoral degrees in STEM disciplines. The results are variable and because of the small numbers of URM faculty, the precision and power for comparing URM faculty to other faculty were low. In three of the four institutions, lower fractions of URM faculty than other faculty hired in the 2002–2006 time frame left without tenure. Also, in the biological and biomedical and physical and mathematical sciences no URM faculty left without tenure. On the other hand, at two of the institutions, significantly more URM faculty left before their tenth anniversary than other faculty and in engineering significantly more URM faculty than other faculty left before their tenth anniversary. We did not find significant differences in promotion patterns between URM and other faculty. PMID:29091958

Role and challenges of simulation in undergraduate curriculum.

PubMed

Nuzhat, Ayesha; Salem, Raneem Osama; Al Shehri, Fatimah Nasser; Al Hamdan, Nasser

2014-04-01

Medical simulation is relatively a novel technology widely utilized for teaching and assessing students clinical skills. Students and faculty face many challenges when simulation sessions are introduced into undergraduate curriculum. The aim of this study is to obtain the opinion of undergraduate medical students and our faculty regarding the role of simulation in undergraduate curriculum, the simulation modalities used, and the perceived barriers in implementing simulation sessions. A self-administered pilot tested questionnaire with 18 items using a 5-point Likert scale was distributed to undergraduate male (n = 125) and female students (n = 70) as well as to the faculty members (n = 14) at King Fahad Medical City, King Saud Bin Abdul Aziz University of Health Sciences, Saudi Arabia, to respond. Survey elements addressed the role of simulation, simulation modalities used, and perceived challenges to implementation of simulation sessions. Various learning outcomes are achieved and improved through the technology enhanced simulation sessions such as communication skills, diagnostic skills, procedural skills, self-confidence, and integration of basic and clinical sciences. The use of high fidelity simulators, simulated patients and task trainers was more desirable by our students and faculty for teaching and learning as well as an evaluation tool. According to most of the students', institutional support in terms of resources, staff and duration of sessions was adequate. However, motivation to participate in the sessions and provision of adequate feedback by the staff was a constraint. The use of simulation laboratory is of great benefit to the students and a great teaching tool for the staff to ensure students learn various skills.

Using the Humanities to Teach Neuroscience to Non-majors

PubMed Central

McFarlane, Hewlet G.; Richeimer, Joel

2015-01-01

We developed and offered a sequence of neuroscience courses geared toward changing the way non-science students interact with the sciences. Although we accepted students from all majors and at all class levels, our target population was first and second year students who were majoring in the fine arts or the humanities, or who had not yet declared a major. Our goal was to engage these students in science in general and neuroscience in particular by teaching science in a way that was accessible and relevant to their intellectual experiences. Our methodology was to teach scientific principles through the humanities by using course material that is at the intersection of the sciences and the humanities and by changing the classroom experience for both faculty and students. Examples of our course materials included the works of Oliver Sacks, V.S. Ramachandran, Martha Nussbaum, Virginia Woolf and Karl Popper, among others. To change the classroom experience we used a model of team-teaching, which required the simultaneous presence of two faculty members in the classroom for all classes. We changed the structure of the classroom experience from the traditional authority model to a model in which inquiry, debate, and intellectual responsibility were central. We wanted the students to have an appreciation of science not only as an endeavor guided by evidence and experimentation, but also a public discourse driven by creativity and controversy. The courses attracted a significant number of humanities and fine arts students, many of whom had already completed their basic science requirement. PMID:26240533

Interacting in the Smog Factors that Shape Faculty Attitudes and Beliefs about Race and Inclusion

NASA Astrophysics Data System (ADS)

Hodari, Apriel K.

2006-03-01

Many faculty members realize that we must interact productively with diverse colleagues and students, and we must find ways to benefit from the talents of all members of our intellectual community. Put simply, we must aim for the ceiling rather than the floor. This means that we approach our work informed that engaging diversity in our classrooms will increase our success and the success of all our students. But in physics, it is often difficult to measure and address diversity issues because doing so is not perceived as central to our discipline. To address this apparent disconnection, we present some ideas on race [1] and inclusion [2] within the context of the physics instruction. Specifically, we speak to how university faculty might use inclusive pedagogy in physics education research and curriculum. Our goal here is to open a frank dialogue and present concrete avenues to explore as you create activities that serve your classroom best. *Tatum, Beverly Daniel. (2004). Changing demographics and challenges of the future. Draft Proceedings of the National Science Board Workshop on Broadening the Participation in Science and Engineering Research and Education. Arlington, VA: National Science Board; Tatum, Beverly Daniel. (1997). Why are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations about Race. New York: Basic Books. *Bonilla-Silva, Eduardo. (2003). Racism without Racists: Color-blind Racism and the Persistence of Racial Inequality in the United States. Lanham, MD: Rowan & Littlefield; Thiederman, Sondra. (2003). Making Diversity Work: 7 Steps for Defeating Bias in the Workplace. Chicago: Dearborn Trade Publishing.

2013 Alan Blizzard Award Feature Article--Enriching Educational Experiences through UBC's First Year Seminar in Science (SCIE113)

ERIC Educational Resources Information Center

Fox, Joanne; Birol, Gülnur; Han, Andrea; Cassidy, Alice; Nakonechny, Joanne; Berger, Jim; Peacock, Simon; Samuels, Lacey

2014-01-01

The First Year Seminar in Science (SCIE113) was developed during 2009/2010 academic year through an exemplary collaboration between faculty, administrators and educational support staff in the Faculty of Science at the University of British Columbia (UBC). SCIE113 reflects the vision and values of the Faculty of Science and UBC by offering an…

Institutional Profile: University of Chicago Center for Personalized Therapeutics: research, education and implementation science.

PubMed

Dolan, M Eileen; Maitland, Michael L; O'Donnell, Peter H; Nakamura, Yusuke; Cox, Nancy J; Ratain, Mark J

2013-09-01

Pharmacogenomics is aimed at advancing our knowledge of the genetic basis of variable drug response. The Center for Personalized Therapeutics within the University of Chicago comprises basic, translational and clinical research as well as education including undergraduate, graduate, medical students, clinical/postdoctoral fellows and faculty. The Committee on Clinical Pharmacology and Pharmacogenomics is the educational arm of the Center aimed at training clinical and postdoctoral fellows in translational pharmacology and pharmacogenomics. Research runs the gamut from basic discovery and functional studies to pharmacogenomic implementation studies to evaluate physician adoption of genetic medicine. The mission of the Center is to facilitate research, education and implementation of pharmacogenomics to realize the true potential of personalized medicine and improve the lives of patients.

Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty

ERIC Educational Resources Information Center

National Academies Press, 2010

2010-01-01

"Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty" presents new and surprising findings about career differences between female and male full-time, tenure-track, and tenured faculty in science, engineering, and mathematics at the nation's top research universities. Much of this…

Science Teaching Beliefs and Reported Approaches within a Research University: Perspectives from Faculty, Graduate Students, and Undergraduates

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Ziemer, Kathryn Schaefer; Orgler, Michal; Thompson, Katerina V.

2014-01-01

This study explores and compares the perspectives of three populations (faculty members, graduate students, and undergraduates) toward science teaching in the College of Chemical and Life Sciences at a research-intensive university. In particular, we investigate the role of faculty professional development in reforming undergraduate science…

Science faculty's subtle gender biases favor male students.

PubMed

Moss-Racusin, Corinne A; Dovidio, John F; Brescoll, Victoria L; Graham, Mark J; Handelsman, Jo

2012-10-09

Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student-who was randomly assigned either a male or female name-for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants' preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.

A Guide to Writing Academic Portfolios for Radiologists.

PubMed

Thomas, John V; Sanyal, Rupan; O'Malley, Janis P; Singh, Satinder P; Morgan, Desiree E; Canon, Cheri L

2016-12-01

The academic educator's portfolio is a collection of materials that document academic performance and achievements, supplementing the curriculum vitae, in order to showcase a faculty member's most significant accomplishments. A decade ago, a survey of medical schools revealed frustration in the nonuniform methods of measuring faculty's medical education productivity. A proposed solution was the use of an academic educator's portfolio. In the academic medical community, compiling an academic portfolio is always a challenge because teaching has never been confined to the traditional classroom setting and often involves active participation of the medical student, resident, or fellow in the ongoing care of the patient. Diagnostic radiology in addition requires a knowledge base that encompasses basic sciences, imaging physics, technology, and traditional and molecular medicine. Teaching and performing research that involves this complex mix, while providing patient care that is often behind the scenes, provides unique challenges in the documentation of teaching, research, and clinical service for diagnostic radiology faculty. An academic portfolio is seen as a way to explain why relevant academic activities are significant to promotions committee members who may have backgrounds in unrelated academic areas and may not be familiar with a faculty member's work. The academic portfolio consists of teaching, research, and service portfolios. The teaching portfolio is a collection of materials that document teaching performance and documents the educator's transition to a more effective educator. A research portfolio showcases the most significant research accomplishments. The service portfolio documents service responsibilities and highlight any service excellence. All portfolios should briefly discuss the educator's philosophy, activities, methods used to implement activities, leadership, mentoring, or committee roles in these respective areas. Recognizing that academic programs have differing needs, this article will attempt to provide some basic guidelines that may help junior faculty in diagnostic radiology develop their teaching, research, and service portfolios. Copyright © 2016 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

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 truly valuable learning opportunity because those efforts were not perceived to be valuable and were rarely rewarded. Few formal professional development opportunities were available and few incentives were in place to encourage other informal efforts to develop the necessary skills. Those who committed significant effort to project teams were challenged by concerns about team composition, student accountability and assigning individual grades for group teamwork.

College Faculty-Oriented Programs of the National Science Foundation.

ERIC Educational Resources Information Center

Kormondy, Edward J.

1979-01-01

Describes the contributions of the National Science Foundation (NSF) to the development of college faculty in 1958, 1968, and 1978. The described activities are NSF institutes, faculty research participation, and fellowship programs. (HM)

Validating dental and medical students' evaluations of faculty teaching in an integrated, multi-instructor course.

PubMed

Stratton, Terry D; Witzke, Donald B; Freund, Mary Jane; Wilson, Martha T; Jacob, Robert J

2005-06-01

As more students from various health professions are combined into integrated courses, evaluating the teaching quality of individual faculty in these typically large, multi-instructor contexts becomes increasingly difficult. Indeed, students who lack sufficient recall of a given faculty member or are not committed to the evaluation process may respond by marking identical responses to all evaluation items (e.g., 3-3-3-3-3), regardless of the specific content of the items on the faculty evaluation questionnaire. These "straight-lining" behaviors-more formally referred to as monotonic response patterns (MRPs)-often reflect students' inattention to the task at hand or lack of motivation to be discriminating, which may result in invalid data. This study examines the prevalence of MRP ratings in relation to indicators reflective of students' lack of attention to evaluating the quality of faculty teaching. Dental and medical students in a required, second-year (medicine) basic science course conducted by the medical school and taught primarily by medical school faculty completed seven-item faculty evaluation forms, along with an anonymous questionnaire measuring their need to evaluate, attitudes toward faculty evaluation, and recall of instructors. MRP ratings failed to correlate significantly with students' need to evaluate or their attitudes toward faculty evaluation. However, among medical students, MRP "straight-line" responses were more prevalent for raters who recalled faculty members "very well" (p=.04). For dental students, MRPs were associated with less accurate recall (p=.01). As such, the validity of faculty evaluations within integrated, multi-instructor courses may vary when students rate distinct aspects of a teacher's performance identically. In this case-in which medical students' greater recall of instructors coincides with MRPs-ratings may suffice as global, holistic assessments of an instructor's teaching. For dental students, similar ratings may be less viable. Individual item analysis is cautioned under any circumstances.

Incorporating Genomics and Bioinformatics across the Life Sciences Curriculum

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

Ditty, Jayna L.; Kvaal, Christopher A.; Goodner, Brad

Undergraduate life sciences education needs an overhaul, as clearly described in the National Research Council of the National Academies publication BIO 2010: Transforming Undergraduate Education for Future Research Biologists. Among BIO 2010's top recommendations is the need to involve students in working with real data and tools that reflect the nature of life sciences research in the 21st century. Education research studies support the importance of utilizing primary literature, designing and implementing experiments, and analyzing results in the context of a bona fide scientific question in cultivating the analytical skills necessary to become a scientist. Incorporating these basic scientific methodologiesmore » in undergraduate education leads to increased undergraduate and post-graduate retention in the sciences. Toward this end, many undergraduate teaching organizations offer training and suggestions for faculty to update and improve their teaching approaches to help students learn as scientists, through design and discovery (e.g., Council of Undergraduate Research [www.cur.org] and Project Kaleidoscope [www.pkal.org]). With the advent of genome sequencing and bioinformatics, many scientists now formulate biological questions and interpret research results in the context of genomic information. Just as the use of bioinformatic tools and databases changed the way scientists investigate problems, it must change how scientists teach to create new opportunities for students to gain experiences reflecting the influence of genomics, proteomics, and bioinformatics on modern life sciences research. Educators have responded by incorporating bioinformatics into diverse life science curricula. While these published exercises in, and guidelines for, bioinformatics curricula are helpful and inspirational, faculty new to the area of bioinformatics inevitably need training in the theoretical underpinnings of the algorithms. Moreover, effectively integrating bioinformatics into courses or independent research projects requires infrastructure for organizing and assessing student work. Here, we present a new platform for faculty to keep current with the rapidly changing field of bioinformatics, the Integrated Microbial Genomes Annotation Collaboration Toolkit (IMG-ACT). It was developed by instructors from both research-intensive and predominately undergraduate institutions in collaboration with the Department of Energy-Joint Genome Institute (DOE-JGI) as a means to innovate and update undergraduate education and faculty development. The IMG-ACT program provides a cadre of tools, including access to a clearinghouse of genome sequences, bioinformatics databases, data storage, instructor course management, and student notebooks for organizing the results of their bioinformatic investigations. In the process, IMG-ACT makes it feasible to provide undergraduate research opportunities to a greater number and diversity of students, in contrast to the traditional mentor-to-student apprenticeship model for undergraduate research, which can be too expensive and time-consuming to provide for every undergraduate. The IMG-ACT serves as the hub for the network of faculty and students that use the system for microbial genome analysis. Open access of the IMG-ACT infrastructure to participating schools ensures that all types of higher education institutions can utilize it. With the infrastructure in place, faculty can focus their efforts on the pedagogy of bioinformatics, involvement of students in research, and use of this tool for their own research agenda. What the original faculty members of the IMG-ACT development team present here is an overview of how the IMG-ACT program has affected our development in terms of teaching and research with the hopes that it will inspire more faculty to get involved.« less

Food safety knowledge of undergraduate students at a Canadian university: results of an online survey.

PubMed

Courtney, Sarah M; Majowicz, Shannon E; Dubin, Joel A

2016-11-09

Foodborne diseases are an important public health issue, and young adults are an important demographic to target with food safety education. Our objective was to assess the food safety knowledge of undergraduate students at a Canadian university, to identify potential areas for such education. In February 2015, we conducted an online survey of 485 undergraduate students at a university in Ontario, Canada. We assessed various food-related factors, including cooking frequency and prior food handling or preparation education. We then modeled the relationship between 'overall knowledge score' and the demographic and food skills/cooking experience predictors using multivariable log-binomial regression, to determine factors associated with relatively higher proportions of correct responses. Respondents were, on average, 20.5 years old, and the majority (64.8 %) lived off campus. Students cooked from basic ingredients infrequently, with 3 in 4 doing so a few times a year to never. Students averaged 6.2 correct answers to the 11 knowledge questions. Adjusting for other important covariates, older age and being a current food handler were associated with relatively higher knowledge, whereas working/volunteering in a hospital and infrequent cooking were associated with relatively lower knowledge. Males in the Faculty of Science had relatively higher knowledge than females in the Faculty of Science, both of whom had relatively higher knowledge than all students in other Faculties. Among students who had never taken a food preparation course, knowledge increased with self-reported cooking ability; however, among students who had taken such a course, knowledge was highest among those with low self-reported cooking ability. Consistent with other similar studies, students in Faculties outside of the Faculty of Science, younger students, and those who cook infrequently could benefit from food safety education. Supporting improved hand hygiene, in particular clarifying hand washing versus hand sanitizing messages, may also be important. Universities can play a role in such education, including as part of preparing students for work or volunteer placements, or as general support for student health and success.

Faculty development to improve teaching at a health sciences center: a needs assessment.

PubMed

Scarbecz, Mark; Russell, Cynthia K; Shreve, Robert G; Robinson, Melissa M; Scheid, Cheryl R

2011-02-01

There has been increasing interest at health science centers in improving the education of health professionals by offering faculty development activities. In 2007-08, as part of an effort to expand education-related faculty development offerings on campus, the University of Tennessee Health Science Center surveyed faculty members in an effort to identify faculty development activities that would be of interest. Factor analysis of survey data indicated that faculty interests in the areas of teaching and learning can be grouped into six dimensions: development of educational goals and objectives, the use of innovative teaching techniques, clinical teaching, improving traditional teaching skills, addressing teaching challenges, and facilitating participation. There were significant differences in the level of interest in education-related faculty development activities by academic rank and by the college of appointment. Full professors expressed somewhat less interest in faculty development activities than faculty members of lower ranks. Faculty members in the Colleges of Medicine and Dentistry expressed somewhat greater interest in faculty development to improve traditional teaching skills. The policy implications of the survey results are discussed, including the need for faculty development activities that target the needs of specific faculty groups.

A Heterogeneous High-Performance System for Computational and Computer Science

DTIC Science & Technology

2016-11-15

Patents Submitted Patents Awarded Awards Graduate Students Names of Post Doctorates Names of Faculty Supported Names of Under Graduate students supported...team of research faculty from the departments of computer science and natural science at Bowie State University. The supercomputer is not only to...accelerated HPC systems. The supercomputer is also ideal for the research conducted in the Department of Natural Science, as research faculty work on

Educators of Prospective Teachers Hesitate to Embrace Evolution Due to Deficient Understanding of Science/Evolution and High Religiosity

PubMed Central

Paz-y-Miño-C, Guillermo

2016-01-01

Acceptance of evolution by educators of prospective teachers remains superficially studied despite their role in having mentored schoolteachers whose weak support of evolution is known. Here, we contrast the views of New England educators of prospective teachers (n=62; 87% Ph. D./doctorate holders in 32 specializations) with those of the general faculty (n=244; 93% Ph.D./doctorate holders in 40 disciplines), both members of 35 colleges and universities, and with college students (n=827; subsample of the 35 institutions) who were polled on: (1) the controversy evolution vs. creationism vs. intelligent design (ID), (2) their understanding of how science/evolution works, and (3) their religiosity. The educators held intermediate positions in respect to the general faculty and the students: 94% of the general faculty, 75% of the educators, and 63% of the students said they accepted evolution openly; and 82% of the general faculty, 71% of the educators, and 58% of the students thought that evolution is definitely true. Only 3% of the general faculty in comparison to 19% of the educators and 24% of the students thought that evolution and creationism are in harmony. Although 93% of the general faculty, educators, and students knew that evolution relies on common ancestry, 26% of the general faculty, 45% of the educators, and 35% of the students did not know that humans are apes. Remarkably, 15% of the general faculty, 32% of the educators, and 35% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution; and 30% of the general faculty, 59% of the educators, and 75% of the students were Lamarckian (=believed in inheritance of acquired traits). For science education: 96% of the general faculty, 86% of the educators, and 71% of the students supported the exclusive teaching of evolution, while 4% of the general faculty, 14% of the educators, and 29% of the students favored equal time to evolution, creationism and ID; note that 92% of the general faculty, 82% of the educators, and 50% of the students perceived ID as either not scientific and proposed to counter evolution based on false claims or as religious doctrine consistent with creationism. The general faculty was the most knowledgeable about science/evolution and the least religious (science index, SI=2.49; evolution index, EI= 2.49; and religiosity index, RI=0.49); the educators reached lower science/evolution but higher religiosity indexes than the general faculty (SI=1.96, EI=1.96, and RI=0.83); and the students were the least knowledgeable about science/ evolution and the most religious (SI=1.80, EI=1.60, and RI=0.89). Understanding of science and evolution were inversely correlated with level of religiosity, and understanding of evolution increased with increasing science literacy. Interestingly, ≈36% of the general faculty, educators and students considered religion to be very important in their lives, and 17% of the general faculty, 34% of the educators, and 28% of the students said they prayed daily. Assessing the perception of evolution by educators of prospective teachers vs. the general faculty and the students of New England, one of the historically most progressive regions in the U.S., is crucial for determining the magnitude of the impact of creationism and ID on attitudes toward science, reason, and education in science. PMID:26949442

A pilot study designed to acquaint medical educators with basic pedagogic principles.

PubMed

McLeod, P J; Brawer, J; Steinert, Y; Chalk, C; McLeod, A

2008-02-01

Faculty development activities in medical schools regularly target teaching behaviours but rarely address basic pedagogic principles underlying those behaviours. Although many teachers have an intuitive or tacit knowledge of basic pedagogic principles, overt knowledge of fundamental educational principles is rare. We conducted a short-term pilot study designed to transform teachers' tacit knowledge into explicit knowledge of pedagogic principles. We hypothesized that conscious awareness of these principles will positively influence their teaching effectiveness. The intervention included a workshop, provision of a workbook on pedagogic principles and free access to educational consultants. For the intervention, we chose a purposive sample of experienced teachers at our medical school. Evaluation of the impact of the intervention using questionnaires and semi-structured interviews revealed three notable findings; 1. Participants were surprised to discover the existence of an extensive body of pedagogic science underlying teaching and learning. 2. They were enthusiastic about the intervention and expressed interest in learning more about basic pedagogic principles. 3. The knowledge acquired had an immediate impact on their teaching.

Colleges and Money. A Faculty Guide to Academic Economics.

ERIC Educational Resources Information Center

Change Magazine, New Rochelle, NY.

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

The Gender and Race-Ethnicity of Faculty in Top Science and Engineering Research Departments

NASA Astrophysics Data System (ADS)

Beutel, Ann M.; Nelson, Donna J.

This study examines the gender and racial-ethnic composition of faculty in top research departments for science and engineering "S-E - disciplines. There are critical masses of at least 15% women in top research departments in biological sciences, psychology, and social sciences but not in physical sciences and engineering. Blacks and Hispanics together make up only 4.1% of the faculty in our study. Black and Hispanic females are the most poorly represented groups; together, they make up only 1% of the faculty in top S-E research departments. For most S-E disciplines, less than 15% of full professors in top research departments are women or non-Whites.

Information-seeking behavior and the use of online resources: a snapshot of current health sciences faculty.

PubMed

De Groote, Sandra L; Shultz, Mary; Blecic, Deborah D

2014-07-01

The research assesses the information-seeking behaviors of health sciences faculty, including their use of online databases, journals, and social media. A survey was designed and distributed via email to 754 health sciences faculty at a large urban research university with 6 health sciences colleges. Twenty-six percent (198) of faculty responded. MEDLINE was the primary database utilized, with 78.5% respondents indicating they use the database at least once a week. Compared to MEDLINE, Google was utilized more often on a daily basis. Other databases showed much lower usage. Low use of online databases other than MEDLINE, link-out tools to online journals, and online social media and collaboration tools demonstrates a need for meaningful promotion of online resources and informatics literacy instruction for faculty. Library resources are plentiful and perhaps somewhat overwhelming. Librarians need to help faculty discover and utilize the resources and tools that libraries have to offer.

A Graduate Teaching Assistant Workshop in a Faculty of Science

ERIC Educational Resources Information Center

Harris, Dik; McEwen, Laura April

2009-01-01

This article describes the design and implementation of a workshop on teaching and learning for graduate teaching assistants (GTAs) in a Faculty of Science at a major Canadian research-intensive university. The approach borrows heavily from an existing successful workshop for faculty but is tailored specifically to the needs of GTAs in science in…

Women on the Social Science Faculties since 1892.

ERIC Educational Resources Information Center

Freeman, Jo

This study is concerned with the position of women on the social science faculties in the graduate divison of the University of Chicago. The history and experience of several women faculty members in the various social science departments is reviewed. A few generalizations can be drawn: (1) few women are hired and few stay more than the length of…

Physics Learning Achievement Study: Projectile, Using Mathematica Program of Faculty of Science and Technology Phetchabun Rajabhat University Students

ERIC Educational Resources Information Center

Hutem, Artit; Kerdmee, Supoj

2013-01-01

The propose of this study is to study Physics Learning Achievement, projectile motion, using the Mathematica program of Faculty of Science and Technology Phetchabun Rajabhat University students, comparing with Faculty of Science and Technology Phetchabun Rajabhat University students who study the projectile motion experiment set. The samples are…

Determinants of Political Science Faculty Salaries at the University of California

ERIC Educational Resources Information Center

Grofman, Bernard

2009-01-01

Combining salary data for permanent non-emeritus faculty at seven departments of political science within the University of California system with lifetime citation counts and other individual-level data from the Masuoka, Grofman, and Feld (2007a) study of faculty at Ph.D.-granting political science departments in the United States, I analyze…

Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

PubMed Central

Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny

2014-01-01

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school. PMID:24954939

Faculty development program models to advance teaching and learning within health science programs.

PubMed

Lancaster, Jason W; Stein, Susan M; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M

2014-06-17

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.

[The 2010 curriculum of the faculty of medicine at the National University of Mexico].

PubMed

Sánchez-Mendiola, Melchor; Durante-Montiel, Irene; Morales-López, Sara; Lozano-Sánchez, Rogelio; Martínez-González, Adrián; Graue Wiechers, Enrique

2011-01-01

The 2010 undergraduate medical degree curriculum at the faculty of medicine of the Universidad Nacional Autonoma de Mexico (UNAM) constitutes an important curricular reform of medical education in our country. It is the result of an institutional reflective process and academic dialog, which culminated in its approval by UNAM’s Academic Council for the Biology, Chemistry, and Health Sciences areas on February 2nd, 2010. Some distinguishing characteristics of the new academic curriculum are: organization by courses with a focus on outcome competencies; three curricular axes that link three knowledge areas; four educational phases with achievement profiles; new courses (biomedical informatics, basic-clinical and clinical-basic integration, among others); and core curriculum. The aforementioned curriculum was decided within a framework of effective teaching strategies, competency oriented learning assessment methods, restructuring of the training of teaching staff, and establishment of a curriculum committee follow-up and evaluation of the program. Curricular change in medical education is a complex process through which the institution can achieve its mission and vision. This change process faces challenges and opportunities, and requires strategic planning with long-term foresight to guarantee a successful dynamic transition for students, teachers, and for the institution itself.

Institutional factors affecting participation in national faculty development programs: a nation-wide investigation of medical schools.

PubMed

Kim, Do-Hwan; Hwang, Jinyoung; Lee, Seunghee; Shin, Jwa-Seop

2017-02-28

Medical schools have used faculty development programs as an essential means to improve the instruction of faculty members. Thus far, however, participating in such programs has been largely voluntary for individuals even though a certain degree of participation is required to achieve practical effectiveness. In addition, the learning behaviors of faculty members are known to be influenced by organizational contexts such as a hidden curriculum. Therefore, this study explored the organizational characteristics of medical schools affecting attendance at faculty development programs. Forty medical schools in South Korea were included in this study. In total, 1,667 faculty members attended the faculty development programs at the National Teacher Training Center for Health Personnel between 2007 and 2015. For independent variables, information on the basic characteristics and the educational states was collected from all the medical schools. Themes were identified from their educational goals and objectives by inductive content analysis. The number of nine-year cumulative attendees from medical schools ranged from 8 to 104. The basic characteristics of the medical schools had little influence on faculty development program attendance, while several themes in the educational goals and objectives, including "cooperation", "serving various societies", and "dealing with a changing future" showed a significant difference in participation. The number of full-time faculty showed a significant positive correlation when it was smaller than the median, and the proportion of alumni faculty showed a significant negative correlation when it was higher than 50%. This study adds to existing knowledge on factors affecting attendance at faculty development programs by identifying related institutional factors that influence attendance. While the variations depending on the basic characteristics were minimal, the organizational environment surrounding medical education significantly contributed to attendance. Addressing institutional as well as individual factors could contribute to improving participation by faculty members in faculty development programs.

Use of internet by the teaching faculty of Peshawar Medical College, Peshawar, Khyber Pakhtunkhwa, Pakistan.

PubMed

Jan, Saeedullah; Hussain, Abid; Ibrahim, Muhammad; Saeed, Sarah

2018-03-01

This study was planned to examine the hard and soft form of learning resources available on the internet accessed by the teaching faculty. This study was conducted at the Peshawar Medical College, Peshawar, Pakistan from January 2to April 2017. As the target population was not too large, no sampling technique was employed and census-based approach was adopted. For data collection, the pre-tested questionnaire was distributed among 115 faculty members of both basic and clinical sciences groups with a response rate of 66(57.39%). Data was analysed using SPSS. Among the respondents, 38(57.6%) were males and 28(42.4%) were females. A majority 51 (77.27%) of the respondents used the internet for teaching and research. Library was the most frequently 22 (33.33%) used place for the internet use. Low internet speed, virus on computers and a lack of modern trainings were the major barriers. E-journals, e-books, online databases and theses and dissertations were the major sources consulted by the participants.

Aligning Information Literacy with the Faculty Teaching and Learning Agenda

ERIC Educational Resources Information Center

Dearden, Richard; Dermoudy, Julian; Evans, Christine; Barmuta, Leon; Jones, Susan; Magierowski, Regina; Osborn, Jon; Sargison, Jane; Waters, David

2005-01-01

In 2004, the Faculty of Science, Engineering and Technology at the University of Tasmania undertook a project to evaluate students' information literacy skills and to get a picture of how and where information literacy is taught in the faculty. This paper outlines how relationship-building between the Science Library and faculty led to the…

M. D. Faculty Salaries in Psychiatry and All Clinical Science Departments, 1980-2006

ERIC Educational Resources Information Center

Haviland, Mark G.; Dial, Thomas H.; Pincus, Harold Alan

2009-01-01

Objective: The authors compare trends in the salaries of physician faculty in academic departments of psychiatry with those of physician faculty in all academic clinical science departments from 1980-2006. Methods: The authors compared trend lines for psychiatry and all faculty by academic rank, including those for department chairs, by graphing…

Determining Publication Productivity and Grant Activity among Science Faculty at Surveyed Institutions. Academic Excellence: A Study of the Role of Research in the Natural Sciences at Undergraduate Institutions. Special Report.

ERIC Educational Resources Information Center

Research Corp., Tucson, AZ.

Data from nearly 3,000 faculty in the natural sciences at 133 predominantly undergraduate colleges and universities show significant discipline- and gender-based differences in peer-reviewed publications produced. This study was part of a larger examination of the role of research in the natural sciences at undergraduate institutions. Faculty in…

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

PubMed Central

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

PubMed

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

Science instruction in the context of Christian faith

NASA Astrophysics Data System (ADS)

Schroeder, Brock Cameron

One of the issues faced in higher education involves the development of scientifically literate undergraduate students (NRC, 1996). Developing science literacy needs to take into account the various aspects of resistance students have toward science because of their personal faith. There is a need to know more about the effective strategies that science faculty in a Christian, faith-based institution use to assist their undergraduate students in dealing with the apparent conflict between science and faith. The purpose of this study was to analyze how these faculty members develop scientifically literate students. Through descriptive qualitative analysis, interview and questionnaire data were analyzed to discover science faculty perceptions of student tension with faith and science and to elicit faculty use of conceptual change teaching strategies. It was discovered that faculty participants perceive that their students experience such a tension. Students generally view the two as conflicting or independent of each other. Also, it was found that the conceptual change strategies were used to some extent by all participants. The data revealed three themes: time, talk, and trust. Conceptual change is accomplished over time through a learning environment rich with instruction and experimentation. These strategies allow for increasing science literacy through self-reflection and conversations. Trust is built through faculty modeling of the process of science and its integration with personal faith. Increasing science literacy in the college population has potential for social change by producing adults capable of making more informed political and ethical decisions.

An Investigation of How Black STEM Faculty at Historically Black Colleges and Universities Approach the National Science Foundation Merit Review Process

ERIC Educational Resources Information Center

Rankins, Falcon

2017-01-01

This qualitative inquiry explored the ways in which US-born, Black faculty member participants in science, technology, engineering, and mathematics (STEM) disciplines at Historically Black Colleges and Universities (HBCUs) interact with the National Science Foundation (NSF). Eight Black HBCU STEM faculty members with a range of involvement in…

Library and Information Science Journal Prestige as Assessed by Library and Information Science Faculty

ERIC Educational Resources Information Center

Manzari, Laura

2013-01-01

This prestige study surveyed full-time faculty of American Library Association (ALA)-accredited programs in library and information studies regarding library and information science (LIS) journals. Faculty were asked to rate a list of eighty-nine LIS journals on a scale from 1 to 5 based on each journal's importance to their research and teaching.…

Faculty Perceptions of and Experiences with Students' Use of Coercive Power

ERIC Educational Resources Information Center

Kuhn, Kristine L.

2016-01-01

The purpose of this basic qualitative study was to understand how faculty perceive and experience students' use of coercive power in faculty-student relationships. Interviews were used to gather data from faculty members who had experienced students' use of coercive power. Data reveal that students' use of coercive power can negatively impact…

Research Reports: 1995 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, G. R. (Editor); Chappell, C. R. (Editor); Six, F. (Editor); Freeman, L. M. (Editor)

1996-01-01

For the 31st consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period 15 May 1995 - 4 Aug. 1995. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the programs, which are in the 32nd year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of 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 centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1995. The University of Alabama in Huntsville presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Research Reports: 1997 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, G. R. (Editor); Dowdy, J. (Editor); Freeman, L. M. (Editor)

1998-01-01

For the 33rd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period June 2, 1997 through August 8, 1997. Operated under the auspices of the American Society for Engineering Education, the MSFC program was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the program, which are in the 34th year of operation nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of 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 centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1997. The University of Alabama in Huntsville presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Research Reports: 1996 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, M. (Editor); Chappell, C. R. (Editor); Six, F. (Editor); Karr, G. R. (Editor)

1996-01-01

For the 32nd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama and MSFC during the period May 28, 1996 through August 2, 1996. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the programs, which are in the 33rd year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of 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 centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1996. The University of Alabama presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Embryology and histology education in North American dental schools: the Basic Science Survey Series.

PubMed

Burk, Dorothy T; Lee, Lisa M J; Lambert, H Wayne

2013-06-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer-assisted instruction (CAI), and recent curricular changes. Responses were received from fifty-nine (88.1 percent) of the sixty-seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline-based; 2) embryology is rarely taught as a stand-alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.

Information-seeking behavior of health sciences faculty: the impact of new information technologies.

PubMed

Curtis, K L; Weller, A C; Hurd, J M

1997-10-01

This paper reports on an ongoing investigation into health sciences faculty's information-seeking behavior, including their use of new information technologies. A survey was administered to all faculty in medicine, nursing, and pharmacy at the University of Illinois at Chicago. It was similar to one administered to the same population in 1991. The survey asked about faculty's use of electronic resources, documented any shift from the use of print to electronic formats, and measured the utilization of library training. The response rate was 48.5% for medicine faculty, 45.0% for nursing, and 62.5% for pharmacy. The study found that use of the print Index Medicus among faculty was in transition: While 30.5% continued to use the print resources, 68.0% of faculty accessed MEDLINE through electronic means. Faculty preferred accessing electronic databases from their offices to doing so from the library. Health sciences faculty used a wide variety of databases, in addition to MEDLINE, to fill their information needs. Most faculty did not take advantage of either in-house or electronic training sessions offered by librarians. The study concluded that the training preferences of faculty need to be further explored.

Structures, Not Strings: Linguistics as Part of the Cognitive Sciences.

PubMed

Everaert, Martin B H; Huybregts, Marinus A C; Chomsky, Noam; Berwick, Robert C; Bolhuis, Johan J

2015-12-01

There are many questions one can ask about human language: its distinctive properties, neural representation, characteristic uses including use in communicative contexts, variation, growth in the individual, and origin. Every such inquiry is guided by some concept of what 'language' is. Sharpening the core question--what is language?--and paying close attention to the basic property of the language faculty and its biological foundations makes it clear how linguistics is firmly positioned within the cognitive sciences. Here we will show how recent developments in generative grammar, taking language as a computational cognitive mechanism seriously, allow us to address issues left unexplained in the increasingly popular surface-oriented approaches to language. Copyright © 2015 Elsevier Ltd. All rights reserved.

Training in Techniques and Translation: Novel Nuclear Medicine Imaging Agents for Oncology and Neurology

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

Tu, Zhude

The goal of this grant was to provide critical interdisciplinary research training for the next generation of radiochemists and nuclear medicine physicians through a collaboration between basic science and clinical faculty who are actively involved in the development, application, and translation of radiopharmaceuticals. Following the four year funding support period, the 10 postdocs, graduate students, as well as clinical physicians who received training have become faculty members, or senior radiochemists at different academic institutes or industry. With respect to scientific accomplishments, 26 peer-reviewed articles have been published to date as well as numerous poster and oral presentations. The goals ofmore » all four scientific projects were completed and several promising radiotracers identified for transfer into clinical investigation for human use. Some preliminary data generated from this training grant led several successful NIH grant proposals for the principal investigators.« less

Faculty Vitality in Osteopathic Medical Schools: A Pilot Study.

PubMed

Ables, Adrienne Z; Shan, Liang; Broyles, India L

2018-05-01

Faculty vitality is defined as the synergy between high levels of satisfaction, productivity, and engagement that enables faculty members to maximize their professional success and achieve goals in concert with institutional goals. Many studies have examined faculty development efforts with regard to satisfaction, retention, or vitality, but, to the authors' knowledge, they have all been conducted in allopathic medical schools and academic health centers. To examine faculty vitality in osteopathic medical schools and address contributors to productivity, engagement, and career satisfaction. This multi-institutional exploratory survey-based study included faculty members from 4 osteopathic medical schools. Surveys with items related to productivity, engagement, career satisfaction, primary department climate and leadership, professional development, and career and life management were sent to faculty members at the 4 participating schools. Most item responses were ranked on Likert-type scales, ranging from 1 (low) to 5 (high). Open-ended questions that explored the participants' experience at their college, factors outside the institution that may affect vitality, and perceived faculty development needs were included at the end of the survey. The overall vitality index was calculated by taking the average of the 3 vitality indicator scores (ie, productivity, engagement, and career satisfaction). Of 236 potential participants, 105 returned the survey for analysis. The mean overall faculty vitality index was 3.2 (range, 1-5). Regarding the 3 contributors to faculty vitality, the mean productivity score was 2.3; professional engagement, 3.5; and career satisfaction, 3.7. Primary department climate and leadership was a significant predictor of faculty vitality (P=.001). The influence of individual vitality factors did not differ between basic science and clinical faculty members. Open-ended questions generated the following themes related to faculty vitality: leadership support, organizational climate, collegiality and value, workload, research funding climate, and family/home life. Participants listed a variety of faculty development needs in the areas of teaching, research, leadership, and professional development. The results of this study suggest that career satisfaction is a significant contributor to vitality in osteopathic medical school faculty members. Additionally, primary department climate and leadership is a significant predictor of faculty vitality. Responses to the open-ended questions further elucidated extrinsic factors that positively and negatively affect vitality, including family and home life and dwindling funding from national medical research agencies. Faculty development efforts should be directed toward enhancing contributors to vitality.

An integrated course in pain management and palliative care bridging the basic sciences and pharmacy practice.

PubMed

Kullgren, Justin; Radhakrishnan, Rajan; Unni, Elizabeth; Hanson, Eric

2013-08-12

To describe the development of an integrated pain and palliative care course and to investigate the long-term effectiveness of the course during doctor of pharmacy (PharmD) students' advanced pharmacy practice experiences (APPEs) and in their practice after graduation. Roseman University College of Pharmacy faculty developed a 3-week elective course in pain and palliative care by integrating relevant clinical and pharmaceutical sciences. Instructional strategies included lectures, team and individual activities, case studies, and student presentations. Students who participated in the course in 2010 and 2011 were surveyed anonymously to gain their perception about the class as well as the utility of the course during their APPEs and in their everyday practice. Traditional and nontraditional assessment of students confirmed that the learning outcomes objectives were achieved. Students taking the integrated course on pain management and palliative care achieved mastery of the learning outcome objectives. Surveys of students and practicing pharmacists who completed the course showed that the learning experience as well as retention was improved with the integrated mode of teaching. Integrating basic and clinical sciences in therapeutic courses is an effective learning strategy.

An Integrated Course in Pain Management and Palliative Care Bridging the Basic Sciences and Pharmacy Practice

PubMed Central

Kullgren, Justin; Unni, Elizabeth; Hanson, Eric

2013-01-01

Objective. To describe the development of an integrated pain and palliative care course and to investigate the long-term effectiveness of the course during doctor of pharmacy (PharmD) students’ advanced pharmacy practice experiences (APPEs) and in their practice after graduation. Design. Roseman University College of Pharmacy faculty developed a 3-week elective course in pain and palliative care by integrating relevant clinical and pharmaceutical sciences. Instructional strategies included lectures, team and individual activities, case studies, and student presentations. Assessment. Students who participated in the course in 2010 and 2011 were surveyed anonymously to gain their perception about the class as well as the utility of the course during their APPEs and in their everyday practice. Traditional and nontraditional assessment of students confirmed that the learning outcomes objectives were achieved. Conclusions. Students taking the integrated course on pain management and palliative care achieved mastery of the learning outcome objectives. Surveys of students and practicing pharmacists who completed the course showed that the learning experience as well as retention was improved with the integrated mode of teaching. Integrating basic and clinical sciences in therapeutic courses is an effective learning strategy. PMID:23966724

A collaboration among health sciences schools to enhance faculty development in teaching.

PubMed

Sicat, Brigitte L; O'Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K; Marlowe, Elizabeth P; Pellegrini, Joan M; Shuford, Veronica P; Simons, Dianne F

2014-06-17

Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

The 1992 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

1992-01-01

This is the administrative report for the 1992 NASA/ASEE Summer Faculty Fellowship Program which was held at the George C. Marshall Space Flight Center (MSFC) for the 28th consecutive year. The nominal starting and finishing dates for the ten week program were June 1, 1992 through August 7, 1992. The program was sponsored by NASA Headquarters, Washington, D.C., and operated under the auspices of the American Society for Engineering Education (ASEE). The program was one of eight such programs at eight NASA centers sponsored and funded by NASA Headquarters. The basic objectives of the program are the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities at the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The major activities of the 1992 program were the following: (1) recruitment, selection, and assignment of faculty fellows; (2) research performed by the participants in collaboration with the MSFC colleague; (3) a seminar and tour program aimed at providing information concerning activities at MSFC; (4) an activities program of a social/non-technical nature aimed at providing the fellows and their families a means of learning about the MSFC/Huntsville area; and (5) preparation of a volume containing the written reports of the details of the research performed by each of the summer faculty. The success of the 1992 program activities in meeting the stated objectives was measured through questionnaires, which were filled out by participants and their MSFC colleagues. The following sections describe the major activities in more detail and the results of the questionnaires are summarized showing that the 1992 program was highly successful. This year's program also included 19 participants in the Summer Teacher Enrichment Program (STEP) which is comprised of middle school and high school math and science teachers.

Comparison of Leadership Levels of Students at the Faculty of Sport Sciences and Other Faculties

ERIC Educational Resources Information Center

Atan, Tülin; Ünver, Saban; Kaplan, Abdurrahim; Islamoglu, Izzet; Demir, Gül

2018-01-01

Leadership has a great significance in creating high performance and building team loyalty in sport. The purpose of this study is to compare the leadership levels of students studying at the Faculty of Sports Sciences and other faculties. In addition, leadership qualities were examined in terms of the variables of gender and place of stay. A total…

The Impact of Centers and Institutes on Faculty Life: Findings from a Study of Life Sciences Faculty at Research-Intensive Universities' Medical Schools

ERIC Educational Resources Information Center

Bunton, Sarah A.; Mallon, William T.

2007-01-01

This article reports on the impact of organized research centers on professional effort, productivity, and perceptions of work satisfaction for life sciences faculty members at research intensive universities' medical schools in the U.S. Results indicate that senior center-affiliated faculty members taught less but worked more total hours than…

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members' perspective.

PubMed

Rizvi, Nusrat Fatima; Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. A cross-sectional survey was conducted through a self-reported questionnaire using 'survey monkey'. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching.

Faculty Research Productivity: Some Moderators of Associated Stressors.

ERIC Educational Resources Information Center

Blackburn, Robert T.; Bently, Richard J.

1993-01-01

A study with 894 college faculty investigated the effects of certain stress variables on different kinds of faculty research activity; psychological and organizational variables thought to moderate stress; and the effects of stressors and moderators for gender, institution type, and discipline (humanities, social sciences, natural sciences)…

Impact of Virtual Patients as Optional Learning Material in Veterinary Biochemistry Education.

PubMed

Kleinsorgen, Christin; von Köckritz-Blickwede, Maren; Naim, Hassan Y; Branitzki-Heinemann, Katja; Kankofer, Marta; Mándoki, Míra; Adler, Martin; Tipold, Andrea; Ehlers, Jan P

2018-01-01

Biochemistry and physiology teachers from veterinary faculties in Hannover, Budapest, and Lublin prepared innovative, computer-based, integrative clinical case scenarios as optional learning materials for teaching and learning in basic sciences. These learning materials were designed to enhance attention and increase interest and intrinsic motivation for learning, thus strengthening autonomous, active, and self-directed learning. We investigated learning progress and success by administering a pre-test before exposure to the virtual patients (vetVIP) cases, offered vetVIP cases alongside regular biochemistry courses, and then administered a complementary post-test. We analyzed improvement in cohort performance and level of confidence in rating questions. Results of the performance in biochemistry examinations in 2014, 2015, and 2016 were correlated with the use of and performance in vetVIP cases throughout biochemistry courses in Hannover. Surveys of students reflected that interactive cases helped them understand the relevance of basic sciences in veterinary education. Differences between identical pre- and post-tests revealed knowledge improvement (correct answers: +28% in Hannover, +9% in Lublin) and enhanced confidence in decision making ("I don't know" answers: -20% in Hannover, -7.5% in Lublin). High case usage and voluntary participation (use of vetVIP cases in Hannover and Lublin >70%, Budapest <1%; response rates in pre-test 72% and post-test 48%) indicated a good increase in motivation for the subject of biochemistry. Despite increased motivation, there was only a weak correlation between performance in final exams and performance in the vetVIP cases. Case-based e-learning could be extended and generated cases should be shared across veterinary faculties.

Science Instruction through the Visual Arts in Special Collections

ERIC Educational Resources Information Center

Brown, Amanda H.; Losoff, Barbara; Hollis, Deborah R.

2014-01-01

The University of Colorado Boulder (CU-Boulder) is known for strong programming in the sciences and a teaching faculty at the forefront of science education and reform. Librarians at CU-Boulder, in collaboration with science faculty, are challenged to improve undergraduate science education. Using rare, historic, and artistic works from Special…

Taking the world for a spin: teaching spatial and data visualization with a digital globe

NASA Astrophysics Data System (ADS)

Teplitzky, S.; Powell, S.

2016-12-01

In the summer of 2016, the Earth Sciences & Map Library at the University of California, Berkeley, purchased a Magic Planet digital globe in a collaboration between the library and the departments of Geography and Earth & Planetary Science. This 30" diameter 3D display supplements and expands the library's instruction and outreach activities in GIS, data visualization and modeling. Faculty and graduate students were surveyed regarding their interest in using the globe for teaching and research projects. Based on this feedback, librarians developed a basic training plan for using the globe in the classroom, as well as an assessment tool to rate the effectiveness of instruction with the digital globe. Student and faculty responses at the end of fall semester (2016) will be evaluated for future plans to increase the variety of data sets and animations available to view on the globe. Curriculum and guides for visualizing custom and interactive data sets will be developed and made available based on current researcher and student interests. We are excited about partnering with our departments and engaging our students in the possibilities of 3d visualization, and look forward to sharing lessons learned.

Concerns and Responses for Integrating Health Systems Science Into Medical Education.

PubMed

Gonzalo, Jed D; Caverzagie, Kelly J; Hawkins, Richard E; Lawson, Luan; Wolpaw, Daniel R; Chang, Anna

2018-06-01

With the aim of improving the health of individuals and populations, medical schools are transforming curricula to ensure physician competence encompasses health systems science (HSS), which includes population health, health policy, high-value care, interprofessional teamwork, leadership, quality improvement, and patient safety. Large-scale, meaningful integration remains limited, however, and a major challenge in HSS curricular transformation efforts relates to the receptivity and engagement of students, educators, clinicians, scientists, and health system leaders. The authors identify several widely perceived challenges to integrating HSS into medical school curricula, respond to each concern, and provide potential strategies to address these concerns, based on their experiences designing and integrating HSS curricula. They identify two broad categories of concerns: the (1) relevance and importance of learning HSS-including the perception that there is inadequate urgency for change; HSS education is too complex and should occur in later years; early students would not be able to contribute, and the roles already exist; and the science is too nascent-and (2) logistics and practicality of teaching HSS-including limited curricular time, scarcity of faculty educators with expertise, lack of support from accreditation agencies and licensing boards, and unpreparedness of evolving health care systems to partner with schools with HSS curricula. The authors recommend the initiation and continuation of discussions between educators, clinicians, basic science faculty, health system leaders, and accrediting and regulatory bodies about the goals and priorities of medical education, as well as about the need to collaborate on new methods of education to reach these goals.

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…

Science faculty’s subtle gender biases favor male students

PubMed Central

Moss-Racusin, Corinne A.; Dovidio, John F.; Brescoll, Victoria L.; Graham, Mark J.; Handelsman, Jo

2012-01-01

Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants’ preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science. PMID:22988126

Implementing goals for non-cognitive outcomes within a basic science course.

PubMed

Derstine, Pamela L

2002-09-01

An essential principle of competency-based education (CBE) is use of observable outcomes with assessments as judgments of competence based on defined criteria. Faculty are accustomed to using learning objectives as the defining criteria for knowledge, assessing students using written exams. Faculty are less familiar with how the principles of CBE are applied to other competencies. We recently adopted school-wide goals and objectives, modeled after the ACGME Outcomes Project. The present objective was to give faculty first-hand experience in CBE within a basic science course, including both cognitive and non-cognitive outcomes. The format for the learner-centered, first-year Cell and Molecular Biology course was previously described.(1) Course goals were that students: (1) gain an understanding of the principles and concepts of cell and molecular biology, (2) develop an appreciation for how these principles and concepts are important to medicine, (3) demonstrate an ability to think critically using these principles and concepts. Goal 1 was measured by written exams. We assumed goals 2 and 3 were met through small-group problem-solving sessions, and outcomes were not assessed. The revised 2001 course goals were to prepare students for medical knowledge and lifelong learning and communication and professionalism. The goals for medical knowledge and lifelong learning were to: (1) demonstrate ability to use principles and concepts of cell biology, molecular biology, and genetics to analyze medically relevant data, solve problems, make predictions, and determine a course of action; (2) effectively use information technology to search, evaluate, and critically review scientific evidence related to principles and concepts covered in the course; (3) use appropriate techniques to teach peers in a conference setting. The goals for communication and professionalism were to: (1) use appropriate skills and attitudes to collaborate effectively with peers and faculty to accomplish learning goals; (2) maintain a personal learning portfolio to develop habits of reflective learning, broaden understanding of content beyond recall, and enhance communication with faculty; (3) demonstrate personal integrity in meeting course requirements and in interactions with peers and faculty throughout the course. Goals for medical knowledge and lifelong learning were assessed by written exams and by separate tools utilizing four-point Likert scales (novice, advanced beginner, proficient, distinguished) with specific observable criteria for a written research paper and a group PowerPoint presentation. Faculty and student assessments generated a number that was combined with exam grades for a lettered competency grade. A 19-item, five-point Likert scale was used by students to self- and peer-assess goals for communication and professionalism. Small-group faculty facilitators used the tool to give formative feedback midcourse, summative feedback at course conclusion, and competency grades. The tools may be viewed at: . Faculty achieved enhanced understanding of students, assisted by descriptive criteria, while suggesting improvements in forms. Better agreement on criteria definitions and consistency in form use is needed. Students developed understanding and improved communication/professionalism skills, based on repeated exposures to criteria and feedback. It remains to be seen whether the skills are used/developed in other courses. A majority of students did not use the learning portfolio as envisioned. Better design and implementation of school-wide rather than course-specific reflective portfolios may increase use and integrate learning in all courses with all six competencies.

Response to science education reforms: The case of three science education doctoral programs in the United States

NASA Astrophysics Data System (ADS)

Gwekwerere, Yovita Netsai

Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question who 'all students' refers to and what science literacy means for learners with diverse cultural, linguistic or economic backgrounds. Faculty members' views significantly influence the nature and content of the courses as well as the program focus. It was also shown that a relationship exists between faculty views and the views of their doctoral students and recent graduates. In general, faculty exhibited narrower and more in-depth views about issues they consider being important in the field of science education, than doctoral students and recent graduates. External funding is critical in doctoral studies as it enables faculty to enact their visions of achieving science literacy for all. The study provides some implications for practice, policy and research. In order to achieve both equity and excellence in science teaching, there is need for dialogue among science educators to enable them to address issues of equity more effectively than at present. If doctoral programs are to continue preparing graduates who can address important issues in the field, there is need for external funding for specific research programs.

Franz Joseph Gall and music: the faculty and the bump.

PubMed

Eling, Paul; Finger, Stanley; Whitaker, Harry

2015-01-01

The traditional story maintains that Franz Joseph Gall's (1758-1828) scientific program began with his observations of schoolmates with bulging eyes and good verbal memories. But his search to understand human nature, in particular individual differences in capacities, passions, and tendencies, can also be traced to other important observations, one being of a young girl with an exceptional talent for music. Rejecting contemporary notions of cognition, Gall concluded that behavior results from the interaction of a limited set of basic faculties, each with its own processes for perception and memory, each with its own territory in both cerebral or cerebellar cortices. Gall identified 27 faculties, one being the sense of tone relations or music. The description of the latter is identical in both his Anatomie et Physiologie and Sur les Fonctions du Cerveau et sur Celles de Chacune de ses Parties, where he provided positive and negative evidences and discussed findings from humans and lower animals, for the faculty. The localization of the cortical faculty for talented musicians, he explained, is demonstrated by a "bump" on each side of the skull just above the angle of the eye; hence, the lower forehead of musicians is broader or squarer than in other individuals. Additionally, differences between singing and nonsinging birds also correlate with cranial features. Gall even brought age, racial, and national differences into the picture. What he wrote about music reveals much about his science and creative thinking. © 2015 Elsevier B.V. All rights reserved.

Creating a mission-based reporting system at an academic health center.

PubMed

Howell, Lydia Pleotis; Hogarth, Michael; Anders, Thomas F

2002-02-01

The authors developed a Web-based mission-based reporting (MBR) system for their university's (UC Davis's) health system to report faculty members' activities in research and creative work, clinical service, education, and community/university service. They developed the system over several years (1998-2001) in response to a perceived need to better define faculty members' productivity for faculty development, financial management, and program assessment. The goal was to create a measurement tool that could be used by department chairs to counsel faculty on their performances. The MBR system provides measures of effort for each of the university's four missions. Departments or the school can use the output to better define expenditures and allocations of resources. The system provides both a quantitative metric of times spent on various activities within each mission, and a qualitative metric for the effort expended. The authors report the process of developing the MBR system and making it applicable for both clinical and basic science departments, and the mixed success experienced in its implementation. The system appears to depict the activities of most faculty fairly accurately, and chairs of test departments have been generally enthusiastic. However, resistance to general implementation remains, chiefly due to concerns about reliability, validity, and time required for completing the report. The authors conclude that MBR can be useful but will require some streamlining and the elimination of other redundant reporting instruments. A well-defined purpose is required to motivate its use.

Evaluating Online Dictionaries From Faculty Prospective: A Case Study Performed On English Faculty Members At King Saud University--Wadi Aldawaser Branch

ERIC Educational Resources Information Center

Abouserie, Hossam Eldin Mohamed Refaat

2010-01-01

The purpose of this study was to evaluate online dictionaries from faculty prospective. The study tried to obtain in depth information about various forms of dictionaries the faculty used; degree of awareness and accessing online dictionaries; types of online dictionaries accessed; basic features of information provided; major benefits gained…

Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence

NASA Astrophysics Data System (ADS)

Potter, Robert; Meisels, Gerry

2005-06-01

In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.

Participation in a Multi-Institutional Curriculum Development Project Changed Science Faculty Knowledge and Beliefs about Teaching Science

ERIC Educational Resources Information Center

Donovan, Deborah A.; Borda, Emily J.; Hanley, Daniel M.; Landel, Carolyn C.

2015-01-01

Despite significant pressure to reform science teaching and learning in K12 schools, and a concurrent call to reform undergraduate courses, higher education science content courses have remained relatively static. Higher education science faculty have few opportunities to explore research on how people learn, examine state or national science…

Information Seeking Behavior of Library and Information Science Faculty in Research with a Special Reference to the Use of Networked Information Sources and Services: A Case Study Performed at the Graduate School of Library And Information Science at the University of Illinois at Urbana-Champaign (Modified Version)

ERIC Educational Resources Information Center

Abouserie, Hossam Eldin Mohamed Refaat

2007-01-01

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources And Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as…

Information Seeking Behavior of Library and Information Science Faculty in Research with a Special Reference to the Use of Networked Information Sources and Services: A Case Study Performed at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign

ERIC Educational Resources Information Center

Abouserie, Hossam Eldin Mohamed Refaat

2007-01-01

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources and Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as…

New England Faculty and College Students Differ in Their Views About Evolution, Creationism, Intelligent Design, and Religiosity

PubMed Central

Paz-y-Miño C, Guillermo

2016-01-01

Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n=244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n=161), private secular (n=298), and religious (n=185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only 3% of the faculty vs. 23% of the students thought that evolution and creationism are in harmony. Although 92% of faculty and students thought that evolution relies on common ancestry, one in every four faculty and one in every three students did not know that humans are apes; 15% of the faculty vs. 34% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution, and 30% of the faculty vs. 72% of the students was Lamarckian (believed in inheritance of acquired traits). Notably, 91% of the faculty was very concerned (64%) or somehow concerned (27%) about the controversy evolution vs creationism vs ID and its implications for science education: 96% of the faculty vs. 72% of the students supported the exclusive teaching of evolution while 4% of the faculty vs. 28% of the students favored equal time to evolution, creationism and ID; 92% of the faculty vs. 52% of the students perceived ID as not scientific and proposed to counter evolution or as doctrine consistent with creationism. Although ≈30% of both faculty and students considered religion to be very important in their lives, and ≈20% admitted to praying daily, the faculty was less religious (Religiosity Index faculty=0.5 and students=0.75) and, as expected, more knowledgeable about science (Science Index faculty=2.27 and students=1.60) and evolution (Evolution Index faculty=2.48 and students=1.65) than the students. Because attitudes toward evolution correlate (1) positively with understanding of science/evolution and (2) negatively with religiosity/political ideology, we conclude that science education combined with vigorous public debate should suffice to increase acceptance of naturalistic rationalism and decrease the negative impact of creationism and ID on society’s evolution literacy. PMID:26962385

New England Faculty and College Students Differ in Their Views About Evolution, Creationism, Intelligent Design, and Religiosity.

PubMed

Paz-Y-Miño C, Guillermo; Espinosa, Avelina

2011-06-01

Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty ( n =244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular ( n =161), private secular ( n =298), and religious ( n =185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only 3% of the faculty vs. 23% of the students thought that evolution and creationism are in harmony. Although 92% of faculty and students thought that evolution relies on common ancestry, one in every four faculty and one in every three students did not know that humans are apes; 15% of the faculty vs. 34% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution, and 30% of the faculty vs. 72% of the students was Lamarckian (believed in inheritance of acquired traits). Notably, 91% of the faculty was very concerned (64%) or somehow concerned (27%) about the controversy evolution vs creationism vs ID and its implications for science education: 96% of the faculty vs. 72% of the students supported the exclusive teaching of evolution while 4% of the faculty vs. 28% of the students favored equal time to evolution, creationism and ID; 92% of the faculty vs. 52% of the students perceived ID as not scientific and proposed to counter evolution or as doctrine consistent with creationism. Although ≈30% of both faculty and students considered religion to be very important in their lives, and ≈20% admitted to praying daily, the faculty was less religious ( Religiosity Index faculty=0.5 and students=0.75) and, as expected, more knowledgeable about science ( Science Index faculty=2.27 and students=1.60) and evolution ( Evolution Index faculty=2.48 and students=1.65) than the students. Because attitudes toward evolution correlate (1) positively with understanding of science/evolution and (2) negatively with religiosity/political ideology, we conclude that science education combined with vigorous public debate should suffice to increase acceptance of naturalistic rationalism and decrease the negative impact of creationism and ID on society's evolution literacy.

Decline of clinical research in academic medical centers.

PubMed

Meador, Kimford J

2015-09-29

Marked changes in US medical school funding began in the 1960s with progressively increasing revenues from clinical services. The growth of clinical revenues slowed in the mid-1990s, creating a funding crisis for US academic health care centers, who responded by having their faculty increase their clinical duties at the expense of research activities. Surveys document the resultant stresses on the academic clinician researcher. The NIH provides greater funding for basic and translational research than for clinical research, and the new Patient-Centered Outcomes Research Institute is inadequately funded to address the scope of needed clinical research. An increasing portion of clinical research is funded by industry, which leaves many important clinical issues unaddressed. There is an inadequate supply of skilled clinical researchers and a lack of external support for clinical research. The impact on the academic environment in university medical centers is especially severe on young faculty, who have a shrinking potential to achieve successful academic careers. National health care research funding policies should encourage the right balance of life-science investigations. Medical universities need to improve and highlight education on clinical research for students, residents, fellows, and young faculty. Medical universities also need to provide appropriate incentives for clinical research. Without training to ensure an adequate supply of skilled clinical researchers and a method to adequately fund clinical research, discoveries from basic and translational research cannot be clinically tested and affect patient care. Thus, many clinical problems will continue to be evaluated and treated with inadequate or even absent evidence-based knowledge. © 2015 American Academy of Neurology.

Decline of clinical research in academic medical centers

PubMed Central

2015-01-01

Marked changes in US medical school funding began in the 1960s with progressively increasing revenues from clinical services. The growth of clinical revenues slowed in the mid-1990s, creating a funding crisis for US academic health care centers, who responded by having their faculty increase their clinical duties at the expense of research activities. Surveys document the resultant stresses on the academic clinician researcher. The NIH provides greater funding for basic and translational research than for clinical research, and the new Patient-Centered Outcomes Research Institute is inadequately funded to address the scope of needed clinical research. An increasing portion of clinical research is funded by industry, which leaves many important clinical issues unaddressed. There is an inadequate supply of skilled clinical researchers and a lack of external support for clinical research. The impact on the academic environment in university medical centers is especially severe on young faculty, who have a shrinking potential to achieve successful academic careers. National health care research funding policies should encourage the right balance of life-science investigations. Medical universities need to improve and highlight education on clinical research for students, residents, fellows, and young faculty. Medical universities also need to provide appropriate incentives for clinical research. Without training to ensure an adequate supply of skilled clinical researchers and a method to adequately fund clinical research, discoveries from basic and translational research cannot be clinically tested and affect patient care. Thus, many clinical problems will continue to be evaluated and treated with inadequate or even absent evidence-based knowledge. PMID:26156509

METEO in the TALNET project after 5 years - meteorology for talented high schools students

NASA Astrophysics Data System (ADS)

Pisoft, P.; Miksovsky, J.

2010-09-01

TALNET is a project aiming to systematically identify and work with gifted youth (13-19 years). Specifically, it applies online educational activities combined with face to face activities. It has been organised by the Faculty of Maths and Physics (MFF) of Charles University in Prague (UK) and National Institute for Youth (NIDM) since 2003, later in cooperation with other faculties, e.g. Natural Sciences (PrF UK), universities and science and research institutes in the Czech Republic and abroad, e.g. DLR, Germany. Topics of the educational activities come from natural sciences (such as physics, astronomy, biology, chemistry, meteorology etc.) and mathematics. The presented project's part METEO embraces lessons primarily focused on basics of meteorology and atmospheric physics in general and it has been part of the Talnet project for 5 years. The meteorological lectures consist of description of, e.g., climate system, meteorological quantities, weather forecasting, ozone and the stratosphere, climate change or atmospheric optics. On top of the lectures, the students are encouraged to work on enclosed homework such as meteorological time series analysis, clouds observation and classification, halo simulation and so on. The METEO course lasts one semester and the students make their seminar thesis at the end. The presented materials will consist of examples of the contemporary lectures and their organization, homeworks or seminar theses.

Learning from each other: results of a decade of close collaboration between scientists and educators at CMMAP

NASA Astrophysics Data System (ADS)

Denning, S.; Burt, M. A.; Jones, B.

2015-12-01

Since 2006, the Center for Multiscale Modeling of Atmospheric Processes (CMMAP) has sponsored a fertile collaboration among researchers in many fields, graduate and undergraduate student, K-12 teachers, science outreach professionals, and evaluators. This collaboration included groundbreaking work in climate modeling, ecology, political science, sociology, psychology, and English. At the undergraduate level, we engaged more than 80 faculty in 26 Departments at a major public university who now teach one another's content in dozens of classes. Hundreds of English Composition students learned about climate change while developing basic writing skills. We also worked very closely with public schools to develop and test curriculum enhancement kits for teaching standards-aligned climate science in K-12 classrooms and built a successful series of Professional Development workshops for teachers at three different grade levels. Nearly 200,000 students participated in these programs in public schools and millions of individuals around the world used our web-based tools. The success of this collaborative program is apparent in traditional metrics and assessments of content knowledge. Equally important, the sustained interaction with education professionals had a substantial impact on the climate scientists and faculty involved in the program, and on our graduate students. We outline some of the key elements that made CMMAP's program successful, and offer suggestions for other institutions seeking to enhance climate literacy.

Faculty Perceptions of Critical Thinking at a Health Sciences University

ERIC Educational Resources Information Center

Rowles, Joie; Morgan, Christine; Burns, Shari; Merchant, Christine

2013-01-01

The fostering of critical thinking skills has become an expectation of faculty, especially those teaching in the health sciences. The manner in which critical thinking is defined by faculty impacts how they will address the challenge to promote critical thinking among their students. This study reports the perceptions of critical thinking held by…

Approaches Used by Faculty to Assess Critical Thinking--Implications for General Education

ERIC Educational Resources Information Center

Nicholas, Mark; Raider-Roth, Miriam

2011-01-01

This investigation focused on a group of 17 faculty drawn from disciplines in the humanities social sciences and natural sciences. Using in-depth interviews, focus group discussions and qualitative coding strategies, this study examined how faculty conceptualized the term critical thinking (CT), and how they assessed for it in general education…

Outreach to Science Faculty and Students through Research Exhibitions

ERIC Educational Resources Information Center

Chan, Tina; Hebblethwaite, Chris

2014-01-01

Penfield Library at the State University of New York at Oswego (SUNY Oswego) has a gallery exhibit space near the front entrance that is used to showcase student-faculty research and art class projects. This article features the library's outreach efforts to science faculty and students through research exhibitions. The library held an exhibition…

Faculty Perceptions of Students in Life and Physical Science Research Labs

ERIC Educational Resources Information Center

Gonyo, Claire P.; Cantwell, Brendan

2015-01-01

This qualitative study involved interviews of 32 faculty principle investigators at three research institutions and explored how they view the role of students within physical and life science labs. We used socialization theory and student engagement literature to analyze faculty views, which can contribute to student investment in STEM fields.…

Student and Faculty Perceptions about Mandatory Influenza Vaccinations on a Health Sciences Campus

ERIC Educational Resources Information Center

Looper, Philip; George, David; Johnson, Eric J.; Conway, Susan E.

2017-01-01

Objective: To examine the perceptions among faculty and health professional students regarding mandatory vaccination policies on a health sciences campus. Participants: A total of 296 faculty and 244 students completed surveys during Fall 2015. Methods: The online survey administered to individuals who received the influenza vaccine during the…

Dimensions of Faculty Public Service: A Policy Science Approach to Questions of Information Provision.

ERIC Educational Resources Information Center

Heim, Kathleen M.

1986-01-01

Argues that the link between library and information science faculty research and public policy is underdeveloped, and advocates that faculty fulfill their public service responsibility through the identification and diffusion of meaningful research findings and techniques to the profession and to decision makers who determine public policy. (EJS)

Undergraduate Research Collaborations with Government Agencies Involving the Effects of Climate Change

NASA Astrophysics Data System (ADS)

Gurtler, G.

2017-12-01

We discuss the challenges and achievements that a small HSI college had integrating undergraduate research experiences into an existing natural sciences program. Like most introductory college science courses, our natural science courses used textbooks, PowerPoint presentations, and lectures to illustrate basic scientific concepts. Though a collective decision was made by our science faculty to incorporate undergraduate research projects into various STEM courses, our greatest challenge was incorporating mandatory research courses into the degree plans of our Natural Science program. We found that students made considerable progress in understanding natural science by critically evaluating primary research articles and undertaking small research projects. Many of these student projects were conducted in cooperation with the Albuquerque District of the US Army Corps of Engineers, United States Geological Survey in Denver, and the National Ice Core Laboratory. These projects illustrated the effects of climate change on the water quality, sediment buildup, and biodiversity at local reservoirs. Other projects involved the analysis of ice core samples from Greenland and Antarctica. Students presented research posters at various research venues, including Community College Undergraduate Research Initiative colloquiums.

A Science Faculty's Transformation of Nature of Science Understanding into His Teaching Graduate Level Chemistry Course

ERIC Educational Resources Information Center

Aydin, Sevgi

2015-01-01

This is an interpretive case study to examine the teaching of an experienced science faculty who had a strong interest in teaching undergraduate and graduate science courses and nature of science specifically. It was interested in how he transformed knowledge from his experience as a scientist and his ideas about nature of science into forms…

Community College Faculty Motivation for Basic Research, Teaching Research, and Professional Development

ERIC Educational Resources Information Center

Hardre, Patricia L.

2012-01-01

Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community…

Perspectives on Women and the Sciences.

ERIC Educational Resources Information Center

Sloat, Barbara Furin

1990-01-01

Despite gains since 1970, women still make up only 15% of the science and engineering workforce in the United States. Nationally women constitute about 11% of the science faculty in professional ranks. A recent research study's dealing with the issue of women in science found that women's self-concept resulting from few faculty as role models,…

The Emergence of the Field of Sustainability Science: Influences on Faculty Behavior Related to Sustainability Work

ERIC Educational Resources Information Center

Carlson, Carla

2017-01-01

This study investigates sustainability science as an emerging scientific field and the role of faculty members at higher education institutions as drivers of change in sustainability-science-based research, teaching, and community engagement. Seven factors related to the transdisciplinary field of sustainability science are analyzed for their…

Self-regulated learning and science achievement in a community college

NASA Astrophysics Data System (ADS)

Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement, accounting for roughly one-third of the variance. The basic skills assessments and self-regulated learning were not significant predictors. English and reading assessments were more highly significant predictors in the biology than in the physical science groups, while math assessment was not related to science achievement.

Improving Climate Change Communication Skills through Community Outreach

NASA Astrophysics Data System (ADS)

Hanrahan, J.

2015-12-01

While many undergraduate Atmospheric Science departments are expanding their curriculums to focus on the science of climate change, often overlooked is the need to educate students about how this topic can be effectively communicated to others. It has become increasingly difficult for young scientists to comfortably discuss this polarizing topic with people outside of the classroom. To address this, Atmospheric Science faculty at Lyndon State College are providing undergraduate students the opportunity to practice this important skill by reaching out to the local community. Over the past year, students have been meeting regularly to discuss climate change and its impacts, and to present this information to the general public at local schools and organizations. The group was organized with the primary goal of teaching undergraduate students about effective ways to communicate basic climate science to nonscientists, but to also improve public understanding of anthropogenic climate change while starting a conversation among young people in the community. We will identify lessons learned after one year, discuss effective strategies, and summarize student feedback.

Life in the Universe: A Multidisciplinary Science Curriculum for Undergraduate Honors Students

NASA Astrophysics Data System (ADS)

Danly, L.

2004-05-01

Astrobiology provides an excellent framework for an interdisciplinary study of the sciences, especially for non-majors. To be conversant in astrobiology, one must have a basic understanding of astronomy, planetary science, geology, chemistry, biology, and environmental science. To explore the possible futures for life on Earth one must also consider political, economic, and other societal issues. And, as the questions addressed in astrobiology are also profoundly philosophical topics that have been considered by artists and writers of all cultures, the humanities also play an important role. The study of the past, present, and future possibilities for life in the universe, therefore, can offer curricular opportunities for students of all disciplines to have something to share with and something to learn from their peers. This paper describes a three-term curriculum for Honors Program students at the University of Denver that includes, among other innovations, peer learning, student goal/syllabus setting, integration of University of Denver faculty research programs, and community service.

Instrumentation to Improve Chemistry and Environmental Science Laboratory Curricula

DTIC Science & Technology

1999-09-01

Introduction of modem chemical instrumentation in the chemistry, biology, and environmental science curricula provides a valuable experience for students and...stimulation for the faculty. The major concern now facing the chemistry, biology, and environmental science faculty at PCUPR is the inability to

A new era in science at Washington University, St. Louis: Viktor Hamburger's zoology department in the 1940's.

PubMed

Carson, H L

2001-04-01

In the early 1940s, the administration of the College of Arts and Sciences at Washington University, St. Louis was firmly in the hands of classical scholars who were not inclined to promote the development of modern research on scientific subjects. Funds supporting research in biology favored the School of Medicine and the Missouri Botanical Garden. Viktor Hamburger arrived at Washington University in 1935. At about the time he became the Acting Chairman of Zoology in 1942, research work in the biological departments began a dramatic surge that has continued to this day. For 65 years under his counsel and leadership, basic biology has thrived at this fine institution. As an early faculty recruit, I recount here a few personal recollections from those formative years.

Open access behaviours and perceptions of health sciences faculty and roles of information professionals.

PubMed

Lwoga, Edda T; Questier, Frederik

2015-03-01

This study sought to investigate the faculty's awareness, attitudes and use of open access, and the role of information professionals in supporting open access (OA) scholarly communication in Tanzanian health sciences universities. A cross-sectional survey was conducted. Semi-structured interviews were conducted with 16 librarians, while questionnaires were physically distributed to 415 faculty members in all eight Tanzanian health sciences universities, with a response rate of 71.1%. The study found that most faculty members were aware about OA issues. However, the high level of OA awareness among faculty members did not translate into actual dissemination of faculty's research outputs through OA web avenues. A small proportion of faculty's research materials was made available as OA. Faculty were more engaged with OA journal publishing than with self-archiving practices. Senior faculty with proficient technical skills were more likely to use open access than junior faculty. Major barriers to OA usage were related to ICT infrastructure, awareness, skills, author-pay model, and copyright and plagiarism concerns. Interviews with librarians revealed that there was a strong support for promoting OA issues on campus; however, this positive support with various open access-related tasks did not translate into actual action. It is thus important for librarians and OA administrators to consider all these factors for effective implementation of OA projects in research and academic institutions. This is the first comprehensive and detailed study focusing on the health sciences faculty's and librarians' behaviours and perceptions of open access initiatives in Tanzania and reveals findings that are useful for planning and implementing open access initiatives in other institutions with similar conditions. © 2015 Health Libraries Journal.

Development of a Medical Humanities Program at Dalhousie University Faculty of Medicine, Nova Scotia, Canada, 1992-2003.

PubMed

Murray, Jock

2003-10-01

The Medical Humanities Program at Dalhousie University Faculty of Medicine in Nova Scotia, Canada, was initiated in 1992 to incorporate the medical humanities into the learning and experiences of medical students. The goal of the program was to gain acceptance as an integral part of the medical school. The program assumed a broad concept of the medical humanities that includes medical history, literature, music, art, multiculturalism, philosophy, epistemology, theology, anthropology, professionalism, history of alternative therapies, writing, storytelling, health law, international medicine, and ethics. Phase I of the program has provided the same elective and research opportunities in the medical humanities that are available to the students in clinical and basic sciences, and has encouraged and legitimized the involvement of the humanities in the life and learning of the medical student through a wide array of programs and activities. Phase II will focus on further incorporation of the humanities into the curriculum. Phase III will be the development of a graduate program in medical humanities to train more faculty who will incorporate the humanities into their teaching and into the development of education programs.

A case study examining classroom instructional practices at a U.S. dental school.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Dolan, Teresa A

2005-06-01

A case study is used to illustrate how an evaluation strategy was used to assess classroom instructional practices following a multiyear institutional curriculum revision process. From January through April of 2003, twelve faculty in medicine and three faculty in dentistry who taught in the first- and second-year basic science courses within the dental curriculum participated in a qualitative study. The purpose was to use a formative evaluation process to assess the impact of the curriculum revision at the level of classroom instruction. The observations revealed that seventeen of the twenty classes observed were teacher-centered, passive, and lacked observable effort to help students understand the relationship of the lecture content to the oral health problems. Findings illustrate the importance of using formative evaluation as a mechanism to assess change efforts and how evidence-based study can be used to support initiatives directed toward assessing active student learning and problem solving. Raising faculty awareness about the importance of acquiring evidence-based educational skills, aligning instruction with course goals and objectives, formatively assessing teaching, and providing learning experiences that will actually be used in practice are essential to ensuring that active learning and critical thinking are demonstrated in the curriculum.

Physics For Dummies

NASA Astrophysics Data System (ADS)

Holzner, Steve; Ph., D.

2005-11-01

The fun and easy way to understand the basic principles of physics How does gravity work? What does e=mc2 really mean? And what's a charm quark? Physics For Dummies answers these questions and more, explaining the basics of physical science and its importance in our everyday lives in a simple, clear, and entertaining fashion. Whether readers are taking a class, helping kids with homework, or are simply interested in how the world works, this plain-English guide gives them the knowledge they need to understand basic physics. Through real-world examples and problems, it covers such key topics as motion, energy, and waves (sound, light, wave-particle); solids, liquids, and gases; thermodynamics; electromagnetism; relativity; atomic and nuclear structures; and the Big Bang and stars. Steven Holzner, PhD (Ithaca, NY), is the author of more than 40 books and a former contributing editor at PC Magazine. He has been on the faculty of MIT and taught Physics 101 and 102 at Cornell for over ten years.

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston: Earth Science II (Solid Earth)

NASA Astrophysics Data System (ADS)

Pringle, M. S.; Kamerer, B.; Vugrin, M.; Miller, M.

2009-12-01

Earth Science II: The Solid Earth -- Earth History and Planetary Science -- is the second of two Earth Science courses, and one of eleven graduate level science Contextualized Content Courses (CCC), that have been developed by the Boston Science Partnership as part of an NSF-funded Math Science Partnership program. A core goal of these courses is to provide high level science content to middle and high school teachers while modeling good instructional practices directly tied to the Boston Public Schools and Massachusetts science curriculum frameworks. All of these courses emphasize hands-on, lab-based, inquiry-driven, student-centered lessons. The Earth Science II team aimed to strictly adhere to ABC (Activity Before Concept) and 5E/7E models of instruction, and limited lecture or teacher-centered instruction to the later “Explanation” stages of all lessons. We also introduced McNeill and Krajick’s Claim-Evidence-Reasoning (CER) model of scientific explanation for middle school classroom discourse, both as a powerful scaffold leading to higher levels of accountable talk in the classroom, and to model science as a social construct. Daily evaluations, dutifully filled out by the course participants and diligently read by the course instructors, were quite useful in adapting instruction to the needs of the class on a real-time basis. We find the structure of the CCC teaching teams - university-based faculty providing expert content knowledge, K-12-based faculty providing age appropriate pedagogies and specific links to the K-12 curriculum - quite a fruitful, two-way collaboration. From the students’ perspective, one of the most useful takeaways from the university-based faculty was “listening to experts model out loud how they reason,” whereas some of the more practical takeaways (i.e., lesson components directly portable to the classroom?) came from the K-12-based faculty. The main takeaways from the course as a whole were the promise to bring more hands-on activities and use significantly more multi-media and animation resources in the classroom. The “Discovering Plate Boundaries” jigsaw (Sawyer et al, this session) is a very useful example of how lessons were taught in Earth Science II. The USGS-developed “Tennis Ball Globe” or “Wegner Puzzle” can be used as appropriate Elicit/Engage activities. With only basic instructions, the students are first split into their specialty teams, then re-arranged into their specific plate teams. “Expert” explanation is limited to the very end of the lesson, and is most effective when tailored to the abilities of the class and particularly the interests the students had highlighted during their own discussions and presentations. Typical student comments as revealed on the daily evaluations were “It was very hard at first, but when I kept working with the maps, I found I really could figure it out myself,” “The coolest was where I figured out a new plate boundary might be forming,” and (in response to “How much did you learn today:”) “More than I wanted!”

7 CFR 3406.11 - Scope of a teaching proposal.

Code of Federal Regulations, 2013 CFR

2013-01-01

.... Proposals may focus on any subject matter area(s) in the food and agricultural sciences unless limited by... development, faculty enhancement, and student experiential learning in animal science; faculty enhancement in food science and agribusiness management; or instruction delivery systems and student experiential...

7 CFR 3406.11 - Scope of a teaching proposal.

Code of Federal Regulations, 2012 CFR

2012-01-01

.... Proposals may focus on any subject matter area(s) in the food and agricultural sciences unless limited by... development, faculty enhancement, and student experiential learning in animal science; faculty enhancement in food science and agribusiness management; or instruction delivery systems and student experiential...

7 CFR 3406.11 - Scope of a teaching proposal.

Code of Federal Regulations, 2014 CFR

2014-01-01

.... Proposals may focus on any subject matter area(s) in the food and agricultural sciences unless limited by... development, faculty enhancement, and student experiential learning in animal science; faculty enhancement in food science and agribusiness management; or instruction delivery systems and student experiential...

Faculty Conceptualizations and Approaches to Assessing Critical Thinking in the Humanities and Natural Sciences--A Grounded Theory Study

ERIC Educational Resources Information Center

Nicholas, Mark C.

2011-01-01

Empirical research on how faculty across disciplines conceptualize or assess CT is scarce. This investigation focused on a group of 14 faculty drawn from multiple disciplines in the humanities and natural sciences. Using in-depth interviews, focus group discussions, assessment artifacts and qualitative coding strategies, this study examined how…

College Faculty Understanding of Hybrid Teaching Environments and Their Levels of Trainability by Departments

ERIC Educational Resources Information Center

Martinucci, Kenneth P.; Stein, Daniel; Wittmann, Helen C.; Morote, Elsa-Sofia

2015-01-01

We explored whether the knowledge of hybrid teaching (conceptions) or incorrect knowledge (misconceptions) or lack of knowledge differed among faculty from various teaching areas--education, social sciences, business, art and humanities, and math and sciences--in New York. One hundred twenty-eight faculty members responded to a test of their…

An oceanography summer school in Ghana, West Africa

NASA Astrophysics Data System (ADS)

Arbic, B. K.; Ansong, J. K.; Johnson, W.; Nyadjro, E. S.; Nyarko, E.

2016-02-01

Because oceanography is a global science, it clearly benefits from the existence of a world-wide network of oceanographers. As with most STEM disciplines, sub-Saharan Africa is not as well represented in the field of oceanography as it should be, given its large population. The need for oceanographers in sub-Saharan Africa is great, due to a long list of ocean-related issues affecting African development, including but not limited to fishing, oil drilling, sea level rise, coastal erosion, shipping, and piracy. We view this as an opportunity as well as a challenge. Many of the world's fastest growing economies are in sub-Saharan Africa, and STEM capacity building could further fuel this growth. With support from the US National Science Foundation, we ran an oceanography summer school from August 24-27, 2015, at the Regional Maritime University (RMU) in Ghana, West Africa. This first summer school was lecture-based, with a focus on basic chemical oceanography, basic physical oceanography, ocean modeling, and satellite oceanography. About 35 participants came to almost every lecture, and about 20 other participants came to some of the lectures as their time permitted. The participants included RMU faculty, 12 students from the Kwame Nkrumah University of Science and Technology, one Associate Oceanographer from the University of Ghana, and some participants from private sector companies and Ghanaian governmental agencies. There were long and lively discussions at the end of each lecture, and there was a lengthy discussion at the conclusion of the school on how to improve future summer schools. In 2016 and 2017, we plan to divide into smaller groups so that participants can pursue their particular interests in greater depth, and to allow time for student presentations. We also plan to begin exploring the potential for research partnerships, and to utilize distance learning to involve more faculty and students from locations throughout Ghana and perhaps from even other countries in sub-Saharan Africa.

Women in Science Statistics

Science.gov Websites

/country/economy, by field (2010) Women among Physics and Astronomy faculty (2010) African Americans and Hispanics among Physics and Astronomy Faculty (2012) UPDATED Primary support mechanisms for science and

Factors associated with staff development processes and the creation of innovative science courses in higher education

NASA Astrophysics Data System (ADS)

Hodges, Jeanelle Bland

1999-11-01

The purpose of the study was to determine factors associated with staff development processes and the creation of innovative science courses by higher education faculty who have participated in a model staff development project. The staff development program was designed for college faculty interested in creating interdisciplinary, constructivist-based science, mathematics, or engineering courses designed for non-majors. The program includes workshops on incorporating constructivist pedagogy, alternative assessment, and technology into interdisciplinary courses. Staff development interventions used in the program include grant opportunities, distribution of resource materials, and peer mentoring. University teams attending the workshops are comprised of faculty from the sciences, mathematics, or engineering, as well as education, and administration. A purposeful and convenient sample of three university teams were subjects for this qualitative study. Each team had attended a NASA Opportunities for Visionary Academics (NOVA) workshop, received funding for course development, and offered innovative courses. Five questions were addressed in this study: (a) What methods were used by faculty teams in planning the courses? (b) What changes occurred in existing science courses? (c) What factors affected the team collaboration process? (d) What personal characteristics of faculty members were important in successful course development? and (e) What barriers existed for faculty in the course development process? Data was collected at each site through individual faculty interviews (N = 11), student focus group interviews (N = 15), and classroom observations. Secondary data included original funding proposals. The NOVA staff development model incorporated effective K--12 interventions with higher education interventions. Analysis of data revealed that there were four factors of staff development processes that were most beneficial. First, the team collaborative processes were crucial in successful course development. Second, the use of instructional grants to fund course development gave credibility to the faculty involved in course development. Third, the faculty members taking the lead in creating teams actively sought out faculty members in the sciences who had previous experience teaching at the K--12 level or in informal education. In addition, college environments were found to have an impact on the success of the innovative course development projects.

Recruiting Female Faculty Members in Science and Engineering: Preliminary Evaluation of One Intervention Model

NASA Astrophysics Data System (ADS)

Stewart, Abigail J.; La Vaque-Manty, Danielle; Malley, Janet E.

The representation of female faculty members in science and engineering fields lags behind that of their counterparts in the social sciences and humanities and also fails to keep pace with the production of female science and engineering doctorates. Research has shown that equity cannot be achieved by waiting for women to fill the applicant pool; instead, institutions must intervene by changing hiring practices and retention policies. This article describes and evaluates early results of one intervention at the University of Michigan: the creation of a faculty committee designed to improve the recruitment and hiring of female faculty members through peer education. One hiring cycle after the committee's creation, the authors found (a) reports of changed practices in some search committees and departments, (b) an increase in the number and proportion of new hires who were women, and (c) a substantial increase in the knowledge and motivation of the members of the recruitment committee with respect to improving the climate for female faculty members.

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members’ perspective

PubMed Central

Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Background Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. Methods A cross-sectional survey was conducted through a self-reported questionnaire using ‘survey monkey’. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Results Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Conclusions Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching. PMID:28567414

Secondary School Science Predictors of Academic Performance in University Bioscience Subjects

ERIC Educational Resources Information Center

Green, Rod; Brown, Elizabeth; Ward, Alex

2009-01-01

In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from [approximately]50 to 99 in…

Training for International Development: A Summary of Faculty and Foreign Student Interviews.

ERIC Educational Resources Information Center

Wallace, George; And Others

To determine a basic design for training Colorado State University (CSU) faculty for assignment to international development programs, a written questionnaire and oral interview were administered to faculty with experience in international programs in Africa, the Middle East, and Latin America. A subset of 10 selected from each geographical…

Postoperative pain—from mechanisms to treatment

PubMed Central

Pogatzki-Zahn, Esther M.; Segelcke, Daniel; Schug, Stephan A.

2017-01-01

Abstract Introduction: Pain management after surgery continues to be suboptimal; there are several reasons including lack of translation of results from basic science studies and scientific clinical evidence into clinical praxis. Objectives: This review presents and discusses basic science findings and scientific evidence generated within the last 2 decades in the field of acute postoperative pain. Methods: In the first part of the review, we give an overview about studies that have investigated the pathophysiology of postoperative pain by using rodent models of incisional pain up to July 2016. The second focus of the review lies on treatment recommendations based on guidelines and clinical evidence, eg, by using the fourth edition of the “Acute Pain Management: Scientific Evidence” of the Australian and New Zealand College of Anaesthetists and Faculty of Pain Medicine. Results: Preclinical studies in rodent models characterized responses of primary afferent nociceptors and dorsal horn neurons as one neural basis for pain behavior including resting pain, hyperalgesia, movement-evoked pain or anxiety- and depression-like behaviors after surgery. Furthermore, the role of certain receptors, mediators, and neurotransmitters involved in peripheral and central sensitization after incision were identified; many of these are very specific, relate to some modalities only, and are unique for incisional pain. Future treatment should focus on these targets to develop therapeutic agents that are effective for the treatment of postoperative pain as well as have few side effects. Furthermore, basic science findings translate well into results from clinical studies. Scientific evidence is able to point towards useful (and less useful) elements of multimodal analgesia able to reduce opioid consumption, improve pain management, and enhance recovery. Conclusion: Understanding basic mechanisms of postoperative pain to identify effective treatment strategies may improve patients' outcome after surgery. PMID:29392204

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.

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

Report of the Committee on the Status of Women in the Faculty of Arts and Sciences.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Faculty of Arts and Sciences.

This carefully prepared document contains seven chapters: Women at Harvard: the Present Situation in the Faculty of Arts and Sciences, Career Patterns and Academic Commitment, Women on the Faculty, Women in the Graduate School, A Note on Undergraduate Life, University Services, and a Summary of Proposals. Several of the sources for this work…

Engineering Colleges Report 10% of Faculty Positions Vacant in Fall 1980. Science Resources Studies Highlights.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Div. of Science Resources Studies.

The results of a National Science Foundation survey of 181 engineering colleges are summarized in this report which focuses on the extent of and reasons for faculty vacancies and effects of staffing problems. Major findings indicate that: (1) most deans of engineering colleges believe that difficulties in filling faculty slots have impaired the…

PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom.

PubMed

Roche, Maya; Adiga, Indira Kakkunje; Nayak, Akshatha G

2016-12-01

Problem Based Learning (PBL) is known world over as an effective, active learning strategy with many benefits for the student. Usually, in medical schools, PBL triggers are designed by a well-trained group of faculty from basic and clinical sciences. The challenge was whether this task could be given to students in the first year of their curriculum and be executed by them effectively. To enhance active learning, comprehension and critical thinking with a view to promote horizontal and vertical integration between subjects. Student volunteers of the first year MBBS course (n=10), who had been exposed to the curriculum for approximately 38 weeks and were familiar with the PBL process were recruited for the study. In addition to a handout on the topic 'gout', they were given the freedom to access any resource in the university library to construct the PBL triggers. The PBL triggers were vetted by two faculties. In addition to a focus group discussion with students, students' and faculty's responses were collected on a Likert scale. Students opined that the exercise helped improve their comprehension (100%), critical thinking abilities (90%) and clinical orientation to the topic (100%). They felt that designing a PBL trigger was a relevant active learning strategy (100%) and would help them answer questions on this topic better in the future (90%). The clinicians who examined the PBL triggers, felt that they were of good quality and that the process was a good tool for vertical integration between basic and clinical sciences. The results prove that students when given a challenge will rise to the occasion. Unfamiliarity with the nuances of a disease did not prevent them from going the extra mile to achieve their target. By taking part in this exercise, students benefitted in many ways and got a holistic understanding of the topic. PBL trigger design can be introduced as an active learning strategy for students in medical schools where PBL is part of the curriculum. It promotes integration across subjects and is very effective in augmenting student motivation.

Academic Incivility among Health Sciences Faculty

ERIC Educational Resources Information Center

Wright, Melissa; Hill, Lilian H.

2015-01-01

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

Status of physiology education in US Doctor of Pharmacy programs.

PubMed

Islam, Mohammed A; Khan, Seher A; Talukder, Rahmat M

2016-12-01

The purpose of the present study was to assess the current status of physiology education in US Doctor of Pharmacy (PharmD) programs. A survey instrument was developed and distributed through SurveyMonkey to American Association of Colleges of Pharmacy (AACP) Biological Sciences section members of 132 PharmD programs. Survey items focused on soliciting qualitative and quantitative information on the delivery of physiology curricular contents and faculty perceptions of physiology education. A total of 114 programs responded to the survey, resulting in a response rate of 86%. Out of 114 schools/colleges, 61 programs (54%) offered standalone physiology courses, and 53 programs (46%) offered physiology integrated with other courses. When integrated, the average contact hours for physiology contents were significantly reduced compared with standalone courses (30 vs. 84 h, P < 0.0001). Survey respondents identified diverse strategies in the delivery and assessment of physiology contents. Eighty percent of the responding faculty (n = 204) agree/strongly agree that physiology is underemphasized in PharmD curriculum. Moreover, 67% of the respondents agree/strongly agree that physiology should be taught as a standalone foundational course. A wide variation in the depth and breadth of physiology course offerings in US PharmD programs remains. The reduction of physiology contents is evident when physiology is taught as a component of integrated courses. Given current trends that favor integrated curricula, these data suggest that additional collaboration among basic and clinical science faculty is required to ensure that physiology contents are balanced and not underemphasized in a PharmD curriculum. Copyright © 2016 the American Physiological Society.

A Survey of Introductory Statistics Courses at University Faculties of Pharmaceutical Sciences in Japan.

PubMed

Matsumura, Mina; Nakayama, Takuto; Sozu, Takashi

2016-01-01

A survey of introductory statistics courses at Japanese medical schools was published as a report in 2014. To obtain a complete understanding of the way in which statistics is taught at the university level in Japan, it is important to extend this survey to related fields, including pharmacy, dentistry, and nursing. The current study investigates the introductory statistics courses offered by faculties of pharmaceutical sciences (six-year programs) at Japanese universities, comparing the features of these courses with those studied in the survey of medical schools. We collected relevant data from the online syllabi of statistics courses published on the websites of 71 universities. The survey items included basic course information (for example, the course names, the targeted student grades, the number of credits, and course classification), textbooks, handouts, the doctoral subject and employment status of each lecturer, and course contents. The period surveyed was July-September 2015. We found that these 71 universities offered a total of 128 statistics courses. There were 67 course names, the most common of which was "biostatistics (iryou toukeigaku)." About half of the courses were designed for first- or second-year students. Students earned fewer than two credits. There were 62 different types of textbooks. The lecturers held doctoral degrees in 18 different subjects, the most common being a doctorate in pharmacy or science. Some course content differed, reflecting the lecturers' academic specialties. The content of introductory statistics courses taught in pharmaceutical science programs also differed slightly from the equivalent content taught in medical schools.

Engaging Science Faculty in Teacher Professional Development: Renewable Energy

NASA Astrophysics Data System (ADS)

Czajkowski, K. P.; Czerniak, C.; Struble, J.; Mentzer, G.; Brooks, L.; Hedley, M.

2011-12-01

The LEADERS Program (Leadership for Educators: Academy for Driving Economic Revitalization in Science) is an NSF funded Math and Science Partnership program that aims to link economic revitalization in the Great Lakes region with K-12 education through renewable energy technology using a project-based learning approach. The LEADERS Program brings teacher leaders together with science and education faculty from the University of Toledo. Teacher leaders, from Toledo Public and Catholic Schools, attended a six week long institute in the summers of 2010 and 2011 and offered professional development for their colleagues during the school year. The teacher leaders took two science courses during the summer of 2010 in Physics and Chemistry of Renewable Energy as well as classes in Project-Based Science and Leadership and three courses in the summer of 2011, Earth Technologies, Climate Change and Biofuels. In addition, teachers were introduced to industry leaders in renewable energies as well as conservation. This presentation will discuss the implementation of the program and focus on the involvement of science faculty. We will discuss the challenges and successes in bringing together science faculty with teachers including how the experience has changed the teaching style of the scientists.

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…

Mentoring Faculty: Results from National Science Foundation's ADVANCE Program

NASA Astrophysics Data System (ADS)

Holmes, M. A.

2015-12-01

Faculty mentoring programs are common components of National Science Foundation ADVANCE awards. The ADVANCE program aims to increase the number of women on the faculty in science, technology, engineering and mathematics (STEM) departments through grants to individuals and to entire institutions. These grants target a change in institutional culture so that faculty from non-majority groups will succeed and thrive. Mentoring programs are generally designed to fit the particular institution(s) or target population (e.g., meteorologists at the beginning of their careers). A successful mentoring program makes the implicit knowledge necessary for faculty success explicit: policies and practices are made transparent; routes for finding answers are clarified or generated with faculty input; faculty overcome a sense of isolation and develop a community. Mentoring programs may be formal, with assigned mentors and mentees, or informal, with opportunities for beginning, middle and advanced career STEM faculty to mingle, generally over food and sometimes with a formal speaker. The programs are formally evaluated; in general, attention to mentoring generates better outcomes for all faculty. Research indicates that most successful scientists have a network of mentors rather than relying on one person to help navigate department, institution, and profession. The University of Nebraska-Lincoln's (UNL) award, ADVANCE-Nebraska, offered opportunities for faculty to informally network over luncheons with women speakers, advanced in their careers. We also offered after-hours networking receptions. In response to faculty feedback, we shifted to a series of panel discussions entitled "Conversations". Most panels were conducted by successful UNL faculty; about one-third had an outside expert on a given topic. Topics were chosen based on faculty feedback and targeted specifically to beginning faculty (How to Start Up a Lab; How to Balance Teaching and Writing), mid-career faculty (Putting Together Your Promotion Packet; Balancing Service and Innovation); and/or fully promoted faculty (Professional Society Service; Successful Award Nomination Packets). One unexpected outcome from the panel discussions was the development of collaborations among faculty across departments and colleges.

Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

NASA Astrophysics Data System (ADS)

Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

2011-12-01

The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher interactions, RITES gives district-level administrators, HE faculty and teacher-leaders the opportunity to meet and set mutual teaching goals, enhancing the partnership and a sense of ownership within it.

Faculty Mentoring in Residence Halls: An Experiential Learning Process

ERIC Educational Resources Information Center

Jhaveri, Hemlata

2012-01-01

As more demands are being placed on faculty inside of the classroom, the debate surrounding the feasibility of faculty having the time and resources to be involved outside the classroom continues. At the same time there is a growing concern that in light of current advancements in technology; oral communication skills, basic to human existence is…

Faculty and Staff Development: Two Models of Administrative-Faculty Linkages.

ERIC Educational Resources Information Center

Curtis, Stephen M.; And Others

At Borough of Manhattan Community College (BMCC) in New York, over 90% of the students are ethnic minorities, and two-thirds are women. Among BMCC freshmen, 70% require some form of remediation. Faculty development efforts at the college emphasize the issues of serving an ethnically diverse student population and of reinforcing the basic skills of…

Use of Web-based materials to enhance anatomy instruction in the health sciences.

PubMed

Granger, Noelle A; Calleson, Diane C; Henson, O W; Juliano, Eve; Wineski, Lawrence; McDaniel, Martha D; Burgoon, Jennifer M

2006-07-01

Teaching anatomy by dissection is under considerable pressure to evolve and/or even be eliminated, and curricular hours in the dissection laboratory are decreasing. As a possible means of easing this pressure, an online interactive anatomy program has been created to enhance the dissection experience, observational learning, and three-dimensional comprehension of human anatomy. An assessment was made of the utility of the program in preparing students for dissection laboratories and for examinations. The efficacy of the application was evaluated by first-year students and faculty with pre- and post-use surveys in anatomy courses at three medical schools. It was found that students felt better prepared if they utilized the Web site prior to their dissection laboratory, and faculty reported spending less time explaining basic concepts or techniques. It is concluded that a comprehensive online program significantly enhances the quality and efficiency of instruction in human anatomy in the dissection laboratory and could prove to be a useful tool at other institutions.

Medical academia clinical experiences of Ward Round Teaching curriculum.

PubMed

Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

2014-01-01

Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members' experience on Ward Round Teaching content. This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.

Why is it taking so long for healthcare professional education to become relevant and effective? What can be done?

PubMed

Guilbert, Jean-Jacques

2014-01-01

For about a half century the World Health Organization (WHO), supported by the literature in the field of health personnel education, has argued for the benefits of a learner-centered and community-oriented approach to professional education. Nevertheless, change has not happened in the vast majority of schools and countries. This paper describes the obstacles and constraints to change in health professional education: Obsolete administrative rules, the low profile of public health, the lack of real decision power of faculty, a dearth of faculty trained in the field of education, the arbitrary separation between so-called basic sciences and clinical practice, the disciplinary orientation of learning objectives, a lack of explicit definition of desirable professional competencies, and, above all, too little value placed on the evaluation of educational programs. The recent literature continues to argue for change but action does not follow. Only very few training institutions currently put newer approaches into practice. The university culture remains an environment that stifles change.

Investigating the Relationship of Sociodemographic and Personality Factors to Faculty Perceptions and Motivations Regarding the Use of Online Instruction in Radiologic and Imaging Sciences

ERIC Educational Resources Information Center

Washington, Angela E.

2012-01-01

The purpose of this quantitative correlational study was to investigate the relationship of sociodemographic and personality traits to faculty perceptions and motivations regarding the use of online instruction in radiologic and imaging sciences. A faculty perception and motivations survey of online instruction was administered online in order to…

Getting started in the scholarship of teaching and learning: a "how to" guide for science academics.

PubMed

Rowland, Susan L; Myatt, Paula M

2014-01-01

SoTL stands for the Scholarship of Teaching and Learning. The acronym, said "sottle" or "sote-all," describes research that involves rigorous examination of teaching and learning by faculty who are actively involved in the educational process. The number of natural-science faculty engaged in SoTL is increasing, and their important work has broad implications for the measurement and improvement of college teaching and learning outcomes. The data show, however, that many faculty who conduct SoTL projects in science departments begin their education research careers with no training in SoTL research methodologies, and find they are working alone, with few colleagues who can nurture (or even understand) their efforts. In this article we provide a guide intended to help natural-science faculty initiate SoTL projects while they negotiate the mechanics and politics of developing and maintaining a SoTL research program in a science department. © 2013 by the American Association for the Study of Liver Diseases.

Biomedical informatics training at the University of Wisconsin-Madison.

PubMed

Severtson, D J; Pape, L; Page, C D; Shavlik, J W; Phillips, G N; Flatley Brennan, P

2007-01-01

The purpose of this paper is to describe biomedical informatics training at the University of Wisconsin-Madison (UW-Madison). We reviewed biomedical informatics training, research, and faculty/trainee participation at UW-Madison. There are three primary approaches to training 1) The Computation & Informatics in Biology & Medicine Training Program, 2) formal biomedical informatics offered by various campus departments, and 3) individualized programs. Training at UW-Madison embodies the features of effective biomedical informatics training recommended by the American College of Medical Informatics that were delineated as: 1) curricula that integrate experiences among computational sciences and application domains, 2) individualized and interdisciplinary cross-training among a diverse cadre of trainees to develop key competencies that he or she does not initially possess, 3) participation in research and development activities, and 4) exposure to a range of basic informational and computational sciences. The three biomedical informatics training approaches immerse students in multidisciplinary training and education that is supported by faculty trainers who participate in collaborative research across departments. Training is provided across a range of disciplines and available at different training stages. Biomedical informatics training at UW-Madison illustrates how a large research University, with multiple departments across biological, computational and health fields, can provide effective and productive biomedical informatics training via multiple bioinformatics training approaches.

Psychology or Psychological Science?: A Survey of Graduate Psychology Faculty Regarding Program Names

ERIC Educational Resources Information Center

Collisson, Brian; Rusbasan, David

2018-01-01

The question of renaming graduate psychology programs to psychological science is a timely and contentious issue. To better understand why some programs, but not others, are changing names, we surveyed chairpersons (Study 1) and faculty (Study 2) within graduate psychology and psychological science programs. Within psychology programs, a name…

America COMPETES Act and the FY2010 Budget

DTIC Science & Technology

2009-06-15

Outstanding Junior Investigator, Nuclear Physics Outstanding Junior Investigator, Fusion Energy Sciences Plasma Physics Junior Faculty Development...Spallation Neutron Source Instrumentation Fellowships, and the Fusion Energy Sciences Graduate Fellowships.2 If members of Congress agree with this...Nuclear Physics Outstanding Junior Investigator, Fusion Energy Sciences Plasma Physics Junior Faculty Development; Advanced Scientific Computing

America COMPETES Act and the FY2010 Budget

DTIC Science & Technology

2009-06-29

Outstanding Junior Investigator, Fusion Energy Sciences Plasma Physics Junior Faculty Development; Advanced Scientific Computing Research Early Career...the Fusion Energy Sciences Graduate Fellowships.2 If members of Congress agree with this contention, these America COMPETES Act programs were...Physics Outstanding Junior Investigator, Fusion Energy Sciences Plasma Physics Junior Faculty Development; Advanced Scientific Computing Research Early

Keeping learning central: a model for implementing emerging technologies

PubMed Central

Willcockson, Irmgard U.; Phelps, Cynthia L.

2010-01-01

Felt problem Technology integration continues to be a challenge for health science faculty. While students expect emerging technologies to be used in the classroom, faculty members desire a strategic process to incorporate technology for the students' benefit. Our solution We have developed a model that provides faculty a strategy for integrating emerging technologies into the classroom. The model is grounded in student learning and may be applied to any technology. We present the model alongside examples from faculty who have used it to incorporate technology into their health sciences classrooms. PMID:20165698

Keeping learning central: a model for implementing emerging technologies.

PubMed

Willcockson, Irmgard U; Phelps, Cynthia L

2010-01-15

FELT PROBLEM: Technology integration continues to be a challenge for health science faculty. While students expect emerging technologies to be used in the classroom, faculty members desire a strategic process to incorporate technology for the students' benefit. OUR SOLUTION: We have developed a model that provides faculty a strategy for integrating emerging technologies into the classroom. The model is grounded in student learning and may be applied to any technology. We present the model alongside examples from faculty who have used it to incorporate technology into their health sciences classrooms.

Female science faculty in liberal arts colleges and research universities: A case study of building careers

NASA Astrophysics Data System (ADS)

McCartney, Kerry Michelle

2001-07-01

This study investigates the lives of twelve female science faculty in higher education, in both the Liberal Arts College and the Research University environments. The study focuses on two areas---the gender issue and women's positive experiences in being science faculty. The methods used are qualitative, including interviews and self-esteem, achievement-motivation, and self-descriptive word ranking scales, which were used to determine success and determination to understand the desire to continue in the field of academic science. The central findings of the study focused on the rampant gender and sexual discrimination that was apparent at the Liberal Arts College science department, and the desire to balance a family with a career. The common misperception that a woman cannot be an academic science and have a family appeared to have troubled most of the subjects in the study. It appeared that the support of a spouse and family are two factors that have led to the continuation of the majority of the women to want to remain in academic science. The issue of gender touched on the lack of financial compensation among some of the female science faculty in the study, as well as the need for more institutional and structural support for human relations within the science departments.

Motivating students' participation in a computer networks course by means of magic, drama and games.

PubMed

Hilas, Constantinos S; Politis, Anastasios

2014-01-01

The recent economic crisis has forced many universities to cut down expenses by packing students into large lecture groups. The problem with large auditoria is that they discourage dialogue between students and faculty and they burden participation. Adding to this, students in computer science courses usually find the field to be full of theoretical and technical concepts. Lack of understanding leads them to lose interest and / or motivation. Classroom experience shows that the lecturer could employ alternative teaching methods, especially for early-year undergraduate students, in order to grasp their interest and introduce basic concepts. This paper describes some of the approaches that may be used to keep students interested and make them feel comfortable as they comprehend basic concepts in computer networks. The lecturing procedure was enriched with games, magic tricks and dramatic representations. This approach was used experimentally for two semesters and the results were more than encouraging.

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...

Elite male faculty in the life sciences employ fewer women

PubMed Central

Sheltzer, Jason M.; Smith, Joan C.

2014-01-01

Women make up over one-half of all doctoral recipients in biology-related fields but are vastly underrepresented at the faculty level in the life sciences. To explore the current causes of women’s underrepresentation in biology, we collected publicly accessible data from university directories and faculty websites about the composition of biology laboratories at leading academic institutions in the United States. We found that male faculty members tended to employ fewer female graduate students and postdoctoral researchers (postdocs) than female faculty members did. Furthermore, elite male faculty—those whose research was funded by the Howard Hughes Medical Institute, who had been elected to the National Academy of Sciences, or who had won a major career award—trained significantly fewer women than other male faculty members. In contrast, elite female faculty did not exhibit a gender bias in employment patterns. New assistant professors at the institutions that we surveyed were largely comprised of postdoctoral researchers from these prominent laboratories, and correspondingly, the laboratories that produced assistant professors had an overabundance of male postdocs. Thus, one cause of the leaky pipeline in biomedical research may be the exclusion of women, or their self-selected absence, from certain high-achieving laboratories. PMID:24982167

Summer Undergraduate Research Program: Environmental studies

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

McMillan, J.

1994-12-31

The purpose of the summer undergraduate internship program for research in environmental studies is to provide an opportunity for well-qualified students to undertake an original research project as an apprentice to an active research scientist in basic environmental research. The students are offered research topics at the Medical University in the scientific areas of pharmacology and toxicology, epidemiology and risk assessment, environmental microbiology, and marine sciences. Students are also afforded the opportunity to work with faculty at the University of Charleston, SC, on projects with an environmental theme. Ten well-qualified students from colleges and universities throughout the eastern United Statesmore » were accepted into the program.« less

Senior Resident Training on Educational Principles (STEP): A Proposed Innovative Step from a Developing Nation.

PubMed

Singh, Satendra

2010-12-01

Resident-as-teacher courses are pretty common in Western medical schools however they are a rarity in Asian and developing countries. The current report is a scholarly analysis of a three day orientation program for senior residents in order to improve their functioning by providing new template either for supplementing basic workshops for faculty or to advocate a change in system. The experience gained by Medical Education Unit of University College of Medical Sciences can be used to conduct training breeding grounds at national or regional levels. Resident as teachers educational interventions need to be designed taking into account their impact on education system.

The Utilization of the Seven Principles for Good Practices of Full-Time and Adjunct Faculty in Teaching Health & Science in Community Colleges

ERIC Educational Resources Information Center

Musaitif, Linda M.

2013-01-01

Purpose: The purpose of this study was to determine the degree to which undergraduate full-time and adjunct faculty members in the health and science programs at community colleges in Southern California utilize the seven principles of good practice as measured by the Faculty Inventory of the Seven Principles for Good Practice in Undergraduate…

New Beginnings: A Report to the Faculty of Arts and Sciences on the State of the Library.

ERIC Educational Resources Information Center

De Gennaro, Richard

This paper is a report to the Faculty of Arts and Sciences on the changing state of the Harvard College Library and the larger information environment of which it is a part. It is also a call for faculty participation in a strategic planning process designed to reposition the Library to serve an information age university in the twenty-first…

Learning Styles of the Students of Biology Department and Prospective Biology Teachers in Turkey and Their Relationship with Some Demographic Variables

ERIC Educational Resources Information Center

Günes, M. Handan

2018-01-01

This study has been carried out with the aim of researching dominant learning styles of the students studying at the biology departments of the faculty of science or the faculty of arts and sciences as well as the dominant learning styles of the prospective biology teachers studying at the faculty of education of universities in Turkey, by taking…

Use of Networked Information Sources and Services By Information Science Faculty in Services: A Field Study Performed at the School of Information Studies at Syracuse University

ERIC Educational Resources Information Center

Abouserie, Hossam M. R.

2008-01-01

The purpose of this study was to explore and investigate the ways faculty at The School of Information Studies at Syracuse University use Networked Information Sources and Services to support their service tasks. Library and Information Sciences faculty were chosen as the population for this study. The study aimed to answer the following…

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.

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.

Agreement Between the Board of Control of Ferris State College, Big Rapids, Michigan and The Ferris Faculty Association - MEA-NEA 1973-75.

ERIC Educational Resources Information Center

Ferris State Coll., Big Rapids, MI.

This agreement between the Board of Control of Ferris State College and the Ferris Faculty Association--MEA-NEA covers the period 1973-75. Sections of the agreement cover the basic contractual provisions, rights of the association, faculty rights, administrative responsibilities, promotions and transfers, teaching conditions, retrenchment,…

Teaching population health as a basic science at Harvard Medical School.

PubMed

Finkelstein, Jonathan A; McMahon, Graham T; Peters, Antoinette; Cadigan, Rebecca; Biddinger, Paul; Simon, Steven R

2008-04-01

In 2006-2007, Harvard Medical School implemented a new, required course for first-year medical and dental students entitled Clinical Epidemiology and Population Health. Conceived of as a "basic science" course, its primary goal is to allow students to develop an understanding of caring for individuals and promoting the health of populations as a continuum of strategies, all requiring the engagement of physicians. In the course's first iteration, topical content accessible to first-year students was selected to exemplify physicians' roles in addressing current threats to population health. Methodological areas included domains of clinical epidemiology, decision sciences, population-level prevention and health promotion, physicians' roles in the public health system, and population-level surveillance and intervention strategies. Large-group settings were selectively used to frame the relevance of each topic, and conceptual learning of statistical and epidemiologic methods occurred in conference groups of 24 students. Finally, tutorials of eight students and one or two faculty were used for critical reading of published studies, review of problem sets, and group discussion of population health issues. To help students appreciate the structure and function of the public health system and physicians' role in public health emergencies, the course included a role-playing exercise simulating response to an influenza pandemic. The first iteration of the course was well received, and assessment of students suggested mastery of basic skills. Preclinical courses represent a progressive step in developing a workforce of physicians who embrace their responsibility to improve the health of the population as a whole, as well as the health of the patient in front of them.

Gender Equity in Materials Science and Engineering

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

Angus Rockett

At the request of the University Materials Council, a national workshop was convened to examine 'Gender Equity Issues in Materials Science and Engineering.' The workshop considered causes of the historic underrepresentation of women in materials science and engineering (MSE), with a goal of developing strategies to increase the gender diversity of the discipline in universities and national laboratories. Specific workshop objectives were to examine efforts to level the playing field, understand implicit biases, develop methods to minimize bias in all aspects of training and employment, and create the means to implement a broadly inclusive, family-friendly work environment in MSE departments.more » Held May 18-20, 2008, at the Conference Center at the University of Maryland, the workshop included heads and chairs of university MSE departments and representatives of the National Science Foundation (NSF), the Office of Basic Energy Sciences of the Department of Energy (DOE-BES), and the national laboratories. The following recommendations are made based on the outcomes of the discussions at the workshop. Many or all of these apply equally well to universities and national laboratories and should be considered in context of industrial environments as well. First, there should be a follow-up process by which the University Materials Council (UMC) reviews the status of women in the field of MSE on a periodic basis and determines what additional changes should be made to accelerate progress in gender equity. Second, all departments should strengthen documentation and enforcement of departmental procedures such that hiring, promotion, compensation, and tenure decisions are more transparent, that the reasons why a candidate was not selected or promoted are clear, and that faculty are less able to apply their biases to personnel decisions. Third, all departments should strengthen mentoring of junior faculty. Fourth, all departments must raise awareness of gender biases and work to eliminate hostile attitudes and environments that can make academic and national laboratory careers unattractive to women. Fifth, with respect to raising awareness among faculty, staff and students, a new type of training session should be developed that would be more effective in conveying the facts and consequences of gender bias than the conventional presentations typically available, which seem not to be highly effective in changing attitudes or behaviors. Sixth, it is proposed that the UMC establish a certification of 'family-friendly' or 'gender equivalent' institutions that would encourage organizations to meet standards for minimizing gender bias and promoting supportive work environments. Seventh, novel approaches to adjusting job responsibilities of faculty, staff, and students to permit them to deal with family/life issues are needed that do not carry stigmas. Finally, faculty and national laboratory staff need to promote the benefits of their careers to women so that a more positive image of the job of materials scientist or materials engineer is presented.« less

The Learning Assistant Model for Science Teacher Recruitment and Preparation

NASA Astrophysics Data System (ADS)

Otero, Valerie

2006-04-01

There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning assistants, increased interest in K-12 teaching as a career, and increased appreciation and understanding of student-centered and inquiry-based learning. Data to support these claims will be presented. Neuschatz, M. & McFarling, M. (2003). Broadning the Base: High School Physics Education at the Turn of a New Century, AIP Report No. R-439.

Enhancing Integrative Experiences: Evidence of Student Perceptions of Learning Gains from Cross-Course Interactions

ERIC Educational Resources Information Center

Wingert, Jason R.; Wasileski, Sally A.; Peterson, Karin; Mathews, Leah Greden; Lanou, Amy Joy; Clarke, David

2011-01-01

This article offers food for thought on a strategy used by seven faculty to enhance students' integrative learning by offering cross-course, cross-disciplinary projects and shared activities focused on food. The faculty teach a cluster of ten courses in natural sciences, health sciences, social sciences and humanities that address food themes.…

A Comparison of Faculty and Institutional Practices between Teacher Education and the Liberal Arts and Sciences.

ERIC Educational Resources Information Center

Powers, P. J.

In order to explore the perceived conflict between teacher education programs and liberal arts and sciences programs this study examined faculty and institutional principles for good practice in undergraduate education at a comprehensive college. For the study, 14 teacher education (TE) and 10 liberal arts and sciences (LAS) (all from the…

A New "Class" of Undergraduate Professors: Examining Teaching Beliefs and Practices of Science Faculty with Education Specialties

ERIC Educational Resources Information Center

Addy, Tracie M.; Simmons, Patricia; Gardner, Grant E.; Albert, Jennifer

2015-01-01

Within higher education, science departments have been making efforts to place more emphasis on improving discipline-specific teaching and learning. One such shift is the increased hiring of science faculty with educational specialties (SFES). Although SFES have begun to multiply in number, there is little published on their teaching ideologies…

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.

Teaching Professionalism: Passing the Torch.

ERIC Educational Resources Information Center

Hensel, William A.; Dickey, Nancy W.

1998-01-01

Medical faculty must ensure that students understand the appropriate balance between financial and professional considerations. Faculty should place financial considerations in proper perspective and should teach the basic components of professionalism, how current cost-containment efforts may threaten medicine's professional status, appropriate…

The dependence of educational infrastructure on clinical infrastructure.

PubMed Central

Cimino, C.

1998-01-01

The Albert Einstein College of Medicine needed to assess the growth of its infrastructure for educational computing as a first step to determining if student needs were being met. Included in computing infrastructure are space, equipment, software, and computing services. The infrastructure was assessed by reviewing purchasing and support logs for a six year period from 1992 to 1998. This included equipment, software, and e-mail accounts provided to students and to faculty for educational purposes. Student space has grown at a constant rate (averaging 14% increase each year respectively). Student equipment on campus has grown by a constant amount each year (average 8.3 computers each year). Student infrastructure off campus and educational support of faculty has not kept pace. It has either declined or remained level over the six year period. The availability of electronic mail clearly demonstrates this with accounts being used by 99% of students, 78% of Basic Science Course Leaders, 38% of Clerkship Directors, 18% of Clerkship Site Directors, and 8% of Clinical Elective Directors. The collection of the initial descriptive infrastructure data has revealed problems that may generalize to other medical schools. The discrepancy between infrastructure available to students and faculty on campus and students and faculty off campus creates a setting where students perceive a paradoxical declining support for computer use as they progress through medical school. While clinical infrastructure may be growing, it is at the expense of educational infrastructure at affiliate hospitals. PMID:9929262

Geropsychology training in a specialist geropsychology doctoral program.

PubMed

Qualls, Sara Honn; Segal, Daniel L; Benight, Charles C; Kenny, Michael P

2005-01-01

The first PhD specialty program in Geropsychology that launched in fall, 2004 at CU-Colorado Springs is described. Consistent with a scientist-practitioner model, the curriculum sequence builds systematically from basic to complex knowledge and skills across the domains of scientific psychology, research methodology, general clinical, geropsychology science, and clinical geropsychology. Practicum experiences also build skills in core clinical competencies needed by geropsychologists, including assessment, psychotherapy, neuropsychological evaluations, caregiver consultation and counseling, health psychology, and outreach/prevention. Research mentoring prepares students with the skills needed to conduct independent research useful to the clinical practice of geropsychology. Challenges faced in the process of developing the program include the development of a training clinic, balancing specialty and generalized training, building a specialty culture while maintaining faculty integration, attracting faculty and students during a start-up phase, and defining an identity within the field. The mental health services center that was launched to meet training needs while addressing a services niche in the community contributes substantially to the essence of this program, and is described in some detail. Future opportunities and challenges include program funding, heavy demands of specialty training on top of generalist training, maintaining congruence between expectations of clinical and non-clinical faculty, providing interdisciplinary experience, and expansion of practicum opportunities.

The utilization of the seven principles for good practices of full-time and adjunct faculty in teaching health & science in community colleges

NASA Astrophysics Data System (ADS)

Musaitif, Linda M.

Purpose. The purpose of this study was to determine the degree to which undergraduate full-time and adjunct faculty members in the health and science programs at community colleges in Southern California utilize the seven principles of good practice as measured by the Faculty Inventory of the Seven Principles for Good Practice in Undergraduate Education. A second purpose was to compare degree of utilization for gender and class size. Methodology. This is a quantitative study wherein there exists a systematic and mathematical assessment of data gathered through the use of a Likert scale survey to process and determine the mathematical model of the use of the principles by the target population of both full-time and adjunct faculty of health/science programs of community colleges in Southern California. Findings. Examination of the data revealed that both full-time and adjunct faculty members of Southern California community colleges perceive themselves a high degree of utilization of the seven principles of good practice. There was no statistically significant data to suggest a discrepancy between full-time and adjunct professors' perceptions among the utilization of the seven principles. Overall, male faculty members perceived themselves as utilizing the principles to a greater degree than female faculty. Data suggest that faculty with class size 60 or larger showed to utilize the seven principles more frequently than the professors with smaller class sizes. Conclusions. Full-time and adjunct professors of the health and sciences in Southern California community colleges perceive themselves as utilizing the seven principles of good practice to a high degree. Recommendations. This study suggests many recommendations for future research, including the degree to which negative economic factors such as budget cuts and demands affect the utilization of the seven principles. Also recommended is a study comparing students' perceptions of faculty's utilization of the seven principles of good practice in the classroom with faculty's self-perception.

Non-parallel processing: Gendered attrition in academic computer science

NASA Astrophysics Data System (ADS)

Cohoon, Joanne Louise Mcgrath

2000-10-01

This dissertation addresses the issue of disproportionate female attrition from computer science as an instance of gender segregation in higher education. By adopting a theoretical framework from organizational sociology, it demonstrates that the characteristics and processes of computer science departments strongly influence female retention. The empirical data identifies conditions under which women are retained in the computer science major at comparable rates to men. The research for this dissertation began with interviews of students, faculty, and chairpersons from five computer science departments. These exploratory interviews led to a survey of faculty and chairpersons at computer science and biology departments in Virginia. The data from these surveys are used in comparisons of the computer science and biology disciplines, and for statistical analyses that identify which departmental characteristics promote equal attrition for male and female undergraduates in computer science. This three-pronged methodological approach of interviews, discipline comparisons, and statistical analyses shows that departmental variation in gendered attrition rates can be explained largely by access to opportunity, relative numbers, and other characteristics of the learning environment. Using these concepts, this research identifies nine factors that affect the differential attrition of women from CS departments. These factors are: (1) The gender composition of enrolled students and faculty; (2) Faculty turnover; (3) Institutional support for the department; (4) Preferential attitudes toward female students; (5) Mentoring and supervising by faculty; (6) The local job market, starting salaries, and competitiveness of graduates; (7) Emphasis on teaching; and (8) Joint efforts for student success. This work contributes to our understanding of the gender segregation process in higher education. In addition, it contributes information that can lead to effective solutions for an economically significant issue in modern American society---gender equality in computer science.

Anatomy teaching assistants: facilitating teaching skills for medical students through apprenticeship and mentoring.

PubMed

Lachman, Nirusha; Christensen, Kevin N; Pawlina, Wojciech

2013-01-01

Significant increase in the literature regarding "residents as teachers" highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third- and fourth-year medical students through integrated apprenticeship and mentoring during the human structure didactic block. This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

Integrating pharmacology topics in high school biology and chemistry classes improves performance

NASA Astrophysics Data System (ADS)

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.

2003-11-01

Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives.

Development and implementation of a science training course for breast cancer activists: Project LEAD (leadership, education and advocacy development).

PubMed

Dickersin, K; Braun, L; Mead, M; Millikan, R; Wu, A M; Pietenpol, J; Troyan, S; Anderson, B; Visco, F

2001-12-01

To develop and implement Project LEAD (leadership, education, and advocacy development), a science course for breast cancer activists. Students were breast cancer activists and other consumers, mainly affiliated with advocacy organizations in the United States of America. Project LEAD is offered by the National Breast Cancer Coalition; the course takes place over 5 days and is offered 4 times a year, in various cities in the United States of America. The Project LEAD curriculum has developed over 5 years to include lectures, problem-based study groups, case studies, interactive critical appraisal sessions, a seminar by an 'expert' scientist, role play, and homework components. A core faculty has been valuable for evaluating and revising the course and has proved necessary to provide consistent high quality teaching. Course evaluations indicated that students gained critical appraisal skills, enhanced their knowledge and developed confidence in selected areas of basic science and epidemiology. Project LEAD comprises a unique curriculum for training breast cancer activists in science and critical appraisal. Course evaluations indicate that students gain confidence and skills from the course.

The NSF-Supported ADVANCE Initiative at the University of Michigan Aimed at Successful Recruitment and Retention of Women Faculty in Science and Engineering

NASA Astrophysics Data System (ADS)

Mukasa, S. B.; Committee, S.

2004-12-01

The University of Michigan obtained funding from the NSF ADVANCE Program for 2001-2006 to devise and implement strategies to improve representation and climate for its tenure-track women faculty in the natural sciences departments and the College of Engineering. In addition to increased representation and an improved campus environment for women faculty in science and engineering, the initiative aims to positively affect - through exposure to role models - the expectations and attitudes of the many women and men who are graduate and undergraduate students in these fields who make a sizeable pool from which future faculty are going to be drawn. This initiative was launched with a campus-wide survey to pinpoint problem areas, followed by the appointment of a committee of senior faculty now known as "Science and Technology Recruiting to Improve Diversity and Excellence" or STRIDE to provide information and advice about practices that will maximize the likelihood that well-qualified female and minority candidates for faculty positions will be identified, and, if selected for offers, recruited, retained, and promoted at the University of Michigan. The principal activities of STRIDE have so far included (i) helping in the development of an easy-to-navigate website with information about the ADVANCE project (URL: http://www.umich.edu/~advproj/index.html); (ii) development of a data-based PowerPoint presentation about non-conscious bias and the low numbers of women faculty in science and engineering; (iii) producing a handbook that offers guidelines for improving recruitment of women and minorities; and (iv) giving presentations in a variety of formats and providing advice to department chairs and other recruitment leaders on search committee composition and search practices. More recently, STRIDE has expanded its scope to include facilitation of departmental climate studies and informal discussions with women faculty about the importance of networking and receiving career mentoring.

[Levels of emotional intelligence and types of attachment among third year students of the Faculty of Health Science and the Faculty of Medicine--a comparative analysis].

PubMed

Tyszkiewicz-Bandur, Monika

2013-01-01

For the purposes of this research attachment theory was incorporated into the concept of emotional intelligence. The methodological starting point of this study was the assumption that the level of emotional intelligence and social competence is related to a steady feature, namely the type of attachment. Standardized questionnaires available in the Laboratory of Psychological Tests of the Polish Psychological Association were chosen to measure the level of emotional intelligence. However, the type of attachment was studied by Bartholomew's Self Description Test in my own translation. The study involved two groups of students, who were compared: 147 people from the Faculty of Health Sciences/Faculty of Nursing (nursing, midwifery, health promotion, cosmetology, emergency medicine, dietetics), and 181 people from the Faculty of Medicine (medicine), students in their second and third years of studies. A total of 328 people, aged 19-24, were tested. On the basis of the results it was stated that students of the Faculty of Health Sciences/Faculty of Nursing, as compared to students of the Faculty of Medicine, received significantly higher scores on the scale of the social competence scale, which investigated the efficiency of their behaviour in intimate situations. Moreover, statistical analysis proved that students of the Faculty of Health Sciences showed significantly higher scores than those studying at the Faculty of Medicine in the following fields: KKS-I subscale assessing social competencies in--conditioning effective behaviour in intimate situations, emotional intelligence measured with the INTE questionnaire,--awareness of their own emotional states and understanding their causes (DINEMO-I),--ability to recognize emotions in other people and understanding the reasons for the reactions expressed by them (DINEMO-Others)--emotional intelligence measured with the DINEMO questionnaire (DINEMO-general score). Women from both faculties showed higher social competence than men in the KKS-I, and higher emotional intelligence according to the INTE questionnaire and DINEMO: the overall result, DINEMO-Others and DINEMO-I (in the last scale, at level 0.065). Male students, from both faculties, showed significantly higher social competence in conditioning effectiveness of behaviour in situations requiring assertiveness (KKS-A). Taking into consideration the results of this study, the answer to the question of whether it is reasonable and necessary to develop skills among the examined students seems to be obvious. Indeed, assertive behaviours should be trained for at the Faculty of Health Sciences. At the same time skills related to EI--such as perceiving and processing emotional information, awareness of one's own and others' emotions, and associated social competencies in conditioning effective behaviours in intimate situations--should be trained for at the Faculty of Medicine.

The Business Management Preceptorship within the Nurse Practitioner Program.

ERIC Educational Resources Information Center

Wing, Donna Marie

1998-01-01

A nurse practitioner business preceptorship provides students with knowledge of basic business, accounting, finance, economics, marketing, and reimbursement. A lack of qualified faculty can be offset with adjunct business faculty. Selection of placement sites should provide challenging management experiences. (SK)

Assessing the Preparedness and Achievement of Greenville Technical College Students Enrolled in a First Year Physical Science Course: A Preliminary Report.

ERIC Educational Resources Information Center

Farmer, Michael H.

In December 1990, faculty members of the Greenville Technical College (GTC) Physical Sciences Department met to develop methods for improving student achievement and preparedness in the physical sciences. Given the variety of student preparedness levels and lack of data on student backgrounds, the faculty agreed that student achievement and…

Investigation of Entrepreneurship Trends and General Competency Levels of University Students Studying at Faculty of Sports Sciences

ERIC Educational Resources Information Center

Karabulut, Ebru Olcay; Dogan, Pinar Karacan

2018-01-01

The aim of this study is to determine the general competency beliefs and entrepreneurial levels of undergraduate students studying at faculty of sports sciences by different demographic variables. The sample group consists of total 1230 students, 541 women and 689 men, who have been educated in the sport sciences of five different universities and…

2002 NASA-HU Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

DePriest, Douglas J. (Compiler); Murray, Deborah B. (Compiler); Berg, Jennifer J. (Compiler)

2004-01-01

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 and science faculty members spend 10 weeks working with professional peers on research. NASA HQs and the American Society for Engineering Education supervise the program. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate an exchange of ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of the 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 consisting of lectures and seminars relevant to the Fellows' research.

The Faculty Self-Reported Assessment Survey (FRAS): differentiating faculty knowledge and experience in assessment.

PubMed

Hanauer, David I; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Faculty Self-Reported Assessment Survey (FRAS) is a new instrument for evaluating science faculty assessment knowledge and experience. Instrument validation was composed of two distinct studies: an empirical evaluation of the psychometric properties of the FRAS and a comparative known-groups validation to explore the ability of the FRAS to differentiate levels of faculty assessment experience. The FRAS was found to be highly reliable (α = 0.96). The dimensionality of the instrument enabled distinction of assessment knowledge into categories of program design, instrumentation, and validation. In the known-groups validation, the FRAS distinguished between faculty groups with differing levels of assessment experience. Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment. These results suggest that the FRAS can reliably and validly differentiate levels of expertise in faculty knowledge of assessment. © 2015 D. I. Hanauer and C. Bauerle. CBE—Life Sciences Education © 2015 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).

Gender in Science and Engineering Faculties: Demographic Inertia Revisited.

PubMed

Thomas, Nicole R; Poole, Daniel J; Herbers, Joan M

2015-01-01

The under-representation of women on faculties of science and engineering is ascribed in part to demographic inertia, which is the lag between retirement of current faculty and future hires. The assumption of demographic inertia implies that, given enough time, gender parity will be achieved. We examine that assumption via a semi-Markov model to predict the future faculty, with simulations that predict the convergence demographic state. Our model shows that existing practices that produce gender gaps in recruitment, retention, and career progression preclude eventual gender parity. Further, we examine sensitivity of the convergence state to current gender gaps to show that all sources of disparity across the entire faculty career must be erased to produce parity: we cannot blame demographic inertia.

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.

Targeting change: Assessing a faculty learning community focused on increasing statistics content in life science curricula.

PubMed

Parker, Loran Carleton; Gleichsner, Alyssa M; Adedokun, Omolola A; Forney, James

2016-11-12

Transformation of research in all biological fields necessitates the design, analysis and, interpretation of large data sets. Preparing students with the requisite skills in experimental design, statistical analysis, and interpretation, and mathematical reasoning will require both curricular reform and faculty who are willing and able to integrate mathematical and statistical concepts into their life science courses. A new Faculty Learning Community (FLC) was constituted each year for four years to assist in the transformation of the life sciences curriculum and faculty at a large, Midwestern research university. Participants were interviewed after participation and surveyed before and after participation to assess the impact of the FLC on their attitudes toward teaching, perceived pedagogical skills, and planned teaching practice. Overall, the FLC had a meaningful positive impact on participants' attitudes toward teaching, knowledge about teaching, and perceived pedagogical skills. Interestingly, confidence for viewing the classroom as a site for research about teaching declined. Implications for the creation and development of FLCs for science faculty are discussed. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):517-525, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Journal Usage at Department and Research Group Level

ERIC Educational Resources Information Center

McCullough, Ian

2016-01-01

Journal usage in the Department of Polymer Science at the University of Akron from 2006 to 2011 was determined by counting citations within faculty-supervised dissertations and faculty publications. Ranked title lists were created and correlations between journal usage in faculty publications and faculty-supervised dissertations were measured…

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…

Geoscience Education Research, Development, and Practice at Arizona State University

NASA Astrophysics Data System (ADS)

Semken, S. C.; Reynolds, S. J.; Johnson, J.; Baker, D. R.; Luft, J.; Middleton, J.

2009-12-01

Geoscience education research and professional development thrive in an authentically trans-disciplinary environment at Arizona State University (ASU), benefiting from a long history of mutual professional respect and collaboration among STEM disciplinary researchers and STEM education researchers--many of whom hold national and international stature. Earth science education majors (pre-service teachers), geoscience-education graduate students, and practicing STEM teachers richly benefit from this interaction, which includes team teaching of methods and research courses, joint mentoring of graduate students, and collaboration on professional development projects and externally funded research. The geologically, culturally, and historically rich Southwest offers a superb setting for studies of formal and informal teaching and learning, and ASU graduates the most STEM teachers of any university in the region. Research on geoscience teaching and learning at ASU is primarily conducted by three geoscience faculty in the School of Earth and Space Exploration and three science-education faculty in the Mary Lou Fulton Institute and Graduate School of Education. Additional collaborators are based in the College of Teacher Education and Leadership, other STEM schools and departments, and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET). Funding sources include NSF, NASA, US Dept Ed, Arizona Board of Regents, and corporations such as Resolution Copper. Current areas of active research at ASU include: Visualization in geoscience learning; Place attachment and sense of place in geoscience learning; Affective domain in geoscience learning; Culturally based differences in geoscience concepts; Use of annotated concept sketches in learning, teaching, and assessment; Student interactions with textbooks in introductory courses; Strategic recruitment and retention of secondary-school Earth science teachers; Research-based professional development for STEM teachers; Design and evaluation of innovative transdisciplinary and online curricula; and Visitor cognition of geologic time and basic principles in Southwestern National Parks.

A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate–Postgraduate–Faculty Triads

PubMed Central

Aikens, Melissa L.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T.; Dolan, Erin L.

2016-01-01

Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as “postgraduates”) and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate’s research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates’ research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The “closed triad,” in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist. PMID:27174583

Iowa community college Science, Engineering and Mathematics (SEM) faculty: Demographics and job satisfaction

NASA Astrophysics Data System (ADS)

Rogotzke, Kathy

Community college faculty members play an increasingly important role in the educational system in the United States. However, over the past decade, concerns have arisen, especially in several high demand fields of science, technology, engineering and mathematics (STEM), that a shortage of qualified faculty in these fields exists. Furthermore, the average age of community college faculty is increasing, which creates added concern of an increased shortage of qualified faculty due to a potentially large number of faculty retiring. To help further understand the current population of community college faculty, as well as their training needs and their satisfaction with their jobs, data needs to be collected from them and examined. Currently, several national surveys are given to faculty at institutions of higher education, most notably the Higher Education Research Institute Faculty Survey, the National Study of Postsecondary Faculty, and the Community College Faculty Survey of Student Engagement. Of these surveys the Community College Faculty Survey of Student Engagement is the only survey focused solely on community college faculty. This creates a problem because community college faculty members differ from faculty at 4-year institutions in several significant ways. First, qualifications for hiring community college faculty are different at 4-year colleges or universities. Whereas universities and colleges typically require their faculty to have a Ph.D., community colleges require their arts and science faculty to have a only master's degree and their career faculty to have experience and the appropriate training and certification in their field with only a bachelor's degree. The work duties and expectations for community college faculty are also different at 4-year colleges or universities. Community college faculty typically teach 14 to 19 credit hours a semester and do little, if any research, whereas faculty at 4-year colleges typically teach 9 to 12 credit hours a semester and are expected to conduct research and publish their findings. In addition, community colleges often have what is referred to as an "open door" policy of admission meaning that students are not required to have a particular score on a college placement test, such as the ACT or SAT, nor are they required to have a specified high school grade point average or rank. Most 4-year colleges and universities require a minimum score on a college placement test in addition to a minimum high school grade point average or rank. Because of these differing entrance requirements, or lack thereof, community colleges often have a higher percentage of students needing remedial or developmental coursework. This dissertation reports on data collected from a survey administered to full-time faculty at all 15 community colleges in Iowa. The survey was administered using Qualtrics software with assistance from the Office of Community College Research and Policy at Iowa State University. The results of the study were used to further examine who community college science, engineering and mathematics (SEM) faculty are in terms of their demographics and background, along with investigating factors from the survey that contribute to their overall job satisfaction. Multiple regression analysis on these variables along with gender and age examined different models for predicting overall job satisfaction.

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.

Multi-University Southeast INIE Consortium

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

Ayman Hawari; Nolan Hertel; Mohamed Al-Sheikhly

2 Project Summary: The Multi-University Southeast INIE Consortium (MUSIC) was established in response to the US Department of Energy’s (DOE) Innovations in Nuclear Infrastructure and Education (INIE) program. MUSIC was established as a consortium composed of academic members and national laboratory partners. The members of MUSIC are the nuclear engineering programs and research reactors of Georgia Institute of Technology (GIT), North Carolina State University (NCSU), University of Maryland (UMD), University of South Carolina (USC), and University of Tennessee (UTK). The University of Florida (UF), and South Carolina State University (SCSU) were added to the MUSIC membership in the second year.more » In addition, to ensure proper coordination between the academic community and the nation’s premier research and development centers in the fields of nuclear science and engineering, MUSIC created strategic partnerships with Oak Ridge National Laboratory (ORNL) including the Spallation Neutron Source (SNS) project and the Joint Institute for Neutron Scattering (JINS), and the National Institute of Standards and Technology (NIST). A partnership was also created with the Armed Forces Radiobiology Research Institute (AFRRI) with the aim of utilizing their reactor in research if funding becomes available. Consequently, there are three university research reactors (URRs) within MUSIC, which are located at NCSU (1-MW PULSTAR), UMD (0.25-MW TRIGA) and UF (0.10-MW Argonaut), and the AFRRI reactor (1-MW TRIGA MARK F). The overall objectives of MUSIC are: a) Demonstrate that University Research Reactors (URR) can be used as modern and innovative instruments of research in the basic and applied sciences, which include applications in fundamental physics, materials science and engineering, nondestructive examination, elemental analysis, and contributions to research in the health and medical sciences, b) Establish a strong technical collaboration between the nuclear engineering faculty and the MUSIC URRs. This will be achieved by involving the faculty in the development of state-of-the-art research facilities at the URRs and subsequently, in the utilization of these facilities, c) Facilitate the use of the URRs by the science and engineering faculty within the individual institutions and by the general community of science and engineering, d) Develop a far-reaching educational component that is capable of addressing the needs of the nuclear science and engineering community. Specifically, the aim of this component will be to perform public outreach activities, contribute to the active recruitment of the next generation of nuclear professionals, strengthen the education of nuclear engineering students, and promote nuclear engineering education for minority students.« less

Brain structures in the sciences and humanities.

PubMed

Takeuchi, Hikaru; Taki, Yasuyuki; Sekiguchi, Atsushi; Nouchi, Rui; Kotozaki, Yuka; Nakagawa, Seishu; Miyauchi, Carlos Makoto; Iizuka, Kunio; Yokoyama, Ryoichi; Shinada, Takamitsu; Yamamoto, Yuki; Hanawa, Sugiko; Araki, Tsuyoshi; Hashizume, Hiroshi; Sassa, Yuko; Kawashima, Ryuta

2015-11-01

The areas of academic interest (sciences or humanities) and area of study have been known to be associated with a number of factors associated with autistic traits. However, despite the vast amount of literature on the psychological and physiological characteristics associated with faculty membership, brain structural characteristics associated with faculty membership have never been investigated directly. In this study, we used voxel-based morphometry to investigate differences in regional gray matter volume (rGMV)/regional white matter volume (rWMV) between science and humanities students to test our hypotheses that brain structures previously robustly shown to be altered in autistic subjects are related to differences in faculty membership. We examined 312 science students (225 males and 87 females) and 179 humanities students (105 males and 74 females). Whole-brain analyses of covariance revealed that after controlling for age, sex, and total intracranial volume, the science students had significantly larger rGMV in an anatomical cluster around the medial prefrontal cortex and the frontopolar area, whereas the humanities students had significantly larger rWMV in an anatomical cluster mainly concentrated around the right hippocampus. These anatomical structures have been linked to autism in previous studies and may mediate cognitive functions that characterize differences in faculty membership. The present results may support the ideas that autistic traits and characteristics of the science students compared with the humanities students share certain characteristics from neuroimaging perspectives. This study improves our understanding of differences in faculty membership which is the link among cognition, biological factors, disorders, and education (academia).

[Surgical laboratory in pregraduate medicine.

PubMed

Tapia-Jurado, Jesús

2011-01-01

Surgical laboratory in pregraduate students in medicine is beneficial and improves learning processes in cognitive aspects and skills acquisition. It is also an early initiation into scientific research. The laboratory is the introductory pathway into basic concepts of medical science (meaningful learning). It is also where students gain knowledge in procedures and abilities to obtain professional skills, an interactive teacher-student process. Medicine works rapidly to change from an art to a science. This fact compromises all schools and medical faculties to analyze their actual lesson plans. Simulators give students confidence and ability and save time, money and resources, eliminating at the same time the ethical factor of using live animals and the fear of patient safety. Multimedia programs may give a cognitive context evolving logically with an explanation based on written and visual animation followed by a clinical problem and its demonstration in a simulator, all before applying knowledge to the patient.

The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment

PubMed Central

Hanauer, David I.; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Faculty Self-Reported Assessment Survey (FRAS) is a new instrument for evaluating science faculty assessment knowledge and experience. Instrument validation was composed of two distinct studies: an empirical evaluation of the psychometric properties of the FRAS and a comparative known-groups validation to explore the ability of the FRAS to differentiate levels of faculty assessment experience. The FRAS was found to be highly reliable (α = 0.96). The dimensionality of the instrument enabled distinction of assessment knowledge into categories of program design, instrumentation, and validation. In the known-groups validation, the FRAS distinguished between faculty groups with differing levels of assessment experience. Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment. These results suggest that the FRAS can reliably and validly differentiate levels of expertise in faculty knowledge of assessment. PMID:25976653

College Science and Mathematics Teaching Faculty Talk about Science and Mathematics: An Examination of the Role of Discourse in an Upper Elementary/Middle-Level Teacher Preparation Program.

ERIC Educational Resources Information Center

McGinnis, J. Randy; Watanabe, Tad

This research employs a mixed theoretical perspective drawing on elements from interactionism and social constructivism. In this study, a discourse analysis is performed on conversations among intra- and inter-institutional mathematics and science teaching faculty participating in reforming content classes for teacher candidates in the Maryland…

Utilization of Electronic Information Resources by Undergraduate Students of University of Ibadan: A Case Study of Social Sciences and Education

ERIC Educational Resources Information Center

Owolabi, Sola; Idowu, Oluwafemi A.; Okocha, Foluke; Ogundare, Atinuke Omotayo

2016-01-01

The study evaluated utilization of electronic information resources by undergraduates in the Faculties of Education and the Social Sciences in University of Ibadan. The study adopted a descriptive survey design with a study population of 1872 undergraduates in the Faculties of Education and the Social Sciences in University of Ibadan, from which a…

Student and Faculty Views on Process of Science Skills at a Large, Research-Intensive University

ERIC Educational Resources Information Center

Addis, Elizabeth A.; Powell-Coffman, Jo Anne

2018-01-01

The Association of American Colleges and Universities ranks multiple process of science (POS) skills among the top-10 skills employers seek in college graduates. As part of an effort to explore and align the emphasis on POS skills in our science departments, we sought three things: (a) to determine if faculty and students felt enough time was…

Community College Economics Instruction: Results from a National Science Foundation Project

ERIC Educational Resources Information Center

Maier, Mark; Chi, W. Edward

2016-01-01

The principal investigator of a National Science Foundation project, "Economics at Community Colleges," surveyed community college economics faculty and organized workshops, webinars, and regional meetings to address community college faculty isolation from new ideas in economics and economics instruction. Survey results, combined with…

7 CFR 3406.11 - Scope of a teaching proposal.

Code of Federal Regulations, 2011 CFR

2011-01-01

... new ideas and techniques. (v) Expand competence with new methods of information delivery, such as.... Proposals may focus on any subject matter area(s) in the food and agricultural sciences unless limited by... development, faculty enhancement, and student experiential learning in animal science; faculty enhancement in...

Pitfalls and Successes of Developing an Interdisciplinary Watershed Field Science Course

ERIC Educational Resources Information Center

Pearce, Andrea R.; Bierman, Paul R.; Druschel, Gregory K.; Massey, Christine; Rizzo, Donna M.; Watzin, Mary C.; Wemple, Beverly C.

2010-01-01

At the University of Vermont, an interdisciplinary faculty team developed an introductory watershed science field course. This course honed field skills and catalyzed communication across water-related disciplines without requiring specific prerequisites. Five faculty (geology, engineering, geography, natural resources) taught the four-credit…

Metaphoric Perceptions of the Students of the Sports Sciences Faculty Regarding the Concept of Fair-Play

ERIC Educational Resources Information Center

Çaglayan, Hakan Salim; Gül, Özgür

2017-01-01

The objective of this study is to reveal the perceptions of the students of the sports sciences faculty regarding the concept of "Fair-Play" by means of metaphors. 275 students [male[subscript (n = 173)], female [subscript (n = 102)

Teaching the process of science: faculty perceptions and an effective methodology.

PubMed

Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew; Dirks, Clarissa

2010-01-01

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.

Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

PubMed Central

Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew

2010-01-01

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy. PMID:21123699

Faculty and Student Teams and National Laboratories: Expanding the Reach of Research Opportunities and Workforce Development

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

Blackburn,N.; White, K.; Stegman, M.

The Faculty and Student Teams (FaST) Program, a cooperative effort between the US Department of Energy (DOE) Office of Science and the National Science Foundation (NSF), brings together collaborative research teams composed of a researcher at Brookhaven National Laboratory, and a faculty member with two or three undergraduate students from a college or university. Begun by the Department of Energy in 2000 with the primary goal of building research capacity at a faculty member's home institution, the FaST Program focuses its recruiting efforts on faculty from colleges and universities with limited research facilities and those institutions that serve populations under-representedmore » in the fields of science, engineering and technology, particularly women and minorities. Once assembled, a FaST team spends a summer engaged in hands-on research working alongside a laboratory scientist. This intensely collaborative environment fosters sustainable relationships between the faulty members and BNL that allow faculty members and their BNL colleagues to submit joint proposals to federal agencies, publish papers in peer-reviewed journals, reform local curriculum, and develop new or expand existing research labs at their home institutions.« less

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.

College Governance: A Comparison of Faculty Evaluation in Public and Private Colleges with Implications for the Improvement of the Evaluation Process at Johnson and Wales College.

ERIC Educational Resources Information Center

Bukowski, Joseph E.

This study focuses on selected factors in the evaluation of faculty members in: (1) colleges accredited by the Association of Independent Colleges and Schools; (2) public junior and senior colleges; and (3) Rhode Island colleges. Results of the study indicate that faculty evaluation schemes must follow the basic goals and philosophy of the…

Experiences with the implementation of a national teaching qualification in university medical centres and veterinary medicine in the Netherlands.

PubMed

Molenaar, Willemina M Ineke; Zanting, Anneke

2015-02-01

In 2008, a compulsory national basic teaching qualification was introduced for all university teachers in the Netherlands. At that time all eight University Medical Centres (UMCs) and the only Faculty of Veterinary Medicine had adopted or were setting up teacher development programmes. This study explores how these programmes relate to each other and to the basic teaching qualification. To gather information on teacher development programmes in the UMCs and the Veterinary Medicine Faculty an online survey was filled out by teacher development representatives from each of them. The programmes had main features in common (e.g. competency based and portfolio assessment), but differed somewhat in contents according to the local situation. Importantly, they had all been formally accepted as equivalent to the basic teaching qualification. We consider the freedom to tailor the qualifications to the medical context as well as to the local situation of the UMCs and the Veterinary Medicine Faculty one of the major success factors and the well-established collaboration between teacher development representatives of the UMCs and the Faculty of Veterinary Medicine as another. Challenges for the future include embedding the teacher development programmes in the institutional organizations and maintaining and further developing the programmes and the competencies of the qualified teachers, e.g. in a senior qualification.

Increasing Scientific Literacy at Minority Serving Institutions Nationwide through AMS Professional Development Diversity Workshops

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Mills, E. W.; Nugnes, K. A.; Moses, M. N.

2011-12-01

Increasing students' earth science literacy, especially those at Minority Serving Institutions (MSIs), is a primary goal of the American Meteorological Society (AMS). Through the NSF-supported AMS Weather Studies and AMS Ocean Studies Diversity workshops for Historically Black College and Universities, Hispanic Serving Institutions, Tribal Colleges and Universities, Alaska Native, and Native Hawaiian Serving Institutions, AMS has brought meteorology and oceanography courses to more students. These workshops trained and mentored faculty implementing AMS Weather Studies and AMS Ocean Studies. Of the 145 institutions that have participated in the AMS Weather Studies Diversity Project, reaching over 13,000 students, it was the first meteorology course offered for more than two-thirds of the institutions. As a result of the AMS Ocean Studies Diversity Project, 75 institutions have offered the course to more than 3000 students. About 50 MSIs implemented both the Weather and Ocean courses, improving the Earth Science curriculum on their campuses. With the support of NSF and NASA, and a partnership with Second Nature, the organizing entity behind the American College and University President's Climate Commitment (ACUPCC), the newest professional development workshop, AMS Climate Studies Diversity Project will recruit MSI faculty members through the vast network of Second Nature's more than 670 signatories. These workshops will begin in early summer 2012. An innovative approach to studying climate science, AMS Climate Studies explores the fundamental science of Earth's climate system and addresses the societal impacts relevant to today's students and teachers. The course utilizes resources from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA. In addition, faculty and students learn about basic climate modeling through the AMS Conceptual Energy Model. Following the flow of energy in a clear, simplified model from space to Earth and back sets the stage for differentiating between climate, climate variability, and climate change. The AMS Climate Studies Diversity Project will follow the successful models of the Weather and Ocean Diversity Projects. Hands on examples, computer based experiments, round table discussions, lectures, and conversations with scientists in the field and other experienced professors are all important parts of previous workshops, and will be complimented by previous participants' feedback. This presentation will also focus on insight gained from the results of a self-study of the long term, successful AMS DataStreme Project, precollege teacher professional development courses. AMS is excited for this new opportunity of reaching even more MSI faculty and students. The ultimate goal of the AMS is to have a geoscience concentration at MSIs throughout the nation and to greatly increase the number of minority students entering geoscience careers, including science teaching.

Reconsidering the Workplace: Faculty Perceptions of Their Work and Working Environments

ERIC Educational Resources Information Center

Kuntz, Aaron M.

2012-01-01

In an effort to foreground the impact of the material environment on faculty activities, this study examines the dynamic intersections among faculty work practices, the academic workplace and professional identity. Drawing on in-depth interviews with 16 social science faculty at one public university in the United States, this study reveals the…

Psychology Citations Revisited: Behavioral Research in the Age of Electronic Resources

ERIC Educational Resources Information Center

Schaffer, Thomas

2004-01-01

This bibliometric study focused on the research needs of psychology faculty and quantified the availability throughout the library of articles cited recently by the faculty. More than social sciences faculty generally, psychology faculty report relying on the journal literature rather than on the monographic literature. Less than one- third of the…

Gender Differences in Faculty Development: A Faculty Needs Survey

ERIC Educational Resources Information Center

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

2010-01-01

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

The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment

ERIC Educational Resources Information Center

Hanauer, David I.; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage…

Number and impact of published scholarly works by pharmacy practice faculty members at accredited US colleges and schools of pharmacy (2001-2003).

PubMed

Coleman, Craig I; Schlesselman, Lauren S; Lao, Eang; White, C Michael

2007-06-15

To evaluate the quantity and quality of published literature conducted by pharmacy practice faculty members in US colleges and schools of pharmacy for the years 2001-2003. The Web of Science bibliographic database was used to identify publication citations for the years 2001-2003, which were then evaluated in a number of different ways. Faculty members were identified using American Association of Colleges of Pharmacy rosters for the 2000-2001, 2001-2002, and 2002-2003 academic years. Two thousand three hundred seventy-four pharmacy practice faculty members generated 1,896 publications in Web of Science searchable journals. A small number of faculty members (2.1%) were responsible for a large proportion of publications (30.6%), and only 4.9% of faculty members published 2 or more publications in these journals per year. The average impact factor for the top 200 publications was 7.6. Pharmacy practice faculty members contributed substantially to the biomedical literature and their work has had an important impact. A substantial portion of this work has come from a small subset of faculty members.

10 years of didactic training for novices in medical education at Charité.

PubMed

Sonntag, Ulrike; Peters, Harm; Schnabel, Kai P; Breckwoldt, Jan

2017-01-01

Introduction: Many medical faculties are introducing faculty development programmes to train their teaching staff with the aim of improving student learning performance. Frequently changing parameters within faculties pose a challenge for the sustainable establishment of such programmes. In this paper, we aim to describe facilitating and hindering parameters using the example of the basic teacher training (BTT) course at the Charité - Universtitätsmedizin Berlin (Charité). Project description: After sporadic pilot attempts for university education training, basic teacher training was finally established at the Charité in 2006 for all new teaching staff. An interdisciplinary taskforce at the office for student affairs designed the programme according to the Kern cycle of curriculum development, while the Charité advanced training academy provided the necessary resources. Within ten years more than 900 faculty members have completed the BTT (9% of current active teaching staff at the Charité). The BTT programme underwent several phases (piloting, evaluation, review, personnel and financial boosting), all of which were marked by changes in the staff and organizational framework. Evaluations by participants were very positive, sustainable effects on teaching could be proven to a limited extent. Discussion: Success factors for the establishment of the programme were the institutional framework set by the faculty directors, the commitment of those involved, the support of research grants and the thoroughly positive evaluation by participants. More challenging were frequent changes in parameters and the allocation of incentive resources for other, format-specific training courses (e.g. PBL) as part of the introduction of the new modular curriculum of the Charité. Conclusion: The sustainment of the programme was enabled through strategic institutional steps taken by the faculty heads. Thanks to the commitment and input by those at a working level as well as management level, the basic teacher training course is today an established part of the faculty development programme at the Charité.

10 years of didactic training for novices in medical education at Charité

PubMed Central

Sonntag, Ulrike; Peters, Harm; Schnabel, Kai P.; Breckwoldt, Jan

2017-01-01

Introduction: Many medical faculties are introducing faculty development programmes to train their teaching staff with the aim of improving student learning performance. Frequently changing parameters within faculties pose a challenge for the sustainable establishment of such programmes. In this paper, we aim to describe facilitating and hindering parameters using the example of the basic teacher training (BTT) course at the Charité – Universtitätsmedizin Berlin (Charité). Project description: After sporadic pilot attempts for university education training, basic teacher training was finally established at the Charité in 2006 for all new teaching staff. An interdisciplinary taskforce at the office for student affairs designed the programme according to the Kern cycle of curriculum development, while the Charité advanced training academy provided the necessary resources. Within ten years more than 900 faculty members have completed the BTT (9% of current active teaching staff at the Charité). The BTT programme underwent several phases (piloting, evaluation, review, personnel and financial boosting), all of which were marked by changes in the staff and organizational framework. Evaluations by participants were very positive, sustainable effects on teaching could be proven to a limited extent. Discussion: Success factors for the establishment of the programme were the institutional framework set by the faculty directors, the commitment of those involved, the support of research grants and the thoroughly positive evaluation by participants. More challenging were frequent changes in parameters and the allocation of incentive resources for other, format-specific training courses (e.g. PBL) as part of the introduction of the new modular curriculum of the Charité. Conclusion: The sustainment of the programme was enabled through strategic institutional steps taken by the faculty heads. Thanks to the commitment and input by those at a working level as well as management level, the basic teacher training course is today an established part of the faculty development programme at the Charité. PMID:29085883

The transformation of science and mathematics content knowledge into teaching content by university faculty

NASA Astrophysics Data System (ADS)

Flynn, Natalie P.

This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to 'think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the 'side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom. (Abstract shortened by UMI.).

Observational analysis of near-peer and faculty tutoring in problem-based learning groups.

PubMed

Cianciolo, Anna T; Kidd, Bryan; Murray, Sean

2016-07-01

Near-peer and faculty staff tutors may facilitate problem-based learning (PBL) through different means. Near-peer tutors are thought to compensate for their lack of subject matter expertise with greater adeptness at group facilitation and a better understanding of their learners. However, theoretical explanations of tutor effectiveness have been developed largely from recollections of tutor practices gathered through student evaluation surveys, focus groups and interviews. A closer look at what happens during PBL sessions tutored by near-peers and faculty members seems warranted to augment theory from a grounded perspective. We conducted an observational study to explore interactional practices during PBL tutorials at our medical school, at which near-peer tutoring of Year 2 students is an established practice. Between October 2014 and May 2015, video-recordings were made of nine purposively sampled tutor groups using three tutor types (near-peer, clinical faculty and basic science faculty staff) across three systems-based units. An investigator team comprising a Year 2 student, a Year 4 student and a behavioural scientist independently analysed the videos until their observations reached saturation and then met face to face to discuss their detailed field notes. Through constant comparison, narratives of tutor practices and group dynamics were generated for each of the nine tutor groups, representing the collective impressions of the members of the investigator team. Variation was greater within than across tutor types. Tutors' practices idiosyncratically and sometimes substantially diverged from PBL principles, yet all tutors attempted to convey authority or 'insider' status with respect to the short- and long-term goals of medical education. Students prompted these status demonstrations by expressing gratitude, asking questions and exhibiting analogous status demonstrations themselves. Understanding the socio-cognitive nature of tutoring from a grounded perspective may provide a means to develop faculty staff of all types to better meet learner needs in a principled fashion. © 2016 John Wiley & Sons Ltd.

Testing the Double Bind Hypothesis: Faculty Recommendations of Minority Women Fellowship Applicants.

ERIC Educational Resources Information Center

Brown, Shirley Vining

1995-01-01

Examines faculty and scientist recommendations of applicants to the National Science Foundation's (NSF) Graduate Fellowship Program, 1976-91. Data from the Cumulative Index on National Science Foundation Fellowships Applicants and Awardees are used. Data analysis supports the double bind hypothesis that minority women are doubly disadvantaged…

Mathematics and Science Faculty Service Learning Handbook.

ERIC Educational Resources Information Center

Wozniak, Jacci

Resources developed by "Campus Compact," a coalition of over 550 colleges and universities established to create and enhance service learning opportunities for students, are presented in this handbook for mathematics and science faculty. A brief introduction defines service learning and provides a continuum of types of service learning, such as…

Attracting Cutting-Edge Skills Through Reserve Component Participation

DTIC Science & Technology

2003-01-01

specific recruitment pool of faculty and students within these institutions who possess the state-of-the- art science and technical skills or the most...identify a specific recruitment pool of faculty and students within these institutions who possess the state-of-the- art science and technical skills or

How Engineering Standards Are Interpreted and Translated for Middle School

ERIC Educational Resources Information Center

Judson, Eugene; Ernzen, John; Krause, Stephen; Middleton, James A.; Culbertson, Robert J.

2016-01-01

In this exploratory study we examined the alignment of Next Generation Science Standards (NGSS) middle school engineering design standards with lesson ideas from middle school teachers, science education faculty, and engineering faculty (4-6 members per group). Respondents were prompted to provide plain language interpretations of two middle…

Collaboration-Focused Workshop for Interdisciplinary, Inter-Institutional Teams of College Science Faculty

ERIC Educational Resources Information Center

Hanson, Pamela K.; Stultz, Laura

2015-01-01

Many science educators know of the pedagogical benefits of inquiry- and research-based labs, yet numerous barriers to implementation exist. In this article we describe a faculty development workshop that explored interdisciplinary and inter-institutional collaborations as potential mechanisms for overcoming barriers to curricular innovation.

Health Sciences undergraduate education at UCT: a story of transformation.

PubMed

Hartman, Nadia; Kathard, Harsha; Perez, Gonda; Reid, Steve; Irlam, James; Gunston, Geney; Janse van Rensburg, Vicki; Burch, Vanessa; Duncan, Madeleine; Hellenberg, Derek; Van Rooyen, Ian; Smouse, Mantoa; Sikakane, Cynthia; Badenhorst, Elmi; Ige, Busayo

2012-03-02

Undergraduate education and training in the Faculty of Health Sciences at the University of Cape Town has become socially responsive. A story of transformation that is consonant with wider societal developments since the 1994 democratic elections, outlining the changes in undergraduate curricula across the faculty, is presented.

Joining "Us"; Creating and Maintaining a Discipline-Based Learning Community

ERIC Educational Resources Information Center

McHugh, Kelly; Anderson, R. Bruce

2015-01-01

The article describes the development of a disciplinary living/learning community in political science; the authors, two faculty members, started the community in the fall of 2012. The faculty leaders describe the various practices used to integrate political science courses in two subfields: American politics and international politics. In…

An alternative path to improving university Earth science teaching and developing the geoscience workforce: Postdoctoral research faculty involvement in clinical teacher preparation

NASA Astrophysics Data System (ADS)

Zirakparvar, N. A.; Sessa, J.; Ustunisik, G. K.; Nadeau, P. A.; Flores, K. E.; Ebel, D. S.

2013-12-01

It is estimated that by the year 2020 relative to 2009, there will be 28% more Earth Science jobs paying ≥ $75,000/year1 in the U.S.A. These jobs will require advanced degrees, but compared to all arts and science advanced degrees, the number of physical science M.S. and Ph.D. awarded per year decreased from 2.5% in 1980 to 1.5% in 20092. This decline is reflected on a smaller scale and at a younger age: in the New York City school system only 36% of all 8th graders have basic proficiency in science 3. These figures indicate that the lack achievement in science starts at a young age and then extends into higher education. Research has shown that students in grades 7 - 12 4,5 and in university level courses 6 both respond positively to high quality science teaching. However, much attention is focused on improving science teaching in grades 7- 12, whereas at many universities lower level science courses are taught by junior research and contingent faculty who typically lack formal training, and sometimes interest, in effective teaching. The danger here is that students might enter university intending to pursue geoscience degrees, but then encounter ineffective instructors, causing them to lose interest in geoscience and thus pursue other disciplines. The crux of the matter becomes how to improve the quality of university-level geoscience teaching, without losing sight of the major benchmark of success for research faculty - scholarly publications reporting innovative research results. In most cases, it would not be feasible to sidetrack the research goals of early career scientists by placing them into a formal teacher preparation program. But what happens when postdoctoral research scientists take an active role in clinical teacher preparation as part of their research appointments? The American Museum of Natural History's Masters of Arts in Teaching (AMNH-MAT) urban residency pilot program utilizes a unique approach to grade 7 - 12 Earth Science teacher preparation in that postdoctoral research scientists are directly involved in the clinical preparation of the teacher candidates7. In this program, professional educators and senior scientists guide and work closely with the postdoctoral scientists in developing lessons and field experiences for the teacher candidates. This exposes the postdoctoral scientists to pedagogical techniques. Furthermore, postdoctoral scientists make regular visits to partner schools and share their research interests with high school science students8. Regular assessments about the quality of the postdoctoral scientist's teaching, in the form of course evaluations and informal discussions with the teacher candidates and professional educators, further augments the postdoctoral scientists teaching skills. These experiences can ultimately improve university level science teaching, should the postdoctoral scientists find positions within a university setting. Here, five postdoctoral researchers present self-studies of changing instructional practice born of their involvement in clinical teacher preparation in the AMNH-MAT program.

E-Science and Astronomy Faculty: Past, Present, and Future

NASA Astrophysics Data System (ADS)

Pedersen, L. A.

2010-10-01

In 2003, the Association of Research Libraries (ARL) began to recognize the implications of large-scale science and distributed networks on 21st century libraries and librarianship. Its members became very aware of e-science. The National Science Foundation (NSF) had already studied developing a major focus on cyberinfrastructure. This was stimulated by the awareness of the oncoming data deluge that started with astronomical research. This paper gives an overview of the history in the United States behind the NSF and ARL push among their constituents regarding each organization's e-science concepts and goals. In the present, it describes a brief case study involving the expectations of the astronomy/astrophysics faculty at Brown University. The future role of the astronomy librarian for his/her faculty at an academic institution greatly depends on mandates, policies, and the librarian's skills of archiving and providing access.

L'Entrainement a la Comprehension Ecrite des Etudiants Etrangers de la Faculte des Sciences (Reading Comprehension Training for Foreign Students in the Science Faculty). Melanges Pedagogiques, 1977.

ERIC Educational Resources Information Center

Duda, R.; Regent, O.

The ability of foreign students to read non-scientific material efficiently is important for rapid social and cultural integration. This report describes the reading comprehension section of a French language course aimed at foreign students at the Nancy Science Faculty. Exercises are presented which cover morpho-syntactic, communicative and…

The California Basic Skills Initiative

ERIC Educational Resources Information Center

Illowsky, Barbara

2008-01-01

This article describes the evolution and implementation of the California Basic Skills Initiative (CA BSI), a statewide effort to address ongoing basic skills and ESL needs of community college students and of all campus faculty, administrators, and staff who support these students. CA BSI strategies include assisting every college in assessing…

The ASM-NSF Biology Scholars Program: An Evidence-Based Model for Faculty Development.

PubMed

Chang, Amy L; Pribbenow, Christine M

2016-05-01

The American Society for Microbiology (ASM) established its ASM-NSF (National Science Foundation) Biology Scholars Program (BSP) to promote undergraduate education reform by 1) supporting biologists to implement evidence-based teaching practices, 2) engaging life science professional societies to facilitate biologists' leadership in scholarly teaching within the discipline, and 3) participating in a teaching community that fosters disciplinary-level science, technology, engineering, and mathematics (STEM) reform. Since 2005, the program has utilized year-long residency training to provide a continuum of learning and practice centered on principles from the scholarship of teaching and learning (SoTL) to more than 270 participants ("scholars") from biology and multiple other disciplines. Additionally, the program has recruited 11 life science professional societies to support faculty development in SoTL and discipline-based education research (DBER). To identify the BSP's long-term outcomes and impacts, ASM engaged an external evaluator to conduct a study of the program's 2010-2014 scholars (n = 127) and society partners. The study methods included online surveys, focus groups, participant observation, and analysis of various documents. Study participants indicate that the program achieved its proposed goals relative to scholarship, professional society impact, leadership, community, and faculty professional development. Although participants also identified barriers that hindered elements of their BSP participation, findings suggest that the program was essential to their development as faculty and provides evidence of the BSP as a model for other societies seeking to advance undergraduate science education reform. The BSP is the longest-standing faculty development program sponsored by a collective group of life science societies. This collaboration promotes success across a fragmented system of more than 80 societies representing the life sciences and helps catalyze biology education reform efforts.

The ASM-NSF Biology Scholars Program: An Evidence-Based Model for Faculty Development

PubMed Central

Chang, Amy L.; Pribbenow, Christine M.

2016-01-01

The American Society for Microbiology (ASM) established its ASM-NSF (National Science Foundation) Biology Scholars Program (BSP) to promote undergraduate education reform by 1) supporting biologists to implement evidence-based teaching practices, 2) engaging life science professional societies to facilitate biologists’ leadership in scholarly teaching within the discipline, and 3) participating in a teaching community that fosters disciplinary-level science, technology, engineering, and mathematics (STEM) reform. Since 2005, the program has utilized year-long residency training to provide a continuum of learning and practice centered on principles from the scholarship of teaching and learning (SoTL) to more than 270 participants (“scholars”) from biology and multiple other disciplines. Additionally, the program has recruited 11 life science professional societies to support faculty development in SoTL and discipline-based education research (DBER). To identify the BSP’s long-term outcomes and impacts, ASM engaged an external evaluator to conduct a study of the program’s 2010–2014 scholars (n = 127) and society partners. The study methods included online surveys, focus groups, participant observation, and analysis of various documents. Study participants indicate that the program achieved its proposed goals relative to scholarship, professional society impact, leadership, community, and faculty professional development. Although participants also identified barriers that hindered elements of their BSP participation, findings suggest that the program was essential to their development as faculty and provides evidence of the BSP as a model for other societies seeking to advance undergraduate science education reform. The BSP is the longest-standing faculty development program sponsored by a collective group of life science societies. This collaboration promotes success across a fragmented system of more than 80 societies representing the life sciences and helps catalyze biology education reform efforts. PMID:27158300

Factors influencing the results of faculty evaluation in Isfahan University of Medical Sciences.

PubMed

Kamali, Farahnaz; Yamani, Nikoo; Changiz, Tahereh; Zoubin, Fatemeh

2018-01-01

This study aimed to explore factors influencing the results of faculty member evaluation from the viewpoints of faculty members affiliated with Isfahan University of Medical Sciences, Isfahan, Iran. This qualitative study was done using a conventional content analysis method. Participants were faculty members of Isfahan University of Medical Sciences who, considering maximum variation in sampling, were chosen with a purposive sampling method. Semi-structured interviews were held with 11 faculty members until data saturation was reached. The interviews were transcribed verbatim and analyzed with conventional content analysis method for theme development. Further, the MAXQDA software was used for data management. The data analysis led to the development of two main themes, namely, "characteristics of the educational system" and "characteristics of the faculty member evaluation system." The first main theme consists of three categories, i.e. "characteristics of influential people in evaluation," "features of the courses," and "background characteristics." The other theme has the following as its categories: "evaluation methods," "evaluation tools," "evaluation process," and "application of evaluation results." Each category will have its subcategories. Many factors affect the evaluation of faculty members that should be taken into account by educational policymakers for improving the quality of the educational process. In addition to the factors that directly influence the educational system, methodological problems in the evaluation system need special attention.

A Multidisciplinary Assessment of Faculty Accuracy and Reliability with Bloom's Taxonomy

ERIC Educational Resources Information Center

Welch, Adam C.; Karpen, Samuel C.; Cross, L. Brian; LeBlanc, Brandie N.

2017-01-01

The aims of this study were to determine faculty's ability to accurately and reliably categorize exam questions using Bloom's Taxonomy, and if modified versions would improve the accuracy and reliability. Faculty experience and affiliation with a health sciences discipline were also considered. Faculty at one university were asked to categorize 30…

Movers, Shakers, & Everyone in Between: Faculty Personas Surrounding Active Learning in the Undergraduate STEM Classroom

ERIC Educational Resources Information Center

Guy, Batsheva R.

2017-01-01

This qualitative study explores the attitudes that STEM (Science, Technology, Engineering, and Mathematics) faculty have about active learning (AL), the barriers that STEM faculty face when implementing AL, and what would encourage STEM faculty to use AL. Data was gathered using a modified Group-Level Assessment (GLA), a participatory method meant…

Paper 5944 Changing Climates @ Colorado State: It's Everybody's Business

NASA Astrophysics Data System (ADS)

Campbell, S.; Calderazzo, J.; Denning, S.; Betsill, M.; Klein, J. A.; Fiege, M.

2014-12-01

With the help of faculty from all eight colleges, twenty-seven departments, and numerous other entities on and off the Colorado State University campus, this education and outreach initiative is based on the premises that climate change is everybody's business and that everyone has something to offer in meeting its challenges. Beginning in 2007, CC@CSU has organized some 120 talks to audiences totaling some 6,000, helping inform the student body and community and catalyzing relationships among faculty and researchers across campus. It has offered communication coaching to scientists (and others) who want to translate their expertise for the public. And it has developed a multidisciplinary website (http://changingclimates.colostate.edu) with over 450 annotated entries, all college-level content, primer-level clarity, on topics that include climate science and ecology, economics and emotions, ethics and policy, communication and activism, paleoclimate and human history, and much more. This presentation will address the basic questions of why, who, how, what, for whom, and so what, concluding with some of the key lessons learned about communicating across disciplinary boundaries on this important subject.

Medical academia clinical experiences of Ward Round Teaching curriculum

PubMed Central

Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

2014-01-01

Background: Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members’ experience on Ward Round Teaching content. Methods and Materials: This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Results: Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Conclusion: Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners. PMID:24627858

Incorporating Space Science Content Into the Undergraduate Curriculum by the NASA Education Forums' Higher Education Working Group

NASA Astrophysics Data System (ADS)

Gross, N. A.; Buxner, S.; Cobabe-Ammann, E. A.; Fraknoi, A.; Moldwin, M.; Peticolas, L. M.; Low, R.; Schultz, G. R.

2013-12-01

As part of the NASA Education Forums, the Higher Education Working Group (HEWG) strives to support undergraduate science education through a variety of activities. These activities include: providing resource that incorporate space science topics into the existing undergraduate curriculum, understanding the role that community colleges play in STEM education and preparing STEM teachers, and identifying issues in diversity related to STEM education. To assess the best way of including space science into the undergraduate curriculum, the HEWG held a series of workshops and conducted surveys of undergraduate faculty who are conducting research in space science. During this engagement, the faculty expressed a need for a centralized repository of materials that can be used as part of already existing undergraduate courses in astronomy, physics, and earth science. Such a repository has since been developed, the 'EarthSpace Higher Education Clearing House (http://www.lpi.usra.edu/earthspace/) and it is still growing. Additional community tools, such as a newsletter, are provided through this website. To better understand the role and needs of community colleges, the HEWG undertook and extensive survey of community college STEM faculty. 187 faculty responded to the survey and the results show the extensive teaching load these faculty have, as well as the diverse demographics and the extent to which STEM teachers begin their preparation at 2 year institutions. Finally, the HEWG has begun to work on understanding the issues faced in increasing the diversity of the STEM work force. Progress and results of all this work will be summarized in this presentation.

A collaborative institutional model for integrating computer applications in the medical curriculum.

PubMed Central

Friedman, C. P.; Oxford, G. S.; Juliano, E. L.

1991-01-01

The introduction and promotion of information technology in an established medical curriculum with existing academic and technical support structures poses a number of challenges. The UNC School of Medicine has developed the Taskforce on Educational Applications in Medicine (TEAM), to coordinate this effort. TEAM works as a confederation of existing research and support units with interests in computers and education, along with a core of interested faculty with curricular responsibilities. Constituent units of the TEAM confederation include the medical center library, medical television studios, basic science teaching laboratories, educational development office, microcomputer and network support groups, academic affairs administration, and a subset of course directors and teaching faculty. Among our efforts have been the establishment of (1) a mini-grant program to support faculty initiated development and implementation of computer applications in the curriculum, (2) a symposium series with visiting speakers to acquaint faculty with current developments in medical informatics and related curricular efforts at other institution, (3) 20 computer workstations located in the multipurpose teaching labs where first and second year students do much of their academic work, (4) a demonstration center for evaluation of courseware and technologically advanced delivery systems. The student workstations provide convenient access to electronic mail, University schedules and calendars, the CoSy computer conferencing system, and several software applications integral to their courses in pathology, histology, microbiology, biochemistry, and neurobiology. The progress achieved toward the primary goal has modestly exceeded our initial expectations, while the collegiality and interest expressed toward TEAM activities in the local environment stand as empirical measures of the success of the concept. PMID:1807705

A 5-Year Analysis of Peer-Reviewed Journal Article Publications of Pharmacy Practice Faculty Members

PubMed Central

Spivey, Christina; Martin, Jennifer R.; Wyles, Christina; Ehrman, Clara; Schlesselman, Lauren S.

2012-01-01

Objectives. To evaluate scholarship, as represented by peer-reviewed journal articles, among US pharmacy practice faculty members; contribute evidence that may better inform benchmarking by academic pharmacy practice departments; and examine factors that may be related to publication rates. Methods. Journal articles published by all pharmacy practice faculty members between January 1, 2006, and December 31, 2010, were identified. College and school publication rates were compared based on public vs. private status, being part of a health science campus, having a graduate program, and having doctor of pharmacy (PharmD) faculty members funded by the National Institutes of Health (NIH). Results. Pharmacy practice faculty members published 6,101 articles during the 5-year study period, and a pharmacy practice faculty member was the primary author on 2,698 of the articles. Pharmacy practice faculty members published an average of 0.51 articles per year. Pharmacy colleges and schools affiliated with health science campuses, at public institutions, with NIH-funded PharmD faculty members, and with graduate programs had significantly higher total publication rates compared with those that did not have these characteristics (p<0.006). Conclusion. Pharmacy practice faculty members contributed nearly 6,000 unique publications over the 5-year period studied. However, this reflects a rate of less than 1 publication per faculty member per year, suggesting that a limited number of faculty members produced the majority of publications. PMID:23049099

Building Faculty Capacity through the Learning Sciences

ERIC Educational Resources Information Center

Moy, Elizabeth; O'Sullivan, Gerard; Terlecki, Melissa; Jernstedt, Christian

2014-01-01

Discoveries in the learning sciences (especially in neuroscience) have yielded a rich and growing body of knowledge about how students learn, yet this knowledge is only half of the story. The other half is "know how," i.e. the application of this knowledge. For faculty members, that means applying the discoveries of the learning sciences…

Case Study: Collaborative Creation of an On-Line Degree Program

ERIC Educational Resources Information Center

Stewart, Barbara L.; Norwood, Marcella; Ezell, Shirley; Waight, Consuelo

2006-01-01

Faculty collaboratively developed an on-line Bachelor of Science degree in Consumer Science and Merchandising (CSM). Part-time faculty and technical support services supported the four-member team. Small grants assisted in the creation and redesign of all CSM major courses for on-line delivery. Issues of appropriate learning strategies, student…

Research Support for Science Faculty.

ERIC Educational Resources Information Center

Blandford, Barbara; Dutton, Diane

This survey of the Higher Education Panel of the American Council on Education, conducted during September and October 1971, concerned the split of research funds between young and senior faculty at institutions granting Ph.D.'s in science and engineering. Each institution was asked, first, to indicate which departments, in a list of 17 selected…

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…

Author Impact Metrics in Communication Sciences and Disorder Research

ERIC Educational Resources Information Center

Stuart, Andrew; Faucette, Sarah P.; Thomas, William Joseph

2017-01-01

Purpose: The purpose was to examine author-level impact metrics for faculty in the communication sciences and disorder research field across a variety of databases. Method: Author-level impact metrics were collected for faculty from 257 accredited universities in the United States and Canada. Three databases (i.e., Google Scholar, ResearchGate,…

Course Design, Quality Matters Training, and Student Outcomes

ERIC Educational Resources Information Center

Hollowell, Gail P.; Brooks, Racheal M.; Anderson, Yolanda B.

2017-01-01

North Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction.…

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

ERIC Educational Resources Information Center

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by…

A Pipeline to the Tenure Track

ERIC Educational Resources Information Center

Roach, Ronald

2009-01-01

Despite U.S. higher education facing a wave of retirements by older baby boomer and World War II-era born professors, there remain large pockets in the academic work force, such as life science faculties at research universities and humanities/social science faculties across all of academia, where tenure-track jobs are scarce and the market is…

The Dynamic between Knowledge Production and Faculty Evaluation: Perceptions of the Promotion and Tenure Process across Disciplines

ERIC Educational Resources Information Center

Jackson, J. Kasi; Latimer, Melissa; Stoiko, Rachel

2017-01-01

This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and…

A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate-Postgraduate-Faculty Triads.

PubMed

Aikens, Melissa L; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T; Dolan, Erin L

2016-01-01

Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as "postgraduates") and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate's research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates' research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The "closed triad," in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist. © 2016 M. L. Aikens et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Idaho State University Statistical Portrait, Academic Year 1998-1999.

ERIC Educational Resources Information Center

Idaho State Univ., Pocatello. Office of Institutional Research.

This report provides basic statistical data for Idaho State University, and includes both point-of-time data as well as trend data. The information is divided into sections emphasizing students, programs, faculty and staff, finances, and physical facilities. Student data includes enrollment, geographical distribution, student/faculty ratios,…

Faculty Member's Guide to U.S. Immigration Law. Revised.

ERIC Educational Resources Information Center

Smith, Eugene H.; Baron, Marvin J.

Immigration laws and regulations pertaining to foreign students and scholars are summarized as an aid to faculty members. Basic immigration documents and terminology are explained, including the passport, visa, immigration status or classification, Form 1-20 ID, the "green card", and Departure Record. Classes of nonimmigrants are described,…

Simplify Web Development for Faculty and Promote Instructional Design.

ERIC Educational Resources Information Center

Pedersen, David C.

Faculty members are often overwhelmed with the prospect of implementing Web-based instruction. In an effort to simplify the process and incorporate some basic instructional design elements, the Educational Technology Team at Embry Riddle Aeronautical University created a course template for WebCT. Utilizing rapid prototyping, the template…

Strategies for Helping Your Faculty Get More Grants from Companies.

ERIC Educational Resources Information Center

Schumacher, Dorin

1994-01-01

As researchers turn to industry over government for research funding, it is proposed that research administrators provide substantial assistance to faculty in the different strategies and skills needed to win grants. Differences between corporate and federal sponsors, basic strategies found effective in winning grants, and elements of effective…

On Publishing in the Academy.

ERIC Educational Resources Information Center

Baum, Joan, Comp.

This booklet, the result of meetings of a college faculty seminar held during academic year 1989-1990 provides observations and advice concerning the basics on how to get published. The advice comes from faculty experience and the thoughts offered from invited guests familiar with writing, editing, and publishing in the academy. The booklet…

Teaching the Teachers: Physical Science for the Non-Scientific

NASA Astrophysics Data System (ADS)

Michels, D. J.; Pickert, S. M.; Montrose, C. J.; Thompson, J. L.

2004-12-01

The Catholic University of America, in collaboration with the Solar Physics Branch of the Naval Research Laboratory and the Goddard Space Flight Center, has begun development of an experimental, inquiry-driven and standards-referenced physical science course for undergraduate, pre-service K-8 teachers. The course is team-taught by faculty from the University's Departments of Education and Physics and NRL solar physics research personnel. Basic physical science concepts are taught in the context of the Sun and Sun-Earth Connections, through direct observation, web-based solar data, and images and movies from ongoing space missions. The Sun can illuminate, in ways that cannot be duplicated with comparable clarity in the laboratory, the basics of magnetic and gravitational force fields, Newton's Laws, and light and optics. The immediacy of the connection to ongoing space research and live mission data serves as well to inspire student interest and curiosity. Teaching objectives include pedagogical methods, especially hands-on and observational experiences appropriate to the physics content and the K-8 classroom. The CUA Program, called TOPS! (Top Teachers of Physical Science!) has completed its first year of classroom experience; the first few batches of Program graduates should be in K-8 classrooms in time to capitalize on the motivational opportunities offered by the 2007-2008 IHY and IPY. We present data on the attitudinal and scientific progress of fifteen pre-service Early Childhood and Elementary Education majors as they experienced, many for the first time, the marvels of attractive and repulsive forces, live observations of solar system dynamics, access to real-time satellite data and NASA educational resources.

A study of Web-based instructional strategies in post-secondary sciences

NASA Astrophysics Data System (ADS)

Stanley, Scott A.

There is a large demand for web-based instruction offered by post secondary institutions (U.S. Department of Education, 2003), but only recently have post secondary science faculty begun to develop courses for this medium (Carr, 2000). Research evaluating the effectiveness of this type of instruction suggests that there is no significant difference in the grades between students in traditional and online courses (Russell, 1999; Spooner, Jordan, Agozzine, & Spooner, 1999; Verduin & Clark, 1991; Wideman & Owston, 1999). It is important to note that while grades may be similar in face-to-face (FTF) and web-based science courses, it cannot be implied that student learning is identical in both environments. Experts in web-based instruction claim that teaching practices for web-based instruction are similar to those used in a FTF environment (Bronack & Riedl, 1998; Ragan, 1999). This is troublesome when viewed in context with the data on instructional strategies used in FTF post-secondary science courses. It is well documented that undergraduate students perceive science pedagogy as ineffective (NSF, 1996; Seymour & Hewitt, 1997; Tobias, 1990). This research examined web-based instructional strategies in post secondary science courses. Using a web-based questionnaire, this study collected data in order to examine the frequency of use of previously identified effective FTF instructional strategies, and the difference in use of instructional strategies in the different fields of science. One hundred and thirty respondents completed the web-based questionnaire. Data from faculty (N=122) who teach more than 75% of their course online were analyzed. Data analyses revealed the frequency of use of effective face-to-face instructional strategies is variable. Science faculty do not regularly assess students' conceptual understandings prior to the presentation of new concepts. Faculty frequently made connections to the real-world and incorporated problem solving using real-life problems. Emphasis on discovering things and devising an investigation tended to be conducted individually and not as part of a collaborative group. Instructor-student interaction tended to be asynchronous in nature. Course discussions frequently centered on course concepts and conceptual problems. There was no significant difference in the use of instructional strategies in online science courses for the different fields of science. The results of this study indicate post secondary science faculty utilization of previously identified effective face-to-face instructional strategies in online science courses was variable. Specific recommendations for faculty development and future research are included in the study.

Profile of Scientific Ability of Chemistry Education Students in Basic Physics Course

NASA Astrophysics Data System (ADS)

Suastika, K. G.; Sudyana, I. N.; Lasiani, L.; Pebriyanto, Y.; Kurniawati, N.

2017-09-01

The weakness of scientific ability of students in college has been being a concern in this case, especially in terms of laboratory activities to support Laboratory Based Education. Scientific ability is a basic ability that must be dominated by students in basic physics lecturing process as a part of scientific method. This research aims to explore the indicators emergence of the scientific ability of students in Chemistry Education of Study Program, Faculty of Teaching and Education University of Palangka Raya through Inquiry Based Learning in basic physics courses. This research is a quantitative research by using descriptive method (descriptive-quantitative). Students are divided into three categories of group those are excellent group, low group, and heterogeneous group. The result shows that the excellent group and low group have same case that were occured decreasing in the percentage of achievement of scientific ability, while in heterogeneous group was increased. The differentiation of these results are caused by enthusiastic level of students in every group that can be seen in tables of scientific ability achievement aspects. By the results of this research, hoping in the future can be a references for further research about innovative learning strategies and models that can improve scientific ability and scientific reasoning especially for science teacher candidates.

Writing a successful NIH Mentored Career Development Grant (K award): hints for the junior faculty surgeon.

PubMed

Brock, Malcolm V; Bouvet, Michael

2010-06-01

Surgery is a labor-intensive, time-consuming profession. Young faculty members in surgery are saddled with many clinical time constraints that often allow precious few moments for academic pursuits. Consequently, K award submissions from surgeons trail nonsurgeons. The National Institutes of Health (NIH), however, is actively trying to encourage participation of surgeons in basic science research, translational research, clinical outcomes research, and even in prevention/control research. But, at the same time, the NIH has newly implemented a policy that has made the grant review process more restrictive by only allowing 2 submissions of any grant application. It is imperative, therefore, for junior faculty surgeons to learn "grantsmanship" and have the ability to construct succinct, competitive K award grants. Although most of this information is public knowledge and made available by the NIH itself, many of the practical points presented here are tailored to the special needs of clinically active surgical researchers. Often, these "hints" are buried on expansive websites that require considerable time to read and navigate. The authors have a long combined experience on a study section dedicated to adjudicating K awards. The goal of this review is to present concise, useful information about common errors, research plan dos and don'ts, template examples of superior mentored letters, and many other suggestions that may assist any first-time candidate for these awards.

Addressing educational challenges in veterinary medicine through the use of distance education.

PubMed

Murray, Amanda L; Sischo, William M

2007-01-01

The veterinary profession is currently facing many educational challenges, including an insufficient capacity to train and educate veterinarians for the multiple disciplines within the profession, a shortage of veterinarians in private and public practice, a shortage of faculty, a lack of human and professional diversity, and a rising cost of education resulting in extreme student debt loads. As a methodology for teaching, distance education (DE) has the potential to address many of these issues. By its very nature, DE can increase the capacity of current facilities and faculty. In addition, DE can allow students to acquire the necessary knowledge at less cost. This article describes a model for incorporating DE in the form of interactive Web-based courses, in conjunction with short, intensive residential programs, for the lecture portions of courses taught in the pre-veterinary, veterinary, and post-veterinary educational periods. In this model, the Web-based courses are used to convey the necessary core knowledge required at each step of the educational process. The residential portions are then used to apply the knowledge in such a way as to combine clinical applications with research in basic and applied sciences. Distance education can provide increased flexibility, high-quality educational experiences, and a less costly alternative for students while maximizing the reach of current faculty efforts and the capacity of existing physical structures.

Nurturing educational research at Dartmouth Medical School: the synergy among innovative ideas, support faculty, and administrative structures.

PubMed

Nierenberg, David W; Carney, Patricia A

2004-10-01

In recent years, Dartmouth Medical School has increased its commitment to educational research within the school, and in collaboration with other schools across the country. Passionate faculty members with ideas and expertise in particular curricular areas are one critical component needed for a successful educational research program. Other components include an atmosphere that fosters research collaborations and mentoring, and various types of institutional support structures. This same model has effectively supported basic science and clinical research for decades. Because of the complexities involved in studying medical education, Dartmouth Medical School has invested in support structures for educational grant and manuscript development, financial support for pilot projects and partial salary support for investigators and key staff members, and other support targeted toward specific research projects. Ultimately, the goal is to use the results of the school's educational research projects to improve the curriculum through cycles of hypothesis development and testing, providing evidence for subsequent curricular change. When some research findings are relevant and applicable for use in other medical schools, that is an additional benefit of the educational research process. In this report, the authors describe the development of Dartmouth Medical School's infrastructure for supporting educational research, which has helped to accelerate the educational research productivity teaching faculty now enjoy. The authors also address some of the challenges that they anticipate in the near future.

Prospects for the Faculty Labor Market in the 1990s: A Clemson University Perspective.

ERIC Educational Resources Information Center

Ulbrich, Holley

Through a faculty retirement survey and a review of the literature, Clemson University, South Carolina, studied the future labor market for college faculty. The survey was administered to 1,250 faculty at the university in Fall, 1991. Fifty-six responded with data indicating that the College of Sciences, and the College of Agricultural Sciences…

Number and Impact of Published Scholarly Works by Pharmacy Practice Faculty Members at Accredited US Colleges and Schools of Pharmacy (2001-2003)

PubMed Central

Coleman, Craig I.; Schlesselman, Lauren S.; Lao, Eang

2007-01-01

Objective To evaluate the quantity and quality of published literature conducted by pharmacy practice faculty members in US colleges and schools of pharmacy for the years 2001-2003. Methods The Web of Science bibliographic database was used to identify publication citations for the years 2001-2003, which were then evaluated in a number of different ways. Faculty members were identified using American Association of Colleges of Pharmacy rosters for the 2000-2001, 2001-2002, and 2002-2003 academic years. Results Two thousand three hundred seventy-four pharmacy practice faculty members generated 1,896 publications in Web of Science searchable journals. A small number of faculty members (2.1%) were responsible for a large proportion of publications (30.6%), and only 4.9% of faculty members published 2 or more publications in these journals per year. The average impact factor for the top 200 publications was 7.6. Conclusion Pharmacy practice faculty members contributed substantially to the biomedical literature and their work has had an important impact. A substantial portion of this work has come from a small subset of faculty members. PMID:17619644

Faculty Research and Publication Practices

ERIC Educational Resources Information Center

Zoellner, Kate; Hines, Samantha; Keenan, Teressa; Samson, Sue

2015-01-01

Understanding faculty work practices can translate into improved library services. This study documents how education and behavioral science faculty locate, retrieve, and use information resources for research and writing and how they publish and store their research materials. The authors interviewed twelve professors using a structured interview…

The New Biotechnology and Biological Science-Related Instruction in Colleges of Pharmacy.

ERIC Educational Resources Information Center

Hudson, Richard A.; And Others

1990-01-01

A discussion of the impact of modern biotechnological developments on pharmaceutical education looks at undergraduate and graduate curricula separately, and focuses on the impact on needs for new faculty and faculty retraining. Specific faculty and curriculum recommendations are made. (MSE)

Misconceptions and Integration.

PubMed

Mortaz Hejri, Sara; Mirzazadeh, Azim; Jalili, Mohammad

2015-10-01

Pervasive beliefs regarding curricular reform and integration have flourished among medical students, faculty members and medical school administrators. These concepts have extensively impacted the reform process, sometimes by resisting the reforms and sometimes by diverting the curriculum from its planned objectives. In the current paper, we have tried to address the challenges of integration in MD program by looking at the existing literature and the experience of the international universities. We collected the questions frequently asked during the curricular reform process. We, then, evaluated them, and selected 5 main ideas. In order to find their answers, we searched the literature using these keywords: integration, reform, and undergraduate medical curriculum. The findings are discussed in five sections: 1) Reform is not equivalent to integration, 2) Integration can be implemented in both high school and graduate programs, 3) Organ-system based integration is not the only method available for integration, 4) Integration of two phases (basic sciences and physiopathology) can be considered but it is not mandatory, 5) Integration does not fade basic sciences in favor of clinical courses. It seems that medical education literature and prior experience of the leading universities do not support most of the usual concepts about integration. Therefore, it is important to consider informed decision making based on best evidence rather than personal opinions during the curricular reform process.

Program evaluation of an Integrated Basic Science Medical Curriculum in Shiraz Medical School, Using CIPP Evaluation Model

PubMed Central

ROOHOLAMINI, AZADEH; AMINI, MITRA; BAZRAFKAN, LEILA; DEHGHANI, MOHAMMAD REZA; ESMAEILZADEH, ZOHREH; NABEIEI, PARISA; REZAEE, RITA; KOJURI, JAVAD

2017-01-01

Introduction: In recent years curriculum reform and integration was done in many medical schools. The integrated curriculum is a popular concept all over the world. In Shiraz medical school, the reform was initiated by stablishing the horizontal basic science integration model and Early Clinical Exposure (ECE) for undergraduate medical education. The purpose of this study was to provide the required data for the program evaluation of this curriculum for undergraduate medical students, using CIPP program evaluation model. Methods: This study is an analytic descriptive and triangulation mixed method study which was carried out in Shiraz Medical School in 2012, based on the views of professors of basic sciences courses and first and second year medical students. The study evaluated the quality of the relationship between basic sciences and clinical courses and the method of presenting such courses based on the Context, Input, Process and Product (CIPP) model. The tools for collecting data, both quantitatively and qualitatively, were some questionnaires, content analysis of portfolios, semi- structured interview and brain storming sessions. For quantitative data analysis, SPSS software, version 14, was used. Results: In the context evaluation by modified DREEM questionnaire, 77.75%of the students believed that this educational system encourages them to actively participate in classes. Course schedule and atmosphere of class were reported suitable by 87.81% and 83.86% of students. In input domain that was measured by a researcher made questionnaire, the facilities for education were acceptable except for shortage of cadavers. In process evaluation, the quality of integrated modules presentation and Early Clinical Exposure (ECE) was good from the students’ viewpoint. In product evaluation, students’ brain storming, students’ portfolio and semi-structured interview with faculties were done, showing some positive aspects of integration and some areas that need improvement. Conclusion: The main advantage of assessing an educational program based on CIPP evaluation model is that the context, input, process and product of the program are viewed and evaluated systematically. This will help the educational authorities to make proper decisions based on the weaknesses and strengths of the program on its continuation, cessation and revision. Based on the results of this study, the integrated basic sciences course for undergraduate medical students in Shiraz Medical School is at a desirable level. However, attempts to improve or reform some sections and continual evaluation of the program and its accreditation seem to be necessary. PMID:28761888

Factors in Science Journal Cancellation Projects: The Roles of Faculty Consultations and Data

ERIC Educational Resources Information Center

Williamson, Jeanine; Fernandez, Peter; Dixon, Lana

2014-01-01

The economic downturn of 2007-08 forced many academic libraries in the United States to cancel journals. We surveyed life sciences librarians from ARL libraries to find out about their experiences with journal cancellations during 2008-12. Overall, we discovered that two factors were essential in decision-making: faculty consultations and data.…

Responsible Conduct of Research in Communication Sciences and Disorders: Faculty and Student Perceptions

ERIC Educational Resources Information Center

Minifie, Fred D.; Robey, Randall R.; Horner, Jennifer; Ingham, Janis C.; Lansing, Charissa; McCartney, James H.; Alldredge, Elham-Eid; Slater, Sarah C.; Moss, Sharon E.

2011-01-01

Purpose: Two Web-based surveys (Surveys I and II) were used to assess perceptions of faculty and students in Communication Sciences and Disorders (CSD) regarding the responsible conduct of research (RCR). Method: Survey questions addressed 9 RCR domains thought important to the responsible conduct of research: (a) human subjects protections; (b)…

Comparative First Year Experiences at York University: Science, Arts, and Atkinson.

ERIC Educational Resources Information Center

Grayson, J. Paul

This study compared the experiences of first-year students in different disciplines at York University (Ontario). Surveys of 336 students in the faculty of pure and applied science, 802 students in the faculty of arts, and 793 students in Atkinson College, the evening college of the university, were conducted during February-March of the first…

Perceived Barriers and Strategies to Effective Online Earth and Space Science Instruction

ERIC Educational Resources Information Center

Pottinger, James E.

2012-01-01

With the continual growth and demand of online courses, higher education institutions are attempting to meet the needs of today's learners by modifying and developing new student centered services and programs. As a result, faculty members are being forced into teaching online, including Earth and Space science faculty. Online Earth and Space…

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

ERIC Educational Resources Information Center

Szelényi, Katalin; Bresonis, Kate

2014-01-01

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

Faculty Perceptions of Student Recruitment and Retention in STEM Fields

ERIC Educational Resources Information Center

Gandhi-Lee, Eshani; Skaza, Heather; Marti, Erica; Schrader, P. G.; Orgill, MaryKay

2017-01-01

According to the President's Council of Advisors on Science and Technology (PCAST, 2012), there is a need to produce one million more STEM (Science, Technology, Engineering, and Mathematics) graduates in the U.S. over the next decade. Thus, more students must be recruited into and retained in STEM degrees of study. Because faculty are considered…

Library Use and Library Skills of Research Assistants: Pilot Study.

ERIC Educational Resources Information Center

Jacob, Lisa Hall; And Others

This paper presents the results of a pilot study of University of Illinois at Chicago faculty members, their assistants who use the library for them, and the role of the Library of the Health Sciences in that process. The Library of the Health Sciences public services staff members, College of Pharmacy faculty, and their assistants were…

Thinking and Behaving Like Scientists: Perceptions of Undergraduate Science Interns and Their Faculty Mentors

ERIC Educational Resources Information Center

Kardash, CarolAnne M.; Edwards, Ordene V.

2012-01-01

We examined undergraduate research experiences (UREs) participants' and their faculty mentors' beliefs about the professional practices and dispositions of research scientists. In Study 1, 63 science interns and their mentors rated Merton's ("J Legal Political Sociol," 1:115-126, 1942) norms and Mitroff's ("Am Sociol Rev," 39 (August):579-595,…

"You Need to Have a Street Beat": A Qualitative Study of Faculty Research Needs and Challenges

ERIC Educational Resources Information Center

Monroe-Gulick, Amalia; Valentine, Greta; Brooks-Kieffer, Jamene

2017-01-01

In the spring of 2015, 14 faculty members in social science or in science, technology, engineering, and mathematics (STEM) spoke with a working group from the University of Kansas (KU) Libraries regarding their research needs and challenges. Their responses highlighted a dynamic research environment in which individual researchers desire to…

The Great Lakes School of Turfgrass Science: A Nine-State Online Collaboration to Improve the Turfgrass Short Course

ERIC Educational Resources Information Center

Koch, Paul L.; Soldat, Douglas J.; Horgan, Brian P.; Bauer, Samuel J.; Patton, Aaron J.

2017-01-01

Increasing costs and decreasing numbers of university Extension faculty have made it difficult to provide quality turfgrass short course education. In response, faculty from nine institutions collaborated to develop the Great Lakes School of Turfgrass Science. This 12-week online course provides students with unique learning experiences through a…

Getting Started in the Scholarship of Teaching and Learning: A "How To" Guide for Science Academics

ERIC Educational Resources Information Center

Rowland, Susan L.; Myatt, Paula M.

2014-01-01

SoTL stands for the Scholarship of Teaching and Learning. The acronym, said "sottle" or "sote-all," describes research that involves rigorous examination of teaching and learning by faculty who are actively involved in the educational process. The number of natural-science faculty engaged in SoTL is increasing, and their…

Concerns and Professional Development Needs of Science Faculty at Taibah University in Adopting Blended Learning

ERIC Educational Resources Information Center

AL-Sarrani, Nauaf

2010-01-01

The purpose of this study was to obtain Science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University. To answer these two research questions the survey instrument was designed to collect quantitative and qualitative data from close-ended and open-ended questions. The participants'…

Celebrations and Tough Questions Follow Harvard's Move to Open Access

ERIC Educational Resources Information Center

Guterman, Lila

2008-01-01

In light of a decision by members of Harvard University's Faculty of Arts and Sciences to make access to their scholarly papers free, advocates of open access celebrated, but some publishers expressed concern. Members of Harvard's Faculty of Arts and Sciences voted unanimously to provide the university with copies of their published articles and…

Blogging in the Political Science Classroom

ERIC Educational Resources Information Center

Lawrence, Christopher N.; Dion, Michelle L.

2010-01-01

Weblogs (or blogs), as a form of communication on the Internet, have recently risen in prominence but may be poorly understood by both faculty and students. This article explains how blogs differ from other online communication tools and how political science faculty can make use of blogs in their classes. The focus is on using blogs as part of…

Distance Education in Dental Hygiene Bachelor of Science Degree Completion Programs: As Perceived by Students and Faculty

ERIC Educational Resources Information Center

Tsokris, Maureen

2010-01-01

This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took…

Success Factors of Black Science, Technology, Engineering and Mathematics Faculty at Predominantly White Institutions

ERIC Educational Resources Information Center

Currie, Michelle A.

2012-01-01

Black faculty at predominantly White institutions (PWIs) have historically been underrepresented and made to endure with academic isolation, scholarship marginalization and other challenges to the tenure process. When it comes to science, technology, engineering and math, also known as STEM, as it relates to race and success, little is known of…

Development and implementation of a science training course for breast cancer activists: Project LEAD (leadership, education and advocacy development)

PubMed Central

Dickersin, Kay; Braun, Lundy; Mead, Margaret; Millikan, Robert; Wu, Anna M.; Pietenpol, Jennifer; Troyan, Susan; Anderson, Benjamin; Visco, Frances

2008-01-01

Objective To develop and implement Project LEAD (leadership, education, and advocacy development), a science course for breast cancer activists. Population Students were breast cancer activists and other consumers, mainly affiliated with advocacy organizations in the United States of America. Setting Project LEAD is offered by the National Breast Cancer Coalition; the course takes place over 5 days and is offered 4 times a year, in various cities in the United States of America. Results The Project LEAD curriculum has developed over 5 years to include lectures, problem‐based study groups, case studies, interactive critical appraisal sessions, a seminar by an ‘expert’ scientist, role play, and homework components. A core faculty has been valuable for evaluating and revising the course and has proved necessary to provide consistent high quality teaching. Course evaluations indicated that students gained critical appraisal skills, enhanced their knowledge and developed confidence in selected areas of basic science and epidemiology. Conclusions Project LEAD comprises a unique curriculum for training breast cancer activists in science and critical appraisal. Course evaluations indicate that students gain confidence and skills from the course. PMID:11703495

Faculty Evaluation in a Professional School.

ERIC Educational Resources Information Center

McManigal, Shirley A.

This paper describes the faculty evaluation process at the Health Sciences Center at Texas Tech University. It covers the Center's five disciplines: allied health, dentistry, medicine, nursing, and pharmacy. Faculty members in these disciplines must usually have certification and/or licensure in the profession as well as typical academic…

Implementing Service Learning in the Principles of Marketing Course

ERIC Educational Resources Information Center

Klink, Richard R.; Athaide, Gerard A.

2004-01-01

Service learning--a pedagogical technique combining academic learning with community service--offers many benefits to students, faculty, educational institutions, and the community. Relative to social sciences and liberal arts faculty, however, business faculty have been slow to incorporate it into their coursework. Service learning may be…

Factors influencing the results of faculty evaluation in Isfahan University of Medical Sciences

PubMed Central

Kamali, Farahnaz; Yamani, Nikoo; Changiz, Tahereh; Zoubin, Fatemeh

2018-01-01

OBJECTIVE: This study aimed to explore factors influencing the results of faculty member evaluation from the viewpoints of faculty members affiliated with Isfahan University of Medical Sciences, Isfahan, Iran. MATERIALS AND METHODS: This qualitative study was done using a conventional content analysis method. Participants were faculty members of Isfahan University of Medical Sciences who, considering maximum variation in sampling, were chosen with a purposive sampling method. Semi-structured interviews were held with 11 faculty members until data saturation was reached. The interviews were transcribed verbatim and analyzed with conventional content analysis method for theme development. Further, the MAXQDA software was used for data management. RESULTS: The data analysis led to the development of two main themes, namely, “characteristics of the educational system” and “characteristics of the faculty member evaluation system.” The first main theme consists of three categories, i.e. “characteristics of influential people in evaluation,” “features of the courses,” and “background characteristics.” The other theme has the following as its categories: “evaluation methods,” “evaluation tools,” “evaluation process,” and “application of evaluation results.” Each category will have its subcategories. CONCLUSIONS: Many factors affect the evaluation of faculty members that should be taken into account by educational policymakers for improving the quality of the educational process. In addition to the factors that directly influence the educational system, methodological problems in the evaluation system need special attention. PMID:29417073

Urban Town and Gown: Increasing Minority Participation in the Geosciences Through a College-High School Partnership in Hartford, CT

NASA Astrophysics Data System (ADS)

OConnell, S.; OConnell, S.; OConnell, S.; Osborn, J. L.; Osborn, J. L.

2001-12-01

Urban public schools are often poor and have a tremendous need for educational assistance. In many cities the population is dominated by ethnic minorities. Hartford, CT, is one of these cities. Only about 50% of the students entering high school graduate and approximately 50% of those go on to higher education. Of those students taking the SAT's the average verbal and math scores are below 400. Despite these statistics, many students do succeed and therein lies an opportunity for earth scientists. As individuals and as institutions we can partner with schools and students to involve them in and excite them about the earth sciences. In 1995 Trinity College, located in Hartford, CT, undertook a \\$175 m.d. neighborhood revitalization project with funds from the college, neighboring institutions, foundations, and city, state and federal governments. Central to the revitalization is the "Learning Corridor," an educational complex that includes a magnet Montessori School, a Math and Science Middle School, and a Math and Science Magnet High School (GHAMAS). GHAMAS has a three-fold mission: teaching math and science to high school students, professional development for all math and science teachers from participating school districts, and community outreach. The Learning Corridor is adjacent to the Trinity College campus and Trinity faculty work with GHAMAS faculty to fulfill all three missions. Trinity faculty teach several high school classes. During the summer 3 Trinity and 1 GHAMAS faculty participated as a group in a week long-long NSF-sponsored Environmental Science workshop. This fall over ten teacher workshops were co-taught by Trinity and GHAMAS faculty. Recent NSF funding will allow us to develop a collaborative education and research program focused on the Connecticut River.

The 2004 NASA Faculty Fellowship Program Research Reports

NASA Technical Reports Server (NTRS)

Pruitt, J. R.; Karr, G.; Freeman, L. M.; Hassan, R.; Day, J. B. (Compiler)

2005-01-01

This is the administrative report for the 2004 NASA Faculty Fellowship Program (NFFP) held at the George C. Marshall Space Flight Center (MSFC) for the 40th consecutive year. The NFFP offers science and engineering faculty at U.S. colleges and universities hands-on exposure to NASA s research challenges through summer research residencies and extended research opportunities at participating NASA research Centers. During this program, fellows work closely with NASA colleagues on research challenges important to NASA's strategic enterprises that are of mutual interest to the fellow and the Center. The nominal starting and .nishing dates for the 10-week program were June 1 through August 6, 2004. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama, The University of Alabama in Huntsville, and Alabama A&M University. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The primary objectives of the NFFP are to: Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to the Agency s space aeronautics and space science mission. Engage faculty from colleges, universities, and community colleges in current NASA research and development. Foster a greater public awareness of NASA science and technology, and therefore facilitate academic and workforce literacy in these areas. Strengthen faculty capabilities to enhance the STEM workforce, advance competition, and infuse mission-related research and technology content into classroom teaching. Increase participation of underrepresented and underserved faculty and institutions in NASA science and technology.

Enhancing Graduate Education and Research in Ocean Sciences at the Universidad de Concepcion (UDEC) and in Chile: Cooperation Between UDEC and Woods Hole Oceanographic Institution.

NASA Astrophysics Data System (ADS)

Farrington, J.; Pantoja, S.

2007-05-01

The Woods Hole Oceanographic Institution, USA (WHOI) and the University of Concepcion, Chile (UDEC) entered into an MOU to enhance graduate education and research in ocean sciences in Chile and enhance research for understanding the Southeastern Pacific Ocean. The MOU was drafted and signed after exchange visits of faculty. The formulation of a five year program of activities included: exchange of faculty for purposes of enhancing research, teaching and advising; visits of Chilean graduate students to WHOI for several months of supplemental study and research in the area of their thesis research; participation of Chilean faculty and graduate students in WHOI faculty led cruises off Chile and Peru (with Peruvian colleagues); a postdoctoral fellowship program for Chilean ocean scientists at WHOI; and the establishment of an Austral Summer Institute of advanced undergraduate and graduate level intensive two to three week courses on diverse topics at the cutting edge of ocean science research co-sponsored by WHOI and UDEC for Chilean and South American students with faculty drawn from WHOI and other U.S. universities with ocean sciences graduate schools and departments, e.g. Scripps Institution of Oceanography, University of Delaware. The program has been evaluated by external review and received excellent comments. The success of the program has been due mainly to: (1) the cooperative attitude and enthusiasm of the faculty colleagues of both Chilean Universities (especially UDEC) and WHOI, students and postdoctoral fellows, and (2) a generous grant from the Fundacion Andes- Chile enabling these activities.

Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education.

PubMed

Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E; Voytko, Mary Lou

2006-09-01

Women and minority faculty and students are seriously underrepresented in university and academic healthcare institutions. The role of mentoring has been identified as one of the significant factors in addressing this underrepresentation. We have described the mentoring efforts at two institutions of higher learning in assisting women and minority students and faculty in being accomplished in their academic pursuits. One-hundred-thirty students and >50 women and minority faculty have participated in the mentoring programs described. The number of participants has increased dramatically over the years and continues to evolve positively. These programs appear to be quite successful in the short term. Further evaluation of measurable outcomes will be necessary to fully determine their true impact. The mentoring models for women and underrepresented minority faculty and students at Creighton University Health Sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools.

SPILC: An expert student advisor

NASA Technical Reports Server (NTRS)

Read, D. R.

1990-01-01

The Lamar University Computer Science Department serves about 350 undergraduate C.S. majors, and 70 graduate majors. B.S. degrees are offered in Computer Science and Computer and Information Science, and an M.S. degree is offered in Computer Science. In addition, the Computer Science Department plays a strong service role, offering approximately sixteen service course sections per long semester. The department has eight regular full-time faculty members, including the Department Chairman and the Undergraduate Advisor, and from three to seven part-time faculty members. Due to the small number of regular faculty members and the resulting very heavy teaching loads, undergraduate advising has become a difficult problem for the department. There is a one week early registration period and a three-day regular registration period once each semester. The Undergraduate Advisor's regular teaching load of two classes, 6 - 8 semester hours, per semester, together with the large number of majors and small number of regular faculty, cause long queues and short tempers during these advising periods. The situation is aggravated by the fact that entering freshmen are rarely accompanied by adequate documentation containing the facts necessary for proper counselling. There has been no good method of obtaining necessary facts and documenting both the information provided by the student and the resulting advice offered by the counsellors.

Survival Analysis of Faculty Retention and Promotion in the Social Sciences by Gender.

PubMed

Box-Steffensmeier, Janet M; Cunha, Raphael C; Varbanov, Roumen A; Hoh, Yee Shwen; Knisley, Margaret L; Holmes, Mary Alice

2015-01-01

Recruitment and retention of talent is central to the research performance of universities. Existing research shows that, while men are more likely than women to be promoted at the different stages of the academic career, no such difference is found when it comes to faculty retention rates. Current research on faculty retention, however, focuses on careers in science, technology, engineering, and mathematics (STEM). We extend this line of inquiry to the social sciences. We follow 2,218 tenure-track assistant professors hired since 1990 in seven social science disciplines at nineteen U.S. universities from time of hire to time of departure. We also track their time to promotion to associate and full professor. Using survival analysis, we examine gender differences in time to departure and time to promotion. Our methods account for censoring and unobserved heterogeneity, as well as effect heterogeneity across disciplines and cohorts. We find no statistically significant differences between genders in faculty retention. However, we do find that men are more likely to be granted tenure than women. When it comes to promotion to full professor, the results are less conclusive, as the effect of gender is sensitive to model specification. The results corroborate previous findings about gender patterns in faculty retention and promotion. They suggest that advances have been made when it comes to gender equality in retention and promotion, but important differences still persist.

Medical School Salary Study, 1970-71.

ERIC Educational Resources Information Center

Association of American Medical Colleges, Washington, DC.

The Association of American Medical Colleges conducted a survey by means of a questionnaire in 1970-71 to determine the salaries of medical school faculties. Ninety-three schools submitted returns; salaries for 4,366 basic scientists and 12,701 clinical scientists are reported. The areas covered include strict full-time faculty by department, and…

Pleasure and Pain: Faculty and Administrators in a Shared Governance Environment.

ERIC Educational Resources Information Center

Fitzgerald, Sallyanne H.

1998-01-01

Describes frictions inherent in the decision-making process at a California community college, where shared governance is both clearly defined and mandated. Discusses responsibility versus consultation and offers two successful examples (regarding the writing center and the basic writing program) in which faculty were involved in the decision and…

Curricular Learning Communities and Unprepared Students: How Faculty Can Provide a Foundation for Success

ERIC Educational Resources Information Center

Engstrom, Cathy McHugh

2008-01-01

The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…

Factors Affecting the Acquisition and Retention of College Faculty. Final Report.

ERIC Educational Resources Information Center

Balyeat, Ralph E.

Employment satisfactions and dissatisfactions, with the accompanying levels of faculty morale and motivation, may be classified into 2 groups: those derived from the basic salary, and those derived from factors, practices and conditions not related to the salary, or so-called fringe benefits. This study was designed to identify and to…

Capturing citation activity in three health sciences departments: a comparison study of Scopus and Web of Science.

PubMed

Sarkozy, Alexandra; Slyman, Alison; Wu, Wendy

2015-01-01

Scopus and Web of Science are the two major citation databases that collect and disseminate bibliometric statistics about research articles, journals, institutions, and individual authors. Liaison librarians are now regularly called upon to utilize these databases to assist faculty in finding citation activity on their published works for tenure and promotion, grant applications, and more. But questions about the accuracy, scope, and coverage of these tools deserve closer scrutiny. Discrepancies in citation capture led to a systematic study on how Scopus and Web of Science compared in a real-life situation encountered by liaisons: comparing three different disciplines at a medical school and nursing program. How many articles would each database retrieve for each faculty member using the author-searching tools provided? How many cited references for each faculty member would each tool generate? Results demonstrated troubling differences in publication and citation activity capture between Scopus and Web of Science. Implications for librarians are discussed.

Awareness of basic life support among dental practitioners.

PubMed

Baduni, Neha; Prakash, Prem; Srivastava, Dhirendra; Sanwal, Manoj Kumar; Singh, Bijender Pal

2014-01-01

It is important that every member of our community should be trained in effective BLS technique to save lives. At least doctors including dental practitioners, and medical and paramedical staff should be trained in high quality CPR, as it is a basic medical skill which can save many lives if implemented timely. Our aim was to study the awareness of Basic Life Support (BLS) among dental students and practitioners in New Delhi. This cross sectional study was conducted by assessing responses to 20 selected questions pertaining to BLS among dental students, resident doctors/tutors, faculty members and private practitioners in New Delhi. All participants were given a printed questionnaire where they had to mention their qualifications and clinical experience, apart from answering 20 questions. Data was collected and evaluated using commercially available statistical package for social sciences (SPSS version 12). One hundred and four responders were included. Sadly, none of our responders had complete knowledge about BLS. The maximum mean score (9.19 ± 1.23) was obtained by dentists with clinical experience between 1-5 years. To ensure better and safer healthcare, it is essential for all dental practitioners to be well versed with BLS.

STFM Behavioral Science/Family Systems Educator Fellowship: Evaluation of the First 4 Years.

PubMed

Gorski, Victoria; Taylor, Deborah A; Fletcher, Jason; Burge, Sandra K

2015-01-01

The discipline of family medicine has long valued the behavioral sciences. Most residency training programs employ a clinical psychologist, social worker, or family therapist to deliver behavioral science curriculum to their residents. However, the cultures and content of training for behavioral sciences and medical professions are quite different, leaving the lone behavioral scientist feeling professionally isolated and unprepared to translate knowledge and skills into tools for the family physician. In response to this need, a group of family medicine educators developed an STFM-sponsored fellowship for behavioral science faculty. The goals of the program were to improve fellows' understanding of the culture of family medicine, provide a curricular toolbox for the behavioral sciences, promote scholarship, and develop a supportive professional network. Senior behavioral science faculty at STFM developed a 1-year fellowship program, featuring "classroom learning" at relevant conferences, mentored small-group interactions, and scholarly project requirements. Achievement of program goals was evaluated annually with pre- and post-fellowship surveys. From 2010 to 2014, 59 fellows completed the program; most were psychologists or social workers; two thirds were women. One month after graduation, fellows reported significant increases in understanding the culture of medicine, improved confidence in their curricula and scholarship, and expanded professional networks, compared to pre-fellowship levels. The program required many hours of volunteer time by leaders, faculty, and mentors plus modest support from STFM staff. Leaders in family medicine education, confronted by the need for inter-professional development, designed and implemented a successful training program for behavioral science faculty.

Which Factor, Teaching or Writing, Contributes More to Faculty Development?

ERIC Educational Resources Information Center

Boice, Robert

The effect of a highly-structured faculty development program that focused on improving teaching skills and writing productivity through weekly individual sessions was studied with 16 social sciences faculty. Participants were alternatively assigned to one of four groups that emphasized development in teaching skills, writing productivity, or a…

Faculty at Work: Focus on Research, Scholarship, and Service.

ERIC Educational Resources Information Center

Blackburn, Robert T.; And Others

1991-01-01

A study compared selected personal and environmental motivational variables in college faculty with allocation of work effort to research, scholarship, and service. Faculty were from eight liberal arts and sciences departments in a range of institution types. For all institutional types, self-valuation motivators significantly accounted for the…

Student Achievement and Retention: Can Professional Development Programs Help Faculty GRASP It?

ERIC Educational Resources Information Center

McShannon, Judy; Hynes, Patricia

2005-01-01

Many faculty developers have difficulty involving engineering and science faculty in instructional development. Engineering professors are particularly quick to discount the relevance of teaching workshops, and many argue teaching methods presented in workshops lead to lower standards and inflated grades. This paper presents a successful…

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…

Social Science Instructional Modules Workshop.

ERIC Educational Resources Information Center

Nelson, Elizabeth; Nelson, Edward

The five instructional packages in this collection were created by faculty members in the California State Universities to introduce students--and even faculty--to the easy steps involved in working with computers in instructional settings. Designed for students and faculty in entry-level courses who have little or no background in quantitative…

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…

Thin Skin, Deep Damage: Addressing the Wounded Writer in the Basic Writing Course

ERIC Educational Resources Information Center

Boone, Stephanie D.

2010-01-01

How do institutions and their writing faculties see basic writers? What assumptions about these writers drive writing curricula, pedagogies and assessments? How do writing programs enable or frustrate these writers? How might course design facilitate the outcomes we envision? This article argues that, in order to teach basic writers to enter…

An Investigation of Faculty Relationships as a Source of Motivation for STEM Undergraduates at a Historically Black University

NASA Astrophysics Data System (ADS)

Mitchell, Aquila

2011-12-01

The expansion of STEM education and career opportunities among underrepresented populations is a national priority. Therefore, more research is needed that examines the institutional, instructional and individual factors related to African American students' success in these fields. This dissertation study was drawn from a larger mixed-methods longitudinal study (Freeman and Winston, 2007). It utilized a concurrent embedded design of mixed methods (Creswell, 2009), to investigate faculty relationships as a source of motivation for STEM undergraduates at a HBCU. Bandura's (1986) social cognitive theory was the theoretical basis for this study. The following research questions were examined: (a) What is the nature of student-faculty relationships among STEM undergraduates attending an HBCU; (b) How does the nature of faculty student relationships vary by gender and STEM major; (c) How do student-faculty relationships influence students' persistence in STEM, self-concept of ability in mathematics and in science and grade point average; and (d) Does the influence of student-faculty relationships on self-concept of ability in mathematics and in science and grade point average vary by gender and STEM major? Freshman college students (N=167) who had a declared major in STEM fall 2009 were participants in this study. Students were predominately Black/African American (82%) and predominately female (71%). The Student-Professor Interaction Scale (SPIS) was used to measure various dimensions of student-faculty interactions (Cokley, Komarraju, Rosales, et al., 2006). The Experiences with Faculty Scale (Pace & Kuh, 1998) was used to measure the frequency of student's experiences with faculty. Self-Concept of Ability Scales in Mathematics and in Science (Marsh, 1999) was used to measure students' global perception of their abilities. An open-ended question was designed to expand and provide breadth to the quantitative results. Findings indicated that student-faculty relationships had a statistically significant influence on students self concept of ability in mathematics and in science, GPA and persistence. In addition, gender moderated the relationship between respectful interactions and self-concept of ability in mathematics. This study adds to the scholarly body of research by providing a perspective on African American student achievement and success within STEM and the role the HBCU professor plays in their motivation and achievement.

Developing Resources for Teaching Ethics in Geoscience

NASA Astrophysics Data System (ADS)

Mogk, David W.; Geissman, John W.

2014-11-01

Ethics education is an increasingly important component of the pre-professional training of geoscientists. Geoethics encompasses the values and professional standards required of geoscientists to work responsibly in any geoscience profession and in service to society. Funding agencies (e.g., the National Science Foundation, the National Institutes of Health) require training of graduate students in the responsible conduct of research; employers are increasingly expecting their workers to have basic training in ethics; and the public demands the highest standards of ethical conduct by scientists. However, there is currently no formal course of instruction in ethics in the geoscience curriculum, and few faculty members have the experience, resources, and sometimes willingness required to teach ethics as a component of their geoscience courses.

Perspectives of the teaching in astronomy in Peru at the present time

NASA Astrophysics Data System (ADS)

Aguilar, M. L.

1998-11-01

(1)1st. VLP-IAU., Com. 46 : Failed experience in Peru? There are a lot of reasons to explain why the PhD and Mg peruvians do not want to return to Peru. Then, what shall we do? (2)For experience , the faculties of education have more opportunity than faculties of sciences to insert new topics in the national education reforms. Now, we are penetrating in two faculties of education, with astronomical observatories to teaching and scientific research. The sun and variable stars are selected objects. Modern technology and spatial sciences are introduced.

Who Publishes in Top-Tier Library Science Journals? An Analysis by Faculty Status and Tenure

ERIC Educational Resources Information Center

Galbraith, Quinn; Smart, Elizabeth; Smith, Sara D.; Reed, Megan

2014-01-01

This study analyzes the status and background of authors publishing in high-impact library science journals. Twenty-three high-impact journals were selected in this study by both quantitative and qualitative measures, while the analysis of author background focuses on whether the author holds a faculty status position with a tenure track. This…

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

ERIC Educational Resources Information Center

National Academies Press, 2006

2006-01-01

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

A Survey of Physical Sciences, Engineering and Mathematics Faculty Regarding Author Fees in Open Access Journals

ERIC Educational Resources Information Center

Cusker, Jeremy; Rauh, Anne E.

2014-01-01

Discussions of the potential of open access publishing frequently must contend with the skepticism of research authors regarding the need to pay author fees (also known as publication fees). With that in mind, the authors undertook a survey of faculty, postdocs, and graduate students in physical science, mathematics, and engineering fields at two…

Assessing Student Knowledge of Chemistry and Climate Science Concepts Associated with Climate Change: Resources to Inform Teaching and Learning

ERIC Educational Resources Information Center

Versprille, Ashley; Zabih, Adam; Holme, Thomas A.; McKenzie, Lallie; Mahaffy, Peter; Martin, Brian; Towns, Marcy

2017-01-01

Climate change is one of the most critical problems facing citizens today. Chemistry faculty are presented with the problem of making general chemistry content simultaneously relevant and interesting. Using climate science to teach chemistry allows faculty to help students learn chemistry content in a rich context. Concepts related to…

How Do Science, Technology, Engineering, and Mathematics Minority Faculty Members Describe Their Experiences of Graduate Student and Faculty Socialization?

ERIC Educational Resources Information Center

Johnson, Ayana M.

2012-01-01

To remain globally competitive in science, technology, engineering, and mathematics (STEM), we must increase our number of underrepresented minority scientists (URMs) as our country's population becomes more diverse. For URMs to move up the educational and professional ranks, they need to be properly socialized as graduate students and…

Investigation of Relationship between Theoretical Practice Course Success and Attendance

ERIC Educational Resources Information Center

Dalkiran, Oguzhan

2018-01-01

The aim of the study is to determine the relationship between the attendance of theoretical and applied field courses and the success status of the students attending Sports Science Faculty. The data of the study consisted of 68 female and 88 male students in the Faculty of Sports Sciences; two lectures and two practicals, and 624 grade points and…

Salary-Trend Studies of Faculty for the Year 1989-90 and 1992-93 in the Following Academic Disciplines/Major Fields: Accounting...Geology.

ERIC Educational Resources Information Center

Howe, Richard D.; And Others

This volume provides comparative data for faculty salaries in public and private colleges and universities, based on two surveys of 738 and 485 institutions conducted in 1988-89 and 1992-93 respectively. Data are provided for the following disciplines: Accounting; Anthropology; Biological Sciences/Life Sciences; Business Administration and…

Impact of Redesigning a Large-Lecture Introductory Earth Science Course to Increase Student Achievement and Streamline Faculty Workload

ERIC Educational Resources Information Center

Kapp, Jessica L.; Slater, Timothy F.; Slater, Stephanie J.; Lyons, Daniel J.; Manhart, Kelly; Wehunt, Mary D.; Richardson, Randall M.

2011-01-01

A Geological Perspective is a general education survey course for non-science majors at a large southwestern research extensive university. The class has traditionally served 600 students per semester in four 150-student lectures taught by faculty, and accompanied by optional weekly study groups run by graduate teaching assistants. We radically…

Graduate Students from Developing Countries in U.S. Science Departments. A Handbook for Department Chairs and Faculty Members.

ERIC Educational Resources Information Center

American Association for the Advancement of Science, Washington, DC.

This guide is intended to assist college faculty members working with graduate students from developing nations who may need help bridging the gap between their educational backgrounds and the requirements of graduate science programs which are primarily planned for U.S. students. Differences are noted in the pre-graduate school training of such…

The Labor Market for PhDs in Science and Engineering: Career Outcomes.

ERIC Educational Resources Information Center

Solmon, Lewis C.; Hurwicz, Margo-Lea

The outcomes of the employment situation for science and engineering PhDs were assessed through a survey of college and university departments and faculty members who had accepted new academic jobs or who had left academic jobs for other positions within the last three years. Faculty members who had accepted their first job after receiving the…

A Citation Analysis of Atmospheric Science Publications by Faculty at Texas A&M University

ERIC Educational Resources Information Center

Kimball, Rusty; Stephens, Jane; Hubbard, David; Pickett, Carmelita

2013-01-01

A citation analysis of publications produced by the Department of Atmospheric Sciences faculty at Texas A&M University was conducted. This study included a detailed analysis of 5,082 cited publications by source, format, and age. TAMU Libraries holdings were then assessed using the works cited within the context of the 80/20 rule. The sources…

Citation analysis of faculty publication: beyond Science Citation Index and Social Science Citation Index.

PubMed Central

Reed, K L

1995-01-01

When evaluated for promotion or tenure, faculty members are increasingly judged more on the quality than on the quantity of their scholarly publications. As a result, they want help from librarians in locating all citations to their published works for documentation in their curriculum vitae. Citation analysis using Science Citation Index and Social Science Citation Index provides a logical starting point in measuring quality, but the limitations of these sources leave a void in coverage of citations to an author's work. This article discusses alternative and additional methods of locating citations to published works. PMID:8547915

Citation analysis of faculty publication: beyond Science Citation Index and Social Science Citation Index.

PubMed

Reed, K L

1995-10-01

When evaluated for promotion or tenure, faculty members are increasingly judged more on the quality than on the quantity of their scholarly publications. As a result, they want help from librarians in locating all citations to their published works for documentation in their curriculum vitae. Citation analysis using Science Citation Index and Social Science Citation Index provides a logical starting point in measuring quality, but the limitations of these sources leave a void in coverage of citations to an author's work. This article discusses alternative and additional methods of locating citations to published works.

Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University

NASA Astrophysics Data System (ADS)

Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.

2015-12-01

Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project (www.madeclear.org). Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre-service teachers to use their lesson plans to teach the climate change content in the middle school science classes. This will mutually help the middle school science teachers' to learn and use the materials provided by the pre-service teachers and also pre-service teachers' to improve their teaching skills on climate change content.

Evaluation of Faculty

PubMed Central

Aburawi, Elhadi; McLean, Michelle; Shaban, Sami

2014-01-01

Objectives: Student evaluation of individual teachers is important in the quality improvement cycle. The aim of this study was to explore medical student and faculty perceptions of teacher evaluation in the light of dwindling participation in online evaluations. Methods: This study was conducted at the United Arab Emirates University College of Medicine & Health Sciences between September 2010 and June 2011. A 21-item questionnaire was used to investigate learner and faculty perceptions of teacher evaluation in terms of purpose, etiquette, confidentiality and outcome on a five-point Likert scale. Results: The questionnaire was completed by 54% of faculty and 23% of students. Faculty and students generally concurred that teachers should be evaluated by students but believed that the purpose of the evaluation should be explained. Despite acknowledging the confidentiality of online evaluation, faculty members were less sure that they would not recognise individual comments. While students perceived that the culture allowed objective evaluation, faculty members were less convinced. Although teachers claimed to take evaluation seriously, with Medical Sciences faculty members in particular indicating that they changed their teaching as a result of feedback, students were unsure whether teachers responded to feedback. Conclusion: Despite agreement on the value of evaluation, differences between faculty and student perceptions emerged in terms of confidentiality and whether evaluation led to improved practice. Educating both teachers and learners regarding the purpose of evaluation as a transparent process for quality improvement is imperative. PMID:25097772

Excellence in teaching for promotion and tenure in animal and dairy sciences at doctoral/research universities: a faculty perspective.

PubMed

Wattiaux, M A; Moore, J A; Rastani, R R; Crump, P M

2010-07-01

In this study, animal or dairy sciences faculty from doctoral/research universities were surveyed to clarify teaching performance expectations for the purpose of promotion and tenure of assistant professors. A survey tool including 15 evaluation criteria was available online and at the registration desk of the 2005 Joint Annual Meeting of the American Dairy Science Association and the American Society of Animal Science. The analyzed data set included 47 faculty (41 tenured and 6 tenure-track) with a substantial teaching responsibility from 27 different departments in 25 states. Four criteria were perceived as currently overemphasized: student evaluation of the instructor, student evaluation of the course, authoring peer-reviewed publications, and authoring an undergraduate textbook or book chapter. Nevertheless, more than 50% of respondents reported that these criteria should be used. One criterion emerged as being currently underemphasized: documentation of personal assessment of one's own teaching by preparing a portfolio. The lack of consensus for the remaining 10 items may have reflected substantial differences in institutional practices. The significance of overemphasis or underemphasis of certain criteria varied substantially depending on the respondent's perceived institutional mission. When asked about recognition within their department, 68% of respondents indicated that efforts in teaching improvement were properly rewarded. Respondents doubted the meaningfulness and appropriateness of student ratings tools as currently used. Results also suggested that animal and dairy science faculty placed a higher value on criteria recognizing excellence in teaching based on intradepartmental recognition (e.g., interactions with close-up peers and students) rather than recognition within a broader community of scholars as evidenced by authorship or success in generating funding for teaching. Proposed improvements in the evaluation of teaching for promotion and tenure include 1) providing tenure-track faculty with written guidelines at the time of hiring; 2) ensuring that student ratings tools are reliable and valid; 3) carefully mentoring new faculty within the departmental and institutional culture; and 4) encouraging self-reflection and documentation of attempts to address pedagogical issues in one's own teaching. Educational leaders in doctoral/research universities should promote changes to enhance teaching performance of future faculty graduating from their institutions. Copyright (c) 2010 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Emerging Geoscience Education Research at the University of British Columbia

NASA Astrophysics Data System (ADS)

Jones, F. M.; Harris, S.; Wieman, C.; Gilley, B.; Lane, E.; Caulkins, J.

2009-12-01

Geoscience education research (GER) in UBC’s Department of Earth and Ocean Sciences (EOS) began due to a well funded 5-yr Faculty of Science project called the Carl Wieman Science Education Initiative (CWSEI). This initiative takes an evidence-based, scientific approach to improving education by 1) establishing what students should learn; 2) scientifically measuring what students are learning; 3) adapting instruction and curricula using effective technologies and pedagogical research; and 4) disseminating and adopting what works. The presentation will discuss how this initiative has fostered a growing GER presence within our Department. CWSEI funding has enabled the EOS Department to hire 4 full-time Science Teaching and Learning Fellows (STLFs) who work directly with faculty to optimize courses and curricula. Much of the effort goes into developing active learning opportunities and rigorous ways to measure student learning and attitudes. Results serve as feedback for both students and instructors. Over 10 research projects have so far been initiated as a result of course and curriculum transformation. Examples include studies about: student attitudes towards Earth and Ocean Sciences; the effects of multiple instructors in courses; links between student in-class engagement and pedagogy; how certain instructional interventions promote metacognition; and others. Also, many modified courses use pre- and post-testing to measure learning gains. One undergraduate honors thesis, about assessing conceptual understanding of geological time, has been completed. Keys to fostering GER in our setting include: (1) faculty commitment to change, based on funding from CWSEI, (2) full-time Earth scientists (STLFs) who catalyze and support change, and (3) support from CWSEI science education experts. Specifically: - STLFs are trained Earth scientists but were not initially science education experts. Continuous support from CWSEI has been crucial for building expertise about how science is learned. - STLFs neither teach nor do course development alone. Rather, they bring dedication, focus, and enthusiasm to work with faculty members, and involve them in research aspects of the project. - Faculty effort is supported with reduced teaching loads. By project’s end, most (45-50) faculty members will have participated. Already, some have begun to actively pursue GER. - Students are involved: a new geoscience education course encourages graduate students to adopt scientific approaches to teaching early in their careers, and we engage undergraduates to assist with collection and analysis of education research data. Sustaining GER is challenging, therefore all reporting requirements are designed with transfer and sustainable practice in mind. Half way into the project, we have involved over 60% of our teaching faculty, worked on over 20 courses, and initiated several projects that affect our Department’s teaching in general. Faculty are beginning to engage in their own GER projects by observing where improvement is desirable, proposing and implementing changes, and measuring the effects. This scientific approach to teaching and learning is helping catalyze a sustainable GER presence in our department.

Smart Board Technology Success in Tertiary Institutions: The Case of the UAE University

ERIC Educational Resources Information Center

Al-Qirim, Nabeel

2016-01-01

This research explores teaching-faculty's adoption and usage of the Interactive White Board Technology (IWBT) in UAE University (UAEU). The research findings suggested two perspectives concerning IWBT usage by teaching-faculty in UAEU. The first theme is concerned with IWBT's basic features where the IWBT proved its superiority when compared to…

77 FR 75663 - Notice Pursuant to the National Cooperative Research and Production Act of 1993-Telemanagement Forum

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-21

...; University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, CROATIA; University of Zagreb, Faculty of Transport and Traffic Sciences, Zagreb, CROATIA; EPAEON LTD, Nicosia, CYPRUS; UNIVERSITY OF... Costarricense S.A, San Jose, COSTA RICA; University of Zagreb to University of Zagreb, Faculty of Electrical...

Faculty Epistemological Beliefs as a Mediator to Attitudes toward Persons with Disabilities

ERIC Educational Resources Information Center

Barnard, Lucy; Stevens, Tara; Siwatu, Kamau O.; Lan, William Y.

2007-01-01

Previous research has indicated that university faculty members' attitudes towards students with disabilities varies depending on specific background qualities of those faculty, including gender, type of field (soft or hard science), and type of study (pure or applied). We examined epistemological beliefs as a possible mediator between faculty…

"Different People Have Different Priorities": Work-Family Balance, Gender, and the Discourse of Choice

ERIC Educational Resources Information Center

Beddoes, Kacey; Pawley, Alice L.

2014-01-01

This paper contributes new perspectives on the underrepresentation of female faculty in science, technology, engineering and mathematics (STEM) disciplines by identifying how faculty themselves conceptualize or make sense of the problem. We conducted in-depth interviews with 19 STEM faculty members. The interviews were employed to identify…

Managing Institutional Research Advancement: Implications from a University Faculty Time Allocation Study

ERIC Educational Resources Information Center

Anderson, Derrick M.; Slade, Catherine P.

2016-01-01

While much is known about faculty time allocation, we know very little about how traditional managerial factors influence faculty time allocation behaviors. We know even less about the possible downsides associated with relying on these traditional managerial factors. Using survey data from the National Science Foundation/Department of Energy…

The 1982 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Barfield, B. F. (Editor); Kent, M. I. (Editor); Dozier, J. (Editor); Karr, G. (Editor)

1982-01-01

A NASA/ASEE Summer Faculty Fellowship Research Program was conducted to further the professional knowledge of qualified engineering and science faculty members, to stimulate an exchange of 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 Centers.

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…