Fostering cultural inclusiveness and learning in culturally mixed business classes.

PubMed

Mak, Anita S; Daly, Anne; Barker, Michelle C

2014-01-01

Business educators have advocated that in order to build faculty's intercultural capability, it is vital to provide them with professional development in using intercultural training resources and with "community of practice" support in adapting such resources for enhancing their students' intercultural learning. This approach has been adopted in an Australian action research project titled "Internationalisation at Home" (IaH), which involved providing faculty with professional development adapted from an established intercultural training resource - the EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program. In this paper, we present two case studies of the implementation of the IaH Project in business schools at the University of Canberra and at Griffith University. Lessons learned from the first study were incorporated in the design and evaluation of the second one. Faculty leaders will describe how they engage and support colleagues in adapting components of EXCELL to foster cultural inclusiveness and facilitate students' intercultural competence development. As part of project evaluation, we hypothesised that students who participated in IaH courses would report greater levels of (1) cultural inclusiveness in their educational environment, and (2) cultural learning development, compared with students who were not enrolled in IaH courses. Research participants in the Canberra case study comprised an intervention group of 140 business undergraduates enrolled in an IaH course, and a control group of 59 non-IaH undergraduates. At Griffith, participants were 211 first year management students in the intervention group and 84 students enrolled in a non-IaH first year course. In each case study, an end-of-semester survey showed that students who had completed courses with the IaH project intervention reported significantly greater levels of perceived cultural inclusiveness in multicultural classes, and of cultural learning development, than students in the control group. Faculty's reflections on project processes and outcomes further suggest that implementing strategic, structured active learning interventions such as in the IaH Project, could bring about more productive social interactions in multicultural classes and benefit domestic and especially international students. We will discuss implications of the findings for students' intercultural learning, faculty's needs for continual professional development, and the role of institutional support in intercultural competence development.

Evaluating ambulatory care training in Firoozgar hospital based on Iranian national standards of undergraduate medical education

PubMed Central

Sabzghabaei, Foroogh; Salajeghe, Mahla; Soltani Arabshahi, Seyed Kamran

2017-01-01

Background: In this study, ambulatory care training in Firoozgar hospital was evaluated based on Iranian national standards of undergraduate medical education related to ambulatory education using Baldrige Excellence Model. Moreover, some suggestions were offered to promote education quality in the current condition of ambulatory education in Firoozgar hospital and national standards using the gap analysis method. Methods: This descriptive analytic study was a kind of evaluation research performed using the standard check lists published by the office of undergraduate medical education council. Data were collected through surveying documents, interviewing, and observing the processes based on the Baldrige Excellence Model. After confirming the validity and reliability of the check lists, we evaluated the establishment level of the national standards of undergraduate medical education in the clinics of this hospital in the 4 following domains: educational program, evaluation, training and research resources, and faculty members. Data were analyzed according to the national standards of undergraduate medical education related to ambulatory education and the Baldrige table for scoring. Finally, the quality level of the current condition was determined as very appropriate, appropriate, medium, weak, and very weak. Results: In domains of educational program 62%, in evaluation 48%, in training and research resources 46%, in faculty members 68%, and in overall ratio, 56% of the standards were appropriate. Conclusion: The most successful domains were educational program and faculty members, but evaluation and training and research resources domains had a medium performance. Some domains and indicators were determined as weak and their quality needed to be improved, so it is suggested to provide the necessary facilities and improvements by attending to the quality level of the national standards of ambulatory education PMID:29951400

Diversity dynamics: The experience of male Robert Wood Johnson Foundation nurse faculty scholars.

PubMed

Brody, Abraham A; Farley, Jason E; Gillespie, Gordon L; Hickman, Ronald; Hodges, Eric A; Lyder, Courtney; Palazzo, Steven J; Ruppar, Todd; Schiavenato, Martin; Pesut, Daniel J

Managing diversity dynamics in academic or clinical settings for men in nursing has unique challenges resulting from their minority status within the profession. The purpose of this study was to share challenges and lessons learned identified by male scholars in the Robert Wood Johnson Foundation Nurse Faculty Scholars program and suggest strategies for creating positive organizations promoting inclusive excellence. Multiple strategies including informal mentored discussions and peer-to-peer dialogue throughout the program, formal online surveys of scholars and National Advisory Committee members, and review of scholar progress reports were analyzed as part of the comprehensive evaluation plan of the program. Diversity dynamic issues include concerns with negative stereotyping, microaggression, gender intelligence, and differences in communication and leadership styles. Male nurse faculty scholars report experiencing both opportunities and challenges residing in a predominately female profession. This article attempts to raise awareness and suggest strategies to manage diversity dynamics in service of promoting the development of a culture of health that values diversity and inclusive excellence for both men and women in academic, research, and practice contexts. Copyright © 2017 Elsevier Inc. All rights reserved.

Maintaining Faculty Excellence. New Directions for Community Colleges, Number 79.

ERIC Educational Resources Information Center

Kroll, Keith, Ed.

1992-01-01

Offering new perspectives on community college faculty recruitment and training, and on the renewal of current faculty, this journal issue contains articles on preservice training, faculty development, and teacher improvement. The following 10 chapters are included: (1) "Quo Vadis: Staffing the People's College 2000," by Michael H. Parsons, which…

Evaluating University Physical Activity Courses from Student and Instructor Perspectives

ERIC Educational Resources Information Center

Beaudoin, Christina; Parker, Tonya; Tiemersma, Karol; Lewis, Colleen

2018-01-01

This article presents the results of a survey of student and faculty perspectives within a university-level instructional physical activity (PA) program. The results revealed that students enrolled in the courses primarily for enjoyment and to stay fit. A majority of students ranked the quality of instruction as excellent, were interested in new…

Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education

ERIC Educational Resources Information Center

Garran, Ann Marie; Kang, Hye-Kyung; Fraser, Edith

2014-01-01

The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues…

Curriculum Redesign in Veterinary Medicine: Part II.

PubMed

Macik, Maria L; Chaney, Kristin P; Turner, Jacqueline S; Rogers, Kenita S; Scallan, Elizabeth M; Korich, Jodi A; Fowler, Debra; Keefe, Lisa M

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. On a larger scale, a comprehensive redesign effort involves forming a dedicated faculty redesign team, developing program learning outcomes, mapping the existing curriculum, and reviewing the curriculum in light of collected stakeholder data. The faculty of the Texas A&M University College of Veterinary Medicine & Biomedical Sciences (TAMU) recently embarked on a comprehensive curriculum redesign effort through partnership with the university's Center for Teaching Excellence. Using a previously developed evidence-based model of program redesign, TAMU created a process for use in veterinary medical education, which is described in detail in the first part of this article series. An additional component of the redesign process that is understated, yet vital for success, is faculty buy-in and support. Without faculty engagement, implementation of data-driven curricular changes stemming from program evaluation may be challenging. This second part of the article series describes the methodology for encouraging faculty engagement through the final steps of the redesign initiative and the lessons learned by TAMU through the redesign process.

A faculty created strategic plan for excellence in nursing education.

PubMed

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

2014-02-08

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

Supporting voluntary faculty members in departments of psychiatry.

PubMed

Magen, Jed; Ley, Alyse

2011-01-01

Unpaid voluntary faculty members do substantial amounts of teaching in medical schools. This article discusses strategies for recruitment, retention, and development for these individuals. The authors describe a compendium of literature searches and their own experience administering a large medical student education program and residency programs. Voluntary faculty members are internally motivated to teach. Concrete or monetary compensation is much less valued than simple acknowledgment and teaching-excellence awards. Departments should thoughtfully decide how they wish to reward voluntary faculty members for their contributions. Small gestures of gratitude generally are appreciated out of proportion to their intrinsic value. Departments can successfully retain excellent teachers who contribute to the educational mission without spending scarce resources. Copyright © 2011 Academic Psychiatry

Objective, Way and Method of Faculty Management Based on Ergonomics

ERIC Educational Resources Information Center

WANG, Hong-bin; Liu, Yu-hua

2008-01-01

The core problem that influences educational quality of talents in colleges and universities is the faculty management. Without advanced faculty, it is difficult to cultivate excellent talents. With regard to some problems in present faculty construction of colleges and universities, this paper puts forward the new objectives, ways and methods of…

Educational Leadership in Teaching Excellence: The University of Guelph EnLITE Program

ERIC Educational Resources Information Center

Buchholz, Andrea; Wolstenholme, Janet

2014-01-01

Educational Leadership in Teaching Excellence (EnLITE) is a one-year program (Sept to Aug) at the University of Guelph. It is designed to engage mid-career faculty in the theory, practice and scholarship of teaching and learning, and to establish and support a faculty community of practice which provides mentorship and leadership in teaching and…

TOWARDS DEVELOPING A SUSTAINABLE FACULTY DEVELOPMENT PROGRAM: An Initiative of an American Medical School in Lebanon.

PubMed

Rahal, Boushra; Mansour, Nabil; Zaatari, Ghazi

2015-01-01

The American University of Beirut Faculty of Medicine (AUB-FM) strategy is to develop faculty members (fm) skills by sponsoring local and international scientific activities has been in place for over three decades, and remains dependent on individuals' efforts. In 2011-2012, Faculty Development Program (FDP) was introduced to develop faculty leadership, business skills in medicine, fulfill personal and professional goals, followed by a five-year plan to cover five themes: Management/Leadership, Marketing, Finance, Strategic Planning and Communications with the purpose of integrating these themes in medical practice. A survey was sent to all departments at AUB-FM in 2011 to assess needs and determine themes. Nine workshops were conducted, followed by post-workshop evaluation. 117 fm responded to needs assessment surveys. Respondents had on average 15 years in clinical practice, 50% with extensive to moderate administrative experience; 71% assumed administrative responsibilities at least once, 56% in leadership positions. Faculty attendance dropped midway from 69 to 19, although workshops were rated very good to excellent. Although faculty were interested in FDP, the drop in attendance might be attributed to: challenges to achieve personal and professional goals while struggling to fulfill their roles, satisfy promotion requirements and generate their income. FDP has to be aligned with FM strategic goals and faculty objectives, be complimentary to a faculty mentoring program, provide rewards, and be supported by a faculty progression tool.

Educational Development at a Moderate-sized University.

ERIC Educational Resources Information Center

Shucard, Alan R.

1978-01-01

One approach to institutional renewal and faculty development uses a teaching resource center run by and for faculty members, as illustrated in this article by the Center for Teaching Excellence at the University of Wisconsin-Parkside. It has improved instruction and raised faculty morale. (Author/LBH)

Promoting the advancement of minority women faculty in academic medicine: the National Centers of Excellence in Women's Health.

PubMed

Wong, E Y; Bigby, J; Kleinpeter, M; Mitchell, J; Camacho, D; Dan, A; Sarto, G

2001-01-01

Minority physicians provide care in a manner that promotes patient satisfaction and meets the needs of an increasingly diverse U.S. population. In addition, minority medical school faculty bring diverse perspectives to research and teach cross-cultural care. However, men and women of color remain underrepresented among medical school faculty, particularly in the higher ranks. National data show that although the numbers of women in medicine have increased, minority representation remains essentially static. Studying minority women faculty as a group may help to improve our understanding of barriers to diversification. Six National Centers of Excellence in Women's Health used a variety of approaches in addressing the needs of this group. Recommendations for other academic institutions include development of key diversity indicators with national benchmarks, creation of guidelines for mentoring and faculty development programs, and support for career development opportunities.

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

PubMed

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

2017-01-01

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

Diversity and Privilege

ERIC Educational Resources Information Center

Maher, Frances A.; Tetreault, Mary Kay

2009-01-01

Efforts to diversify university faculties began almost forty years ago. Since then, the number of white women faculty and faculty of color on U.S. campuses has grown slowly but steadily. At the same time, the explanatory framework for this shift--what they call the "terms of inclusion"--has changed profoundly. "Diversity" and "excellence" were…

"Colloquium": A Conversation about Excellence.

ERIC Educational Resources Information Center

Nist, Elizabeth A.

Small community or vocational colleges often face the problem of trying to run quality academic programs with adjunct or part-time faculty who have little contact with the regular faculty and little say in policy-making. The Utah Valley Community College writing program, which successfully combined regular and adjunct faculty in planning and…

Dental education and evidence-based educational best practices: bridging the great divide.

PubMed

Masella, Richard S; Thompson, Thomas J

2004-12-01

Research about educational best practices is negatively perceived by many dental faculty. Separation between teaching and learning strategies commonly employed in dental education and evidence-based educational techniques is real and caused by a variety of factors: the often incomprehensible jargon of educational specialists; traditional academic dominance of research, publication, and grantsmanship in faculty promotions; institutional undervaluing of teaching and the educational process; and departmentalization of dental school governance with resultant narrowness of academic vision. Clinician-dentists hired as dental school faculty may model teaching activities on decades-old personal experiences, ignoring recent educational evidence and the academic culture. Dentistry's twin internal weaknesses--factionalism and parochialism--contribute to academic resistance to change and unwillingness to share power. Dental accreditation is a powerful impetus toward inclusion of best teaching and learning evidence in dental education. This article will describe how the gap between traditional educational strategies and research-based practices can be reduced by several approaches including dental schools' promotion of learning cultures that encourage and reward faculty who earn advanced degrees in education, regular evaluation of teaching by peers and educational consultants with inclusion of the results of these evaluations in promotion and tenure committee deliberations, creating tangible reward systems to recognize and encourage teaching excellence, and basing faculty development programs on adult learning principles. Leadership development should be part of faculty enrichment, as effective administration is essential to dental school mission fulfillment. Finally, faculty who investigate the effectiveness of educational techniques need to make their research more available by publishing it, more understandable by reducing educational jargon, and more relevant to the day-to-day teaching issues that dental school faculty encounter in classrooms, labs, and clinics.

Faculty Hiring and Development at BYU: Perspectives of a Recent Hire and Department Chair

NASA Astrophysics Data System (ADS)

Turley, R. Steven

2002-04-01

I will present a personal perspective on the transition from an industrial to an academic physicist. For those planning on a similar transition, I will mention several things that were helpful in preparing myself, marketing myself, and adapting to an academic setting. For instance, a significant difference between academic and industrial physics is the responsibility of classroom teaching. Several things that proved particularly useful in improving my own teaching were mentoring teaching partnerships, student evaluations, help in the tenure and promotion process, and programs available from our Faculty Center. From my current perspective as a department chair, I will further discuss mentoring practices I have found helpful with other new faculty. These include such things as inviting mentors to participate with new faculty in development workshops and providing financial and other recognition for participation as a mentor. In addition to developing professional skills, I have found that good mentoring is particularly critical in encouraging new faculty to adapt to departmental culture. Finally, I will discuss ideas I have found helpful in successfully recruiting new faculty. This involves researching, identifying, and actively recruiting faculty we think will build our department. For us, it has not been sufficient to passively rely on responses from applicants to advertisements and word-of-mouth inquiries. Through careful hiring and effective mentoring, we have developed an excellent record of having our faculty being successful in the tenure process.

Nursing and academic merit: is there a fit?

PubMed

DeMarco, Rosanna; Brush, Barbara L; Dylis, Ann M

2004-12-01

Academic workplaces for nursing faculty who are primarily White women present many opportunities to excel. In this article, we offer a gender-specific examination and critique regarding what nursing faculty do well and why this may not be recognized. We also suggest solutions for placing value on what nursing faculty bring to this work setting.

On Being a Mentor: A Guide for Higher Education Faculty

ERIC Educational Resources Information Center

Johnson, Brad W.

2006-01-01

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

Reciprocal Engagement: The Process of Pedagogical Innovation among Faculty at Research Universities

ERIC Educational Resources Information Center

Boden, Karen E.

2012-01-01

Research Universities: very high research activity (RU/VH) faculty often emphasize research compared with teaching or service in their work. However, some faculty still intentionally endeavor to be excellent teachers by innovating pedagogy to enhance student learning. This qualitative study focused on developing a theory to describe the process…

The culture of academic medicine: faculty perceptions of the lack of alignment between individual and institutional values.

PubMed

Pololi, Linda; Kern, David E; Carr, Phyllis; Conrad, Peter; Knight, Sharon

2009-12-01

Energized, talented faculty are essential to achieving the missions of academic medical centers (AMCs) in education, research and health care. The alignment of individuals' values with workplace experiences are linked to meaningfulness of work and productivity. To determine faculty values and their alignment with institutional values. A qualitative hypothesis-generating interview study to understand the professional experiences of faculty and organizational approach in five AMCs that were nationally representative in regional and organizational characteristics. Analysis was inductive and data driven. Using stratified, purposeful sampling, we interviewed 96 male and female faculty at different career stages (early career, plateaued, senior faculty and those who had left academic medicine) and diverse specialties (generalists, medical and surgical subspecialists, and research scientists). Dominant themes that emerged from the data. Faculty described values relating to excellence in clinical care, community service (including care for the underserved and disadvantaged), teaching, intellectual rigor/freedom and discovery, all values that mirror the stated missions of AMCs. However, many faculty also described behaviors that led them to conclude that their AMCs, in practice, undervalued excellence in clinical care, and their social and educational missions. Themes were seen across gender, career stage, race and discipline, except that female leaders appeared more likely than male leaders to identify incongruence of individual values and organizational practices. In this study of five diverse medical schools, faculty values were well aligned with stated institutional missions; however, many perceived that institutional behaviors were not always aligned with individual faculty values.

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

ERIC Educational Resources Information Center

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

2006-01-01

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

[The Construction of the Faculty of Hamheung Medical College in North Korea, 1946-48: An Unrest Coexistence of Political Ideology and Medical Expertise].

PubMed

Kim, Geun Bae

2015-12-01

This paper aims to reveal how Hamheung Medical College in North Korea kept up its faculty with the trend of a new political system. The time period consists of three series of evaluations that occurred between the start of a reformation action in 1946 and the establishment of the regime in 1948. At the time, it was difficult to secure college faculty in the medical field, because of a serious shortage of medical personnel. Moreover, the problem in the recruitment of faculty at the medical college grew bigger since the members were required to have a high level of political consciousness. Then how did Hamheung Medical College accomplish this ideal securing of faculty that possessed political ideology and medical expertise? For the first time, a faculty evaluation at the local level was carried out and got rid of a few pro-Japanese or reactionary factions but maintained most of the faculty. Although academic background and research career of the faculty were considered, securing of the manpower in terms of number was crucial for the reconstruction of a professional school level. At the second time, as the central education bureau's intervention tightened the censorship, most of the faculty were evaluated as unqualified. Indeed, it was difficult to satisfy the standard of professionalism which emphasized a high level of academic career and political thought that included affiliation of Workers' Party of North Korea. The Medical College could not find faculty that could replace those professors and therefore, most of them maintained their faculty positions. Since then, the faculty who received excellent evaluations led the school at the very front. At the third time, the Medical College itself led the evaluations and implemented more relaxed standards of political ideology and medical expertise. Faculty who were cooperative to the reformation actions that North Korea carried forward or had working experience at the hospital and health service received a high level of recognition. Accordingly, the Medical College expanded itself by securing many professors, but also embodied a large gap of academic and ideological levels between them. Hence, the political ideology and medical expertise, which were set forth as the requirements for faculty, were constructed in the space of political ideal and social reality. Despite the high criteria the North Korean Government made, Hamheung Medical College's faculty fell below the average in terms of ideological and academic standards. As a way to compensate this, professors who greatly satisfied the both virtues were placed as leaders and, for supporting them, professors who taught the general education curriculum were recruited largely. And also, it appointed a large number of medical doctors who accumulated experiences in the field as new professors. Nevertheless, the Medical College struggled to raise the quality of medical education and was unable to prevent a part of its faculty from leaving to South Korea in the time of the Korean War. Thus, the political and academic virtues of the faculty at that time were not just simply about the professor individuals but were interrelated with the medical education and health care system in North Korea.

Community, Commitment and Congruence: A Different Kind of Excellence. A Preliminary Report on "The Future of the Academic Workplace in Liberal Arts Colleges."

ERIC Educational Resources Information Center

Splete, Allen P.; And Others

A survey of faculty and selected administrators of liberal arts colleges was conducted, with the goals of achieving a greater understanding of the academic workplace for faculty in liberal arts colleges and identifying ways in which the vitality, commitment, morale, and productivity of the faculty could be enhanced. A total of 9,204 faculty in 142…

The C.L.E.A.R. Score: a new comprehensive assessment method for academic physicians in military medical centers.

PubMed

Buller, Jerome L; Tetteh, Hassan A

2012-07-01

Evaluation of medical officer performance is a critical leadership role. This study offers a comprehensive evaluation system for military physicians. The Comprehensive Assessment equation (COMPASS equation), a modified Cobb-Douglas equation, was developed to evaluate academic physicians. The COMPASS equation assesses military physicians within five comprehensive dimensions: (1) Clinical (2) Leadership, (3) Educational (4) Administrative, and (5) Research productivity excellence to yield a composite "C.L.E.A.R. Score." The COMPASS equation's fidelity was tested with a cohort of military physicians within the department of Obstetrics and Gynecology in the Capital District Region and a C.L.E.A.R. score was calculated for individual physicians. Mean C.L.E.A.R score was 53.6 +/- 28.8 (range 10.1-98.5). The responsiveness of the model was tested using two hypothetical physician models: "low-performing-faculty" and "super-faculty," and calculated C.L.E.A.R. scores were 6.3 and 153.4, respectively. The C.L.E.A.R. score appears to recognize and assess the performance excellence of military physicians. Weighting measured characteristics of the COMPASS equation can be used to promote organizational priorities. Thus, leaders of military medicine can communicate institutional priorities and inculcate them through use of the COMPASS equation to reward and recognize the activities of military medical officers that are commensurate with institutional goals.

Crowd-sourced assessment of technical skills: an adjunct to urology resident surgical simulation training.

PubMed

Holst, Daniel; Kowalewski, Timothy M; White, Lee W; Brand, Timothy C; Harper, Jonathan D; Sorenson, Mathew D; Kirsch, Sarah; Lendvay, Thomas S

2015-05-01

Crowdsourcing is the practice of obtaining services from a large group of people, typically an online community. Validated methods of evaluating surgical video are time-intensive, expensive, and involve participation of multiple expert surgeons. We sought to obtain valid performance scores of urologic trainees and faculty on a dry-laboratory robotic surgery task module by using crowdsourcing through a web-based grading tool called Crowd Sourced Assessment of Technical Skill (CSATS). IRB approval was granted to test the technical skills grading accuracy of Amazon.com Mechanical Turk™ crowd-workers compared to three expert faculty surgeon graders. The two groups assessed dry-laboratory robotic surgical suturing performances of three urology residents (PGY-2, -4, -5) and two faculty using three performance domains from the validated Global Evaluative Assessment of Robotic Skills assessment tool. After an average of 2 hours 50 minutes, each of the five videos received 50 crowd-worker assessments. The inter-rater reliability (IRR) between the surgeons and crowd was 0.91 using Cronbach's alpha statistic (confidence intervals=0.20-0.92), indicating an agreement level between the two groups of "excellent." The crowds were able to discriminate the surgical level, and both the crowds and the expert faculty surgeon graders scored one senior trainee's performance above a faculty's performance. Surgery-naive crowd-workers can rapidly assess varying levels of surgical skill accurately relative to a panel of faculty raters. The crowds provided rapid feedback and were inexpensive. CSATS may be a valuable adjunct to surgical simulation training as requirements for more granular and iterative performance tracking of trainees become mandated and commonplace.

Motivation to Participate in Faculty Development: A Case Study of North Carolina Community College Excellence in Teaching Award Winners and Finalists

ERIC Educational Resources Information Center

Wood, Crystal

2015-01-01

Both pre-service and in-service learning are opportunities for community college faculty to learn teaching approaches to meet the learning needs of the diverse community college student population. Community college faculty members are faced with complex classrooms with learners of all different ages, races, cultures and academic preparedness. As…

Faculty Members' Perceptions of Community College Centers for Teaching and Learning: A Qualitative Study

ERIC Educational Resources Information Center

Frey, Sandra A.

2012-01-01

The purpose of this study was to explore faculty members' perceptions of community college Centers for Teaching and Learning (CTLs); whose main purpose is to promote, facilitate, and honor excellence in teaching and learning through the support of full-time and adjunct faculty, at all career stages. A generic qualitative study with a grounded…

A quantitative approach to evaluating caring in nursing simulation.

PubMed

Eggenberger, Terry L; Keller, Kathryn B; Chase, Susan K; Payne, Linda

2012-01-01

This study was designed to test a quantitative method of measuring caring in the simulated environment. Since competency in caring is central to nursing practice, ways of including caring concepts in designing scenarios and in evaluation of performance need to be developed. Coates' Caring Efficacy scales were adapted for simulation and named the Caring Efficacy Scale-Simulation Student Version (CES-SSV) and Caring Efficacy Scale-Simulation Faculty Version (CES-SFV). A correlational study was designed to compare student self-ratings with faculty ratings on caring efficacy during an adult acute simulation experience with traditional and accelerated baccalaureate students in a nursing program grounded in caring theory. Student self-ratings were significantly correlated with objective ratings (r = 0.345, 0.356). Both the CES-SSV and the CES-SFV were found to have excellent internal consistency and significantly correlated interrater reliability. They were useful in measuring caring in the simulated learning environment.

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

ERIC Educational Resources Information Center

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

2017-01-01

Created to foster inclusive excellence, Smith College's Achieving Excellence in Mathematics, Engineering, and Science (AEMES) Scholars program provides early faculty-mentored research opportunities and other programming as a way to foster success in academic outcomes for underrepresented women in science. Using academic record data, we compared…

An Academic Community of "Hermandad": Research for the Educational Advancement of Latinas (REAL), a Motivating Factor for First-Tier Tenure-Track Latina Faculty

ERIC Educational Resources Information Center

Ruiz, Elsa Cantu; Machado-Casas, Margarita

2013-01-01

Research studies have found that an integral part of being a tenure-track faculty member is the relationship between the higher education institution and individual faculty members (Mawdsley, 1999). Tenure-track positions are competitive spaces that demand and expect assistant professors to excel in publishing, teaching, and scholarly activity.…

Examining faculty awards for gender equity and evolving values.

PubMed

Abbuhl, Stephanie; Bristol, Mirar N; Ashfaq, Hera; Scott, Patricia; Tuton, Lucy Wolf; Cappola, Anne R; Sonnad, Seema S

2010-01-01

Awards given to medical school faculty are one important mechanism for recognizing what is valued in academic medicine. There have been concerns expressed about the gender distribution of awards, and there is also a growing appreciation for the evolving accomplishments and talents that define academic excellence in the 21st century and that should be considered worthy of award recognition. Examine faculty awards at our institution for gender equity and evolving values. Recipient data were collected on awards from 1996 to 2007 inclusively at the University of Pennsylvania School of Medicine (SOM). Descriptions of each award also were collected. The female-to-male ratio of award recipients over the time span was reviewed for changes and trends. The title and text of each award announcement were reviewed to determine if the award represented a traditional or a newer concept of excellence in academic medicine. There were 21 annual awards given to a total of 59 clinical award recipients, 60 research award recipients, and 154 teaching award recipients. Women received 28% of research awards, 29% of teaching awards and 10% of clinical awards. Gender distribution of total awards was similar to that of SOM full-time faculty except in the clinical awards category. Only one award reflected a shift in the culture of individual achievement to one of collaboration and team performance. Examining both the recipients and content of awards is important to assure they reflect the current composition of diverse faculty and the evolving ideals of leadership and excellence in academic medicine.

Using Microsoft Excel to teach statistics in a graduate advanced practice nursing program.

PubMed

DiMaria-Ghalili, Rose Ann; Ostrow, C Lynne

2009-02-01

This article describes the authors' experiences during 3 years of using Microsoft Excel to teach graduate-level statistics, as part of the research core required by the American Association of Colleges of Nursing for all professional graduate nursing programs. The advantages to using this program instead of specialized statistical programs are ease of accessibility, increased transferability of skills, and reduced cost for students. The authors share their insight about realistic goals for teaching statistics to master's-level students and the resources that are available to faculty to help them to learn and use Excel in their courses. Several online sites that are excellent resources for both faculty and students are discussed. Detailed attention is given to an online course (Carnegie-Mellon University Open Learning Initiative, n.d.), which the authors have incorporated into their graduate-level research methods course.

Implementing incentivized practice to improve patient care in developing countries.

PubMed

Mohiuddin, Zia; Sanchez, Laura Rosemary; Alcantra, Jose Manuel; Shuaib, Waqas

2014-01-01

Faculty awards provide an incentive to encourage higher standards of personal performance, which closely reflects the quality of health care. We report the development and implementation of the first medical faculty award program in the region. Anonymous preaward survey evaluated responses to understand the overall state of our institution. Five awards were celebrated. An anonymous postaward survey gathered responses to evaluate the effectiveness of the program. A total of 60% (307/509) of preaward survey responses were collected. Among those, 92% (283/307) felt that employee recognition was important and 78% (240/307) felt that performance should be the deciding criteria for employee recognition. A 24% (20/85) of the faculty received the decade of excellence award and 13% (11/85) received the compassionate physician award. Best service award was granted to 7% (6/85) of the nominees. Postaward survey showed 68% (170/250) agreed that the award ceremony incentivized them to increase quality of personal performance. In summary, we feel that this transparent, objective, and peer-nominated awards program could serve as an incentivized model for health care providers to elevate the standards of personal performance, which in turn will benefit the advancement of patient care.

Internal dental school environmental factors promoting faculty survival and success.

PubMed

Masella, Richard S

2005-04-01

A career in dental academics offers ample rewards and challenges. To promote successful careers in dental education, prospective and new dental faculty should possess a realistic view of the dental school work environment, akin to the informed consent so valuable to patients and doctors. Self-assessment of personal strengths and weaknesses provides helpful information in matching faculty applicants with appropriate dental schools. Essential prehiring information also includes a written job description detailing duties and responsibilities, professional development opportunities, and job performance evaluation protocol. Prehiring awareness of what constitutes excellence in job performance will aid new faculty in allotting time to productive venues. New faculty should not rely solely on professional expertise to advance careers. Research and regular peer-reviewed publications are necessary elements in academic career success, along with the ability to secure governmental, private foundation, and corporate grant support. Tactful self-promotion and self-definition to the dental school community are faculty responsibilities, along with substantial peer collaboration. The recruitment period is a singular opportunity to secure job benefits and privileges. It is also the time to gain knowledge of institutional culture and assess administrative and faculty willingness to collaborate on teaching, research, professional development, and attainment of change. Powerful people within dental schools and parent institutions may influence faculty careers and should be identified and carefully treated. The time may come to leave one's position for employment at a different dental school or to step down from full-time academics. Nonetheless, the world of dental and health professional education in 2005 is rapidly expanding and offers unlimited opportunities to dedicated, talented, and informed educators.

Cognitive dissonance experienced by nurse practitioner faculty.

PubMed

Fontenot, Holly B; Hawkins, Joellen W; Weiss, Josie A

2012-08-01

The purpose of this study was to explicate the concept of cognitive dissonance as experienced and reported by nurse practitioner (NP) faculty members. Responses from NP faculty members to an online survey about their experiences with cognitive dissonance. The respondents detailed their experiences with cognitive dissonance, citing differences between expectations for which they are rewarded and those for which they are paid. Expecting all faculty members to excel in practice, research, teaching, and service may create unrealistic workloads for NP faculty members. Examining expectations and considering creation of a clinical track for faculty who practice may be options administrators of NP programs might explore. ©2012 The Author(s) Journal compilation ©2012 American Academy of Nurse Practitioners.

Scholarship and Dental Education: New Perspectives for Clinical Faculty.

ERIC Educational Resources Information Center

Albino, Judith E.

1984-01-01

Career advancement in academic dentistry appears to demand success in teaching, scholarship, and service, but foremost in research or scholarship. As a result, many dental faculty believe they are forced to choose between providing excellent professional preparation for their students or ensuring their academic careers. (MLW)

Using the case-discussion method to teach epidemiology and biostatistics.

PubMed

Marantz, Paul R; Burton, William; Steiner-Grossman, Penny

2003-04-01

Medical students must learn the principles of epidemiology and biostatistics to critically evaluate the medical literature. However, this subject has traditionally been difficult to teach. In 1997 at the Albert Einstein College of Medicine, the required first-year course in epidemiology and biostatistics was revised to use the case-discussion teaching method. In preparation for the course, experienced faculty participated in an intensive, two-day training workshop. The course, taught to 163 first-year medical students, was structured in two parts: (1) three lectures complemented by a detailed syllabus, followed by a multiple-choice midterm exam; and (2) six case-discussion seminars, followed by a short answer/essay final exam. There were seven case-discussion groups with 23-24 students each. The program was evaluated using subjective faculty feedback, examination scores, and student evaluation questionnaires. Faculty noted excellent student preparation and participation. Multiple-choice exam scores were comparable to those from earlier years, and a short answer/essay exam demonstrated good student mastery of the required material. Student evaluation was overwhelmingly positive, and significantly improved from prior years of the course. Positive student evaluations of the course using this teaching method continued over the next four years; National Board of Medical Examiners examination scores indicated success in mastery of the material; and student assessment of the course improved on the AAMC Graduation Questionnaire. This favorable experience suggests that case-discussion teaching can be employed successfully in teaching principles of epidemiology and biostatistics to medical students.

The significance and impact of a faculty teaching award: disparate perceptions of department chairs and award recipients.

PubMed

Brawer, James; Steinert, Yvonne; St-Cyr, Julie; Watters, Kevin; Wood-Dauphinee, Sharon

2006-11-01

Teaching awards are commonly regarded as an incentive to encourage pedagogic excellence. Inasmuch as their effectiveness depends on how they are perceived by faculty, the authors investigated the impact of a teaching award in the Faculty of Medicine (Faculty Honor List for Educational Excellence) on the attitudes of award recipients and departmental chairs. A questionnaire was designed to sample opinion on the extent to which the Honor List program was publicized, whether the award contributed to recognition and/or stature in the academic unit, and whether it was personally valued by recipients. The questionnaire was sent to all 23 departmental chairs and to all 43 faculty members who had received the award between 1998 and 2002; 78% of the chairs and 77% of the recipients responded. The results revealed marked discrepancies between the perceptions of chairs and recipients. Chairs, although uncertain of the effect on quality of teaching, largely regarded the award as prestigious and well publicized within their departments. A notably smaller percentage of award recipients shared these views. Nonetheless, 93% of recipients valued the award highly, and 45% of recipients indicated that the award inspired them to enhance the quality of their teaching.

Examining Faculty Awards for Gender Equity and Evolving Values

PubMed Central

Abbuhl, Stephanie; Bristol, Mirar N.; Ashfaq, Hera; Scott, Patricia; Tuton, Lucy Wolf; Cappola, Anne R.

2009-01-01

ABSTRACT BACKGROUND Awards given to medical school faculty are one important mechanism for recognizing what is valued in academic medicine. There have been concerns expressed about the gender distribution of awards, and there is also a growing appreciation for the evolving accomplishments and talents that define academic excellence in the 21st century and that should be considered worthy of award recognition. OBJECTIVE Examine faculty awards at our institution for gender equity and evolving values. METHODS Recipient data were collected on awards from 1996 to 2007 inclusively at the University of Pennsylvania School of Medicine (SOM). Descriptions of each award also were collected. The female-to-male ratio of award recipients over the time span was reviewed for changes and trends. The title and text of each award announcement were reviewed to determine if the award represented a traditional or a newer concept of excellence in academic medicine. MAIN RESULTS There were 21 annual awards given to a total of 59 clinical award recipients, 60 research award recipients, and 154 teaching award recipients. Women received 28% of research awards, 29% of teaching awards and 10% of clinical awards. Gender distribution of total awards was similar to that of SOM full-time faculty except in the clinical awards category. Only one award reflected a shift in the culture of individual achievement to one of collaboration and team performance. CONCLUSION Examining both the recipients and content of awards is important to assure they reflect the current composition of diverse faculty and the evolving ideals of leadership and excellence in academic medicine. PMID:19727968

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…

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.

76 FR 68770 - Proposed Eligibility Criteria for the Centers of Excellence Program in Health Professions...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-07

... schools to recruit, train, and retain URM faculty. The COE program facilitates faculty and student...' graduates relating to minority health issues. Training students to provide health services to a significant... significant number of URM students enrolled, including individuals accepted for enrollment; (2) have been...

The Surgery Innovation and Entrepreneurship Development Program (SIEDP): An Experiential Learning Program for Surgery Faculty to Ideate and Implement Innovations in Health care.

PubMed

Servoss, Jonathan; Chang, Connie; Olson, David; Ward, Kevin R; Mulholland, Michael W; Cohen, Mark S

2017-10-05

Surgeons are continually engaged in the incorporation of new technologies in their practice. In the operating room and beyond, they combine technical skill with creative problem solving to improve tools and techniques for patient care, making them natural innovators. However, despite their innovative tendencies, education on entrepreneurship and commercialization is severely lacking. Moreover, with increasing pressure to meet productivity metrics, their availability to learn the complexities of commercialization is limited. To address these challenges, we designed the Surgery Innovation and Entrepreneurship Development Program (SIEDP) with the objective to advance faculty innovations, develop new departmental innovation initiatives, and improve faculty education in the area of innovation, entrepreneurship, and commercialization. The SIEDP is a first-of-its-kind experiential learning program specifically designed for busy clinical and research faculty in a major academic surgery department. Participants ideated and formed teams around health care innovations as they progressed through a 9-month curriculum of expert guest lectures and interactive workshops. A postprogram evaluation and outcome tracking method was used to evaluate attainment of educational objectives and project development milestones. The Department of Surgery, University of Michigan Medical School, Ann Arbor, Michigan. Eleven surgery faculty of varying academic rank and surgical subspecialties. The program generated 2 faculty startup companies, 1 departmental commercial product, 3 patent disclosures, and 3 innovations that received additional funding. All participants in the program reported a significant increase in their understanding of innovation and entrepreneurship and that participation was a worthwhile faculty development activity. Despite the various challenges and time constraints of surgical practices, programs like SIEDP can educate surgeons and other academicians on innovation, entrepreneurship, and commercialization and add value to the academic mission of providing excellent education, research, and clinical care. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

SU-E-E-01: ABR Diagnostic Radiology Core Exam: Was Our Redesigned Physics Course Successful in Teaching Physics to Radiology Residents?

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

Kanal, K; Hoff, M; Dickinson, R

Purpose: Our purpose is to evaluate the effectiveness of our two year physics course in preparing radiology residents for the American Board of Radiology (ABR) diagnostic radiology exam. Methods: We designed a new two-year physics course that integrates radiology clinical content and practice and is primarily based on the AAPM curriculum and RSNA/AAPM physics modules. Biweekly classes focus on relevant concepts from assigned reading and use audience response systems to encourage participation. Teaching efficiency is optimized through lecturer rotations of physicists, radiologists, and guest speakers. An emphasis is placed on clinical relevance by requiring lab work and providing equipment demonstrations.more » Periodic quiz were given during the course. The course website was also redesigned for usability, and physics review lectures were conducted two weeks before the board exam to refresh key concepts. At the completion of our first two-year course, we conducted a confidential evaluation of the faculty and course. The evaluation assessed metrics such as overall organization, clinical relevance of content, and level of difficulty, with a rating scale from poor to excellent. Results: Our evaluation indicated that the redesigned course provided effective board exam preparation, with most responses between good and excellent. There was some criticism on the course length and on chronological discontinuity, but the review lectures were appreciated by the residents. All of our residents passed the physics component of the ABR exam with scores exceeding the minimum passing score by a significant margin. Conclusion: The course evaluation and board exam results indicate that our new two-year course format provides valuable board exam preparation. This is possible thanks to the time and effort taken by the physics faculty on ensuring the residents get quality physics education.« less

Knowledge of Pharmacogenetics among Healthcare Professionals and Faculty Members of Health Training Institutions in Ghana.

PubMed

Kudzi, W; Addy, B S; Dzudzor, B

2015-03-01

Pharmacogenetics has a potential for optimizing drug response and identifying risk of toxicity for patients. Pharmacogenetics knowledge of healthcare professionals and the unmet need for pharmacogenetics education in health training institutions are some of the challenges of integrating pharmacogenetics into routine medical practice. To assess pharmacogenetics knowledge among healthcare professionals and faculty members of health training institutions in Ghana. Semi-structured questionnaires were used to interview healthcare professionals from selected public and private hospitals. Faculty members from health training institutions were also interviewed. The respondents were Medical doctors 42 (46.7%), Pharmacists 29 (32.2%) and Nurses 19 (21.1%). Healthcare professionals rated their knowledge of Pharmacogenetics as Excellent 5 (5.6%), Very Good 10 (11.2%), Good 53 (60%) and Poor 19 (21.4%). Thirty-two faculty members from health training institutions were also interviewed. Faculty members rated their knowledge of pharmacogenetics as Excellent 2 (6.3%), Very Good 3 (9.4%), Good 9 (28.1%), Fair 12 (37.5%) and Poor 6 (18.8%). Thirty seven percent (12) of these faculty members said pharmacogenetics was not part of their institutions' curriculum, 7 (22%) did not know if pharmacogenetics was part of their curriculum and only 13 (40.6%) said it was part of their curriculum. Few healthcare professionals and faculty members of training institutions are aware of the discipline of pharmacogenetics. There is the need for continuous professional education on pharmacogenetics and development of competency standards for all healthcare professionals in Ghana.

Acceptability and perceived effectiveness of web-based self-instruction in clinical orthodontics.

PubMed

Nurko, Carlos; Proffit, William R

2005-07-01

For a predoctoral course in advanced clinical orthodontics, we evaluated the acceptability to students (how well did you like it?) and the perceived effectiveness (how well did it help you learn?) of Web-based self-instruction plus small-group seminars. On a 10-point Likert scale, median scores for acceptability and effectiveness of the self-instructional modules and seminars were nine. More than half the students rated the modules as excellent, and two-thirds rated the seminars as excellent. No students rated either the modules or the seminars as poor. With the use of structured seminar outlines, there were no significant differences in seminar scores among the seminar leaders. Compared with their predecessors who had a traditional lecture course, students who had the new self-instructional course were less likely to report either the positive or negative extremes in confidence about their ability to recognize treatment alternatives for orthodontic problems. The results indicate that Web-based self-instruction plus small-group seminars coordinated by a course leader is at least as effective as traditional lectures. This approach offers a possible way to share faculty among orthodontic departments for both pre- and postdoctoral education, as a way to help overcome faculty shortages.

Predictors of job satisfaction among academic family medicine faculty: Findings from a faculty work-life and leadership survey.

PubMed

Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola; Kim, Florence

2017-03-01

To identify predictors of job satisfaction among academic family medicine faculty members. A comprehensive Web-based survey of all faculty members in an academic department of family medicine. Bivariate and multivariable analyses (logistic regression) were used to identify variables associated with job satisfaction. The Department of Family and Community Medicine at the University of Toronto in Ontario and its 15 affiliated community teaching hospitals and community-based teaching practices. All 1029 faculty members in the Department of Family and Community Medicine were invited to complete the survey. Faculty members' demographic and practice information; teaching, clinical, administration, and research activities; leadership roles; training needs and preferences; mentorship experiences; health status; stress levels; burnout levels; and job satisfaction. Faculty members' perceptions about supports provided, recognition, communication, retention, workload, teamwork, respect, resource distribution, remuneration, and infrastructure support. Faculty members' job satisfaction, which was the main outcome variable, was obtained from the question, "Overall, how satisfied are you with your job?" Of the 1029 faculty members, 687 (66.8%) responded to the survey. Bivariate analyses revealed 26 predictors as being statistically significantly associated with job satisfaction, including faculty members' ratings of their local department and main practice setting, their ratings of leadership and mentorship experiences, health status variables, and demographic variables. The multivariable analyses identified the following 5 predictors of job satisfaction: the Maslach Burnout Inventory subscales of emotional exhaustion and personal accomplishment; being born in Canada; the overall quality of mentorship that was received being rated as very good or excellent; and teamwork being rated as very good or excellent. The findings from this study show that job satisfaction among academic family medicine faculty members is a multi-dimensional construct. Future improvement in overall level of job satisfaction will therefore require multiple strategies. Copyright© the College of Family Physicians of Canada.

A Path to Excellence in Public Higher Education in Florida. Report of the Regents' Study Commission on Funding for Excellence.

ERIC Educational Resources Information Center

Florida State Board of Regents, Tallahassee.

A report on creative approaches to educational funding for the Florida University System is presented by the Study Commission on Funding for Excellence. The focus is public finance, management efficiency, and private funding and marketing. Recommendations are offered on: faculty and support staff salaries, public-private partnership, matching…

Curriculum Redesign in Veterinary Medicine: Part I.

PubMed

Chaney, Kristin P; Macik, Maria L; Turner, Jacqueline S; Korich, Jodi A; Rogers, Kenita S; Fowler, Debra; Scallan, Elizabeth M; Keefe, Lisa M

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. At Texas A&M College of Veterinary Medicine & Biomedical Sciences (TAMU), the faculty and administration partnered with the university's Center for Teaching Excellence to create a faculty-driven, data-enhanced curricular redesign process. The 8-step process begins with the formation of a dedicated faculty curriculum design team to drive the redesign process and to support the college curriculum committee. The next steps include defining graduate outcomes and mapping the current curriculum to identify gaps and redundancies across the curriculum. Data are collected from internal and external stakeholders including veterinary students, faculty, alumni, and employers of graduates. Data collected through curriculum mapping and stakeholder engagement substantiate the curriculum redesign. The guidelines, supporting documents, and 8-step process developed at TAMU are provided to assist other veterinary schools in successful curricular redesign. This is the first of a two-part report that provides the background, context, and description of the process for charting the course for curricular change. The process involves defining expected learning outcomes for new graduates, conducting a curriculum mapping exercise, and collecting stakeholder data for curricular evaluation (steps 1-4). The second part of the report describes the development of rubrics that were applied to the graduate learning outcomes (steps 5-8) and engagement of faculty during the implementation phases of data-driven curriculum change.

Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum.

PubMed

Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

2016-01-01

Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives.

Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.

PubMed

Fiedler, Ruth; Degenhardt, Marguerite; Engstrom, Janet L

2015-01-01

Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

Searching for Excellence & Diversity: Increasing the Hiring of Women Faculty at One Academic Medical Center

PubMed Central

Sheridan, Jennifer T.; Fine, Eve; Pribbenow, Christine Maidl; Handelsman, Jo; Carnes, Molly

2014-01-01

One opportunity to realize the diversity goals of academic health centers comes at the time of hiring new faculty. To improve the effectiveness of search committees in increasing the gender diversity of faculty hires, the authors created and implemented a training workshop for faculty search committees designed to improve the hiring process and increase the diversity of faculty hires at the University of Wisconsin–Madison. They describe the workshops, which they presented in the School of Medicine and Public Health between 2004 and 2007, and they compare the subsequent hiring of women faculty in participating and nonparticipating departments and the self-reported experience of new faculty within the hiring process. Attendance at the workshop correlates with improved hiring of women faculty and with a better hiring experience for faculty recruits, especially women. The authors articulate successful elements of workshop implementation for other medical schools seeking to increase gender diversity on their faculties. PMID:20505400

Charles W. Dohner, PhD: an evaluator and mentor in medical education.

PubMed

Irby, David M; Wilkerson, Luann

2003-01-01

As one of the first generation medical education pioneers, Charles W. Dohner, PhD established the ninth office of medical education at the University of Washington (UW) where he served as chairman from 1967-1996. With a background in education and measurement, he focused his work on evaluation of educational programs and faculty development. The Department of Medical Education went through three distinct stages of development: pathfinding 1967-1972 focused on developing working relationships with the faculty and clarifying identity, integration into academic affairs 1972-1980, and direct leadership by department faculty 1980-1996. Dohner helped to create and evaluate the WAMI program, a regional medical education program for the states of Washington, Alaska, Montana, and Idaho. He served as a consultant to a specialty board, the founding president of the Society of Directors of Research in Medical Education, and a frequent consultant in international medical education. Dohner identified three important innovations in medical education: educators in academic medicine, simulations and performance assessment, and community-based medical education. Success factors for professional education include technical competence in education, interpersonal communication and collaboration skills, a plan for personal growth, and use of mentors. Future trends in medical education will involve information technology, professionalism, wellness and complementary medicine, and performance assessment. He has been a passionate spokesman for excellence in medical education and most noted for his roles as an evaluator, program developer, and mentor of academic leaders.

Opportunities for Excellence: Professionalism and the Two-Year College Mathematics Faculty.

ERIC Educational Resources Information Center

Neptune, Carolyn F.

The American Mathematical Association of Two-Year Colleges (AMATYC) is the voice of two-year college mathematics in the United States and Canada, and it has more than 40 affiliate organizations in the two countries. The organization is designed to promote professionalism among mathematics faculty at two-year colleges. This AMATYC publication…

Professional Development Amid Change: Fostering Academic Excellence and Faculty Productivity at Teaching-Intensive Universities

ERIC Educational Resources Information Center

Carney, Mary A.; Ng, Laura E; Cooper, Tom

2016-01-01

The future of faculty development rests, in part, on forming guided "communities of practice" to foster the Scholarship of Teaching and Learning (SoTL), which may enhance both scholarly productivity and pedagogical effectiveness. This article will discuss University of North Georgia's SoTL Academy, which bridges geographic and scheduling…

Ensuring That Professors Who Enhance the University Earn Tenure and Promotion

ERIC Educational Resources Information Center

Gentry, Ruben

2013-01-01

Tenure provides professors with a unique level of job security and utmost respect in the academy (Shea, 2002). Receiving tenure and progressing through the academic ranks are among the most visible and valued accomplishments for college and university faculty (Perna, 2001). Faculty who achieve excellence in teaching, research, and service readily…

Mentorship perceptions and experiences among academic family medicine faculty

PubMed Central

Stubbs, Barbara; Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola

2016-01-01

Abstract Objective To collect information about the types, frequency, importance, and quality of mentorship received among academic family medicine faculty, and to identify variables associated with receiving high-quality mentorship. Design Web-based survey of all faculty members of an academic department of family medicine. Setting The Department of Family and Community Medicine of the University of Toronto in Ontario. Participants All 1029 faculty members were invited to complete the survey. Main outcome measures Receiving mentorship rated as very good or excellent in 1 or more of 6 content areas relevant to respondents’ professional lives, and information about demographic and practice characteristics, faculty ratings of their local departments and main practice settings, teaching activities, professional development, leadership, job satisfaction, and health. Bivariate and multivariate analyses identified variables associated with receiving high-quality mentorship. Results The response rate was 66.8%. Almost all (95.0%) respondents had received mentorship in several areas, with informal mentorship being the most prevalent mode. Approximately 60% of respondents rated at least 1 area of mentoring as very good or excellent. Multivariate logistic regression identified 5 factors associated with an increased likelihood of rating mentorship quality as very good or excellent: positive perceptions of their local department (odds ratio [OR] = 4.02, 95% CI 2.47 to 6.54, P < .001); positive ratings of practice infrastructure (OR = 1.86, 95% CI 1.23 to 2.80, P = .003); increased frequency of receiving mentorship (OR = 2.78, 95% CI 1.59 to 4.89, P < .001); fewer years in practice (OR = 1.93, 95% CI 1.19 to 3.12, P = .007); and practising in a family practice teaching unit (OR = 1.51, 95% CI 1.01 to 2.27, P = .040). Conclusion With increasing emphasis on distributed education and community-based teachers, family medicine faculties will need to develop strategies to support effective mentorship across a range of settings and career stages. PMID:27629688

Mentorship perceptions and experiences among academic family medicine faculty: Findings from a quantitative, comprehensive work-life and leadership survey.

PubMed

Stubbs, Barbara; Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola

2016-09-01

To collect information about the types, frequency, importance, and quality of mentorship received among academic family medicine faculty, and to identify variables associated with receiving high-quality mentorship. Web-based survey of all faculty members of an academic department of family medicine. The Department of Family and Community Medicine of the University of Toronto in Ontario. All 1029 faculty members were invited to complete the survey. Receiving mentorship rated as very good or excellent in 1 or more of 6 content areas relevant to respondents' professional lives, and information about demographic and practice characteristics, faculty ratings of their local departments and main practice settings, teaching activities, professional development, leadership, job satisfaction, and health. Bivariate and multivariate analyses identified variables associated with receiving high-quality mentorship. The response rate was 66.8%. Almost all (95.0%) respondents had received mentorship in several areas, with informal mentorship being the most prevalent mode. Approximately 60% of respondents rated at least 1 area of mentoring as very good or excellent. Multivariate logistic regression identified 5 factors associated with an increased likelihood of rating mentorship quality as very good or excellent: positive perceptions of their local department (odds ratio [OR] = 4.02, 95% CI 2.47 to 6.54, P < .001); positive ratings of practice infrastructure (OR = 1.86, 95% CI 1.23 to 2.80, P = .003); increased frequency of receiving mentorship (OR = 2.78, 95% CI 1.59 to 4.89, P < .001); fewer years in practice (OR = 1.93, 95% CI 1.19 to 3.12, P = .007); and practising in a family practice teaching unit (OR = 1.51, 95% CI 1.01 to 2.27, P = .040). With increasing emphasis on distributed education and community-based teachers, family medicine faculties will need to develop strategies to support effective mentorship across a range of settings and career stages. Copyright© the College of Family Physicians of Canada.

An active learning curriculum improves fellows' knowledge and faculty teaching skills.

PubMed

Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

2017-01-01

Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p <0.001), general gastroenterology ( p =0.005), esophagus ( p <0.001), and small bowel ( p =0.001), and the total score ( p =0.001) between pre- and postimplementation of the active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

Predictors of job satisfaction among academic family medicine faculty

PubMed Central

Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola; Kim, Florence

2017-01-01

Abstract Objective To identify predictors of job satisfaction among academic family medicine faculty members. Design A comprehensive Web-based survey of all faculty members in an academic department of family medicine. Bivariate and multivariable analyses (logistic regression) were used to identify variables associated with job satisfaction. Setting The Department of Family and Community Medicine at the University of Toronto in Ontario and its 15 affiliated community teaching hospitals and community-based teaching practices. Participants All 1029 faculty members in the Department of Family and Community Medicine were invited to complete the survey. Main outcome measures Faculty members’ demographic and practice information; teaching, clinical, administration, and research activities; leadership roles; training needs and preferences; mentorship experiences; health status; stress levels; burnout levels; and job satisfaction. Faculty members’ perceptions about supports provided, recognition, communication, retention, workload, teamwork, respect, resource distribution, remuneration, and infrastructure support. Faculty members’ job satisfaction, which was the main outcome variable, was obtained from the question, “Overall, how satisfied are you with your job?” Results Of the 1029 faculty members, 687 (66.8%) responded to the survey. Bivariate analyses revealed 26 predictors as being statistically significantly associated with job satisfaction, including faculty members’ ratings of their local department and main practice setting, their ratings of leadership and mentorship experiences, health status variables, and demographic variables. The multivariable analyses identified the following 5 predictors of job satisfaction: the Maslach Burnout Inventory subscales of emotional exhaustion and personal accomplishment; being born in Canada; the overall quality of mentorship that was received being rated as very good or excellent; and teamwork being rated as very good or excellent. Conclusion The findings from this study show that job satisfaction among academic family medicine faculty members is a multi-dimensional construct. Future improvement in overall level of job satisfaction will therefore require multiple strategies. PMID:28292815

A Culture of Excellence: Professional Development as an Instrument of Change

ERIC Educational Resources Information Center

Williams-McMillan, Yvonne

2013-01-01

The primary purpose of this study was to determine the extent to which a signature faculty professional development program has impacted the pedagogical values and practices of the faculty members, and its contribution to the transformation of the climate, culture, and student achievement of a large urban two-year community college system. In…

Measuring Faculty Attitudes and Perceptions toward Disability at a Four-Year University: A Validity Study

ERIC Educational Resources Information Center

Lombardi, Allison

2010-01-01

The primary purpose of this study was to develop and field test the ExCEL survey instrument, intended to measure faculty attitudes toward and perceptions about students with disabilities at four-year colleges and universities. A secondary purpose was to examine how demographic characteristics of the sample and prior disability-focused training…

Cultural Characteristics of a Nursing Education Center of Excellence: A Naturalistic Inquiry Case Study

ERIC Educational Resources Information Center

Leiker, Tona L.

2011-01-01

Nursing education is at a crossroad today. Stressors in nursing programs include expanding enrollments to meet growing workforce demands for more registered nurses, demanding workloads with low average nursing faculty salaries compared to practice peers, and growing numbers of faculty retirements. The purpose of this study was to identify the…

Scholarly productivity for nursing clinical track faculty.

PubMed

Tschannen, Dana; Anderson, Christine; Strobbe, Stephen; Bay, Esther; Bigelow, April; Dahlem, Chin Hwa Gina Y; Gosselin, Ann K; Pollard, Jennifer; Seng, Julia S

2014-01-01

Recent years have yielded substantial advancement by clinical track faculty in cohort expansion and collective contributions to the discipline of nursing. As a result, standards for progression and promotion for clinical faculty need to be more fully developed, articulated, and disseminated. Our school formed a task force to examine benchmarks for the progression and promotion of clinical faculty across schools of nursing, with the goal of guiding faculty, reviewers, and decision makers about what constitutes excellence in scholarly productivity. Results from analyses of curriculum vitae of clinical professors or associate professors at six universities with high research activity revealed a variety of productivity among clinical track members, which included notable diversity in the types of scholarly products. Findings from this project help quantify types of scholarship for clinical faculty at the time of promotion. This work provides a springboard for greater understanding of the contributions of clinical track faculty to nursing practice. Copyright © 2014 Elsevier Inc. All rights reserved.

Rethinking the Educator Portfolio: An Innovative Criteria-Based Model.

PubMed

Shinkai, Kanade; Chen, Chen Amy; Schwartz, Brian S; Loeser, Helen; Ashe, Cynthia; Irby, David M

2017-11-07

Academic medical centers struggle to achieve parity in advancement and promotions between educators and discovery-oriented researchers in part because of narrow definitions of scholarship, lack of clear criteria for measuring excellence, and barriers to making educational contributions available for peer review. Despite recent progress in expanding scholarship definitions and identifying excellence criteria, these advances are not integrated into educator portfolio (EP) templates or curriculum vitae platforms. From 2013 to 2015, a working group from the Academy of Medical Educators (AME) at the University of California, San Francisco (UCSF) designed a streamlined, criteria-based EP (EP 2.0) template highlighting faculty members' recent activities in education and setting rigorous evaluation methods to enable educational scholarship to be objectively evaluated for academic advancement, AME membership, and professional development. The EP 2.0 template was integrated into the AME application, resulting in high overall satisfaction among candidates and the selection committee and positive feedback on the template's transparency, ease of use, and streamlined format. In 2016, the EP 2.0 template was integrated into the campus-wide curriculum vitae platform and academic advancement system. The authors plan to increase awareness of the EP 2.0 template by educating promotions committees and faculty at UCSF and partnering with other institutions to disseminate it for use. They also plan to study the impact of the template on supporting educators by making their important scholarly contributions available for peer review, providing guidance for professional development, and decreasing disparities in promotions.

A teaching mentorship program to facilitate excellence in teaching and learning.

PubMed

Slimmer, Lynda

2012-01-01

The impact of decreasing faculty numbers on the nursing shortage has been well documented. Mentoring is recognized as the most significant way to grow and nurture nurse educators. The purpose of this article was to describe the Teaching Mentorship Program within the College of Nursing Department of Biobehavioral Health Science at a Midwestern state university. The program activities are designed to facilitate new faculty members' transition from the role of nurse clinician to the role of nurse educator, to support the implementation of evidence-based teaching practices, and to encourage the development of teaching scholarship. Outcomes of the program include retention of new faculty, improved student satisfaction with the quality of instruction, and increased teaching scholarship activities. The program demonstrates the three hallmarks of an effective mentoring program. First, the program is supported by an institutional culture that values mentoring and provides it with an organizational home. Second, the Associate Department Head and primary mentor has been an educator for 37 years with expertise in curriculum development, program evaluation, and teaching methodologies. Third, because the associate department head's principle role is to implement the program and serve as the primary mentor, her commitment is to provide flexible, timely access to faculty. Copyright © 2012 Elsevier Inc. All rights reserved.

Unionization and Academic Excellence. Proceedings of the Annual Conference of the National Center for the Study of Collective Bargaining in Higher Education and the Professions (13th, New York, New York, April 1985).

ERIC Educational Resources Information Center

Douglas, Joel M., Ed.

Issues concerning excellence in education and the 1985 strike at Yale University are considered in 27 conference papers. Topics include: a faculty and chancellor's perspectives on achieving excellence, employment discrimination, collective bargaining in community colleges, retirement issues, and campus bargaining and the law. Titles and authors…

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.

Instructional Improvement at Santa Barbara City College. Fourth Annual Report: Innovative Teaching Methodology and Research Activities by the Institution's Distinguished Faculty.

ERIC Educational Resources Information Center

Santa Barbara City Coll., CA. Office of Instruction.

Brief descriptions are provided of the programs and activities conducted at Santa Barbara City College (SBCC) to promote instructional improvement, and of the achievements of program participants. After an introduction to the college's commitment to instructional excellence, the following programs are described: (1) the Annual Faculty Lecturer…

Mentoring Student Participation in Undergraduate Research: A Case Study of Twists and Turns from Two Perspectives

ERIC Educational Resources Information Center

Perez, Ismael; Bowers, Janet; Salamon, Peter

2017-01-01

Undergraduate research experiences provide excellent examples of high-impact practices. They rely on inquiry-based learning to provide important capstone experiences for the students. However, they are time-intensive for mentor faculty. In an attempt to scale up our faculty's ability to offer such experiences, we combined a number of projects into…

Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

PubMed Central

Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

2016-01-01

Purpose Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students’ questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. PMID:26793014

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

PubMed

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

2015-05-01

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

Pathways to Excellence Scholarship Program for women in STEM fields

NASA Astrophysics Data System (ADS)

di Rienzi, Joseph

2013-03-01

Notre Dame of Maryland University (NDMU) has an NSF S-STEM grant, Pathways to Excellence, that gives 10 scholarships annually to academically talented women undergraduates with demonstrated financial need who are pursuing degrees in mathematics, physics, computer information systems, or engineering. NDMU has been cited (Whitten, et al. (2007)) as providing a female friendly environment for the study of physics. In this program we are using a tri-part mentoring system involving a faculty member in the student's discipline, a peer mentor from the program and an external alumnae mentor. The program also has a thematic seminar course for the scholars. Each student in the program is tasked to construct a career development plan in assistance with her faculty mentor and set measured annual goals. In addition, all scholarship students are requested to have an experiential experience. As a result, NDMU aims to strengthen its role in increasing the numbers of well-educated and skilled women employees from diverse backgrounds, including mostly first-generation college students, in technical and scientific areas. Early assessment of the success of the program will be presented as well as modifications that resulted from the formative evaluation. This program is funded by a National Science Foundation S-STEM grant which is not responsible for its content.

Ruralmicro: Computers and "Excellence" in Small Town New Hampshire.

ERIC Educational Resources Information Center

McDonald, Joseph P.; Thompson, Charles L.

The successful computer program in rural Hillsboro-Deering (New Hampshire) Cooperative School District was the result of a program of excellence in education adopted by a completely new and inexperienced school board in 1978. Supported both by oldtimers and by newcomers, the board acquired new administrators, purged the faculty, and acquired…

Facets of Academic Excellence in Management Education: Conceptualization and Instrument Development in India

ERIC Educational Resources Information Center

Shukla, Amit; Singh, Shailendra

2016-01-01

The present work conceptualizes the idea of "Academic Excellence in Management Education" (AEM) in the Indian context. AEM is defined as a set of attributes that favourably and significantly contribute to a wide range of academic activities from faculty's perspective. The paper also describes grounded-theory approach for development of…

Using Information Technology in Teaching of Business Statistics in Nigeria Business School

ERIC Educational Resources Information Center

Hamadu, Dallah; Adeleke, Ismaila; Ehie, Ike

2011-01-01

This paper discusses the use of Microsoft Excel software in the teaching of statistics in the Faculty of Business Administration at the University of Lagos, Nigeria. Problems associated with existing traditional methods are identified and a novel pedagogy using Excel is proposed. The advantages of using this software over other specialized…

The FACET Report. Toward 2001: An Odyssey of Excellence.

ERIC Educational Resources Information Center

Saint Petersburg Junior Coll., FL.

In 1989, the Focus on Access, Community, and Excellence in Teaching (FACET) Commission was created at St. Petersburg Junior College (SPJC) to develop recommendations to guide the college into the 21st century. The Commission's work plan included the definition of SPJC's educational standards; open hearings to solicit ideas from students, faculty,…

The Impact of Private Investment on Public Colleges and Universities. Margin for Excellence and Opportunity.

ERIC Educational Resources Information Center

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

This statement explains the need for private financial support of state colleges and universities, and suggests that such support makes the difference between adequacy and excellence in higher education. Private support makes available scholarships and loans, increases the distinguished faculty through endowed chairs, builds special facilities,…

AACSB Accreditation: Symbol of Excellence or March toward Mediocrity?

ERIC Educational Resources Information Center

Francisco, William; Noland, Thomas G.; Sinclair, Debra

2008-01-01

Accreditation by the Association to Advance Collegiate Schools of Business (AACSB) is supposed to be a symbol of excellence for business schools. However, the recent increase in the number of accredited schools and the creation of AACSB's "professionally qualified" (PQ) designation for faculty raises some concern in the academic community. Why has…

International collaborative faculty development program on simulation-based healthcare education: a report on its successes and challenges.

PubMed

Chung, Hyun Soo; Issenberg, S Barry; Phrampus, Paul; Miller, Geoff; Je, Sang Mo; Lim, Tae Ho; Kim, Young Min

2012-12-01

Countries that are less experienced with simulation-based healthcare education (SBHE) often import Western programs to initiate their efforts to deliver effective simulation training. Acknowledging cultural differences, we sought to determine whether faculty development program on SBHE in the United States could be transported successfully to train faculty members in Korea. An international, collaborative, multi-professional program from a pre-existing Western model was adapted. The process focused on prioritization of curricular elements based on local needs, translation of course materials, and delivery of the program in small group facilitation exercises. Three types of evaluation data were collected: participants' simulation experience; participants' ratings of the course; and participant's self-assessment of the impact of the course on their knowledge, skills, and attitudes (KSA) toward simulation teaching. Thirty faculty teachers participated in the course. Eighty percent of the participants answered that they spent less than 25% of their time as simulation instructors. Time spent on planning, scenario development, delivering training, research, and administrative work ranged from 10% to 30%. Twenty-eight of 30 participants agreed or strongly agreed that the course was excellent and relevant to their needs. The participants' assessment of the impact of the course on their KSA toward simulation teaching improved significantly. Although there were many challenges to overcome, a systematic approach in the adaptation of a Western simulation faculty development course model was successfully implemented in Korea, and the program improves self-confidence and learning in participants.

About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices.

PubMed

Ramani, Subha; Könings, Karen D; Mann, Karen V; Pisarski, Emily E; van der Vleuten, Cees P M

2018-03-06

To explore resident and faculty perspectives on what constitutes feedback culture, their perceptions of how institutional feedback culture (including politeness concepts) might influence the quality and impact of feedback, feedback seeking, receptivity, and readiness to engage in bidirectional feedback. Using a constructivist grounded theory approach, five focus group discussions with internal medicine residents, three focus group discussions with general medicine faculty, and eight individual interviews with subspecialist faculty were conducted at Brigham and Women's Hospital between April and December 2016. Discussions and interviews were audiotaped and transcribed verbatim; concurrent data collection and analysis were performed using the constant comparative approach. Analysis was considered through the lens of politeness theory and organizational culture. Twenty-nine residents and twenty-two general medicine faculty participated in focus group discussions, and eight subspecialty faculty participated in interviews. The institutional feedback culture was described by participants as: (1) a culture of politeness, in which language potentially damaging to residents' self-esteem was discouraged, and (2) a culture of excellence, in which the institution's outstanding reputation and pedigree of trainees inhibited constructive feedback. Three key themes situated within this broader cultural context were discovered: normalizing constructive feedback to promote a culture of growth, overcoming the mental block to feedback seeking, and hierarchical culture impeding bidirectional feedback. An institutional feedback culture of excellence and politeness may impede honest, meaningful feedback and may impact feedback seeking, receptivity, and bidirectional feedback exchanges. It is essential to understand the institutional feedback culture before it can be successfully changed.

The Challenge of Finding Faculty Time for Applied Research Activities in Ontario Colleges

ERIC Educational Resources Information Center

Rosenkrantz, Otte

2013-01-01

The purpose of this study was to explore how the role of Ontario college faculty has evolved since the advent of the Post-Secondary Education Choice and Excellence Act of 2000 and the Colleges of Applied Arts and Technology Act of 2002 in terms of whether or not the decision to create a research culture at the colleges included making time…

Volunteer patients and small groups contribute to abdominal examination’s success

PubMed Central

Shields, Helen M; Fernandez-Becker, Nielsen Q; Flier, Sarah N; Vaughn, Byron P; Tukey, Melissa H; Pelletier, Stephen R; Horst, Douglas A

2017-01-01

Background Prior to 2007, we taught the abdominal examination in a hospital based group to 40 students, at one hospital. We used volunteer patients, small groups, repetition, and required faculty development sessions. In 2007, our medical school changed its “Introduction to Physical Examination” session so that the entire class was to be taught in a geographically central session. Our hospital was selected to lead the abdominal examination portion of the session. Aim Our aim was to answer three questions. First, could we quadruple the recruitment of volunteer patients, and faculty? Second, was it volunteer patients, small groups, repetition, or faculty training that was most valued by the students? Third, would volunteer patients and/or faculty agree to participate a second time? Methods A total of 43–46 patients and 43–46 faculty were recruited and 43–46 examining rooms were obtained for each of the 5 years of this study. Teachers were required to attend a 1-hour faculty development session. The class of about 170 students was divided into 43–46 groups each year. The teacher demonstrated the abdominal examination and each student practiced the examination on another student. Each student then repeated the full abdominal examination on a volunteer patient. Results Over the 5-year time period (2008–2012), the abdominal examination ranked first among all organ systems’ “Introductory Sessions”. The abdominal examination ratings had the best mean score (1.35) on a Likert scale where 1 is excellent and 5 is poor. The students gave the most positive spontaneous comments to having volunteer patients, with small groups coming in as the second most appreciated educational element. Conclusion We successfully quadrupled the number of faculty, patients, and examining rooms and created a highly rated educational program as measured by anonymous student evaluations, patient and faculty participation, and the medical school’s selecting the abdominal examination methods as an “Advanced Examination” for the Pathways Curriculum. PMID:29138611

Volunteer patients and small groups contribute to abdominal examination's success.

PubMed

Shields, Helen M; Fernandez-Becker, Nielsen Q; Flier, Sarah N; Vaughn, Byron P; Tukey, Melissa H; Pelletier, Stephen R; Horst, Douglas A

2017-01-01

Prior to 2007, we taught the abdominal examination in a hospital based group to 40 students, at one hospital. We used volunteer patients, small groups, repetition, and required faculty development sessions. In 2007, our medical school changed its "Introduction to Physical Examination" session so that the entire class was to be taught in a geographically central session. Our hospital was selected to lead the abdominal examination portion of the session. Our aim was to answer three questions. First, could we quadruple the recruitment of volunteer patients, and faculty? Second, was it volunteer patients, small groups, repetition, or faculty training that was most valued by the students? Third, would volunteer patients and/or faculty agree to participate a second time? A total of 43-46 patients and 43-46 faculty were recruited and 43-46 examining rooms were obtained for each of the 5 years of this study. Teachers were required to attend a 1-hour faculty development session. The class of about 170 students was divided into 43-46 groups each year. The teacher demonstrated the abdominal examination and each student practiced the examination on another student. Each student then repeated the full abdominal examination on a volunteer patient. Over the 5-year time period (2008-2012), the abdominal examination ranked first among all organ systems' "Introductory Sessions". The abdominal examination ratings had the best mean score (1.35) on a Likert scale where 1 is excellent and 5 is poor. The students gave the most positive spontaneous comments to having volunteer patients, with small groups coming in as the second most appreciated educational element. We successfully quadrupled the number of faculty, patients, and examining rooms and created a highly rated educational program as measured by anonymous student evaluations, patient and faculty participation, and the medical school's selecting the abdominal examination methods as an "Advanced Examination" for the Pathways Curriculum.

Training the Trainers of Tomorrow Today - driving excellence in medical education.

PubMed

Fellow-Smith, Elizabeth; Beveridge, Ed; Hogben, Katy; Wilson, Graeme; Lowe, John; Abraham, Rachel; Ingle, Digby; Bennett, Danielle; Hernandez, Carol

2013-01-01

Training the Trainers of Tomorrow Today (T4) is a new way to deliver "Training for Trainers". Responding to local dissatisfaction with existing arrangements, T4 builds on 3 essential requirements for a future shape of training: 1. Clinical Leadership and a Collaborative Approach 2. Cross-Specialty Design and Participation 3. Local Delivery and Governance Networks Design principles also included: 3 levels of training to reflect differing needs of clinical supervisors, educational supervisors and medical education leader, mapping to GMC requirements and the London Deanery's Professional Development Framework; alignment of service, educational theory and research; recognition of challenges in delivering and ensuring attendance in busy acute and mental health settings, and the development of a faculty network. The delivery plan took into account census of professional development uptake and GMC Trainee Surveys. Strong engagement and uptake from the 11 Trusts in NW London has been achieved, with powerful penetration into all specialties. Attendance has exceeded expectations. Against an initial 12 month target of 350 attendances, 693 were achieved in the first 8 months. Evaluation of content demonstrates modules are pitched appropriately to attendees needs, with positive feedback from trainers new to the role. Delivery style has attracted high ratings of satisfaction: 87% attendees rating delivery as "good\\excellent". External evaluation of impact demonstrated improved training experiences through changes in supervision, the learning environment and understanding of learning styles. We have addressed sustainability of the programme by advertising and recruiting Local Faculty Development Trainers. Volunteer consultants and higher trainees are trained to deliver the programme on a cascade model, supported by the Specialty Tutors, individual coaching and educational bursaries. The Trainers are local champions for excellence in training, provide a communication between the programme and local providers, are a repository of expertise in their service, and trouble shoot local barriers to engagement.

Career Technical Education Adjunct Faculty Teacher Readiness: An Investigation of Teacher Excellence and Variables of Preparedness

ERIC Educational Resources Information Center

Guerra, Jorge

2012-01-01

The purpose of this research was to examine the relationship between teaching readiness and teaching excellence with three variables of preparedness of adjunct professors teaching career technical education courses through student surveys using a correlational design of two statistical techniques; least-squares regression and one-way analysis of…

Refocusing research priorities in schools of nursing.

PubMed

Kulage, Kristine M; Ardizzone, Laura; Enlow, William; Hickey, Kathleen; Jeon, Christie; Kearney, Joan; Schnall, Rebecca; Larson, Elaine L

2013-01-01

It is critical for schools of nursing to periodically reassess their scholarly programs to ensure that their conceptual framework and approaches address current challenges and enhance productivity. This article describes the process undertaken at Columbia University School of Nursing to evaluate scholarly enterprise so that it remains relevant and responsive to changing trends and to revise our research conceptual model to be reflective of the foci of our clinicians and researchers. As part of a larger strategic initiative, a two-phase Research Excellence Planning and Implementation Workgroup was convened, consisting of a broad representation of faculty and administrative staff, with an overall goal of expanding scholarly capacity. During Phase I, members developed measurable outcomes and tactics and revised the school's conceptual research model. In Phase II, the workgroup implemented and monitored tactics and presented final recommendations to the dean. To measure progress, faculty members completed a survey to establish baseline scholarship and collaboration with results indicating room for growth in interdisciplinary and inter-institutional collaboration. Ongoing assessment of outcomes includes Web-based tracking of scholarly activities and follow-up surveys to monitor expansion of faculty collaboration. We recommend this process to other schools committed to sustainable, increasingly relevant scholarship. Copyright © 2013 Elsevier Inc. All rights reserved.

USAF/SCEEE Graduate Student Summer Research Program (1984). Program Management Report.

DTIC Science & Technology

1984-10-01

adjunct effort to the SFRP. Its purpose is to provide funds for selected graduate students to do research at an appropriate Air Force laboratory or...under the Summer Faculty Research Program or an Air Force laboratory designated *- colleague. The students were U.S. citizens, working toward . an...faculty member; excellent laboratory experience. Good opportunity to become acquainted with Air Force research . Good concept. Good stipend

Online Teaching in Education, Health and Human Services: Helping Faculty Transition to Online Instruction and Providing Tools for Attaining Instructional Excellence

ERIC Educational Resources Information Center

Martin, Magy; Martin, Don

2015-01-01

The critical success of online instructors is their ability to engage students in the learning process. With this expertise, the online experience is extremely effective. The goal of this book is to help faculty understand the processes of teaching online and learning to be student-centered, which are the first steps toward becoming a successful…

Excellence in clinical teaching: knowledge transformation and development required.

PubMed

Irby, David M

2014-08-01

Clinical teachers in medicine face the daunting task of mastering the many domains of knowledge needed for practice and teaching. The breadth and complexity of this knowledge continue to increase, as does the difficulty of transforming the knowledge into concepts that are understandable to learners. Properly targeted faculty development has the potential to expedite the knowledge transformation process for clinical teachers. Based on my own research in clinical teaching and faculty development, as well as the work of others, I describe the unique forms of clinical teacher knowledge, the transformation of that knowledge for teaching purposes and implications for faculty development. The following forms of knowledge for clinical teaching in medicine need to be mastered and transformed: (i) knowledge of medicine and patients; (ii) knowledge of context; (iii) knowledge of pedagogy and learners, and (iv) knowledge integrated into teaching scripts. This knowledge is employed and conveyed through the parallel processes of clinical reasoning and clinical instructional reasoning. Faculty development can facilitate this knowledge transformation process by: (i) examining, deconstructing and practising new teaching scripts; (ii) focusing on foundational concepts; (iii) demonstrating knowledge-in-use, and (iv) creating a supportive organisational climate for clinical teaching. To become an excellent clinical teacher in medicine requires the transformation of multiple forms of knowledge for teaching purposes. These domains of knowledge allow clinical teachers to provide tailored instruction to learners at varying levels in the context of fast-paced and demanding clinical practice. Faculty development can facilitate this knowledge transformation process. © 2014 John Wiley & Sons Ltd.

A faculty development program integrating cross-cultural care into a gastrointestinal pathophysiology tutorial benefits students, tutors, and the course.

PubMed

Shields, Helen M; Leffler, Daniel A; Peters, Antoinette S; Llerena-Quinn, Roxana; Nambudiri, Vinod E; White, Augustus A; Hayward, Jane N; Pelletier, Stephen R

2015-06-01

A specific faculty development program for tutors to teach cross-cultural care in a preclinical gastrointestinal pathophysiology course with weekly longitudinal followup sessions was designed in 2007 and conducted in the same manner over a 6-yr period. Anonymous student evaluations of how "frequently" the course and the tutor were actively teaching cross-cultural care were performed. The statements "This tutor actively teaches culturally competent care" and "Issues of culture and ethnicity were addressed" were significantly improved over baseline 2004 data. These increases were sustained over the 6-yr period. A tutor's overall rating as a teacher was moderately correlated with his/her "frequently" actively teaching cross-cultural care (r = 0.385, P < 0. 001). Course evaluation scores were excellent and put the course into the group of preclinical courses with the top ratings. Students in the Race in Curriculum Group asked that the program be expanded to other preclinical courses. In conclusion, from 2007 to 2012, a faculty development program for teaching cross-cultural care consistently increased the discussion of cross-cultural care in the tutorial and course over each year beginning with 2007 compared with the baseline year of 2004. Our data suggest that cross-cultural care can be effectively integrated into pathophysiology tutorials and helps improve students' satisfaction and tutors' ratings. Teaching cross-cultural care in a pathophysiology tutorial did not detract from the course's overall evaluations, which remained in the top group over the 6-yr period. Copyright © 2015 The American Physiological Society.

Foundational Elements of Applied Simulation Theory: Development and Implementation of a Longitudinal Simulation Educator Curriculum

PubMed Central

Posner, Glenn; Humphrey-Murto, Susan

2017-01-01

Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern’s approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution. PMID:28280655

Foundational Elements of Applied Simulation Theory: Development and Implementation of a Longitudinal Simulation Educator Curriculum.

PubMed

Chiu, Michelle; Posner, Glenn; Humphrey-Murto, Susan

2017-01-27

Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern's approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution.

Development and Implementation of a Peer Mentoring Program for Early Career Gerontological Faculty

PubMed Central

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

2016-01-01

Purpose In conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), the Hartford Gerontological Nursing Leaders (HGNL) developed and executed a program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of the HGNL. The purpose of this article is to describe key strategies used to develop and execute the mentoring program and to present the formative and summative program evaluation. Design The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. Findings An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Conclusions Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Clinical Relevance Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. PMID:25808927

Intentional Excellence in the Baldwin Wallace University Neuroscience Program

PubMed Central

Morris, Jacqueline K.; Peppers, Kieth; Mickley, G. Andrew

2015-01-01

The Society for Neuroscience recognized Baldwin Wallace University’s (BWU) undergraduate Neuroscience program as their Program of the Year for 2012. This award acknowledged the “accomplishments of a neuroscience department or program for excellence in educating neuroscientists and providing innovative models to which other programs can aspire.” The Neuroscience program grew out of students interested in studying the biological basis of behavior. BWU’s neuroscience major is research-intensive, and all students are required to produce an empirically-based senior thesis. This requirement challenges program resources, and the demand for faculty attention is high. Thus, we developed an intentional 3-step peer mentoring system that encourages our students to collaborate with and learn from, not only faculty, but each other. Peer mentoring occurs in the curriculum, faculty research labs, and as students complete their senior theses. As the program has grown with over 80 current majors, we have developed a new Neuroscience Methods course to train students on the safety, ethics, and practice of research in the neuroscience laboratory space. Students in this course leave with the skills and knowledge to assist senior level students with their theses and to begin the process of developing their own projects in the laboratory. Further, our students indicate that their “peer mentorship was excellent,” “helped them gain confidence,” and “allowed them to be more successful in their research.” PMID:26240522

Excellence in Business Education (A "FRUCE" Model for Higher Education Commission-Recognized Business Schools in Pakistan)

ERIC Educational Resources Information Center

Kolachi, Nadir Ali; Mohammad, Jan

2013-01-01

The paper develops a new model of the essential factors required to be a top business school in the world for the benefit of schools recognized by the Higher Education Commission (HEC) in Pakistan. Globally, top business schools are those that excel in research, attract strong faculty, and successfully foster student development. The present…

Program Excellence versus Program Growth: Must These Goals Conflict?

ERIC Educational Resources Information Center

Goodstein, Lynne

2013-01-01

New England University (NEU) provides a case study of the risk that change might undermine an existing university asset in the context of growth in honors; it is a story about the efforts of faculty, students, and staff committed to evoking and sustaining excellence in one honors program to respond to the vision of a new president who placed…

Assessing and Rewarding Excellent Academic Teachers for the Benefit of an Organization

ERIC Educational Resources Information Center

Olsson, Thomas; Roxå, Torgny

2013-01-01

In this article we describe and analyse a system for rewarding excellence in university teaching developed at the Faculty of Engineering at Lund University in Sweden. Individual teachers are rewarded for the effort they invest in the support of student learning. However, it is the organization that establishes a reward system and it does so for…

Tradition meets innovation: transforming academic medical culture at the University of Pennsylvania's Perelman School of Medicine.

PubMed

Pati, Susmita; Reum, Josef; Conant, Emily; Tuton, Lucy Wolf; Scott, Patricia; Abbuhl, Stephanie; Grisso, Jeane Ann

2013-04-01

Traditional performance expectations and career advancement paths for academic physicians persist despite dramatic transformations in the academic workflow, workload, and workforce over the past 20 years. Although the academic physician's triple role as clinician, researcher, and educator has been lauded as the ideal by academic health centers, current standards of excellence for promotion and tenure are based on outdated models. These models fail to reward collaboration and center around rigid career advancement plans that do little to accommodate the changing needs of individuals and organizations. The authors describe an innovative, comprehensive, multipronged initiative at the Perelman School of Medicine at the University of Pennsylvania to initiate change in the culture of academic medicine and improve academic productivity, job satisfaction, and overall quality of life for junior faculty. As a key part of this intervention, task forces from each of the 13 participating departments/divisions met five times between September 2010 and January 2011 to produce recommendations for institutional change. The authors discuss how this initiative, using principles adopted from business transformation, generated themes and techniques that can potentially guide workforce environment innovation in academic health centers across the United States. Recommendations include embracing a promotion/tenure/evaluation system that supports and rewards tailored individual academic career plans; ensuring leadership, decision-making roles, and recognition for junior faculty; deepening administrative and team supports for junior faculty; and solidifying and rewarding mentorship for junior faculty. By doing so, academic health centers can ensure the retention and commitment of faculty throughout all stages of their careers.

Tradition Meets Innovation: Transforming Academic Medical Culture at the University of Pennsylvania’s Perelman School of Medicine

PubMed Central

Pati, Susmita; Reum, Josef; Conant, Emily; Tuton, Lucy Wolf; Scott, Patricia; Abbuhl, Stephanie; Grisso, Jeane Ann

2013-01-01

Traditional performance expectations and career advancement paths for academic physicians persist despite dramatic transformations in the academic workflow, workload, and workforce over the past twenty years. While the academic physician’s triple role as clinician, researcher, and educator has been lauded as the ideal by academic medical centers, current standards of excellence for promotion and tenure are based on outdated models. These models fail to reward collaboration and center around rigid career advancement plans that do little to accommodate the changing needs of individuals and organizations. Here, the authors describe an innovative, comprehensive, multi-pronged initiative at the Perelman School of Medicine at the University of Pennsylvania to initiate change in the culture of academic medicine and improve academic productivity, job satisfaction, and overall quality of life for junior faculty. As a key part of this intervention, task forces from each of the 13 participating departments/divisions met 5 times between September 2010 and January 2011 to produce recommendations for institutional change. The authors discuss how this initiative, using principles adopted from business transformation, generated themes and techniques that can potentially guide workforce environment innovation in academic health centers across the United States. Recommendations include embracing a promotion/tenure/evaluation system that supports and rewards tailored individual academic career plans; ensuring leadership, decision-making roles and recognition for junior faculty; deepening administrative and team supports for junior faculty; and solidifying and rewarding mentorship for junior faculty. By doing so, academic health centers can ensure the retention and commitment of faculty throughout all stages of their careers. PMID:23425986

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

PubMed Central

2013-01-01

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

Degree of Practice of Emotional and Spiritual Education by Faculty Members of Tafila Technical University and Its Role in Development of Self-Behavior from the Perspective of Students

ERIC Educational Resources Information Center

Kraimeen, Hani; Al-Mhasnah, Abd Al Raheem

2017-01-01

This study aims to identify the practice of emotional and spiritual education by faculty members of Tafila Technical University and its relation in development of students' self-behavior, a notion that includes some aspects of self-emotions, behavior control, and emotional control and to guide a person towards achievement, excellence, in light of…

Faculty career flexibility: Why we need it and how best to achieve it

NASA Astrophysics Data System (ADS)

Quinn, Kate

2010-02-01

Research conducted over the last decade provides compelling evidence that higher education institutions have a strong business case for providing flexibility for their tenure-track and tenured faculty. Flexibility constitutes an effective tool for recruiting and retaining talented faculty. Career flexibility is especially critical to retaining some of the most qualified female PhDs in academic science, engineering, and mathematics. Acquiring the best talent is essential to an institution's ability to achieve excellence and maintain its competitive advantage in a global environment. In an effort to increase the flexibility of faculty careers, the American Council on Education partnered with the Alfred P. Sloan Foundation to create the Award for Faculty Career Flexibility. This presentation will address the origins of the award and share findings from the awards process. Fairly simple and cost effective strategies have been successful in accelerating the cultural change necessary to increase the flexibility of faculty careers. This presentation shares these strategies in addition to information about the types of policies and practices being adopted to support faculty work-life balance through career flexibility. )

Becoming a nursing faculty leader.

PubMed

Young, Patricia K; Pearsall, Catherine; Stiles, Kim A; Horton-Deutsch, Sara

2011-01-01

Academic leaders are one component of a well-prepared faculty that is required to achieve and sustain excellent educational programs. But what is it like to become an academic leader? How does one become a leader? These questions were addressed in an interpretive study in which nurse faculty leaders were interviewed about the experience of becoming a leader. Interview texts were analyzed hermeneutically by a research team to uncover three themes (common, shared experiences): Being Thrust into Leadership, Taking Risks, and Facing Challenges, which are explicated in this article. This study develops the evidence base for leadership preparation at a time when there is a strong need for nursing education leaders in academia.

Broadway High School: Moving Ahead in Math. Onward to Excellence II: Committing to CHANGE with OTE II.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR. School Improvement Program.

This document describes the school reform movement at Broadway High School in rural Virginia which has led to great success in mathematics achievement as proven by the Virginia Standards of Learning (SOL) tests. The Onward to Excellence II model provided a way for the faculty to focus on math, especially Algebra I, and to involve the entire school…

Students Evaluation of Faculty

ERIC Educational Resources Information Center

Thawabieh, Ahmad M.

2017-01-01

This study aimed to investigate how students evaluate their faculty and the effect of gender, expected grade, and college on students' evaluation. The study sample consisted of 5291 students from Tafila Technical University Faculty evaluation scale was used to collect data. The results indicated that student evaluation of faculty was high (mean =…

Are Online Student Evaluations of Faculty Influenced by the Timing of Evaluations?

ERIC Educational Resources Information Center

McNulty, John A.; Gruener, Gregory; Chandrasekhar, Arcot; Espiritu, Baltazar; Hoyt, Amy; Ensminger, David

2010-01-01

Student evaluations of faculty are important components of the medical curriculum and faculty development. To improve the effectiveness and timeliness of student evaluations of faculty in the physiology course, we investigated whether evaluations submitted during the course differed from those submitted after completion of the course. A secure…

A Proposal for the Establishment of a Center of Excellence in Theoretical Geoplasma Research.

DTIC Science & Technology

1987-11-15

activities at the Center. % % rS The Center is fully staffed with fifteen (15) active members. These - include members of the faculty, staff...the HAPI instrument on Dynamics Explorer 1 on Nov. 14, 1981 at the geocentric altitude of 2 .ORE and Invariant latitude of 600. The top panel... staffed with fifteen participating faculty, staff, postdoctoral and graduate students, and visiting scientists. 0 Throughout the year, we have kept a

Faculty development for the evaluation system: a dual agenda

PubMed Central

Oller, Kellee L; Mai, Cuc T; Ledford, Robert J; O’Brien, Kevin E

2017-01-01

Faculty development for the evaluation process serves two distinct goals. The first goal is to improve the quality of the evaluations submitted by the faculty. Providing an accurate assessment of a learner’s capabilities is a skill and, similar to other skills, can be developed with training. Frame-of-reference training serves to calibrate the faculty’s standard of performance and build a uniform language of the evaluation. Second, areas for faculty professional growth can be identified from data generated from learners’ evaluations of the faculty using narrative comments, item-level comparison reports, and comparative rank list information. This paper presents an innovative model, grounded in institutional experience and review of the literature, to provide feedback to faculty evaluators, thereby improving the reliability of the evaluation process, and motivating the professional growth of faculty as educators. PMID:28331382

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

Eight years' experience with a Medical Education Journal Club in Mexico: a quasi-experimental one-group study.

PubMed

Sánchez-Mendiola, Melchor; Morales-Castillo, Daniel; Torruco-García, Uri; Varela-Ruiz, Margarita

2015-12-14

A time-honored strategy for keeping up to date in medicine and improving critical appraisal skills is the Journal Club (JC). There are several reports of its use in medicine and allied health sciences but almost no reports of JC focused on medical education. The purpose of the study is to describe and evaluate an eight years' experience with a medical education Journal Club (MEJC). We started a monthly medical education JC in 2006 at UNAM Faculty of Medicine in Mexico City. Its goal is to provide faculty with continuing professional development in medical education. A discussion guide and a published paper were sent 2 weeks before sessions. We reviewed the themes and publication types of the papers used in the sessions, and in June-July 2014 administered a retrospective post-then-pre evaluation questionnaire to current participants that had been regular attendees to the JC for more than 2 years. The retrospective post-then-pre comparisons were analyzed with Wilcoxon signed-rank test. Effect sizes were calculated for the pre-post comparisons with Cohen's r. There have been 94 MEJC sessions until July 2014. Average attendance is 20 persons, a mix of clinicians, educators, psychologists and a sociologist. The articles were published in 32 different journals, and covered several medical education themes (curriculum, faculty development, educational research methodology, learning methods, assessment, residency education). 22 Attendees answered the evaluation instrument. The MEJC had a positive evaluation from good to excellent, and there was an improvement in self-reported competencies in medical education literature critical appraisal and behaviors related to the use of evidence in educational practice, with a median effect size higher than 0.5. The evaluation instrument had a Cronbach's alpha of 0.96. A periodic Medical Education Journal Club can improve critical appraisal of the literature, and be maintained long-term using evidence-based strategies. This activity is a useful adjunct to the scholarship of teaching.

MVP and Faculty Evaluation

ERIC Educational Resources Information Center

Theall, Michael

2017-01-01

This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…

Contextual adaptation of the Personnel Evaluation Standards for assessing faculty evaluation systems in developing countries: the case of Iran

PubMed Central

Ahmady, Soleiman; Changiz, Tahereh; Brommels, Mats; Gaffney, F Andrew; Thor, Johan; Masiello, Italo

2009-01-01

Background Faculty evaluations can identify needs to be addressed in effective development programs. Generic evaluation models exist, but these require adaptation to a particular context of interest. We report on one approach to such adaptation in the context of medical education in Iran, which is integrated into the delivery and management of healthcare services nationwide. Methods Using a triangulation design, interviews with senior faculty leaders were conducted to identify relevant areas for faculty evaluation. We then adapted the published checklist of the Personnel Evaluation Standards to fit the Iranian medical universities' context by considering faculty members' diverse roles. Then the adapted instrument was administered to faculty at twelve medical schools in Iran. Results The interviews revealed poor linkages between existing forms of development and evaluation, imbalance between the faculty work components and evaluated areas, inappropriate feedback and use of information in decision making. The principles of Personnel Evaluation Standards addressed almost all of these concerns and were used to assess the existing faculty evaluation system and also adapted to evaluate the core faculty roles. The survey response rate was 74%. Responses showed that the four principles in all faculty members' roles were met occasionally to frequently. Evaluation of teaching and research had the highest mean scores, while clinical and healthcare services, institutional administration, and self-development had the lowest mean scores. There were statistically significant differences between small medium and large medical schools (p < 0.000). Conclusion The adapted Personnel Evaluation Standards appears to be valid and applicable for monitoring and continuous improvement of a faculty evaluation system in the context of medical universities in Iran. The approach developed here provides a more balanced assessment of multiple faculty roles, including educational, clinical and healthcare services. In order to address identified deficiencies, the evaluation system should recognize, document, and uniformly reward those activities that are vital to the academic mission. Inclusion of personal developmental concerns in the evaluation discussion is essential for evaluation systems. PMID:19400932

Faculty Performance Management System: The Faculty Development/Evaluation System at Beaufort Technical College, 1986-1987. Revised.

ERIC Educational Resources Information Center

Tobias, Earole; And Others

Designed for faculty members at Beaufort Technical College (BTC) in South Carolina, this handbook describes the college's faculty evaluation process and procedures. The first sections of the handbook explain the rationale and method for the faculty evaluation process, state the purposes and objectives of the system, and offer a model which breaks…

Development of Structural Neurobiology and Genomics Programs in the Neurogenetic Institute

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

Henderson, Brian E., M.D.

The purpose of the DOE equipment-only grant was to purchase instrumentation in support of structural biology and genomics core facilities in the Zilkha Neurogenetic Institute (ZNI). The ZNI, a new laboratory facility (125,000 GSF) and a center of excellence at the Keck School of Medicine of USC, was opened in 2003. The goal of the ZNI is to recruit upwards of 30 new faculty investigators engaged in interdisciplinary research programs that will add breadth and depth to existing school strengths in neuroscience, epidemiology and genetics. Many of these faculty, and other faculty researchers at the Keck School will access structuralmore » biology and genomics facilities developed in the ZNI.« less

The United States Air Force Academy’s First Twenty-Five Years, Some Perceptions.

DTIC Science & Technology

1979-01-01

few professions, if any, can match the success of the service academies in inspiring their members to high standards of integrity and ethical conduct...Academic year 1964-1965 was a truly pivotal one and established a standard of excellence, internally demanded and externally required, which con- tinues to...accommodate a varied faculty and student body as well as adjust curricula and teaching methods to the demands of an ever-changing world. The Math Faculty The

Best Practices in Academic Mentoring: A Model for Excellence

PubMed Central

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

2012-01-01

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

Implementing the recommended curriculum in biochemistry and molecular biology at a regional comprehensive university through a biology/chemistry double major: The minnesota state university moorhead experience*.

PubMed

Wallert, Mark; Brisch, Ellen; Chastain, Chris; Malott, Michelle; Provost, Joseph

2004-05-01

Minnesota State University Moorhead (MSUM) is a regional comprehensive university that is part of the Minnesota State Colleges and Universities (MnSCU) system. The current student population consists of ∼7,600 full- and part-time students who are enrolled in one of 135 majors that lead to baccalaureate degrees. MSUM is committed to excellence in science teaching and research for undergraduates. It is an institutional member of the Council on Undergraduate Research and has three faculty members participating in Project Kaleidoscope (PKAL) Faculty for the 21st Century. Fourteen years ago, MSUM renewed its effort to have faculty participate in active research. All science faculty members hired since that time have been required to establish research programs. The primary purpose for the faculty engaging in ongoing research projects is to involve undergraduates in a meaningful research experience, thus training these students to become scientists. Copyright © 2004 International Union of Biochemistry and Molecular Biology, Inc.

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.

Assessment of faculty productivity in academic departments of medicine in the United States: a national survey.

PubMed

Kairouz, Victor F; Raad, Dany; Fudyma, John; Curtis, Anne B; Schünemann, Holger J; Akl, Elie A

2014-09-26

Faculty productivity is essential for academic medical centers striving to achieve excellence and national recognition. The objective of this study was to evaluate whether and how academic Departments of Medicine in the United States measure faculty productivity for the purpose of salary compensation. We surveyed the Chairs of academic Departments of Medicine in the United States in 2012. We sent a paper-based questionnaire along with a personalized invitation letter by postal mail. For non-responders, we sent reminder letters, then called them and faxed them the questionnaire. The questionnaire included 8 questions with 23 tabulated close-ended items about the types of productivity measured (clinical, research, teaching, administrative) and the measurement strategies used. We conducted descriptive analyses. Chairs of 78 of 152 eligible departments responded to the survey (51% response rate). Overall, 82% of respondents reported measuring at least one type of faculty productivity for the purpose of salary compensation. Amongst those measuring faculty productivity, types measured were: clinical (98%), research (61%), teaching (62%), and administrative (64%). Percentages of respondents who reported the use of standardized measurements units (e.g., Relative Value Units (RVUs)) varied from 17% for administrative productivity to 95% for research productivity. Departments reported a wide variation of what exact activities are measured and how they are monetarily compensated. Most compensation plans take into account academic rank (77%). The majority of compensation plans are in the form of a bonus on top of a fixed salary (66%) and/or an adjustment of salary based on previous period productivity (55%). Our survey suggests that most academic Departments of Medicine in the United States measure faculty productivity and convert it into standardized units for the purpose of salary compensation. The exact activities that are measured and how they are monetarily compensated varied substantially across departments.

Student evaluations of teaching: teaching quantitative courses can be hazardous to one’s career

PubMed Central

Smibert, Dylan

2017-01-01

Anonymous student evaluations of teaching (SETs) are used by colleges and universities to measure teaching effectiveness and to make decisions about faculty hiring, firing, re-appointment, promotion, tenure, and merit pay. Although numerous studies have found that SETs correlate with various teaching effectiveness irrelevant factors (TEIFs) such as subject, class size, and grading standards, it has been argued that such correlations are small and do not undermine the validity of SETs as measures of professors’ teaching effectiveness. However, previous research has generally used inappropriate parametric statistics and effect sizes to examine and to evaluate the significance of TEIFs on personnel decisions. Accordingly, we examined the influence of quantitative vs. non-quantitative courses on SET ratings and SET based personnel decisions using 14,872 publicly posted class evaluations where each evaluation represents a summary of SET ratings provided by individual students responding in each class. In total, 325,538 individual student evaluations from a US mid-size university contributed to theses class evaluations. The results demonstrate that class subject (math vs. English) is strongly associated with SET ratings, has a substantial impact on professors being labeled satisfactory vs. unsatisfactory and excellent vs. non-excellent, and the impact varies substantially depending on the criteria used to classify professors as satisfactory vs. unsatisfactory. Professors teaching quantitative courses are far more likely not to receive tenure, promotion, and/or merit pay when their performance is evaluated against common standards. PMID:28503380

Student evaluations of teaching: teaching quantitative courses can be hazardous to one's career.

PubMed

Uttl, Bob; Smibert, Dylan

2017-01-01

Anonymous student evaluations of teaching (SETs) are used by colleges and universities to measure teaching effectiveness and to make decisions about faculty hiring, firing, re-appointment, promotion, tenure, and merit pay. Although numerous studies have found that SETs correlate with various teaching effectiveness irrelevant factors (TEIFs) such as subject, class size, and grading standards, it has been argued that such correlations are small and do not undermine the validity of SETs as measures of professors' teaching effectiveness. However, previous research has generally used inappropriate parametric statistics and effect sizes to examine and to evaluate the significance of TEIFs on personnel decisions. Accordingly, we examined the influence of quantitative vs. non-quantitative courses on SET ratings and SET based personnel decisions using 14,872 publicly posted class evaluations where each evaluation represents a summary of SET ratings provided by individual students responding in each class. In total, 325,538 individual student evaluations from a US mid-size university contributed to theses class evaluations. The results demonstrate that class subject (math vs. English) is strongly associated with SET ratings, has a substantial impact on professors being labeled satisfactory vs. unsatisfactory and excellent vs. non-excellent, and the impact varies substantially depending on the criteria used to classify professors as satisfactory vs. unsatisfactory. Professors teaching quantitative courses are far more likely not to receive tenure, promotion, and/or merit pay when their performance is evaluated against common standards.

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

PubMed

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

2012-07-01

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

United States Air Force Summer Faculty Research Program (1984). Program Management Report. Volume 2.

DTIC Science & Technology

1984-12-01

temperature properties and thermal stability (2). Perfluorinated fluids which have excellent thermal and oxidative stabilities, have several disadvantages...fluids with improved properties, a Materials Laboratory Program has led to the development of a class of compounds called silahydrocarbons. These... compounds have excellent . . . !.vsct temperature proe operies a ifctdyi thera stbl t empraure xpec e to of 54C o 35°. Snteti hyroarbnsbasd n hdroentedp5y

Redesign of the System for Evaluation of Teaching Qualities in Anesthesiology Residency Training (SETQ Smart).

PubMed

Lombarts, Kiki M J M H; Ferguson, Andrew; Hollmann, Markus W; Malling, Bente; Arah, Onyebuchi A

2016-11-01

Given the increasing international recognition of clinical teaching as a competency and regulation of residency training, evaluation of anesthesiology faculty teaching is needed. The System for Evaluating Teaching Qualities (SETQ) Smart questionnaires were developed for assessing teaching performance of faculty in residency training programs in different countries. This study investigated (1) the structure, (2) the psychometric qualities of the new tools, and (3) the number of residents' evaluations needed per anesthesiology faculty to use the instruments reliably. Two SETQ Smart questionnaires-for faculty self-evaluation and for resident evaluation of faculty-were developed. A multicenter survey was conducted among 399 anesthesiology faculty and 430 residents in six countries. Statistical analyses included exploratory factor analysis, reliability analysis using Cronbach α, item-total scale correlations, interscale correlations, comparison of composite scales to global ratings, and generalizability analysis to assess residents' evaluations needed per faculty. In total, 240 residents completed 1,622 evaluations of 247 faculty. The SETQ Smart questionnaires revealed six teaching qualities consisting of 25 items. Cronbach α's were very high (greater than 0.95) for the overall SETQ Smart questionnaires and high (greater than 0.80) for the separate teaching qualities. Interscale correlations were all within the acceptable range of moderate correlation. Overall, questionnaire and scale scores correlated moderately to highly with the global ratings. For reliable feedback to individual faculty, three to five resident evaluations are needed. The first internationally piloted questionnaires for evaluating individual anesthesiology faculty teaching performance can be reliably, validly, and feasibly used for formative purposes in residency training.

Assessing Change in the Teaching Practice of Faculty in a Faculty Development Program for Primary Care Physicians: Toward a Mixed Method Evaluation Approach.

ERIC Educational Resources Information Center

Pinheiro, Sandro O.; Rohrer, Jonathan D.; Heimann, C. F. Larry

This paper describes a mixed method evaluation study that was developed to assess faculty teaching behavior change in a faculty development fellowship program for community-based hospital faculty. Principles of adult learning were taught to faculty participants over the fellowship period. These included instruction in teaching methods, group…

UAB UT Annual Report : 2010-2011

DOT National Transportation Integrated Search

2011-01-01

The UAB UTC's theme, Traffic Safety and Injury Control was an excellent fit for the UAB Injury Control : Research Centers (ICRC) faculty, because it complemented the ICRCs Mission, which was: To help the : nation achieve a significant reduct...

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)

Assessing Faculty Performance: A Test of Method.

ERIC Educational Resources Information Center

Clark, Mary Jo; Blackburn, Robert T.

A methodology for evaluating faculty work performance was discussed, using data obtained from a typical liberal arts college faculty. Separate evaluations of teaching effectiveness and of overall contributions to the college for 45 full-time faculty (85% response rate) were collected from administrators, faculty colleagues, students, and from the…

Anesthesia residents' global (departmental) evaluation of faculty anesthesiologists' supervision can be less than their average evaluations of individual anesthesiologists.

PubMed

Hindman, Bradley J; Dexter, Franklin; Smith, Thomas C

2015-01-01

Faculty anesthesiologists' supervision of anesthesiology residents is required for both postgraduate medical education and billing compliance. Previously, using the de Oliveira Filho et al. supervision question set, De Oliveira et al. found that residents who reported mean department-wide supervision scores <3.0 ("frequent") reported a significantly more frequent occurrence of mistakes with negative consequences to patients, as well as medication errors. In our department, residents provide daily evaluations of the supervision received by individual faculty. Using a survey study, we compared relationships between residents' daily supervision scores for individual faculty anesthesiologists and residents' supervision scores for the entire department (comprised these faculty). We studied all anesthesiology residents in clinical years 1, 2, and 3 (i.e., neither in the "base year" nor in fellowship). There were daily evaluations of individual faculty supervision of operative anesthesia for 36 weeks. Residents clicked a hyperlink on the invitation e-mail taking them to a secure Web page to provide their global (departmental) assessment of faculty supervision. We calculated the ratio of each resident's global (departmental) faculty supervision score (i.e., mean among 9 questions × 1 evaluation) to the same resident's daily evaluations of individual faculty (i.e., mean among 9 questions × many evaluations). All 39 of 39 residents chose to participate. The mean departmental supervision score was significantly less (P < 0.0001) than the mean of individual faculty scores. The median ratio of scores was 86% (95% confidence interval, 83%-89%). Kendall's rank correlation between global and (mean) individual faculty scores was τb = 0.34 ± 0.11 (P = 0.0032). The ratios were uniformly distributed (P = 0.64) between the observed minimums and maximums; were not correlated with the mean value of individual faculty scores previously provided by each resident (P = 0.64); were not correlated with the number of individual faculty evaluations previously provided by each resident (P = 0.49); and did not differ among the first, second, or third year residents (P = 0.37). Residents' perceptions of overall (departmental) faculty supervision were less than overall averages of their perceptions of individual faculty supervision. This should be considered when interpreting national survey results (e.g., of patient safety), residency program evaluations, and individual faculty anesthesiologist performance.

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.

Perceptions of organizational culture and organizational citizenship by faculty in U.S. colleges and schools of pharmacy.

PubMed

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

2018-04-01

(1) Describe perceptions of organizational culture and prevalence of organizational citizenship behaviors (OCBs) among faculty at United States (U.S.) colleges/schools of pharmacy; (2) determine which aspects of those phenomena are strongest and which are most problematic; (3) evaluate the psychometric properties of measures for organizational culture and OCBs in academic pharmacy; and (4) identify any relationships between organizational culture and organizational citizenship among academic pharmacy faculty. A random sample of 600 U.S. academic pharmacists acquired from the American Association of Colleges of Pharmacy were distributed an email survey through the use of Qualtrics technology. The procedures closely resembled the Total Design Method advocated to maximize survey response, including use of a pre-notification letter, reminders, and a nominal financial inducement. In addition to demographic questions, the survey employed multiple-item measures of organizational culture and OCBs described previously in the literature and derived from Delphi consensus-building procedures. The analysis plan incorporated use of factor and item analyses to evaluate psychometric properties of the measure and elicit the inherent domains comprising these phenomena, along with descriptive statistics to describe facets of organizational culture and OCBs that were most prevalent. A total of 177 responses were delivered. Factor analysis of organizational culture revealed a five-factor solution emphasizing achievement orientation, professionalism, stability, supportiveness, and reflectiveness. OCB domains were along the possibility of faculty being virtuous, disrespectful, sportsmanlike, and benevolent/malevolent. Even while multi-faceted and avoiding a simple typological descriptor, academic pharmacy cultures were reportedly healthy. Sportsmanship, while still somewhat commonly observed, was seen less frequently than other behaviors. The measures demonstrated logical, cogent factor structures and excellent internal consistency reliability. Psychometrically well-performing measures were used to assess the multi-faceted organizational culture of academic pharmacy programs and the organizational citizenship behaviors of its constituent faculty. The results can be used to measure these phenomena at individual organizations for benchmarking and to inform future inquiries that can assist with development of strategies that impact academic worklife and outcomes. Copyright © 2017 Elsevier Inc. All rights reserved.

Structured Annual Faculty Review Program Accelerates Professional Development and Promotion

PubMed Central

McLendon, Roger

2017-01-01

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

An Academic-Service Partnership: A System-Wide Approach and Case Report.

PubMed

Bay, Esther H; Tschannen, Dana J

2017-06-01

An academic-service partnership was formed to increase educational capacity, improve evidence-based nursing at the point of care, and engage staff nurses, clinical faculty, and students in patient and family care. This case report reflects an overview of the first year of full implementation, and survey results from nurse leaders and faculty at the 3-year time point. Following its third year of an academic-service partnership, the shared mission, vision, and values have resulted in stronger NCLEX-RN results, improved quality initiatives, and trends for improvements in patient outcomes. Alignment with faculty and mentors surrounding student expectations has improved, as well as shared evidence-based practices. Sustaining an academic-service partnership requires dedicated leaders, faculty, and mentors. This partnership continues to thrive and move toward excellence in patient- and family-centered outcomes and undergraduate clinical education. [J Nurs Educ. 2017;56(6):373-377.]. Copyright 2017, SLACK Incorporated.

Student-teacher education programme (STEP) by step: transforming medical students into competent, confident teachers.

PubMed

Erlich, Deborah R; Shaughnessy, Allen F

2014-04-01

While most medical schools have students teach other students, few offer formal education in teaching skills, and fewer provide teaching theory together with experiential teaching practice. Furthermore, curriculum evaluation of teaching education is lacking. This study aimed to examine effects of a novel didactic teaching curriculum for students embedded in a practical teaching experience. A longitudinal 12-week curriculum with complementary didactic and practical components for final-year students learning how to teach was developed, implemented and evaluated using a multi-level evaluation based on the Kirkpatrick approach with qualitative and quantitative methods. Thirteen student-teachers acquired measureable knowledge, skills and attitudes necessary for teaching excellence. Confidence in teaching increased (p < 0.001), particularly in four key areas: oral feedback, written feedback, mentoring, and the difficult learner. Student-teachers demonstrated teaching competence as determined by self-assessment, student feedback, and faculty observation. Top teachers impacted their first-year students' performance in patient interviewing as measured by Objective Structured Clinical Examination (OSCE). Reinforcing educational theory with practical teaching experience under direct faculty supervision promotes teaching competency for graduating medical students. The intertwined didactic plus practical model can be applied to various teaching contexts to fulfil the mandate that medical schools train graduates in core teaching knowledge, skills and attitudes in preparation for their future roles as clinical teachers.

Evaluating Teachers of Writing.

ERIC Educational Resources Information Center

Hult, Christine A., Ed.

Describing the various forms evaluation can take, this book delineates problems in evaluating writing faculty and sets the stage for reconsidering the entire process to produce a fair, equitable, and appropriate system. The book discusses evaluation through real-life examples: evaluation of writing faculty by literature faculty, student…

Evaluation of nursing faculty through observation.

PubMed

Crawford, L H

1998-10-01

The purpose of this study was to assess current use and faculty perceptions of classroom observation as a method of faculty evaluation in schools of nursing. Baccalaureate schools of nursing were surveyed to determine current use of classroom observation and its worth from the perception of administrators and faculty. Although most schools used classroom observation as a method of faculty evaluation, further clarification and research is needed in the following areas: purpose of classroom observation; number of observations necessary; weight given to classroom observation in relation to other evaluation methods; and tools used.

Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents.

PubMed

Lombarts, Kiki M J M H; Heineman, Maas Jan; Scherpbier, Albert J J A; Arah, Onyebuchi A

2014-01-01

To understand teaching performance of individual faculty, the climate in which residents' learning takes place, the learning climate, may be important. There is emerging evidence that specific climates do predict specific outcomes. Until now, the effect of learning climate on the performance of the individual faculty who actually do the teaching was unknown. THIS STUDY: (i) tested the hypothesis that a positive learning climate was associated with better teaching performance of individual faculty as evaluated by residents, and (ii) explored which dimensions of learning climate were associated with faculty's teaching performance. We conducted two cross-sectional questionnaire surveys amongst residents from 45 residency training programs and multiple specialties in 17 hospitals in the Netherlands. Residents evaluated the teaching performance of individual faculty using the robust System for Evaluating Teaching Qualities (SETQ) and evaluated the learning climate of residency programs using the Dutch Residency Educational Climate Test (D-RECT). The validated D-RECT questionnaire consisted of 11 subscales of learning climate. Main outcome measure was faculty's overall teaching (SETQ) score. We used multivariable adjusted linear mixed models to estimate the separate associations of overall learning climate and each of its subscales with faculty's teaching performance. In total 451 residents completed 3569 SETQ evaluations of 502 faculty. Residents also evaluated the learning climate of 45 residency programs in 17 hospitals in the Netherlands. Overall learning climate was positively associated with faculty's teaching performance (regression coefficient 0.54, 95% confidence interval: 0.37 to 0.71; P<0.001). Three out of 11 learning climate subscales were substantially associated with better teaching performance: 'coaching and assessment', 'work is adapted to residents' competence', and 'formal education'. Individual faculty's teaching performance evaluations are positively affected by better learning climate of residency programs.

Attitudes of affiliate faculty members toward medical student summative evaluation for clinical clerkships: a qualitative analysis.

PubMed

Wang, Karen E; Fitzpatrick, Caroline; George, David; Lane, Lindsey

2012-01-01

Summative evaluation of medical students is a critical component of the educational process. Despite extensive literature on evaluation, few studies have centered on affiliate faculty members' attitudes toward summative evaluation of students, though it has been suggested that these attitudes influence their effectiveness as evaluators. The objective is to examine affiliate faculty members' attitudes toward clinical clerkship evaluation using primarily qualitative research methods. The study used a nonexperimental research design and employed mixed methods. Data were collected through interviews, focus groups, and a questionnaire from 11 affiliate faculty members. Themes emerging from the data fell into three broad categories: (a) factors that influence grading, (b) consequences of negative evaluations, and (c) disconnections in the grading process. The quantitative portion of the study revealed important discrepancies supporting the use of qualitative methods. The study highlights faculty members' struggles with the evaluative process and emphasizes the need for improvements in evaluation tools and faculty development.

Workshop on Excellence Empowered by a Diverse Academic Workforce: Achieving Racial & Ethnic Equity in Chemistry

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

Ali, Hassan B.

2008-02-13

The purpose of the Workshop 'Excellence Empowered by a Diverse Academic Workforce: Achieving Racial & Ethnic Equity in Chemistry' was to promote the development of a cadre of academic leaders who create, implement and promote programs and strategies for increasing the number of racial and ethnic minorities to equitable proportions on the faculties of departments throughout the academic chemistry community. An important objective of the workshop was to assist in creating an informed and committed community of chemistry leaders who will create, implement and promote programs and strategies to advance racial and ethnic equity in both the faculty and themore » student body with the goal of increasing the number of U.S. citizen underrepresented minorities (URM) participating in academic chemistry at all levels, with particular focus on the pipeline to chemistry faculty. This objective was met by (1) presentations of detailed data describing current levels of racial and ethnic minorities on the faculties of chemistry departments; (2) frank discussion of the obstacles to and benefits of racial/ethnic diversity in the chemistry professoriate; (3) summary of possible effective interventions and actions; and (4) promotion of the dissemination and adoption of initiatives designed to achieve racial/ethnic equity. Federal programs over the past thirty years have been instrumental in delivering to our universities URM students intending to major in the physical sciences such as chemistry. However, the near absence of URM faculty means that there is also an absence of URM as role models for aspiring students. For example, citing 2003 as a representative year, some statistics reveal the severity of the pipeline shrinkage for U. S. citizen URM starting from chemistry B.S. degrees awarded to the appointment to chemistry faculty. Compared to the URM population of approximately 30% for that year, 67% of the B.S. degrees in chemistry were awarded to white citizens and 17% were awarded to URM citizens. Proceeding along the pipeline, 83% of the Ph.D. degrees in chemistry were awarded to white citizens, and 6.4% were awarded to URM citizens. The number of white citizens occupying tenure faculty lines in chemistry departments at major research universities is estimated to be 86%, while the corresponding lines for URM was estimated to be only 3.7% in 2003. In raw numbers, the number of white chemistry faculty is estimated to be 1459 and the number of URM faculty was estimated to be just 62. Thus, starting with 16.6% for URM students awarded B.S. degrees in chemistry, the number decreases to 6.4% for URM students awarded Ph.D degrees in chemistry and then dwindles to only 3.6% URM faculty in major research universities, compared to a population of approximately 30% URM citizens. Similar statistics for URM representation in chemistry is found for the last two decades. Clearly there is a serious lack of URM mentors and role models among tenure faculty in our chemistry departments. The impact of this deficiency is captured in the statement that 'A university's lack of minority faculty sends a message to its students that minorities have no place in academia' thereby perpetuating a cycle of marginalization and discrimination. The lack of mentors and role models in academia deprive URM students who pass through the undergraduate programs of an education that is enriched by the intellectual and cognitive diversity that is inherent in a faculty of diverse backgrounds and cultures. Furthermore, URM are projected to constitute almost 32% of the U.S. population by 2020, so that URM will outnumber White males [who are projected to constitute 30% of the population (U.S. Census data)]. It is clearly time for this to change and proactive programs are needed immediately in order to insure that there will be an optimal inclusion of the future 'majority' of the U. S. domestic population throughout all levels of academia. The workshop was organized with the intention of triggering such a change by working with key representatives of chemistry in academia, namely the chemistry department chairs, to generate such programs, strategies and plans of action. This workshop called together the chairs of several of the top 50 Ph.D. granting chemistry departments in the country to design and develop new and comprehensive strategies to solve the problem of chronic URM under representation in chemistry and to commit to the goal of increasing the number of URM faculty in their departments. These chairs are well positioned to promote changes because they exist in environments that produce the majority of our chemistry faculty. With these leaders in the chemistry field taking responsibility for designing, developing, and implementing workable solutions, the community will have its best chance to create an excellent and diverse academic workforce in which the excellence of the URM component is appropriately represented.« less

Written Comments Made by Anesthesia Residents When Providing Below Average Scores for the Supervision Provided by the Faculty Anesthesiologist.

PubMed

Dexter, Franklin; Szeluga, Debra; Masursky, Danielle; Hindman, Bradley J

2016-06-01

Anesthesia residents in our department evaluate the supervision provided by the faculty anesthesiologist with whom they worked the previous day. What advice managers can best provide to the faculty who receive below-average supervision scores is unknown. The residents provided numerical answers (1 "never," 2 "rarely," 3 "frequently," or 4 "always") to each of the 9 supervision questions, resulting in a total supervision score. A written comment could also be provided. Over 2.5 years, the response rate to requests for evaluation was 99.1%. There were 13,664 evaluations of 76 faculty including 1387 comments. There were 25 evaluations with a comment of disrespectful behavior. For all 25, the question evaluating whether "the faculty treated me respectfully" was answered <4 (i.e., not "always"). The supervision scores were less than for the other evaluations with comments (P < 0.0001). Each increase in the faculty's number of comments of being disrespectful was associated with a lesser mean score (P = 0.0002). A low supervision score (<3.00; i.e., less than "frequent") had an odds ratio of 85 for disrespectful faculty behavior (P < 0.0001). The predictive value of the supervision score not being low for absence of a comment of disrespectful behavior was 99%. That finding was especially useful because 94% of scores below average (<3.80) were not low (≥3.00). There were 6 evaluations with a comment of insufficient faculty presence. Those evaluations had lesser scores than the other evaluations with comments (P < 0.0001). The 6 faculty with 1 such comment had lesser mean scores than the other faculty (P = 0.0071). There were 34 evaluations with a comment about poor-quality teaching. The evaluations related to poor teaching had lesser scores than the other evaluations with comments (P < 0.0001). The faculty who each received such a comment had lesser mean scores than the other faculty (P < 0.0001). Each increase in the faculty's number of comments of poor-quality teaching was associated with a lesser mean score (P = 0.0002). The 9 supervision questions were internally consistent (Cronbach α = 0.948). A faculty with a comment about poor-quality teaching had significant odds of also having a comment about insufficient presence (P = 0.0044). A comment with negative sentiment had significant odds of being about poor-quality teaching rather than being about insufficient presence (odds ratio, 6.00; P < 0.0001). A faculty who has insufficient presence cannot be providing good teaching. Furthermore, there was negligible correlation between supervision scores and faculty clinical assignments. Thus, insufficient faculty presence accounted for a small proportion of below-average supervision scores and low-quality supervision. Furthermore, scores ≥3 have a predictive value for the absence of disrespectful behavior ≅99%. Approximately 94% of the faculty supervision scores that were below average were still ≥3. Consequently, for the vast majority of the faculty-resident-days, quality of teaching distinguished between below- versus above-average supervision scores. This result is consistent with our prior finding of a strong correlation between 6-month supervision scores and assessments of teaching effectiveness. Taken together, when individual faculty anesthesiologists are counseled about their clinical supervision scores, the attribute to emphasize is quality of clinical teaching.

A Critical Appraisal of and Recommendations for Faculty Development

PubMed Central

Guglielmo, B. Joseph; Edwards, David J.; Franks, Andrea S.; Naughton, Cynthia A.; Schonder, Kristine S.; Stamm, Pamela L.; Thornton, Phillip; Popovich, Nicholas G.

2011-01-01

The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes. The paucity of published information strongly suggests a lack of outcomes-oriented faculty-development programs in colleges and schools of pharmacy. Substantial steps are required toward the development and scholarly evaluation of faculty-development programs. As these programs are developed and assessed, evaluations must encompass all faculty subgroups, including tenure- and nontenure track faculty members, volunteer faculty members, women, and underrepresented minorities. This paper proposes AACP, college and school, and department-level recommendations intended to ensure faculty success in achieving tenure and promotion. PMID:21931460

Attitude of Indian dental professionals toward scientific publications: A questionnaire based study.

PubMed

Verma, Pradhuman; Sachdeva, Suresh K; Verma, Kanika Gupta; Khosa, Rameen; Basavraju, Suman; Dutta, Sanjay

2015-08-01

Due to competitiveness and academic benefits, most dental professionals feel an urgent need to increase their publications. Hence, we explored the attitude of students and faculty members toward scientific publications through a questionnaire. A questionnaire consisting of 13 questions was sent by e-mails and posting the printed copies to dental postgraduate (PG) students (second and third year) and faculty members (n = 500 each). The returned completed questionnaires were analyzed. About 37% of dental PG faculty and 35.6% PG students responded to the questionnaire, with overall response of 72.6%. Among the PG faculty, professors (P) had more scientific publications, followed by senior lecturers (SL) and readers (R). The publications as first or corresponding author were less among both faculty and PG students while co-authorship was more among PG students compared to faculty members. Awareness about the term "plagiarism" was overall high and relatively highest among R, followed by SL, P and PG students. The percentage of publications in fee charging journals was more among PG students than faculty members and self-funding for publication was observed in 86.4% of PG students and 94-100% among faculty members. About 72.6% of dental professionals were involved in publishing of their research work and the number of publications increased steadily with an increase in their academic experience. All the dental professionals concurred publications as the criteria for academic excellence.

The Teacher-Scholar Project: how to help faculty groups develop scholarly skills.

PubMed

Heinrich, Kathleen T; Hurst, Helen; Leigh, Gwen; Oberleitner, Melinda Granger; Poirrier, Gail P

2009-01-01

Nursing education's challenge in the new millennium is to prepare all nurses as scholars. With many nurse educators feeling like impostors when it comes to scholarship, this is no small task. Turning the millenial challenge into an opportunity, this article describes how a collaborative faculty development initiative is turning a National League for Nursing Center of Excellence school's "scholar-impostors" into teacher-scholars. This Teacher-Scholar Project will interest those in teaching intensive schools of nursing or in teaching tracks in research-intensive institutions.

Examining the effect of goal clarity on faculty performance

NASA Astrophysics Data System (ADS)

Waychal, Pradeep

2018-07-01

Performance of faculty members is the prime factor in the success of any academic organisation and certainly engineering academic organisation. The performance depends on various factors. This study tests our hypothesis, in the context of an Indian engineering college, that goal clarity is one such factor that significantly impacts faculty performance. Our experiment emphasised the importance of goal clarity by screening a relevant movie and by seeking professional goals from the faculty members. After a year, we evaluated the faculty performance using peer evaluation method and triangulated the data with course evaluation by students where faculty member's goal was to be a better teacher, to ensure the trustworthiness of peer evaluation. We found that the performance of faculty, who had goal clarity, was significantly better than the performance of those who did not have goal clarity.

Nursing faculty preparedness for clinical teaching.

PubMed

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

2014-03-01

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

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.

Comparison of differences in performance evaluation of faculty by students with faculty's self-assessment.

PubMed

Azizi, Kourosh; Aghamolaei, Teamur; Parsa, Nader; Dabbaghmanesh, Tahereh

2014-07-01

The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels. The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment. The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.

A comparison of students' self-assessments with faculty evaluations of their communication skills.

PubMed

Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

2013-05-13

To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

PubMed Central

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. PMID:27909025

Faculty Development at One Midwestern Dental School: A Program Evaluation.

PubMed

Gadbury-Amyot, Cynthia C; Smith, Deborah B; Overman, Pamela R; Bunce, Larry

2015-10-01

Most dental school faculty members arrive on campus with a wealth of clinical experience but little to no teacher training. For the past two decades, there has been a call for schools to educate their faculty on a wide variety of topics including educational methodology and cutting-edge educational techniques through faculty development programs. Drawing on theories of general program evaluation as well as evaluation specific to educational programming, the aim of this study was to investigate outcomes of the Faculty Development Program at the University of Missouri-Kansas City School of Dentistry between 2007 and 2014. A mixed-methods research design gathered quantitative data via email survey sent to all eligible teaching faculty members; it received an overall response rate of 54% (N=51). Qualitative data came from open-ended survey questions and a focus group with seven volunteer faculty participants. The survey data suggested that the stated outcomes of faculty development were being met for all stakeholder groups with varying degrees of success. Focus group results indicated a need for a more formal new faculty orientation and better communication with all about the specific charge of faculty development within the school. Evaluation of faculty development activities in academic dental institutions is a necessary component of the ongoing improvement of dental education. Suggestions for future evaluations include the idea of collaborating with other dental schools to increase sample sizes, which would increase participants' perception of the level of confidentiality and make statistical analyses more robust.

Attitudes of clinical faculty about career progress, career success and recognition, and commitment to academic medicine. Results of a survey.

PubMed

Buckley, L M; Sanders, K; Shih, M; Hampton, C L

2000-09-25

To assess attitudes about career progress, resources for career development, and commitment to academic medicine in physician faculty at an academic medical center who spend more than 50% of their time in clinical care. Faculty survey. Academic medical center and associated Veterans Affairs medical center. A total of 310 physician faculty responded to the survey. Half of the faculty reported spending 50% or less of their time in clinical care (mean, 31% of time) (group 1) and half reported spending more than 50% of their time in clinical care (mean, 72% of time) (group 2). Group 2 faculty had one third of the time for scholarly activities, reported slower career progress, and were less likely to be at the rank of professor (40% and 16% for groups 1 and 2, respectively; P<.001) or to be tenured (52% and 26%, respectively; P<.001) despite similar age and years on faculty. Group 2 faculty were 50% more likely to report that tenure and promotion criteria were not reviewed at their annual progress report (P =.003) and that they did not understand the criteria (P<.001). Group 2 faculty valued excellence in patient care over scholarship and national visibility. Group 2 faculty reported greater dissatisfaction with academic medicine and less commitment to a career in academic medicine. Physician faculty who spend more than 50% of their time in clinical care have less time, mentoring, and resources needed for development of an academic career. These obstacles plus differences in their attitudes about career success and recognition contribute to significant differences in promotion. These factors are associated with greater dissatisfaction with academic medicine and lower commitment to academic careers.

Saying "Yes!" to Careers in Health Care | NIH MedlinePlus Magazine

MedlinePlus

... 40 sessions of biology instruction (covering 12 organ systems of the body) taught by visiting health professionals and mentors over a two-year period. The six schools are characterized by dynamic administrators and faculty recognized for their teaching excellence, ...

Evaluating Faculty Development and Clinical Training Programs in Substance Abuse: A Guide Book.

ERIC Educational Resources Information Center

Klitzner, Michael; Stewart, Kathryn

Intended to provide an overview of program evaluation as it applies to the evaluation of faculty development and clinical training programs in substance abuse for health and mental health professional schools, this guide enables program developers and other faculty to work as partners with evaluators in the development of evaluation designs that…

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

NASA Astrophysics Data System (ADS)

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

2007-12-01

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

Promoting academic excellence through leadership development at the University of Washington: the Teaching Scholars Program.

PubMed

Robins, Lynne; Ambrozy, Donna; Pinsky, Linda E

2006-11-01

The University of Washington Teaching Scholars Program (TSP) was established in 1995 to prepare faculty for local and national leadership and promote academic excellence by fostering a community of educational leaders to innovate, enliven, and enrich the environment for teaching and learning at the University of Washington (UW). Faculty in the Department of Medical Education and Biomedical Informatics designed and continue to implement the program. Qualified individuals from the UW Health Sciences Professional Schools and foreign scholars who are studying at the UW are eligible to apply for acceptance into the program. To date, 109 faculty and fellows have participated in the program, the majority of whom have been physicians. The program is committed to interprofessional education and seeks to diversify its participants. The curriculum is developed collaboratively with each cohort and comprises topics central to medical education and an emergent set of topics related to the specific interests and teaching responsibilities of the participating scholars. Core sessions cover the history of health professions education, learning theories, educational research methods, assessment, curriculum development, instructional methods, professionalism, and leadership. To graduate, scholars must complete a scholarly project in curriculum development, faculty development, or educational research; demonstrate progress towards construction of a teaching portfolio; and participate regularly and actively in program sessions. The TSP has developed and nurtured an active cadre of supportive colleagues who are transforming educational practice, elevating the status of teaching, and increasing the recognition of teachers. Graduates fill key teaching and leadership positions at the UW and in national and international professional organizations.

CAREER opportunities at the Condensed Matter Physics Program, NSF/DMR

NASA Astrophysics Data System (ADS)

Durakiewicz, Tomasz

The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity, offering prestigious awards in support of junior faculty. Awards are expected to build the careers of teacher-scholars through outstanding research, excellent education and the integration of education and research. Condensed Matter Physics Program receives between 35 and 45 CAREER proposals each year, in areas related to fundamental research of phenomena exhibited by condensed matter systems. Proposal processing, merit review process, funding levels and success rates will be discussed in the presentation. NSF encourages submission of CAREER proposals from junior faculty members from CAREER-eligible organizations and encourages women, members of underrepresented minority groups, and persons with disabilities to apply. NSF/DMR/CMP homepage: https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5666

Pediatric faculty and residents’ perspectives on In-Training Evaluation Reports (ITERs)

PubMed Central

Patel, Rikin; Drover, Anne; Chafe, Roger

2015-01-01

Background In-training evaluation reports (ITERs) are used by over 90% of postgraduate medical training programs in Canada for resident assessment. Our study examined the perspectives of faculty and residents in one pediatric program as a means to improve the ITER as an evaluation tool. Method Two separate focus groups were conducted, one with eight pediatric residents and one with nine clinical faculty within the pediatrics program of Memorial University’s Faculty of Medicine to discuss their perceptions of, and suggestions for improving, the use of ITERs. Results Residents and faculty shared many similar suggestions for improving the ITER as an evaluation tool. Both the faculty and residents emphasized the importance of written feedback, contextualizing the evaluation and timely follow-up. The biggest challenge appears to be the discrepancy in the quality of feedback sought by the residents and the faculty members’ ability to do so in a time effective manner. Others concerns related to the need for better engagement in setting rotation objectives and more direct observation by the faculty member completing the ITER. Conclusions The ITER is a useful tool in resident evaluations, but a number of issues relating to its actual use could improve the quality of feedback which residents receive. PMID:27004076

Ethical Perspectives on Evaluating Community College Faculty

ERIC Educational Resources Information Center

Stumpf, Dan; King, Stephanie; Blendinger, Jack; Davis, Ed

2013-01-01

Because the process of faculty evaluation in the community college gives rise to ethical concerns about what is evaluated, who is involved in the process, and how data are collected and used, the purpose of this paper is to provide a meaningful ethical perspective for conducting faculty evaluation. The authors discuss ethical issues that arise in…

Summative Evaluation on the Hospital Wards. What Do Faculty Say to Learners?

ERIC Educational Resources Information Center

Hasley, Peggy B.; Arnold, Robert M.

2009-01-01

No previous studies have described how faculty give summative evaluations to learners on the medical wards. The aim of this study was to describe summative evaluations on the medical wards. Participants were students, house staff and faculty at the University of Pittsburgh. Ward rotation evaluative sessions were tape recorded. Feedback was…

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

PubMed

Elzubeir, Margaret

2011-01-01

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

The use of individualized contract plans as a method of performance evaluation for allied health faculty.

PubMed

Mitcham, M D; Vericella, B J

1985-11-01

Results from a two-year study of the individualized contract plan (ICP) approach to faculty evaluation indicate this is a workable method of performance evaluation for allied health faculty. The ICP was found to be individualized, systematic, flexible, and objective. Faculty members and department chairpersons differed in their perception of the effectiveness of the ICP, but both groups supported its continued use. Five major recommendations were made regarding the continued use of the ICP as a method of faculty performance evaluation: (1) separate evaluation and professional development aspects, (2) link results to the institutional reward structure, (3) administer the ICP uniformly among departments, (4) develop a monitoring mechanism, and (5) foster open communication among all participants in the system.

Faculty-Specific Factors of Degree of HE Internationalization: An Evaluation of Four Faculties of a Post-1992 University in the United Kingdom

ERIC Educational Resources Information Center

Jiang, Nan; Carpenter, Victoria

2013-01-01

Purpose: The purpose of this paper is to investigate the difference in the process of higher education (HE) internationalization across faculties in a post-1992 university and to identify faculty-specific factors through evaluating the four faculties in the case study. Design/methodology/approach: A qualitative research is conducted in a post-1992…

Evaluating teaching effectiveness in nursing education: an Iranian perspective.

PubMed

Salsali, Mahvash

2005-07-27

The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators.

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.

Faculty performance evaluation in accredited U.S. public health graduate schools and programs: a national study.

PubMed

Gimbel, Ronald W; Cruess, David F; Schor, Kenneth; Hooper, Tomoko I; Barbour, Galen L

2008-10-01

To provide baseline data on evaluation of faculty performance in U.S. schools and programs of public health. The authors administered an anonymous Internet-based questionnaire using PHP Surveyor. The invited sample consisted of individuals listed in the Council on Education for Public Health (CEPH) Directory of Accredited Schools and Programs of Public Health. The authors explored performance measures in teaching, research, and service, and assessed how faculty performance measures are used. A total of 64 individuals (60.4%) responded to the survey, with 26 (40.6%) reporting accreditation/reaccreditation by CEPH within the preceding 24 months. Although all schools and programs employ faculty performance evaluations, a significant difference exists between schools and programs in the use of results for merit pay increases and mentoring purposes. Thirty-one (48.4%) of the organizations published minimum performance expectations. Fifty-nine (92.2%) of the respondents counted number of publications, but only 22 (34.4%) formally evaluated their quality. Sixty-two (96.9%) evaluated teaching through student course evaluations, and only 29 (45.3%) engaged in peer assessment. Although aggregate results of teaching evaluation are available to faculty and administrators, this information is often unavailable to students and the public. Most schools and programs documented faculty service activities qualitatively but neither assessed it quantitatively nor evaluated its impact. This study provides insight into how schools and programs of public health evaluate faculty performance. Results suggest that although schools and programs do evaluate faculty performance on a basic level, many do not devote substantial attention to this process.

A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills.

PubMed

Ricciotti, Hope A; Dodge, Laura E; Head, Julia; Atkins, K Meredith; Hacker, Michele R

2012-01-01

Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. Our aims were to assess resident teaching skills in the resident-as-teacher program, quantify correlations of faculty evaluations with resident self-evaluations, compare resident-as-teacher evaluations with clinical evaluations, and evaluate the resident-as-teacher program. The resident-as-teacher training program is a simulated, videotaped teaching encounter with a trained medical student and standardized teaching evaluation tool. Evaluations from the resident-as-teacher training program were compared to evaluations of resident teaching done by faculty, residents, and medical students from the clinical setting. Faculty evaluation of resident teaching skills in the resident-as-teacher program showed a mean total score of 4.5 ± 0.5 with statistically significant correlations between faculty assessment and resident self-evaluations (r = 0.47; p < 0.001). However, resident self-evaluation of teaching skill was lower than faculty evaluation (mean difference: 0.4; 95% CI 0.3-0.6). When compared to the clinical setting, resident-as-teacher evaluations were significantly correlated with faculty and resident evaluations, but not medical student evaluations. Evaluations from both the resident-as-teacher program and the clinical setting improved with duration of residency. The resident-as-teacher program provides a method to train, give feedback, and evaluate resident teaching.

Retirement Plans and Related Factors Among Faculty at COFHE Institutions.

ERIC Educational Resources Information Center

Institute for Research in Social Behavior, Berkeley, CA.

Retirement plans and concerns of tenured faculty 40 years old and older were evaluated in 1979. For the sample of 26 member institutions of the Consortium on Financing Higher Education, 1,193 faculty members returned usable questionnaires. The evaluation focused on the following: characteristics of the faculty respondents, current circumstances…

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

ERIC Educational Resources Information Center

Wood, Jennifer J.

2013-01-01

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

Teaching on the Internet.

ERIC Educational Resources Information Center

Kubala, Tom

1998-01-01

Discusses Internet graduate teaching experiences at the University of Central Florida and explores the pros and cons of online instruction. Describes Internet courses as asynchronous, allowing students to participate at any time and place. States that faculty must be excellent teachers, able to translate their styles into effective,…

Double-Teamed

ERIC Educational Resources Information Center

Coffey, Suzanne R.

2009-01-01

Two educations are available to those who are fortunate enough to continue their athletic careers at the nation's colleges and universities. The first kind, the most obvious and most important, is the education garnered when students are challenged to excel, experiment and stretch intellectually. Many faculty colleagues see this principal…

The Price Is Right.

ERIC Educational Resources Information Center

Berendzen, Richard

1990-01-01

Misunderstandings about economic forces behind tuition hikes need to be cleared up. Price is what students pay in tuition and fees to attend college; cost is what colleges pay to provide education. Educational expenses include faculty salaries, academic excellence, deferred maintenance, government regulations, better service, borrowing, etc. (MLW)

Alternatives to Traditional Tenure.

ERIC Educational Resources Information Center

Kennedy, James E.

1984-01-01

Dental schools must maintain a collegial environment of academic excellence where faculty are engaged extensively in scholarly pursuits that enhance the quality of instruction, advance the understanding of human biology and pathology, and raise the standard of oral health. Constraints imposed by the tenure system are discussed. (MLW)

Faculty awards at US colleges and schools of pharmacy.

PubMed

Kalis, Michelle M; Kirschenbaum, Harold L

2008-08-15

To determine recognition given for outstanding teaching, service, and scholarship at US colleges and schools of pharmacy, the types of awards given, and the process used to select the recipients. A self-administered questionnaire was made available online in 2006 to deans at 89 colleges and schools of pharmacy. Sixty-four usable responses (72%) were obtained. An award to acknowledge teaching excellence was most commonly reported (92%), followed by an award for adjunct/volunteer faculty/preceptors (79%). The majority of the institutions (31 out of 58) reported offering 1 teaching award annually. The 2 most common methods for selecting the recipient of the teaching award were by student vote and by college/school committee vote following nominations. Twenty-four of the 63 respondents indicated that their institution provided an award for research/scholarship and 18 offered an award for outstanding service. Teaching excellence was recognized and rewarded at most US colleges and schools of pharmacy; however, research/scholarship and service were formally recognized less frequently.

Faculty Awards at US Colleges and Schools of Pharmacy

PubMed Central

Kirschenbaum, Harold L.

2008-01-01

Objectives To determine recognition given for outstanding teaching, service, and scholarship at US colleges and schools of pharmacy, the types of awards given, and the process used to select the recipients. Methods A self-administered questionnaire was made available online in 2006 to deans at 89 colleges and schools of pharmacy. Results Sixty-four usable responses (72%) were obtained. An award to acknowledge teaching excellence was most commonly reported (92%), followed by an award for adjunct/volunteer faculty/preceptors (79%). The majority of the institutions (31 out of 58) reported offering 1 teaching award annually. The 2 most common methods for selecting the recipient of the teaching award were by student vote and by college/school committee vote following nominations. Twenty-four of the 63 respondents indicated that their institution provided an award for research/scholarship and 18 offered an award for outstanding service. Conclusions Teaching excellence was recognized and rewarded at most US colleges and schools of pharmacy; however, research/scholarship and service were formally recognized less frequently. PMID:19009732

Faculty Development and the Community College LRC.

ERIC Educational Resources Information Center

Kazlauskas, Edward John; Maxwell, William

1990-01-01

Urges community college libraries to provide and expand services in faculty development. Considers trends toward an increasing emphasis on faculty development, the professional development needs of community college faculty, faculty development methods, consulting services, reward structures for faculty development, and program evaluation. (DMM)

Predictors of early faculty attrition at one Academic Medical Center

PubMed Central

2014-01-01

Background Faculty turnover threatens the research, teaching and clinical missions of medical schools. We measured early attrition among newly-hired medical school faculty and identified personal and institutional factors associated with early attrition. Methods This retrospective cohort study identified faculty hired during the 2005–2006 academic year at one school. Three-year attrition rates were measured. A 40-question electronic survey measured demographics, career satisfaction, faculty responsibilities, institutional/departmental support, and reasons for resignation. Odds ratios (ORs) and 95 percent confidence intervals (95% CI) identified variables associated with early attrition. Results Of 139 faculty, 34% (95% CI = 26-42%) resigned within three years of hire. Attrition was associated with: perceived failure of the Department Chair to foster a climate of teaching, research, and service (OR = 6.03; 95% CI: 1.84, 19.69), inclusiveness, respect, and open communication (OR = 3.21; 95% CI: 1.04, 9.98). Lack of professional development of the faculty member (OR = 3.84; 95% CI: 1.25, 11.81); institutional recognition and support for excellence in teaching (OR = 2.96; 95% CI: 0.78, 11.19) and clinical care (OR = 3.87; 95% CI: 1.04, 14.41); and >50% of professional time devoted to patient care (OR = 3.93; 95% CI: 1.29, 11.93) predicted attrition. Gender, race, ethnicity, academic degree, department type and tenure status did not predict early attrition. Of still-active faculty, an additional 27 (48.2%, 95% CI: 35.8, 61.0) reported considering resignation within the 5 years. Conclusions In this pilot study, one-third of new faculty resigned within 3 years of hire. Greater awareness of predictors of early attrition may help schools identify threats to faculty career satisfaction and retention. PMID:24512629

Predictors of workplace satisfaction for U.S. medical school faculty in an era of change and challenge.

PubMed

Bunton, Sarah A; Corrice, April M; Pollart, Susan M; Novielli, Karen D; Williams, Valerie N; Morrison, Leslie A; Mylona, Elza; Fox, Shannon

2012-05-01

To examine the current state of satisfaction with the academic medicine workplace among U.S. medical school faculty and the workplace factors that have the greatest influence on global satisfaction. The authors used data from the 2009 administration of a medical school faculty job satisfaction survey and used descriptive statistics and χ analyses to assess levels of overall satisfaction within faculty subgroups. Multiple regressions used the mean scores of the 18 survey dimensions and demographic variables to predict three global satisfaction measures. The survey was completed by 9,638 full-time faculty from 23 U.S. medical schools. Respondents were mostly satisfied on global satisfaction measures including satisfaction with their department (6,506/9,128; 71.3%) and medical school (5,796/9,124; 63.5%) and whether they would again choose to work at their medical school (5,968/8,506; 70.2%). The survey dimensions predicted global satisfaction well, with the final models explaining 51% to 67% of the variance in the dependent measures. Predictors across models include organization, governance, and transparency; focus of mission; recruitment and retention effectiveness; department relationships; workplace culture; and nature of work. Despite the relatively unpredictable environmental challenges facing medical schools today, leaders have opportunities to influence and improve the workplace satisfaction of their faculty. Examples of opportunities include fostering a culture characterized by open communication and occasions for faculty input, and remaining vigilant regarding factors contributing to faculty burnout. Understanding what drives faculty satisfaction is crucial for medical schools as they continue to seek excellence in all missions and recruit and retain high-quality faculty.

An interview study of how clinical teachers develop skills to attend to different level learners.

PubMed

Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

2016-06-01

One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

Nursing Faculty Experiences with Student Evaluations

ERIC Educational Resources Information Center

Beck, Debbie

2016-01-01

Faculty members are often evaluated primarily on the results of student end-of-course surveys (SEOCSs) for promotion, teaching contract renewals, and offers of teaching assignments. Consequently, SEOCSs have become a primary focus in faculty evaluations. Rigor in a course and the assignment of grades associated with assessments can be a source of…

"A Desire for Growth": Online Full-Time Faculty's Perceptions of Evaluation Processes

ERIC Educational Resources Information Center

DeCosta, Meredith; Bergquist, Emily; Holbeck, Rick

2015-01-01

Post-secondary educational institutions use various means to evaluate the teaching performance of faculty members. There are benefits to effective faculty evaluation, including advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader…

Effective Faculty Evaluation at the Teaching-Centered University: Building a Fair and Authentic Portfolio of Faculty Work

ERIC Educational Resources Information Center

Lakin, Amy L.

2016-01-01

Purpose: The purpose of this paper is to determine the most fair, authentic, and reliable elements to include in a portfolio of faculty work, specifically at teaching-centered institutions. Design/methodology/approach: This paper examines and evaluates relevant literature pertaining to faculty portfolios of work and recommends portfolio formats…

Faculty Scholarship Has a Profound Positive Association with Student Evaluations of Teaching--Except When It Doesn't

ERIC Educational Resources Information Center

Carter, Robert E.

2016-01-01

Conventional wisdom holds that research-productive faculty are also the finest instructors. But, is this commonly held belief correct? In the current study, the notion that faculty scholarship exhibits a positive association with teaching evaluations is investigated. Reflecting the data structure of faculty nested within university, the current…

Securing Valid Information for Evaluation of Job Performance of the University Faculty.

ERIC Educational Resources Information Center

Donavan, Bruce

Approaches to obtaining valid information for evaluating faculty and the issue of alcoholism and job performance are addressed. Among the complications to this undertaking is the existence of an invalid self-perception on the part of faculty that they are not employees of the institution, and a tolerance among faculty for deviance or eccentricity.…

The Challenges of Improving the Teaching-Learning Process in Computer Studies.

ERIC Educational Resources Information Center

Siegel, Michael Eric

In spring 1984, a study was conducted at the University of Maryland's University College to evaluate the effectiveness of computer studies faculty. The student ratings of these faculty members were compared with the ratings given to mathematics faculty and to all other faculty teaching that term. On all three evaluation criteria (i.e., encourages…

Curated Collections for Educators: Five Key Papers about Program Evaluation.

PubMed

Thoma, Brent; Gottlieb, Michael; Boysen-Osborn, Megan; King, Andrew; Quinn, Antonia; Krzyzaniak, Sara; Pineda, Nicolas; Yarris, Lalena M; Chan, Teresa

2017-05-04

The evaluation of educational programs has become an expected part of medical education. At some point, all medical educators will need to critically evaluate the programs that they deliver. However, the evaluation of educational programs requires a very different skillset than teaching. In this article, we aim to identify and summarize key papers that would be helpful for faculty members interested in exploring program evaluation. In November of 2016, the 2015-2016 Academic life in emergency medicine (ALiEM) Faculty Incubator program highlighted key papers in a discussion of program evaluation. This list of papers was augmented with suggestions by guest experts and by an open call on Twitter. This resulted in a list of 30 papers on program evaluation. Our authorship group then engaged in a process akin to a Delphi study to build consensus on the most important papers about program evaluation for medical education faculty. We present our group's top five most highly rated papers on program evaluation. We also summarize these papers with respect to their relevance to junior medical education faculty members and faculty developers. Program evaluation is challenging. The described papers will be informative for junior faculty members as they aim to design literature-informed evaluations for their educational programs.

Curated Collections for Educators: Five Key Papers about Program Evaluation

PubMed Central

Gottlieb, Michael; Boysen-Osborn, Megan; King, Andrew; Quinn, Antonia; Krzyzaniak, Sara; Pineda, Nicolas; Yarris, Lalena M; Chan, Teresa

2017-01-01

The evaluation of educational programs has become an expected part of medical education. At some point, all medical educators will need to critically evaluate the programs that they deliver. However, the evaluation of educational programs requires a very different skillset than teaching. In this article, we aim to identify and summarize key papers that would be helpful for faculty members interested in exploring program evaluation. In November of 2016, the 2015-2016 Academic life in emergency medicine (ALiEM) Faculty Incubator program highlighted key papers in a discussion of program evaluation. This list of papers was augmented with suggestions by guest experts and by an open call on Twitter. This resulted in a list of 30 papers on program evaluation. Our authorship group then engaged in a process akin to a Delphi study to build consensus on the most important papers about program evaluation for medical education faculty. We present our group’s top five most highly rated papers on program evaluation. We also summarize these papers with respect to their relevance to junior medical education faculty members and faculty developers. Program evaluation is challenging. The described papers will be informative for junior faculty members as they aim to design literature-informed evaluations for their educational programs. PMID:28589073

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.

Personalizing Academic Misconduct: An Approach for the Graduate Classroom

ERIC Educational Resources Information Center

Di Pierro, Marianne

2011-01-01

Plagiarism is an equal opportunity transgression. Repercussions impact students and extend to faculty and their respective colleagues. Plagiarism sullies communities of scholars and thinkers, violates standards of excellence and integrity, and sets poor examples for future scholars. Its frequency lends to a certain evident but dangerous…

Education Criteria for Performance Excellence, 2003.

ERIC Educational Resources Information Center

American Society for Quality, Milwaukee, WI.

The criteria described in this document are the basis for organizational self-assessments, for making awards, and for giving feedback to applicants. They are built upon the following values and concepts: visionary leadership; learning-centered education; organizational and personal learning; valuing faculty, staff, and partners; agility; focus on…

Confronting Diversity in the Community College Classroom: Six Maxims for Good Teaching.

ERIC Educational Resources Information Center

Gillett-Karam, Rosemary

1992-01-01

Emphasizes the leadership role of community college faculty in developing critical teaching strategies focusing attention on the needs of women and minorities. Describes six maxims of teaching excellence: engaging students' desire to learn, increasing opportunities, eliminating obstacles, empowering students through high expectations, offering…

Collaborating on Critical Thinking: The Team Critique

ERIC Educational Resources Information Center

Campbell, Melinda

2015-01-01

Pedagogical aspirations in the 21st century are now centering on student satisfaction and workplace-readiness in addition to the traditional goal of excellence in individual student performance. Educational experts have identified increased peer and faculty interactivity and highly developed critical-thinking skills as essential to attaining these…

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

Personal experience with the AEP Faculty Internship Program. [Conference paper

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

Thorp, J.S.

1980-01-01

The American Electric Power (AEP) Faculty Intern Program allows a continuing association with the industry that has been beneficial to the power program at Cornell. The first necessary condition for a successful internship is than the intern be interested in power and willing to make a commitment to learning. A selection of a problem area that allows the intern to make significant contributions to the project is very important. A single assignment that spans a number of areas rather than a number of narrow assignments seems desirable. Supplemental training through course work and travel and working with excellent people inmore » an ideal environment enriches the internship. The continued consulting after the internship is more valuable even than the internship itself. Continued contact with current problems keeps the academic program relevant and maintains faculty enthusiasm.« less

Repaying in Kind: Examination of the Reciprocity Effect in Faculty and Resident Evaluations.

PubMed

Gardner, Aimee K; Scott, Daniel J

Although the reciprocity hypothesis (that trainees have a tendency to modify evaluations based on the grades they receive from instructors) has been documented in other fields, very little work has examined this phenomenon in the surgical residency environment. The purpose of this study was to investigate the extent to which lenient-grading faculty receive higher evaluations from surgery residents. Evaluation data from 2 consecutive academic years were collected retrospectively at a large university-based General Surgery residency program. Monthly faculty evaluations of residents (15 items) and resident evaluations of faculty (8 items; 1 = never demonstrates, 10 = always demonstrates) were included. Correlation and regression analyses were conducted with SPSS version 22 (IBM; Chicago, IL). A total of 2274 faculty assessments and 1480 resident assessments were included in this study, representing 2 years of evaluations for 32 core faculty members responsible for completing all resident evaluations and 68 PGY1-5 general surgery residents. Faculty (63% men, 13.5 ± 9.8 years out of training) represented 5 different divisions (general surgery, surgical oncology, transplant, trauma critical care, and vascular) within the general surgery department. Faculty received an average of 71.1 ± 33.9 evaluations from residents over the course of 2 years. The average rating of faculty teaching by residents was 9.5 ± 0.4. Residents received an average of 21.8 ± 0.5 evaluations with average ratings of 4.2 ± 0.4. Correlation analyses indicated a positive relationship between the average rating received from residents and the number of years since faculty completed training (r = 0.44, p = 0.01). Additionally, a significant relationship emerged between ratings received from residents and ratings given to residents (r = 0.40, p = 0.04). Regression analyses indicated that when both variables (years since training, ratings given to residents) were included in the model, only ratings given to residents remained a significant predictor of evaluation ratings received from residents (F (1,32) = 4.40, p = 0.04), with an R 2 of 0.16. Sex or division affiliation did not account for any unique variance. These findings suggest that a reciprocity effect exists between surgery faculty and resident evaluations. This effect warrants further exploration, such that efforts to mitigate the risks of providing inaccurate assessments may be developed. Providing trainees with accurate assessments is particularly important given the high-stakes use of these data for milestones, promotion, and graduation purposes, which currently do not account for this reciprocity effect. Results suggest that there is a reciprocity effect in the faculty and resident evaluation process. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Using Personal Selling Techniques to Influence Student Evaluation of Faculty Instruction

ERIC Educational Resources Information Center

Adrian, C. Mitchell; Phelps, Lonnie D.; Totten, Jeffery W.

2017-01-01

Use of Student Evaluation of Instruction (SEI) in higher education was originally intended as a source of feedback to faculty, but it has developed into a significant part of faculty performance evaluations. Administrators supporting the use of SEI's as a performance indicator assume students recognize and reward "good teaching." It is…

Radical Change in Faculty and Student Evaluation: A Justifiable Heresy?

ERIC Educational Resources Information Center

Gentry, Jeffery

2011-01-01

This article addresses the connection between two continuing trends in higher education: semester evaluation of faculty by students (SE's) and grade inflation. The two phenomena are explored historically; then a two-part plan is proposed to enhance the evaluation of both students and faculty. This solution does not replace current evaluation…

A Desire for Growth: Online Full-Time Faculty's Perceptions of Evaluation Processes

ERIC Educational Resources Information Center

DeCosta, Meredith; Bergquist, Emily; Holbeck, Rick; Greenberger, Scott

2016-01-01

College and universities evaluate the teaching performance of faculty members in a variety of ways. Benefits to effective faculty evaluation include advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader community (Boyer, 1990;…

The Inclusion of Self-Assessment in Merit Evaluation

ERIC Educational Resources Information Center

Rigler, Kenneth L.; Cook-Benjamin, Lorie; Wieland, Regi; Tholstrup, Carrie

2016-01-01

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit…

The Effect of Faculty Self-Promotion on Student Evaluations of Teaching

ERIC Educational Resources Information Center

Farreras, Ingrid G.; Boyle, Robert W.

2012-01-01

This study investigated the effect that varying degrees of faculty self-promotion had on 322 student evaluations. As high student evaluations are correlated with greater student learning, it is imperative that we assess how faculty's presentation style is perceived by students so as to enhance instruction and therefore student learning. Students…

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

PubMed

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

2016-01-01

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

Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?

PubMed Central

Killpack, Tess L.; Melón, Laverne C.

2016-01-01

Private and public policies are increasingly aimed at supporting efforts to broaden participation of a diverse body of students in higher education. Unfortunately, this increase in student diversity does not always occur alongside changes in institutional culture. Unexamined biases in institutional culture can prevent diverse students from thriving and persisting in science, technology, engineering, and mathematics (STEM) fields. Given the daily personal interactions that faculty have with students, we suggest that individual educators have the opportunity, and responsibility, to improve the retention and persistence of diverse students. However, in our experience, faculty professional development programs often limit discussions of diversity to “comfortable” topics (such as learning styles) and miss opportunities to explore deeper issues related to faculty privilege, implicit bias, and cues for stereotype threat that we all bring to the classroom. In this essay, we present a set of social science concepts that we can extend to our STEM courses to inform our efforts at inclusive excellence. We have recommended strategies for meaningful reflection and professional development with respect to diversity and inclusion, and aim to empower faculty to be change agents in their classrooms as a means to broadening participation in STEM fields. PMID:27496362

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

PubMed Central

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

2017-01-01

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

Perceptions of Virginia Community College System Faculty and Administrators on the Purposes for and Composition of a Comprehensive Evaluation System for Teaching Faculty Members

ERIC Educational Resources Information Center

Hightower, William H., Jr.

2010-01-01

A survey instrument was developed to measure community college faculty and administrator views on the faculty evaluation process. Responses were then compared based on demographic characteristics such as primary area of instruction, supervisory responsibility, years of experience, and gender. Open-ended survey questions asked respondents to…

Faculty Evaluation: Number One Quality Control in TQM [Total Quality Management].

ERIC Educational Resources Information Center

Andrews, Hans A.; And Others

The current perception of faculty tenure as a guarantee of a job for life can impede the removal of teachers who do not perform up to standards. Such faculty, however, can have an extremely negative effect on overall college quality, and studies have shown that community college faculty do support post-tenure evaluation if it is responsibly…

Differences in Student Evaluations of Principles and Other Economics Courses and The Allocation of Faculty across Courses

ERIC Educational Resources Information Center

Ragan, James F., Jr.; Walia, Bhavneet

2010-01-01

The authors analyze 19 semesters of student evaluations at Kansas State University. Faculty member fixed effects are sizable and indicate that among faculty members who teach both types of courses, the best principles teachers also tend to be the best nonprinciples teachers. Estimates that ignore faculty effects are biased because principles…

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…

Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative

PubMed Central

2014-01-01

Background India has a wide range of nutrition and health problems which require professionals with appropriate skills, knowledge and trans-disciplinary collaborative abilities to influence policy making at the national and global level. Methods The Bangalore Boston Nutrition Collaborative (BBNC) was established as collaboration between St. John’s Research Institute (SJRI), Harvard School of Public Health and Tufts University, with a focus on nutrition research and training. The goals of the BBNC were to conduct an interdisciplinary course, develop web-based courses and identify promising Indian students and junior faculty for graduate training in Boston. Results From 2010, an annual two-week short course in nutrition research methods was conducted on the SJRI campus taught by international faculty from Indian and US universities. More than 100 students applied yearly for approximately 30 positions. The course had didactic lectures in the morning and practical hands-on sessions in the afternoon. Student rating of the course was excellent and consistent across the years. The ratings on the design and conduct of the course significantly improved (p <0.001) from 2010 to 2012. Through open-ended questions, students reported the main strengths of the course to be the excellent faculty and practical “hands-on” sessions. A web based learning system TYRO, was developed, which can be used for distance learning. Four faculty members/graduate students from SJRI have visited Boston for collaborative research efforts. Conclusion The BBNC has become a well-established capacity building and research training program for young professionals in nutrition and global health. Efforts are ongoing to secure long term funding to sustain and expand this collaboration to deliver high quality nutrition and global health education enabled by information and communication technologies. PMID:24400811

Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative.

PubMed

Kuriyan, Rebecca; Griffiths, Jeffrey K; Finkelstein, Julia L; Thomas, Tinku; Raj, Tony; Bosch, Ronald J; Kurpad, Anura V; Duggan, Christopher

2014-01-08

India has a wide range of nutrition and health problems which require professionals with appropriate skills, knowledge and trans-disciplinary collaborative abilities to influence policy making at the national and global level. The Bangalore Boston Nutrition Collaborative (BBNC) was established as collaboration between St. John's Research Institute (SJRI), Harvard School of Public Health and Tufts University, with a focus on nutrition research and training. The goals of the BBNC were to conduct an interdisciplinary course, develop web-based courses and identify promising Indian students and junior faculty for graduate training in Boston. From 2010, an annual two-week short course in nutrition research methods was conducted on the SJRI campus taught by international faculty from Indian and US universities. More than 100 students applied yearly for approximately 30 positions. The course had didactic lectures in the morning and practical hands-on sessions in the afternoon. Student rating of the course was excellent and consistent across the years. The ratings on the design and conduct of the course significantly improved (p <0.001) from 2010 to 2012. Through open-ended questions, students reported the main strengths of the course to be the excellent faculty and practical "hands-on" sessions. A web based learning system TYRO, was developed, which can be used for distance learning. Four faculty members/graduate students from SJRI have visited Boston for collaborative research efforts. The BBNC has become a well-established capacity building and research training program for young professionals in nutrition and global health. Efforts are ongoing to secure long term funding to sustain and expand this collaboration to deliver high quality nutrition and global health education enabled by information and communication technologies.

Changing Higher Education Practice in Malaysia: The Conundrum of Incentives

ERIC Educational Resources Information Center

Wan, Chang Da; Chapman, David; Hutcheson, Sigrid; Lee, Molly; Austin, Ann; Md. Zain, Ahmad Nurulazam

2017-01-01

International university rankings are a widely used measure of higher education excellence. Since publication rates are an important element in most ranking systems, pushing faculty to increase their publication in top-tier international journals is viewed by many government and university officials as an important strategy for improving ratings…

Sound Assessment through Proper Policy

ERIC Educational Resources Information Center

Chappuis, Stephen J.

2007-01-01

Aligning a school board policy manual with the faculty handbook would be an excellent application of systems thinking in support of school district mission and goals. This article talks about changing sound assessment practice in accordance with the school's proper policy. One obstacle to changing assessment practice is the prevailing belief that…

Factors to Consider in Blending Active and Reserve Manpower Within Military Units

DTIC Science & Technology

2007-01-01

professionals who often view their work as a “calling”; they are thus self-motivated to excel in teaching , scholarship, and research. Such faculty members...Medical Association). In addition, a wide range of other employees are associated with hospitals, from lab workers and nutritionists to ambu- lance

Valuing Opportunities to Learn

ERIC Educational Resources Information Center

Bullock, Quintin B.

2015-01-01

With community colleges in the national spotlight as never before, a lot of talk has focused on the excellent work that community colleges are doing to help students succeed, especially the inroads that community colleges are making among their most academically vulnerable students. Thanks to the efforts of hard-working, dedicated faculty and…

Center of Excellence in Space Data and Information Sciences Annual Report, Year 9

DTIC Science & Technology

1997-06-01

faculty at INSEAD in Paris, France, THESEUS in Sophia, Antibe, and the London Business School. Gave an invited presentation and chaired a panel at...the conference on digital cash held at THESEUS . Visited the Department of Computer Science at Johns Hopkins University with Nabil Adam (Rutgers

What Spreadsheet and Database Skills Do Business Students Need?

ERIC Educational Resources Information Center

Coleman, Phillip D.; Blankenship, Ray J.

2017-01-01

The Principles of Information Systems course taught at a medium-sized Midwest University consists of Information Systems conceptual material plus Microsoft Excel and Access skills that the Information Systems faculty feel are most important to business students from all business disciplines. These skills range from using basic mathematic functions…

Reflections on a Teaching Commons Regarding Diversity and Inclusive Pedagogy

ERIC Educational Resources Information Center

Glowacki-Dudka, Michelle; Murray, Jennifer; Concepción, David

2012-01-01

Recently, twenty-one instructors at a Midwestern university participated in a faculty development seminar entitled, "Developing Pedagogies to Enhance Excellence and Diversity." They designed a pedagogical change for the following academic year based on the workshop. During the following year, we collected data on the workshop…

Innovation Abstracts: Volume XI, Numbers 1-30.

ERIC Educational Resources Information Center

Roueche, Suanne D., Ed.

1989-01-01

This series of one- to two-page abstracts highlights a variety of innovative approaches to teaching and learning in the community college. Topics covered in the abstracts include: (1) cooperative planning for institutional excellence; (2) rewarding scholarship among community college faculty; (3) in-class debates as a learning strategy; (4)…

Horse Training and Management: Program of Excellence.

ERIC Educational Resources Information Center

Lane, Marvin

This report on Lamar Community College's Horse Training and Management (HTM) program assesses the quality of the educational experience provided by the program, the quality of the faculty and students, institutional financial commitment to the program, contribution of the HTM program to state and local economic development, and external funding…

Emory U. Trains Its Own Leaders

ERIC Educational Resources Information Center

Selingo, Jeffrey J.

2009-01-01

This article describes Emory University's Excellence Through Leadership program. Started in 2006, the yearlong program is designed to help up to 20 administrators and faculty members annually improve their leadership skills, as well as create a pipeline to eventually replace senior leaders at the institution. Emory's leadership program is just one…

Organizing a Legislative Forum

ERIC Educational Resources Information Center

Longmate, Jack

2008-01-01

Since states fund public higher education, state legislators are essential to reform efforts. An excellent way to familiarize legislators with faculty needs is through a legislative forum, where legislators are invited to discuss higher education issues. Most legislators enjoy the chance to meet with their constituents, say a few words, and learn…

Quality Measures in Distance Learning.

ERIC Educational Resources Information Center

Husson, William J.; Waterman, Ellen K.

2002-01-01

The director of distance learning at Regis University in Colorado reflects on steps that must be taken to assure that university-level e-learning courses are the same quality as traditional courses. Key areas include: qualified faculty, teaching excellence, course design (with the added components of production as they apply to the application of…

Mentorship of College Women in Science

ERIC Educational Resources Information Center

Khan, Samia

2008-01-01

A professor at a college for women recently was named a recipient of the U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. Her innovations in mentoring college women in science are the focus of this case study. Using data collected from faculty interviews, classroom observations, student feedback sheets,…

Flipping Excel

ERIC Educational Resources Information Center

Frydenberg, Mark

2013-01-01

The "flipped classroom" model has become increasingly popular in recent years as faculty try new ways to engage students in the classroom. In a flipped classroom setting, students review the lecture online prior to the class session and spend time in class working on problems or exercises that would have been traditionally assigned as…

Recruiting, Reviewing, and Retaining High-Risk Older Adult Populations

ERIC Educational Resources Information Center

Rosen, Daniel

2014-01-01

The Institute on Aging and Social Work (IASW) provides social work faculty with advanced training in aging research with the goal of mentoring individuals to develop National Institutes of Health (NIH) research proposals. The program offers an excellent opportunity for top-level training with nationally recognized experts in research methodology…

Beyond a Dream Deferred: Multicultural Education and the Politics of Excellence.

ERIC Educational Resources Information Center

Thompson, Becky W., Ed.; Tyagi, Sangeeta, Ed.

This multidisciplinary anthology with chapters by faculty members, administrators, and students consolidates moral and political views of multicultural education and the institutional changes that have taken place in the past 20 years in higher education. Selections include: (1) "Rethinking America: The Practice and Politics of…

Teachers Talking Together: The Power of Professional Community

ERIC Educational Resources Information Center

Nathan, Linda

2008-01-01

Schools that encourage teachers to do excellent work, as Boston Arts Academy (BAA) does, are "professional learning communities." A professional learning community exists when the entire faculty and staff, including the administration, work together towards a shared set of standards and assessments that are known to everyone, including…

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

ERIC Educational Resources Information Center

Breivik, Patricia Senn

1987-01-01

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

Lydia Shattuck: "A Streak of the Modern."

ERIC Educational Resources Information Center

Shmurak, Carole B.; Handler, Bonnie S.

1991-01-01

Lydia Shattuck was responsible for the excellence in science instruction at Mount Holyoke Seminary. Shattuck graduated in 1851 and remained there as a faculty member, specializing in chemistry and botany. One of the first women to join scientific societies, she helped enlarge the sphere of women engaged in scientific research. (SM)

Evaluation of Physiology Lectures Conducted by Students: Comparison between Evaluation by Staff and Students

ERIC Educational Resources Information Center

Kommalage, Mahinda; Gunawardena, Sampath

2011-01-01

As a peer-assisted learning process, minilectures on physiology were conducted by students. During this process, students lecture to their colleagues in the presence of faculty staff members. These lectures were evaluated by faculty staff and students simultaneously. The aim of this study was to compare feedback from faculty members and students…

Partnerships Enhancing Practice: A Preliminary Model of Technology-Based Peer-to-Peer Evaluations of Teaching in Higher Education

ERIC Educational Resources Information Center

Servilio, Kathryn L.; Hollingshead, Aleksandra; Hott, Brittany L.

2017-01-01

In higher education, current teaching evaluation models typically involve senior faculty evaluating junior faculty. However, there is evidence that peer-to-peer junior faculty observations and feedback may be just as effective. This descriptive case study utilized an inductive analysis to examine experiences of six special education early career…

A Mandala of Faculty Development: Using Theory-Based Evaluation to Explore Contexts, Mechanisms and Outcomes

ERIC Educational Resources Information Center

Onyura, Betty; Ng, Stella L.; Baker, Lindsay R.; Lieff, Susan; Millar, Barbara-Ann; Mori, Brenda

2017-01-01

Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our aim is to elucidate how faculty development can work to…

Part-Time Faculty Evaluation: A Campus Case Study.

ERIC Educational Resources Information Center

Williams, James P.

For the past 13 years, the Verde Valley Campus of Yavapai College, in Arizona, has used the same system to evaluate part-time faculty in an effort to both maintain quality control and provide feedback to part-time faculty and address their concerns. The system utilizes two instruments to gather evaluative data. The first is used to determine…

The Academic Search: Unconscious Bias and Its Impact on the Recruitment and Evaluation of Faculty Candidates

ERIC Educational Resources Information Center

Pitts, Deirdre Gernell

2017-01-01

In this study, I examined the academic search process and the role that unconscious bias plays in the evaluation and recruitment of faculty candidates. The academic search process and participants' beliefs, values, and attitudes regarding how they evaluated faculty candidates and made decisions regarding shortlist placement were examined. I used a…

Perception of Locus of Control as a Predictor of Attitude Toward Students' Evaluation of University Faculty. AIR Forum Paper 1978.

ERIC Educational Resources Information Center

Kohler, Emmett T.; Christal, Melodie E.

Student and faculty attitudes about faculty evaluation and the relationship of the attitudes to the concept of locus of control were investigated. Student respondents consisted of 172 males and 256 females, and 108 faculty responses were received. The measure of locus of control closely resembles the Rotter Internal-External Control Scale. Student…

Minority faculty voices on diversity in academic medicine: perspectives from one school.

PubMed

Mahoney, Megan R; Wilson, Elisabeth; Odom, Kara L; Flowers, Loma; Adler, Shelley R

2008-08-01

To examine the perceptions and experiences of ethnic minority faculty at University of California-San Francisco regarding racial and ethnic diversity in academic medicine, in light of a constitutional measure outlawing race- and gender-based affirmative action programs by public universities in California. In 2005, underrepresented minority faculty in the School of Medicine at University of California-San Francisco were individually interviewed to explore three topics: participants' experiences as minorities, perspectives on diversity and discrimination in academic medicine, and recommendations for improvement. Interviews were tape-recorded, transcribed verbatim, and subsequently coded using principles of qualitative, text-based analysis in a four-stage review process. Thirty-six minority faculty (15 assistant professors, 11 associate professors, and 10 full professors) participated, representing diversity across specialties, faculty rank, gender, and race/ethnicity. Seventeen were African American, 16 were Latino, and 3 were Asian. Twenty participants were women. Investigators identified four major themes: (1) choosing to participate in diversity-related activities, driven by personal commitment and institutional pressure, (2) the gap between intention and implementation of institutional efforts to increase diversity, (3) detecting and reacting to discrimination, and (4) a need for a multifaceted approach to mentorship, given few available minority mentors. Minority faculty are an excellent resource for identifying strategies to improve diversity in academic medicine. Participants emphasized the strong association between effective mentorship and career satisfaction, and many delineated unique mentoring needs of minority faculty that persist throughout academic ranks. Findings have direct application to future institutional policies in recruitment and retention of underrepresented minority faculty.

Minority Faculty Voices on Diversity in Academic Medicine: Perspectives From One School

PubMed Central

Mahoney, Megan R.; Wilson, Elisabeth; Odom, Kara L.; Flowers, Loma; Adler, Shelley R.

2010-01-01

Purpose To examine the perceptions and experiences of ethnic minority faculty at University of California–San Francisco regarding racial and ethnic diversity in academic medicine, in light of a constitutional measure outlawing race- and gender-based affirmative action programs by public universities in California. Method In 2005, underrepresented minority faculty in the School of Medicine at University of California–San Francisco were individually interviewed to explore three topics: participants’ experiences as minorities, perspectives on diversity and discrimination in academic medicine, and recommendations for improvement. Interviews were tape-recorded, transcribed verbatim, and subsequently coded using principles of qualitative, text-based analysis in a four-stage review process. Results Thirty-six minority faculty (15 assistant professors, 11 associate professors, and 10 full professors) participated, representing diversity across specialties, faculty rank, gender, and race/ethnicity. Seventeen were African American, 16 were Latino, and 3 were Asian. Twenty participants were women. Investigators identified four major themes: (1) choosing to participate in diversity-related activities, driven by personal commitment and institutional pressure, (2) the gap between intention and implementation of institutional efforts to increase diversity, (3) detecting and reacting to discrimination, and (4) a need for a multifaceted approach to mentorship, given few available minority mentors. Conclusions Minority faculty are an excellent resource for identifying strategies to improve diversity in academic medicine. Participants emphasized the strong association between effective mentorship and career satisfaction, and many delineated unique mentoring needs of minority faculty that persist throughout academic ranks. Findings have direct application to future institutional policies in recruitment and retention of underrepresented minority faculty. PMID:18667896

Using Faculty-Developed Exit Examinations to Evaluate Academic Programs.

ERIC Educational Resources Information Center

Banta, Trudy W.; Schneider, Janet A.

1988-01-01

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

Business Students' Ethical Evaluations of Faculty Misconduct

ERIC Educational Resources Information Center

Valentine, Sean; Kidwell, Roland E.

2008-01-01

Purpose: This study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty behaviors. The relationships between perceived faculty misconduct and several student demographic characteristics including sex and academic classification were…

What students learn about professionalism from faculty stories: an "appreciative inquiry" approach.

PubMed

Quaintance, Jennifer L; Arnold, Louise; Thompson, George S

2010-01-01

To develop a method for teaching professionalism by enabling students and faculty members to share positive examples of professionalism in a comfortable environment that reflects the authentic experiences of physicians. Medical educators struggle with the teaching of professionalism. Professionalism definitions can guide what they teach, but they must also consider how they teach it, and constructs such as explicit role modeling, situated learning, and appreciative inquiry provide appropriate models. The project consisted of students interviewing faculty members about their experiences with professionalism and then reflecting on and writing about the teachers' stories. In 2004, 62 students interviewed 33 faculty members, and 193 students observed the interviews. Using a project Web site, 36 students wrote 132 narratives based on the faculty's stories, and each student offered his or her reflections on one narrative. The authors analyzed the content of the narratives and reflections via an iterative process of independent coding and discussion to resolve disagreements. Results showed that the narratives were rich and generally positive; they illustrated a broad range of the principles contained in many definitions of professionalism: humanism, accountability, altruism, and excellence. The students' reflections demonstrated awareness of the same major principles of professionalism that the faculty conveyed. The reflections served to spark new ideas about professionalism, reinforce the values of professionalism, deepen students' relationships with the faculty, and heighten students' commitment to behaving professionally. Narrative storytelling, as a variant of appreciative inquiry, seems to be effective in deepening students' understanding and appreciation of professionalism.

Orientation, Evaluation, and Integration of Part-Time Nursing Faculty.

PubMed

Carlson, Joanne S

2015-07-10

This study helps to quantify and describe orientation, evaluation, and integration practices pertaining to part-time clinical nursing faculty teaching in prelicensure nursing education programs. A researcher designed Web-based survey was used to collect information from a convenience sample of part-time clinical nursing faculty teaching in prelicensure nursing programs. Survey questions focused on the amount and type of orientation, evaluation, and integration practices. Descriptive statistics were used to analyze results. Respondents reported on average four hours of orientation, with close to half reporting no more than two hours. Evaluative feedback was received much more often from students than from full-time faculty. Most respondents reported receiving some degree of mentoring and that it was easy to get help from full-time faculty. Respondents reported being most informed about student evaluation procedures, grading, and the steps to take when students are not meeting course objectives, and less informed about changes to ongoing curriculum and policy.

Effective teaching and feedback strategies in the or and beyond.

PubMed

Champagne, Bradley J

2013-12-01

Maintaining a standard of excellence for graduating surgical residents requires a comprehensive and consistent approach to surgical education. The omnipresent and increasing barriers to education must also be recognized and addressed. The implementation of effective teaching strategies is largely dependent on the resources available at each institution and the vision of education. Unfortunately, allocating time for surgeons to teach both inside and outside the operating room has become a foreign concept to administration. Furthermore, the reduction in case numbers performed by trainees now demands "quality over quantity" to ensure success. Quality teaching moments will only be realized when emphasis is placed on preparation, useful instruction during the procedure, and postoperative feedback. Ideal preparation entails a detailed discussion between the trainee and surgeon about the specific learning goals for the case. During the procedure, the faculty surgeon must strive to maximize the experience through effective communication while performing an efficient and safe operation. Numerous validated objective assessment tools exist for postprocedure evaluation but are grossly underutilized. Surgical education must thoughtfully be approached with the same fervor and detail as patient care. As faculty, it is our responsibility to train the next generation of surgeons and therefore "every case must count."

Effective Teaching and Feedback Strategies in the OR and Beyond

PubMed Central

Champagne, Bradley J.

2013-01-01

Maintaining a standard of excellence for graduating surgical residents requires a comprehensive and consistent approach to surgical education. The omnipresent and increasing barriers to education must also be recognized and addressed. The implementation of effective teaching strategies is largely dependent on the resources available at each institution and the vision of education. Unfortunately, allocating time for surgeons to teach both inside and outside the operating room has become a foreign concept to administration. Furthermore, the reduction in case numbers performed by trainees now demands “quality over quantity” to ensure success. Quality teaching moments will only be realized when emphasis is placed on preparation, useful instruction during the procedure, and postoperative feedback. Ideal preparation entails a detailed discussion between the trainee and surgeon about the specific learning goals for the case. During the procedure, the faculty surgeon must strive to maximize the experience through effective communication while performing an efficient and safe operation. Numerous validated objective assessment tools exist for postprocedure evaluation but are grossly underutilized. Surgical education must thoughtfully be approached with the same fervor and detail as patient care. As faculty, it is our responsibility to train the next generation of surgeons and therefore “every case must count.” PMID:24436685

Overcoming institutional challenges through continuous professionalism improvement: the University of Washington experience.

PubMed

Fryer-Edwards, Kelly; Van Eaton, Erik; Goldstein, Erika A; Kimball, Harry R; Veith, Richard C; Pellegrini, Carlos A; Ramsey, Paul G

2007-11-01

The University of Washington (UW) School of Medicine is in the midst of an emerging ecology of professionalism. This initiative builds on prior work focusing on professionalism at the student level and moves toward the complete integration of a culture of professionalism within the UW medical community of including staff, faculty, residents, and students. The platform for initiating professionalism as institutional culture is the Committee on Continuous Professionalism Improvement, established in November 2006. This article reviews three approaches to organizational development used within and outside medicine and highlights features that are useful for enhancing an institutional culture of professionalism: organizational culture, safety culture, and appreciative inquiry. UW Medicine has defined professional development as a continuous process, built on concrete expectations, using mechanisms to facilitate learning from missteps and highlighting strengths. To this end, the school of medicine is working toward improvements in feedback, evaluation, and reward structures at all levels (student, resident, faculty, and staff) as well as creating opportunities for community dialogues on professionalism issues within the institution. Throughout all the Continuous Professionalism Improvement activities, a two-pronged approach to cultivating a culture of professionalism is taken: celebration of excellence and attention to accountability.

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…

Designing faculty development to support the evaluation of resident competency in the intrinsic CanMEDS roles: practical outcomes of an assessment of program director needs.

PubMed

Puddester, Derek; MacDonald, Colla J; Clements, Debbie; Gaffney, Jane; Wiesenfeld, Lorne

2015-06-05

The Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada mandate that faculty members demonstrate they are evaluating residents on all CanMEDS (Canadian Medical Education Directions for Specialists) roles as part of the accreditation process. Postgraduate Medical Education at the University of Ottawa initiated a 5-year project to develop and implement a comprehensive system to assess the full spectrum of CanMEDS roles. This paper presents the findings from a needs assessment with Program Directors, in order to determine how postgraduate medical faculty can be motivated and supported to evaluate residents on the intrinsic CanMEDS roles. Semi-structured individual interviews were conducted with 60 Postgraduate Program Directors in the Faculty of Medicine. Transcribed interviews were analyzed using qualitative analysis. Once the researchers were satisfied the identified themes reflected the views of the participants, the data was assigned to categories to provide rich, detailed, and comprehensive information that would indicate what faculty need in order to effectively evaluate their residents on the intrinsic roles. Findings indicated faculty members need faculty development and shared point of care resources to support them with how to not only evaluate, but also teach, the intrinsic roles. Program Directors expressed the need to collaborate and share resources across departments and national specialty programs. Based on our findings, we designed and delivered workshops with companion eBooks to teach and evaluate residents at the point of care (Developing the Professional, Health Advocate and Scholar). Identifying stakeholder needs is essential for designing effective faculty development. By sharing resources, faculties can prevent 'reinventing the wheel' and collaborate to meet the Colleges' accreditation requirements more efficiently.

Development, implementation, and impact of a collaborative junior faculty engagement and professional growth program: The Young Faculty Leadership Initiative.

PubMed

Pate, Adam; Smith, Jennifer; Caldwell, David; Horace, Alexis; Zagar, Michelle

2018-03-01

To develop, implement, and evaluate the effect of a faculty engagement and professional growth program targeted at junior faculty members. A faculty engagement and growth program based on adult learning theory was piloted in a clinical sciences department. Effect of the model was evaluated using a pre/post-survey evaluating faculty output and work engagement using the Utrecht Work Engagement Scale (UWES). Average number of publications/projects with cross-campus collaboration increased (0.58 versus 1.25, P = 0.03, 95%CI 0.059-1.264). Involvement in national/state organizations, number of accepted poster presentations, and grants submitted and/or funded all increased (p>0.05). Total UWES score increased (4.13 vs. 4.495 p = 0.21) with the greatest subscale increase in vigor (3.833 vs 4.347, P = 0.1). A faculty engagement and growth program targeting junior faculty members using adult learning theory as a framework may provide a novel and economic way for schools to support the development of these critical team members. Copyright © 2017 Elsevier Inc. All rights reserved.

Faculty Evaluations Correlate Poorly with Medical Student Examination Performance in a Fourth-Year Emergency Medicine Clerkship.

PubMed

Dubosh, Nicole M; Fisher, Jonathan; Lewis, Jason; Ullman, Edward A

2017-06-01

Clerkship directors routinely evaluate medical students using multiple modalities, including faculty assessment of clinical performance and written examinations. Both forms of evaluation often play a prominent role in final clerkship grade. The degree to which these modalities correlate in an emergency medicine (EM) clerkship is unclear. We sought to correlate faculty clinical evaluations with medical student performance on a written, standardized EM examination of medical knowledge. This is a retrospective study of fourth-year medical students in a 4-week EM elective at one academic medical center. EM faculty performed end of shift evaluations of students via a blinded online system using a 5-point Likert scale for 8 domains: data acquisition, data interpretation, medical knowledge base, professionalism, patient care and communication, initiative/reliability/dependability, procedural skills, and overall evaluation. All students completed the National EM M4 Examination in EM. Means, medians, and standard deviations for end of shift evaluation scores were calculated, and correlations with examination scores were assessed using a Spearman's rank correlation coefficient. Thirty-nine medical students with 224 discrete faculty evaluations were included. The median number of evaluations completed per student was 6. The mean score (±SD) on the examination was 78.6% ± 6.1%. The examination score correlated poorly with faculty evaluations across all 8 domains (ρ 0.074-0.316). Faculty evaluations of medical students across multiple domains of competency correlate poorly with written examination performance during an EM clerkship. Educators need to consider the limitations of examination score in assessing students' ability to provide quality patient clinical care. Copyright © 2016 Elsevier Inc. All rights reserved.

Work Habits Are Valid Components of Evaluations of Anesthesia Residents Based on Faculty Anesthesiologists' Daily Written Comments About Residents.

PubMed

Dexter, Franklin; Masursky, Danielle; Szeluga, Debra; Hindman, Bradley J

2016-05-01

In our department, faculty anesthesiologists routinely evaluate the resident physicians with whom they worked in an operative setting the day before, providing numerical scores to questions. The faculty can also enter a written comment if so desired. Because residents' work habits are important to anesthesiology program directors, and work habits can improve with feedback, we hypothesized that faculty comments would include the theme of the anesthesia resident's work habits. We analyzed all 6692 faculty comments from January 1, 2011, to June 30, 2015. We quantified use of the theme of Dannefer et al.'s work habit scale, specifically the words and phrases in the scale, and synonyms to the words. Approximately half (50.7% [lower 99.99% confidence limit, 48.4%]) of faculty comments contained the theme of work habits. Multiple sensitivity analyses were performed excluding individual faculty, residents, and words. The lower confidence limits for comments containing the theme were each >42.7%. Although faculty anesthesiologists completed (numerical) questions based on the American College of Graduate Medical Education competencies to evaluate residents, an important percentage of written comments included the theme of work habits. The implication is that the theme has validity as one component of the routine evaluation of anesthesia residents.

R&D Priorities for Educational Testing and Evaluation: The Testimony of the CRESST National Faculty.

ERIC Educational Resources Information Center

Herman, Joan L., Ed.

At the 1989 meeting of the National Faculty of the Center for Research on Evaluation, Standards, and Student Testing (CRESST), faculty members were invited to present testimony on what they viewed as the most pressing research and policy issues in the fields of testing, evaluation, and standards. These views are expressed in this document,…

ASHE Reader on Faculty and Faculty Issues in Colleges and Universities.

ERIC Educational Resources Information Center

Finkelstein, Martin J., Ed.

The academic profession is discussed in 25 articles that cover: the current status of the professoriate, the faculty culture and nature of the career, teaching/research roles, women and minority faculty, part-time and two-year college faculty, and faculty development/evaluation. The book is intended as a reader for students in graduate programs in…

Preliminary Psychometric Analysis of the Modified Perceived Value of Certification Tool for the Nurse Educator.

PubMed

Barbe, Tammy

2015-01-01

The purpose of this study was to examine psychometric properties of the Perceived Value of Certification Tool© with a focus on nurse educator certification (PVCT-NE) in a sample of nurse educators. Greater understanding of faculty perceptions of certification is necessary to facilitate a strong cadre of nursing faculty; however, research around nurse educator certification is limited by a lack of reliable and valid instruments to measure such perceptions. Twenty-four nursing faculty from one university participated in the psychometric study, which involved completion of the PVCT-NE in a web-based survey format. Internal consistency reliability was excellent. Cronbach's alpha for the total PVCT-NE was .94 (.93 for the intrinsic subscale and .86 for the extrinsic subscale). A content validity index of .95 was obtained. There is preliminary evidence that the PVCT-NE is a reliable and valid instrument to measure perceived value of certification in nurse educators.

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…

Evaluating Faculty Work: Expectations and Standards of Faculty Performance in Research Universities

ERIC Educational Resources Information Center

Hardre, Patricia; Cox, Michelle

2009-01-01

Expectations and the way they are communicated can influence employees' motivation and performance. Previous research has demonstrated individual effects of workplace climate and individual differences on faculty productivity. The present study focused on the characteristics of institutional performance standards, evaluation processes and…

Enhancing Sustainability Curricula through Faculty Learning Communities

ERIC Educational Resources Information Center

Natkin, L. W.; Kolbe, Tammy

2016-01-01

Purpose: Although the number of higher education institutions adopting sustainability-focused faculty learning communities (FLCs) has grown, very few of these programs have published evaluation research. This paper aims to report findings from an evaluation of the University of Vermont's (UVM's) sustainability faculty fellows (SFF) program. It…

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching.

PubMed

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. © 2016 P. Brickman 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).

Reliability and validity of assessing subspecialty level of faculty anesthesiologists' supervision of anesthesiology residents.

PubMed

De Oliveira, Gildasio S; Dexter, Franklin; Bialek, Jane M; McCarthy, Robert J

2015-01-01

Supervision of anesthesiology residents is a major responsibility of faculty (academic) anesthesiologists. Supervision can be evaluated daily for individual anesthesiologists using a 9-question instrument. Faculty anesthesiologists with lesser individual scores contribute to lesser departmental (global) scores. Low (<3, "frequent") department-wide evaluations of supervision are associated with more mistakes with negative consequences to patients. With the long-term aim for residency programs to be evaluated partly based on the quality of their resident supervision, we assessed the 9-item instrument's reliability and validity when used to compare anesthesia programs' rotations nationwide. One thousand five hundred residents in the American Society of Anesthesiologists' directory of anesthesia trainees were randomly selected to be participants. Residents were contacted via e-mail and requested to complete a Web-based survey. Nonrespondents were mailed a paper version of the survey. Internal consistency of the supervision scale was excellent, with Cronbach's α = 0.909 (95% CI, 0.896-0.922, n = 641 respondents). Discriminant validity was found based on absence of rank correlation of supervision score with characteristics of the respondents and programs (all P > 0.10): age, hours worked per week, female, year of anesthesia training, weeks in the current rotation, sequence of survey response, size of residency class, and number of survey respondents from the current rotation and program. Convergent validity was found based on significant positive correlation between supervision score and variables related to safety culture (all P < 0.0001): "Overall perceptions of patient safety," "Teamwork within units," "Nonpunitive response to errors," "Handoffs and transitions," "Feedback and communication about error," "Communication openness," and rotation's "overall grade on patient safety." Convergent validity was found also based on significant negative correlation with variables related to the individual resident's burnout (all P < 0.0001): "I feel burnout from my work," "I have become more callous toward people since I took this job," and numbers of "errors with potential negative consequences to patients [that you have] made and/or witnessed." Usefulness was shown by supervision being predicted by the same 1 variable for each of 3 regression tree criteria: "Teamwork within [the rotation]" (e.g., "When one area in this rotation gets busy, others help out"). Evaluation of the overall quality of supervision of residents by faculty anesthesiologists depends on the reliability and validity of the instrument. Our results show that the 9-item de Oliveira Filho et al. supervision scale can be applied for overall (department, rotation) assessment of anesthesia training programs.

Student Evaluations of Teaching Are an Inadequate Assessment Tool for Evaluating Faculty Performance

ERIC Educational Resources Information Center

Hornstein, Henry A.

2017-01-01

Literature is examined to support the contention that student evaluations of teaching (SET) should not be used for summative evaluation of university faculty. Recommendations for alternatives to SET are provided.

Gender Differences in Business Faculty's Research Motivation

ERIC Educational Resources Information Center

Chen, Yining; Zhao, Qin

2013-01-01

The authors use expectancy theory to evaluate gender differences in key factors that motivate faculty to conduct research. Using faculty survey data collected from 320 faculty members at 10 business schools, they found that faculty members, both men and women, who displayed higher motivation were more productive in research. Among them, pretenured…

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.

Technology: A Global Influence. Conference Proceedings. Annual Conference of the National Association of Industrial Technology (19th, Normal, Illinois, October 8, 1986).

ERIC Educational Resources Information Center

National Association of Industrial Technology, Ypsilanti, MI.

Abstracts of the following 52 papers are included in this document: "Development of a Computer-Automated Mechanical Testing System" (Aman); "Bringing Industry High-Tech into the School Curriculum" (Andrews); "Fostering Excellence in Industrial Technology Faculty and Programs" (Bensen); "World Markets and…

Changing Organizational Culture to Achieve Excellence in Research

ERIC Educational Resources Information Center

Shera, Wes

2008-01-01

This article describes the research capacity building efforts of the Factor-Inwentash Faculty of Social Work at the University of Toronto over the past 12 years. It identifies the role of strategic planning, the process of change, and the key practices, in terms of personnel, resources, research center development, and strategic community…

Untapped Potential: Making the Higher Education Market Work for Students and Taxpayers

ERIC Educational Resources Information Center

Kelly, Andrew P.; James, Kevin J.

2014-01-01

American universities continue to top international rankings and to attract the world's best students and faculty, leading policymakers and the public to assume the US higher education system is delivering top-notch educational value to its students. Recently, however, significant cracks have emerged in this facade of excellence. Lackluster…

Accessing Abilities: Creating Innovative Accessible Online Learning Environments and Putting Quality into Practice

ERIC Educational Resources Information Center

Moorefield-Lang, Heather; Copeland, Clayton A.; Haynes, Aisha

2016-01-01

This conceptual paper will discuss how faculty from The School of Library and Information Science at The University of South Carolina partnered with their university's Center for Teaching Excellence. This partnership resulted in the facilitation of professional development workshops and online tools for peer educators to better serve distance…

An Intergenerational Partnership between a College and Congregate Housing Facility: How It Works, What It Means.

ERIC Educational Resources Information Center

Krout, John A.; Pogorzala, Christine H.

2002-01-01

Describes the goals, development, operation, and outcomes of an intergenerational programmatic relationship between a private college and a congregate facility for older adults. Faculty and students report that partnership activities provide excellent opportunities for increasing the understanding of aging and older adults. Residents report…

Preparing Transformative Leaders for Diversity, Immigration, and Equitable Expectations for School-Wide Excellence

ERIC Educational Resources Information Center

Liou, Daniel D.; Hermanns, Carl

2017-01-01

Purpose: The purpose of this paper is to describe and analyze an Arizona university's educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools…

Efficiency of Support Services within the Arizona Universities.

ERIC Educational Resources Information Center

Davis, George H.

One of the working papers in the final report of the Arizona Board of Regents' Task Force on Excellence, Efficiency and Competitiveness, this document discusses the efficiency of the Arizona state universities' support services. Faculty, staff, and students were asked to rate the quality, importance, and change in quality of the services provided…

Give Me Liberty or Give Me Brick

ERIC Educational Resources Information Center

Gratto, Fred

2009-01-01

Universities want a lot of things such as high quality students, excellent faculty, supportive alumni, high quality academic programs, a great football team, a beautiful campus, and a good reputation. They also want students to learn. One typically thinks of learning as taking place only in classrooms but research has confirmed that students…

European Scientific Notes. Volume 36, Number 5,

DTIC Science & Technology

1982-05-31

Comm. 33, 151 11980]). buildings used by the 27,000 students and the Comparison of-i- i rime’a "esults with Mie 1,400 faculty members however, are...be done by excellent facilities, coaching , public support, and con- tinuous competition. In that country, the gaps NEW ABORTION DRUG between men’s and

Africanising Scholarship: The Case of UDW, Natal and UKZN Postgraduate Educational Research (1995-2004)

ERIC Educational Resources Information Center

Karlsson, J.; Pillay, G.

2011-01-01

In 2004 the universities of Durban-Westville and Natal merged as part of the national restructuring of higher education in South Africa. These institutions' faculties and schools of education were, arguably, centres of excellence for research in adult education, teacher education and professional development, mathematics education and gender in…

Cultivating a Community of Excellence

ERIC Educational Resources Information Center

Mellow, Gail O.

2015-01-01

LaGuardia Community College has a saying: Challenge expectations. As fitting as these words are in an essay on the unique value of an honors program at a community college, they also reflect the creation, growth, and ultimate goal of LaGuardia's Community College Honors Program and its students, faculty, and staff, who embody these words every…

A Stream Runs through IT: Using Streaming Video to Teach Information Technology

ERIC Educational Resources Information Center

Nicholson, Jennifer; Nicholson, Darren B.

2010-01-01

Purpose: The purpose of this paper is to report student and faculty perceptions from an introductory management information systems course that uses multimedia, specifically streaming video, as a vehicle for teaching students skills in Microsoft Excel and Access. Design/methodology/approach: Student perceptions are captured via a qualitative…

Teaching Critical Thinking Using High-Impact Practices: A Quantitative Study

ERIC Educational Resources Information Center

Rosfeld, Kimberlina

2017-01-01

Many American college students lack the academic skills to be successful. College faculty members struggle to help these disadvantaged students excel in a college environment. There is a need for identified strategies to help college students develop academic skills such as critical thinking. The purpose of this study was to determine if…

Teaching Values in Everything We Do: The Nativity Experience.

ERIC Educational Resources Information Center

Daly, Jennifer Grumhaus

1996-01-01

Nativity Prep, a small, inner-city Roman Catholic middle school seeks to provide an environment that helps students excel in their studies and their personal development. The school has few discipline problems due to its small size; its strict, highly structured academic climate; its underpaid and devoted faculty; and its practice of praying…

Ensuring Educational Quality Means Assessing Learning

ERIC Educational Resources Information Center

Kazin, Cathrael; Payne, David G.

2009-01-01

As many experienced board members know, given the national debate in recent years over institutional accountability, learning--the heart of the educational enterprise--is often treated as a by-product of other more measurable processes. The fact is, no matter how excellent the curricula, no matter how stellar the faculty, no matter how talented…

Research Vitality as Sustained Excellence: What Keeps the Plates Spinning?

ERIC Educational Resources Information Center

Gilstrap, J. Bruce; Harvey, Jaron; Novicevic, Milorad M.; Buckley, M. Ronald

2011-01-01

Purpose: Research vitality addresses the perseverance that faculty members in the organization sciences experience in maintaining their research quantity and quality over an extended period of time. The purpose of this paper is to offer a theoretical model of research vitality. Design/methodology/approach: The authors propose a model consisting of…

Central State University: Phase I Report

ERIC Educational Resources Information Center

Ohio Board of Regents, 2012

2012-01-01

In December of 2011, a team of eight consultants authored a report to the Ohio Board of Regents and Central State University titled "Accentuating Strengths/Accelerating Progress (AS/AP)." AS/AP provided a road map for the administration, faculty, and staff of CSU to achieve the excellence it has sought under the leadership of President…

Evaluating Technical Communication Faculty: Some Empirically-Based Criteria and Guidelines. Draft.

ERIC Educational Resources Information Center

Stevenson, Dwight W.

As technical communication is a young academic discipline, evaluating technical communication faculty for promotion, tenure, and merit purposes requires special awareness and care. To determine reasonable expectations of faculty achievement, a study documented the range, types, and frequency of activities of 12 professors and 12 associate…

Faculty Planning, Development, and Evaluation System: Washtenaw Community College.

ERIC Educational Resources Information Center

Altieri, Guy; And Others

Between 1989 and 1991, the Planning, Development and Evaluation (PDE) Committee of Washtenaw Community College (Michigan) designed a faculty assessment process focusing on professional development and academic planning. It is an approach in which all educators (faculty and administrators) work together, using the PDE system to continually define…

Assessment of cultural competence in Texas nursing faculty.

PubMed

Marzilli, Collen

2016-10-01

Cultural competence [CC] is an essential component of nursing education and nursing practice yet there is a gap in the research evaluating CC in faculty and how to practically develop this skillset for faculty members. To explore CC in faculty as evaluated with the Nurses' Cultural Competence Scale [NCCS] and apply the findings to the Purnell Model of Cultural Competence [PMCC] to guide professional development opportunities for faculty members. This was a concurrent mixed-methods study. Faculty members teaching in Texas nursing programs were recruited for the study. Quantitative data was collected using an online survey tool and qualitative data was collected over the phone. 89 Texas faculty members completed the quantitative strand and a subset of 10 faculty members completed the qualitative strand. Descriptive statistics were used to examine the quantitative data and Strauss and Corbin's methodology guided the evaluation of the qualitative data. These two strands were used to support the results. Faculty in Texas are moderately culturally competent. The qualitative findings support the application of the PMCC to the areas identified by the NCCS. The PMCC may be applied to the application of culture and values in nursing professional education as supported by the NCCS. Recommendations are to include the PMCC as a structure for the creation of professional development opportunities for faculty. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

PubMed Central

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

2016-01-01

Purpose Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program. Methods A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders. Results At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. Conclusion Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty. PMID:27942418

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

PubMed

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

2014-01-01

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

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

PubMed

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

2016-09-01

Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program. A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders. At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty.

Clinical excellence in academia: perspectives from masterful academic clinicians.

PubMed

Christmas, Colleen; Kravet, Steven J; Durso, Samuel C; Wright, Scott M

2008-09-01

To better understand and characterize clinical excellence in academia by exploring the perspectives of clinically excellent faculty in the top American departments of medicine. Between March 1 and May 31, 2007, 2 investigators conducted in-depth semistructured interviews with 24 clinically excellent Department of Medicine physicians at 8 academic institutions. Interview transcripts were independently analyzed by 2 investigators and compared for agreement. Content analysis identified several major themes that relate to clinical excellence in academia. Physicians hailed from a range of internal medicine specialties; 20 (83%) were associate professors or professors and 8 (33%) were women. The mean percentage of time physicians spent in clinical care was 48%. Eight domains emerged as the major features of clinical excellence in academia: reputation, communication and interpersonal skills, professionalism and humanism, diagnostic acumen, skillful negotiation of the health care system, knowledge, scholarly approach to clinical care, and passion for clinical medicine. Understanding the core elements that contribute to clinical excellence in academia represents a pivotal step to defining clinical excellence in this setting. It is hoped that such work will lead to initiatives aimed at measuring and rewarding clinical excellence in our academic medical centers such that the most outstanding clinicians feel valued and decide to stay in academia to serve as role models for medical trainees.

Association for medical education and research in substance abuse.

PubMed

Samet, Jeffrey H; Galanter, Marc; Bridden, Carly; Lewis, David C

2006-01-01

The Association for Medical Education and Research in Substance Abuse (AMERSA) is a multi-disciplinary organization committed to health professional faculty development in substance abuse. In 1976, members of the Career Teachers Training Program in Alcohol and Drug Abuse, a US federally funded multi-disciplinary faculty development program, formed AMERSA. The organization grew from 59 founding members, who were primarily medical school faculty, to over 300 health professionals from a spectrum of disciplines including physicians, nurses, social workers, dentists, allied health professionals, psychologists and other clinical educators who are responsible for advancing substance abuse education. AMERSA members promote substance abuse education among health professionals by developing curricula, promulgating relevant policy and training health professional faculty to become excellent teachers in this field. AMERSA influences public policy by offering standards for improving substance abuse education. The organization publishes a peer-reviewed, quarterly journal, Substance Abuse, which emphasizes research on the education and training of health professions and also includes original clinical and prevention research. Each year, the AMERSA National Conference brings together researchers and health professional educators to learn about scientific advances and exemplary teaching approaches. In the future, AMERSA will continue to pursue this mission of advancing and supporting health professional faculty who educate students and trainees to address substance abuse in patients and clients.

DOE Chair of Excellence Professorship in Environmental Disciplines

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

Shoou-Yuh Chang

2013-01-31

The United States (US) nuclear weapons program during the Cold War left a legacy of radioactive, hazardous, chemical wastes and facilities that may seriously harm the environment and people even today. Widespread public concern about the environmental pollution has created an extraordinary demand for the treatment and disposal of wastes in a manner to protect the public health and safety. The pollution abatement and environmental protection require an understanding of technical, regulatory, economic, permitting, institutional, and public policy issues. Scientists and engineers have a major role in this national effort to clean our environment, especially in developing alternative solutions andmore » evaluation criteria and designing the necessary facilities to implement the solutions. The objective of the DOE Chair of Excellence project is to develop a high quality educational and research program in environmental engineering at North Carolina A&T State University (A&T). This project aims to increase the number of graduate and undergraduate students trained in environmental areas while developing a faculty concentrated in environmental education and research. Although A&T had a well developed environmental program prior to the Massie Chair grant, A&T's goal is to become a model of excellence in environmental engineering through the program's support. The program will provide a catalyst to enhance collaboration of faculty and students among various engineering departments to work together in a focus research area. The collaboration will be expanded to other programs at A&T. The past research focus areas include: hazardous and radioactive waste treatment and disposal fate and transport of hazardous chemicals in the environment innovative technologies for hazardous waste site remediation pollution prevention Starting from 2005, the new research focus was in the improvement of accuracy for radioactive contaminant transport models by ensemble based data assimilation. The specific objectives are to: 1). improve model accuracy for use in minimizing health and environmental risk, and 2). improve the decision making process in the selection and application of available technologies for long-term monitoring and safeguard operation at NNSA sites.« less

Implementing an excellence in teaching recognition system: needs analysis and recommendations.

PubMed

Schindler, Nancy; Corcoran, Julia C; Miller, Megan; Wang, Chih-Hsiung; Roggin, Kevin; Posner, Mitchell; Fryer, Jonathan; DaRosa, Debra A

2013-01-01

Teaching awards have been suggested to serve a variety of purposes. The specific characteristics of teaching awards and the associated effectiveness at achieving planned purposes are poorly understood. A needs analysis was performed to inform recommendations for an Excellence in Teaching Recognition System to meet the needs of surgical education leadership. We performed a 2-part needs analysis beginning with a review of the literature. We then, developed, piloted, and administered a survey instrument to General Surgery program leaders. The survey examined the features and perceived effectiveness of existing teaching awards systems. A multi-institution committee of program directors, clerkship directors, and Vice-Chairs of education then met to identify goals and develop recommendations for implementation of an "Excellence in Teaching Recognition System." There is limited evidence demonstrating effectiveness of existing teaching awards in medical education. Evidence supports the ability of such awards to demonstrate value placed on teaching, to inspire faculty to teach, and to contribute to promotion. Survey findings indicate that existing awards strive to achieve these purposes and that educational leaders believe awards have the potential to do this and more. Leaders are moderately satisfied with existing awards for providing recognition and demonstrating value placed on teaching, but they are less satisfied with awards for motivating faculty to participate in teaching or for contributing to promotion. Most departments and institutions honor only a few recipients annually. There is a paucity of literature addressing teaching recognition systems in medical education and little evidence to support the success of such systems in achieving their intended purposes. The ability of awards to affect outcomes such as participation in teaching and promotion may be limited by the small number of recipients for most existing awards. We propose goals for a Teaching Recognition System and provide guidelines for implementation and evaluation of such systems. Future analysis should study the effectiveness of systems designed using these guidelines in achieving the outlined goals. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Servant Leadership: Faculty and Student Perceptions among Council for Christian Colleges and Universities (CCCU) Nursing Programs

ERIC Educational Resources Information Center

Coffman, Tammie J.

2017-01-01

Servant leadership characteristics and caring converged in exploration of faculty and students of private, Christian nursing schools. Faculty assessed their servant leadership behaviors while students disclosed their perceptions of faculty as caring persons. Students evaluated faculty positively on a six-point Likert scale (mean 5.26).…

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.

Measuring the Impact of a New Faculty Program Using Institutional Data

ERIC Educational Resources Information Center

Meizlish, Deborah S.; Wright, Mary C.; Howard, Joseph; Kaplan, Matthew L.

2018-01-01

This paper presents a quasi-experimental evaluation of a required, teaching-focused, new faculty program at a large research university. The study makes use of institutional data, including student evaluations of teaching and faculty participation in educational development activities, which are available on many campuses yet rarely used in…

Evaluation in Tenure and Promotion Letters: Constructing Faculty as Communicators, Stars, and Workers

ERIC Educational Resources Information Center

Hyon, Sunny

2011-01-01

This article examines a little-studied review genre of academe: letters written for faculty retention, promotion, and tenure (RPT). Given their centrally evaluative nature, these documents have potential to illuminate academic community values, particularly those related to faculty work. Of specific interest in this study is the evaluative…

Citation Ranking versus Peer Evaluation of Senior Faculty Research Performance: A Case Study of Kurdish Scholarship.

ERIC Educational Resources Information Center

Meho, Lokman I.; Sonnenwald, Diane H.

2000-01-01

Analyzes the relationship between citation ranking and peer evaluation in assessing senior faculty research performance. Describes a study of faculty specializing in Kurdish studies that investigated to what degree citation ranking correlates with data from citation content analysis, book reviews, and peer ranking. (Contains 72 references.)…

Sounds Good: Using Digital Audio for Evaluation Feedback

ERIC Educational Resources Information Center

Rotheram, Bob

2009-01-01

Feedback on student work is problematic for faculty and students in British higher education. Evaluation feedback takes faculty much time to produce and students are often dissatisfied with its quantity, timing, and clarity. The Sounds Good project has been experimenting with the use of digital audio for feedback, aiming to save faculty time and…

How to Evaluate a Faculty Governance Structure

ERIC Educational Resources Information Center

Cordes, John W.; Dunbar, David; Gingerich, Jeff

2013-01-01

During the 2010-11 academic year, Cabrini College began an evaluation of a faculty governance structure that had been implemented in fall 2007. The processes involved might serve as a roadmap for faculty members and administrators at other institutions who seek to understand the strengths and weaknesses of their governance model and improve shared…

Cooperative Learning and Unity: The Perspectives of Faculty, Students, and TA's.

ERIC Educational Resources Information Center

Hagedorn, Linda Serra; Moon, Hye Sun; Buchanan, Donald; Shockman, Eric; Jackson, Michael

A program designed to encourage university faculty and teaching assistants (TAs) to use cooperative learning in undergraduate classrooms was evaluated through the perspectives of faculty, TAs and students. The program was part of an initiative called DiverSCity, and the evaluation focused on the initial climate and culture of the college and…

Portfolio Based Faculty Development Conversations: A Model for Increasing Teaching Efficacy

ERIC Educational Resources Information Center

Crawford, Sabrina

2017-01-01

A shift in higher education towards increasing accountability for teaching effectiveness has institutions reevaluating how they utilize faculty evaluation tools. The purpose of this case study was to probe perceptions on the value of using teaching portfolios, supported by PLC conversations between faculty and deans, as an evaluation strategy that…

Faculty Development: Not Just a Bandwagon.

ERIC Educational Resources Information Center

Hipps, Opal S.

1978-01-01

Considers problems in traditional faculty development programs, comments on the relation between faculty development and evaluation, and reviews the instructional development model, the organizational development approach, and the personal development model. Offers suggestions for nursing faculties and administrators in organizing a nursing…

Student evaluation of a primary care clerkship: quality assurance and identification of potential for improvement.

PubMed

Chenot, Jean-François; Kochen, Michael M; Himmel, Wolfgang

2009-04-15

In Germany, like many other countries, general practice clerkships have only recently become mandatory during medical education. The biggest challenges for the organisation of such clerkships are achieving a minimum level of standardisation, and developing and maintaining a system of quality assurance. The aim of this study is to assess the instructional quality in teaching practices using a benchmark system. Before commencing, students anonymously assessed the importance of core aspects of the mandatory primary care clerkship. After the clerkship, they evaluated learning opportunities and teaching performance. Based on this data, a benchmark system was developed to identify areas of strength and weakness for all practices as well as individual teaching practices. A total of 695 students evaluated 97 general practices belonging to a teaching network. Prior to the clerkship, most students considered recognition of frequent diseases (85%) and communication skills (65%) the most important learning goals. After the clerkship, nearly 90% of students confirmed that the general practitioner (GP) was good or excellent at teaching these two goals but only two-thirds thought the GP's teaching performance good or excellent in preventive medicine and screening. In an exemplary analysis, we identified the 2 best and the 2 worst practices that consistently received scores far above or below average, respectively. We were able to identify areas of weakness in teaching and identified specific GPs who did not meet the students' needs and expectations. This evaluation seems to be a useful quality assurance tool to identify the potential for improvement and faculty development.

The relationship between faculty performance assessment and results on the in-training examination for residents in an emergency medicine training program.

PubMed

Ryan, James G; Barlas, David; Pollack, Simcha

2013-12-01

Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68-0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level.

The Relationship Between Faculty Performance Assessment and Results on the In-Training Examination for Residents in an Emergency Medicine Training Program

PubMed Central

Ryan, James G.; Barlas, David; Pollack, Simcha

2013-01-01

Background Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. Objective We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. Methods We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. Results We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68–0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Conclusions Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level. PMID:24455005

Comparison between student rating, faculty self-rating and evaluation of faculty members by heads of respective academic departments in the school of medicine in Birjand University of Medical Sciences in Iran.

PubMed

Taheri, Mohammad Mehdi Hassanzadeh; Ryasi, Hamid Reza; Afshar, Mohammad; Mofatteh, Mohammad Reza

2014-01-01

University teachers are one of the main pillars of university and the quality of their performance must continuously and systematically be evaluated. This evaluation can be carried out in various ways. The aim of the present study was to survey and to compare the evaluation of faculty members in the medical school in Birjand University of Medical Sciences by three different sources: Student rating, self-assessment, and evaluation by head of related department. This descriptive analytical cross-sectional study was conducted in the academic year 2009-2010. Sampling was drawn from all students studying basic science and clinical training in the first and the second semesters. All heads of departments in basic science and clinical training and their faculty members took part in this study. Means of data collection were four different questionnaires designed in the education development center (EDC) and their validity and reliability had been verified by the center. These questionnaires were based on student rating, self-assessment, and evaluation of faculty members by heads of clinical and basic sciences academic departments. After the questionnaires were filled out, the obtained data was analyzed by Statistical Package for the Social Sciences (SPSS) software (version 13), independent t-test, and Pearson's correlation coefficient at the significant level of α = 0.05. In the present study, 2417 students completed the questionnaires regarding 63 faculty members, 87 faculty members completed the self-assessment form, and for 60 faculty members, 48 members in clinical and 12 members in basic science, the questionnaires were completed by heads of respective departments. Mean and standard deviation of student evaluation, self-assessment, and teachers evaluation by heads of departments were 3.23 ± 0.38, 3.51 ± 0.33, and 3.60 ± 0.32, respectively, and the difference between student rating and self-assessment was significant (P = 0.02). In comparing between managers scores with students evaluation, no significant difference was observed (P = 0.68). Comparison between self-assessment and teachers scores by managers showed a significant difference (P = 0.04). Mean scores of faculty members in clinical training and in basic science were 3.23 ± 0.73 and 3.31 ± 0.69 on the part of students, respectively; thus, the difference was significant (P = 0.004). Since, the present study was inconsistent with similar previously carried out investigations, the observed difference among the three procedures was statically significant; hence, it can be suggested that student's scores of teachers evaluation, previously used as the only one of evaluation source is not enough and other sources such as assessment by the respective department heads, dean of faculty, and self-assessment must also be taken into consideration. This collection can definitely yield a more favorable evaluation of faculty members and feedback can be more acceptable to them and it will be more effective in improving their education.

Commentary: charting a course for success: excellence in clinical care and discovery in academic departments.

PubMed

Cooper, William O; Gitlin, Jonathan D

2011-05-01

The current shifts in academics not only invite new challenges but create previously unexplored opportunities for unique discoveries in health. Leaders in academic departments must consider changes in academic medicine as new courses to be charted rather than an inevitable shifting of the ground beneath them. Under this model, clinical excellence is coupled with discovery, where trainees, faculty, and patients and families are continually exposed to asking questions and identifying ways to move science forward to improve health. Academic pediatrics remains today a vibrant and exciting discipline with extraordinary leaders and committed trainees. We must continue to inspire on the voyage to excellence, keeping our eyes on the horizon and not the gathering storms. Copyright © by the Association of American medical Colleges.

Do Asian American Faculty Face a Glass Ceiling in Higher Education?

ERIC Educational Resources Information Center

Lee, Sharon M.

2002-01-01

Evaluated the glass ceiling hypothesis in relation to Asian American faculty using data from the 1993 National Study of Post-Secondary Faculty for 1,019 Asian American faculty members. Data limitations prevent concluding that such faculty do or do not face a glass ceiling; however, baseline findings for future research are established. (SLD)

A Utilization-Focused Evaluation of a Community College Adjunct Faculty Professional Development Program

ERIC Educational Resources Information Center

Edenfield, Gordon

2010-01-01

Nationally adjunct faculty comprise almost 70% of all two-year institution faculty while in the Virginia Community College System (VCCS) adjunct faculty teach 60% of the community college courses, and should past trends continue, the number of adjunct faculty members is expected to grow 10% within the next fifteen years (Caliber, 2007; Phillipe…

The summer institute in clinical dental research methods: still going and growing after twenty years.

PubMed

Derouen, Timothy A; Wiesenbach, Carol

2012-11-01

The first Summer Institute in Clinical Dental Research Methods, a faculty development program at the University of Washington, was offered in the summer of 1992 for sixteen participants. The primary objective of the program was to give clinical faculty members in dentistry an introduction to and an understanding of the fundamental principles and methods used in good clinical research. In the twentieth offering of the institute in 2011, there were thirty-five participants, and over the twenty institutes, there has been a cumulative total of 463 participants who have come from thirty U.S. states as well as forty-three countries outside the United States. The curriculum has expanded from the initial offering of biostatistics, clinical epidemiology, behavioral research methods, and ethics in clinical research to now include clinical trials, grantsmanship, data analysis, an elective in molecular biology, and a team project that provides participants with hands-on experience in research proposal development as members of an interdisciplinary team. Enrollment has doubled since the first year, yet exit evaluations of the program content have remained consistently high (rated as very good to excellent). One of the indicators of program quality is that at least 50 percent of recent participants indicated that they attended because the program was recommended by colleagues who had attended. There seems to be an ever-increasing pool of dental faculty members who are eager to learn more about clinical research methodology through the institute despite the intensive demands of full-time participation in a six-week program.

Ethnopsychiatry fosters creativity and the adoption of critical and reflexive thinking in higher education students: insights from a qualitative analysis of a preliminary pilot experience at the Faculty of Medicine and Surgery, University of Genoa, Italy

PubMed Central

Siri, Anna; Del Puente, Giovanni; Martini, Mariano; Bragazzi, Nicola Luigi

2017-01-01

Creativity is an ability that plays a major role in the modern economy and society. It should represent an important component of the medical syllabus. However, it is often overlooked by the formal courses at universities. The current study aimed at evaluating whether the interactive educational models, recently adopted by the Faculty of Medicine and Surgery, at the University of Genoa, Italy, would favor the adoption of critical thinking, attitudes to changes, cultural diversity acceptance, and the adoption of relational soft skills versus traditional and frontal didactic teaching. Thirty students, who attended the last year of health care professional course at the Faculty of Medicine, volunteered to take part in the study and were randomly allocated to two groups: one group receiving an innovative, interactive excellence course and the other group receiving a more traditional approach. Ethnopsychiatry was chosen as the topic since it was hypothesized that it would have contributed to generation of a new approach toward diseases and patients. The first group of students, exposed to interactive lectures with the aim of promoting the adoption of critical thinking, were more satisfied than the second group. Participants who were involved in an active manner and had to work in small groups, actively finding their own solutions to solve the problems, perceived the utilized teaching method and experience more stimulating, involving, and effective. Implications for education policy makers are also envisaged. PMID:28496378

Ethnopsychiatry fosters creativity and the adoption of critical and reflexive thinking in higher education students: insights from a qualitative analysis of a preliminary pilot experience at the Faculty of Medicine and Surgery, University of Genoa, Italy.

PubMed

Siri, Anna; Del Puente, Giovanni; Martini, Mariano; Bragazzi, Nicola Luigi

2017-01-01

Creativity is an ability that plays a major role in the modern economy and society. It should represent an important component of the medical syllabus. However, it is often overlooked by the formal courses at universities. The current study aimed at evaluating whether the interactive educational models, recently adopted by the Faculty of Medicine and Surgery, at the University of Genoa, Italy, would favor the adoption of critical thinking, attitudes to changes, cultural diversity acceptance, and the adoption of relational soft skills versus traditional and frontal didactic teaching. Thirty students, who attended the last year of health care professional course at the Faculty of Medicine, volunteered to take part in the study and were randomly allocated to two groups: one group receiving an innovative, interactive excellence course and the other group receiving a more traditional approach. Ethnopsychiatry was chosen as the topic since it was hypothesized that it would have contributed to generation of a new approach toward diseases and patients. The first group of students, exposed to interactive lectures with the aim of promoting the adoption of critical thinking, were more satisfied than the second group. Participants who were involved in an active manner and had to work in small groups, actively finding their own solutions to solve the problems, perceived the utilized teaching method and experience more stimulating, involving, and effective. Implications for education policy makers are also envisaged.

A framework for the design, implementation, and evaluation of interprofessional education.

PubMed

Pardue, Karen T

2015-01-01

The growing emphasis on teamwork and care coordination within health care delivery is sparking interest in interprofessional education (IPE) among nursing and health profession faculty. Faculty often lack firsthand IPE experience, which hinders pedagogical reform. This article proposes a theoretically grounded framework for the design, implementation, and evaluation of IPE. Supporting literature and practical advice are interwoven. The proposed framework guides faculty in the successful creation and evaluation of collaborative learning experiences.

Promoting Success: A Professional Development Coaching Program for Interns in Medicine.

PubMed

Palamara, Kerri; Kauffman, Carol; Stone, Valerie E; Bazari, Hasan; Donelan, Karen

2015-12-01

Residency is an intense period. Challenges, including burnout, arise as new physicians develop their professional identities. Residency programs provide remediation, but emotional support for interns is often limited. Professional development coaching of interns, regardless of their performance, has not been reported. Design, implement, and evaluate a program to support intern professional development through positive psychology coaching. We implemented a professional development coaching program in a large residency program. The program included curriculum development, coach-intern interactions, and evaluative metrics. A total of 72 internal medicine interns and 26 internal medicine faculty participated in the first year. Interns and coaches were expected to meet quarterly; expected time commitments per year were 9 hours (per individual coached) for coaches, 5 1/2 hours for each individual coachee, and 70 hours for the director of the coaching program. Coaches and interns were asked to complete 2 surveys in the first year and to participate in qualitative interviews. Eighty-two percent of interns met with their coaches 3 or more times. Coaches and their interns assessed the program in multiple dimensions (participation, program and professional activities, burnout, coping, and coach-intern communication). Most of the interns (94%) rated the coaching program as good or excellent, and 96% would recommend this program to other residency programs. The experience of burnout was lower in this cohort compared with a prior cohort. There is early evidence that a coaching program of interactions with faculty trained in positive psychology may advance intern development and partially address burnout.

Motivate, Empower, Support: The Mission of the State Principal of the Year

ERIC Educational Resources Information Center

Bean, Michael R., Jr.

2013-01-01

The purpose of this qualitative case study was to document and understand the behaviors of one state Principal of the Year that led an elementary school to excellence over a five-year period. Specifically, this study focused on the characteristics of leadership, the perceptions of stakeholders (faculty, staff, district leaders, community members,…

The Faculty Factor: Reassessing the American Academy in a Turbulent Era

ERIC Educational Resources Information Center

Finkelstein, Martin J.; Conley, Valerie Martin; Schuster, Jack H.

2016-01-01

Over the past 70 years, the American university has become the global gold standard of excellence in research and graduate education. The unprecedented surge of federal research support of the post-World War II American university paralleled the steady strengthening of the American academic profession itself, which managed to attract the best and…

A Success Story: Recruiting & Retaining Underrepresented Minority Doctoral Students in Biomedical Engineering

ERIC Educational Resources Information Center

Reichert, William M.

2006-01-01

There are various ways to succeed in recruiting and retaining underrepresented minority (URM) doctoral students; but key to them all is the creation of real student-faculty relationships, which demonstrate by example that diversity and excellence can and should coexist. This cannot be delegated or done indirectly, and no amount of outreach, campus…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Measuring Success in Outreach and Engagement: Arizona State University and the American Dream Academy

ERIC Educational Resources Information Center

Perilla, Alejandro

2010-01-01

Arizona State University (ASU) has become a foundational model for the New American University; committed to excellence, access and impact in everything it does. ASU's faculty and staff members measure themselves by those they include, not by those they exclude; pursue research that contributes to the public good; and assume major responsibility…

A Study of the Essence of Scholarship among Two-Year College Teaching Award Recipients

ERIC Educational Resources Information Center

Lassiter, Patricia F.

2009-01-01

Purpose. Educational leaders and faculty agree that scholarly work contributes to the quality of instruction, yet, not much is known about how scholarship is perceived by college teaching professionals who have been recognized for teaching excellence. There is minimal research to describe what constitutes the essential structure of scholarship to…

The Colors of Excellence: Hiring and Keeping Teachers of Color in Independent Schools.

ERIC Educational Resources Information Center

Kane, Pearl Rock, Ed.; Orsini, Alfonso J., Ed.

Featuring the findings of a 5-year study on independent schools as well as stories by teachers and students of color, this book offers testimony by independent school faculty of color, including the individual stories of African American, Chinese American, Native American, Cuban American, and Hispanic American educators. It discusses how important…

Using the Malcolm Baldrige National Quality Award in Teaching: One Criteria, Several Perspectives

ERIC Educational Resources Information Center

Belohlav, James A.; Cook, Lori S.; Heiser, Daniel R.

2004-01-01

The Malcolm Baldrige National Quality Award (MBNQA) has influenced the thinking and operations within organizations from all sectors of the American economy. This paper presents the experiences of three faculty members who have used the Criteria for Performance Excellence and the underlying concepts of the MBNQA to enhance the learning experiences…

Enhancing Large-Class Teaching: A Systematic Comparison of Rich-Media Materials

ERIC Educational Resources Information Center

Saunders, F. C.; Hutt, I.

2015-01-01

Large cohorts (>200 students) are an ever-increasing presence in the UK higher education (HE) sector. Providing excellent teaching and learning to these large classes is an ongoing challenge for teaching faculty, a challenge intensified when the cohort comprises 85% non-native English speakers. This paper presents the findings of a project to…

The Institute for Faculty Excellence: A Study of the Personal and Professional Development of Judges

ERIC Educational Resources Information Center

Brooks, Carrie Allison

2010-01-01

The purpose of this study is to understand the role that participation in IFEJE played in the personal and professional development of six judges who participated in the Institute since 2001. Three perspectives of education, including the history of adult learning, continuing professional education, and judicial branch education are discussed. The…

Faculty Perceptions of the National Undergraduate Teaching and Learning Evaluation at Regular Higher Education Institutions from 2003 to 2008 in China

ERIC Educational Resources Information Center

An, Jumei

2012-01-01

This study explored how faculty members at regular higher education institutions in China perceived the National Undergraduate Teaching and Learning Evaluation (NUTLE). Specifically, this study examined how the NUTLE influenced faculty teaching and research and how the NUTLE influenced student learning outcomes. Primarily descriptive and…

Howard Community College Staff Services Evaluation, Spring 1985. Research Report Number 41.

ERIC Educational Resources Information Center

Radcliffe, Susan K.; Novak, Virginia E.

In spring 1985, Howard Community College conducted a study to evaluate its performance of services for fiscal year 1985. All members of the faculty and management of the college were asked to complete a 153-item questionnaire arranged in 28 service areas. Questionnaires were completed by 25 faculty members (51% of total faculty), 30 management…

Work-life policies for faculty at the top ten medical schools.

PubMed

Bristol, Mirar N; Abbuhl, Stephanie; Cappola, Anne R; Sonnad, Seema S

2008-10-01

There exists a growing consensus that career flexibility is critical to recruiting and retaining talented faculty, especially women faculty. This study was designed to determine both accessibility and content of work-life policies for faculty at leading medical schools in the United States. The sample includes the top ten medical schools in the United States published by U.S. News and World Report in August 2006. We followed a standardized protocol to collect seven work-life policies at each school: maternity leave, paternity leave, adoption leave, extension of the probationary period for family responsibilities, part-time faculty appointments, job sharing, and child care. A review of information provided on school websites was followed by e-mail or phone contact if needed. A rating system of 0-3 (low to high flexibility) developed by the authors was applied to these policies. Rating reflected flexibility and existing opinions in published literature. Policies were often difficult to access. Individual scores ranged from 7 to 15 out of a possible 21 points. Extension of the probationary period received the highest cumulative score across schools, and job sharing received the lowest cumulative score. For each policy, there were important differences among schools. Work-life policies showed considerable variation across schools. Policy information is difficult to access, often requiring multiple sources. Institutions that develop flexible work-life policies that are widely promoted, implemented, monitored, and reassessed are likely at an advantage in attracting and retaining faculty while advancing institutional excellence.

Identifying motivators and barriers to student completion of instructor evaluations: A multi-faceted, collaborative approach from four colleges of pharmacy.

PubMed

McAuley, James W; Backo, Jennifer Lynn; Sobota, Kristen Finley; Metzger, Anne H; Ulbrich, Timothy

To identify motivators and barriers to pharmacy student completion of instructor evaluations, and to develop potential strategies to improve the evaluation process. Completed at four Ohio Colleges of Pharmacy, Phase I consisted of a student/faculty survey and Phase II consisted of joint student/faculty focus groups to discuss Phase I data and to problem solve. In Phase I, the top three student-identified and faculty-perceived motivators to completion of evaluations were to (1) make the course better, (2) earn bonus points, and (3) improve the instructor's teaching. The top three student-identified barriers to completion of evaluations were having to (1) evaluate multiple instructors, (2) complete several evaluations around the same time, and (3) complete lengthy evaluations. Phase II focus groups identified a number of potential ways to enhance the motivators and reduce barriers, including but not limited to making sure faculty convey to students that the feedback they provide is useful and to provide examples of how student feedback has been used to improve their teaching/the course. Students and faculty identified motivators and barriers to completing instructor evaluations and were willing to work together to improve the process. Copyright © 2016 Elsevier Inc. All rights reserved.

An Innovative Approach to Faculty Coaching

ERIC Educational Resources Information Center

Dana, Heather; Havens, Brandy; Hochanadel, Cathy; Phillips, JoDee

2010-01-01

As online education has grown rapidly, colleges and universities have developed various approaches to effectively evaluating and coaching faculty. Faculty performance is central to student success and faculty need feedback that is consistent, constructive and illustrative. Through the use of screen recording technology, academic department chairs…

Faculty Development and Achievement: A Faculty's View.

ERIC Educational Resources Information Center

Braskamp, Larry A.; And Others

The way that 48 faculty at a major research university view their professional aspirations, achievement, and career conflicts between their professional activities and personal relationships was evaluated. In addition, a conceptual framework of faculty development using three professorial ranks as three qualitatively different stages of…

Review article: teaching, learning, and the pursuit of excellence in anesthesia education.

PubMed

Wong, Anne

2012-02-01

Excellence in anesthesia education has been advocated to meet the future needs and direction of the specialty. The purpose of this article is twofold: first, to review the current medical education literature and theory in order to inform teaching and learning in anesthesia; and second, to advocate for excellence in anesthesia education. This review considers the general education, educational psychology, and medical education literature based on a search of the MEDLINE and ERIC databases, educational Web sites, and library catalogues. Excellent teaching is considered that which facilitates and maximizes learning. A conceptual framework of learning as a convergence of teacher, learner, assessment, and context is proposed. The contribution of each component to learning is examined in order to enable anesthesia teachers to choose and adapt the most appropriate educational approaches for their particular contexts. The relationship of excellent teaching, scholarly teaching, and the scholarship of teaching is explored. Strategies for promoting excellence in anesthesia education are suggested. The call for excellence in anesthesia has become an important theme, particularly with respect to education. While excellent teaching is a goal to which all anesthesia faculty should aspire, scholarly teaching and scholarship in teaching should also be promoted in order to advance anesthesia education for the benefit of the profession and ultimately for patient care.

Anesthesiology resident personality type correlates with faculty assessment of resident performance.

PubMed

Schell, Randall M; Dilorenzo, Amy N; Li, Hsin-Fang; Fragneto, Regina Y; Bowe, Edwin A; Hessel, Eugene A

2012-11-01

To study the association between anesthesiology residents' personality preference types, faculty evaluations of residents' performance, and knowledge. Convenience sample and prospective study. Academic department of anesthesiology. Consenting anesthesiology residents (n = 36). All participants completed the Myers Briggs Type Indicator® (MBTI®). All residents' 6-month summation of daily focal evaluations completed by faculty [daily performance score (DPS); 1 = unsatisfactory, 2 = needs improvement, 3 = meets expectations, 4 = exceeds expectations], as well as a global assessment of performance (GAP) score based on placement of each resident into perceived quartile compared with their peers (ie,1 = first, or top, quartile) by senior faculty (n = 7) who also completed the MBTI, were obtained. The resident MBTI personality preferences were compared with the DPS and GAP scores, the United States Medical Licensing Examination (USMLE) I and II scores, and faculty MBTI personality type. There was no association between personality preference type and performance on standardized examinations (USMLE I, II). The mean GAP score was better (higher quartile score) for Extraverts than Introverts (median 2.0 vs 2.6, P = 0.0047) and for Sensing versus Intuition (median 2.0 vs 2.6, P = 0.0206) preference. Faculty evaluator MBTI preference type did not influence the GAP scores they assigned residents. Like GAP, the DPS was better for residents with Sensing versus Intuition preference (median 3.5 vs 3.3, P = 0.0111). No difference in DPS was noted between Extraverts and Introverts. Personality preference type was not associated with resident performance on standardized examinations, but it was associated with faculty evaluations of resident performance. Residents with Sensing personality preference were evaluated more favorably on global and focal faculty evaluations than those residents who chose the Intuition preference. Extraverted residents were evaluated more favorably on global but not focal assessment of performance. Copyright © 2012 Elsevier Inc. All rights reserved.

Telehealth distance education course in Latin America: analysis of an experience involving 15 countries.

PubMed

dos Santos, Alaneir de Fátima; Alves, Humberto José; Nogueira, Janaina Teixeira; Torres, Rosoália Mpraes; Melo, Maria do Carmo Barros

2014-08-01

Telehealth activities are already going on in many Latin American countries. This article aims to present and evaluate a distance learning telehealth training course in the region. This was a cross-sectional descriptive study. A coordinating committee was formed, composed of medical school faculty from 15 countries, which defined the course's syllabus, teaching model, and mentoring structure. A questionnaire was prepared, using a Likert scale, in order to verify if the parameters of gender, age, professional category, postgraduate degree, and experience in distance education indicated any difference in relation to the course evaluation. The responses were analyzed by chi-squared test, considering as significant a value of p<0.05. Of the 353 enrolled participants, 251 (71.10%) did the basic modules, and 96 (43.91%) completed the full training. In relation to the overall course assessment, it was considered excellent or good by 80.92% of participants, the mentors received positive evaluations by 72.83% of students, the course content was evaluated as excellent or good by 87.4% of students, and 94.40% of participants would recommend it. As for the parameters assessed, only experience in distance education was statistically significant for the evaluation of the tutors. The results presented indicate an important concern on the part of the Latin American countries participating on the course in relation to telehealth training activities. Regarding course assessment, high approval rates in relation to tutoring, educational model, course content, and goals were noted, corroborating literature data. The experience of conducting a Latin American shared telehealth training course was indeed positive, contributing to the development of telehealth actions.

Career transition and dental school faculty development program.

PubMed

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

2013-11-01

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

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

PubMed

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

2007-07-01

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

Students' Perceptions and Faculty Measured Competencies in Higher Education

ERIC Educational Resources Information Center

Malechwanzi, J. Muthiani; Lei, Hongde; Wang, Lu

2016-01-01

This study aims to investigate whether there is significant relationship between students' perceived faculty competencies and faculty evaluated competencies. The study identified four main dimensions for measuring faculty competencies namely: teaching, research, additional services and advising. This study adopted a mixed method design. The study…

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

Implementation Evaluation Study: Flipped Classroom Professional Development with Faculty Members to Enhance Students' Engagement in Higher Education

ERIC Educational Resources Information Center

Alebrahim, Fatimah Hussain

2016-01-01

The purpose of this qualitative study was to explore student engagement in higher education by evaluating training provided by experienced faculty members for those faculty desiring to implement a flipped classroom. A case study was utilized; data were collected in the form of online observation, in-class observation, student focus group…

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

ERIC Educational Resources Information Center

Usakli, Hakan

2009-01-01

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

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…

Faculty Development for Continuing Interprofessional Education and Collaborative Practice

ERIC Educational Resources Information Center

Silver, Ivan L.; Leslie, Karen

2009-01-01

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

The nature of excellent clinicians at an academic health science center: a qualitative study.

PubMed

Mahant, Sanjay; Jovcevska, Vesna; Wadhwa, Anupma

2012-12-01

To understand the nature of excellent clinicians at an academic health science center by exploring how and why excellent clinicians achieve high performance. From 2008 to 2010, the authors conducted a qualitative study using a grounded theory approach. Members of the Clinical Advisory Committee in the Department of Pediatrics at the University of Toronto nominated peers whom they saw as excellent clinicians. The authors then conducted in-depth interviews with the most frequently nominated clinicians. They audio-recorded and transcribed the interviews and coded the transcripts to identify emergent themes. From interviews with 13 peer-nominated, excellent clinicians, a model emerged. Dominant themes fell into three categories: (1) core philosophy, (2) deliberate activities, and (3) everyday practice. Excellent clinicians are driven by a core philosophy defined by high intrinsic motivation and passion for patient care and humility. They refine their clinical skills through two deliberate activities-reflective clinical practice and scholarship. Their high performance in everyday practice is characterized by clinical skills and cognitive ability, people skills, engagement, and adaptability. A rich theory emerged explaining how excellent clinicians, driven by a core philosophy and engaged in deliberate activities, achieve high performance in everyday practice. This theory of the nature of excellent clinicians provides a holistic perspective of individual performance, informs medical education, supports faculty career development, and promotes clinical excellence in the culture of academic medicine.

Teacher Evaluation

ERIC Educational Resources Information Center

Sayavedra, Melinda

2014-01-01

Accredited universities normally include a standard that addresses faculty evaluation. It may contain references to performance criteria and procedures and usually emphasizes the need for faculty evaluations to be systematic, regular, fair, objective and relevant to achieving the goals of the institution. Accredited language programs usually have…

ERIC Review Faculty Evaluation: A Response to Competing Values.

ERIC Educational Resources Information Center

Redmon, Kent D.

1999-01-01

Reviews the literature on faculty evaluation to define how different purposes and competing values have produced two approaches. A procedural approach relies upon both self-evaluation and appraisals by peers, administrators, and students. The developmental approach rests upon teaching portfolios, dossiers, and self-evaluations. Contains 23…

Power factor of power educators. [Undergraduate and graduate programs

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

Barthold, L.O.

1979-01-01

Undergraduate engineering schools are doing an excellent job in offering technical material and preparing students for careers in industry or graduate schools. At the undergraduate level, the burden of adequately covering a widening range of engineering fundamentals precludes offering industry-oriented undergraduate courses. The lack of communication skills is a serious handicap to many graduates. Furthermore, the ability to identify problems and structure approaches to their solutions needs more attention in undergraduate education. The quality of graduate programs in power is closely linked to the accuracy and realism with which graduate faculty perceive the industry and its problems as well asmore » their skill in teaching. It is important for graduate faculty to maintain close working ties with industry. Part-time assignments with utilities, manufacturers, or consultants are the best way to do so. Doing so through research grants can also help but can likewise be counterproductive if faculty are not discriminating in the subject matter pursued.« less

Use of an objective structured clinical exam (OSCE) for early identification of communication skills deficits in interns.

PubMed

Goldhamer, Mary Ellen J; Cohen, Amy; Brooks, Michelle; Macklin, Eric A; Co, John Patrick T; Weinstein, Debra

2018-01-01

There is limited information about whether OSCE during GME orientation can identify trainee communication deficits before these become evident via clinical performance evaluations. Ninety-seven interns matriculating to eight residency programs in six specialties at four hospitals participated in a nine-station communication skills OSCE. Ratings were based on the "Kalamazoo, adapted" communication skills checklist. Possible association with intern performance evaluations was assessed by repeated-measures logistic regression and ROC curves were generated. The mean OSCE score was 4.08 ± 0.27 with a range of 3.3-4.6. Baseline OSCE scores were associated with subsequent communication concerns recorded by faculty, based on 1591 evaluations. A 0.1-unit decrease in the OSCE communication score was associated with an 18% higher odds of being identified with a communication concern by faculty evaluation (odds ratio 1.18, 95% CI 1.01-1.36, p = 0.034). ROC curves did not demonstrate a "cut-off" score (AUC= 0.558). Non-faculty evaluators were 3-5 times more likely than faculty evaluators to identify communication deficits, based on 1900 evaluations. Lower OSCE performance was associated with faculty communication concerns on performance evaluations; however, a "cut-off" score was not demonstrated that could identify trainees for potential early intervention. Multi-source evaluation also identified trainees with communication skills deficits.

The Examination of Strength and Weakness of Online Evaluation of Faculty Members Teaching by Students in the University of Isfahan

ERIC Educational Resources Information Center

Maryam, Ansary; Alireza, Shavakhi; Reza, Nasr Ahmad; Azizollah, Arbabisarjou

2012-01-01

Evaluation of faculty members' teaching is a device for recognition of their ability in teaching, assessing, the student's learning and it can improve efficiency of faculty members in teaching. In terms of growth of computer's technologies improvement of universities and its effect on achievement and information processing, it is necessary to use…

A Comparative Analysis of Personal Skills Profiles among Administrators, Department Chairs and Faculty at a College in South Texas

ERIC Educational Resources Information Center

Mejia, Juan Eduardo

2012-01-01

To remain competitive in a global economy, institutions of higher learning must commit to excellence and establish as a priority organizational and human resource development (McCabe, 2001). While mission statements from community colleges throughout the country may include similar foci, it is of paramount importance that these institutions of…

Information Technology: A Road to the Future? To Promote Academic Justice and Excellence Series.

ERIC Educational Resources Information Center

Gilbert, Steven W.; Green, Kenneth C.

This publication is intended to provide college faculty and staff with a guide to information technology issues in higher education. Mid-Way through the 1990s, higher education confronts the second phase of the information technology (IT) revolution, a shift in emphasis from the computer as a desktop tool to the computer as a communications…

What Shape is Your Resident in? Using a Radar Plot to Guide a Milestone Clinical Competency Discussion.

PubMed

Harrington, David T; Miner, Thomas J; Ng, Thomas; Charpentier, Kevin P; Richardson, Pam; Cioffi, William G

2015-01-01

One of the challenges for program directors (PDs) is to sort and weight the tidal wave of assessments that training programs create in the modern Milestone era. We evaluated whether the use of a radar plot (RP) would be helpful in sorting data and providing a graphic representation of each resident's progress. Using at least 2 different types of assessments for each of the 16 surgical Milestones, the data were ranked and weighted by a predetermined method embedded in a computerized workbook (Excel). This process created a unique 16-spoked RP for each resident (Fig. below). The RP allowed the faculty to see areas of weakness (shown by concavity) and allowed an overall grade calculated as a ratio of the area of the smooth outer circle (faculty expectations, triangles) and the resident's unique radar shape (resident performance, squares). To help us validate our new tool, we looked at whether residents with recent remedial issues "looked" different from residents without remedial issues. Of our 30 categorical residents, 8 had significant areas of concavities, suggesting possible areas of improvement. Of these 8 residents, 4 had been on a remediation program in the last 18 months. The average ratio of performance/expectations was 0.709. The 4 residents on recent remediation had a ratio of 0.616 when compared with 0.723 for the residents without remedial issues (p < 0.009). Many exciting challenges await PDs, as we evolve to a competency-based evaluation system. The use of an evaluation summary tool using RPs may aid PDs in leading clinical competency discussions and in monitoring a resident's progress over time. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A Course Redesign Project to Change Faculty Orientation toward Teaching

ERIC Educational Resources Information Center

Eliason, Susan; Holmes, Christine L.

2012-01-01

This article discusses the development, implementation, and outcomes of a Faculty Course Redesign Camp for full-time and adjunct faculty members. The purpose of the camp was to educate and coach faculty in effective strategies to promote learner-centered teaching skills. Evaluation results show that the participants changed their orientation…

Rewarding Faculty Scholarship at Two-Year Colleges: Incentive for Change or Perceived Threat?

ERIC Educational Resources Information Center

Padovan, Patricia; Whittington, Dale

1998-01-01

Explores the definition and relevance of faculty scholarship in the community college. Examines positive and negative attitudes toward various scholarship criteria in the faculty-reward (promotion, tenure, salary increase, and release time) systems, and discusses concerns about scholarship as an additional facet of faculty evaluation. (25…

Faculty Practice: Facilitation of Clinical Integrations into the Academic Triad Model.

ERIC Educational Resources Information Center

Newland, Jamesetta A.; Truglio-Londrigan, Marie

2003-01-01

Uses the Pace University School of Nursing as an example of the evolution of models of nursing faculty practice. Discusses outcomes of evaluation of faculty practice through surveys and interviews: formation of a support group for faculty involved in practice and recommendations for university-wide culture change regarding the academic triad.…

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.

[An analysis of residents' self-evaluation and faculty-evaluation in internal medicine standardized residency training program using Milestones evaluation system].

PubMed

Zhang, Y; Chu, X T; Zeng, X J; Li, H; Zhang, F C; Zhang, S Y; Shen, T

2018-06-01

Objective: To assess the value of internal medicine residency training program at Peking Union Medical College Hospital (PUMCH), and the feasibility of applying revised Milestones evaluation system. Methods: Postgraduate-year-one to four (PGY-1 to PGY-4) residents in PUMCH finished the revised Milestones evaluation scales in September 2017. Residents' self-evaluation and faculty-evaluation scores were calculated. Statistical analysis was conducted on the data. Results: A total of 207 residents were enrolled in this cross-sectional study. Both self and faculty scores showed an increasing trend in senior residents. PGY-1 residents were assessed during their first month of residency with scores of 4 points or higher, suggesting that residents have a high starting level. More strikingly, the mean score in PGY-4 was 7 points or higher, proving the career development of residency training program. There was no statistically significant difference between total self- and faculty-evaluation scores. Evaluation scores of learning ability and communication ability were lower in faculty group ( t =-2.627, -4.279, all P <0.05). The scores in graduate students were lower than those in standardized training residents. Conclusions: The goal of national standardized residency training is to improve the quality of healthcare and residents' career development. The evaluation results would guide curriculum design and emphasize the importance and necessity of multi-level teaching. Self-evaluation contributes to the understanding of training objectives and personal cognition.

Should Student Evaluation of Teaching Play a Significant Role in the Formal Assessment of Dental Faculty? Two Viewpoints: Viewpoint 1: Formal Faculty Assessment Should Include Student Evaluation of Teaching and Viewpoint 2: Student Evaluation of Teaching Should Not Be Part of Formal Faculty Assessment.

PubMed

Rowan, Susan; Newness, Elmer J; Tetradis, Sotirios; Prasad, Joanne L; Ko, Ching-Chang; Sanchez, Arlene

2017-11-01

Student evaluation of teaching (SET) is often used in the assessment of faculty members' job performance and promotion and tenure decisions, but debate over this use of student evaluations has centered on the validity, reliability, and application of the data in assessing teaching performance. Additionally, the fear of student criticism has the potential of influencing course content delivery and testing measures. This Point/Counterpoint article reviews the potential utility of and controversy surrounding the use of SETs in the formal assessment of dental school faculty. Viewpoint 1 supports the view that SETs are reliable and should be included in those formal assessments. Proponents of this opinion contend that SETs serve to measure a school's effectiveness in support of its core mission, are valid measures based on feedback from the recipients of educational delivery, and provide formative feedback to improve faculty accountability to the institution. Viewpoint 2 argues that SETs should not be used for promotion and tenure decisions, asserting that higher SET ratings do not correlate with improved student learning. The advocates of this viewpoint contend that faculty members may be influenced to focus on student satisfaction rather than pedagogy, resulting in grade inflation. They also argue that SETs are prone to gender and racial biases and that SET results are frequently misinterpreted by administrators. Low response rates and monotonic response patterns are other factors that compromise the reliability of SETs.

Comparison of Dental Students' Self-Directed, Faculty, and Software-Based Assessments of Dental Anatomy Wax-Ups: A Retrospective Study.

PubMed

Garrett, Pauline H; Faraone, Karen L; Patzelt, Sebastian B M; Keaser, Michael L

2015-12-01

Little is known about self-directed and self-reflective assessment in preclinical dental curricula. The aim of this study was to evaluate a visual dental anatomy teaching tool to train dental students to self-assess their dental anatomy wax carving practical examinations. The students self-assessed two waxing practical examinations (tooth #8 and tooth #19) using high-quality digital images in an assessment tool incorporated into a digital testing program. Student self-assessments were compared to the faculty evaluations and the results of a software-based evaluation tool (E4D Compare). Out of a total 130 first-year dental students at one U.S. dental school, wax-ups from 57 participants were available for this study. The assessment data were submitted to statistical analyses (p<0.05). For tooth #8, the student self-assessments were significantly different from the faculty and software assessments at a 400 micrometer level of tolerance (p=0.036), whereas the faculty assessment was not significantly different from the software assessment at a 300 micrometer level of tolerance (p=0.69). The evaluation of tooth #19 resulted in no significant differences between faculty members (p=0.94) or students (p=0.21) and the software at a level of tolerance of 400 micrometers. This study indicates that students can learn to self-assess their work using self-reflection in conjunction with faculty guidance and that it may be possible to use software-based evaluation tools to assist in faculty calibration and as objective grading tools.

My thoughts on teaching.

PubMed

Smith, Bonnie J

2009-01-01

The Pfizer Distinguished Teacher Award, presented annually to a faculty member at each college or school of veterinary medicine in the United States, is the most prestigious teaching award in veterinary medicine. Originally this award was known as the Norden Award, named in honor of Carl J. Norden, founder of Norden Laboratories, but since 1963 it has been sponsored by Pfizer Animal Health. Awardees are selected by their individual colleges and schools based on the following criteria: teaching excellence in lectures, laboratories, and/or clinical settings; support of student learning and development outside of traditional venues, such as by counseling, advising of specialty clubs, and so on (extracurricular activities); and character and leadership. Students, peers, and administrators provide input into the various criteria. Each of the 28 colleges or schools of veterinary medicine in the United States is invited to submit the dossier of their awardee to a national selection committee sponsored by the Association of American Veterinary Medical Colleges (AAVMC). It gives me great pleasure to note that the committee has awarded the 2008 Pfizer Teaching Award to Dr. Bonnie Smith, Associate Professor of Anatomy, Embryology, and Physiology at the Virginia-Maryland Regional College of Veterinary Medicine (VMRCVM) at Virginia Tech. Dr. Smith began her faculty service at VMRCVM in 1991, and previous to that spent four years on the faculty at North Carolina State University. Her ability to make a positive impact in the lives of students and their learning has become legendary over the years. Likewise, as a member of the Curriculum Board (Committee) and serving on various course design teams, Dr. Smith has been a steadying force in guiding the curriculum through various iterations. Helping students and faculty keep a sense of balance throughout these changes has been one of her major contributions. As a testament to her long-term teaching excellence, Dr. Bonnie Smith has received at least 22 different awards and citations for teaching excellence, two of which came very early in her career while she was at North Carolina State University. Most notable among these many awards is the fact that she is now a three-time recipient of the Pfizer Teaching Award. Dr. Smith has also been nominated by Student AVMA for a Teaching Excellence Award in Basic Sciences and has received an Honorable Mention, Teacher of the Year Award from the AVMA. Additionally, she has received an Alumni Teaching Award and a University Award for Teaching Excellence, and she has been elected to the Virginia Tech Academy of Teaching Excellence. Each of these three awards recognizes the best educators on Virginia Tech's faculty. Students have been very articulate in their praise of Dr. Smith's teaching. The comments received include "She has developed a unique teaching style that infuses traditional lectures with her unrelenting energy while never sacrificing content or complexity" and "She approaches the material from many angles, with clear verbalization of concepts, creatively utilizing stories and metaphors for clarification." Finally, a very fitting comment that illustrates her impact on her students: "Outside the classroom, Dr. Smith also influences many of us by serving as a strong female role model. In the face of life's hardships, she perseveres with an unshakably positive spirit. She encourages us to excel in all we do within the walls of our school and in our own lives." Peers have likewise been most complimentary of Dr. Smith's abilities as an educator. Examples from her nomination packet include the following: "Dr. Smith is truly a Master Teacher of the college. She has consistently demonstrated exemplary qualities of teaching, dedication and work ethic. She has received every teaching award the College has to offer and is consistently recognized by students, peers and the University" and "She epitomizes the qualities we have come to associate with teaching excellence. First and foremost is her dedication and commitment to student learning. Second, Dr. Smith's rapport with her students is outstanding because she invests the time necessary to gain their trust so she knows exactly what they are struggling with in her course. Third, she has the uncommon ability and desire to reach into students' minds and hearts to tailor instruction to meet individual learning styles and needs. Indeed, Dr. Smith is extremely gifted in being able to take complex details and concepts, and simplify, organize and present them in a very clear, understandable fashion." Other peer comments include: "Dr. Smith's animated and enthusiastic style was very effective and well-received"; "She is commended for her very good use of metaphors, examples and humor"; and "We all agree that attending Dr. Smith's lectures was beneficial to us as well as to the students! Keep up the fine work." In summary, Dr. Smith is to be sincerely congratulated on receiving this prestigious award. It is well deserved, based on her long history of teaching excellence and on the positive impact she has had in the lives of her students. -J. Blair Meldrum, Professor of Toxicology, Department of Biomedical Sciences and Pathobiology, Virginia-Maryland Regional College of Veterinary Medicine, Virginia Tech, and Chair, VMRCVM Pfizer Teaching Award Selection Committee.

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change.

PubMed

Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A

2017-10-01

The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization-focused PPE process using mixed methods was effective for evaluating the dental school's climate for diversity and inclusion, as well as the learning environment for faculty, staff, and students.

Simulation Performance and National Council Licensure Examination for Registered Nurses Outcomes: Field Research Perspectives.

PubMed

Brackney, Dana E; Lane, Susan Hayes; Dawson, Tyia; Koontz, Angie

2017-11-01

This descriptive field study examines processes used to evaluate simulation for senior-level Bachelor of Science in Nursing (BSN) students in a capstone course, discusses challenges related to simulation evaluation, and reports the relationship between faculty evaluation of student performance and National Council Licensure Examination for Registered Nurses (NCLEX-RN) first-time passing rates. Researchers applied seven terms used to rank BSN student performance (n = 41, female, ages 22-24 years) in a senior-level capstone simulation. Faculty evaluation was correlated with students' NCLEX-RN outcomes. Students evaluated as "lacking confidence" and "flawed" were less likely to pass the NCLEX-RN on the first attempt. Faculty evaluation of capstone simulation performance provided additional evidence of student preparedness for practice in the RN role, as evidenced by the relationship between the faculty assessment and NCLEX-RN success. Simulation has been broadly accepted as a powerful educational tool that may also contribute to verification of student achievement of program outcomes and readiness for the RN role.

What predicts nurse faculty members' intent to stay in the academic organization? A structural equation model of a national survey of nursing faculty.

PubMed

Candela, Lori; Gutierrez, Antonio P; Keating, Sarah

2015-04-01

To investigate the relations among several factors regarding the academic context within a nationally representative sample of U.S. nursing faculty. Correlational design using structural equation modeling to explore the predictive nature of several factors related to the academic organization and the work life of nursing faculty. A survey was used to evaluate several aspects of the work life of U.S. nursing faculty members. Nursing faculty members in academic organizations across the U.S. serving at either CCNE- or NLNAC-accredited institutions of higher education. Standard confirmatory factor analysis was used to assess the validity of a proposed measurement model, and structural equation modeling was used to evaluate the validity of a structural/latent variable model. Several direct and indirect effects were observed among the factors under investigation. Of special importance, perceptions of nurse administration's support and perceived teaching expertise positively predicted U.S. nursing faculty members' intent to stay in the academic organization. Understanding the way that nursing faculty members' perceptions of the various factors common to the academic context interact with intent to stay in the academic organization is essential for faculty and nursing administrators. This information can assist administrators in obtaining more resources for faculty development to lobby for additional faculty in order to meet the teaching, research, and service missions of the organization; and to personalize relationships with individual faculty members to understand their needs and acknowledge their efforts. Published by Elsevier Ltd.

Student Evaluations of Faculty: Concerns and Possible Solutions

ERIC Educational Resources Information Center

Kozub, Robert M.

2008-01-01

Student evaluations of university instruction have long been used to evaluate the teaching performance of instructors of all ranks. In spite of the widespread use of the data acquired from student evaluations for the purpose of determining faculty teaching effectiveness, a review of the literature in the area indicates that questions concerning…

What Goes Into a Decision? How Nursing Faculty Decide Which Best Practices to Use for Classroom Testing.

PubMed

Killingsworth, Erin; Kimble, Laura P; Sudia, Tanya

2015-01-01

To explore the decision-making process of BSN faculty when determining which best practices to use for classroom testing. A descriptive, correlational study was conducted with a national sample (N = 127) of full-time BSN faculty. Participants completed a web-based survey incorporating instruments that measured beliefs about evaluation, decision-making, and best practices for item analysis and constructing and revising classroom tests. Study participants represented 31 states and were primarily middle-aged white women. In multiple linear regression analyses, faculty beliefs, contextual factors for decision-making, and decision-making processes accounted for statistically significant amounts of the variance in item analysis and test construction and revision. Strong faculty beliefs that rules were important when evaluating students was a significant predictor of increased use of best practices. Results support that understanding faculty beliefs around classroom testing is important in promoting the use of best practices.

A multi-level assessment of a program to teach medical students to teach.

PubMed

Blatt, Benjamin; Greenberg, Larrie

2007-02-01

Few longitudinal programs exist to teach senior students (MS4s) to be teachers, nor have there been any reports of comprehensive program evaluation in this area. The primary objectives of this study were to describe our ongoing faculty development effort and to develop a multi-level program evaluation, using Dixon's model. The TALKS (Teaching and Learning Communication Skills) program is a senior elective and open to all MS4s. We evaluated our program through assessment of its participants at three levels: level 1, opinion; level 2, competence; and level 3, performance; but not level 4, patient outcomes. The authors used a retrospective, pre-post questionnaire to assess MS4 attitudes about their educational experiences, a traditional instrument to assess their teaching, an interaction analysis technique using Bloom's taxonomy to assess MS4s' feedback skills, and a SP exam to assess MS4 communication skills. The authors hypothesized that MS4s participating in TALKS would view medical education more positively and informatively, would demonstrate important principles in giving feedback, would be assessed as excellent teachers, and would perform better than controls in an SP exam emphasizing communication skills. Results revealed that MS4s' ratings as teachers were very good to excellent, with the highest scores on the items "knowledgeable, supportive of me, and answering questions clearly." (Level 1, Opinion) MS4s' perceptions of their knowledge, attitudes and skills increased significantly from the pre to the post-questionnaire. (Level 2, Competence) MS4 feedback skills to MS2s revealed they did more talking than ideal, often at the lowest levels of Bloom's taxonomy. (Level 3, Performance) MS4s demonstrated better communication skills than controls on an evaluation by professional SPs. (Level 3, Performance).

Evaluation of Adjunct Faculty in Higher Education Institutions

ERIC Educational Resources Information Center

Langen, Jill M.

2011-01-01

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

Teaching for Social Justice: Motivations of Community College Faculty in Sociology

ERIC Educational Resources Information Center

Brown, Sonia; Blount, Stacye; Dickinson, Charles A.; Better, Alison; Vitullo, Margaret Weigers; Tyler, Deidre; Kisielewski, Michael

2016-01-01

This article evaluates the reasons for career choice and job satisfaction among community college faculty who teach sociology, in relation to a social justice motivation for teaching. Using closed- and open-ended response data from a 2014 national survey of community college sociology faculty, this study finds that a preponderance of faculty do…

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…

How Do the Faculty Members Go for Trolls? A View from an Emerging Country

ERIC Educational Resources Information Center

Kuzu Demir, Elif Bugra; Mercimek, Baris; Dulkadir Yaman, Nihal; Odabasi, H. Ferhan

2017-01-01

This paper focuses on the findings of an exploratory, qualitative phenomenological study and investigates opinions and evaluations of faculty members about trolls encountered in social media and mass medium. The research was carried out in Anadolu University in Turkey. A total of 18 faculty members from 9 faculties in 12 different departments…

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.

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

PubMed

Del Prato, Darlene

2013-03-01

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

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

PubMed

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

2004-01-01

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

The trend of changes in the evaluation scores of faculty members from administrators' and students' perspectives at the medical school over 10 years.

PubMed

Yamani, Nikoo; Changiz, Tahereh; Feizi, Awat; Kamali, Farahnaz

2018-01-01

To assess the trend of changes in the evaluation scores of faculty members and discrepancy between administrators' and students' perspectives in a medical school from 2006 to 2015. This repeated cross-sectional study was conducted on the 10-year evaluation scores of all faculty members of a medical school (n=579) in an urban area of Iran. Data on evaluation scores given by students and administrators and the total of these scores were evaluated. Data were analyzed using descriptive and inferential statistics including linear mixed effect models for repeated measures via the SPSS software. There were statistically significant differences between the students' and administrators' perspectives over time ( p <0.001). The mean of the total evaluation scores also showed a statistically significant change over time ( p <0.001). Furthermore, the mean of changes over time in the total evaluation score between different departments was statistically significant ( p <0.001). The trend of changes in the student's evaluations was clear and positive, but the trend of administrators' evaluation was unclear. Since the evaluation of faculty members is affected by many other factors, there is a need for more future studies.

The Clinician-Educator Pathway in Radiology: An Analysis of Institutional Promotion Criteria.

PubMed

Jhala, Khushboo; Kim, Jisoo; Chetlen, Alison; Nickerson, Joshua P; Lewis, Petra J

2017-12-01

To provide radiology departmental promotional committees and vice chairs of education with a more global perspective on the types of academic activity valued by institutions to aid in their faculty mentoring and standardizing of the Clinician-Educator (ClinEd) pathway. Ninety-two research schools were ranked into three tiers. Ranking was correlated with the presence of a ClinEd track. Thirty promotion documents (ten from each tier) were analyzed to identify common criteria. Differences in guidelines between tiers were assessed by the frequency distribution of criteria. Tier 1 had a significantly greater proportion of schools with a ClinEd track than tier 2 (73% versus 44%, p < 0.05). Thirty-nine criteria were identified and organized into four categories teaching (13), scholarship (12), service/clinical excellence (7), and research (7). The top five included meeting presentations, trainee evaluations, leadership in committees, development of teaching methodologies and materials, and publication of book chapters. First and second tier schools were most similar in frequency distribution. The criteria for the ClinEd promotion track still vary across institutions, though many commonalities exist. A handful of innovative criteria reflect the changing structure of modern health care systems, such as incorporation of online teaching modules and quality improvement efforts. As health care changes, guidelines and incentive structures for faculty should change as well. The information gathered may provide promotion committees with a more global perspective on the types of academic activity valued by modern-day institutions to aid in the national standardization of this pathway and to assist in faculty mentoring. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Evaluating portfolio use as a tool for assessment and professional development in graduate nursing education.

PubMed

Ryan, Marybeth

2011-01-01

The portfolio is emerging as an efficient and effective method for evaluating program outcomes and professional development in nursing education. Although there is a host of literature about the use of portfolios in undergraduate nursing programs, fewer reports exist about their use in graduate nursing education. This article presents the results of a formative evaluation process, using student and faculty focus groups, conducted at a midsized university's graduate nursing education program to determine the effectiveness of portfolio use. Content analysis of the focus group data yielded three student themes and two faculty themes with associated theme clusters that revealed similarities and unique perceptions of students and faculty regarding the portfolio process. The information gleaned will provide direction to faculty as they make decisions about the use of this evaluation method in the graduate program. Copyright © 2011. Published by Elsevier Inc.

Merit Pay: A Plan That Works.

ERIC Educational Resources Information Center

McKay, John R.

An overview is provided of Sumter Area Technical College's (SATC's) successful faculty evaluation and merit pay plan. Following introductory material on SATC, a discussion is presented of the reasoning behind resistance to efforts to tie faculty evaluation to merit pay. Next, SATC's evaluation system is set in the context of the college's overall…

Accountability of the Business Communication Instructor.

ERIC Educational Resources Information Center

Hildebrandt, H. W.

Teachers of business communication, along with teachers in other disciplines, must develop ways of responding to demands for faculty evaluation. The first section of this paper considers three questions relevant to any kind of faculty evaluation: To whom should a teacher be accountable? What criteria should be the touchstones for evaluation? and,…

Merit Pay and Faculty Evaluation.

ERIC Educational Resources Information Center

Hudgins, James L.

A program linking merit pay and faculty evaluation was initiated at Sumter Area Technical College (SATC) in Sumter, South Carolina, in 1978. The performance-based evaluation system focuses on three elements: the job description, which identifies professional responsibilities and how they relate to the college's mission; the individual action plan;…

Clinical Evaluation of Baccalaureate Nursing Students Using SBAR Format: Faculty versus Self Evaluation

ERIC Educational Resources Information Center

Saied, Hala; James, Joemol; Singh, Evangelin Jeya; Al Humaied, Lulawah

2016-01-01

Clinical training is of paramount importance in nursing education and clinical evaluation is one of the most challenging responsibilities of nursing faculty. The use of objective tools and criteria and involvement of the students in the evaluation process are some techniques to facilitate quality learning in the clinical setting. Aim: The aim of…

A Faculty Evaluation Model for Online Instructors: Mentoring and Evaluation in the Online Classroom

ERIC Educational Resources Information Center

Mandernach, B. Jean; Donnelli, Emily; Dailey, Amber; Schulte, Marthann

2005-01-01

The rapid growth of online learning has mandated the development of faculty evaluation models geared specifically toward the unique demands of the online classroom. With a foundation in the best practices of online learning, adapted to meet the dynamics of a growing online program, the Online Instructor Evaluation System created at Park University…

Online vs. Face-to-Face Course Evaluations: Considerations for Administrators and Faculty

ERIC Educational Resources Information Center

Marzano, Michael P.; Allen, Robert

2016-01-01

The purpose of this study was to determine whether students evaluate courses differently, and perhaps more critically, when delivered online vs. face-to-face (F2F). Course evaluations are associated with the instructor that taught the course. Course evaluation continues to be a significant assessment vehicle of faculty performance used by many…

Teaching "Out" in the University: An Investigation into the Effects of Lesbian, Bisexual, and Transgender Faculty Self-Disclosure upon Student Evaluations of Faculty Teaching Effectiveness in the USA

ERIC Educational Resources Information Center

Jennings, Todd

2010-01-01

Many lesbian, gay, bisexual, and transgender (LGBT) university faculty worry about the effects of self-disclosure in their professional lives. One concern is that self-disclosure as LGBT could result in negative evaluations of one's teaching by students due to student bias against LGBT people. In order to investigate this concern, this study…

Peak Performance...Reaching for Excellence in Agricultural Education Research. Proceedings of the Annual National Agricultural Education Research Meeting (22nd, Denver, Colorado, December 1, 1995). Volume XXII.

ERIC Educational Resources Information Center

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

The theme of this conference reflects the continuing need to conduct and report research that addresses significant problems and issues in Agricultural Education. Selected research papers are as follows: "Opportunities and Obstacles for Distance Education in Agricultural Education (AE)" (Murphy, Terry); "Faculty Needs Associated with Agricultural…

Strategic Planning, Assessment and Accountability: Their Impact on the Establishment of Centers of Excellence in Academic Departments. AIR 1998 Annual Forum Paper.

ERIC Educational Resources Information Center

Pollicino, Elizabeth B.; Hall, Clover W.

This paper reviews the literature on academic quality programs and examines issues faced at one institution in which two initiatives emphasizing student outcomes and faculty performance as indicators of quality are underway. In its review of the literature the paper focuses on concepts such as total quality management, peer or student evaluation…

On the Recognition of Quality Online Course Design in Promotion and Tenure: A Survey of Higher Ed Institutions in the Western United States

ERIC Educational Resources Information Center

Bussmann, Susan; Johnson, Sandra R.; Oliver, Richard; Forsythe, Kerry; Grandjean, Miley; Lebsock, Michelle; Luster, Tyler

2017-01-01

What constitutes excellence in teaching for university faculty when they are expected or required to create quality online courses? This is a question that will increasingly be asked of members of promotion and tenure committees as market pressures demand entire degrees be delivered online. Developing a quality online course is a significant…

Michigan/Air Force Research Laboratory (AFRL) Collaborative Center in Control Science (MACCCS)

DTIC Science & Technology

2016-09-01

AFRL-RQ-WP-TR-2016-0139 MICHIGAN/AIR FORCE RESEARCH LABORATORY (AFRL) COLLABORATIVE CENTER IN CONTROL SCIENCE (MACCCS) Anouck Girard...Final 18 April 2007 – 30 September 2016 4. TITLE AND SUBTITLE MICHIGAN/AIR FORCE RESEARCH LABORATORY (AFRL) COLLABORATIVE CENTER IN CONTROL SCIENCE...and amplify an internationally recognized center of excellence in control science research and education, through interaction between the faculty and

Development of a pediatric hospitalist curriculum to promote faculty development, teaching excellence, and evidence-based care.

PubMed

Bucklen, Kathryn A; Carlson, Doug W; Shah, Neha; Pruitt, Cassandra

2014-11-01

The Pediatric Hospital Medicine Core Competencies (PHMCC), published in 2010, serve as the foundation for development of pediatric hospital medicine curricula to standardize and improve inpatient pediatric training and practice. Here the authors describe development of a PHMCC-based curriculum for faculty development, improved teaching, and evidence-based care, and as the basis for scholarly projects. A 2-year repeating curriculum of 51 topics based on the PHMCC was designed, presented by hospitalists for division members at weekly division conferences, and recorded for asynchronous learning. Fourteen of those topics were created for online viewing only. Topic development included use of pertinent medical research, guidelines, and local experts. Presentations followed a standardized format and were reviewed by senior division members before delivery. Attendees evaluated all presentations. Twenty live topics were presented. All talks received ratings of 4.3 or higher (on a scale of 1 to 5) on evaluation by attendees, and 70% of presentations were reported as likely to change practice by 80% or more of attendees. Opportunities for increased mentorship were realized. The division was recognized for its work through an invitation to present topics 4 times annually at a community-wide continuing medical education program and regional pediatric meetings, and proposals have been submitted for national meetings. The PHMCC-based curriculum has led to increased opportunities for education, mentorship, and improvement in the quality of care by attendees. Other academic divisions may benefit from a curriculum to enhance professional development and standardize clinical care and teaching. Copyright © 2014 by the American Academy of Pediatrics.

Promoting Success: A Professional Development Coaching Program for Interns in Medicine

PubMed Central

Palamara, Kerri; Kauffman, Carol; Stone, Valerie E.; Bazari, Hasan; Donelan, Karen

2015-01-01

Background Residency is an intense period. Challenges, including burnout, arise as new physicians develop their professional identities. Residency programs provide remediation, but emotional support for interns is often limited. Professional development coaching of interns, regardless of their performance, has not been reported. Objective Design, implement, and evaluate a program to support intern professional development through positive psychology coaching. Methods We implemented a professional development coaching program in a large residency program. The program included curriculum development, coach-intern interactions, and evaluative metrics. A total of 72 internal medicine interns and 26 internal medicine faculty participated in the first year. Interns and coaches were expected to meet quarterly; expected time commitments per year were 9 hours (per individual coached) for coaches, 5 1/2 hours for each individual coachee, and 70 hours for the director of the coaching program. Coaches and interns were asked to complete 2 surveys in the first year and to participate in qualitative interviews. Results Eighty-two percent of interns met with their coaches 3 or more times. Coaches and their interns assessed the program in multiple dimensions (participation, program and professional activities, burnout, coping, and coach-intern communication). Most of the interns (94%) rated the coaching program as good or excellent, and 96% would recommend this program to other residency programs. The experience of burnout was lower in this cohort compared with a prior cohort. Conclusions There is early evidence that a coaching program of interactions with faculty trained in positive psychology may advance intern development and partially address burnout. PMID:26692977

Current State of Test Development, Administration, and Analysis: A Study of Faculty Practices.

PubMed

Bristol, Timothy J; Nelson, John W; Sherrill, Karin J; Wangerin, Virginia S

Developing valid and reliable test items is a critical skill for nursing faculty. This research analyzed the test item writing practice of 674 nursing faculty. Relationships between faculty characteristics and their test item writing practices were analyzed. Findings reveal variability in practice and a gap in implementation of evidence-based standards when developing and evaluating teacher-made examinations.

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

Dental students' self-assessment of operative preparations using CAD/CAM: a preliminary analysis.

PubMed

Mays, Keith A; Levine, Eric

2014-12-01

The Commission on Dental Accreditation (CODA)'s accreditation standards for dental schools state that "graduates must demonstrate the ability to self-assess." Therefore, dental schools have developed preclinical and clinical self-assessment (SA) protocols aimed at fostering a reflective process. This study comparing students' visual SA with students' digital SA and with faculty assessment was designed to test the hypothesis that higher agreement would occur when utilizing a digital evaluation. Twenty-five first-year dental students at one dental school participated by preparing a mesial occlusal preparation on tooth #30 and performing both types of SAs. A faculty evaluation was then performed both visually and digitally using the same evaluation criteria. The Kappa statistic was used to measure agreement between evaluators. The results showed statistically significant moderate agreement between the faculty visual and faculty digital modes of evaluation for occlusal shape (K=0.507, p=0.002), proximal shape (K=0.564, p=0.001), orientation (K=0.425, p=0.001), and definition (K=0.480, p=0.001). There was slight to poor agreement between the student visual and faculty visual assessment, except for preparation orientation occlusal shape (K=0.164, p=0.022), proximal shape (K=-0.227, p=0.032), orientation (K=0.253, p=0.041), and definition (K=-0.027, p=0.824). This study showed that the students had challenges in self-assessing even when using CAD/CAM and the digital assessment did not improve the amount of student/faculty agreement.

Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter.

PubMed

Mahoney, James M; Vardaxis, Vassilios; Anwar, Noreen; Hagenbucher, Jacob

2018-03-01

This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Significant differences were identified in the professionalism domains of "build a relationship" ( P = .008), "gather information" ( P = .001), and share information ( P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the "gather information" subdomains; however, the difference in scores was significant only in the "question appropriately" ( P = .001) and "listen and clarify" ( P = .003) subdomains. This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

SELECTION OF ENDOCRINOLOGY SUBSPECIALTY TRAINEES: WHICH APPLICANT CHARACTERISTICS ARE ASSOCIATED WITH PERFORMANCE DURING FELLOWSHIP TRAINING?

PubMed

Natt, Neena; Chang, Alice Y; Berbari, Elie F; Kennel, Kurt A; Kearns, Ann E

2016-01-01

To determine which residency characteristics are associated with performance during endocrinology fellowship training as measured by competency-based faculty evaluation scores and faculty global ratings of trainee performance. We performed a retrospective review of interview applications from endocrinology fellows who graduated from a single academic institution between 2006 and 2013. Performance measures included competency-based faculty evaluation scores and faculty global ratings. The association between applicant characteristics and measures of performance during fellowship was examined by linear regression. The presence of a laudatory comparative statement in the residency program director's letter of recommendation (LoR) or experience as a chief resident was significantly associated with competency-based faculty evaluation scores (β = 0.22, P = .001; and β = 0.24, P = .009, respectively) and faculty global ratings (β = 0.85, P = .006; and β = 0.96, P = .015, respectively). The presence of a laudatory comparative statement in the residency program director's LoR or experience as a chief resident were significantly associated with overall performance during subspecialty fellowship training. Future studies are needed in other cohorts to determine the broader implications of these findings in the application and selection process.

Insights for undergraduates seeking an advanced degree in wildlife and fisheries sciences

USGS Publications Warehouse

Kaemingk, Mark A.; Dembkowski, Daniel J.; Meyer, Hilary A.; Gigliotti, Larry M.

2013-01-01

In today's job market, having a successful career in the fisheries and wildlife sciences is becoming more dependent on obtaining an advanced degree. As a result, competition for getting accepted into a graduate program is fierce. Our objective for this study was to provide prospective graduate students some insights as to what qualifications or attributes would best prepare them for obtaining a graduate position (M.S.) and to excel once they are enrolled in a graduate program. A survey was sent to 50 universities within the National Association of University Fisheries and Wildlife Programs (NAUFWP) where both faculty and undergraduate students were asked questions relating to graduate school. Faculty rated the importance of various criteria and attributes of graduate school, and students answered the questions according to how they believed faculty members would respond. Overall, undergraduate students shared many of the same graduate school viewpoints as those held by faculty members. However, viewpoints differed on some topics related to admittance and the most important accomplishment of a graduate student while enrolled in a graduate program. These results indicate that undergraduate students may be better prepared for graduate school—and they may understand how to be successful once they are enrolled in a program—than was initially thought.

The Faculty Learning Outcome Assessment Framework

ERIC Educational Resources Information Center

Hurney, Carol A.; Brantmeier, Edward J.; Good, Megan R.; Harrison, Douglas; Meixner, Cara

2016-01-01

Assessment is a cyclical process within which educators construct outcomes, implement programs, assess constructs such as learning, evaluate results, and utilize results to craft stronger programs and services. Within educational and faculty development, assessment measures program impact on faculty, students, and/or institutional culture.…

Applying the Concept of Trustworthiness to the Evaluation of a Clinical Program.

ERIC Educational Resources Information Center

Barzansky, Barbara; And Others

An attending tutor program designed to increase faculty-student contact within an Obstetrics and Gynecology clerkship was evaluated. Sessions were observed, written documents were reviewed, and faculty and students were interviewed in order to determine if the program was meeting its goals. Based on the evaluation data, the program was…

A New Tool for Identifying Research Standards and Evaluating Research Performance

ERIC Educational Resources Information Center

Bacon, Donald R.; Paul, Pallab; Stewart, Kim A.; Mukhopadhyay, Kausiki

2012-01-01

Much has been written about the evaluation of faculty research productivity in promotion and tenure decisions, including many articles that seek to determine the rank of various marketing journals. Yet how faculty evaluators combine journal quality, quantity, and author contribution to form judgments of a scholar's performance is unclear. A…

The Effect of Student Evaluations on Faculty Performance

ERIC Educational Resources Information Center

Hartford, Kenneth M.

2017-01-01

The purpose of this study was to understand the behavior of professors as a consequence of receiving student evaluations. To address this purpose, a single research question directed this study: In what ways and to what extent might faculty compromise good pedagogical practices for positive student evaluations of teaching? A qualitative research…

A short questionnaire to assess pediatric resident’s competencies: the validation process

PubMed Central

2013-01-01

Background In order to help assess resident performance during training, the Residency Affair Committee of the Pediatric Residency Program of the University of Padua (Italy) administered a Resident Assessment Questionnaire (ReAQ), which both residents and faculty were asked to complete. The aim of this article is to present the ReAQ and its validation. Methods The ReAQ consists of 20 items that assess the six core competencies identified by the Accreditation Council of Graduate Medical Education (ACGME). A many-facet Rasch measurement analysis was used for validating the ReAQ. Results Between July 2011 and June 2012, 211 evaluations were collected from residents and faculty. Two items were removed because their functioning changed with the gender of respondents. The step calibrations were ordered. The self evaluations (residents rating themselves) positively correlated with the hetero evaluations (faculty rating residents; Spearman’s ρ = 0.75, p < 0.001). Unfortunately, the observed agreement among faculty was smaller than expected (Exp = 47.1%; Obs = 41%), which indicates that no enough training to faculty for using the tool was provided. Conclusions In its final form, the ReAQ provides a valid unidimensional measure of core competences in pediatric residents. It produces reliable measures, distinguishes among groups of residents according to different levels of performance, and provides a resident evaluation that holds an analogous meaning for residents and faculty. PMID:23830041

A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes.

PubMed

Onyura, Betty; Ng, Stella L; Baker, Lindsay R; Lieff, Susan; Millar, Barbara-Ann; Mori, Brenda

2017-03-01

Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our aim is to elucidate how faculty development can work to support a range of outcomes among individuals and sub-systems in the academic health sciences. We conducted retrospective framework analysis of qualitative focus group data gathered from 79 program participants (5 cohorts) over a 10-year period. Additionally, we conducted follow-up interviews with 15 alumni. We represent the interactive relationships among contexts, mechanisms, and outcomes as a "mandala" of faculty development. The mandala illustrates the relationship between the immediate program context, and the broader institutional context of academic health sciences, and identifies relevant change mechanisms. Four primary mechanisms were collaborative-reflection, self-reflection and self-regulation, relationship building, and pedagogical knowledge acquisition. Individual outcomes, including changed teaching practices, are described. Perhaps most interestingly, secondary mechanisms-psychological and structural empowerment-contributed to institutional outcomes through participants' engagement in change leadership in their local contexts. Our theoretically informed evaluation approach models how faculty development, situated in appropriate institutional contexts, can trigger mechanisms that yield a range of benefits for faculty and their institutions. The adopted methods hold potential as a way to demonstrate the often difficult-to-measure outcomes of educational programs, and allow for critical examination as to how and whether faculty development programs can accomplish their espoused goals.

Perceptions of a continuing professional development portfolio model to enhance the scholarship of teaching and learning.

PubMed

Tofade, Toyin; Abate, Marie; Fu, Yunting

2014-04-01

To obtain feedback about the potential usefulness of a continuing professional development (CPD) portfolio for enhancing a faculty or practitioner's scholarship of teaching and learning (SoTL). A CPD portfolio approach to the SoTL was distributed in advance to registrants of the 2011 Annual AACP Teacher's Seminar. In an interactive workshop, faculty facilitators described a model for a CPD process applied to the development of an individual's SoTL. During the workshop, participants were asked to complete the initial sections of the portfolio to develop a personal plan for success in the SoTL. Post workshop, an evaluation form was distributed to the participants to obtain feedback about the CPD approach. Completed evaluation forms were collected, collated, and summarized. A total of 53 (14.1%) workshop participants completed the evaluation form of the 375 attendees. In all, 25 assistant professors, 14 associate professors, 4 full professors, 10 residents/students, 22 clinical, and 2 research faculty submitted evaluations. The proposed uses for the portfolio model selected most often by the responders were for personal development, faculty evaluation, increasing the SoTL, new faculty development, preceptor development, and residency training. A structured CPD portfolio model might be useful for the professional development of the SoTL.

Moving beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

ERIC Educational Resources Information Center

Chen, Ken-Zen; Lowenthal, Patrick R.; Bauer, Christine; Heaps, Allan; Nielsen, Crystal

2017-01-01

Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this…

A Case Study for Evaluating the Diffusion of Computing Technology in Teaching Undergraduates by a Faculty in a Journalism and Mass Communication Program.

ERIC Educational Resources Information Center

Terry, Janet L.; Geske, Joel

A case study investigated how journalism and mass communication faculty members diffused and used computing technology in teaching. Subjects, 21 tenured and tenure-track faculty members in a mid-sized journalism and mass communication department, completed an indepth questionnaire designed to measure the general attitude of the faculty towards…

Student and faculty perceptions of problem-based learning on a family medicine clerkship.

PubMed

McGrew, M C; Skipper, B; Palley, T; Kaufman, A

1999-03-01

The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship. Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed. Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation. Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress.

Teaching in relationship: the impact on faculty of teaching "the Healer's Art".

PubMed

Rabow, Michael W; Newman, Maya; Remen, Rachel N

2014-01-01

Medical teachers report both positive and negative experiences, but these impacts are not well understood. In particular, the experience of faculty in relationship-centered education is unknown. We sought to assess the benefits to teachers of the Healer's Art, a popular international medical school elective course. We performed quantitative and qualitative analyses of course evaluations completed by 2009-10 Healer's Art faculty from 17 schools. Ninety-nine of 117 faculty (84.6%) completed the evaluation. No differences in quantitative responses based on gender, specialty, medical school, or year of graduation were observed. Respondents were likely or very likely to agree that the course was useful, positively impacted clinical work and teaching, and increased overall commitment to teaching. In describing the benefits of teaching in the Healer's Art, faculty emphasized four themes: Personal Response to Medicine, Professional Growth, Greater Connection, and Greater Empathy and Respect for Students. Healer's Art faculty report personal and professional benefits, as well as increased commitment to teaching and to a relationship-centered educational process.

Mentoring junior URM scientists to engage in sleep health disparities research: experience of the NYU PRIDE Institute.

PubMed

Jean-Louis, Girardin; Ayappa, Indu; Rapoport, David; Zizi, Ferdinand; Airhihenbuwa, Collins; Okuyemi, Kola; Ogedegbe, Gbenga

2016-02-01

The aim of this study was to evaluate the National Institute of Health (NIH)-funded PRIDE Institute in Behavioral Medicine and Sleep Disorders Research at New York University (NYU) Langone Medical Center. The NYU PRIDE Institute provides intensive didactic and mentored research training to junior underrepresented minority (URM) faculty. The Kirkpatrick model, a mixed-methods program evaluation tool, was used to gather data on participant's satisfaction and program outcomes. Quantitative evaluation data were obtained from all 29 mentees using the PRIDE REDcap-based evaluation tool. In addition, in-depth interviews and focus groups were conducted with 17 mentees to learn about their experiences at the institute and their professional development activities. Quantitative data were examined, and emerging themes from in-depth interviews and focus groups were studied for patterns of connection and grouped into broader categories based on grounded theory. Overall, mentees rated all programmatic and mentoring aspects of the NYU PRIDE Institute very highly (80-100%). They identified the following areas as critical to their development: research and professional skills, mentorship, structured support and accountability, peer support, and continuous career development beyond the summer institute. Indicators of academic self-efficacy showed substantial improvement over time. Areas for improvement included tailoring programmatic activities to individual needs, greater assistance with publications, and identifying local mentors when K awards are sought. In order to promote career development, numerous factors that uniquely influence URM investigators' ability to succeed should be addressed. The NYU PRIDE Institute, which provides exposure to a well-resourced academic environment, leadership, didactic skills building, and intensive individualized mentorship proved successful in enabling URM mentees to excel in the academic environment. Overall, the institute accomplished its goals: to build an infrastructure enabling junior URM faculty to network with one another as well as with senior investigators, serving as a role model, in a supportive academic environment. Published by Elsevier B.V.

A critical review of current nursing faculty practice.

PubMed

Sawyer, M J; Alexander, I M; Gordon, L; Juszczak, L J; Gilliss, C

2000-12-01

To critically examine the current literature on nursing faculty practice, using the National Organization of Nurse Practitioner Faculties (NONPF) Guidelines for Evaluation of Faculty Practice, and to examine faculty practice models' strengths, weaknesses, and barriers. Thirty-five articles describing models of faculty practice were identified through an exhaustive search on CINAHL and Medline. Two NONPF monographs on nursing faculty practice were used as guidelines for the critical review. Faculty practice has become an integral component of faculty-role expectations at many schools of nursing. Workload, especially without adequate compensation, remains a hindrance to practice. The value of faculty practice time and expertise has not been sufficiently demonstrated. Integration of practitioner, educator and researcher roles remains extremely difficult and sometimes elusive. Faculty practice offers many advantages to schools of nursing, including educational and research opportunities for faculty and students, as well as practice sites and affordable community healthcare. Providing health care in the community presents an opportunity for independent and collaborative practice. To fully utilize the great research opportunities provided by faculty practice, more emphasis must be placed on gathering and analyzing descriptive data.

Evolution of faculty affairs and faculty development offices in U.S. medical schools: a 10-year follow-up survey.

PubMed

Sonnino, Roberta E; Reznik, Vivian; Thorndyke, Luanne A; Chatterjee, Archana; Ríos-Bedoya, Carlos F; Mylona, Elza; Nelson, Kathleen G; Weisman, Carol S; Morahan, Page S; Wadland, William C

2013-09-01

To determine how U.S. MD-granting medical schools manage, fund, and evaluate faculty affairs/development functions and to determine the evolution of these offices between 2000 and 2010. In December 2010, the authors invited faculty affairs designees at 131 U.S. MD-granting medical schools to complete a questionnaire developed by the Association of American Medical Colleges Group on Faculty Affairs, based on a 2000 survey. Schools were asked about core functions, budget, staffing, and performance metrics. The authors analyzed the data using descriptive statistics. A total of 111 schools (84.7%) responded. Fifty percent of the offices were established since 2000. Seventy-eight percent reported their top core function as administrative support for appointments, promotions, and tenure, as in 2000. Faculty policies, appointments, databases, governance support, grievance proceedings, management issues, and annual trend analyses continued as major functions. All 11 core functions identified in 2000 remain predominantly provided by central offices of faculty affairs, except support of major leadership searches. Web site communication emerged as a new core function. Similar to 2000, several other offices were responsible for some faculty development functions. Office size and budget correlated positively with size of the faculty and age of the office (P < .05 for all). Thirty-five schools (31.5%) reported formally evaluating their faculty affairs office. The number of faculty affairs offices and their responsibilities have substantially increased since 2000. Most major core functions have not changed. These offices are now an established part of the central administration of most medical schools.

Perceptions and use of iPad technology by pharmacy practice faculty members.

PubMed

DiVall, Margarita V; Zgarrick, David P

2014-04-17

To explore the potential of tablet technology to address the specific workload challenges of pharmacy practice faculty members and to evaluate tablet usage after a department-wide iPad initiative. After conducting a needs assessment to determine pharmacy faculty attitudes towards tablet technology and to identify potential usage scenarios, all faculty members in a department of pharmacy practice received an iPad. After iPad distribution, training sessions and virtual tutorials were provided. An anonymous survey was administered to evaluate the pilot. The needs assessment survey revealed positive attitudes towards iPad technology, identified use scenarios, and led to a department-wide iPad pilot program. Most faculty members used iPads for connectivity with students (86%), paper/project annotation (68%), assessment (57%), and demonstration of tools used in practice (36%). For teaching, 61% of faculty members used iPads in seminars/laboratories, 57% used iPads in the experiential setting, and 43% used iPads in the classroom. Use of iPads for patient-care activities varied and depended on site support for mobile technology. The 23 faculty members with external practice sites used iPads to a greater extent and had more positive attitudes towards this technology compared with campus-based faculty members. Integration of tablet technology into the pharmacy education setting resulted in faculty-reported increased productivity and decreased paper waste. It also allowed faculty members to experiment with new teaching strategies in the classroom and experiential setting. Administrators at institutions exploring the use of tablet technology should allocate resources based on faculty needs and usage patterns.

Faculty Evaluation of Educational Strategies in Medical Schools.

ERIC Educational Resources Information Center

Das, Mandira; And Others

1994-01-01

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

Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an interprofessional Team Observed Structured Clinical Encounter.

PubMed

Lie, Désirée; May, Win; Richter-Lagha, Regina; Forest, Christopher; Banzali, Yvonne; Lohenry, Kevin

2015-01-01

Current scales for interprofessional team performance do not provide adequate behavioral anchors for performance evaluation. The Team Observed Structured Clinical Encounter (TOSCE) provides an opportunity to adapt and develop an existing scale for this purpose. We aimed to test the feasibility of using a retooled scale to rate performance in a standardized patient encounter and to assess faculty ability to accurately rate both individual students and teams. The 9-point McMaster-Ottawa Scale developed for a TOSCE was converted to a 3-point scale with behavioral anchors. Students from four professions were trained a priori to perform in teams of four at three different levels as individuals and teams. Blinded faculty raters were trained to use the scale to evaluate individual and team performances. G-theory was used to analyze ability of faculty to accurately rate individual students and teams using the retooled scale. Sixteen faculty, in groups of four, rated four student teams, each participating in the same TOSCE station. Faculty expressed comfort rating up to four students in a team within a 35-min timeframe. Accuracy of faculty raters varied (38-81% individuals, 50-100% teams), with errors in the direction of over-rating individual, but not team performance. There was no consistent pattern of error for raters. The TOSCE can be administered as an evaluation method for interprofessional teams. However, faculty demonstrate a 'leniency error' in rating students, even with prior training using behavioral anchors. To improve consistency, we recommend two trained faculty raters per station.

A case of cooperation in the European OR education

NASA Astrophysics Data System (ADS)

Miranda, João; Nagy, Mariana

2011-12-01

European cooperation is a relevant subject that contributes to building a competitive network of high education institutions. A case of teacher mobility on behalf of the Erasmus programme is presented: it considers some Operations Research topics and the development of the Lego on My Decision module. The module considers eight lecture hours in four sessions: (i) the introductory session, to focus on the basics of computational linear algebra, linear programming, integer programming, with computational support (Excel®); (ii) the interim session, to address modelling subjects in a drop by-session; (iii) the advanced session, on the sequence of (i), to consider uncertainty and also how to use multi-criteria decision-making methods; (iv) the final session, to perform the evaluation of learning outcomes. This cooperation at European level is further exploited, including curricula normalisation and adjustments, cultural exchanges and research lines sharing in the idea of promoting the mobility of students and faculty.

The professional profile of UFBA nursing management graduate students.

PubMed

Paiva, Mirian Santos; Coelho, Edméia de Almeida Cardoso; Nascimento, Enilda Rosendo do; Melo, Cristina Maria Meira de; Fernandes, Josicelia Dumêt; Santos, Ninalva de Andrade

2011-12-01

The objective of the present study was to analyze the professional profile of the nursing graduate students of Federal University of Bahia, more specifically of the nursing management area. This descriptive, exploratory study was performed using documental research. The data was collected from the graduates' curriculum on the Lattes Platform and from the graduate program documents, using a form. The study population consisted of graduates enrolled under the line of research The Organization and Evaluation of Health Care Systems, who developed dissertations/theses addressing Nursing/Health Management. The data were stored using Microsoft Excel, and then transferred to the STATA 9.0 statistical software. Results showed that most graduates are women, originally from the State of Bahia, and had completed the course between 2000 and 2011; faculty of public institutions who continued involved in academic work after completing the course. These results point at the program as an academic environment committed to preparing researchers.

New Challenges Facing Small Undergraduate Departments And The Role Of Faculty And Administrators.

NASA Astrophysics Data System (ADS)

El-Shazly, A. K.

2003-12-01

Small geoscience departments with 5 faculty members or less in undergraduate institutions are facing serious challenges that will have a profound impact on their future, as well as the future of geoscience education. In addition to past and future budget cuts that affect all departments, small departments are more vulnerable to such problems as (i) decreased enrollments in introductory level classes, (ii) small number of geology majors, (iii) small number of graduates per year (iv) lack or paucity of equipment necessary for faculty and student research, (v) limited opportunities for external funding, (vi) need to offer upper division classes on an alternate year basis, (vii) difficulty in recruiting and retaining students, (viii) high teaching loads for faculty, and (ix) designing rigorous curricula based on 120 credit hours with a significant component of liberal art classes. These problems pose new challenges for faculty, department chairs and administrators. Faculty need to design curricula tailored to the need of the job market, without compromising rigor or the quality of the program. New classes/ concentrations in environmental science, hydrogeology and geographical information systems should be offered, and traditional classes in petrology, geophysics and tectonics should be maintained. Classes in Physics, Chemistry and Math should be core requirements. Student involvement in research should be encouraged at an early stage (sophomore/ junior levels). Department chairs need to assign duties in their department carefully to capitalize on the strengths of their faculty: faculty with strong research backgrounds should be helped in their efforts to pursue external funding opportunities, whereas those with strong teaching abilities should be evaluated primarily on their performance in the classroom. Student credit hour production should not be used as a criterion for evaluating faculty. Administrators should evaluate programs and departments based on the success of their graduates in the workplace/ graduate school, not their numbers, and the quality of faculty research and its impact on attracting new majors and acquisition of funds.

[Strive, plan and reach the "Summit": the Faculty Development Program at the Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel Institute of Technology].

PubMed

Castel, Orit Cohen; Nave, Rachel; Ganor, Margalit; Hasson-Gilad, Dalia R; Brika, Riva

2010-04-01

In recent years, faculty development has turned into a central component of medical education and a primary instrument in qualifying physicians to be teachers and educators. The faculty development program at the Ruth & Bruce Rappaport Faculty of Medicine ("Summit" program) was established in order to improve teaching of the clinical professions, to create a community of medical teachers and educators and to develop leadership in medical education within the Faculty of Medicine. This article aims to describe the design, implementation and evaluation of the faculty development program in the Technion's Faculty of Medicine. The program was designed for a group of 20 clinical teachers, of various clinical professions, who had gained at least one year of undergraduate teaching experience and wished to develop a career in medical education. The program included seven monthly, eight-hour meetings throughout the academic year. Learning was based on small group discussions, interactive exercises, role-plays and simulations, self-directed reading and reflective writing. At the end of the final meeting, participants completed an evaluation form. Seventeen of the 20 participants (85%) graduated and received certificates. Learners' overall satisfaction was high. Graduates expressed high motivation to practice medical education within the Faculty of Medicine and reported that they gained new knowledge in medical education and skills regarding various aspects of teaching and learning, such as formulation of learning objectives, designing role plays, and providing effective feedback. The "Summit" program is an innovative initiative in the field of medical education in Israel. The program had a significant impact on participants' knowledge, teaching skills and attitudes. In order to ensure implementation of the acquired tools and skills, its shortterm and long-term effects on teaching behavior and the learning climate have yet to be demonstrated. In addition, it is necessary to check if the program affected the faculty as an organization, promoted changes in curricula, teaching and evaluation methods.

Evaluation of a Community College's Nursing Faculty Advising Program Relative to Students' Satisfaction and Retention

ERIC Educational Resources Information Center

Harrell, Johnna C.; Reglin, Gary

2018-01-01

Problem was the community college recognized a decline in student retention rates from 2009 to 2012 in the School of Nursing. Purpose of this program evaluation was to evaluate a faculty advising program (FAP) in the School of Nursing at a community college in regard to students' satisfaction and retention. Evaluation period was from Fall 2012 to…

Faculty Perceptions of Online Accounting Coursework

ERIC Educational Resources Information Center

Grossman, Amanda M.; Johnson, Leigh R.

2015-01-01

The perceptions of faculty members, who design and evaluate online accounting coursework content, are an important consideration in determining the quality inherent in such content. This study reports the results of a survey which examines accounting faculty members' attitudes towards online education (measured as their willingness to accept…

Blended Learning: A Dangerous Idea?

ERIC Educational Resources Information Center

Moskal, Patsy; Dziuban, Charles; Hartman, Joel

2013-01-01

The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the…

Trying a Case on Ethics in Scientific Research: A Role-Playing Exercise for Students and Faculty in a Summer Undergraduate Research Program

ERIC Educational Resources Information Center

Hoggard, Patrick E.

2008-01-01

While most prepared exercises for ethics in science programs--including an excellent AAAS video series--present a complete account of the relevant facts, a role-playing exercise is described here in which the participants are provided with differing reports of events. The exercise is based on a true case involving a student who was convicted of…

Eye on the Gemba: Using Student-Created Videos and the Revised Bloom's Taxonomy to Teach Lean Management

ERIC Educational Resources Information Center

Marley, Kathryn A.

2014-01-01

Developing exercises that lead students to use higher order thinking skills is a challenge for faculty in any discipline. An excellent way to approach this problem is to use the Revised Bloom's Taxonomy as a guide. In the taxonomy, the highest level of learning is to create. The author describes an assignment that builds on the use of…

An IDeA for enhancing undergraduate research at rural primarily undergraduate institutions.

PubMed

Sens, Donald A; Cisek, Karen L; Conway, Pat; Doze, Van A

2017-09-01

This study documents the efforts of the North Dakota (ND) IDeA Networks of Biomedical Research Excellence (INBRE) program to assist in the development of undergraduate research programs at four state-supported primarily undergraduate institutions (PUIs) in ND. The study was initiated in the 2004-2005 academic year and continues to the present. The study shows that gaining initial institutional support for undergraduate research was assisted by providing salary support for faculty involved in undergraduate research. Once research was ongoing, each institution evolved their own unique plan for the use of support from the ND INBRE. Undergraduate student researchers have prepared, presented, and defended their research results on 188 unique posters since initiation of the program, with many posters being presented at more than one meeting. PUI faculty have authored 35 peer-reviewed manuscripts. Evaluation has shown that over 95% of the undergraduate students performing research matriculated with their bachelor's degree. Career choices of 77.2% of these graduates was determined, and 37% pursued a career in the health professions. Of the students not pursuing a post-baccalaureate degree, 81.2% chose careers directly linked to science. The study reinforces the concept that undergraduate research can be performed directly on the PUI campus and be of value in preparing the next generation of health professionals in research, service, and teaching. Copyright © 2017 the American Physiological Society.

Professionalism and justice: ethical management guidelines for leaders of academic medical centers.

PubMed

Chervenak, Frank A; McCullough, Laurence B

2002-01-01

Academic health centers (AHCs) exist for the sake of pursuit of excellence in their missions of patient care, teaching, and research. Survival should be a means to these goals and not an end unto itself. Because of the fiscal crisis in health care, leaders of AHCs face the possible diminution or even extinction of their centers. When preventing such a fate becomes the governing concern of these leaders, power concentrates in their hands and can be used to force cooperation among competing faculty members and groups for the sake of mutual survival. The ethical concepts of professionalism and justice can be used to create a vital, practical, alternative vision for the leadership of AHCs, in which their missions once again become central to their organizational culture. Creating a morally sustainable organizational culture of professionalism and justice should rely not on forced cooperation, but on voluntary cooperation of all stakeholders in the pursuit of a common goal-professional excellence in patient care, teaching, and research-with survival understood to be a means to this goal. To achieve this alternative vision, the authors propose five management guidelines. For example, all faculty should be made accountable not only for maximizing the good of the organization's professionalism but also for fostering financial viability.

Evaluation of Faculty Performance in Extension and Service. AIR 1989 Annual Forum Paper.

ERIC Educational Resources Information Center

Montgomery, James R.; And Others

A widespread perception exists that faculty with public service or extension activities are not treated equitably either in annual evaluations for merit salary increases or in peer evaluation for promotion. To determine the items considered important in making personnel decisions in extension and service areas, a survey was sent to chief academic…

Efficiency at Faculties of Economics in the Czech Public Higher Education Institutions: Two Different Approaches

ERIC Educational Resources Information Center

Flégl, Martin; Vltavská, Kristýna

2013-01-01

The paper evaluates research and teaching efficiency at faculties of economics in the public higher education institutions in the Czech Republic. Evaluation is provided in two periods between the years 2006-2010 and 2007-2011. For this evaluation the Data Envelopment Analysis and Index approach are used. Data Envelopment Analysis measures research…

Differences in Student Evaluations of Limited-Term Lecturers and Full-Time Faculty

ERIC Educational Resources Information Center

Cho, Jeong-Il; Otani, Koichiro; Kim, B. Joon

2014-01-01

This study compared student evaluations of teaching (SET) for limited-term lecturers (LTLs) and full-time faculty (FTF) using a Likert-scaled survey administered to students (N = 1,410) at the end of university courses. Data were analyzed using a general linear regression model to investigate the influence of multi-dimensional evaluation items on…

Development, implementation and evaluation of a peer review of teaching (PRoT) initiative in nursing education.

PubMed

Mager, Diana R; Kazer, Meredith W; Conelius, Jaclyn; Shea, Joyce; Lippman, Doris T; Torosyan, Roben; Nantz, Kathryn

2014-06-03

For many years, an area of research in higher education has been emerging around the development and implementation of fair and effective peer evaluation programs. Recently, a new body of knowledge has developed regarding the development and implementation of fair and effective peer evaluation programs resulting in formative and summative evaluations. The purpose of this article is to describe the development, implementation, and evaluation of a peer review of teaching (PRoT) program for nursing faculty, initiated at one small comprehensive university in the northeastern United States. Pairs of nursing faculty evaluated each other's teaching, syllabi, and course materials after collaborating in a pre-evaluation conference to discuss goals of the classroom visit. Qualitative data gathered in post project focus groups revealed that faculty found their modified PRoT process to be a mutually beneficial experience that was more useful, flexible and collegial, and less stressful than their previous evaluation process.

A method for evaluating competency in assessment and management of suicide risk.

PubMed

Hung, Erick K; Binder, Renée L; Fordwood, Samantha R; Hall, Stephen E; Cramer, Robert J; McNiel, Dale E

2012-01-01

Although health professionals increasingly are expected to be able to assess and manage patients' risk for suicide, few methods are available to evaluate this competency. This report describes development of a competency-assessment instrument for suicide risk-assessment (CAI-S), and evaluates its use in an objective structured clinical examination (OSCE). The authors developed the CAI-S on the basis of the literature on suicide risk-assessment and management, and consultation with faculty focus groups from three sites in a large academic psychiatry department. The CAI-S structures faculty ratings regarding interviewing and data collection, case formulation and presentation, treatment-planning, and documentation. To evaluate the CAI-S, 31 faculty members used it to rate the performance of 31 learners (26 psychiatric residents and 5 clinical psychology interns) who participated in an OSCE. After interviewing a standardized patient, learners presented their risk-assessment findings and treatment plans. Faculty used the CAI-S to structure feedback to the learners. In a subsidiary study of interrater reliability, six faculty members rated video-recorded suicide risk-assessments. The CAI-S showed good internal consistency, reliability, and interrater reliability. Concurrent validity was supported by the finding that CAI-S ratings were higher for senior learners than junior learners, and were higher for learners with more clinical experience with suicidal patients than learners with less clinical experience. Faculty and learners rated the method as helpful for structuring feedback and supervision. The findings support the usefulness of the CAI-S for evaluating competency in suicide risk-assessment and management.

Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship.

PubMed

Quinn, Antonia; Chan, Teresa M; Sampson, Christopher; Grossman, Catherine; Butts, Christine; Casey, John; Caretta-Weyer, Holly; Gottlieb, Michael

2018-01-03

Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure.

Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship

PubMed Central

Chan, Teresa M; Sampson, Christopher; Grossman, Catherine; Butts, Christine; Casey, John; Caretta-Weyer, Holly; Gottlieb, Michael

2018-01-01

Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure. PMID:29531874

Post-vision and change: do we know how to change?

PubMed

D'Avanzo, Charlene

2013-01-01

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the "vision" but lack research-based models and evidence needed to guide the "change." To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students' understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty-development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired "change."

Faculty Activity to Reach Consensus and Develop the SF-ROCKS Outreach Program

NASA Astrophysics Data System (ADS)

Grove, K.; White, L.

2003-12-01

The Geosciences Department at San Francisco State University has prided itself on the excellent relationships among its faculty and students and on its proven ability to train students for careers in industry and academia. Yet, like many Geoscience departments, it recognized a need to generate higher enrollments in the undergraduate majors programs and to increase collaborations among departmental disciplines (in our case, geology, meteorology, and oceanography). To address these concerns, the department created a new outreach program that involves a majority of the faculty and that aims to increase the number of students (particularly those from underrepresented groups) who pursue a career in Geosciences at SFSU and who appreciate the role of the geosciences in their daily lives. The outreach idea was generated at a retreat of departmental faculty in January 2001. The department chair (Grove) used a classroom teaching technique to have faculty brainstorm ideas about increasing student enrollments and to reach consensus about actions to be taken. The faculty was divided into 4 groups of 3 members. Each group member spent 10 minutes brainstorming ideas and writing each idea on a post-it note. Group members then convened for 15 minutes to cluster their post-it note ideas into affinity groups. Each group subsequently had 10-15 minutes to present their ideas to the larger group, who then proceeded to decide on action items. From this activity came a clear consensus about the need for more outreach activities, and the faculty decided to submit a request for funding to a newly created NSF Geosciences program (OEDG---Opportunities for Enhancing Diversity in the Geosciences). Our proposal was successful and we received a 5-year grant to fund SF-ROCKS (Reaching out to Communities and Kids with Science in San Francisco), a program now in its second year and directed by the current department chair (White). The multi-layered program involves faculty and students from SFSU and City College of San Francisco with local high school teachers and their students (see session ED15 for high school student research results and program web site---http://sf-rocks.sfsu.edu---for more details). The program has created more cohesion among department faculty and has been an effective mechanism for engaging faculty and students from our range of Geoscience disciplines, and for providing college students with meaningful experiences in the discipline.

SELECTION OF ENDOCRINOLOGY SUBSPECIALTY TRAINEES: WHICH APPLICANT CHARACTERISTICS ARE ASSOCIATED WITH PERFORMANCE DURING FELLOWSHIP TRAINING?

PubMed Central

Natt, Neena; Chang, Alice Y.; Berbari, Elie F.; Kennel, Kurt A.; Kearns, Ann E.

2016-01-01

Objective To determine which residency characteristics are associated with performance during endocrinology fellowship training as measured by competency-based faculty evaluation scores and faculty global ratings of trainee performance. Method We performed a retrospective review of interview applications from endocrinology fellows who graduated from a single academic institution between 2006 and 2013. Performance measures included competency-based faculty evaluation scores and faculty global ratings. The association between applicant characteristics and measures of performance during fellowship was examined by linear regression. Results The presence of a laudatory comparative statement in the residency program director’s letter of recommendation (LoR) or experience as a chief resident was significantly associated with competency-based faculty evaluation scores (β = 0.22, P = 0.001; and β = 0.24, P = 0.009, respectively) and faculty global ratings (β = 0.85, P = 0.006; and β = 0.96, P = 0.015, respectively). Conclusion The presence of a laudatory comparative statement in the residency program director’s LoR or experience as a chief resident were significantly associated with overall performance during subspecialty fellowship training. Future studies are needed in other cohorts to determine the broader implications of these findings in the application and selection process. PMID:26437219

Faculty Research Productivity: Why Do Some of Our Colleagues Publish More than Others?

ERIC Educational Resources Information Center

Hesli, Vicki L.; Lee, Jae Mook

2011-01-01

The justification for studying faculty research productivity is that it affects individual advancement and reputation within academe, as well as departmental and institutional prestige (Creamer 1998, iii). Publication records are an important factor in faculty performance evaluations, research grant awards, and promotion and salary decisions. The…

Online Faculty Development and Assessment System (OFDAS)

ERIC Educational Resources Information Center

Villar, Luis M.; Alegre, Olga M.

2006-01-01

The rapid growth of online learning has led to the development of faculty inservice evaluation models focused on quality improvement of degree programs. Based on current "best practices" of student online assessment, the Online Faculty Development and Assessment System (OFDAS), created at the Canary Islands, was designed to serve the…

The Madness of Weighted Mean Faculty Salaries

ERIC Educational Resources Information Center

Micceri, Theodore

2009-01-01

Higher education frequently uses weighted mean faculty salaries to compare either across institutions, or to evaluate an institution's salary growth over time. Unfortunately, faculty salaries are an extraordinarily complex phenomenon that cannot be legitimately reduced to a single number any more than the academic construct of skills, knowledge,…

Factors and Strategies That Influence Faculty Involvement in Public Service

ERIC Educational Resources Information Center

Holland, Barbara A.

2016-01-01

Data from several national research and evaluation projects involving 32 diverse institutions offer insights into what motivates college-faculty involvement in public service and outreach efforts, what faculty find to be obstacles to involvement, and what institutions can do to facilitate involvement. One salient policy supporting faculty…

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

PubMed

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

2015-05-01

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

Faculty application of the American Psychological Association style.

PubMed

Morse, Gwen Goetz

2009-10-01

This article explores current faculty methods with the application and evaluation of the American Psychological Association (APA) style. Specific aims were to determine concerns related to APA style, review faculty grading practices, identify institutional resources, and report potential solutions for improving application of APA style. A survey with an exploratory descriptive research design was developed and distributed online to academic chairs and deans, requesting their support in distributing the survey to their faculty. Responses (N = 704) were grouped into five categories: departmental and personal concerns; faculty grading practices; institutional resources; format, writing style, and grammar; and suggestions and potential solutions. Sixty percent reported that application and evaluation of APA style is a concern in their department. Content analysis identified four categories as proposed solutions: consistency, education, resources, and dialogue. On the basis of the feedback of the participants, the CRED program is proposed for the issues that were identified. Copyright 2009, SLACK Incorporated.

Scholar outcomes for dental internship research program in Saudi Arabia: A qualitative evaluation.

PubMed

Bahammam, Laila A; Linjawi, Amal I

2017-04-01

To explore the potential, challenges and needs for internship research activities in achieving scholar outcomes among graduates. A qualitative general needs assessment and evaluation of an internship research program was conducted at King Abdulaziz University, Faculty of Dentistry (KAUFD), KSA, from December 2014 to February 2015 using focus groups and interviews. The participants included: administrates, faculty, and internship students. Data were transcribed and analyzed following the grounded theory. The participants were two administrative personnel, 21 faculty members, and 16 internship students. Results were clustered around five main domains; curriculum design, faculty, students, administrative, and institutional domain. Reported potentials included: a multi-faceted educational intervention approach, and building evidence-based skills and inquiry minds among graduates. Time, load, and incentives were major challenges reported by faculty. Interesting and achievable research topics were major challenges reported by students. Areas that needed development included: equipped research personnel, aligned administrative and institutional support, faculty skills, students' knowledge and skills, aligned curriculum, and clear program goals, objectives, and outcomes. Curriculum design, faculty and students' skills; as well as administrative and institutional support were found to play major roles in the success of the current internship research program at KAUFD.

What might we be saying to potential applicants to medical school? Discourses of excellence, equity, and diversity on the web sites of Canada's 17 medical schools.

PubMed

Razack, Saleem; Maguire, Mary; Hodges, Brian; Steinert, Yvonne

2012-10-01

Medical school Web sites often advance arguments to claim institutional excellence and appeal to the "best and the brightest" who might join their institutions as medical students. What do these texts communicate about institutional excellence, or the excellence of potential applicants to medical school? How are discourses related to social accountability, such as those concerning diversity and equity, represented? From July through December 2010, using the concepts of excellence, equity, and diversity, the authors examined the discourses identified on the Web sites of Canada's 17 medical schools, focusing on faculty welcome pages, deans' messages, and those pages specifically targeting applicants to medicine. Institutional prestige and applicant suitability were generally promoted through discourses of academic excellence such as research, innovation, and global positioning. Service-to-society discourses were much less prominent. Diversity discourses emerged primarily as appeals to institutions' cosmopolitan sophistication. Equity, when mentioned, tended to focus on increasing the participation of indigenous and rural students in medicine. Institutional positioning can be situated on a continuum from the more "centric" (typical academic excellence claims) to the more "eccentric" (excellence claims grounded in local contexts such as service to a region or constituency). Discourses can play a central role in regulating social institutional practices. It is worthwhile for medical schools to examine the messages that medical schools are communicating on their Web sites. If schools are to move beyond prestige-based characterizations of excellence and build a socially accountable profession, open and inclusive discussions are needed.

The surgical residency interview: a candidate-centered, working approach.

PubMed

Seabott, Heather; Smith, Ryan K; Alseidi, Adnan; Thirlby, Richard C

2012-01-01

The interview process is a pivotal, differentiating component of the residency match. Our bias is toward a working interview, producing better fulfillment of the needs of both parties, and a more informed match selection for the candidates and program. We describe a "candidate-centered" approach for integrating applicant interviews into our daily work schedule. Applicants are informed upon accepting the interview of the working interview model. Our program offers 33 interview days over a 12-week period. A maximum of 5 applicants are hosted per day. Applicants are assigned to 1 of our general, thoracic, vascular, or plastic surgery teams. The interview day begins with the applicant changing into scrubs, attending a morning conference, and taking part in a program overview by a Chief Resident. Applicants join their host team where 4-8 hours are spent observing the operative team, on rounds and sharing lunch. The faculty and senior residents are responsible for interviewing and evaluating applicants though the Electronic Residency Application Service. A total of 13 surgeons are involved in the interview process resulting in broad-based evaluations. Each surgeon interviewed between 3 and 12 applicants. Faculty rate this interview approach highly because it allows them to maintain a rigorous operative schedule while interacting with applicants. Current residents are engaged in welcoming applicants to view the program. Faculty and residents believe cooperating in a real world manner aids their assessment of the applicant. Applicants routinely provide positive feedback, relaying this approach is informative, transparent, and should be the "standard." Applicants believe they are presented a realistic view of the program. Ultimately, this candidate-centered process may be attributable to our resident cohort who exhibit high satisfaction, excellent resident morale, and very low dropout rate. We present a candidate-centered, working interview approach used in the selection of general surgery residents. While it may require more resources than the traditional approach, it harbors advantages for the applicant and the program. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Toward Objectivity in Faculty Evaluation

ERIC Educational Resources Information Center

Elmore, H. W.

2008-01-01

The productivity of faculty members often figures prominently in annual evaluations, post-tenure reviews, and decisions about tenure, promotion, merit pay, release time, awards, and other kinds of recognition. Yet the procedures and instruments that institutions use to assess productivity and merit vary, leaving little that unifies the evaluation…

Learnings From the Pilot Implementation of Mobile Medical Milestones Application.

PubMed

Page, Cristen P; Reid, Alfred; Coe, Catherine L; Carlough, Martha; Rosenbaum, Daryl; Beste, Janalynn; Fagan, Blake; Steinbacher, Erika; Jones, Geoffrey; Newton, Warren P

2016-10-01

Implementation of the educational milestones benefits from mobile technology that facilitates ready assessments in the clinical environment. We developed a point-of-care resident evaluation tool, the Mobile Medical Milestones Application (M3App), and piloted it in 8 North Carolina family medicine residency programs. We sought to examine variations we found in the use of the tool across programs and explored the experiences of program directors, faculty, and residents to better understand the perceived benefits and challenges of implementing the new tool. Residents and faculty completed presurveys and postsurveys about the tool and the evaluation process in their program. Program directors were interviewed individually. Interviews and open-ended survey responses were analyzed and coded using the constant comparative method, and responses were tabulated under themes. Common perceptions included increased data collection, enhanced efficiency, and increased perceived quality of the information gathered with the M3App. Residents appreciated the timely, high-quality feedback they received. Faculty reported becoming more comfortable with the tool over time, and a more favorable evaluation of the tool was associated with higher utilization. Program directors reported improvements in faculty knowledge of the milestones and resident satisfaction with feedback. Faculty and residents credited the M3App with improving the quality and efficiency of resident feedback. Residents appreciated the frequency, proximity, and specificity of feedback, and faculty reported the app improved their familiarity with the milestones. Implementation challenges included lack of a physician champion and competing demands on faculty time.

Development and Evaluation of Two Abbreviated Questionnaires for Mentoring and Research Self-Efficacy.

PubMed

Jeffe, Donna B; Rice, Treva K; Boyington, Josephine E A; Rao, Dabeeru C; Jean-Louis, Girardin; Dávila-Román, Victor G; Taylor, Anne L; Pace, Betty S; Boutjdir, Mohamed

2017-01-01

To reduce respondent burden for future evaluations of the National Heart, Lung, and Blood Institute-supported Programs to Increase Diversity Among Individuals Engaged in Health-Related Research (PRIDE), a mentored-research education program, we sought to shorten the 33-item Ragins and McFarlin Mentor Role Instrument (RMMRI), measuring mentor-role appraisals, and the 69-item Clinical Research Appraisal Inventory (CRAI), measuring research self-efficacy. Three nationally recruited, junior-faculty cohorts attended two, annual 2-3 week Summer Institutes (SI-1/SI-2: 2011/2012, 2012/2013, 2013/2014) at one of six PRIDE sites. Mentees completed the RMMRI two months after mentor assignment and the CRAI at baseline (pre-SI-1) and 6-month (mid-year) and 12-month (post-SI-2) follow-up. Publications data obtained from Scopus in October 2015 were verified with mentees' curriculum vitae. The RMMRI and CRAI were shortened using an iterative process of principal-components analysis. The shortened measures were examined in association with each other (multiple linear regression) and with increase in publications (repeated-measures analysis of covariance). PRIDE enrolled 152 mentees (70% women; 60% Black, 35% Hispanic/Latino). Cronbach's alphas for the new 9-item RMMRI, 19-item CRAI, and four CRAI-19 subscales were excellent. Controlling for baseline self-efficacy and cohort, RMMRI-9 scores were independently, positively associated with post-SI-2 scores on the CRAI-19 and three subscales (writing, study design/data analysis, and collaboration/grant preparation). Controlling for cohort, higher RMMRI-9 and post-SI-2 CRAI-19 scores were each associated with greater increase in publications. The RMMRI-9 and CRAI-19 retained the excellent psychometric properties of the longer measures. Findings support use of the shortened measures in future evaluations of PRIDE.

Mentoring Nontenured Track Nursing Faculty: A Systematic Review.

PubMed

Cullen, Deborah; Shieh, Carol; McLennon, Susan M; Pike, Caitlin; Hartman, Taylor; Shah, Hena

The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.

For Those of Us at the Borders: Recognition and Evaluation of Faculty Work in the Academic Field of Film and Digital Media

ERIC Educational Resources Information Center

Collins, E. Anthony

2011-01-01

Artistic, scholarly, and professional works by individual faculty members in the field of film and digital media are not being adequately recognized or rewarded as scholarship activity during performance evaluation in institutions of higher learning. Conventional systems for the recognition and evaluation of work prioritize scientism and compel…

An Exploratory Investigation of the Periodic Performance Evaluation Processes for Marketing Faculty: A Comparison of Doctoral-Granting and Non-Doctoral-Granting Universities

ERIC Educational Resources Information Center

Shepherd, C. David; Carley, Susan S.; Stuart, Randy S.

2009-01-01

Whether a first entrant into the academic job market or a seasoned professional, career outcomes for marketing educators depend heavily on the evaluation process used at their institutions. This research explores the periodic performance evaluation process for marketing faculty members using data collected from a national sample of marketing…

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).

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track.

PubMed

Williams, Wendy M; Ceci, Stephen J

2015-04-28

National randomized experiments and validation studies were conducted on 873 tenure-track faculty (439 male, 434 female) from biology, engineering, economics, and psychology at 371 universities/colleges from 50 US states and the District of Columbia. In the main experiment, 363 faculty members evaluated narrative summaries describing hypothetical female and male applicants for tenure-track assistant professorships who shared the same lifestyle (e.g., single without children, married with children). Applicants' profiles were systematically varied to disguise identically rated scholarship; profiles were counterbalanced by gender across faculty to enable between-faculty comparisons of hiring preferences for identically qualified women versus men. Results revealed a 2:1 preference for women by faculty of both genders across both math-intensive and non-math-intensive fields, with the single exception of male economists, who showed no gender preference. Results were replicated using weighted analyses to control for national sample characteristics. In follow-up experiments, 144 faculty evaluated competing applicants with differing lifestyles (e.g., divorced mother vs. married father), and 204 faculty compared same-gender candidates with children, but differing in whether they took 1-y-parental leaves in graduate school. Women preferred divorced mothers to married fathers; men preferred mothers who took leaves to mothers who did not. In two validation studies, 35 engineering faculty provided rankings using full curricula vitae instead of narratives, and 127 faculty rated one applicant rather than choosing from a mixed-gender group; the same preference for women was shown by faculty of both genders. These results suggest it is a propitious time for women launching careers in academic science. Messages to the contrary may discourage women from applying for STEM (science, technology, engineering, mathematics) tenure-track assistant professorships.

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

PubMed Central

Williams, Wendy M.; Ceci, Stephen J.

2015-01-01

National randomized experiments and validation studies were conducted on 873 tenure-track faculty (439 male, 434 female) from biology, engineering, economics, and psychology at 371 universities/colleges from 50 US states and the District of Columbia. In the main experiment, 363 faculty members evaluated narrative summaries describing hypothetical female and male applicants for tenure-track assistant professorships who shared the same lifestyle (e.g., single without children, married with children). Applicants' profiles were systematically varied to disguise identically rated scholarship; profiles were counterbalanced by gender across faculty to enable between-faculty comparisons of hiring preferences for identically qualified women versus men. Results revealed a 2:1 preference for women by faculty of both genders across both math-intensive and non–math-intensive fields, with the single exception of male economists, who showed no gender preference. Results were replicated using weighted analyses to control for national sample characteristics. In follow-up experiments, 144 faculty evaluated competing applicants with differing lifestyles (e.g., divorced mother vs. married father), and 204 faculty compared same-gender candidates with children, but differing in whether they took 1-y-parental leaves in graduate school. Women preferred divorced mothers to married fathers; men preferred mothers who took leaves to mothers who did not. In two validation studies, 35 engineering faculty provided rankings using full curricula vitae instead of narratives, and 127 faculty rated one applicant rather than choosing from a mixed-gender group; the same preference for women was shown by faculty of both genders. These results suggest it is a propitious time for women launching careers in academic science. Messages to the contrary may discourage women from applying for STEM (science, technology, engineering, mathematics) tenure-track assistant professorships. PMID:25870272

Faculty Development for Metro New York City Postdoctoral Dental Program Directors: Delphi Assessment and Program Response.

PubMed

Rubin, Marcie S; Millery, Mari; Edelstein, Burton L

2017-03-01

Faculty development for dental academicians is essential to cultivate a continuous faculty workforce, retain existing faculty members, enhance their teaching skill sets, and remain responsive to changing program requirements and curricular reforms. To maximize the utility of dental faculty development, it is important to systematically assess and address faculty members' perceived training needs. The aims of this study were to determine priority topics among one group of postdoctoral program directors and to translate those topics into faculty development programs as part of Columbia University's Health Resources and Services Administration (HRSA)-sponsored faculty training program for primary care educators. The study was conducted in 2013-16. A Delphi consensus technique was implemented with three sequential surveys of 26 New York City metropolitan area general, pediatric, and public health dentistry residency program directors. On the first survey, the five respondents (19% response rate) identified 31 topics. On the second survey, 17 respondents (response rate 65%) rated the 15 most important topics. In the third and final round, 19 respondents (73% response rate) ranked teaching research methods and teaching literature reviews as the topics of greatest interest. Overall, the responses highlighted needs for faculty development on teaching research methods, motivating trainees, trainee evaluation, and clinical care assessment. Based on these results, a series of six Faculty Forums was developed and implemented for dental educators in the metropolitan area, starting with the topic of teaching research methods. The process flow used for assessing training needs and developing and evaluating training can be applied to a variety of populations of educators.

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers.

PubMed

Branch, William T; Frankel, Richard M; Hafler, Janet P; Weil, Amy B; Gilligan, MaryAnn C; Litzelman, Debra K; Plews-Ogan, Margaret; Rider, Elizabeth A; Osterberg, Lars G; Dunne, Dana; May, Natalie B; Derse, Arthur R

2017-12-01

The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program.In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution.The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers

PubMed Central

Frankel, Richard M.; Hafler, Janet P.; Weil, Amy B.; Gilligan, MaryAnn C.; Litzelman, Debra K.; Plews-Ogan, Margaret; Rider, Elizabeth A.; Osterberg, Lars G.; Dunne, Dana; May, Natalie B.; Derse, Arthur R.

2017-01-01

The authors describe the first 11 academic years (2005–2006 through 2016–2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program. In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution. The authors discuss the program’s learning theory, outline its curriculum, reflect on the program’s accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education. PMID:28991846

[Current Developments of the Interdisciplinary Subject Rehabilitation, Physical Medicine, Naturopathic Treatment in the German Medical Faculties: Results of the DGRW Faculty Survey in 2015].

PubMed

Schmidt, S; Bergelt, C; Deck, R; Krischak, G; Morfeld, M; Michel, M; Schwarzkopf, S R; Spyra, K; Walter, S; Mau, W

2017-02-01

To ascertain the current development of the rehabilitation-related medical teaching in the interdisciplinary subject Rehabilitation, Physical Medicine, Naturopathic Treatment (Q12) regarding its execution, content, exams and evaluation of teaching at the Medical Faculties the German Society of Rehabilitation Science conducted another faculty survey in 2015. Representatives of all degree courses of human medicine in German Universities (n=41) received a pseudonymised standardised questionnaire in summer 2015. The response rate was 76% (n=31). Half of the faculties (48%) stated that they had a teaching and research unit for at least 1 of the 3 subjects of the interdisciplinary Q12. The Q12-teaching of faculties including these units partially differed from the other faculties. Model medical education programmes provide on average 2 semesters more for Q12-teaching in comparison to the traditional programmes. More than 3 quarters of the traditional programmes and all other courses include other medical professionals besides physicians as lecturers. Multiple choice questions still constitute the most common examination type (94%). Nearly all Medical Faculties evaluate the rehabilitation-related teaching but only half of all them have implemented a financial gratification based on the evaluation results. Even 10 years after the implementation of Q12, major variations were demonstrated regarding the execution, content and methods of medical education in rehabilitation. In the future the influence of the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education on the Q12-development and the Q12-teaching in medical university education in Germany with foreign qualification will be of particular interest. © Georg Thieme Verlag KG Stuttgart · New York.

Paired basic science and clinical problem-based learning faculty teaching side by side: do students evaluate them differently?

PubMed

Stevenson, Frazier T; Bowe, Connie M; Gandour-Edwards, Regina; Kumari, Vijaya G

2005-02-01

Many studies have evaluated the desirability of expert versus non-expert facilitators in problem-based learning (PBL), but performance differences between basic science and clinical facilitators has been less studied. In a PBL course at our university, pairs of faculty facilitators (1 clinician, 1 basic scientist) were assigned to student groups to maximise integration of basic science with clinical science. This study set out to establish whether students evaluate basic science and clinical faculty members differently when they teach side by side. Online questionnaires were used to survey 188 students about their faculty facilitators immediately after they completed each of 3 serial PBL cases. Overall satisfaction was measured using a scale of 1-7 and yes/no responses were gathered from closed questions describing faculty performance. results: Year 1 students rated basic science and clinical facilitators the same, but Year 2 students rated the clinicians higher overall. Year 1 students rated basic scientists higher in their ability to understand the limits of their own knowledge. Year 2 students rated the clinicians higher in several content expertise-linked areas: preparedness, promotion of in-depth understanding, and ability to focus the group, and down-rated the basic scientists for demonstrating overspecialised knowledge. Students' overall ratings of individual faculty best correlated with the qualities of stimulation, focus and preparedness, but not with overspecialisation, excessive interjection of the faculty member's own opinions, and encouragement of psychosocial issue discussion. When taught by paired basic science and clinical PBL facilitators, students in Year 1 rated basic science and clinical PBL faculty equally, while Year 2 students rated clinicians more highly overall. The Year 2 difference may be explained by perceived differences in content expertise.

Evaluating a Cross-Continent EU Simulation

ERIC Educational Resources Information Center

Jones, Rebecca

2008-01-01

Assessment of learning outcomes and evaluation of teaching methods are necessary in order to ensure that students are learning the lessons that faculty believe they are conveying. Quantitative data on the effectiveness of various pedagogical methods allows faculty to make adjustments to classes over time. Regular assessment of student learning…

Developing Difficult Dialogues: An Evaluation of Classroom Implementation

ERIC Educational Resources Information Center

Placier, Peggy; Kroner, Crystal; Burgoyne, Suzanne; Worthington, Roger

2012-01-01

The University of Missouri (MU) participated in the Ford Foundation's Difficult Dialogues Initiative (DDI) supporting faculty development projects at over 40 institutions of higher education from 2006-2010. This paper reports findings from an evaluation conducted with instructors who not only engaged in faculty development workshops but also…

Evaluating Instructor Technology Integration in Community and Technical Colleges: A Performance Evaluation Matrix

ERIC Educational Resources Information Center

Del Favero, Marietta; Hinson, Janice M.

2007-01-01

The press for implementing technology based instructional delivery systems in community and technical colleges is well documented. Yet faculty face numerous challenges in integrating technology into instruction (AL-Bataineh & Brooks, 2003; Groves & Zemel, 2000; Khoury, 1997). Stimulating faculty ownership in technology, diffusion of technology use…

Are Teacher Course Evaluations Biased against Faculty That Teach Quantitative Methods Courses?

ERIC Educational Resources Information Center

Royal, Kenneth D.; Stockdale, Myrah R.

2015-01-01

The present study investigated graduate students' responses to teacher/course evaluations (TCE) to determine if students' responses were inherently biased against faculty who teach quantitative methods courses. Item response theory (IRT) and Differential Item Functioning (DIF) techniques were utilized for data analysis. Results indicate students…

Faculty Development Manual for the School of Allied Health Sciences, University of Texas Medical Branch at Galveston.

ERIC Educational Resources Information Center

Texas Univ., Galveston. Medical Branch.

The contents of this guide, adopted for a one-year pilot study, include: standard operating procedures for the faculty development/effectiveness document (performance and evaluation contract); instructions and forms for evaluating effectiveness in teaching, administrative duties, and professional activities; and a faculty…

Selecting Items for a College Course Evaluation Form

ERIC Educational Resources Information Center

Baril, G. L.; Skaggs, C. Thomas

1976-01-01

The study describes the implementation of three related suggestions for the development of items for a course evaluation form. High degrees of consistency were evidenced in preferences of students, faculty, and individuals from different academic areas. Significant differences were obtained between student and faculty responses and the basic…

Faculty Development for Educators: A Realist Evaluation

ERIC Educational Resources Information Center

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

2015-01-01

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

Opportunities and Pitfalls in Faculty Salary Comparisons.

ERIC Educational Resources Information Center

Cliff, Rosemary

The benefits and problems of comparing faculty salaries are evaluated. The primary source of information for this evaluation is the American Association of University Professors' (AAUP's) summer Bulletin. The problems listed include: (1) institutional variations in the methodology of data collection; (2) the conversion of 12-month salaries to a…

Design Recommendations for Self-Paced Online Faculty Development Courses

ERIC Educational Resources Information Center

Rizzuto, Melissa

2017-01-01

An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced…

Faculty and Student Views of the Interim Term

ERIC Educational Resources Information Center

Centra, John A.; Sobol, Marion G.

1974-01-01

Evaluations of the interim term or 4-1-4 program at various colleges have been generally favorable. A detailed evaluation of the Rider College interim study program based on faculty and student reports indicated that the more nontraditionally oriented courses were rated higher than the more traditional offerings. (Editor/PG)

Health Promotion of Faculty and Staff: The School Nurse's Role

ERIC Educational Resources Information Center

Ryan, Kelly M.

2008-01-01

Health promotion of school faculty and staff is an important part of a coordinated school health program. The lack of evaluation of health promotion programs and inconsistent results highlighting the efficacy and benefits of programs adds to employers' perceptions of inconsistent benefits. More studies evaluating effectiveness and development of…

An Innovative, No-cost, Evidence-Based Smartphone Platform for Resident Evaluation.

PubMed

Green, John M

Timely performance evaluation and feedback are critical to resident development. However, formulating and delivering this information disrupts physician workflow, leading to low participation. This study was designed to determine if a locally developed smartphone platform would integrate regular evaluation into daily processes and thus increase faculty participation in timely resident evaluation. Formal, documented resident operative and patient interaction evaluations were compiled over an 8-month study period. The study was divided into two 4-month phases. No changes to the existing evaluation methods were made during Phase 1. Phase 2 began after a washout period of 2 weeks and coincided with the launch of a smartphone-based platform. The platform uses a combination of Likert scale questions and the Dreyfus model of skill acquisition to describe competence levels in technical and nontechnical skills. The instrument inflicts minimal effect on surgeon workflow, with the aim of integrating resident evaluation into daily processes. The number of different faculty members performing evaluations, resident level (postgraduate year), type of interaction or procedure, and competency data were compiled. All evaluations were tracked by the program director as they were automatically uploaded into a database. Faculty members were introduced to the new platform at the beginning of Phase 2, and previous methods of evaluation continued to be encouraged and were considered valid throughout both phases of the study. Data were analyzed using Fisher exact test for specific PGY level, and chi-square test was used for overall program analysis. Statistical significance was set at p < 0.05. Total faculty engagement, that is, number of faculty members completing evaluations, increased from 13% (5/38) in Phase 1 to 53% (20/38) in Phase 2. During Phase 1, all evaluations consisted of online forms through the department's established system or e-mails to the program director. Evaluations were completed in 0.9% (15/1599) of cases residents completed in Phase 1 versus 12% (217/1812) of those in Phase 2. During Phase 2, evaluations were conducted exclusively using the new platform. This was done based on participant's choice. Total numbers of residents and core faculty members did not change between Phases 1 and 2. A smartphone-based platform can be created with existing technology at no cost. It is adaptable and can be updated in real-time and can employ validated scales to build an evaluation portfolio for learners assessing technical and nontechnical skills. Furthermore, and perhaps most importantly, it can be designed to integrate into existing workflow patterns to increase faculty participation. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The SAFE-T assessment tool: derivation and validation of a web-based application for point-of-care evaluation of gastroenterology fellow performance in colonoscopy.

PubMed

Kumar, Navin L; Kugener, Guillaume; Perencevich, Molly L; Saltzman, John R

2018-01-01

Attending assessment is a critical part of endoscopic education for gastroenterology fellows. The aim of this study was to develop and validate a concise assessment tool to evaluate real-time fellow performance in colonoscopy administered via a web-based application. The Skill Assessment in Fellow Endoscopy Training (SAFE-T) tool was derived as a novel 5-question evaluation tool that captures both summative and formative feedback adapted into a web-based application. A prospective study of 15 gastroenterology fellows (5 fellows each from years 1 to 3 of training) was performed using the SAFE-T tool. An independent reviewer evaluated a subset of these procedures and completed the SAFE-T tool and Mayo Colonoscopy Skills Assessment Tool (MCSAT) for reliability testing. Twenty-six faculty completed 350 SAFE-T evaluations of the 15 fellows in the study. The mean SAFE-T overall score (year 1, 2.00; year 2, 3.84; year 3, 4.28) differentiated each sequential fellow year of training (P < .0001). The mean SAFE-T overall score decreased with increasing case complexity score, with straightforward cases compared with average cases (4.07 vs 3.50, P < .0001), and average cases compared with challenging cases (3.50 vs 3.08, P = .0134). In dual-observed procedures, the SAFE-T tool showed excellent inter-rater reliability with a kappa agreement statistic of 0.898 (P < .0001). Correlation of the SAFE-T overall score with the MCSAT overall hands-on and individual motor scores was excellent (each r > 0.90, P < .0001). We developed and validated the SAFE-T assessment tool, a concise and web-based means of assessing real-time gastroenterology fellow performance in colonoscopy. Copyright © 2018 American Society for Gastrointestinal Endoscopy. Published by Elsevier Inc. All rights reserved.

The Effect of Gender on Resident Autonomy in the Operating room.

PubMed

Meyerson, Shari L; Sternbach, Joel M; Zwischenberger, Joseph B; Bender, Edward M

Discrimination against women training in medicine and surgery has been subjectively described for decades. This study objectively documents gender differences in the degree of autonomy given to thoracic surgery trainees in the operating room. Thoracic surgery residents and faculty underwent frame of reference training on the use of the 4-point Zwisch scale to measure operative autonomy. Residents and faculty then submitted evaluations of their perception of autonomy granted for individual operations as well as operative difficulty on a real-time basis using the "Zwisch Me!!" mobile application. Differences in autonomy given to male and female residents were elucidated using chi-square analysis and ordered logistic regression. Seven academic medical centers with thoracic surgery training programs. Volunteer thoracic surgery residents in both integrated and traditional training pathways and their affiliated cardiothoracic faculty. Residents (n = 33, female 18%) submitted a total of 596 evaluations to faculty (n = 48, female 12%). Faculty gave less autonomy to female residents with only 56 of 184 evaluations (30.3%) showing meaningful autonomy (passive help or supervision only) compared to 107 of 292 evaluations (36.7%) at those levels for male residents (p = 0.02). Resident perceptions of autonomy showed even more pronounced differences with female residents receiving only 38 of 197 evaluations (19.3%) with meaningful autonomy compared to 133 of 399 evaluations (33.3%) for male residents (p < 0.001). Potential influencing factors explored included attending gender and specialty, case type and difficulty, and resident level of training. In multivariate analysis, only case difficultly, resident gender, and level of training were significantly related to autonomy granted to residents. Evaluations of operative autonomy reveal a significant bias against female residents. Faculty education is needed to encourage allowing female residents more operative autonomy. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Excellence in physician assistant training through faculty development.

PubMed

Glicken, Anita Duhl

2008-11-01

Once again, experts predict a shortage of health care providers by 2020. The physician assistant (PA) profession was created in the 1960s to address a similar need. Currently, there are 141 accredited PA training programs in the United States, 75 of them established in the 10 years between 1993 and 2002. Historically, PA education and practice models have been responsive to the ever-changing landscape of health care. It may be the profession's flexibility and adaptability that has enabled it to survive and flourish in a competitive service environment. The growth of new PA programs mandates a need for continuing faculty development, as increasing numbers of educators hail primarily from clinical practice and come equipped with minimal teaching experience. PA faculty development addresses these new recruits' needs to develop model curricula, implement new courses, and enhance instruction-all with the goal of improving both access to and quality of health care.The author describes the impact of Health Resources and Service Administration Title VII, Section 747 (Title VII) contracts in addressing this need. Title VII-funded PA education projects, considered innovative at the time of implementation, included both faculty development workshops that promoted active learning of basic teaching and administrative skills and new curricula designed to enhance faculty teaching in genomics and practice management. These projects and others resulted in enduring professional resources that have not only strengthened the PA community but also enjoyed broad applicability within other health professions groups.This article is part of a theme issue of Academic Medicine on the Title VII health professions training programs.

Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?

PubMed

Killpack, Tess L; Melón, Laverne C

2016-01-01

Private and public policies are increasingly aimed at supporting efforts to broaden participation of a diverse body of students in higher education. Unfortunately, this increase in student diversity does not always occur alongside changes in institutional culture. Unexamined biases in institutional culture can prevent diverse students from thriving and persisting in science, technology, engineering, and mathematics (STEM) fields. Given the daily personal interactions that faculty have with students, we suggest that individual educators have the opportunity, and responsibility, to improve the retention and persistence of diverse students. However, in our experience, faculty professional development programs often limit discussions of diversity to "comfortable" topics (such as learning styles) and miss opportunities to explore deeper issues related to faculty privilege, implicit bias, and cues for stereotype threat that we all bring to the classroom. In this essay, we present a set of social science concepts that we can extend to our STEM courses to inform our efforts at inclusive excellence. We have recommended strategies for meaningful reflection and professional development with respect to diversity and inclusion, and aim to empower faculty to be change agents in their classrooms as a means to broadening participation in STEM fields. © 2016 T. L. Killpack and L. C. Melón. 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).

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

PubMed

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

2017-01-01

Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER. © 2017 J. N. Schinske et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment Criteria.

PubMed

Armitage-Chan, Elizabeth

Although widely accepted as an important graduate competence, professionalism is a challenging outcome to define and assess. Clinical rotations provide an excellent opportunity to develop student professionalism through the use of experiential learning and effective feedback, but without appropriate theoretical frameworks, clinical teachers may find it difficult to identify appropriate learning outcomes. The adage "I know it when I see it" is unhelpful in providing feedback and guidance for student improvement, and criteria that are more specifically defined would help students direct their own development. This study sought first to identify how clinical faculty in one institution currently assess professionalism, using retrospective analysis of material obtained in undergraduate teaching and faculty development sessions. Subsequently, a faculty workshop was held in which a round-table type discussion sought to develop these ideas and identify how professionalism assessment could be improved. The output of this session was a theoretical framework for teaching and assessing professionalism, providing example assessment criteria and ideas for clinical teaching. This includes categories such as client and colleague interaction, respect and trust, recognition of limitations, and understanding of different professional identities. Each category includes detailed descriptions of the knowledge, skills, and behaviors expected of students in these areas. The criteria were determined by engaging faculty in the development of the framework, and therefore they should represent a focused development of criteria already used to assess professionalism, and not a novel and unfamiliar set of assessment guidelines. The faculty-led nature of this framework is expected to facilitate implementation in clinical teaching.

When University Faculty Retire: A Study of the Transition Process.

ERIC Educational Resources Information Center

Pappas, John G.; Goodman, Jane

This study examined the retirement transitions of college faculty based on the Schlossberg (1984) model, which suggests that successful coping depends on an evaluation of the retiree's unique situation, the qualities of the individual, the support available, and the strategies employed. A total of 55 emeritus faculty from the College of Education…

Meeting the Challenge: The Assimilation of Adjunct Faculty into the Teaching Mainstream

ERIC Educational Resources Information Center

Ridley, D. Scott

2010-01-01

In the last thirty years, there has been a significant increase in the number of adjunct faculty delivering postsecondary education at community colleges (Jacoby, 2006). Multiple studies have evaluated the impact of part-time faculty on student learning outcomes, but findings have varied. This action research study utilized a phenomenological…

Writing up and down the Social Ladder: A Study of Experienced Writers Composing for Contrasting Audiences.

ERIC Educational Resources Information Center

Kirsch, Gesa

1991-01-01

Explores audience awareness of writing instructors as they compose for incoming freshmen and for a faculty committee. Finds that writers analyze the faculty audience less frequently than the freshmen audience, but they evaluate their text and writing goals more frequently when addressing the faculty. (MG)

A Study of Attitudes of Female Faculty Members Serving in Complementarian Conservative Theological Institutions

ERIC Educational Resources Information Center

Ellen, Venessa Yvette

2013-01-01

Problem: The problem of this study was to determine whether attitudes of female faculty members employed by conservative theological colleges and seminaries reflected a complementarian perspective of biblical womanhood. Additionally, this study evaluated how these attitudes related to the female faculty member's home life and her…

Five Faculty Labor Market Dilemmas Facing Community Colleges in the New Economy

ERIC Educational Resources Information Center

Mitchell, Douglas E.; Yildiz, Selin; Batie, Michael

2011-01-01

Community colleges employ more than one-third of the nation's higher education faculty. Nevertheless, the labor market through which faculty are recruited, selected, hired, evaluated and retained or replaced is one of the least understood aspects of these institutions. Functional management and effective policy both require a clear understanding…

Faculty Ratings as a Measure of Administrator Quality. AIR Forum 1981 Paper.

ERIC Educational Resources Information Center

Hengstler, Dennis D.; And Others

The reliability, factor structure, and discriminatory power of faculty perceptions of the performance of departmental administrators were investigated, using the Administrator Evaluation Survey (AES) developed at the University of Illinois. Faculty from a major research university in the midwest, a smaller state university in the midwest, and a…

Reaffirming the Role of Faculty in Academic Advising. Monograph Series, No. 1.

ERIC Educational Resources Information Center

Kramer, Gary L., Ed.

The six papers of this monograph discuss the role of faculty in campus academic advising programs in discussions of training, accountability, evaluation, and recognition and reward. The first paper, "Redefining Faculty Roles for Academic Advising" (Gary L. Kramer) defines three attributes of successful advising programs: as an integral component…

Human Resources Management in Educational Faculties of State Universities in Turkey

ERIC Educational Resources Information Center

Öztürk, Sevim

2016-01-01

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

The Growth of Part-Time Faculty: Economic and Quality Considerations.

ERIC Educational Resources Information Center

Overall, J. U.; Cooper, Terri L.

The question of whether students perceive full-time faculty as more effective than part-time faculty was studied near the end of each term during academic year 1979-80. Graduate business administration students at a comprehensive state university and a private research university evaluated the effectiveness of their courses and instructors.…

Report of the Working Group on Faculty Attraction and Retention.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

In July 2001, the Alberta Ministry of Learning established a working group to make recommendations on improving Alberta's ability to attract and retain faculty. This report presents the findings of this group's evaluation of the ability of the province's postsecondary institutions to attract and retain college faculty. The working group identified…