Nursing faculty roles in international service-learning projects.

PubMed

Kohlbry, Pamela; Daugherty, JoAnn

2013-01-01

The purpose of this article is to describe faculty roles related to the design and implementation of an international nursing service-learning project. The impetus for this project was the 2008 American Association of Colleges of Nursing (AACN) recommendations for using service-learning and immersion of students in diverse communities to improve nursing education in the area of cultural competency (American Association of Colleges of Nursing, 2008a). We define service-learning as a learning experience engaging students in meeting community needs in an international setting so as to offer a different perspective into community health practices and to promote cultural competency. Based on our experience with service-learning, we identified four faculty roles in developing these types of projects. We define these roles as initiator, collaborator, facilitator, and advocate. This article will discuss the application of these faculty roles in developing service-learning opportunities with students. Copyright © 2013 Elsevier Inc. All rights reserved.

Designing an orientation program for new faculty.

PubMed

Holyfield, Lavern J; Berry, Charles W

2008-12-01

The Faculty Development Committee (FDC) at Baylor College of Dentistry (BCD) is charged with providing programs and activities that facilitate the success of existing faculty in the constantly changing environment of academia. In response to concerns regarding the challenges wrought by current and projected shortages of dental faculty across the nation, the FDC was prompted to assess development opportunities available to BCD faculty. A professional development resource that we found deficient was a formal, comprehensive orientation program for newly hired faculty. To guide the efforts of the committee in developing this program, a survey was designed and administered during an annual faculty retreat. Respondents were new and junior faculty, senior faculty, and some administrators. The results of the survey to determine requirements for new faculty orientation became the basis for formalizing BCD's new faculty orientation program. This article provides an overview of the new faculty orientation process from design to program implementation and describes the development and use of a faculty survey to determine the fundamental elements of a faculty development program, identification of essential individuals for designing/implementing the program, and implementation of a new faculty orientation program at BCD.

A Faculty-Development Model for Transforming Introductory Biology and Ecology Courses

ERIC Educational Resources Information Center

D'Avanzo, Charlene; Anderson, Charles W.; Hartley, Laurel M.; Pelaez, Nancy

2012-01-01

The Diagnostic Question Cluster (DQC) project integrates education research and faculty development to articulate a model for the effective transformation of introductory biology and ecology teaching. Over three years, faculty members from a wide range of institutions used active teaching and DQCs, a type of concept inventory, as pre- and…

Promoting Critical Reflection: An Evaluation of the Longer-Term Impact of a Substantial Faculty Development Program

ERIC Educational Resources Information Center

Calkins, Susanna; Harris, Muveddet

2017-01-01

For many faculty, critical reflection on teaching and learning requires space and time that is not readily available. For fifteen years, we have run a substantial year-long faculty development program designed to help participants: (1) reflect critically on their teaching and their students' learning; and (2) develop a project related to their…

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

PubMed

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

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

Curriculum and Faculty Development for the Teaching of Academic Research Ethics.

ERIC Educational Resources Information Center

Stern, Judy E.; Elliott, Deni

This report summarizes a three-year project to design a graduate level course in ethics and scientific research at Dartmouth College (New Hampshire). The goals of the project were: (1) to train faculty to teach a course in research ethics, (2) to pilot-teach a graduate course in ethics and scientific research, and (3) to develop teaching materials…

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.

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…

Creating and sustaining an academic-practice Partnership Engagement Model.

PubMed

Schaffer, Marjorie A; Schoon, Patricia M; Brueshoff, Bonnie L

2017-11-01

Public health clinical educators and practicing public health nurses (PHNs) are experiencing challenges in creating meaningful clinical learning experiences for nursing students due to an increase in nursing programs and greater workload responsibilities for both nursing faculty and PHNs. The Henry Street Consortium (HSC), a collaborative group of PHNs and nursing faculty, conducted a project to identify best practices for public health nursing student clinical learning experiences. Project leaders surveyed HSC members about preferences for teaching-learning strategies, facilitated development of resources and tools to guide learning, organized faculty/PHN pilot teams to test resources and tools with students, and evaluated the pilot team experiences through two focus groups. The analysis of the outcomes of the partnership engagement project led to the development of the Partnership Engagement Model (PEM), which may be used by nursing faculty and their public health practice partners to guide building relationships and sustainable partnerships for educating nursing students. © 2017 Wiley Periodicals, Inc.

Use of a Clinical Pathologic Conference to Demonstrate Residents' ACGME Emergency Medicine Milestones, Aid in Faculty Development, and Increase Academic Output.

PubMed

Kane, Kathleen; Weaver, Kevin; Barr, Gavin; Quinn, Shawn; Goyke, Terrence; Smith, Amy; Yenser, Dawn; Kane, Bryan

2018-06-01

The Emergency Medicine Milestones Project, developed by the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Emergency Medicine, includes competence targets for residents to attain and, ultimately, to exceed American Osteopathic Association and ACGME expectations for residents. The authors sought to use the clinical pathologic conference (CPC) format in their institutions' Emergency Medicine Milestones Project to provide measurable residency academic and faculty development outcomes. The CPC is an event in which a resident presents an unknown case to a discussant in advance of a didactic session to demonstrate an organized approach and decision-making rationale to a differential diagnosis. Feedback forms included the assessment of resident discussants from the perspective of level-5 Milestone achievements in particular. Developing an internal CPC competition with a dedicated core faculty coordinator who provides skill development for both resident and faculty presentation has proven successful. Such a competition can document the level-5 achievements for senior residents, be a source of faculty development, and increase peer-reviewed academic output.

Transforming Roles: Canadian Academic Librarians Embedded in Faculty Research Projects

ERIC Educational Resources Information Center

Bedi, Shailoo; Waldie, Christine

2017-01-01

Academic librarians have always played an important role in providing research services and research-skills development to faculty in higher education. But that role is evolving to include the academic librarian as a unique and necessary research partner, practitioner, and participant in collaborative, grant-funded research projects. This article…

Comparison of Scientific Research Projects of Education Faculties

ERIC Educational Resources Information Center

Altunay, Esen; Tonbul, Yilmaz

2015-01-01

Many studies indicate that knowledge and knowledge production are the main predictors of social development, welfare and the ability to face the future with confidence. It could be argued that knowledge production is mainly carried out by universities. This study compares 1266 scientific research projects (SRPs) completed by faculties of education…

Supporting Junior Faculty through a Teaching Fellows Program.

ERIC Educational Resources Information Center

Austin, Ann E.

1992-01-01

The Lily Endowment Teaching Fellows Program supports the professional development of junior faculty through regular group meetings, individual projects, release time from teaching responsibilities, senior faculty mentors, and retreats and conferences. Positive impact is reported for teaching skills and attitudes, collegial contacts, perceived…

Faculty-Resident "Co-learning": A Longitudinal Exploration of an Innovative Model for Faculty Development in Quality Improvement.

PubMed

Wong, Brian M; Goldman, Joanne; Goguen, Jeannette M; Base, Christian; Rotteau, Leahora; Van Melle, Elaine; Kuper, Ayelet; Shojania, Kaveh G

2017-08-01

To examine the effectiveness of co-learning, wherein faculty and trainees learn together, as a novel approach for building quality improvement (QI) faculty capacity. From July 2012 through September 2015, the authors conducted 30 semistructured interviews with 23 faculty participants from the Co-Learning QI Curriculum of the Department of Medicine, Faculty of Medicine, University of Toronto, and collected descriptive data on faculty participation and resident evaluations of teaching effectiveness. Interviewees were from 13 subspecialty residency programs at their institution. Of the 56 faculty participants, the Co-Learning QI Curriculum trained 29 faculty mentors, 14 of whom taught formally. Faculty leads with an academic QI role, many of whom had prior QI training, reinforced their QI knowledge while also developing QI mentorship and teaching skills. Co-learning elements that contributed to QI teaching skills development included seeing first how the QI content is taught, learning through project mentorship, building experience longitudinally over time, a graded transition toward independent teaching, and a supportive program lead. Faculty with limited QI experience reported improved QI knowledge, skills, and project facilitation but were ambivalent about assuming a teacher role. Unplanned outcomes for both groups included QI teaching outside of the curriculum, applying QI principles to other work, networking, and strengthening one's QI professional role. The Co-Learning QI Curriculum was effective in improving faculty QI knowledge and skills and increased faculty capacity to teach and mentor QI. Findings suggest that a combination of curriculum and contextual factors were critical to realizing the curriculum's full potential.

The National Conference on Professional and Personal Renewal for Faculty (2nd, Atlanta, Georgia, April 13-15, 1989).

ERIC Educational Resources Information Center

Georgia Univ., Athens. Office of Instructional Development.

This document reports on the second of a projected series of conferences, for University of Georgia faculty, having the theme of "faculty renewal" (rather than the older "faculty development") as the major focus. Following a brief introduction, the proceedings open with the keynote speech, "Meeting the Challenge of…

Using Project-Based Learning in Writing an Educational Article: An Experience Report

ERIC Educational Resources Information Center

Hasani, Aceng; Hendrayana, Aan; Senjaya, Arip

2017-01-01

Writing skills of students in various faculties are competencies that need to be developed in accordance with the vision and purpose for the faculty itself. The Faculty of Education is a faculty which educates and writing skills to students from any department to have a sensitivity and a critical attitude toward education. This research employs…

Report of the Computer Assisted Instruction Project in the Faculty of Nursing at the University of Calgary.

ERIC Educational Resources Information Center

Hannah, Kathryn

Since August of 1976, the Faculty of Nursing at the University of Calgary has developed and implemented a four-phase computer assisted instruction (CAI) project. In Phase I, the pilot project to demonstrate effectiveness of CAI as an alternative teaching strategy in that setting has been completed and replication is on-going. In Phase II,…

uCollaborator: Framework for STEM Project Collaboration among Geographically-Dispersed Student/Faculty Teams

ERIC Educational Resources Information Center

Fiore, Stephen M.; Rodriguez, Walter E.; Carstens, Deborah S.

2012-01-01

This paper presents a framework for facilitating communication among STEM project teams that are geographically dispersed in synchronous or asynchronous online courses. The framework has been developed to: (a) improve how engineering and technology students and faculty work with collocated and geographically-dispersed teams; and (b) to connect the…

Improving Faculty Perceptions of and Intent to Use Simulation: An Intervention Project

ERIC Educational Resources Information Center

Tucker, Charles

2013-01-01

Human patient simulation is an innovative teaching strategy that can facilitate practice development and preparation for entry into today's healthcare environment for nursing students. Unfortunately, the use of human patient simulation has been limited due to the perceptions of nursing faculty members. This project sought to explore those…

Fostering Coherence in a University-Wide Humanities Program through a Comprehensive Faculty Development Project.

ERIC Educational Resources Information Center

Moseley, Merritt; Obergfell, Sandra

The goal of this year-long project was to foster coherence throughout the humanities program, an interdisciplinary, team-taught sequence of four required undergraduate courses. The humanities program has no faculty of its own, but draws instructors from existing departments throughout the university. Growth of the program has brought…

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures

PubMed Central

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MERLIN-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum. PMID:28293674

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures.

PubMed

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER LIN -database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum.

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

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

Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.

Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrativemore » curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and introduction to user facilities/equipment at BNL that are used for research in room-temperature semiconductor nuclear detectors, 2) presentations on advances on this project and on wide band-gap semiconductor nuclear detectors in general, and 3) graduate students' research presentations. - Invited speakers and lectures: This brings collaborating research scientist from BNL to give talks and lectures on topics directly related to the project. Attendance includes faculty members, researchers and students throughout the university. - Faculty-students team summer research at BNL: This DOE and National Science Foundation (NSF) program help train students and faculty members in research. Faculty members go on to establish research collaborations with scientists at BNL, develop and submit research proposals to funding agencies, transform research experience at BNL to establish and enhance reach capabilities at home institution, and integrate their research into teaching through class projects and hands-on training for students. The students go on to participate in research work at BNL and at home institution, co-author research papers for conferences and technical journals, and transform their experiences into developing senior and capstone projects. - Grant proposal development: Faculty members in the NERVE program collaborate with BNL scientists to develop proposals, which often help to get external funding needed to expand and sustain the continuity of research activities and supports for student's wages and scholarships (stipends, tuition and fees). - Faculty development and mentoring: The above collaboration activities help faculty professional development. The experiences, grants, joint publications in technical journals, and supervision of student's research, including thesis and dissertation research projects, contribute greatly to faculty development. Senior scientists at BNL and senior faculty members on campus jointly mentor junior faculty members to enhance their professional growth. - Graduate thesis and dissertation research: Brookhaven National Laboratory provides unique opportunities and outstanding research resources for the NERVE program graduate research. Scientists from BNL serve in master's degree thesis and PhD dissertation committees, where they play active roles in the supervision of the research. (authors)« less

Professional development in photonics: the advanced technology education projects of the New England Board of Education

NASA Astrophysics Data System (ADS)

Donnelly, Judith; Hanes, Fenna; Massa, Nicholas

2007-09-01

Since 1995, the New England Board of Education (NEBHE) has been providing curriculum and professional development as well as laboratory improvement in optics/photonics to middle school and high school teachers and college faculty across the United States. With funding from the National Science Foundation's Advanced Technology Education program, NEBHE's optics/photonics education projects have created a national network of educational and industry alliances resulting in opportunities in optics and photonics for students at participating schools and colleges. The cornerstone of NEBHE projects is collaboration among educational levels, career counselors and teachers/faculty, and industry and academia. In such a rich atmosphere of cooperation, participants have been encouraged to create their own regional projects and activities involving students from middle school through four-year universities. In this paper we will describe the evolution of teacher/faculty professional development from a traditional week-long summer workshop to a collaborative distance learning laboratory course based on adult learning principles and supported by a national network of industry mentors.

1967-1968 Project Reports by Faculty Members of San Joaquin Delta College: A Project under Title III, Higher Education Act of 1965.

ERIC Educational Resources Information Center

Bullard, Richard F., Ed.

These 17 curriculum studies by faculty members of San Joaquin Delta Junior College were funded under Title III of The Higher Education Act of 1965. They were intended to help initiate new courses, improve existing ones, or plan for future ones. Each project report gave its objective(s), the general methods for its development and completion, the…

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

NASA Astrophysics Data System (ADS)

Hunter, Jane

Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a truly valuable learning opportunity because those efforts were not perceived to be valuable and were rarely rewarded. Few formal professional development opportunities were available and few incentives were in place to encourage other informal efforts to develop the necessary skills. Those who committed significant effort to project teams were challenged by concerns about team composition, student accountability and assigning individual grades for group teamwork.

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…

Effective Collaboration in Teacher Education.

ERIC Educational Resources Information Center

Bennett, Roger V.; And Others

1992-01-01

Describes the collaboration between Bowling Green city schools and Bowling Green State University. Higher education faculty and K-12 teachers work in each other's classrooms to improve instruction, facilitate curriculum development, and enhance faculty development. The article describes partnership projects, elaborates one case study, and…

Funding anatomic pathology research: a retrospective analysis of an intramural funding mechanism.

PubMed

McDaniel, Andrew; Fullen, Douglas R; Cho, Kathleen R; Lucas, David R; Giordano, Thomas J; Greenson, Joel; Lieberman, Andrew P; Kunju, Lakshmi P; Myers, Jeffrey L; Roh, Michael H

2013-09-01

In 2006, the department of pathology at our institution established an intramural research funding mechanism to support anatomic pathology research projects for faculty and trainee development. A review committee consisting of faculty members with diverse academic interests evaluated applications; proposals were eligible for a maximum award amount of $30 000 per project with a maximum program cost of $150 000 annually. To report our experience based on a retrospective review of the research proposals submitted to the committee since the inception of the Anatomic Pathology Research Fund and evaluate the outcomes of the funded projects. We retrospectively analyzed all project applications that were received by the committee. Outcome data were collected by reviewing progress reports, abstracts for national and international meetings, PubMed search results, and/or direct communication with investigators. To date, a total of 59 individual projects have been awarded funding, for a total amount of $349 792, with an average award amount of $5381 per project. A total of 26 faculty members have secured funding for projects through this mechanism, and 27 resident and fellow trainees have been engaged in the funded projects. Spanning 11 subspecialty disciplines in anatomic pathology, 32 abstracts (54%) have been presented at national meetings and 26 (44%) have been published in the peer-reviewed literature to date. One project generated data used to secure an extramural (R01) grant. Our funding mechanism could serve as a model used by other academic departments to support research activities, thereby fostering faculty development through scholarly activities.

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

NASA Astrophysics Data System (ADS)

Hodges, Jeanelle Bland

1999-11-01

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

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.

Creating Networks through Interinstitutional Faculty Collaboration.

ERIC Educational Resources Information Center

Marino, Sarah R.

2002-01-01

Describes efforts by the consortium Associated Colleges of the Midwest to support interinstitutional faculty collaboration and development. Focuses on three programs: the Global Partners Project, an information literacy grant, and an academic collaboration grant. (EV)

A Systematic Approach to Faculty Development--Capability Improvement for Blended Learning

ERIC Educational Resources Information Center

Badawood, Ashraf; Steenkamp, Annette Lerine; Al-Werfalli, Daw

2013-01-01

Blended learning (BL) provides an efficient and effective instructional experience. However, adopting a BL approach poses some challenges to faculty; the most important obstacle found in this research is faculty's lack of knowledge regarding the use of technology in their teaching. This challenge prompted the research project focused on improving…

Faculty Perspectives on Effective Integration of Simulation into a Baccalaureate Nursing Curriculum

ERIC Educational Resources Information Center

Howell, Linda Jane

2017-01-01

Research shows that use of high fidelity simulation (HFS) as a teaching strategy requires extensive amounts of faculty time and financial resources for faculty development and equipment. This project study addressed the challenges encountered in the integration of HFS into a Midwestern metropolitan baccalaureate nursing program. The purpose of…

Characteristics of effective family medicine faculty development programs.

PubMed

Bland, C J; Stritter, F T

1988-01-01

Five federally funded family medicine faculty development programs were site visited from December 1985 to June 1986 to collect from experienced project directors, staff, and faculty their thoughts on training practices and future funding. The sites selected were the Faculty Development Center of Texas in Waco (McLennan County Medical Education and Research Foundation), the National Center for Faculty Development at the University of Miami, and programs at Michigan State University, the University of North Carolina-Chapel Hill, and Duke University. Since the late 1970s these programs have trained 259 fellows and 3,284 other participants. In total, $7,515,350 in federal dollars were spent. A variety of program formats and strategies were used to recruit faculty, and to prepare them in teaching, research, and other skill areas. Interviews (as well as phone conversations and letters) with key personnel at each site resulted in a summary of 30 critical elements identified for effective faculty development. Additionally, respondents made 11 specific recommendations to the Federal Faculty Development Grant Program that concern funding and future programs.

Practice Brief: Faculty Perspectives on Professional Development to Improve Efficacy when Teaching Students with Disabilities

ERIC Educational Resources Information Center

Park, Hye Jin; Roberts, Kelly D.; Stodden, Robert

2012-01-01

"Innovative and Sustainable Teaching Methods and Strategies" project staff provided professional development to instructional faculty to enhance their attitudes, knowledge, and skills in meeting the diverse needs of students with disabilities. This practice brief describes one of the professional development programs, delivered over the course of…

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

ERIC Educational Resources Information Center

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

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

Analysis of educational research at a medical faculty in Germany and suggestions for strategic development – a case study

PubMed Central

Prediger, Sarah; Harendza, Sigrid

2016-01-01

Background: Evidence-based medical education is playing an increasingly important role in the choice of didactic methods and the development of medical curricula and assessments. In Germany, a growing number of educational research projects has accompanied an ongoing change in the medical education process. The aim of this project was to assess medical education research activities at one medical faculty to develop procedural recommendations for the support and development of best evidence medical education. Methods: Using a newly developed online questionnaire, the 65 institutes and departments of the medical faculty of Hamburg University at Hamburg University Medical-Center (UKE) were asked to report their medical education research and service projects, medical education publications, medical education theses, financial support for educational projects, and supportive structures that they would consider helpful in the future. The data were grouped, and a SWOT analysis was performed. Results: In total, 60 scientists who were involved in 112 medical education research publications between 1998 and 2014 were identified at the UKE. Twenty-five of them had published at least one manuscript as first or last author. Thirty-three UKE institutions were involved in educational service or research projects at the time of the study, and 75.8% of them received internal or external funding. Regular educational research meetings and the acquisition of co-operation partners were mentioned most frequently as beneficial supportive structures for the future. Conclusion: An analysis to define the status quo of medical education research at a medical faculty seems to be a helpful first step for the development of a strategy and structure to further support researchers in medical education. PMID:27990467

Analysis of educational research at a medical faculty in Germany and suggestions for strategic development - a case study.

PubMed

Prediger, Sarah; Harendza, Sigrid

2016-01-01

Background: Evidence-based medical education is playing an increasingly important role in the choice of didactic methods and the development of medical curricula and assessments. In Germany, a growing number of educational research projects has accompanied an ongoing change in the medical education process. The aim of this project was to assess medical education research activities at one medical faculty to develop procedural recommendations for the support and development of best evidence medical education. Methods: Using a newly developed online questionnaire, the 65 institutes and departments of the medical faculty of Hamburg University at Hamburg University Medical-Center (UKE) were asked to report their medical education research and service projects, medical education publications, medical education theses, financial support for educational projects, and supportive structures that they would consider helpful in the future. The data were grouped, and a SWOT analysis was performed. Results: In total, 60 scientists who were involved in 112 medical education research publications between 1998 and 2014 were identified at the UKE. Twenty-five of them had published at least one manuscript as first or last author. Thirty-three UKE institutions were involved in educational service or research projects at the time of the study, and 75.8% of them received internal or external funding. Regular educational research meetings and the acquisition of co-operation partners were mentioned most frequently as beneficial supportive structures for the future. Conclusion: An analysis to define the status quo of medical education research at a medical faculty seems to be a helpful first step for the development of a strategy and structure to further support researchers in medical education.

The Undergraduate ALFALFA Team: A Model for Involving Undergraduates in Major Legacy Astronomy Research

NASA Astrophysics Data System (ADS)

Troischt, Parker; Koopmann, Rebecca A.; Haynes, Martha P.; Higdon, Sarah; Balonek, Thomas J.; Cannon, John M.; Coble, Kimberly A.; Craig, David; Durbala, Adriana; Finn, Rose; Hoffman, G. Lyle; Kornreich, David A.; Lebron, Mayra E.; Crone-Odekon, Mary; O'Donoghue, Aileen A.; Olowin, Ronald Paul; Pantoja, Carmen; Rosenberg, Jessica L.; Venkatesan, Aparna; Wilcots, Eric M.; Alfalfa Team

2015-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 19 institutions founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. The collaborative nature of the UAT allows faculty and students from a wide ​range of public and private colleges and especially those with small astronomy programs to develop scholarly collaborations. Components of the program include an annual undergraduate workshop at Arecibo Observatory, observing runs at Arecibo, computer infrastructure, summer and academic year research projects, and dissemination at national meetings (e.g., Alfvin et al., Martens et al., Sanders et al., this meeting). Through this model, faculty and students are learning how science is accomplished in a large collaboration while contributing to the scientific goals of a major legacy survey. In the 7 years of the program, 23 faculty and more than 220 undergraduate students have participated at a significant level. 40% of them have been women and members of underrepresented groups. Faculty, many of whom were new to the collaboration and had expertise in other fields, contribute their diverse sets of skills to ALFALFA ​related projects via observing, data reduction, collaborative research, and research with students. 142 undergraduate students have attended the annual workshops at Arecibo Observatory, interacting with faculty, graduate students, their peers, and Arecibo staff in lectures, group activities, tours, and observing runs. Team faculty have supervised 131 summer research projects and 94 academic year (e.g., senior thesis) projects. 62 students have traveled to Arecibo Observatory for observing runs and 46 have presented their results at national meetings. 93% of alumni are attending graduate school and/or pursuing a career in STEM. Half of those pursuing graduate degrees in Physics or Astronomy are women. This work has been supported by NSF grants AST-0724918/0902211, AST075267/0903394, AST0725380, and AST-1211005.

Evaluating the Effectiveness of POGIL-PCL Workshops

ERIC Educational Resources Information Center

Stegall, Stacy L.; Grushow, Alexander; Whitnell, Robert; Hunnicutt, Sally S.

2016-01-01

The POGIL-PCL (Process-Oriented Guided Inquiry Learning in the Physical Chemistry Laboratory) project has developed a series of workshops to introduce faculty to POGIL-PCL and to facilitate the development of new experiments. More than 60 faculty members from various institutions have attended these workshops. Workshop participants were surveyed…

Institutional Renewal: A Necessity for Survival.

ERIC Educational Resources Information Center

Stone, Gordon L.

A Professional Development Committee at Sault College of Applied Arts and Technology developed a renewal program to allow faculty members to upgrade their skills and abilities through participation in workshops, conferences, academic classes, and various off-campus work projects. Any faculty member desiring renewal funds was required to submit an…

Faculty Development through Cognitive Coaching

ERIC Educational Resources Information Center

Bair, Mary Antony

2017-01-01

This paper describes a faculty development project in which 12 teacher educators used the Cognitive Coaching model to engage in critical reflections about their teaching. Each identified an aspect of their teaching they wanted to improve and a colleague to serve as coach. Participants engaged in Cognitive Coaching cycles, consisting of planning…

Integrated learning through student goal development.

PubMed

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

Development of a Multi-Domain Assessment Tool for Quality Improvement Projects.

PubMed

Rosenbluth, Glenn; Burman, Natalie J; Ranji, Sumant R; Boscardin, Christy K

2017-08-01

Improving the quality of health care and education has become a mandate at all levels within the medical profession. While several published quality improvement (QI) assessment tools exist, all have limitations in addressing the range of QI projects undertaken by learners in undergraduate medical education, graduate medical education, and continuing medical education. We developed and validated a tool to assess QI projects with learner engagement across the educational continuum. After reviewing existing tools, we interviewed local faculty who taught QI to understand how learners were engaged and what these faculty wanted in an ideal assessment tool. We then developed a list of competencies associated with QI, established items linked to these competencies, revised the items using an iterative process, and collected validity evidence for the tool. The resulting Multi-Domain Assessment of Quality Improvement Projects (MAQIP) rating tool contains 9 items, with criteria that may be completely fulfilled, partially fulfilled, or not fulfilled. Interrater reliability was 0.77. Untrained local faculty were able to use the tool with minimal guidance. The MAQIP is a 9-item, user-friendly tool that can be used to assess QI projects at various stages and to provide formative and summative feedback to learners at all levels.

The College STAR Faculty Learning Community: Promoting Learning for All Students through Faculty Collaboration

ERIC Educational Resources Information Center

Hutson, Bryant; Downs, Holly

2015-01-01

This study describes the impact of the College Supporting Transition, Access and Retention (College STAR) project at a public university in the southeastern United States, which sought to develop faculty knowledge, skills and competencies to better meet the needs of diverse student populations, especially those with learning differences. A focus…

Establishing an Adjunct Faculty Professional Development Program for Delaware Technical Community College

ERIC Educational Resources Information Center

Mergner, Leslie A.

2013-01-01

Higher education is experiencing unprecedented change due to economic and demographic projections, largely focusing on the usage of adjunct faculty. No longer will community colleges be able to rely solely on full-time faculty to ensure that students persist to graduation. This executive position paper provides a proposed plan for a formalized…

Website Resources and Support for Two-Year College Geoscience Educators

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Macdonald, H.; Blodgett, R. H.; Manduca, C. A.; Maier, M.

2011-12-01

Geoscience faculty at two-year colleges (2YC) face a number of challenges, from the wide diversity of the student population to being isolated from other geoscience faculty. Several projects have developed web resources that address some of these issues by providing professional development, teaching materials, and opportunities to connect with their colleagues at other institutions. The Role of Two-Year Colleges in Geoscience Education and in Broadening Participation in the Geosciences project brought together 2YC faculty from across the country for a planning workshop to discuss these issues and propose strategies and mechanisms to strengthen the 2YC geoscience education community (http://serc.carleton.edu/geo2yc/index.html). The website now hosts more than 30 essays on the state of 2YC education, teaching activities, and course descriptions submitted by 2YC faculty as well as an email discussion list and other ways of networking and discussing important. One outcome of this work is that the National Association of Geoscience Teachers has created a division for 2YC faculty so that members can network with each other and discuss solutions to pressing issues. (http://nagt.org/nagt/divisions/2yc/index.html) The On the Cutting Edge program has an array of professional development resources available (http://serc.carleton.edu/NAGTWorkshops/). Over its decade of work, the program has developed resources on topics of interest to 2YC faculty including: teaching introductory courses, the affective domain, teaching with data, metacognition, online courses, teaching about hazards, and many others. There are also extensive collections of teaching activities and visualizations. In addition, the program continues to hold face-to-face and virtual professional development workshops and webinars that are accessible to 2YC faculty and can help them feel less isolated The Starting Point: Teaching Introductory Geoscience (http://serc.carleton.edu/introgeo) website is specifically aimed at all those teaching introductory classes, including two-year college faculty. This website includes information about a variety of teaching strategies (e.g., lecture tutorials, service learning, just-in-time teaching) and a set of geoscience teaching examples. This is valuable for faculty interested in new approaches to teaching or who want to see examples of activities they can adopt or adapt. The interdisciplinary project Two-year College Outreach Across the Disciplines (http://serc.carleton.edu/econ/2yc/disciplines/index.html) summarizes best practices in nine disciplines, including the geosciences. At a 2011 workshop, sponsored by Economics at Community Colleges, faculty compared notes on what has worked and what hasn't in terms of strengthening disciplinary and interdisciplinary education at 2YCs. (http://serc.carleton.edu/econ/2yc/index.html) These and other projects have developed resources for supporting and enhancing the efforts of two-year college faculty in the geosciences. A variety of these materials is available via the Teach the Earth portal at http://serc.carleton.edu/teachearth/.

A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program

ERIC Educational Resources Information Center

Weeks, Joseph A., Jr.

2014-01-01

This research project was a descriptive study which measured the differences between generation, learning style, modality of course delivery and learning outcomes of the education sessions for participants in the regional higher education institution's professional development program. This research study focused on the faculty development program…

2009 ESMD Space Grant Faculty Project Final Report

NASA Technical Reports Server (NTRS)

Murphy, Gloria; Ghanashyam, Joshi; Guo, Jiang; Conrad, James; Bandyopadhyay, Alak; Cross, William

2009-01-01

The Constellation Program is the medium by which we will maintain a presence in low Earth orbit, return to the moon for further exploration and develop procedures for Mars exploration. The foundation for its presence and success is built by the many individuals that have given of their time, talent and even lives to help propel the mission and objectives of NASA. The Exploration Systems Mission Directorate (ESMD) Faculty Fellows Program is a direct contributor to the success of directorate and Constellation Program objectives. It is through programs such as the ESMD Space Grant program that students are inspired and challenged to achieve the technological heights that will propel us to meet the goals and objectives of ESMD and the Constellation Program. It is through ESMD Space Grant programs that future NASA scientists, engineers, and mathematicians begin to dream of taking America to newer heights of space exploration. The ESMD Space Grant program is to be commended for taking the initiative to develop and implement programs that help solidify the mission of NASA. With the concerted efforts of the Kennedy Space Center educational staff, the 2009 ESMD Space Grant Summer Faculty Fellows Program allowed faculty to become more involved with NASA personnel relating to exploration topics for the senior design projects. The 2009 Project was specifically directed towards NASA's Strategic Educational Outcome 1. In-situ placement of Faculty Fellows at the NASA field Centers was essential; this allowed personal interactions with NASA scientists and engineers. In particular, this was critical to better understanding the NASA problems and begin developing a senior design effort to solve the problems. The Faculty Fellows are pleased that the ESMD Space Grant program is taking interest in developing the Senior Design courses at the university level. These courses are needed to help develop the NASA engineers and scientists of the very near future. It has been a pleasure to be part of the evaluation process to help ensure that these courses are developed in such a way that the students' educational objectives are maximized. Ultimately, with NASA-related content used as projects in the course, students will be exposed to space exploration concepts and issues while still in college. This will help to produce NASA engineers and scientists that are knowledgeable of space exploration. By the concerted efforts of these five senior design projects, NASA's ESMD Space Grant Project is making great strides at helping to develop talented engineers and scientists that will continue our exploration into space.

Collateral Opportunity for Increased Faculty Collaboration and Development through a Mentored Critical Thinking and Writing Exercise in a Dental School Curriculum

ERIC Educational Resources Information Center

Hoover, Terry E.; Lyon, Lucinda J.

2011-01-01

This essay examines the collateral benefits to faculty from a guided learning literature review project for students. We describe a 3-year continuum of project creation and refinement designed to foster critical thinking and writing for second year dental students at the University of the Pacific Arthur A. Dugoni School of Dentistry. We discuss…

On-line Resources for Teaching Sustainability

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Larsen, K.; Buhr, S. M.; Kirk, K. B.; Ledley, T. S.; Manduca, C. A.; Mogk, D. W.; Savina, M. E.; Tewksbury, B. J.

2012-12-01

Sustainability encompasses broad interdisciplinary topics such as climate change, agricultural food production, and water resource use that include both scientific and societal components. Today's students will need to learn how to address complex, interdisciplinary, sustainability-related challenges throughout their lives. To support faculty in teaching complex concepts in sustainability to undergraduates, the Science Education Resource Center (SERC) now provides integrated access to all resources on teaching sustainability developed by projects hosted on SERC websites. Drawing extensively from collections developed by On the Cutting Edge: Professional Development for Geoscience Faculty, InTeGrate: Interdisciplinary Teaching of Geoscience for a Sustainable Future, the Climate Literacy and Energy Awareness Network (CLEAN), as well as more than 10 smaller projects, these resources include browsable access to (1) over 120 course descriptions submitted by faculty that provide information about course goals, assessments, and syllabi used in teaching courses with a sustainability focus, (2) over 160 faculty-submitted descriptions of activities that can be used to incorporate and address sustainability concepts, and (3) more than 90 interdisciplinary essays that highlight how faculty incorporate sustainability concepts into their teaching. The Sustainability Portal additionally includes several collections of lessons focused on a central theme, such as carbon footprint exercises and materials for teaching about energy that incorporate quantitative skills. The Sustainability Portal provides access to information about incorporating sustainability issues into geoscience courses and examples of how these concepts can be taught for topics such as geology and human health, public policy and Earth science, complex systems, urban students and urban environments, energy, and climate change. A rich collection of innovative pedagogical approaches conducive to teaching about sustainability are presented in the portal, including service learning, campus-based learning, experience-based environmental projects, and teaching with an Earth systems approach. Faculty can find more information about how to get involved with sustainability projects through webinars, workshops, web page authoring, and other professional development opportunities via links to projects such as On the Cutting Edge, CLEAN, and InTeGrate. The Sustainability Portal also provides access to materials generated from previous workshops, featuring interdisciplinary visions for teaching sustainability to undergraduate students. The SERC portal for Teaching Sustainability can be found at the URL below.

Hamline/3M Project: Liaison for Curricular Change

NASA Astrophysics Data System (ADS)

Rundquist, Andy

2002-03-01

This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace: most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and culture competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars, self learning tools in data analysis, statistics and model building, a new course developed with assistance from 3M personnel focussing on topics directly related to technological industries, high performance team problem solving training/coaching for faculty and workshops for students and faculty relative to importance of cultural competencies in the workplace, and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported.

High school peer tutors teach MedlinePlus: a model for Hispanic outreach*

PubMed Central

Warner, Debra G.; Olney, Cynthia A.; Wood, Fred B.; Hansen, Lucille; Bowden, Virginia M.

2005-01-01

Objectives: The objective was to introduce the MedlinePlus Website to the predominantly Hispanic residents of the Lower Rio Grande Valley region of Texas by partnering with a health professions magnet high school (known as Med High). Methods: Community assessment was used in the planning stages and included pre-project focus groups with students and teachers. Outreach methods included peer tutor selection, train-the-trainer sessions, school and community outreach, and pre- and posttests of MedlinePlus training sessions. Evaluation methods included Web statistics; end-of-project interviews; focus groups with students, faculty, and librarians; and end-of-project surveys of students and faculty. Results: Four peer tutors reached more than 2,000 people during the project year. Students and faculty found MedlinePlus to be a useful resource. Faculty and librarians developed new or revised teaching methods incorporating MedlinePlus. The project enhanced the role of school librarians as agents of change at Med High. The project continues on a self-sustaining basis. Conclusions: Using peer tutors is an effective way to educate high school students about health information resources and, through the students, to reach families and community members. PMID:15858628

Designing Undergraduate Research Experiences: A Multiplicity of Options

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2001-12-01

Research experiences for undergraduate students can serve many goals including: developing student understanding of the process of science; providing opportunities for students to develop professional skills or test career plans; completing publishable research; enabling faculty professional development; or enhancing the visibility of a science program. The large range of choices made in the design of an undergraduate research program or opportunity must reflect the goals of the program, the needs and abilities of the students and faculty, and the available resources including both time and money. Effective program design, execution, and evaluation can all be enhanced if the goals of the program are clearly articulated. Student research experiences can be divided into four components: 1) defining the research problem; 2) developing the research plan or experiment design; 3) collecting and interpreting data, and 4) communicating results. In each of these components, the program can be structured in a wide variety of ways and students can be given more or less guidance or freedom. While a feeling of ownership of the research project appears to be very important, examples of successful projects displaying a wide range of design decisions are available. Work with the Keck Geology Consortium suggests that four strategies can enhance the likelihood of successful student experiences: 1) students are well-prepared for research experience (project design must match student preparation); 2) timelines and events are structured to move students through intermediate goals to project completion; 3) support for the emotional, financial, academic and technical challenges of a research project is in place; 4) strong communications between students and faculty set clear expectations and enable mid-course corrections in the program or project design. Creating a research culture for the participants or embedding a project in an existing research culture can also assist students in completing a successful research experience. Outstanding undergraduate research experiences can take place in a wide variety of settings and serve a wide variety of student and faculty needs if projects are designed with these goals in mind.

Seven Faculties in Search of a Mission: A Proposed Interdisciplinary Course on Water Literacy

ERIC Educational Resources Information Center

Sherchan, Samendra; Pasha, Fayzul; Weinman, Beth; Nelson, Fred L.; Sharma, Florence C.; Therkelsen, Jes; Drexler, David

2016-01-01

In this article we will describe the development of an interdisciplinary general education course focusing on water. As part of a faculty cohort charged with teaching and studying this topic, we considered a number of projects, including community outreach, teacher professional development, and collaborative research. We decided on an…

Online Training Impact on Adjunct Faculty Compliance and Satisfaction with Professional Development

ERIC Educational Resources Information Center

Pete, Elizabeth

2016-01-01

The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional…

ChemEd Bridges: Building Bridges between Two-Year College Chemistry Faculty and the National Chemical Education Community

ERIC Educational Resources Information Center

Ungar, Harry; Brown, David R.

2010-01-01

ChemEd Bridges is an NSF-funded project that provides career and professional development opportunities for chemistry faculty members who teach at two-year colleges (2YCs). We broaden the interests and the horizons of these faculty members by building bridges between them and the broader community of chemical educators. In particular, we have…

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

PubMed

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

2002-10-01

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

Findings from a mixed-methods study of an interprofessional faculty development program.

PubMed

Abu-Rish Blakeney, Erin; Pfeifle, Andrea; Jones, Mandy; Hall, Leslie Walter; Zierler, Brenda K

2016-01-01

Forty faculty members from eight schools participated in a year-long National Faculty Development Program (NFDP) conducted in 2012-2013, aimed at developing faculty knowledge and skills for interprofessional education (IPE). The NFDP included two live conferences. Between conferences, faculty teams implemented self-selected IPE projects at their home institutions and participated in coaching and peer-support conference calls. This paper describes program outcomes. A mixed methods approach was adopted. Data were gathered through online surveys and semi-structured interviews. The study explored whether faculty were satisfied with the program, believed the program was effective in developing knowledge and skills in designing, implementing, and evaluating IPE, and planned to continue newly-implemented IPE and faculty development (FD). Peer support and networking were two of the greatest perceived benefits. Further, this multi-institutional program appears to have facilitated early organizational change by bringing greater contextual understanding to assumptions made at the local level that in turn could influence hidden curricula and networking. These findings may guide program planning for future FD to support IPE.

Cornell University Libraries. A Final Report from the Public Services Research Projects. Appropriate Public Services for Agricultural Research Faculty. One of a Series of Self-Studies and Research Projects.

ERIC Educational Resources Information Center

Olsen, Jan Kennedy; And Others

This paper reports a self-study undertaken at Cornell University's Albert R. Mann Library to explore appropriate public services for an agricultural research faculty. The study took place over a 22-month period and involved a literature review, development of a questionnaire, administration of the questionnaire, an experimental period of…

An Action Resarch Proposal: Identifying and Addressing Problems Related to RACC's Writing Laboratory. Title III Curriculum Enrichment Activity: Faculty Development Project. Final Report.

ERIC Educational Resources Information Center

Horner, Annette; Jacobson, Karen H.

An action research project was undertaken to understand how the Writing Laboratory at Reading Area Community College (RACC) defines and accomplishes its work, what faculty and students expect of the lab, and how they make use of it. The investigation sought to foster discussion and reflection on the appropriate role and staffing of a college…

2008 ESMD Space Grant Faculty Project

NASA Technical Reports Server (NTRS)

Murphy, Gloria; Conrad, James; Guo, Jiang; Lackey, Ellen; Lambright, Jonathan; Misra, Prabhakar; Prasad, Nadipuram; Radcliff, Roger; Selby, Gregory; Wersinger, Jean-Marie;

Social Media and Mentoring in Biomedical Research Faculty Development.

PubMed

Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

2014-09-01

To determine how effective and collegial mentoring in biomedical research faculty development may be implemented and facilitated through social media. The authors reviewed the literature for objectives, concerns, and limitations of career development for junior research faculty. They tabularized these as developmental goals, and aligned them with relevant social media strengths and capabilities facilitated through traditional and/or peer mentoring. The authors derived a model in which social media is leveraged to achieve developmental goals reflected in independent and shared projects, and in the creation and expansion of support and research networks. Social media may be successfully leveraged and applied in achieving developmental goals for biomedical research faculty, and potentially for those in other fields and disciplines.

Climate Science across the Liberal Arts Curriculum at Gustavus Adolphus College

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

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.

Case Studies in Application of System Engineering Practices to Capstone Projects

NASA Technical Reports Server (NTRS)

Murphy, Gloria; vanSusante, Paul; Carmen, Christina; Morris, Tommy; Schmidt, Peter; Zalewski, Janusz

2011-01-01

The Exploration Systems Mission Directorate (ESMD) of the National Aeronautics and Space Administration (NASA) sponsors a faculty fellowship program that engages researchers with interests aligned with current ESMD development programs. The faculty-members are committed to run a capstone senior design project based- on the materials and experience gained during the fellowship. For the 2010 - 2011 academic year, 5 projects were approved. These projects are in the areas of mechanical and electrical hardware design and optimization, fault prediction and extra planetary civil site preparation. This work summarizes the projects, describes the student teams performing the work, and comments on the integration of Systems Engineering principles into the projects, as well as the affected course curriculums.

The Junior Faculty Laboratory: An Innovative Model of Peer Mentoring

PubMed Central

Johnson, Kimberly S.; Hastings, S. Nicole; Purser, Jama L; Whitson, Heather E

2013-01-01

Mentoring in academic medicine has been shown to contribute to the success of junior faculty, resulting in increased productivity, career satisfaction, and opportunities for networking. Although traditional dyadic mentoring, involving one senior faculty member and one junior protégé, is the dominant model for mentoring in the academic environment, there is increasing recognition that the sharing of knowledge, skills, and experiences among peers may also contribute to the career development of junior faculty. The authors describe the structure, activities, and outcomes of the Junior Faculty Laboratory (JFL), a self-organized, flexible, and dynamic peer mentoring model within the Duke University Center for the Study of Aging and Human Development. As an innovative mentoring model, JFL is entirely peer-driven and its activities are determined by the real-time needs of members. In contrast to some other peer mentoring models, JFL lacks senior faculty input or a structured curriculum, members are multidisciplinary, meeting times are project-driven rather than preset, and participation in collaborative projects is optional based on the interests and needs of group members. Additionally, JFL was not formed as a substitute for, but as a complement to the dyadic mentoring relationships enjoyed by its members. The model, now in its fifth year, has demonstrated success and sustainability. The authors present the JFL as an innovative, mentoring model that can be reproduced by other junior faculty seeking to foster collegial relationships with peers while simultaneously enhancing their career development. PMID:22030756

The Junior Faculty Laboratory: an innovative model of peer mentoring.

PubMed

Johnson, Kimberly S; Hastings, S Nicole; Purser, Jama L; Whitson, Heather E

2011-12-01

Mentoring in academic medicine has been shown to contribute to the success of junior faculty, resulting in increased productivity, career satisfaction, and opportunities for networking. Although traditional dyadic mentoring, involving one senior faculty member and one junior protégé, is the dominant model for mentoring in the academic environment, there is increasing recognition that the sharing of knowledge, skills, and experiences among peers may also contribute to the career development of junior faculty. The authors describe the structure, activities, and outcomes of the Junior Faculty Laboratory (JFL), a self-organized, flexible, and dynamic peer-mentoring model within the Duke University Center for the Study of Aging and Human Development. As an innovative mentoring model, JFL is entirely peer driven, and its activities are determined by the real-time needs of members. In contrast to some other peer-mentoring models, JFL lacks senior faculty input or a structured curriculum, members are multidisciplinary, meeting times are project driven rather than preset, and participation in collaborative projects is optional based on the interests and needs of group members. Additionally, JFL was not formed as a substitute for, but as a complement to, the dyadic mentoring relationships enjoyed by its members. The model, now in its fifth year, has demonstrated success and sustainability. The authors present the JFL as an innovative, mentoring model that can be reproduced by other junior faculty seeking to foster collegial relationships with peers while simultaneously enhancing their career development.

Research reports: The 1980 NASA/ASEE Summer Faculty Fellowship Program. [aeronautical research and development

NASA Technical Reports Server (NTRS)

Barfield, B. F. (Editor); Kent, M. I. (Editor); Dozier, J. (Editor); Karr, G. (Editor)

1980-01-01

The Summer Faculty Fellowship Research Program objectives are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants and institutions; and to contribute to the research objectives at the NASA centers. The Faculty Fellows engaged in research projects commensurate with their interests and background and worked in collaboration with a NASA/MSFC colleague.

A Statewide Faculty Development Program for Community College Associate Degree and Other Nursing Educators. Final Report.

ERIC Educational Resources Information Center

Roush, Robert E.; And Others

This final report describes a Texas educational improvement project designed to: (1) increase the amount of geriatric content in the curricula of community college associate degree nursing (ADN) programs; (2) further the development of baccalaureate nursing faculty in a Historically Black College/University (HBCU); and (3) facilitate other Texas…

Faculty Assessment Project for Colleges of Osteopathic Medicine. Final Report, Covers Period of Performance During September 26, 1977-October 25, 1978. Volumes 1, 2, and 3.

ERIC Educational Resources Information Center

American Association of Colleges of Osteopathic Medicine, Washington, DC.

The three volume report includes (1) an executive summary; (2) a comprehensive report reviewing the literature on current faculty development needs in schools of osteopathic medicine; and (3) a volume of resource materials. The study gauges the formal organizational and programmatic factors that influence the success of faculty development…

Advancing Heliophysics and Space Weather Research with Student Internships and Faculty Development

NASA Astrophysics Data System (ADS)

Johnson, L. P.; Ng, C.; Marchese, P.; Austin, S. A.; Frost, J.; Cheung, T. K.; Tremberger, G.; Robbins, I.; Carlson, B. E.; Paglione, T.; Damas, C.; Steiner, J. C.; Rudolph, E.; Lewis, E.; Ford, K. S.; Cline, T.

2011-12-01

Expanding research capability in Heliophysics and Space Weather is the major focus of a collaboration between the City University of New York (CUNY) and NASA Goddard Space Fight Center (GSFC). The Heliophysics Education Consortium has a two-pronged approach centered on undergraduate research and faculty development. Summer 2011 student research projects include: Comparison of Fast Propagating Solar Waves and Slow Kelvin-Helmholtz Waves captured by SDO; Brightness Fluctuation of March 8, 2011 Eruption with Magnetic Rope Structure Measured by SDO; Investigation of Sunspot Regions, Coronal Mass Ejections and Solar Flares; An Integration and Testing Methodology for a Microsatellite; Comparative Analysis of Attitude Control Systems for Microsatellites; Spectral Analysis of Aerosols in Jupiter's Atmosphere Using HST Data; Alternative Sources of 5 GHz and 15 GHz Emissions in Active Galactic Nuclei; Probing Starburst-Driven Superwinds; Asteroid Astrometry; and Optimize an Electrostatic Deflection Element on PIXIES (Plasma Ion Experiment - Ion and Electron Sensor) for a CUNY student at GSFC. Faculty development workshops were conducted by Space Weather Action Center scientists. These workshops included a faculty development session at the CUNY Graduate Center and high school teachers professional development series at Queensborough Community College. The project is supported by NASA award NNX10AE72G.

A pediatric residency research requirement to improve collaborative resident and faculty publication productivity.

PubMed

Kurahara, David K; Kogachi, Kaitlin; Yamane, Maya; Ly, Catherine L; Foster, Jennifer H; Masaki-Tesoro, Traci; Murai, Daniel; Rudoy, Raul

2012-08-01

Involvement in a research project can teach training physicians about the scientific process involved in medicine. For this reason, the University of Hawai'i pediatrics department developed a Residency Research Requirement and Program (RRRP) in 2001. We studied a 14-year time period before and after the RRRP was initiated, and found a greater then ten-fold increase in resident publications and faculty involvement in these projects. Many of these manuscripts were the result of resident collaboration and this also increased significantly. The residents who later went into fellowship training were found to be more likely to publish their work. An RRRP encourages residents and faculty to become involved in research publications and other scholarly activities. Its development may help to motivate training physicians to learn important research skills.

Introducing computer-assisted training sessions in the clinical skills lab at the Faculty of Medicine, Suez Canal University.

PubMed

Hosny, Somaya; Mishriky, Adel M; Youssef, Mirella

2008-01-01

The Faculty of Medicine, Suez Canal University clinical skills lab was established in 1981 as the first skills lab in Egypt to cope with innovation in medical education adopted since school inauguration in 1978. Students are trained using their peers or models. Training is done weekly, guided by checklists tested for validity and reliability and updated regularly. Students receive immediate feedback on their performance. Recently, the number of students has increased, leading to challenges in providing adequate supervision and training experiences. A project to design and implement a computer-assisted training (CAT) system seemed to be a plausible solution. To assess the quality of a newly developed CAT product, faculty and students' satisfaction with it, and its impact on the learning process. The project involved preparation of multimedia video-films with a web interface for links of different scientific materials. The project was implemented on second year students. A quality check was done to assess the product's scientific content, and technical quality using questionnaires filled by 84 faculty members (139 filled forms) and 175 students (924 filled forms). For assessment of impact, results of examinations after project implementation were compared with results of 2nd year students of previous 3 years. More faculty (96.3%) were satisfied with the product and considered its quality good to excellent, compared to 93.9% of students, p < 0.001. Most faculty (76.2%) have agreed on its suitability for self-learning, while most students considered the product would be suitable after modification. The percentage of students' failures was lower after project implementation, compared to previous 3 years, p < 0.05. CAT materials developed for training of second year students in skills lab proved to be of good scientific content and quality, and suitable for self-learning. Their use was associated with lower failure rates among students. A randomized trial is recommended to ascertain the effectiveness of its application.

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.

Implementing Projects in Calculus on a Large Scale at the University of South Florida

ERIC Educational Resources Information Center

Fox, Gordon A.; Campbell, Scott; Grinshpan, Arcadii; Xu, Xiaoying; Holcomb, John; Bénéteau, Catherine; Lewis, Jennifer E.; Ramachandran, Kandethody

2017-01-01

This paper describes the development of a program of project-based learning in Calculus courses at a large urban research university. In this program, students developed research projects in consultation with a faculty advisor in their major, and supervised by their calculus instructors. Students wrote up their projects in a prescribed format…

The Doktabörse - an innovative online platform for research projects at the medical faculty of the LMU Munich.

PubMed

Nicolai, Leo; Gradel, Maximilian; Antón, Sofia; Pander, Tanja; Kalb, Anke; Köhler, Lisa; Fischer, Martin R; Dimitriadis, Konstantinos; von der Borch, Philip

2017-01-01

Introduction: One of the most important extracurricular aspects of medical studies in Germany is a research thesis completed by most students. This research project often times conveys relevant competencies for the physician's role as scientist. Nevertheless, the choice of the right project remains a challenge. Reasons for this are among others, missing structures for a comprehensive overview of research groups and their respective projects. Description of the project: We developed the online platform Doktabörse as an online marketplace for doctoral research projects. The platform enables authorized researchers to create working groups and upload, deactivate and change research projects within their institute. For interested students, a front end with integrated search function displays these projects in a structured and well-arranged way. In parallel, the Doktabörse provides for a comprehensive overview of research at the medical faculty. We evaluated Researchers' and students' use of the platform. Results: 96,6% of students participating in the evaluation (n=400) were in favor of a centralized research platform at the medical faculty. The platform grew at a steady pace and included 120 research groups in June 2016. The students appreciated the structure and design of the Doktabörse. Two thirds of all uploaded projects matched successfully with doctoral students via the platform and over 94% of researchers stated that they did not need technical assistance with uploading projects and handling the platform. Discussion : The Doktabörse represents an innovative and well accepted platform for doctoral research projects. The platform is perceived positively by researchers and students alike. However, students criticized limited extent and timeliness of offered projects. In addition, the platform serves as databank of research at the medical faculty of the LMU Munich. The future potential of this platform is to provide for an integrated management solution of doctoral thesis projects, possibly beyond the medical field and faculty.

Giraffe, a Computer Assisted Instruction Programme.

ERIC Educational Resources Information Center

Boekhorst, Albert K.; Groot, Tineke

In 1989 a two year collaborative project, CAI (Computer Assisted Instruction) & Humanities, was initiated between the Faculty of Arts and IBM Netherlands during which General Information Retrieval All Faculties For Bibliographic Education (GIRAFFE), a program for the retrieval of information on general bibliographies, was developed. The…

Creating the Future: Changing Culture Through Leadership Capacity Development

NASA Astrophysics Data System (ADS)

Lefoe, Geraldine

Leadership for change is key to universities finding new ways to meet the needs of their future students. This chapter describes an innovative framework for leadership capacity development which has been implemented in a number of Australian universities. The framework, underpinned by a distributive approach to leadership, prepares a new generation of leaders for formal positions of leadership in all aspects of teaching and learning. The faculty scholars implemented projects, including a number of them using innovative technologies, to establish strategic change within their faculties. They shared their outcomes annually through national roundtables, which focussed on methods for improving assessment practice. Five critical factors for success are discussed including implemenation of strategic faculty-based projects; formal leadership training and related activities; opportunities for dialog about leadership practice and experiences; and activities that expanded current professional networks. The model can be adapted to have a specific focus on leadership for e-Learning, and some examples of faculty based strategic initiatives are described.

Hamline/3M Corp. Project: Liason for Curricular Change*

NASA Astrophysics Data System (ADS)

Artz, Jerry L.

2002-04-01

This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace; most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and cultural competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars; self learning tools in data analysis, statistics and model building; a new course developed with assistance from 3M personnel focusing on topics directly related to technological industries; high performance team problem solving training/coaching for faculty; workshops for students and faculty relative to importance of cultural competencies in the workplace; and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported. *Thanks to: NSF GOALI CHE-99010782

ESMD Space Grant Faculty Report

NASA Technical Reports Server (NTRS)

Guo, Jiang; Whitmore, Stephen; Radcliff, Roger; Misra, Prabhakar; Prasad, Nadipuram; Conrad, James; Lackey, Ellen; Selby, Gregory; Wersinger, Jean-Marie; Lambright, Jonathan

2008-01-01

The strength of the Exploration Systems Mission Directorate ESMD Faculty Project lies in its ability to meet National Aeronautics Space Administration NASA's Strategic Educational Outcome 1 by developing a sustainable and long-term integration of student involvement at academic institutions with all NASA Centers. This outcome is achieved by a three-fold approach: 1) by collecting Senior Design projects pertaining to Constellation work performed at each of the ten NASA Centers, 2) by engaging students at Minority Serving Institutions in the art of systems engineering and systems design of technologies required for space exploration, and 3) by identifying potential internships at each Center relative to exploration that provide students who are supported by their institutional Space Grant to engage in on-going mission-level and explorative systems designs. The objectives of the ESMD Faculty Project are to: 1. Aid the Centers (both Education Offices and associated technical organizations) in providing relevant opportunities for the ESMD Space Grant Program to support student and faculty in Senior Design projects 2. Enable better matches between the ESMD work required and what the Space Grant Consortia can do to effectively contribute to NASA programs 3. Provide the Space Grant Consortia an opportunity to strengthen relations with the NASA Centers 4. Develop better collective understanding of the U.S. Space Exploration Policy by the Center, Space Grant, faculty, Education Office, and students 5. Enable Space Grant institution faculty to better prepare their students to meet current and future NASA needs 6. Enable the Center Education Offices to strengthen their ties to their technical organizations and Space Grant Consortia 7. Aid KSC in gaining a greater and more detailed understanding of each of the Center activities Senior Design projects are intended to stimulate undergraduate students on current NASA activities related to lunar, Mars, and other planetary missions and to bring out innovative and novel ideas that can be used to complement those currently under development at respective NASA Centers. Additionally, such academic involvement would better the prospects for graduating seniors to pursue graduate studies and to seek careers in the space industry with a strong sense for systems engineering and understanding of design concepts. Internships, on the other hand, are intended to provide hands-on experience to students by engaging them in diverse state-of-the-art technology development, prototype bread-boarding, computer modeling and simulations, hardware and software testing, and other activities that provide students a strong perspective of NASA's vision and mission in enhancing the knowledge of Earth and space planetary sciences. Ten faculty members, each from a Space Grant Consortium-affiliated university, worked at ten NASA Centers for five weeks between June 2 and July 3, 2008. The project objectives listed above were achieved. In addition to collecting data on Senior Design ideas and identifying possible internships that would benefit NASA/ESMD, the faculty fellows promoted and collected data when required for other ESMD-funded programs and helped the Center's Education Office, as,needed. 4

Social Media and Mentoring in Biomedical Research Faculty Development

PubMed Central

Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

2015-01-01

Purpose To determine how effective and collegial mentoring in biomedical research faculty development may be implemented and facilitated through social media. Method The authors reviewed the literature for objectives, concerns, and limitations of career development for junior research faculty. They tabularized these as developmental goals, and aligned them with relevant social media strengths and capabilities facilitated through traditional and/or peer mentoring. Results The authors derived a model in which social media is leveraged to achieve developmental goals reflected in independent and shared projects, and in the creation and expansion of support and research networks. Conclusions Social media may be successfully leveraged and applied in achieving developmental goals for biomedical research faculty, and potentially for those in other fields and disciplines. PMID:26120494

A Statewide Faculty Development Program for Undergraduate Social Work Educators in Eldercare. Final Report.

ERIC Educational Resources Information Center

Texas Consortium of Geriatric Education Centers, Houston.

The goal of the faculty development program that formed the basis of this project was to provide more social workers trained in working effectively with the elderly. Demographics indicate that the number of elderly, including frail elderly, will increase, and the need for social workers in this area already exceeds the available supply. Objectives…

One More Time: Transforming the Curriculum across the Disciplines through Technology-Based Faculty Development and Writing-Intensive Course Redesign

ERIC Educational Resources Information Center

Shea, Kelly A.; Balkun, Mary McAleer; Nolan, Susan A.; Saccoman, John T.; Wright, Joyce

2006-01-01

This article describes a writing-across-the-curriculum project that was born of one university's commitment to writing and ubiquitous computing. Faculty members across the disciplines, seeing an opportunity to re-introduce WAC on its campus through a curriculum development initiative funded out of an internal teaching, learning, and technology…

The APA/HRSA Faculty Development Scholars Program: introduction to the supplement.

PubMed

Osborn, Lucy M; Roberts, Kenneth B; Greenberg, Larrie; DeWitt, Tom; Devries, Jeffrey M; Wilson, Modena; Simpson, Deborah E

2004-01-01

The purpose of this project was to improve pediatric primary care medical education by providing faculty development for full-time and community-based faculty who teach general pediatrics to medical students and/or residents in ambulatory pediatric community-based settings. Funding for the program came through an interagency agreement with the Health Resources and Services Administration (HRSA) and the Agency for Healthcare Research and Quality (AHRQ). A train-the-trainer model was used to train 112 scholars who could teach skills to general pediatric faculty across the nation. The three scholar groups focused on community-based ambulatory teaching; educational scholarship; and executive leadership. Scholars felt well prepared to deliver faculty development programs in their home institutions and regions. They presented 599 workshops to 7989 participants during the course of the contract. More than 50% of scholars assumed positions of leadership, and most reported increased support for medical education in their local and regional environments. This national pediatric faculty development program pioneered in the development of a new training model and should guide training of new scholars and advanced and continuing training for those who complete a basic program.

The Robert Wood Johnson Foundation Nurse Faculty Scholars Program: An opportunity for junior nurse faculty

PubMed Central

Coffman, Maren J.; Goodman, Janice H.; Thomas, Tami L.; Roberson, Donna

2014-01-01

The Robert Wood Johnson Foundation Nurse Faculty Scholars program provides promising junior faculty extramural funding, expert mentoring, and the training needed to be successful in the academic role. The Nurse Faculty Scholars program, which admitted its first cohort in 2008, is designed to address the nursing faculty shortage by enhancing leadership, educational, and research skills in junior nursing faculty. This article provides an overview of the program, its purpose, and its eligibility requirements. The authors give strategies for selecting mentors, developing the written application, and preparing for an oral interview. Finally, the authors provide an analysis of funded institutions, research design and methods from current and recently funded projects, and rank and positions held by nursing mentors. PMID:22818282

Engaging Sharp-Leadenhall: An Interdisciplinary Faculty Collaboration in Service-Learning

ERIC Educational Resources Information Center

Falk, Audrey; Durington, Matthew; Lankford, Elsa

2012-01-01

This article reports on an interdisciplinary collaboration in the context of service-learning. Faculty members from the disciplines of family studies, anthropology, and media production worked collaboratively to develop and implement service-learning projects involving their classes and Sharp-Leadenhall, one of the oldest historically…

Leadership Succession Management in a University Health Faculty

ERIC Educational Resources Information Center

McMurray, Anne M.; Henly, Debra; Chaboyer, Wendy; Clapton, Jayne; Lizzio, Alf; Teml, Martin

2012-01-01

We report on a succession planning pilot project in an Australian university health faculty. The programme aimed to enhance organisational stability and develop leadership capacity in middle level academics. Six monthly sessions addressed university and general leadership topics, communication, decision-making, working with change, self-management…

Procedures for Developing an Inservice Industry/Education Exchange Program: Planning and Implementation Guide.

ERIC Educational Resources Information Center

Adams, Keith K.; Whiteman, Richard E.

This report describes an in-service industry exchange project conducted by Cerritos College during which five faculty members returned to the work place to update their skills and gather information useful in curriculum development. First, the project's objectives are delineated, covering: (1) formation of the Project Advisory Committee and…

Instituting systems-based practice and practice-based learning and improvement: a curriculum of inquiry.

PubMed

Wilper, Andrew P; Smith, Curtis Scott; Weppner, William

2013-09-16

The Accreditation Council for Graduate Medical Education (ACGME) requires that training programs integrate system-based practice (SBP) and practice-based learning and improvement (PBLI) into internal medicine residency curricula. CONTEXT AND SETTING: We instituted a seminar series and year-long-mentored curriculum designed to engage internal medicine residents in these competencies. Residents participate in a seminar series that includes assigned reading and structured discussion with faculty who assist in the development of quality improvement or research projects. Residents pursue projects over the remainder of the year. Monthly works in progress meetings, protected time for inquiry, and continued faculty mentorship guide the residents in their project development. Trainees present their work at hospital-wide grand rounds at the end of the academic year. We performed a survey of residents to assess their self-reported knowledge, attitudes and skills in SBP and PBLI. In addition, blinded faculty scored projects for appropriateness, impact, and feasibility. We measured resident self-reported knowledge, attitudes, and skills at the end of the academic year. We found evidence that participants improved their understanding of the context in which they were practicing, and that their ability to engage in quality improvement projects increased. Blinded faculty reviewers favorably ranked the projects' feasibility, impact, and appropriateness. The 'Curriculum of Inquiry' generated 11 quality improvement and research projects during the study period. Barriers to the ongoing work include a limited supply of mentors and delays due to Institutional Review Board approval. Hospital leadership recognizes the importance of the curriculum, and our accreditation manager now cites our ongoing work. A structured residency-based curriculum facilitates resident demonstration of SBP and practice-based learning and improvement. Residents gain knowledge and skills though this enterprise and hospitals gain access to trainees who help to solve ongoing problems and meet accreditation requirements.

A web-based online collaboration platform for formulating engineering design projects

NASA Astrophysics Data System (ADS)

Varikuti, Sainath

Effective communication and collaboration among students, faculty and industrial sponsors play a vital role while formulating and solving engineering design projects. With the advent in the web technology, online platforms and systems have been proposed to facilitate interactions and collaboration among different stakeholders in the context of senior design projects. However, there are noticeable gaps in the literature with respect to understanding the effects of online collaboration platforms for formulating engineering design projects. Most of the existing literature is focused on exploring the utility of online platforms on activities after the problem is defined and teams are formed. Also, there is a lack of mechanisms and tools to guide the project formation phase in senior design projects, which makes it challenging for students and faculty to collaboratively develop and refine project ideas and to establish appropriate teams. In this thesis a web-based online collaboration platform is designed and implemented to share, discuss and obtain feedback on project ideas and to facilitate collaboration among students and faculty prior to the start of the semester. The goal of this thesis is to understand the impact of an online collaboration platform for formulating engineering design projects, and how a web-based online collaboration platform affects the amount of interactions among stakeholders during the early phases of design process. A survey measuring the amount of interactions among students and faculty is administered. Initial findings show a marked improvement in the students' ability to share project ideas and form teams with other students and faculty. Students found the online platform simple to use. The suggestions for improving the tool generally included features that were not necessarily design specific, indicating that the underlying concept of this collaborative platform provides a strong basis and can be extended for future online platforms. Although the platform was designed to promote collaboration, adoption of the collaborative platform by students and faculty has been slow. While the platform appears to be very useful for collaboration, more time is required for it to be widely used by all the stakeholders and to fully convert from email communication to the use of the online collaboration platform.

Microcomputer Infusion Project: A Model.

ERIC Educational Resources Information Center

Rossberg, Stephen A.; Bitter, Gary G.

1988-01-01

Describes the Microcomputer Infusion Project (MIP), which was developed at Arizona State University to provide faculty with the necessary hardware, software, and training to become models of computer use in both lesson development and presentation for preservice teacher education students. Topics discussed include word processing; database…

Deafness Simulation: A Model for Enhancing Awareness and Sensitivity among Hearing Educators.

ERIC Educational Resources Information Center

Sevigny-Skyer, Solange C.; Dagel, Delbert D.

1990-01-01

The National Technical Institute for the Deaf developed and implemented a school-based deafness simulation project for hearing faculty members called "Keeping in Touch." Faculty members wore tinnitus maskers which produced a moderate-to-severe hearing loss and subsequently discussed their experiences, feelings, and communication…

Industry/Postsecondary Education Partnership for Faculty Development.

ERIC Educational Resources Information Center

Zanville, Holly

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

Undergraduate Peer Learning and Public Digital Humanities Research

ERIC Educational Resources Information Center

Draxler, Bridget; Hsieh, Haowei; Dudley, Nicole; Winet, Jon

2012-01-01

In conjunction with Iowa City's 2008 designation as a UNESCO City of Literature, an interdisciplinary team of University of Iowa faculty, graduate and undergraduate student researchers formed UCOL--the University of Iowa UNESCO City of Literature Mobile Application Development Team. The project brings together community partners, faculty, students…

Faculty's Academic Intellectual Leadership: The Intermediary Relations with Universities' Organizational Components

ERIC Educational Resources Information Center

Uslu, Baris; Arslan, Hasan

2018-01-01

In line with 'the entrepreneurial university' discourse, managerialism and performative culture brought new expectations to faculty such as developing online programmes/courses, carrying out training for professionals, obtaining research funds, leading projects in cooperation with industry/business, collaborating with colleagues from various…

North-South Collaborations: Learning from a Decade of Intercultural Experiences for Teachers and Faculty in One Mexican and US University Partnership

ERIC Educational Resources Information Center

Thomas-Ruzic, Maria; Prudencio, Fatima Encinas

2015-01-01

This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development.…

Preparing Nursing Students for Interprofessional Practice: The Interdisciplinary Curriculum for Oncology Palliative Care Education.

PubMed

Hermann, Carla P; Head, Barbara A; Black, Karen; Singleton, Karen

2016-01-01

Interprofessional educational experiences for baccalaureate nursing students are essential to prepare them for interprofessional communication, collaboration, and team work. Nurse educators are ideally positioned to develop and lead such initiatives. The purpose of this article is to describe the development and implementation of an interprofessional education (IPE) project involving students in nursing, medicine, social work, and chaplaincy. The Interdisciplinary Curriculum for Oncology Palliative Care Education project uses team-based palliative oncology education as the framework for teaching students interprofessional practice skills. The need for IPE is apparent, but there are very few comprehensive, successful projects for nurse educators to use as models. This article describes the development of the curriculum by the interprofessional faculty team. Issues encountered by nursing faculty members as they implemented the IPE experience are discussed. Solutions developed to address the issues and ongoing challenges are presented. This project can serve as a model of a successful IPE initiative involving nursing students. Copyright © 2016 Elsevier Inc. All rights reserved.

7 CFR 3430.304 - Project Types and priorities.

Code of Federal Regulations, 2014 CFR

2014-01-01

... sciences and other related educational matters. Projects may include faculty development, student... and activities that deliver science-based knowledge and informal educational programs to people... interwoven throughout the life of the project and act to complement and reinforce one another. The proposed...

7 CFR 3430.304 - Project Types and priorities.

Code of Federal Regulations, 2011 CFR

2011-01-01

... sciences and other related educational matters. Projects may include faculty development, student... and activities that deliver science-based knowledge and informal educational programs to people... interwoven throughout the life of the project and act to complement and reinforce one another. The proposed...

7 CFR 3430.304 - Project Types and priorities.

Code of Federal Regulations, 2013 CFR

2013-01-01

... sciences and other related educational matters. Projects may include faculty development, student... and activities that deliver science-based knowledge and informal educational programs to people... interwoven throughout the life of the project and act to complement and reinforce one another. The proposed...

7 CFR 3430.304 - Project Types and priorities.

Code of Federal Regulations, 2012 CFR

2012-01-01

... sciences and other related educational matters. Projects may include faculty development, student... and activities that deliver science-based knowledge and informal educational programs to people... interwoven throughout the life of the project and act to complement and reinforce one another. The proposed...

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.

Fulbright project focuses on rehabilitation technician education and physiotherapy practice at the Kachere Rehabilitation Centre in Malawi.

PubMed

Glickman, Leslie B

2017-09-01

The aim of this project was to strengthen rehabilitation technician education and physiotherapy practice at the Kachere Rehabilitation Centre in the less-resourced country of Malawi by enlarging and reinforcing the skills of faculty, administrators, and adjunct clinicians, and fostering their continuing professional development. The project was developed through a partnership with the Kachere Rehabilitation Centre (KRC), the Medical Rehabilitation College (MRC), and a US-trained physical therapist (a Fulbright Program Scholar - FPS). The elements were education of staff, faculty, and students, and administrative consultation for rehabilitation managers, educational administrators, and faculty clinicians. Formal and informal participant feedback on the project was positive. It indicated a receptive audience who expanded their knowledge and willingly considered ideas to modify teaching, clinical, and management approaches for optimal patient care, enhanced clinician/student learning, meeting curricular accreditation standards, and solving day-to-day challenges. The project made a positive impact on the participants, fostering their goal to parallel clinical practice and educational initiatives used by recognized international standard bearers. Lessons learned emphasized the power of partnerships, networking, flexibility, and creative thinking. For international physiotherapists, it is an underutilized opportunity to extend global outreach, scholarship, clinical practice, and academic knowledge in a less-resourced country eager to upgrade the background and skills of rehabilitation providers.

Andragogical Modeling and the Success of the "EMPACTS" project-based learning model in the STEM disciplines: A decade of growth and learner success in the 2Y College Learning Environment.

NASA Astrophysics Data System (ADS)

Phillips, C. D.; Thomason, R.; Galloway, M.; Sorey, N.; Stidham, L.; Torgerson, M.

2014-12-01

EMPACTS (Educationally Managed Projects Advancing Curriculum, Technology/Teamwork and Service) is a project-based, adult learning modelthat is designed to enhance learning of course content through real-world application and problem solving self directed and collaborative learning use of technology service to the community EMPACTS students are self-directed in their learning, often working in teams to develop, implement, report and present final project results. EMPACTS faculty use community based projects to increase deeper learning of course content through "real-world" service experiences. Learners develop personal and interpersonal work and communication skills as they plan, execute and complete project goals together. Technology is used as a tool to solve problems and to publish the products of their learning experiences. Courses across a broad STEM curriculum integrate the EMPACTS project experience into the overall learning outcomes as part of the learning college mission of preparing 2Y graduates for future academic and/or workforce success. Since the program began in 2005, there have been over 200 completed projects/year. Student driven successes have led to the establishment of an EMPACTS Technology Corp, which is funded through scholarship and allows EMPACTS learners the opportunity to serve and learn from one another as "peer instructors." Engineering and 3D graphic design teams have written technology proposals and received funding for 3D printing replication projects, which have benefited the college as a whole through grant opportunities tied to these small scale successes. EMPACTS students engage in a variety of outreachprojects with area schools as they share the successes and joys of self directed, inquiry, project based learning. The EMPACTS Program has successfully trained faculty and students in the implementation of the model and conduct semester to semester and once a year workshops for college and K-12 faculty, who are interested in enhancing the learning experience and retention of course content through meaningful, engaging, character building projects. Learner Project successes are celebrated and archived within the framework of the EMPACTS Student Project website. http://faculty.nwacc.edu/EAST_original/Spring2014/Spring2014index.htm

ChemTechLinks: Alliances for Chemical Technician Education

NASA Astrophysics Data System (ADS)

Nameroff, Tamara

2003-09-01

ChemTechLinks (CTL) is a project of the American Chemical Society (ACS) Educational and International Activities Division and funded by the National Science Foundation to support and advance chemistry-based technician education. The project aims to help improve technician education programs, foster academic-industry alliances, provide professional development opportunities for faculty, and increase student recruitment into chemical technology. The CTL Web site serves as an information clearinghouse and link to other ACS resources and programs, including a Web-based, Voluntary Industry Standards (VIS) database, the Chemistry Technician Program Approval Service, the College Chemistry Consultants Service, summer workshops for high school teachers and two-year college faculty that emphasize a technology-oriented curriculum, scholarships for two-year college faculty to attend ACS Short Courses, a self-study instructional guide for faculty to use in preparing for classroom instruction, and information and free recruitment materials about career opportunities in chemistry technology.

Professional Development of Teacher Educators: A Cross Border Story

ERIC Educational Resources Information Center

Laws, Kevin; Harbon, Lesley; Nguyen, Nam; Trinh, Lap

2009-01-01

This paper presents the results of a collaborative project between the Faculty of Education and Social Work at the University of Sydney, Australia, and the School of Education at Can Tho University, Vietnam. The project aimed to develop a model for the professional development of teacher educators in the context of educational innovations in…

We Are All Teachers: Modeling Democratic Engagement in Faculty Development

ERIC Educational Resources Information Center

Studer, Morgan; Rogers, Christian; Benton, Melissa; Quirke, Michelle

2017-01-01

As service-learning and community engagement (SLCE) have become increasingly legitimized in higher education as scholarly pedagogical practice, resources to support faculty in learning about and undertaking this engaged work have grown. As Zlotkowski (2015) points out in his framing essay for the SLCE Future Directions Project (FDP), the movement…

The Use of Computers in the Math Classroom.

ERIC Educational Resources Information Center

Blass, Barbara; And Others

In an effort to increase faculty use and knowledge of computers, Oakland Community College (OCC), in Michigan, developed a Summer Technology Institute (STI), and a Computer Technology Grants (CTG) project beginning in 1989. The STI involved 3-day forums during summers 1989, 1990, and 1991 to expose faculty to hardware and software applications.…

Challenges in Transdisciplinary, Integrated Projects: Reflections on the Case of Faculty Members' Failure to Collaborate

ERIC Educational Resources Information Center

Vanasupa, Linda; McCormick, Kathryn E.; Stefanco, Carolyn J.; Herter, Roberta J.; McDonald, Margot

2012-01-01

In this article we describe the challenges of transdisciplinary teamwork involving four faculty members from dissimilar epistemological traditions in the process of developing a manuscript on the lessons learned in our teaching collaboration. Our difficulty originated in implicit mental models and assumptions that caused incongruence between our…

Project Management for Web-Based Course Development

ERIC Educational Resources Information Center

Li, Dong; Shearer, Rick

2004-01-01

Transferring face-to-face courses into Web-based courses is a trend in higher education. Whether this course transition is for distance education or for resident instruction, faculty members play a critical role in the process. Faculty members not only provide lesson content, but important insights into how content has been best presented in…

Landmarks in the Judicial Interpretation of Civil Rights in America.

ERIC Educational Resources Information Center

Abraham, Henry J.

1990-01-01

Discusses a faculty seminar on landmark cases in the judicial interpretation of civil rights in the United States. States that the seminar is designed as a faculty development project to enhance the teaching of the Bill of Rights. Identifies the nature of the judicial process. Includes seminar syllabus and suggested readings. (RW)

Motivating Faculty to Use Multimedia as a Lecture Tool.

ERIC Educational Resources Information Center

Sammons, Martha C.

1994-01-01

Describes factors that motivate as well as factors that deter faculty in using multimedia workstations connected to peripherals and projection systems for classroom presentations. Based on a faculty survey, current use of multimedia at Wright State University is explained, including a universitywide project and a liberal arts project using…

Infusing and sustaining aging content in social work education: findings from GeroRich projects.

PubMed

Hash, Kristina M; Gottlieb, Jody; Harper-Dorton, Karen V; Crawley-Woods, Geraldine; Shelek-Furbee, Katherine; Smith, John David; Brown, Rita

2007-01-01

This article presents findings from experiences of 67 projects involved in GeroRich, an initiative funded by the John A. Hartford Foundation designed to infuse, enrich and sustain aging content in BSW and MSW curricula. Thematic qualitative analysis was used to uncover themes in answers to open-ended questions contained in End-of-Year 2 project reports. Content areas addressed by open-ended answers were: (1) successes and innovations, and (2) challenges requiring responses. Primary successes and innovations identified were as follows: curriculum enrichment, faculty and student involvement, student-learning activities and community. Challenges to be responded to were identified as lack of faculty involvement, competing demands on faculty and programs, and sustainability of project efforts. Examples of strategies implemented to overcome these obstacles include providing teaching resources, instituting financial and other supports, and developing strategic plans for sustaining content infusion post-funding. Experiences of the GeroRich projects offer practical considerations for other social work programs that accept the challenge of attracting and preparing students to work with the increasing population of older adults.

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process.

PubMed

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], the German medical faculties are asked to test the learning obejctives recorded in it and evaluate them critically. The faculties require curricular transparency for competence-oriented transition of present curricula, which is best achieved by systematic curriculum mapping in comparison to the NKLM. Based on this inventory, curricula can be further developed target-oriented. Considerable resistance has to be expected when a complex existing curriculum is to be mapped for the first time and a faculty must be convinced of its usefulness. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen rose to this task. This two-part article analyses and summarises how NKLM curriculum mapping was successful at the locations despite resistance. Part I presented the resources and structures that supported implementation. Part II focuses on factors that motivate individuals and groups of persons to cooperate in the faculties. Method: Both parts used the same method. In short, the joint project was systematically planned following the steps of project and change management and adjusted in the course of the process. From the beginning of the project, a Grounded-Theory approach was used to systematically collect detailed information on measures and developments at the faculties, to continually analyse them and to draw final conclusions. Results: At all sites, faculties, teachers, students and administrative staff were not per se willing to deal with the NKLM and its contents, and even less to map their present curricula. Analysis of the development reflected a number of factors that had either a negative effect on the willingness to cooperate when missing, or a positive one when present. These were: clear top-down and bottom-up management; continuous information of the faculty; user-oriented support in the mapping process by reduction of the mapping categories, portioning and condensation of the NKLM via student pre-mapping (blueprint) and visibility of growing consent. Apart from that, there were a series of frequent questions, objections and concerns that could be countered strategically and by argumentation. They particularly referred to relevance, benefit, feasibility and effort of curriculum mapping. Conclusion: An overview of beneficial framework conditions, strategies and results from different points of view is achieved and interrelations are made visible. Based on literature results, the motivating factors as well as their implementation and effects in the faculties involved are critically reflected on. Recommendations can be derived that can support other faculties in practice.

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process

PubMed Central

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], the German medical faculties are asked to test the learning obejctives recorded in it and evaluate them critically. The faculties require curricular transparency for competence-oriented transition of present curricula, which is best achieved by systematic curriculum mapping in comparison to the NKLM. Based on this inventory, curricula can be further developed target-oriented. Considerable resistance has to be expected when a complex existing curriculum is to be mapped for the first time and a faculty must be convinced of its usefulness. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen rose to this task. This two-part article analyses and summarises how NKLM curriculum mapping was successful at the locations despite resistance. Part I presented the resources and structures that supported implementation. Part II focuses on factors that motivate individuals and groups of persons to cooperate in the faculties. Method: Both parts used the same method. In short, the joint project was systematically planned following the steps of project and change management and adjusted in the course of the process. From the beginning of the project, a Grounded-Theory approach was used to systematically collect detailed information on measures and developments at the faculties, to continually analyse them and to draw final conclusions. Results: At all sites, faculties, teachers, students and administrative staff were not per se willing to deal with the NKLM and its contents, and even less to map their present curricula. Analysis of the development reflected a number of factors that had either a negative effect on the willingness to cooperate when missing, or a positive one when present. These were: clear top-down and bottom-up management; continuous information of the faculty; user-oriented support in the mapping process by reduction of the mapping categories, portioning and condensation of the NKLM via student pre-mapping (blueprint) and visibility of growing consent. Apart from that, there were a series of frequent questions, objections and concerns that could be countered strategically and by argumentation. They particularly referred to relevance, benefit, feasibility and effort of curriculum mapping. Conclusion: An overview of beneficial framework conditions, strategies and results from different points of view is achieved and interrelations are made visible. Based on literature results, the motivating factors as well as their implementation and effects in the faculties involved are critically reflected on. Recommendations can be derived that can support other faculties in practice. PMID:28293673

University of Idaho Water of the West Initiative: Development of a sustainable, interdisciplinary water resources program

NASA Astrophysics Data System (ADS)

Boll, J.; Cosens, B.; Fiedler, F.; Link, T.; Wilson, P.; Harris, C.; Tuller, M.; Johnson, G.; Kennedy, B.

2006-12-01

Recently, an interdisciplinary group of faculty from the University of Idaho was awarded a major internal grant for their project "Water of the West (WoW)" to launch an interdisciplinary Water Resources Graduate Education Program. This Water Resources program will facilitate research and education to influence both the scientific understanding of the resource and how it is managed, and advance the decision-making processes that are the means to address competing societal values. By educating students to integrate environmental sciences, socio-economic, and political issues, the WoW project advances the University's land grant mission to promote economic and social development in the state of Idaho. This will be accomplished through novel experiential interdisciplinary education activities; creation of interdisciplinary research efforts among water resources faculty; and focusing on urgent regional problems with an approach that will involve and provide information to local communities. The Water Resources Program will integrate physical and biological sciences, social science, law, policy and engineering to address problems associated with stewardship of our scarce water resources. As part of the WoW project, faculty will: (1) develop an integrative problem-solving framework; (2) develop activities to broaden WR education; (3) collaborate with the College of Law to offer a concurrent J.D. degree, (4) develop a virtual system of watersheds for teaching and research, and (5) attract graduate students for team-based education. The new program involves 50 faculty from six colleges and thirteen departments across the university. This university-wide initiative is strengthened by collaboration with the Idaho Water Resources Research Institute, and participation from off-campus Centers in Idaho Falls, Boise, Twin Falls, and Coeur d'Alene. We hope this presentation will attract university faculty, water resources professionals, and others for stimulating discussions on interdisciplinary approaches in water resources education.

Developing Critical Thinking through Student Consulting Projects

ERIC Educational Resources Information Center

Canziani, Bonnie; Tullar, William L.

2017-01-01

The authors present survey results from faculty at 44 universities on the role of student consulting projects in developing business students' critical thinking. They conclude that students can improve critical thinking by engaging in guided primary and secondary research to inform their business assumptions that underpin business planning and…

Core-Course Faculty Development Series on Methodology.

ERIC Educational Resources Information Center

Alewynse, John

This report describes a three-year project at Hampton University (Virginia) to improve the core freshman year curriculum and, ultimately, to improve student learning outcomes. The project involved the development of annual week-long seminars on the teaching of freshman courses in composition, speech, history, and mathematics. Emphasis was on…

A Multi-Disciplinary Collaborative Project Developing Public Health Higher Education in Four Higher Education Institutes in Africa and Europe

ERIC Educational Resources Information Center

Haaranen, Ari; Saarti, Jarmo; Miettola, Juhani; Erkkilä, Arja T.

2016-01-01

The HEI-ICI project involves cooperation between the University of Eastern Finland (UEF) and three African partners. The main aim of the project, now in its fourth year, has been to develop education in health sciences and to improve the quality of teaching. The target has been to develop the skills of selected junior faculty from the Public…

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.

The DNP project: Quandaries for nursing scholars.

PubMed

Dols, Jean Dowling; Hernández, Christina; Miles, Heather

In the evolving Doctor of Nursing Practice (DNP) movement, there continues to be a lack of agreement about the final scholarly project. This study identifies and describes the faculty practices and challenges related to the DNP project across the United States. In a descriptive research study, 90 DNP program directors responded to an online survey describing the environment of the DNP program with emphasis on the final scholarly project. According to the respondents, 87% of faculty are somewhat or very dissatisfied with the DNP project. Elements that may contribute to the dissatisfaction are the reported lack of faculty knowledge of evidence-based practice and quality improvement, lack of consensus on the DNP project, lack of faculty resources for DNP projects, challenges with clinical sites for the DNP project, and students' scholarly writing skills. It is imperative to have academic/practice faculty oriented to DNP concepts; achieve consensus on the project title, type, depth, and outcomes; and have an ongoing dialog regarding DNP project design, execution, and challenges. Project implementation models need to be appropriate for the escalating DNP enrollment. Program support related to institutional review board relationships, student writing and statistical skills, and program-practice site partnerships are needed. Copyright © 2016 Elsevier Inc. All rights reserved.

The MINE project: Minority Involvement in NASA Engineering

NASA Technical Reports Server (NTRS)

Allen, H., Jr.

1977-01-01

The Mine Project developed by Lewis Research Center (LRC) along with Tennessee State University and Tuskegee Institute, is described. The project calls for LRC to assemble on-going NASA university affairs programs aimed at benefiting the school, its faculty, and its student body. The schools receive grants to pursue research and technology projects that are relevant to NASA's missions. Upon request from the universities, LRC furnishes instructors and lecturers. The schools have use of surplus government equipment and access to NASA research facilities for certain projects. Both the faculty and students of the universities are eligible for summer employment at LRC through special programs. The MINE Project is designed to establish a continuing active relationship of 3 to 5 years between NASA and the universities, and will afford LRC with an opportunity to increase its recruitment of minority and women employees.

Training University Faculty To Integrate Hypermedia into the Teacher Training Curriculum.

ERIC Educational Resources Information Center

Tucker, S. A.; And Others

Funded under the Apple Model Program for the Integration of Computers in the Preparation of Educators, the University of South Alabama began a 3-year project in 1989 to train faculty in its College of Education to incorporate hypermedia into their curriculum. HyperCard was selected as a course presentation and development tool because of its…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Pharmacy Research Online. A Guide for Faculty.

ERIC Educational Resources Information Center

Parkin, Derral; And Others

This document is a self-paced training packet developed for a pilot project at the University of Houston-University Park to teach pharmacy faculty members to do their own online searching. The training begins with general topics such as the kinds of searches that can be done effectively online, the selection of appropriate databases to search, and…

Art Research Online. A Guide for Faculty.

ERIC Educational Resources Information Center

Parkin, Derral; And Others

This document is a self-paced training packet developed for a pilot project at the University of Houston-University Park to teach art faculty members to do their own online searching. The training begins with general topics such as the kinds of searches that can be done most effectively online, the selection of appropriate databases to search, and…

Developing University and Community Partnerships: A Critical Piece of Successful Service Learning

ERIC Educational Resources Information Center

McDonald, James; Dominguez, Lynn A.

2015-01-01

The partnership between science and the environment in service-learning projects helps students to make greater connections to the world around them. Service learning provides many benefits to students, faculty, and communities within the context of a college course. However, to prevent frustration, it is important for faculty members to make a…

Well Elderly Integrated Training Project. Final Report.

ERIC Educational Resources Information Center

Summit-Portage Area Health Education Network, Akron, OH.

The Well Elderly Integrated Training Project was conceptualized as a service-oriented endeavor with an evaluation component. The project required that a university medical school resource faculty develop an integrated training program and materials on health education (wellness) for trainers who were respected, healthy elderly high in the senior…

Budgeting for International Projects: In-Country Business Operations and Long-Term Residential Assignments.

ERIC Educational Resources Information Center

Richey, John B.

1994-01-01

A discussion of international sponsored research program administration looks at budgeting, costs, and procedures for both projects with in-country business operations in developing nations and projects with long-term residential assignments. It is intended for university administrators providing new services to faculty working on international…

Mississippi State University’s Geoscience Education and Geocognition Research Program in the Department of Geosciences

NASA Astrophysics Data System (ADS)

McNeal, K.; Clary, R. M.; Sherman-Morris, K.; Kirkland, B.; Gillham, D.; Moe-Hoffman, A.

2009-12-01

The Department of Geosciences at Mississippi State University offers both a MS in Geosciences and a PhD in Earth and Atmospheric Sciences, with the possibility of a concentration in geoscience education. The department offers broad research opportunities in the geoscience sub-disciplines of Geology, Meteorology, GIS, and Geography. Geoscience education research is one of the research themes emphasized in the department and focuses on geoscience learning in traditional, online, field-based, and informal educational environments. Approximately 20% of the faculty are actively conducting research in geoscience education and incorporate both qualitative and quantitative research approaches in areas including: the investigation of effective teaching strategies, the implementation and evaluation of geoscience teacher professional development programs and diversity enhancement programs, the study of the history and philosophy of science in geoscience teaching, the exploration of student cognition and understanding of complex and dynamic earth systems, and the investigation of using visualizations to enhance learning in the geosciences. The inception and continued support of an active geoscience education research program is derived from a variety of factors including: (1) the development of the on-line Teachers in Geosciences (TIG) Masters Degree Program which is the primary teaching appointment for the majority of the faculty conducting geoscience education research, (2) the securing of federal funds to support geoscience education research, (3) the publication of high-quality peer-reviewed research papers in both geoscience education and traditional research domains, (4) the active contribution of the geoscience education faculty in their traditional research domains, (5) a faculty that greatly values teaching and recognizes the research area of geoscience education as a sub-domain of the broader geoscience disciplines, (6) the involvement of university faculty, outside of these primary faculty leaders, in geoscience education research-related projects where the expertise the geoscience education faculty offers is a catalyst for collaboration, (7) departmental support including research space, teaching loads, and start-up funds that are in-line with the remainder of the department faculty. Results of the program have included securing funding from multiple agencies (e.g., NSF, NASA, DOE, MDE, NOAA, ARC), providing support to and involving graduate and undergraduate students in both geoscience education and traditional research projects, disseminating project results in peer-reviewed journals, technical reports, and international/national conferences, and developing courses for the concentration in geoscience education.

Development of Team Action Projects in Surgery (TAPS): a multilevel team-based approach to teaching quality improvement.

PubMed

Waits, Seth A; Reames, Bradley N; Krell, Robert W; Bryner, Benjamin; Shih, Terry; Obi, Andrea T; Henke, Peter K; Minter, Rebecca M; Englesbe, Michael J; Wong, Sandra L

2014-01-01

To meet the Accreditation Council for Graduate Medical Education core competency in Practice-Based Learning and Improvement, educational curricula need to address training in quality improvement (QI). We sought to establish a program to train residents in the principles of QI and to provide practical experiences in developing and implementing improvement projects. We present a novel approach for engaging students, residents, and faculty in QI efforts-Team Action Projects in Surgery (TAPS). Large academic medical center and health system. Multiple teams consisting of undergraduate students, medical students, surgery residents, and surgery faculty were assembled and QI projects developed. Using "managing to learn" Lean principles, these multilevel groups approached each project with robust data collection, development of an A3, and implementation of QI activities. A total of 5 resident led QI projects were developed during the TAPS pilot phase. These included a living kidney donor enhanced recovery protocol, consult improvement process, venous thromboembolism prophylaxis optimization, Clostridium difficile treatment standardization, and understanding variation in operative duration of laparoscopic cholecystectomy. Qualitative and quantitative assessment showed significant value for both the learner and stakeholders of QI related projects. Through the development of TAPS, we demonstrate a novel approach to addressing the increasing focus on QI within graduate medical education. Efforts to expand this multilevel team based approach would have value for teachers and learners alike. Copyright © 2014. Published by Elsevier Inc.

Implementation of an education development project in pathology to improve student competency-lessons learnt.

PubMed

Negi, Gita; Harsh, Meena; Chauhan, Vijendra D; Kalra, Vinita; Agarwal, Pradeep; Kusum, Anuradha

2015-08-01

Basic medical sciences and clinical teachings are not coordinated in the present medical education system. They are not taught keeping in mind the outcomes required at the time of actual handling of patients in the community. An educational development project was implemented in the Department of Pathology with the aim that it will result in the student learning to link the pathophysiology of the disease to clinical scenarios and become fully competent for lifelong medical practice. The pathology teaching of the second professional batch was modified by starting with defining the desired outcomes/competencies in the student's knowledge, skills, and attitude which were then addressed by lectures, demonstrations, practical classes and small group activities where case scenarios and laboratory reports were included. The outcome was assessed by Objectively Structured Clinical/Practical Examination and multiple choice questions. Force field analysis, faculty and student interviews, and questionnaires were used to assess the factors affecting its implementation and impact. Totally 80 students of the 2(nd) Professional MBBS were exposed to a competency-based education development project. It was found that the system was appreciated by faculty and students, especially the integration with clinical scenarios. There were many factors which influenced the execution of this program, including motivation level of students and faculty, time, logistics and meticulous planning. There was a significant improvement in student's performance and satisfaction. Many factors including prior planning were a major determinant for the success of this education development project.

Instituting systems-based practice and practice-based learning and improvement: a curriculum of inquiry.

PubMed

Wilper, Andrew P; Smith, Curtis Scott; Weppner, William

2013-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) requires that training programs integrate system-based practice (SBP) and practice-based learning and improvement (PBLI) into internal medicine residency curricula. Context and setting We instituted a seminar series and year-long-mentored curriculum designed to engage internal medicine residents in these competencies. Methods Residents participate in a seminar series that includes assigned reading and structured discussion with faculty who assist in the development of quality improvement or research projects. Residents pursue projects over the remainder of the year. Monthly works in progress meetings, protected time for inquiry, and continued faculty mentorship guide the residents in their project development. Trainees present their work at hospital-wide grand rounds at the end of the academic year. We performed a survey of residents to assess their self-reported knowledge, attitudes and skills in SBP and PBLI. In addition, blinded faculty scored projects for appropriateness, impact, and feasibility. Outcomes We measured resident self-reported knowledge, attitudes, and skills at the end of the academic year. We found evidence that participants improved their understanding of the context in which they were practicing, and that their ability to engage in quality improvement projects increased. Blinded faculty reviewers favorably ranked the projects' feasibility, impact, and appropriateness. The 'Curriculum of Inquiry' generated 11 quality improvement and research projects during the study period. Barriers to the ongoing work include a limited supply of mentors and delays due to Institutional Review Board approval. Hospital leadership recognizes the importance of the curriculum, and our accreditation manager now cites our ongoing work. Conclusions A structured residency-based curriculum facilitates resident demonstration of SBP and practice-based learning and improvement. Residents gain knowledge and skills though this enterprise and hospitals gain access to trainees who help to solve ongoing problems and meet accreditation requirements.

PLANNING FOR INSTRUCTIONAL RESOURCES AT A RAPIDLY GROWING URBAN UNIVERSITY.

ERIC Educational Resources Information Center

HANEY, JOHN B.; MCINTYRE, CHARLES J.

A PROJECT WAS UNDERTAKEN TO DEVELOP A CAMPUS ORGANIZATION RESPONSIBLE FOR INSTRUCTIONAL RESOURCES AND THE DEVELOPMENT OF PLANS FOR IMPLEMENTING THE PROJECT IN TERMS OF THE NECESSARY STAFF, SPACE, FACILITIES, BUDGET, AND ORGANIZATIONAL STRUCTURE. AN EQUALLY IMPORTANT, CONCURRENT TASK WAS TO INVOLVE THE FACULTY IN PLANNING FOR THE USE OF…

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.

Promoting addiction medicine teaching through functional mentoring by co-training generalist chief residents with faculty mentors.

PubMed

Alford, Daniel P; Carney, Brittany L; Jackson, Angela H; Brett, Belle; Bridden, Carly; Winter, Michael; Samet, Jeffrey H

2018-02-16

Generalist physicians should play a vital role in identifying and managing individuals with substance use but are inadequately trained to do so. This 5-year (2008-2012) controlled educational study assessed whether internal medicine and family medicine chief residents' (CRs) addiction medicine teaching increased by co-training with faculty mentors at a Chief Resident Immersion Training (CRIT) program in addiction medicine. All CRIT CR attendees identified a residency program faculty mentor to support addiction medicine teaching after CRIT through functional mentoring with a focus on developing and implementing an Addiction Medicine Teaching Project ("Teaching Project"). Approximately half of the CRs attended CRIT with their mentor (co-trained) and half without their mentor (solo-trained). Addiction medicine teaching outcomes were compared between groups using 6- and 11-month questionnaires and 4 bimonthly teaching logs. Of co-trained CRs, mentor characteristics that positively influenced addiction medicine teaching outcomes were identified. One hundred CRs from 74 residency programs attended CRIT from 2008 to 2012; 47 co-trained with their mentors and 53 solo-trained without their mentors. At 6-month follow-up, the co-trained CRs were more likely to meet at least monthly with their mentor (22.7% vs. 9.6%, P < .01) and more likely to identify their mentor as a facilitator for Teaching Project implementation (82.2% vs. 38.5%, P < .01). At 11-month follow-up, a higher percentage of co-trained CRs had completed their Teaching Project (34.0% vs. 15.1%, P < .05). Both CR groups had similarly large increases in other addiction medicine teaching outcomes. Mentors with more experience, including years of teaching, was associated with better CR Teaching Project outcomes. Co-training generalist chief residents with a faculty mentor appeared to facilitate functional mentoring-driven Teaching Project implementation but did not further increase already high levels of other addiction medicine teaching. Faculty mentors with more years of teaching experience were more effective in facilitating Teaching Project implementation.

The Mapping Project: Preliminary Results from the National Survey of Faculty. Revised.

ERIC Educational Resources Information Center

Drago, Robert; Varner, Amy

This document reports preliminary results from a national survey of college faculty performed as part of the Mapping Project. The project and the survey concern the ways faculty balance, or do not balance, commitments to work and family. The theoretical framework was based on the work of J. Williams (1991) and others who have argued that an…

The Child Development Training Consortium. A Status Report on the San Juan College AACJC-Kellogg Beacon College Project.

ERIC Educational Resources Information Center

Beers, C. David; Ott, Richard W.

The Child Development Training Consortium, a Beacon College Project directed by San Juan College (SJC) is a collaborative effort of colleges and universities in New Mexico and Arizona. The consortium's major objective is to create child development training materials for community college faculty who teach "at-risk" Native American and…

Online faculty development for creating E-learning materials.

PubMed

Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo

2014-01-01

Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.

Committee for the Introductory Course in History (CINCH), 1988-1991: An Overview of Its Investigations and Findings.

ERIC Educational Resources Information Center

Center for Faculty Development, Princeton, NJ.

Between 1988 and 1991, the Center for Faculty Development undertook a project to evaluate the teaching of the Introductory Course in History at American community colleges. Based upon a survey of over 100 introductory history teachers and conference discussions, it was determined that two sets of course guidelines for faculty were required, one…

Modeling and Measuring Caring Behaviors Among Nursing Education Faculty

ERIC Educational Resources Information Center

Miller, Ava S.; Anderson, Stoerm E.

2009-01-01

The curriculum revolution of the 90s placed new emphasis on caring. Faculty modeling of caring behaviors is a key determinant in the development of caring in nursing students. The focus of this study was the need to evaluate the implementation of caring as a core value to be taught to students in nursing programs. The purpose of this project was…

Distributed Instructional Leadership in Urban High Schools: Transforming the Work of Principals and Department Chairs through Professional Development

ERIC Educational Resources Information Center

Bredeson, Paul V.

2013-01-01

The leadership-for-learning project described in this article is supported by a grant from the Wallace Foundation and implemented through a partnership of faculty in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison and faculty at two other universities in the state, the Department of Public…

Reduction of Sexual Stereotyping and Bias with Regards to Career Choice: A Land Grant Institution of Higher Education.

ERIC Educational Resources Information Center

Leiterman-Stock, Peggy

This project developed a series of different interventions designed to reduce sexual stereotyping and bias with regards to career choice at Montana State University in faculty and students. Inservice education programs were designed to assist faculty and students in becoming more aware of themselves, their biases, and career opportunities.…

Engaging Science Faculty in Teacher Professional Development: Renewable Energy

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

Learning through Service: Developing an Intergenerational Project to Engage Students

ERIC Educational Resources Information Center

Fiebig, Jennifer Nepper

2014-01-01

Educational institutions are increasingly encouraging faculty to design classroom projects that take learning outside the ivory tower and into the real world. An emphasis is placed on engaging both students and community partners in a mutually beneficial project that fosters a life-long commitment to actively helping the community and people in…

Chemistry Journal Articles: An Interdisciplinary Approach to Move Analysis with Pedagogical Aims

ERIC Educational Resources Information Center

Stoller, Fredricka L.; Robinson, Marin S.

2013-01-01

This article highlights aspects of an interdisciplinary (chemistry-applied linguistics) English for Specific Purposes (ESP) course- and materials-development project. The project was aimed at raising genre awareness among chemistry students and faculty, in addition to improving students' disciplinary reading and writing. As part of the project,…

Project-Based Learning Courses: The Relationship Between Faculty-Intended Course Implementation and Students' Perceptions

NASA Astrophysics Data System (ADS)

Simonovich, Jennifer A.; Towers, Emily; Zastavker, Yevgeniya V.

2012-02-01

Project-based learning (PjBL) has been shown to improve students' performance and satisfaction with their coursework, particularly in science and engineering courses. Specific aspects of PjBL that contribute to this improvement are student autonomy, course scaffolding, and instructor support. This study investigates two PjBL courses required for engineering majors at a small technical school, Introductory Mechanics Laboratory and Introductory Engineering Design. The three data sources used in this work are classroom observations (one laboratory and four design sessions) and semi-structured in-depth interviews with twelve students and six faculty. Grounded theory approach is used in a two-step fashion by (1) analyzing each data set individually and (2) performing full triangulation of all three data sets. In this talk, we demonstrate the relationship between faculty intentions and student perceptions regarding the three PjBL aspects -- student autonomy, course scaffolding, and instructor support -- within the context of these two courses. We further discuss implications for the course design and professional development of faculty.

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

PubMed

Rowland, Susan L; Myatt, Paula M

2014-01-01

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

The Undergraduate ALFALFA Team: A Model for Undergraduate Participation and Outreach in Large Research Collaborations

NASA Astrophysics Data System (ADS)

Martin, A. M.; Koopmann, R.; Higdon, S.; Balonek, T. J.; Haynes, M. P.; Giovanelli, R.; Adams, E. A. K.; Kent, B. R.; Stierwalt, S.

2011-09-01

The Arecibo Legacy Fast ALFA (ALFALFA) blind neutral hydrogen survey is an ongoing project that includes an innovative undergraduate outreach component promoting the participation of students and faculty at undergraduate-focused institutions in a large, multi-year research collaboration. The survey, which will ultimately detect ˜30,000 gas-rich galaxies, provides resources and authentic opportunities for undergraduates and faculty, including a high fraction of women and minorities, through the Undergraduate ALFALFA Team (UAT), an NSF-sponsored consortium of 18 participating institutions. The UAT experience features annual workshops at the Arecibo Observatory with hands-on experience for undergrad participants and their faculty mentors. Graduate students on the Cornell ALFALFA Team help plan and facilitate UAT activities and benefit by developing their own skills as mentors, project supervisors, and science communicators. The UAT is developing online lesson plans and activity guides that make use of the ALFALFA online data archive and of innovative learning techniques supported by the findings of astronomy education research.

Science of driving.

DOT National Transportation Integrated Search

2016-08-01

The Science of Driving project focused on developing a collaborative relationship to develop curriculum units for middle school and high school students to engage them in exciting real-world scenarios. This effort involved faculty, staff, and student...

Promoting University Faculty and Staff Awareness of Students with Learning Disabilities: An Overview of the Productive Learning u Strategies (PLuS) Project

ERIC Educational Resources Information Center

Murray, Christopher; Wren, Carol T.; Stevens, Edward B.; Keys, Christopher

2009-01-01

This article presents a model demonstration project that was designed to promote disability awareness, understanding, and responsiveness among University faculty and staff at a large private University. One of the unique features of the Productive Learning u Strategies (PLuS) project is that the effort targeted all faculty and staff through a…

Reflection on 10 Years of Community-Engaged Scholarship in the Faculty of Land and Food Systems at the University of British Columbia-Vancouver

ERIC Educational Resources Information Center

Rojas, Alejandro; Sipos, Yona; Valley, Will

2012-01-01

In this article, the authors describe a cultural transformation to embrace community-engaged scholarship by faculty members in the Faculty of Land and Food Systems at the University of British Columbia-Vancouver. They describe a transition from community-inquiry faculty projects to community-engaged action research projects achieved through…

Emerging Geoscience Education Research at the University of British Columbia

NASA Astrophysics Data System (ADS)

Jones, F. M.; Harris, S.; Wieman, C.; Gilley, B.; Lane, E.; Caulkins, J.

2009-12-01

Geoscience education research (GER) in UBC’s Department of Earth and Ocean Sciences (EOS) began due to a well funded 5-yr Faculty of Science project called the Carl Wieman Science Education Initiative (CWSEI). This initiative takes an evidence-based, scientific approach to improving education by 1) establishing what students should learn; 2) scientifically measuring what students are learning; 3) adapting instruction and curricula using effective technologies and pedagogical research; and 4) disseminating and adopting what works. The presentation will discuss how this initiative has fostered a growing GER presence within our Department. CWSEI funding has enabled the EOS Department to hire 4 full-time Science Teaching and Learning Fellows (STLFs) who work directly with faculty to optimize courses and curricula. Much of the effort goes into developing active learning opportunities and rigorous ways to measure student learning and attitudes. Results serve as feedback for both students and instructors. Over 10 research projects have so far been initiated as a result of course and curriculum transformation. Examples include studies about: student attitudes towards Earth and Ocean Sciences; the effects of multiple instructors in courses; links between student in-class engagement and pedagogy; how certain instructional interventions promote metacognition; and others. Also, many modified courses use pre- and post-testing to measure learning gains. One undergraduate honors thesis, about assessing conceptual understanding of geological time, has been completed. Keys to fostering GER in our setting include: (1) faculty commitment to change, based on funding from CWSEI, (2) full-time Earth scientists (STLFs) who catalyze and support change, and (3) support from CWSEI science education experts. Specifically: - STLFs are trained Earth scientists but were not initially science education experts. Continuous support from CWSEI has been crucial for building expertise about how science is learned. - STLFs neither teach nor do course development alone. Rather, they bring dedication, focus, and enthusiasm to work with faculty members, and involve them in research aspects of the project. - Faculty effort is supported with reduced teaching loads. By project’s end, most (45-50) faculty members will have participated. Already, some have begun to actively pursue GER. - Students are involved: a new geoscience education course encourages graduate students to adopt scientific approaches to teaching early in their careers, and we engage undergraduates to assist with collection and analysis of education research data. Sustaining GER is challenging, therefore all reporting requirements are designed with transfer and sustainable practice in mind. Half way into the project, we have involved over 60% of our teaching faculty, worked on over 20 courses, and initiated several projects that affect our Department’s teaching in general. Faculty are beginning to engage in their own GER projects by observing where improvement is desirable, proposing and implementing changes, and measuring the effects. This scientific approach to teaching and learning is helping catalyze a sustainable GER presence in our department.

International education and reflection: transition of Swedish and American nursing students to authenticity.

PubMed

Lepp, Margret; Zorn, CeCelia R; Duffy, Patricia R; Dickson, Rana J

2003-01-01

Reflection, a process grounded in distancing from the self to enhance self-awareness, can be used as a pedagogic activity to promote students' transition to a greater authenticity and professionalism and, therefore, improve patient care and nursing practice. In this international educational project (implemented in 2001) using interactive videoconferencing technology (IVC), Swedish and U.S. nursing students and faculty incorporated reflective journaling, drama in education, photolanguage, and off-air meeting discussions to enhance personal and professional development. Highlights from the literature, a description of the project, and student and faculty appraisals are presented.

Instituting systems-based practice and practice-based learning and improvement: a curriculum of inquiry

PubMed Central

Wilper, Andrew P.; Smith, Curtis Scott; Weppner, William

2013-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) requires that training programs integrate system-based practice (SBP) and practice-based learning and improvement (PBLI) into internal medicine residency curricula. Context and setting We instituted a seminar series and year-long-mentored curriculum designed to engage internal medicine residents in these competencies. Methods Residents participate in a seminar series that includes assigned reading and structured discussion with faculty who assist in the development of quality improvement or research projects. Residents pursue projects over the remainder of the year. Monthly works in progress meetings, protected time for inquiry, and continued faculty mentorship guide the residents in their project development. Trainees present their work at hospital-wide grand rounds at the end of the academic year. We performed a survey of residents to assess their self-reported knowledge, attitudes and skills in SBP and PBLI. In addition, blinded faculty scored projects for appropriateness, impact, and feasibility. Outcomes We measured resident self-reported knowledge, attitudes, and skills at the end of the academic year. We found evidence that participants improved their understanding of the context in which they were practicing, and that their ability to engage in quality improvement projects increased. Blinded faculty reviewers favorably ranked the projects’ feasibility, impact, and appropriateness. The ‘Curriculum of Inquiry’ generated 11 quality improvement and research projects during the study period. Barriers to the ongoing work include a limited supply of mentors and delays due to Institutional Review Board approval. Hospital leadership recognizes the importance of the curriculum, and our accreditation manager now cites our ongoing work. Conclusions A structured residency-based curriculum facilitates resident demonstration of SBP and practice-based learning and improvement. Residents gain knowledge and skills though this enterprise and hospitals gain access to trainees who help to solve ongoing problems and meet accreditation requirements. PMID:24044686

Education and awareness regarding earthquakes and their consequences within the Cluj-Napoca SEISMOLAB, Romania

NASA Astrophysics Data System (ADS)

Brisan, Nicoleta; Stefanescu, Lucrina; Zaharia, Bogdan; Tataru, Dragos; Costin, Dan; Stefanie, Horatiu

2014-05-01

Education and awareness are efficient methods to mitigate the effects of natural disasters on communities. In this regard, the most receptive target group is the youth who have the potential to become vectors of information dissemination in their families and communities. In a country with significant seismic potential like Romania, the development of a Seismolab by means of an educational project is welcomed. The Seismolab operates within the Faculty of Environmental Science and Engineering at "Babeş-Bolyai" University, Cluj-Napoca, and it hosts activities conducted with the students of the faculty and pupils from Cluj and other schools involved in the RoEduSeis project. The RoEduSeis Project is a research and education project meant to develop the practical skills of primary, secondary and high school students in the field of Earth Sciences. A major objective of the project pursues the development and validation of new practical training methods for both teachers and students in the field of Earth Sciences. In this context, the Seismolab serves this particular aim by activities such as: training of students and teachers on conducting analyses and processing seismological data obtained from the educational seismographs in the Romanian educational seismic network; hands-on activities for pupils using educational resources developed through the project; documentary 2D and 3D movies and round tables on the topic of earthquakes and other natural risks. The students of the faculty use the data bases within subject matters in the curricula such as: Management of natural risks and disasters, Natural hazards and risks, Management of emergency situations etc. The seismometer used within the Seismolab will be connected to the above-mentioned educational network and the interaction between all the schools involved in the project will be conducted by the means of an e-learning platform. The results of this cooperation will contribute to a better education and awareness regarding earthquakes as a natural risk.

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.

Phase II - Procurement of State of the Art Research Equipment to Support Faculty Members with the RNA Therapeutics Institute, a component of the Advanced Therapeutics Cluster at the University of Massachusetts Medical School

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

Moore, Melissa

2011-10-14

This project supported the continued development of the RNA Therapeutics Institute at the UMass Medical School. This funding allows for the purchase of critical equipment that will enable faculty members to develop RNA technology in order to better understand the complexity that separates genome sequence from biological function, as well as to reduce the hyperactivity of harmful genes.

PHOTON2: A web-based professional development model for photonics technology education

NASA Astrophysics Data System (ADS)

Massa, Nicholas M.; Washburn, Barbara A.; Kehrhahn, Marijke; Donnelly, Judith F.; Hanes, Fenna D.

2004-10-01

In this paper, we present a web-based teacher professional development model for photonics technology education funded by the National Science Foundation Advanced Technology Education (ATE) program. In response to the rapidly growing demand for skilled photonics technicians, the PHOTON2 project will increase the number of high school teachers and community college faculty across the US proficient in teaching photonics technology at their own institutions. The project will also focus on building the capacity of educators to engage in lifelong learning through web-based professional development. Unlike the traditional professional development model whereby educators receive training through intensive short-term workshops, the PHOTON2 project team has developed a pedagogical framework designed specifically for adult learners in which technical content, curriculum development, and learner self-regulatory development are integrated into an active, collaborative, and sustained online learning environment. In Spring 2004, two cohorts of science and technology educators, career/guidance counselors, and industry mentors from eleven states including California, Pennsylvania, Texas, Arizona, Hawaii, and the six New England states commenced participation in the three-year project. Qualitative and quantitative research, focused on individual and environmental factors related to web-based learning, will examine the viability of web-based teacher/faculty professional development in engineering technology education.

Principles of Pedagogy in Teaching in a Diverse Medical School: The University of Capetown South Africa Medical School.

ERIC Educational Resources Information Center

Rothenberg, Julia Johnson; Holland, Errol

This paper describes a 2-month project developed by the Sage Colleges (New York) and the University of Capetown Medical School in South Africa to help the medical faculty at the Capetown Medical School teach its newly diverse student body. The program is intended to improve student retention and it emphasizes the need for faculty to assure…

Faculty Perceptions of Technology Projects

ERIC Educational Resources Information Center

Ransom, Whitney; Graham, Charles R.; Mott, Jon

2007-01-01

The Center for Teaching and Learning (CTL), formerly the Center for Instructional Design at Brigham Young University (BYU), partners with faculty to help improve teaching and learning. The CTL currently supports a broad range of faculty projects to maintain and improve on-campus instruction. It has more than 35 full-time employees and…

Project Triple E Update: A Multi-Institution Implementation of a Faculty Support System.

ERIC Educational Resources Information Center

Robinson Group, Ltd., Tempe, AZ.

Project "Triple E" is cooperative endeavor initiated by The Robinson Group and International Business Machines, involving six community colleges in efforts to "empower" faculty by increasing access to information about, and communication with, students; to increase faculty "efficiency" by automating record keeping; and to enhance faculty…

Disseminating a Successful Faculty Dissertation Completion Project.

ERIC Educational Resources Information Center

Sternberg, David

This final report describes a project of the City University of New York's Faculty Advancement Program (FAP) to encourage dissertation completion by ABD (all but dissertation) faculty at seven institutions in four northeastern states. The institutions were visited and revisited by FAP mentors in the effort to establish dissertation completion…

Industry Academia Partnership Project: Computerized Drafting and Electronic Program Improvements through Job Experiences, Curriculum Development and Faculty Professional Growth.

ERIC Educational Resources Information Center

Rodriguez, Felix; Colon, Elsie M.

The Industry-Academia Partnership Pilot Project (IAPPP) was undertaken by Huertas Junior College (HJC), in Caguas, Puerto Rico, to improve advanced technical education, enhance the competitive capabilities of the region, and reduce the region's unemployment rate. The project consisted of three basic components: professional growth opportunities…

Faculty Development Workshops to Support Establishing and Sustaining Undergraduate Research Programs in the Earth Sciences (Invited)

NASA Astrophysics Data System (ADS)

Fox, L. K.; Guertin, L. A.

2013-12-01

The Geosciences Division of the Council of Undergraduate Research (GeoCUR, http://curgeoscience.wordpress.com/) has a long history of supporting faculty who engage in undergraduate research. The division has held faculty development workshops at national meetings of the GSA and AGU for over 15 years. These workshops serve faculty at all career stages and cover multiple aspects of the enterprise of engaging students in undergraduate research. Topics covered include: getting a job (particularly at a primarily undergraduate institution), incorporating research into classes, mentoring independent research projects and identifying sources of internal and external funding. Originally, these workshops were funded through CUR and registration income. When the administrative costs to run the workshops increased, we successfully sought funding from the NSF Course, Curriculum, and Laboratory Improvement (CCLI) program. This CCLI Type 1 special project allowed the expansion of the GSA workshops from half-day to full-day and the offering of workshops to other venues, including the annual meeting of the Association of American Geographers and sectional GSA meetings. The workshops are organized and led by GeoCUR councilors, some of whom attended workshops as graduate students or new faculty. Current and past Geoscience program officers in the NSF Division of Undergraduate Education (DUE) have presented on NSF funding opportunities. Based on participant surveys, the content of the workshops has evolved over time. Workshop content is also tailored to the particular audience; for example, AGU workshops enroll more graduate students and post-docs and thus the focus is on the job ';search' and getting started in undergraduate research. To date, this CCLI Type 1 project has supported 15 workshops and a variety of print and digital resources shared with workshop participants. This presentation will highlight the goals of this workshop proposal and also provide insights about strategies for funding professional development, impact of workshops on initiating and sustaining undergraduate research programs, and future directions of this program.

Projected growth in pharmacy education and research, 2010 to 2015.

PubMed

Knapp, Katherine K; Manolakis, Michael; Webster, Andrew A; Olsen, Keith M

2011-08-10

To determine projected growth in pharmacy education and research from 2010 to 2015 and to relate findings to external and internal factors. An e-mail survey instrument was sent to all US pharmacy deans, and responses were used to estimate growth in the number of first-professional-degree doctor of pharmacy (PharmD) graduates, residents/fellows, graduate students, faculty members, graduate research faculty members, and postdoctoral fellows. Results were related to the national economy, trends in faculty vacancies, growth trends in other health professions, pharmacist roles, and healthcare reform. Five-year growth projections were: 58% increase in the number of residents/fellows, 23% in postdoctoral fellows, 21% in entry-level PharmD graduates, 19% in graduate/research faculty members, 17% in graduate students, and 13% in total pharmacy faculty members. Residencies/fellowships showed the highest projected growth rates (58%). Graduate education and research data suggest a growing research enterprise. Faculty vacancy trends were downward and this suggests better faculty availability in coming years. Substantial growth is expected from 2010 to 2015 in all areas of pharmacy education. External factors and how well the profession is able to demonstrate its contribution to resolving healthcare problems may influence the actual growth rates achieved.

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

NASA Astrophysics Data System (ADS)

Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional development will continue through the 2013-2014 academic year. Formative assessment of the ongoing project indicates that students, teachers, parents and school administrators rank their experiences highly and that students are motivated to continue on the path to geoscience careers.

The NSF Undergraduate ALFALFA Team: Partnering with Arecibo Observatory to Offer Undergraduate and Faculty Extragalactic Radio Astronomy Research Opportunities

NASA Astrophysics Data System (ADS)

Ribaudo, Joseph; Koopmann, Rebecca A.; Haynes, Martha P.; Balonek, Thomas J.; Cannon, John M.; Coble, Kimberly A.; Craig, David W.; Denn, Grant R.; Durbala, Adriana; Finn, Rose; Hallenbeck, Gregory L.; Hoffman, G. Lyle; Lebron, Mayra E.; Miller, Brendan P.; Crone-Odekon, Mary; O'Donoghue, Aileen A.; Olowin, Ronald Paul; Pantoja, Carmen; Pisano, Daniel J.; Rosenberg, Jessica L.; Troischt, Parker; Venkatesan, Aparna; Wilcots, Eric M.; ALFALFA Team

2017-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 20 institutions across the US and Puerto Rico, founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. The objective of the UAT is to provide opportunities for its members to develop expertise in the technical aspects of observational radio spectroscopy, its associated data analysis, and the motivating science. Partnering with Arecibo Observatory, the UAT has worked with more than 280 undergraduates and 26 faculty to date, offering 8 workshops onsite at Arecibo (148 undergraduates), observing runs at Arecibo (69 undergraduates), remote observing runs on campus, undergraduate research projects based on Arecibo science (120 academic year and 185 summer projects), and presentation of results at national meetings such as the AAS (at AAS229: Ball et al., Collova et al., Davis et al., Miazzo et al., Ruvolo et al, Singer et al., Cannon et al., Craig et al., Koopmann et al., O'Donoghue et al.). 40% of the students and 45% of the faculty participants have been women and members of underrepresented groups. More than 90% of student alumni are attending graduate school and/or pursuing a career in STEM. 42% of those pursuing graduate degrees in Physics or Astronomy are women.In this presentation, we summarize the UAT program and the current research efforts of UAT members based on Arecibo science, including multiwavelength followup observations of ALFALFA sources, the UAT Collaborative Groups Project, the Survey of HI in Extremely Low-mass Dwarfs (SHIELD), and the Arecibo Pisces-Perseus Supercluster Survey (APPSS). This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, AST-121105, and AST-1637339.

Planning for Project Continuation.

ERIC Educational Resources Information Center

Berry, Grant, Jr.

Designed to help colleges plan for the successful continuation of educational improvement projects beyond the end of their original funding period, this report presents a case study of Pennsylvania College of Technology's (PCT's) efforts to ensure the continuation of a Title III faculty development program. After describing the the Title III…

Teacher Self-Knowledge: The Deeper Learning

ERIC Educational Resources Information Center

McIntosh, Peggy

2015-01-01

The National Seeking Educational Equity and Diversity (SEED) Project on Inclusive Curriculum is the nation's largest peer-led leadership development project. It engages public and private school teachers, college faculty, parents, and community leaders from all subject areas, grade levels, and geographic locations to create gender fair,…

Project Genesis; Pre-School Diagnosis and Programming.

ERIC Educational Resources Information Center

1968

The introduction of a project designed to evaluate children before they enter kindergarten for potential learning problems lists additional objectives and the results of screening preschool children. Post-screening planning for each child, development of a workshop to prepare programers, presentations for parent and faculty education, and…

Helwan University Project Developing Primary School Pupils' Abilities and Skills at Some Egyptian Underprivileged Areas (Slums). (Field Study)

ERIC Educational Resources Information Center

El-Tayeb, Mahmoud N.; El Nashar, Mohamed; Zeid, Mai M.; El-Sayed, Magda; Ramadan, Mohamed A.; Hamdi, Safia M.; El-Affy, Nabila; Ebeid, Amina K.; El-Marasi, Sonia S.; Abou-Elmahty, Maher

2010-01-01

Through directing concerted efforts and educational services of seven Faculties of Helwan University towards socially underprivileged pupils in slum areas (EL-Marg area in big Cairo) this research project had two main aims: firstly, modifying a set of arbitrary behaviors of those pupils, in a trial to develop some behavior skills associated with…

Challenges of the Administrative Consultation Wiki Research Project as a Learning and Competences Development Method for MPA Students

ERIC Educational Resources Information Center

Kovac, Polonca; Stare, Janez

2015-01-01

Administrative Consultation Wiki (ACW) is a project run under the auspices of the Faculty of Administration and the Ministry of Public Administration in Slovenia since 2009. A crucial component thereof is the involvement of students of Master of Public Administration (MPA) degree programs to offer them an opportunity to develop competences in…

Foundation observation of teaching project--a developmental model of peer observation of teaching.

PubMed

Pattison, Andrew Timothy; Sherwood, Morgan; Lumsden, Colin James; Gale, Alison; Markides, Maria

2012-01-01

Peer observation of teaching is important in the development of educators. The foundation curriculum specifies teaching competencies that must be attained. We created a developmental model of peer observation of teaching to help our foundation doctors achieve these competencies and develop as educators. A process for peer observation was created based on key features of faculty development. The project consisted of a pre-observation meeting, the observation, a post-observation debrief, writing of reflective reports and group feedback sessions. The project was evaluated by completion of questionnaires and focus groups held with both foundation doctors and the students they taught to achieve triangulation. Twenty-one foundation doctors took part. All completed reflective reports on their teaching. Participants described the process as useful in their development as educators, citing specific examples of changes to their teaching practice. Medical students rated the sessions as better or much better quality as their usual teaching. The study highlights the benefits of the project to individual foundation doctors, undergraduate medical students and faculty. It acknowledges potential anxieties involved in having teaching observed. A structured programme of observation of teaching can deliver specific teaching competencies required by foundation doctors and provides additional benefits.

A New Academic Compact: Revisioning the Relationship between Faculty and Their Institutions.

ERIC Educational Resources Information Center

McMillin, Linda A., Ed.; Berberet, William G., Ed.

The chapters of this collection highlight the Associated New American Colleges' Faculty Work Project as they examine the call for redefining faculty roles and institutional relationships. The goal of the Project has been to lay the conceptual groundwork for bringing educational practices into alignment with the institutional mission. In the first…

Graduate Faculty Perceptions of Online Teaching in a Private Graduate School

ERIC Educational Resources Information Center

Dudak, Brian

2009-01-01

This research project investigated graduate faculty members' perceptions of online teaching. The participants were five graduate faculty members from a religious graduate school located in the mid-south. The project was a qualitative study guided by the phenomenological framework. The methods used to gather data were individual interviews and a…

Learning among nursing faculty: insights from a participatory action research project about teaching international students.

PubMed

Del Fabbro, Letitia; Mitchell, Creina; Shaw, Julie

2015-03-01

It is imperative that nursing education addresses the issues arising from globalization. The adjustment challenges faced by international nursing students globally highlight the need to understand how nursing faculty experience and teach nursing classes with a mix of domestic and foreign students. This article reports on a participatory action research (PAR) study to examine and enhance the scholarly teaching of international nursing students. The overarching research question for this PAR was: How did participation in a PAR study contribute to shared learning and professional development of nursing faculty teaching international students? Five major themes were identified across the PAR: creating sharing spaces, recognizing and respecting diversity, developing and acknowledging teaching capabilities, utilizing precious time, and valuing the research. In summary, PAR was a useful approach to engage faculty in research by providing a process and a space to address concerns about the teaching and learning of international students. Copyright 2015, SLACK Incorporated.

Marshall Space Flight Center Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Six, N. F. (Compiler)

2015-01-01

The Faculty Fellowship program was revived in the summer of 2015 at NASA Marshall Space Flight Center, following a period of diminished faculty research activity here since 2006 when budget cuts in the Headquarters' Education Office required realignment. Several senior Marshall managers recognized the need to involve the Nation's academic research talent in NASA's missions and projects to the benefit of both entities. These managers invested their funds required to establish the renewed Faculty Fellowship program in 2015, a 10-week residential research involvement of 16 faculty in the laboratories and offices at Marshall. These faculty engineers and scientists worked with NASA collaborators on NASA projects, bringing new perspectives and solutions to bear. This Technical Memorandum is a compilation of the research reports of the 2015 Marshall Faculty Fellowship program, along with the Program Announcement (appendix A) and the Program Description (appendix B). The research touched on seven areas-propulsion, materials, instrumentation, fluid dynamics, human factors, control systems, and astrophysics. The propulsion studies included green propellants, gas bubble dynamics, and simulations of fluid and thermal transients. The materials investigations involved sandwich structures in composites, plug and friction stir welding, and additive manufacturing, including both strength characterization and thermosets curing in space. The instrumentation projects involved spectral interfero- metry, emissivity, and strain sensing in structures. The fluid dynamics project studied the water hammer effect. The human factors project investigated the requirements for close proximity operations in confined spaces. Another team proposed a controls system for small launch vehicles, while in astrophysics, one faculty researcher estimated the practicality of weather modification by blocking the Sun's insolation, and another found evidence in satellite data of the detection of a warm-hot intergalactic medium filament. Our goal is to continue the Faculty Fellowship effort with Center funds in succeeding summers.

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.

Nurturing educational research at Dartmouth Medical School: the synergy among innovative ideas, support faculty, and administrative structures.

PubMed

Nierenberg, David W; Carney, Patricia A

2004-10-01

In recent years, Dartmouth Medical School has increased its commitment to educational research within the school, and in collaboration with other schools across the country. Passionate faculty members with ideas and expertise in particular curricular areas are one critical component needed for a successful educational research program. Other components include an atmosphere that fosters research collaborations and mentoring, and various types of institutional support structures. This same model has effectively supported basic science and clinical research for decades. Because of the complexities involved in studying medical education, Dartmouth Medical School has invested in support structures for educational grant and manuscript development, financial support for pilot projects and partial salary support for investigators and key staff members, and other support targeted toward specific research projects. Ultimately, the goal is to use the results of the school's educational research projects to improve the curriculum through cycles of hypothesis development and testing, providing evidence for subsequent curricular change. When some research findings are relevant and applicable for use in other medical schools, that is an additional benefit of the educational research process. In this report, the authors describe the development of Dartmouth Medical School's infrastructure for supporting educational research, which has helped to accelerate the educational research productivity teaching faculty now enjoy. The authors also address some of the challenges that they anticipate in the near future.

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.

Research on Building Education and Workforce Capacity in Systems Engineering

DTIC Science & Technology

2012-01-31

Professional Ethics Since one goal of RT-19A is to understand how best to increase the number of schools offering systems engineering capstone courses...project evaluation plan  Developed and issued the request for proposals and selection process (an independent review team and rubric) for...faculty members from both institutions talk frequently to share ideas, compare progress and clarify any issues . Auburn recruited faculty only, so

As Ye Sow, So Shall Ye Reap: From Consultant to Collaborator in the Development of a Teacher Preparation Program in Lesotho.

ERIC Educational Resources Information Center

Rothenberg, Julia Johnson

This paper reports on the author's 4-week consultation with faculty of the Lesotho National Teachers College as part of the Primary Education Project which provided technical assistance with issues of primary age schooling in the Kingdom of Lesotho. The consultant worked with 12 faculty members of the National Teachers College in a process that…

45 CFR 2519.500 - How does the Corporation review an application?

Code of Federal Regulations, 2011 CFR

2011-10-01

... service projects carried out under the program; (2) Specify how the institution will promote faculty..., or a nonprofit entity that serves or involves school-age youth, older adults, low-income communities..., specify projects that involve leadership development of school-age youth; or (10) Describe the needs that...

45 CFR 2519.500 - How does the Corporation review an application?

Code of Federal Regulations, 2013 CFR

2013-10-01

... service projects carried out under the program; (2) Specify how the institution will promote faculty..., or a nonprofit entity that serves or involves school-age youth, older adults, low-income communities..., specify projects that involve leadership development of school-age youth; or (10) Describe the needs that...

45 CFR 2519.500 - How does the Corporation review an application?

Code of Federal Regulations, 2012 CFR

2012-10-01

... service projects carried out under the program; (2) Specify how the institution will promote faculty..., or a nonprofit entity that serves or involves school-age youth, older adults, low-income communities..., specify projects that involve leadership development of school-age youth; or (10) Describe the needs that...

45 CFR 2519.500 - How does the Corporation review an application?

Code of Federal Regulations, 2014 CFR

2014-10-01

... service projects carried out under the program; (2) Specify how the institution will promote faculty..., or a nonprofit entity that serves or involves school-age youth, older adults, low-income communities..., specify projects that involve leadership development of school-age youth; or (10) Describe the needs that...

Project KITES: Kids Interacting with Technology and Education Students.

ERIC Educational Resources Information Center

Taylor, Harriet G.; Stuhlmann, Janice M.

Faculty and administrators at the College of Education at Louisiana State University recognized the need to incorporate technology into all of their programs. Project KITES (Kids Interacting with Technology and Education Students) was developed to give students just beginning their professional education component real experiences with children…

34 CFR 658.11 - What projects and activities may a grantee conduct under this program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... STUDIES AND FOREIGN LANGUAGE PROGRAM What Kinds of Projects Does the Secretary Assist Under This Program... program to improve undergraduate instruction in international studies and foreign languages. These include... studies and foreign languages; (b) Teaching, research, curriculum development, faculty training in the...

34 CFR 658.11 - What projects and activities may a grantee conduct under this program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... STUDIES AND FOREIGN LANGUAGE PROGRAM What Kinds of Projects Does the Secretary Assist Under This Program... program to improve undergraduate instruction in international studies and foreign languages. These include... studies and foreign languages; (b) Teaching, research, curriculum development, faculty training in the...

34 CFR 658.11 - What projects and activities may a grantee conduct under this program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... STUDIES AND FOREIGN LANGUAGE PROGRAM What Kinds of Projects Does the Secretary Assist Under This Program... program to improve undergraduate instruction in international studies and foreign languages. These include... studies and foreign languages; (b) Teaching, research, curriculum development, faculty training in the...

Environmental Education - A Problem Approach. Final Report.

ERIC Educational Resources Information Center

Presnell, Richard W.

The envrionmental education project, "A Problem Approach," was designed to involve University faculty and community leaders in a number of goals. They attempted to produce a series of audio-taped slide presentations designed to develop a working level of environmental literacy in the project participants and in those people who…

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

PubMed

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

1997-12-01

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

Laser and optics activities at CREOL

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

Stickley, C.M.

1995-06-01

CREOL is an interdisciplinary institute with a mission to foster and support research and education in the optical and laser sciences and engineering. CREOL`s principal members are its 21-strong faculty. The faculty are encouraged and supported in developing, maintaining, and expanding innovative and sponsored research programs, especially ones that are coupled to industry`s needs. The CREOL Director and Assistant Director, through empowerment by the CREOL faculty, coordinate and oversee the interactive, interdisciplinary projects of the faculty, the 85 graduate students and the 39 research staff. CREOL integrates these research efforts with the general educational mission and goals of the university,more » develops comprehensive course work in the optical and laser sciences and engineering, provides guidance and instruction to graduate students, administers MS and PhD programs, and provides facilities, funds, and administrative support to assist the faculty in carrying out CREOL`s mission and obtaining financial support for the research projects. CREOL`s specific areas of research activity include the following: IR systems; nonlinear optics; crystal growth; nonlinear integrated optics; new solid-state lasers; tunable far-infrared lasers; thin-film optics; theory; semiconductor lasers; x-ray/optical scattering; laser-induced damage; free-electron lasers; solid-state spectroscopy; x-ray sources and applications; laser propagation; laser processing of materials; optical design; optical limiting/sensor protection; diffractive optics; quantum well optoelectronics; dense plasmas/high-field physics; laser radar and remote sensing; diode-based lasers; and glass science.« less

First neuronavigation experiences in Uruguay.

PubMed

Carbajal, Guillermo; Gomez, Alvaro; Pereyra, Gabriela; Lima, Ramiro; Preciozzi, Javier; Vazquez, Luis; Villar, Alvaro

2010-01-01

Neuronavigation is the application of image guidance to neurosurgery where the position of a surgical tool can be displayed on a preoperative image. Although this technique has been used worldwide in the last ten years, it was never applied in Uruguay due to its cost. In an ongoing project, the Engineering Faculty (Universidad de la República), the Hospital de Clínicas (Medicine Faculty - Universidad de la República) and the Regional Hospital of Tacuarembó are doing the first experimental trials in neuronavigation. In this project, a prototype based on optical tracking equipment and the open source software IGSTK (Image Guided Surgery Toolkit) is under development and testing.

Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach.

PubMed

Addy, Tracie Marcella; Hafler, Janet; Galerneau, France

2016-01-01

Clinical reasoning is a necessary skill for medical students to acquire in the course of their education, and there is evidence that they can start this process at the undergraduate level. However, physician educators who are experts in their given fields may have difficulty conveying their complex thought processes to students. Providing faculty development that equips educators with tools to teach clinical reasoning may support skill development in early medical students. We provided faculty development on a modified Bayesian method of teaching clinical reasoning to clinician educators who facilitated small-group, case-based workshops with 2nd-year medical students. We interviewed them before and after the module regarding their perceptions on teaching clinical reasoning. We solicited feedback from the students about the effectiveness of the method in developing their clinical reasoning skills. We carried out this project during an institutional curriculum rebuild where clinical reasoning was a defined goal. At the time of the intervention, there was also increased involvement of the Teaching and Learning Center in elevating the status of teaching and learning. There was high overall satisfaction with the faculty development program. Both the faculty and the students described the modified Bayesian approach as effective in fostering the development of clinical reasoning skills. Through this work, we learned how to form a beneficial partnership between a clinician educator and Teaching and Learning Center to promote faculty development on a clinical reasoning teaching method for early medical students. We uncovered challenges faced by both faculty and early learners in this study. We observed that our faculty chose to utilize the method of teaching clinical reasoning in a variety of manners in the classroom. Despite obstacles and differing approaches utilized, we believe that this model can be emulated at other institutions to foster the development of clinical reasoning skills in preclerkship students.

The evolution of a doctor of nursing practice capstone process: programmatic revisions to improve the quality of student projects.

PubMed

Nelson, Joan M; Cook, Paul F; Raterink, Ginger

2013-01-01

The past several years have seen explosive growth in the number of doctor of nursing practice (DNP) degree programs offered by colleges of nursing in the United States. Through a process of trial and error since 2005, the faculty at the University of Colorado, College of Nursing, have revised the course structure and procedures related to the DNP capstone project to improve the quality and usefulness of these student projects. Efforts have focused on educating and involving all nursing faculty in the DNP capstone process, distinguishing between competencies for our PhD and DNP projects, clearly aligning the DNP capstone project with quality improvement methods rather than with research, working with our campus institutional review board to clarify regulatory review requirements for quality improvement studies, developing a review committee to oversee DNP students' projects, and structuring our sequential course requirements to encourage students' professional presentations and publications. Our current capstone process reflects 7 years of iterative work, which we summarize in this article in hopes that it will help institutions currently in the process of developing a DNP program. Copyright © 2013 Elsevier Inc. All rights reserved.

Oral and Maxillofacial Surgery Foundation Research and Fellowship Awards: A 26-Year Review at Massachusetts General Hospital and Harvard School of Dental Medicine.

PubMed

Inverso, Gino; Chuang, Sung-Kiang; Kaban, Leonard B

2016-02-01

The purpose of this study was to review outcomes of the Oral and Maxillofacial Surgery (OMS) Foundation's funding awards to members of the OMS department at Massachusetts General Hospital (MGH) in terms of projects completed, abstracts presented, peer-reviewed publications, and career trajectories of recipients. Data were collected from MGH and OMS Foundation records and interviews with award recipients. Primary outcome variables included 1) number of awards and award types, 2) funding amount, 3) project completion, 4) number of presented abstracts, 5) conversion from abstracts to publications, 6) number of peer-reviewed publications, 7) career trajectories of awardees, and 8) additional extramural funding. Eleven Student Research Training Awards provided $135,000 for 39 projects conducted by 37 students. Of these, 34 (87.2%) were completed. There were 30 student abstracts presented, 21 peer-reviewed publications, and a publication conversion rate of 58.8%. Faculty research awards comprised $1,510,970 for 22 research projects by 12 faculty members and two research fellows. Of the 22 funded projects, 21 (95.5%) were completed. There were 110 faculty and research fellow abstracts presented and 113 peer-reviewed publications, for a publication conversion rate of 93.8%. In the student group, 17 of 37 (45.9%) are enrolled in or are applying for OMS residencies. Of the 10 students who have completed OMS training, 3 (30%) are in full-time academic positions. Of the 12 faculty recipients, 9 (75%) remain in OMS academic practice. During this time period, the department received $9.9 million of extramural foundation or National Institutes of Health funding directly or indirectly related to the OMS Foundation grants. The results of this study indicate that 90.2% of projects funded by the OMS Foundation have been completed. Most projects resulted in abstracts and publications in peer-reviewed journals. These grants encouraged students to pursue OMS careers and aided OMS faculty in developing their research programs. Copyright © 2016 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

An Analysis of University Training Programs for Instructional Developers.

ERIC Educational Resources Information Center

Silber, Kenneth H.

1982-01-01

Summarizes study of curricula of nine graduate programs in instructional development (ID). Comparisons are presented on nine variables--purpose; curriculum development processes; ID courses; where/how ID is learned; synthesizing projects; emphasis of faculty/organization development and performance solutions; orientation to evaluation and ID; and…

Early Development and the Brain: Teaching Resources for Educators

ERIC Educational Resources Information Center

Gilkerson, Linda, Ed.; Klein, Rebecca, Ed.

2008-01-01

This nine-unit curriculum translates current scientific research on early brain development into practical suggestions to help early childhood professionals understand the reciprocal link between caregiving and brain development. The curriculum was created and extensively field-tested by the Erikson Institute Faculty Development Project on the…

Impact on staff of improving access to the school breakfast program: a qualitative study.

PubMed

Haesly, Blair; Nanney, Marilyn S; Coulter, Sara; Fong, Sherri; Pratt, Rebekah J

2014-04-01

Project BREAK! was designed to test the efficacy of an intervention to increase student participation in the reimbursable School Breakfast Program (SBP). Two schools developed grab-n-go menus, added convenient serving locations, and allowed eating in the hallway. This follow-up study investigated faculty and staff perspectives of how the SBP changes influenced schools. Project BREAK! high schools were located near Minneapolis, Minnesota, enrolled over 1200 students each and were 70% to 90% white. Interviews with school personnel (N = 11) and focus groups with teachers (N = 16) from the 2 intervention schools were conducted. The Diffusion of Innovation (DOI) framework guided the question development. Analysis of the interviews identified the following DOI constructs as most prominently mentioned by school personnel and teachers: advantages for students and faculty/staff, minimal staff time required, communication of the changes, support of social relations between students and faculty/staff and trialability of the program. There appears to be numerous advantages for both students and school personnel to improving SBP access. The relative advantages of Project BREAK! appear to outweigh the negatives associated with extra time and effort required by staff. Communication about the changes is an area that needs strengthening. © 2014, American School Health Association.

Impact on staff of improving access to the school breakfast program: a qualitative study

PubMed Central

Haesly, Blair; Nanney, Marilyn S.; Coulter, Sara; Fong, Sherri; Pratt, Rebekah J.

2014-01-01

BACKGROUND Project BREAK! was designed to test the efficacy of an intervention to increase student participation in the reimbursable School Breakfast Program (SBP). Two schools developed grab-n-go menus, added convenient serving locations, and allowed eating in the hallway. This follow-up study investigated faculty and staff perspectives of how the SBP changes influenced schools. METHODS Project BREAK! high schools were located near Minneapolis, Minnesota, enrolled over 1200 students each and were 70%–90% white. Interviews with school personnel (N=11) and focus groups with teachers (N=16) from the 2 intervention schools were conducted. The Diffusion of Innovation (DOI) framework guided the question development. RESULTS Analysis of the interviews identified the following DOI constructs as most prominently mentioned by school personnel and teachers: advantages for students and faculty/staff, minimal staff time required, communication of the changes, support of social relations between students and faculty/staff and trialability of the program. CONCLUSION There appears to be numerous advantages for both students and school personnel to improving SBP access. The relative advantages of Project BREAK! appear to outweigh the negatives associated with extra time and effort required by staff. Communication about the changes is an area that needs strengthening. PMID:24617910

A descriptive investigation of the impact of student research projects arising from elective research courses.

PubMed

Harirforoosh, Sam; Stewart, David W

2016-01-27

Pharmacy academicians have noted the need to develop research skills in student pharmacists. At the Gatton College of Pharmacy, significant focus has been placed on the development of research skills through offering elective research courses. In order to evaluate the impact of participation in the research elective(s), we analyzed college records and surveyed faculty members with regard to the number of poster/podium presentations, published peer-reviewed manuscripts, and funded projects. Student enrollment in the research elective sequence has increased over time and has resulted in 81 poster presentations, 14 podium presentations, and 15 peer-reviewed publications. Implementation of a research elective sequence and fostering of a research culture amongst the faculty and students has resulted in increased student engagement in research and related scholarly activities.

Academy-Community Partnerships: Challenges and Changes in Israeli Urban Regeneration Projects

ERIC Educational Resources Information Center

Tal, Rinat Botbol; Fenster, Tovi; Kulka, Tal

2015-01-01

Students worked with low-income Jaffa residents on a 3-year building renewal project as part of a multidisciplinary clinic operated through the collaboration of the Faculty of Law, the Department of Geography at the Faculty of Humanities, and the Faculty of Management at Tel-Aviv University. Alternative models in the legal and planning literature…

Taking a Leap of Faith: Redefining Teaching and Learning in Higher Education through Project-Based Learning

ERIC Educational Resources Information Center

Lee, Jean S.; Blackwell, Sue; Drake, Jennifer; Moran, Kathryn A.

2014-01-01

This study examines two aspects of teaching with a project-based learning (PBL) model in higher education settings: faculty definitions of PBL and faculty PBL practices, as evidenced by their self-described successes and challenges in implementation. Faculty participants took "a leap of faith" in their teaching practices to redefine what…

Geology at Our Doorstep: Building a Partnership for Standards-Based Curriculum and Professional Development in Middle School Earth Science

NASA Astrophysics Data System (ADS)

Laursen, S.; Lester, A.; Cannon, E.; Forrest, A.; Bencivengo, B.; Hunter, K.

2003-12-01

Geology at Our Doorstep is a collaboration between a science outreach program (CIRES Outreach), students and faculty in a university geology department (U. Colorado at Boulder), and a local school district (St. Vrain Valley) to develop locally relevant geology classroom resources for use by the district's middle-school teachers. The project grew out of direct conversations with teachers about their ideas and needs and was explicitly based on district and state standards in Earth science and scientific thinking, drawing on close work with the district on standards implementation and assessment over the past two years. We intended to draw on existing curriculum resources and substitute local geologic examples to construct a "place-based" teaching resource. However, we found that generic, national-level curricula did not effectively match the rich geologic resources of our area, and instead developed a rather more substantial set of original materials, including classroom collections of regional rocks, reference materials on local geology, classroom activities, and media resources, all shared with teachers at a series of professional development workshops. While the original project was small in scale, a number of spin-off projects have evolved. This project models several important features in the development of university-K12 partnerships: consultation with districts, piloting of small projects, and the role of outreach programs in facilitating participation of university faculty and students.

Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

NASA Astrophysics Data System (ADS)

Ryan, J. G.; Singer, J.

2013-12-01

The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted that their institutions did not recognize the value of education-related scholarly activities, or undervaluing it compared to more traditional research activities. Given this reality, faculty desire strategies for balancing their time to allow time to pursue both. The current restructuring of NSF educational programs raises questions regarding future directions and the scale of support that may be available from the proposed Catalyzing Advances in Undergraduate STEM Education (CAUSE) Program. At the time of writing this abstract, specific details have not been communicated, but it appears that CAUSE could encompass components from several programs within the Division of Undergraduate Education's TUES, STEP, and WIDER programs, as well as the Geoscience Education and OEDG programs in the Geosciences Directorate. The RTUGeoEd project will continue to provide support to faculty seeking CAUSE (and other educational funding within DUE).

Keeping Up: Change, Currency and Accuracy.

ERIC Educational Resources Information Center

Hull, Darrell; Young, Marion

1999-01-01

Describes the curriculum-morphing process used by the Center for Occupational Research and Development (CORD) to develop curriculum materials in laser electro-optics technology (LEOT). Discusses this innovative developmental project as one in which faculty and curriculum developers work together to resolve the problem of static curriculum…

Innovative health systems projects.

PubMed

Green, Michael; Amad, Mansoor; Woodland, Mark

2015-02-01

Residency programmes struggle with the systems-based practice and improvement competency promoted by the Accreditation Council for Graduate Medical Education. The development of Innovative Health Systems Projects (IHelP) was driven by the need for better systems-based initiatives at an institutional level. Our objective was to develop a novel approach that successfully incorporates systems-based practice in our Graduate Medical Education (GME) programmes, while tracking our impact on health care delivery as an academic medical centre. We started the IHelP programme as a 'volunteer initiative' in 2010. A detailed description of the definition, development and implementation of the IHelP programme, along with our experience of the first year, is described. Residents, fellows and faculty mentors all played an important role in establishing the foundation of this initiative. Following the positive response, we have now incorporated IHelP into all curricula as a graduating requirement. IHelP has promoted scholarly activity and faculty mentorship, [and] has improved aspects of patient care and safety A total of 123 residents and fellows, representing 26 specialties, participated. We reviewed 145 projects that addressed topics ranging from administrative and departmental improvements to clinical care algorithms. The projects by area of focus were: patient care - clinical care, 38 per cent; patient care - quality, 27 per cent; resident education, 21 per cent; and a cumulative 16 per cent among pharmacy, department activities, patient education, medical records and clinical facility. We are pleased with the results of our first year of incorporating a systems-based improvement programme into the GME programmes. This initiative has promoted scholarly activity and faculty mentorship, has improved aspects of patient care and safety, and has led to the development of many practical innovations. © 2015 John Wiley & Sons Ltd.

Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development

NASA Astrophysics Data System (ADS)

Hunter, Anne-Barrie; Laursen, Sandra L.; Seymour, Elaine

2007-01-01

In this ethnographic study of summer undergraduate research (UR) experiences at four liberal arts colleges, where faculty and students work collaboratively on a project of mutual interest in an apprenticeship of authentic science research work, analysis of the accounts of faculty and student participants yields comparative insights into the structural elements of this form of UR program and its benefits for students. Comparison of the perspectives of faculty and their students revealed considerable agreement on the nature, range, and extent of students' UR gains. Specific student gains relating to the process of becoming a scientist were described and illustrated by both groups. Faculty framed these gains as part of professional socialization into the sciences. In contrast, students emphasized their personal and intellectual development, with little awareness of their socialization into professional practice. Viewing study findings through the lens of social constructivist learning theories demonstrates that the characteristics of these UR programs, how faculty practice UR in these colleges, and students' outcomes - including cognitive and personal growth and the development of a professional identity - strongly exemplify many facets of these theories, particularly, student-centered and situated learning as part of cognitive apprenticeship in a community of practice.

Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists

PubMed Central

Gatwood, Justin; Spivey, Christina A.; Dickey, Susan E.

2016-01-01

Objective. To compare the net cumulative income of community pharmacists, hospital pharmacists, and full-time pharmacy faculty members (residency-trained or with a PhD after obtaining a PharmD) in pharmacy practice, medicinal chemistry, pharmaceutics, pharmacology, and social and administrative sciences. Methods. Markov modeling was conducted to calculate net projected cumulative earnings of career paths by estimating the costs of education, including the costs of obtaining degrees and student loans. Results. The economic model spanned 49 years, from ages 18 to 67 years. Earning a PharmD and pursuing an academic career resulted in projected net cumulative lifetime earnings ranging from approximately $4.7 million to $6.3 million. A pharmacy practice faculty position following public pharmacy school and one year of residency resulted in higher net cumulative income than community pharmacy. Faculty members with postgraduate year 1 (PGY1) training also had higher net income than other faculty and hospital pharmacy career paths, given similar years of prepharmacy education and type of pharmacy school attended. Faculty members with either a PharmD or PhD in the pharmacology discipline may net as much as $5.9 million and outpace all other PhD graduates by at least $75 000 in lifetime earnings. Projected career earnings of postgraduate year 2 (PGY2) trained faculty and PharmD/PhD faculty members were lower than those of community pharmacists. Findings were more variable when comparing pharmacy faculty members and hospital pharmacists. Conclusion. With the exception of PGY1 trained academic pharmacists, faculty projected net cumulative incomes generally lagged behind community pharmacists, likely because of delayed entry into the job market as a result of advanced training/education. However, nonsalary benefits such as greater flexibility and autonomy may enhance the desirability of academic pharmacy as a career path. PMID:27756925

Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists.

PubMed

Chisholm-Burns, Marie A; Gatwood, Justin; Spivey, Christina A; Dickey, Susan E

2016-09-25

Objective. To compare the net cumulative income of community pharmacists, hospital pharmacists, and full-time pharmacy faculty members (residency-trained or with a PhD after obtaining a PharmD) in pharmacy practice, medicinal chemistry, pharmaceutics, pharmacology, and social and administrative sciences. Methods. Markov modeling was conducted to calculate net projected cumulative earnings of career paths by estimating the costs of education, including the costs of obtaining degrees and student loans. Results. The economic model spanned 49 years, from ages 18 to 67 years. Earning a PharmD and pursuing an academic career resulted in projected net cumulative lifetime earnings ranging from approximately $4.7 million to $6.3 million. A pharmacy practice faculty position following public pharmacy school and one year of residency resulted in higher net cumulative income than community pharmacy. Faculty members with postgraduate year 1 (PGY1) training also had higher net income than other faculty and hospital pharmacy career paths, given similar years of prepharmacy education and type of pharmacy school attended. Faculty members with either a PharmD or PhD in the pharmacology discipline may net as much as $5.9 million and outpace all other PhD graduates by at least $75 000 in lifetime earnings. Projected career earnings of postgraduate year 2 (PGY2) trained faculty and PharmD/PhD faculty members were lower than those of community pharmacists. Findings were more variable when comparing pharmacy faculty members and hospital pharmacists. Conclusion. With the exception of PGY1 trained academic pharmacists, faculty projected net cumulative incomes generally lagged behind community pharmacists, likely because of delayed entry into the job market as a result of advanced training/education. However, nonsalary benefits such as greater flexibility and autonomy may enhance the desirability of academic pharmacy as a career path.

Results of a study assessing teaching methods of faculty after measuring student learning style preference.

PubMed

Stirling, Bridget V

2017-08-01

Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). This study took place at the College of Nursing a large all-female university in Saudi Arabia. 24 female nursing faculty volunteered to participate in the project. A cross-sectional design was used. Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty. Copyright © 2017 Elsevier Ltd. All rights reserved.

Darton College Customized Nursing Program for the Fort Benning Community and Research Project

DTIC Science & Technology

2012-10-01

faculty members find or design some additional resources, they are making them available on the Mentoring website. • Netbook /laptop versions of...Anatomy and Physiology I and II and the Medical Terminology course development for laptop and netbook platforms, as specified in the Statement of Work...on the laptop or netbooks ; when internet access is available, assessments are submitted. The faculty completed their portion of the work and design

Integration of basic science and clinical medicine: the innovative approach of the cadaver biopsy project at the Boston University School of Medicine.

PubMed

Eisenstein, Anna; Vaisman, Lev; Johnston-Cox, Hillary; Gallan, Alexander; Shaffer, Kitt; Vaughan, Deborah; O'Hara, Carl; Joseph, Lija

2014-01-01

Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration. The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning. Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases. Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal.

Institutional Ethnography as Materialist Framework for Writing Program Research and the Faculty-Staff Work Standpoints Project

ERIC Educational Resources Information Center

LaFrance, Michelle; Nicolas, Melissa

2012-01-01

Institutional ethnography seeks to uncover how things happen--how institutional discourse compels and shapes practice(s) and how norms of practice speak to, for, and over individuals. The Faculty and Staff Standpoints project is shaped by this methodology, as it explores writing center staff and faculty relationships to their work. (Contains 10…

Transforming the organizational culture of a school of nursing through innovative program development.

PubMed

Lange, Jean W; Ingersoll, Gail; Novotny, Jeanne M

2008-01-01

This article illustrates how a grant designed to promote new program development provided a vehicle for organizational transformation. The collaboration surrounding this initiative created a common focus within the school that more effectively channeled its resources and resulted in an unprecedented level of scholarly achievement and recognition. Faculty leveraged the success of this initial grant to procure additional funding for related projects. The importance of partnerships and teamwork were two valuable lessons learned. We believe that our experience is replicable in other schools of nursing interested in organizational transformation. Gibson and Barsade's model of managed change guided the project's implementation and evaluation processes. Recommendations for engaging faculty, gaining support, and developing a collaborative network are discussed in the article, with findings from a stakeholder-focused evaluation demonstrating new program goal achievement as well as the transformative changes that occurred in the organizational culture. A focused, theory-derived program plan, with comprehensive process and outcome evaluation components resulted in a major transformation of one school of nursing. Unanticipated outcomes included renewed synergy among faculty; the development of a preferred vision for the future; scholarly collaboration around a central theme that effectively channeled limited resources and dramatically increased productivity; increased regional and national recognition; and the creation of regional, national, and international partnerships.

Training faculty in Bangladesh to use a microcomputer for public health: followup report.

PubMed Central

Gould, J B; Frerichs, R R

1986-01-01

In 1984 the Western Consortium for the Health Professions, Inc., under contract to the United Nations Fund for Population Activities (UNFPA), began a project to assist Bangladesh's National Institute for Preventive and Social Medicine (NIPSOM) in establishing a microcomputing capability. The project's goal was to enable NIPSOM to become self-sufficient in the analysis by microcomputer of health, population, and family planning data; program evaluation; and policy activities. Lack of a local microcomputer infrastructure demanded that a local team of experts be developed to run the system described in a previous report. Five NIPSOM faculty members--three of whom had taken the workshop held when the system was first installed--were assigned to a computer committee, which was responsible for the computer's well-being. Six months after the microcomputer system was installed, a second 2-week workshop was given. The consortium's consultant facilitated the development of a basic microcomputer course, which was taught by four members of the computer committee to an additional eight NIPSOM faculty members. Emphasis was placed on developing local self-reliance and the need to overcome obstacles imposed by the lack of local hardware and software support systems. A strategy is proposed for the successful introduction of microcomputers in developing countries. PMID:3097742

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

PubMed

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

2015-02-01

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

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.

Moving Forward on a National Strategy for Developing Essential Skills

ERIC Educational Resources Information Center

Taylor, Maurice; Taschereau, Suzanne

2014-01-01

This pan Canadian participatory action research project involved faculty and managers in twelve Canadian colleges and institutes, nine employers, and 1300 students and workers in examining exemplary practice in essential skills as a way of catalyzing system change. Multiple sources of data were used in the three year project and key findings…

The Professional Development of College Science Professors as Science Teacher Educators.

ERIC Educational Resources Information Center

Fedock, Patricia M.; And Others

Teacher training projects have used university research scientists to conduct workshops for teachers, but because of faculty time constraints and university reward systems, it is unlikely this type of program will be used extensively. This project utilized community college professors whose main focus is teaching science and working with the…

The Advanced Interdisciplinary Research Laboratory: A Student Team Approach to the Fourth-Year Research Thesis Project Experience

ERIC Educational Resources Information Center

Piunno, Paul A. E.; Boyd, Cleo; Barzda, Virginijus; Gradinaru, Claudiu C.; Krull, Ulrich J.; Stefanovic, Sasa; Stewart, Bryan

2014-01-01

The advanced interdisciplinary research laboratory (AIRLab) represents a novel, effective, and motivational course designed from the interdisciplinary research interests of chemistry, physics, biology, and education development faculty members as an alternative to the independent thesis project experience. Student teams are assembled to work…

"Project Outreach," Final Report, December 31, 1979.

ERIC Educational Resources Information Center

Latzer, Robert M.

Fall 1979 activities for Project Outreach, a faculty development program at Jersey City State College, are described. Problems involved in carrying out these activities, a statement of expenditures and balances, and a set of recommendations are covered. Four areas of activity planned at the college were: a second series of study skills seminars, a…

The Complexities of Community-Based Websites

ERIC Educational Resources Information Center

Bomberger, Ann; Homan, Michelle

2015-01-01

This article describes the development and ongoing operations of the GreenEriePA.org project, a portal to all things environmental in Erie County, PA. Through regular input from community partners, GreenEriePA turned into a much larger, long-term project than the faculty coordinators at Gannon University, Erie, PA, originally anticipated. We…

Black Colleges Band Together To Get a Jump on Technology.

ERIC Educational Resources Information Center

Young, Jeffrey R.

1999-01-01

Many historically black colleges and universities have developed several projects to improve technology on campus and promote its use. Some see it as a key to institutional survival. Projects emphasize training students and faculty in computer use, making joint purchases, sharing on-line instructional experiences, and seeking grants to install…

Anesthesia Nursing: A Collaborative Model for Graduate Education.

ERIC Educational Resources Information Center

Chamings, Patricia A.; And Others

1989-01-01

The authors describe development of a collaborative graduate concentration in anesthesia nursing involving North Carolina Baptist Hospital and the University of North Carolina at Greensboro. Project components included (1) developing a cohesive faculty work group, (2) developing the curriculum, and (3) combining resources through an administrative…

Improving Project Performance through Implementation of Agile Methodologies in the Renewable Energy Construction Industry

NASA Astrophysics Data System (ADS)

Hernandez Mendez, Arturo

Collaborative inquiry within undergraduate research experiences (UREs) is an effective curriculum tool to support student growth. This study seeks to understand how collaborative inquiry within undergraduate biology student experiences are affected within faculty mentored experiences and non-mentored experiences at a large private southeastern university. Undergraduate biology students engaged in UREs (faculty as mentor and non-mentor experiences) were examined for statistically significant differences in student self-efficacy. Self-efficacy was measured in three subcomponents (thinking and working like a scientist, scientific self-efficacy, and scientific identity) from student responses obtained in an online survey. Responses were analyzed using a nonparametric equivalent of a t test (Mann Whitney U test) to make comparisons between faculty mentored and non-mentored student groups. The conclusions of this study highlight the statistically significant effect of faculty mentoring in all three subcomponents. Faculty and university policy makers can apply these findings to develop further support for effective faculty mentoring practices in UREs.

Creating Interdisciplinary STEM Environments at the University of Nebraska at Omaha

NASA Astrophysics Data System (ADS)

Shuster, R. D.; Grandgenett, N. F.

2010-12-01

Effective, integrated and interdisciplinary STEM environments depend upon strong faculty collaboration. During the past decade, the University of Nebraska at Omaha (UNO) has put an emphasis on STEM faculty working together across departments, colleges, and the university system, as well as with local school systems. Supported by a University-wide Content and Pedagogy Committee and a new Office of STEM Education, faculty members have aggressively undertaken and evaluated various interdisciplinary STEM activities. This presentation will briefly describe three of these projects, including evaluation-related data and UNO support mechanisms. First, an interdisciplinary student research project has been developed involving our introductory geology and chemistry courses. The project includes collecting drinking water samples from around Omaha by geology students, the chemical analysis of drinking water by chemistry students, followed by water quality analysis of the chemical data by the geology students. Students learn about the scientific method, potential problems with project design, and limitations of interpretation of real data, while also applying knowledge learned in the class to this real world problem. This project reaches ~600 undergraduate students each year and requires close cooperation between faculty of the Chemistry and Geology programs. Evaluation data indicates that this project has had a positive impact on student attitude towards science in general and towards geology and chemistry in particular. The second project highlighted will be the Silicon Prairie Initiative for Robotics in Information Technology (SPIRIT). The SPIRIT project is a NSF funded collaboration between the UNO College of Education, the University of Nebraska at Lincoln College of Engineering, and local school systems. It strives to integrate the use of educational robotics and sensors in the teaching of STEM topics, particularly at the middle school and high school levels. The project has designed a flexible online curriculum that includes over 200 lessons with technical tutorials, assessments, and various resources. More than 250 teachers have been trained in extended workshops. Criterion-referenced test data of the students involved with these teachers have been encouraging. Further pilot test data also showed increases in positive STEM attitudes. The third project highlighted will be an interdisciplinary online Earth system science course for in-service teachers associated with the Earth System Science Education Alliance (ESSEA), which includes 42 universities across the U.S.. ESSEA instructional modules have been designed and shared by the participating institutions. UNO has been offering ESSEA coursework with participating faculty from Teacher Education (College of Education) and Geology (College of Arts & Sciences), writing ESSEA modules, and examining student feedback since 2004: involving more than 250 teachers, crossing a wide range of STEM-related teaching certifications. Project effectiveness has been examined by use of surveys, focus groups, and course products. By collaborating with colleagues across disciplines, colleges, and institutions, it is possible to have a positive impact on STEM education, through course offerings at UNO and through teacher professional development.

Managing Faculty Data at the University of Tennessee: The SEDONA Project

ERIC Educational Resources Information Center

Woodroof, Jon B.; Searcy, DeWayne L.

2004-01-01

Information technology plays an increasingly prominent role in the strategic initiatives of higher education institutions. Technology projects are becoming the largest projects on campus, approaching funding levels of bricks and mortar investments. Information systems are viewed as critical in attracting high-quality faculty, staff, and students,…

The Maricopa Writing Project, Summer 1987: Project Report.

ERIC Educational Resources Information Center

Bertch, Julie

In summer 1987, the Maricopa Writing Project held two faculty workshops to encourage community college instructors' involvement in writing across the curriculum. Faculty from all seven campuses in the Maricopa Community College District and two educational centers, representing fields such as Accounting, Administration of Justice, Art, Economics,…

Introducing students to patient safety through an online interprofessional course.

PubMed

Blue, Amy V; Charles, Laurine; Howell, David; Koutalos, Yiannis; Mitcham, Maralynne; Nappi, Jean; Zoller, James

2010-01-01

Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students' learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members' assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners' educational level. The course has expanded to include students from additional programs for the current academic year.

Introducing students to patient safety through an online interprofessional course

PubMed Central

Blue, Amy V; Charles, Laurine; Howell, David; Koutalos, Yiannis; Mitcham, Maralynne; Nappi, Jean; Zoller, James

2010-01-01

Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students’ learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members’ assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners’ educational level. The course has expanded to include students from additional programs for the current academic year. PMID:23745069

A weekend program model for faculty development with primary care physicians.

PubMed

Gjerde, Craig L; Kokotailo, Patricia; Olson, Curtis A; Hla, Khin Mae

2004-01-01

Medical teachers are expected to be proficient at teaching students and residents about the changing health care system. The University of Wisconsin established a faculty development fellowship program to better prepare clinical teachers in family medicine, general pediatrics, and general internal medicine. This paper describes our fellowship program, presents data on program accomplishments, and discusses what we have learned. We developed a year-long series of five weekend workshops. A core group of faculty provided 2- to 4- hour sessions on topics including evidence-based medicine, physician leadership, advocacy, doctor-patient communication, quality, technology tools, and teaching skills. Evaluation data were used to shape the program, make improvements, and assess impact. Fellows self-assessed their ability to perform skills at the beginning and ending of the year; paired t tests were used to compare these changes. Attendance and program completion rates were more than 94% for the 84 fellows taught over 6 years. Individual sessions and the overall program were well-rated by fellows. Participants reported improvements in targeted skills; statistical analyses confirmed many significant pre-post improvements. To obtain high ratings, faculty must apply adult learning and active learning principles; lectures were not well tolerated. Initial technology skills were often low; computer labs needed many helpers. Participants needed extensive faculty support on their projects. It facilitated coordination and learning to have a core group of fellowship faculty who did most of the teaching. Graduates have become enthusiastic recruiters for new fellows. Our 5-weekend program has proven to be an effective faculty development model.

Islam and family planning: changing perceptions of health care providers and medical faculty in Pakistan

PubMed Central

Mir, Ali Mohammad; Shaikh, Gul Rashida

2013-01-01

ABSTRACT A USAID-sponsored family planning project called “FALAH” (Family Advancement for Life and Health), implemented in 20 districts of Pakistan, aimed to lower unmet need for family planning by improving access to services. To enhance the quality of care offered by the public health system, the FALAH project trained 10,534 facility-based health care providers, managers, and medical college faculty members to offer client-centered family planning services, which included a module to explain the Islamic viewpoint on family planning developed through an iterative process involving religious scholars and public health experts. At the end of the FALAH project, we conducted a situation analysis of health facilities including interviews with providers to measure family planning knowledge of trained and untrained providers; interviewed faculty to obtain their feedback about the training module; and measured changes in women's contraceptive use through baseline and endline surveys. Trained providers had a better understanding of family planning concepts than untrained providers. In addition, discussions with trained providers indicated that the training module on Islam and family planning helped them to become advocates for family planning. Faculty indicated that the module enhanced their confidence about the topic of family planning and Islam, making it easier to introduce and discuss the issue with their students. Over the 3.5-year project period, which included several components in addition to the training activity, we found an overall increase of 9 percentage points in contraceptive prevalence in the project implementation districts—from 29% to 38%. The Islam and family planning module has now been included in the teaching program of major public-sector medical universities and the Regional Training Institutes of the Population Welfare Department. Other countries with sizeable Muslim populations and low contraceptive prevalence could benefit from this module. PMID:25276535

Using Summer Faculty-Student Consultant Teams to Solve Industrial Problems

ERIC Educational Resources Information Center

Michelsen, Donald L.; And Others

1977-01-01

Describes a three-week, faculty-student summer project involving the study of waste-water treatment of refinery effluents. Discusses the use of such projects to aid industry in analyzing their problems. (MLH)

Health insurance and corporate social responsibility.

PubMed

Carter, Tony

2009-01-01

Innovation drives productivity in the nonprofit sector as well as in the commercial sector. The greatest advances come not from incremental improvements in efficiency but from new and better approaches. The most powerful way to create social value, therefore, is by developing a new means to address social problems and putting it into widespread practice. The expertise, research capacity, and reach that companies bring to philanthropy can help nonprofits create new solutions that they could never afford to develop on their own. Corporate managers sometimes work directly with faculty and community residents to implement local business projects. These projects often have significant societal benefits, especially since student collaboration and involvement extend to communities in many different inner cities. These projects are incredibly diverse and through such initiatives, management education not only provides an educationally rewarding outlet for students but also endows and enriches inner city communities. Management students sometimes work directly with faculty and community residents to implement local business projects. These projects often have significant societal benefits, especially since student collaboration and involvement extend to communities in many different inner cities. These projects are incredibly diverse and through such initiatives, management education not only provides an educationally rewarding outlet for students but also endows and enriches inner city communities. This article looks at how to use corporate social responsibility and service learning to drive innovation for local inner-city economic development.

Using a Faculty-in-Residence Model to Enhance Curriculae in Computer Science and Social Work with Writing and Critical Thinking

ERIC Educational Resources Information Center

Sarnoff, Susan; Welch, Lonnie; Gradin, Sherrie; Sandell, Karin

2004-01-01

This paper will discuss the results of a project that enabled three faculty members from disparate disciplines: Social Work, Interpersonal Communication and Software Engineering, to enhance writing and critical thinking in their courses. The paper will address the Faculty-in-Residence project model, the activities taken on as a result of it, the…

From the Margin to the Mainstream: The Faculty Role in Advancing Service-Learning on Community Colleges. Models, Lessons from the Field, Case Studies.

ERIC Educational Resources Information Center

Pickeral, Terry, Ed.; Peters, Karen, Ed.

Prepared as part of a project to promote service-learning activities at community colleges, this sourcebook presents essays by college faculty detailing service-learning models and strategies. Following a brief foreword, an introductory essay describes the project, indicating that it involves a team of five faculty members who have built…

Tutor Training in Computer Science: Tutor Opinions and Student Results.

ERIC Educational Resources Information Center

Carbone, Angela; Mitchell, Ian

Edproj, a project team of faculty from the departments of computer science, software development and education at Monash University (Australia) investigated the quality of teaching and student learning and understanding in the computer science and software development departments. Edproj's research led to the development of a training program to…

Cross-Cultural Interprofessional Faculty Development in Japan: Results of an Integrated Workshop for Clinical Teachers.

PubMed

Wong, Jeffrey G; Son, Daisuke; Miura, Wakako

2017-12-01

Faculty development programs, studied both home and abroad, have been shown to be helpful for enhancing the scholarly and academic work of nonacademic clinicians. Interprofessional education and faculty development efforts have been less well studied. This project investigated the effect of a well-studied faculty development program applied in an interprofessional fashion across health profession educators in medicine and nursing. A faculty cohort of nurse and physician educators at The University of Tokyo underwent training in the Stanford Faculty Development Center (SFDC) model of clinical teaching through a sequence of 7 workshops. The workshops were performed in English with all materials translated into Japanese. A validated, retrospective pretest and posttest instrument was used to measure study outcomes on global assessment of teaching abilities and specific teaching behaviors (STBs) at 1 and 12 months after intervention. Successful completion of Commitment to Change statements were also assessed at 12 months. In total, 19 faculty participants completed the study. All participants found the workshops valuable. For global assessment, significant improvement in self-reported teaching abilities was seen comparing the mean pretest scores of 27.26 (maximum score = 55, standard deviation [SD] = 8.61) with mean scores at both 1 month (36.81, SD = 7.48, P < 0.001) and at 1 year (34.67, SD = 7.32, P < 0.001). For STBs, significant improvement was also seen comparing the mean group pretest score of 82.11 (maximum score = 145, SD = 15.72), to the posttest mean score of 111.11 (SD = 14.48, P < 0.001) and the 1-year mean score of 103.76 (SD = 12.87, P < 0.001). In total, 27/42 Commitment to Change statements were successfully completed at 1 year. Faculty development for improving clinical teaching can be performed across the cultures of medicine and nursing, as well as across the cultures of the United States and Japan. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

PubMed Central

Caudill, Lester; Hill, April; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics. PMID:20810953

Impact of Interdisciplinary Undergraduate Research in mathematics and biology on the development of a new course integrating five STEM disciplines.

PubMed

Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.

Women in STEM: The Effect of Undergraduate Research on Persistence

NASA Astrophysics Data System (ADS)

Wilker, Jodi

The underrepresentation of women in science, technology, engineering, and math (STEM) careers constitutes a major issue in postsecondary science education. Perseverance of women in STEM is linked to a strong science identity. Experiential learning activities, such as undergraduate research, increase science identity and thus should help keep women in STEM. Most studies on research program development are from 4-year institutions, yet many women start at community colleges. The goal of this study was to fill this gap. Science identity and experiential learning theories provided the framework for this case study at a local institution (LECC). Semistructured interviews determined college science faculty and administrators perceptions of advantages and disadvantages of undergraduate research, the viability of developing a research program, and specific research options feasible for LECC. Transcripted data were analyzed through multiple rounds of coding yielding five themes: faculty perception of undergraduate research, authentic experiences, health technologies/nursing programs, LECC students career focus, and the unique culture at LECC. The most viable type of undergraduate research for LECC is course-based and of short timeframe. The project study advocates the use of citizen science (CS) studies in the classroom as they are relatively short-term and can take the place of lab sessions. The true benefit is that students perform authentic science by contributing to an actual scientific research project. CS projects can effect social change by developing science literate citizens, empowering faculty to create authentic learning experiences, and by sparking interest in science and directing women into STEM careers.

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2014 CFR

2014-01-01

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

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2013 CFR

2013-01-01

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

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2012 CFR

2012-01-01

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

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2011 CFR

2011-01-01

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

Poster Project to Emphasize Public Health in the Pharmacy Curriculum

PubMed Central

Werremeyer, Amy B.

2011-01-01

Objective To implement and assess a required public health poster project in a doctor of pharmacy (PharmD) program. Design Third-year PharmD students collaborated in pairs to research a public health topic relating to pharmacy practice. Each student group prepared an informational poster, while receiving feedback from a faculty mentor at each stage of the project. The students presented their completed posters at a statewide pharmacy conference. Assessment Faculty members evaluated the posters with a grading rubric, and students completed a survey instrument that assessed the overall experience. In general, faculty members rated the class highly across all domains of the grading rubric. The class generally agreed that the poster project increased their awareness of public health issues related to pharmacy practice, overall knowledge of public health, and presentation skills. Conclusion The implementation of a poster project was well received by students and faculty members as an effective method for enhancing public health instruction in the PharmD program at North Dakota State University. PMID:21451754

Poster project to emphasize public health in the pharmacy curriculum.

PubMed

Kelsch, Michael P; Werremeyer, Amy B

2011-02-10

To implement and assess a required public health poster project in a doctor of pharmacy (PharmD) program. Third-year PharmD students collaborated in pairs to research a public health topic relating to pharmacy practice. Each student group prepared an informational poster, while receiving feedback from a faculty mentor at each stage of the project. The students presented their completed posters at a statewide pharmacy conference. Faculty members evaluated the posters with a grading rubric, and students completed a survey instrument that assessed the overall experience. In general, faculty members rated the class highly across all domains of the grading rubric. The class generally agreed that the poster project increased their awareness of public health issues related to pharmacy practice, overall knowledge of public health, and presentation skills. The implementation of a poster project was well received by students and faculty members as an effective method for enhancing public health instruction in the PharmD program at North Dakota State University.

A model for scholarship in nursing: the case of a private liberal arts college.

PubMed

Nelson, M L

2001-01-01

Faculty in the Department of Nursing at Augustana College, Sioux Falls, SD, focused their faculty development efforts for the 1997-1998 academic year on the creation of a scholarship model that would be both discipline-specific and relevant to Augustana's private liberal arts college identity. Rooted in Boyer's seminal re-examination of scholarship in academia, the Augustana model defines scholarship in nursing and delineates dimensions of scholarship, as well as the qualities of a scholar and criteria for evaluating scholarly endeavors. This evolving model has proven useful as a framework for faculty self-evaluation and peer review, as a guide for orienting undergraduate and graduate students to their own scholarly development, and as a framework to define criteria for final graduate student projects. The model is presented as an invitation to individual and collective scholarship development for every clinician, educator, theorist, and researcher in nursing.

Global faculty development: lessons learned from the Foundation for Advancement of International Medical Education and Research (FAIMER) initiatives.

PubMed

Burdick, William P

2014-08-01

Foundation for Advancement of International Medical Education and Research (FAIMER) faculty development programs have operated since 2001 and are designed to overcome many of the challenges inherent in global health collaborations, including alignment with local needs, avoiding persistent dependency, and development of trust. FAIMER fellowship programs, developed for midcareer faculty members in all health professions from around the world, share goals of strengthening knowledge and skills in education leadership, education methods, and project management and evaluation. Building community is another explicit goal that allows participants to support and learn from each other.The author recommends several practices for successful international collaborations based on 13 years of experience with FAIMER fellowships. These include using authentic education projects to maintain alignment with local needs and apply newly acquired knowledge and skills, teaching leadership across cultures with careful communication and adaptation of concepts to local environments, cultivating a strong field of health professions education to promote diffusion of ideas and advocate for policy change, intentionally promoting field development and leadership to reduce dependency, giving generously of time and resources, learning from others as much as teaching others, and recognizing that effective partnerships revolve around personal relationships to build trust. These strategies have enabled the FAIMER fellowship programs to stay aligned with local needs, reduce dependency, and maintain trust.

"Heidelberg standard examination" and "Heidelberg standard procedures" - Development of faculty-wide standards for physical examination techniques and clinical procedures in undergraduate medical education.

PubMed

Nikendei, C; Ganschow, P; Groener, J B; Huwendiek, S; Köchel, A; Köhl-Hackert, N; Pjontek, R; Rodrian, J; Scheibe, F; Stadler, A-K; Steiner, T; Stiepak, J; Tabatabai, J; Utz, A; Kadmon, M

2016-01-01

The competent physical examination of patients and the safe and professional implementation of clinical procedures constitute essential components of medical practice in nearly all areas of medicine. The central objective of the projects "Heidelberg standard examination" and "Heidelberg standard procedures", which were initiated by students, was to establish uniform interdisciplinary standards for physical examination and clinical procedures, and to distribute them in coordination with all clinical disciplines at the Heidelberg University Hospital. The presented project report illuminates the background of the initiative and its methodological implementation. Moreover, it describes the multimedia documentation in the form of pocketbooks and a multimedia internet-based platform, as well as the integration into the curriculum. The project presentation aims to provide orientation and action guidelines to facilitate similar processes in other faculties.

An assessment strategy for proposals of engineering projects in the Bachelor of Biomedical Engineering Curriculum at Universidad Autónoma Metropolitana-Iztapalapa.

PubMed

Castañeda-Villa, N; Jiménez-González, A; Ortiz-Posadas, M R

2015-08-01

Since 1974, the Bachelor of Biomedical Engineering Program (BBME) is offered at Universidad Autónoma Metropolitana-Iztapalapa, in Mexico City. By design, it must be completed in four years (12 trimesters) and, in the latter three, the senior students work on a BME project, which is done by completing three modules: Project Seminar (PS), Project on BME I and Project on BME II. In the PS module, the student must find a problem of interest in the BME field and suggest a solution through the development of an Engineering Project Proposal (EPP). Currently, the module is being taught by two faculty members of the BBME, who instruct students on how to develop their EPPs and evaluate their progress by reviewing a number of EPPs during the trimester. This generates a huge workload for the module instructors, which makes it necessary to involve more faculty members trimester-to-trimester (i.e. every 12 weeks) and, therefore, to create a set of systematic guidelines that ease the evaluation process for new instructors. Hence, the purpose of this paper is to present an assessment strategy (in the form of an assessment matrix) for the PS module as well as some preliminary results after two trimesters of its implementation.

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

NASA Astrophysics Data System (ADS)

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

2004-12-01

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

Competencies for Teachers of Learners Who Are Deafblind: Perkins National Deafblind Training Project.

ERIC Educational Resources Information Center

McLetchie, Barbara A. B.; Riggio, Marianne

The statements of knowledge and skills contained in this manual are the outcome of a collaborative process involving a committee that included the project staff, university level faculty, and a state coordinator of deaf-blind services. The competencies are designed for use as a blueprint for course development and field experiences by university…

Women and Men of the Manhattan Project

ERIC Educational Resources Information Center

Marshall, Jill; Herzenber, Caroline; Howes, Ruth; Weaver, Ellen; Gans, Dorothy

2010-01-01

In the early 1990s Ruth Howes, a nuclear physicist on the faculty at Ball State University, and Caroline Herzenberg, a nuclear physicist at Argonne National Laboratory, were asked to write a chapter on the Manhattan Project for a volume on women working on weapons development for the military. Realizing that they knew very little about the women…

Project MAINSTREAM'S First Fellowship Cohort: Pilot Test of a National Dissemination Model to Enhance Substance Abuse Curriculum at Health Professions Schools

ERIC Educational Resources Information Center

Browna, Richard L.; Marcus, Marianne T.; Lal, S.; Straussner, A.; Graham, Antonette V.; Madden, Theresa; Schoener, Eugene; Henry, Rebecca

2006-01-01

Objective: Generalist health professional training on substance abuse prevention is patchy. This study assessed the effects of Project MAINSTREAM, a national interdisciplinary faculty development fellowship program, whose principal objective was to enhance curriculum on basic substance abuse services at health professions training institutions.…

A Comprehensive, Coordinated Child Care System. Final Report.

ERIC Educational Resources Information Center

Colorado Univ., Denver. Medical Center.

The establishment and subsequent modification of a child care system for employees, faculty, and students of the University of Colorado Medical Center are discussed in detail. The project was partially funded by the Office of Child Development. Components of the project included three direct service programs: (1) day care for children ages 2 1/2…

A BRIDGE partnership model for health management education in the Slovak Republic.

PubMed

West, D J; Krcmery, V; Rusnakova, V; Murgas, M

1998-01-01

An innovative Health Management Education Partnership (HMEP) was initiated to develop management education initiatives through the exchange of information and ideas. Health education efforts, projects and activities exist between the University of Scranton and three strategic partners in the Slovak Republic: Trnava University, the Health Management School and the University of Matej Bel. The BRIDGE model (Building Relationships in Developing and Growing Economies) utilizes several innovative educational initiatives and strategic projects including a professional journal, faculty development, professional development, curriculum development, certification and accreditation, faculty-students exchange and development of educational materials and modules. The BRIDGE organizational structure is reviewed as well as specific workplan objectives to operationalize the HMEP encouraging mutual cooperation, collaboration and sustainability of efforts. The model stresses implementation, monitoring, and evaluation of all initiatives through a strong community effort, focus on research, deployment of educational resources, curriculum modification, development of interpartnership activities, conferences, workshops, fieldwork experiences and study tours. Applied management practices enhance market-oriented solutions to health care delivery problems emphasizing a focus on privatization and entrepreneurship through education.

Quest: A Hybrid Faculty Teaching and Learning Community

ERIC Educational Resources Information Center

Joseph, Siny; Oh, Jung; Ackerman, Patricia

2018-01-01

Faculty members often collaborate on research and service projects, but teaching remains a relatively solitary activity (Gizir & Simsek, 2005 ; Ramsden, 1998 ). While students attend classes taught by various faculty members, faculty members remain largely unaware of the innovative and pedagogical improvements in teaching made by their…

Developing Students, Developing Faculty: Incompatible or Compatible Goals?

ERIC Educational Resources Information Center

Ware, Mark E.; Davis, Stephen F.; Smith, Randolph A.

Grounding students in research methodology is at the core of the undergraduate curriculum. Students usually conduct individual projects in the experimental psychology or research methods courses, and most undergraduate courses in the psychology curriculum contain a strong research component. The opportunities and benefits for undergraduate student…

Neurology resident learning in an end-of-life/palliative care course.

PubMed

Schuh, Lori A; Biondo, Andrew; An, Andrea; Newman, Dan; Ryczko, Stephanie; Remer, Sandra; Bricker, Leslie

2007-02-01

The Accreditation Council for Graduate Medical Education (ACGME) requires neurology residents receive instruction in End-of-Life Care/Palliative Care (EOLPC), but survey data from 24 neurology programs in the National Residency End-of-Life Physician Education Project (NRELEP) demonstrated faculty and residents tend to rate themselves as able to perform EOLPC despite significant knowledge gaps. We participated in the NRELEP to develop an EOLPC course and assess resident learning following this new curriculum. Fifteen residents and 8 nonparticipant faculty completed a content validated knowledge pretest and precourse EOLPC confidence self-assessment tool. The course plan developed during a NRELEP conference consisted of 14 weekly 1-hour sessions covering a variety of topics pertinent to EOLPC care in neurology. Sessions included lectures, role-play, and group problem-solving formats. Residents attended sessions while faculty did not. The postcourse assessment included a posttest and the EOLPC self-assessment, and was completed by 14 residents and 5 comparison faculty. The mean pretest score was 48.1% +/- 16.9% for residents and 59.0% +/-8.2% for faculty. Posttest scores improved to 67.2% +/- 10.6% for residents (t test, p +/- 0.001), but not for the faculty group (52.4% +/- 9.9%, p = 0.2). Resident EOLPC confidence self-assessment significantly improved after the course (precourse mean, 3.09 +/- 1.01; postcourse mean, 3.40 +/- 0.93, p < 0.001), while there was no change in faculty confidence (precourse mean, 3.48 +/- 0.82; postcourse mean, 3.41 +/- 0.82, p = 0.5). Residents performed significantly better than faculty on the posttest (p = 0.01). An EOLPC course was developed and implemented in this program. Residents exhibited demonstrable learning and improved self-assessment of confidence in providing EOLPC following introduction of the course.

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

PubMed

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

2015-03-01

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

The Geoscience Diversity Enhancement Program (GDEP): A Model for Faculty and Student Engagement in Urban Geoscience Research

NASA Astrophysics Data System (ADS)

Ambos, E. L.; Lee, C.; Behl, R.; Francis, R. D.; Holk, G.; Larson, D.; Rodrigue, C.; Wechsler, S.; Whitney, D.

2004-12-01

For the past three years (2002-2004) faculty in the departments of geological sciences, geography, and anthropology at California State University, Long Beach have joined to offer an NSF-funded (GEO-0119891) eight-week summer research experience to faculty and students at Long Beach area high schools and community colleges. GDEP's goal is to increase the numbers of students from underrepresented groups (African-American, Hispanic, American Indian, Pacific Islander, and disabled) enrolling in baccalaureate degree programs in the geosciences. The major strategies to achieve this goal all tie to the concept of research-centered experiences, which might also be termed inquiry-based instruction. More than fifteen (15) separate and diverse geoscience research studies have been conducted. These include such disparate topics as geochemical studies of fault veins, GPS/GIS surveys of vegetation patterns for fire hazard assessment, and seismic studies of offshore fault systems. As the program has matured, research projects have become more interdisciplinary, and faculty research teams have expanded. Whereas the first year, each CSULB faculty member tended to lead her/his project as a separate endeavor, by the third summer, faculty were collaborating in research teams. Several projects have involved community-based research, at sites within an hour's drive from the urban Long Beach campus. For example, last summer, four faculty linked together to conduct a comprehensive geography and geology study of an Orange County wilderness area, resulting in creation of maps, brochures, and websites for use by the general public. Another faculty group conducted geophysical surveys at an historic archaeological site in downtown Los Angeles, producing maps of underground features that will be incorporated into a cultural center and museum. Over the past three summers, the program has grown to involve more than 25 high school and community college students, and more than 30 CSULB, high school, and community college faculty. Although GDEP's real legacy will ultimately be understood by longitudinal study of program participants, initial evaluation efforts provide some generalizable lessons. Students cite the benefits of "hands-on" research, fieldwork, and the opportunity to work one-on-one with faculty. Many students state in post-program interviews that GDEP caused them to aspire to graduate study: the rigorous GDEP research environment appears to build student confidence. The high school and community college faculty describe program benefits in terms of widening their knowledge both of how to use geoscience research as a centerpiece in instruction, and how to incorporate discussions of geoscience careers in student advising. Through GDEP, CSULB faculty have developed their abilities to work in interdisciplinary teams, to meld research with instruction, and to mentor students from diverse backgrounds and abilities.

Faculty Leadership in Baccalaureate Study Abroad Programs: The Relationship between Faculty Preparedness and Intercultural Competence

ERIC Educational Resources Information Center

MacDonald, Carla J.

2012-01-01

The dissertation describes projected research to investigate whether a relationship exists between faculty in baccalaureate education who lead short term study abroad programs (SAPS) and their levels of intercultural competency. Specifically, the research collected considers whether a connection exists between those faculty who received…

Key Components of Online Group Projects: Faculty Perceptions

ERIC Educational Resources Information Center

Wade, Christine E.; Cameron, Bruce A.; Morgan, Kari; Williams, Karen C.

2016-01-01

In order to better understand faculty perceptions of group work, a survey was deployed to online teaching instructors. Results suggest that most faculty find student socialization (e.g., being supportive, caring about each other), communication, reliability, and dependability important in the group process. However, very few faculty rated the…

Special Education Faculty Needs Assessment Study Implications

ERIC Educational Resources Information Center

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

2011-01-01

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

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

NASA Astrophysics Data System (ADS)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

The development of a mandatory medical thesis in an urban medical school.

PubMed

Ogunyemi, Dotun; Bazargan, Mohsen; Norris, Keith; Jones-Quaidoo, Sean; Wolf, Kenneth; Edelstein, Ronald; Baker, Richard S; Calmes, Daphne

2005-01-01

The objective of this study was to describe the development of a primary care medical student's thesis. In 1995, as part of its primary care clerkship, the Charles R. Drew University of Medicine and Science (Drew University), College of Medicine created a curriculum requiring medical students to develop, design, and implement a research project during their 2-year longitudinal clinical experience. For this study, we reviewed all student research projects generated between 1995 and 2004. Among the 112 research projects, topics covered included internal medicine (29.5%), obstetrics and gynecology (OBGYN; 22%), psychosocial issues (20.5%), pediatrics (9%), public health/epidemiology (8%), medical education (8%), and surgery (3%). Mentors included faculty from internal medicine (16%), dean's office (16%), pediatrics (13%), family medicine (11%), non-Drew faculty (10%), OBGYN (9%), psychiatry (9%), surgery (9%), emergency medicine (4%), and pathology/radiology departments (3%). The students' survey showed that 83% agreed that the mentors were valuable, 72% admitted that their knowledge about the research process was improved, about 50% indicated that they were more competitive during residency application, and 80% claimed that they obtained satisfaction from accomplishing a goal. Students are able to conduct and present a primary care research project as a requirement of their medical training. Most students find the experience beneficial and positive.

Enhancing STEM coursework at MSIs through the AMS Climate Studies Diversity Project

NASA Astrophysics Data System (ADS)

Abshire, W. E.; Mills, E. W.; Slough, S. W.; Brey, J. A.; Geer, I. W.; Nugnes, K. A.

2017-12-01

The AMS Education Program celebrates a successful completion to its AMS Climate Studies Diversity Project. The project was funded for 6 years (2011-2017) through the National Science Foundation (NSF). It introduced and enhanced geoscience and/or sustainability-focused course components at minority-serving institutions (MSIs) across the U.S., many of which are signatories to the President's Climate Leadership Commitments, administered by Second Nature, and/or members of the Louis Stokes Alliances for Minority Participation. The Project introduced AMS Climate Studies curriculum to approximately 130 faculty representing 113 MSIs. Each year a cohort of, on average, 25 faculty attended a course implementation workshop where they were immersed in the course materials, received presentations from high-level speakers, and trained as change agents for their local institutions. This workshop was held in the Washington, DC area in collaboration with Second Nature, NOAA, NASA Goddard Space Flight Center, Howard University, and other local climate educational and research institutions. Following, faculty introduced and enhanced geoscience curricula on their local campuses with AMS Climate Studies course materials, thereby bringing change from within. Faculty were then invited to the following AMS Annual Meeting to report on their AMS Climate Studies course implementation progress, reconnect with their colleagues, and learn new science presented at the meeting. A longitudinal survey was administered to all Climate Diversity Project faculty participants who attended the course implementation workshops. The survey goals were to assess the effectiveness of the Project in helping faculty implement/enhance their institutional climate science offering, share best practices in offering AMS Climate Studies, and analyze the usefulness of course materials. Results will be presented during this presentation. The AMS Climate Studies Diversity Project builds on highly successful, NSF-supported diversity projects for the AMS Weather and Ocean Studies courses conducted from 2001-2008. As a whole, AMS Climate, Weather, and Ocean Studies courses have activated more than 400 institutional licenses from MSIs and impacted more than 25,000 students.

Passing the baton: Mentoring for adoption of active-learning pedagogies by research-active junior faculty.

PubMed

Grimes, Catherine Leimkuhler; White, Harold B

2015-01-01

There are barriers to adoption of research-based teaching methods. Professional development workshops may inform faculty of these methods, but effective adoption often does not follow. In addition, newly-minted research-active faculty are often overwhelmed by the many new responsibilities (grant writing, group management, laboratory setup, teaching) that accompany the position and normally do not have the time to consider novel teaching approaches. This case study documents how over a three-year period, the responsibility for teaching a nontraditional "Introduction to Biochemistry" course in a problem-based learning format was successfully transferred from a senior faculty member nearing retirement (HBW) to a newly-hired research-active assistant professor (CLG). We describe our apprenticeship project involving modeling, scaffolding, fading, and coaching. We suggest that involving faculty in active-learning pedagogy early in their career with mentoring by senior faculty overcomes barriers to adopting these methods. This case describes a specific example from which potentially useful elements can be adopted and adapted wherever biochemistry is taught. © 2015 The International Union of Biochemistry and Molecular Biology.

“Heidelberg standard examination” and “Heidelberg standard procedures” – Development of faculty-wide standards for physical examination techniques and clinical procedures in undergraduate medical education

PubMed Central

Nikendei, C.; Ganschow, P.; Groener, J. B.; Huwendiek, S.; Köchel, A.; Köhl-Hackert, N.; Pjontek, R.; Rodrian, J.; Scheibe, F.; Stadler, A.-K.; Steiner, T.; Stiepak, J.; Tabatabai, J.; Utz, A.; Kadmon, M.

2016-01-01

The competent physical examination of patients and the safe and professional implementation of clinical procedures constitute essential components of medical practice in nearly all areas of medicine. The central objective of the projects “Heidelberg standard examination” and “Heidelberg standard procedures”, which were initiated by students, was to establish uniform interdisciplinary standards for physical examination and clinical procedures, and to distribute them in coordination with all clinical disciplines at the Heidelberg University Hospital. The presented project report illuminates the background of the initiative and its methodological implementation. Moreover, it describes the multimedia documentation in the form of pocketbooks and a multimedia internet-based platform, as well as the integration into the curriculum. The project presentation aims to provide orientation and action guidelines to facilitate similar processes in other faculties. PMID:27579354

Improving student critical thinking skills through a root cause analysis pilot project.

PubMed

Tschannen, Dana; Aebersold, Michelle

2010-08-01

The Essentials of Baccalaureate Education for Professional Nursing Practice provides a framework for building the baccalaureate education for the twenty-first century. One of the exemplars included in the essentials toolkit includes student participation in an actual root cause analysis (RCA) or failure mode effects analysis. To align with this exemplar, faculty at the University of Michigan School of Nursing developed a pilot RCA project for the senior-level Leadership and Management course. While working collaboratively with faculty and unit liaisons at the University Health System, students completed an RCA on a nursing sensitive indicator (pain assessment or plan of care compliance). An overview of the pilot project, including the implementation process, is described. Each team of students identified root causes and recommendations for improvement on clinical and documentation practice within the context of the unit. Feedback from both the unit liaisons and the students confirmed the pilot's success.

The School-Based Activities Model: A Promising Alternative to Professional Development Schools

ERIC Educational Resources Information Center

Lachance, Andrea M.; Benton, Cynthia J.; Klein, Beth Shiner

2007-01-01

Partnerships, especially the Professional Development School (PDS) model, between institutions of higher education (IHE) and public schools (PS), have become, if not commonplace, a successful model for teacher education. PDS teacher education projects in which preservice teachers and higher education faculty participate in school-based instruction…

The Chemistry Teaching Fellowship Program: Developing Curricula and Graduate Student Professionalism

ERIC Educational Resources Information Center

Kim, Kris S.; Rackus, Darius G.; Mabury, Scott A.; Morra, Barbora; Dicks, Andrew P.

2017-01-01

The Chemistry Teaching Fellowship Program (CTFP) is offered to graduate students and postdoctoral researchers at the University of Toronto as an opportunity to undertake curriculum development and chemistry education research. Projects are run with faculty supervision and focus on designing new laboratory activities, lectures, tutorials,…

Assuring Integrity of Information Utility in Cyber-Learning Formats.

ERIC Educational Resources Information Center

Morrison, James L.; Stein, Linda L.

1999-01-01

Describes a cyber-learning project for the World Wide Web developed by faculty and librarians at the University of Delaware that combined discovery learning with problem-based learning to develop critical thinking and quality management for information. Undergraduates were to find, evaluate, and use information to generate an Internet marketing…

A Reflection on a Collaborative Process of Courseware Development.

ERIC Educational Resources Information Center

Joyes, Gordon; Scott, Rachael

2000-01-01

Discusses the collaborative development of technology-based teaching materials for use within civil and structural engineering departments in higher education. Describes a project funded by the European Union called SteelCAL that is based on a partnership between the European steel industry and universities to involve faculty in curriculum…

Development of a Knowledge Base for Incorporating Technology into Courses

ERIC Educational Resources Information Center

Rath, Logan

2013-01-01

This article discusses a project resulting from the request of a group of faculty at The College at Brockport to create a website for best practices in teaching and technology. The project evolved into a knowledge base powered by WordPress. Installation and configuration of WordPress resulted in the creation of custom taxonomies and post types,…

Project DAVES: An Exploratory Study of Social Presence, E-Mentoring, and Vocational Counseling Support in Community College Courses

ERIC Educational Resources Information Center

Schrum, Lynne; English, Mary C.; Galizio, Lyndsie M.

2012-01-01

A FIPSE-funded project was designed to provide support and training to community college faculty electronically, and to develop a model to offer innovative, interactive strategies to support their students' academic and career needs. The goal of the mentoring/coaching program has been to support instructors in their online efforts, provide…

The Digital Literacy Partnership Website: Promoting Interdisciplinary Scholarship between Faculty, Students, and Librarians

ERIC Educational Resources Information Center

Tzoc, Elias; Ubbes, Valerie A.

2017-01-01

In 2013, the Center for Digital Scholarship at Miami University was established and coincided with the redesign of the Children's Picture Book Database, which had a successful web presence for nearly 20 years. We developed the Digital Literacy Partnership (DLP) website project in order to upgrade the project to Omeka as a new digital management…

Middlesex Community College Geothermal Project

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

Klein, Jessie; Spaziani, Gina

The purpose of the project was to install a geothermal system in the trustees house on the Bedford campus of Middlesex Community College. In partnership with the environmental science faculty, learning activities for environmental science courses were developed to explain geothermal energy and more specifically the newly installed system to Middlesex students. A real-time monitoring system highlights the energy use and generation.

Competency-based residency training and the web log: modeling practice-based learning and enhancing medical knowledge.

PubMed

Hollon, Matthew F

2015-01-01

By using web-based tools in medical education, there are opportunities to innovatively teach important principles from the general competencies of graduate medical education. Postulating that faculty transparency in learning from uncertainties in clinical work could help residents to incorporate the principles of practice-based learning and improvement (PBLI) in their professional development, faculty in this community-based residency program modeled the steps of PBLI on a weekly basis through the use of a web log. The program confidentially surveyed residents before and after this project about actions consistent with PBLI and knowledge acquired through reading the web log. The frequency that residents encountered clinical situations where they felt uncertain declined over the course of the 24 weeks of the project from a mean frequency of uncertainty of 36% to 28% (Wilcoxon signed rank test, p=0.008); however, the frequency with which residents sought answers when faced with uncertainty did not change (Wilcoxon signed rank test, p=0.39), remaining high at approximately 80%. Residents answered a mean of 52% of knowledge questions correct when tested prior to faculty posts to the blog, rising to a mean of 65% of questions correct when tested at the end of the project (paired t-test, p=0.001). Faculty role modeling of PBLI behaviors and posting clinical questions and answers to a web log led to modest improvements in medical knowledge but did not alter behavior that was already taking place frequently among residents.

The Impact of a National Faculty Development Program Embedded Within an Academic Professional Organization.

PubMed

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

2017-08-01

A sizeable literature describes the effectiveness of institution-based faculty development programs in nurturing faculty educators as scholars, but national programs are less common and seldom evaluated. To fill this role, the Educational Scholars Program (ESP) was created within the Academic Pediatric Association (APA) in 2006. It is a national, three-year, cohort-based certification program focused on fostering educational scholarship. This article describes the development and outcomes of an innovative program embedded within the framework of a national professional organization, and offers a model for potential adaptation by similar organizations to enhance their support of educators.After 10 years, 171 scholars have enrolled in the ESP, and 50 faculty have participated. Scholars are assigned a faculty advisor and participate in three full-day sessions at a national meeting; online, interactive learning modules; and a mentored, scholarly project. The program receives support from the APA in four organizational frames: structural, human resource, political, and symbolic. The self-perceived scholarly proficiency of the scholars in Cohort 1 increased significantly over time, and their productivity and collaborations increased during and after the program. Scholars wrote enthusiastically about their experience in yearly and postprogram evaluations. In interviews, eight past APA presidents explained that the ESP strengthened the APA's mission, created new leaders, and provided a new model for other APA programs. Outcomes of the ESP suggest that a longitudinal faculty development program embedded within a national professional organization can create a social enterprise not only within the organization but also within the broader national community of educator-scholars.

Assessing the demand and preferred format of a student leadership development program at Pacific.

PubMed

Hammer, Daniel A; Nadershahi, Nader A

2011-08-01

Dental students are future leaders of health care and the dental profession. The purpose of this study was to assess the interest in leadership development programs at the University of the Pacific Arthur A. Dugoni School of Dentistry and compare the results with similar studies. In April 2010, two surveys were administered. Of the 462 students enrolled, 58 percent completed the survey. Of the eighty-one faculty members and administrators who attended the Spring Faculty Development Day, 85 percent completed the survey. This study confirmed claims that students find it most effective to learn leadership from mentors. Over 80 percent of the student respondents indicated that faculty mentorship would be the most beneficial aspect of a leadership development program. Sixty-two percent of the faculty respondents said they would serve as mentors. Following mentorship, small-group discussion (74 percent), public speaking (56 percent), dental society member mentorship (40 percent), panel discussions (39 percent), community outreach (39 percent), and capstone project (13 percent) followed in popularity. This study established a foundation to develop a pilot for the Dugoni Practical Leadership Initiative at Pacific based on the preferences of the participants in this survey. With more data and longitudinal studies, we will assess how these programs translate to leadership in dental school and after graduation.

Inquiry Methods for Critical Consciousness and Self-Change in Faculty

ERIC Educational Resources Information Center

Pena, Edlyn Vallejo

2012-01-01

This study investigates faculty members' experiences in a 20-month inquiry project that provided them with structured opportunities to (a) interview students of color about their educational journey, and (b) meet with other faculty members as a collaborative inquiry team to discuss student interview findings. Changes in faculty members were…

Faculty Salaries at California's Public Universities, 2007-08. Commission Report 07-15

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2007

2007-01-01

To prepare this report, the Commission examined faculty salary data supplied by the University of California (UC) and the California State University (CSU) systems. This report compares faculty salaries at California's public universities with faculty salaries at comparable institutions of higher education. Based on five-year trend projections,…

International. [SITE 2002 Section].

ERIC Educational Resources Information Center

Willis, Dee Anna, Ed.

This document contains the following papers on international issues from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "The Management of Technological Change within Faculties in International American Schools" (Martine Audeoud); (2) "Going Global: Using a Website Development Project To…

GEO-Teach: A Preservice Teacher Preparation Program in Geography.

ERIC Educational Resources Information Center

Doering, Aaron; And Others

1995-01-01

Describes GEO-Teach, a project designed to develop a model preservice curriculum for secondary geography teachers. Maintains that it incorporates the National Geography Standards and merges content and pedagogy through cooperation between academic geographers and education faculty. (CFR)

Retention at Departments of Physics

NASA Astrophysics Data System (ADS)

Muller, Rafael; Rosa, Luis

2013-03-01

A thriving physics department is the end result of many actions, taken over time, that results in the development of a sense of community between the faculty and the students. As part of this sense of community, gifted students must receive special attention and innovative ideas must be incorporated to successfully accommodate the needs of these students. We have found that the best retention strategy for gifted undergraduates is the total involvement of them in undergraduate research projects and also the development of leadership in extracurricular activities within the department. A careful employment strategy is needed to secure a faculty committed to the goals of the community.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1994, volume 1

NASA Technical Reports Server (NTRS)

Bannerot, Richard; Sickorez, Donn G.

1995-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to: (1) further the professional knowledge of qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) enrich and refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1994.

National Aeronautics and Space Administration (NASA) /American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program. Volume 1

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Sickorez, Donn G. (Editor)

1997-01-01

The 1996 JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to (1) further the professional knowledge qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1996.

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

ERIC Educational Resources Information Center

Maier, Mark; Chi, W. Edward

2016-01-01

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

Faculty Collaboration on Multidisciplinary Web-Based Education.

ERIC Educational Resources Information Center

Saad, Ashraf; Uskov, Vladimir L.; Cedercreutz, Kettil; Geonetta, Sam; Spille, Jack; Abel, Dick

In 1998, faculty members at the University of Cincinnati started a project as an interdepartmental collaboration to investigate the use of World Wide Web-based instructional (WBI) tools. The project team included representatives from various areas such as information engineering technology, mechanical engineering technology, chemical technology,…

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

NASA Astrophysics Data System (ADS)

Sagendorf, Kenneth S.

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

Recovery Act: Develop a Modular Curriculum for Training University Students in Industry Standard CO{sub 2} Sequestration and Enhanced Oil Recovery Methodologies

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

Trentham, R. C.; Stoudt, E. L.

CO{sub 2} Enhanced Oil Recovery, Sequestration, & Monitoring Measuring & Verification are topics that are not typically covered in Geoscience, Land Management, and Petroleum Engineering curriculum. Students are not typically exposed to the level of training that would prepare them for CO{sub 2} reservoir and aquifer sequestration related projects when they begin assignments in industry. As a result, industry training, schools & conferences are essential training venues for new & experienced personnel working on CO{sub 2} projects for the first time. This project collected and/or generated industry level CO{sub 2} training to create modules which faculties can utilize as presentations,more » projects, field trips and site visits for undergrad and grad students and prepare them to "hit the ground running" & be contributing participants in CO{sub 2} projects with minimal additional training. In order to create the modules, UTPB/CEED utilized a variety of sources. Data & presentations from industry CO{sub 2} Flooding Schools & Conferences, Carbon Management Workshops, UTPB Classes, and other venues was tailored to provide introductory reservoir & aquifer training, state-of-the-art methodologies, field seminars and road logs, site visits, and case studies for students. After discussions with faculty at UTPB, Sul Ross, Midland College, other universities, and petroleum industry professionals, it was decided to base the module sets on a series of road logs from Midland to, and through, a number of Permian Basin CO{sub 2} Enhanced Oil Recovery (EOR) projects, CO{sub 2} Carbon Capture and Storage (CCUS) projects and outcrop equivalents of the formations where CO{sub 2} is being utilized or will be utilized, in EOR projects in the Permian Basin. Although road logs to and through these projects exist, none of them included CO{sub 2} specific information. Over 1400 miles of road logs were created, or revised specifically to highlight CO{sub 2} EOR projects. After testing a number of different entry points into the data set with students and faculty form a number of different universities, it was clear that a standard website presentation with a list of available power point presentations, excel spreadsheets, word documents and pdf's would not entice faculty, staff, and students at universities to delve deeper into the website http://www.utpb.edu/ceed/student modules.« less

Integrating Public Health and Health Promotion Practice in the Medical Curriculum: A Self-Directed Team-Based Project Approach

PubMed Central

Kershaw, Geraldine; Grivna, Michal; Elbarazi, Iffat; AliHassan, Souheila; Aziz, Faisal; Al Dhaheri, Aysha Ibrahim

2017-01-01

Preparing health professionals in health promotion (HP) and disease prevention is essential for improvement of population health, community HP, and better health care for individuals. The aim of this article is to describe an HP project in the form of a major self-directed project-based learning task integrated within the curriculum in the second year of the medical degree program at United Arab Emirates University. The project introduces students to public health and HP practice and develops students’ literature searching, writing, presentation skills, and team work. Students learn the principles underlying behavioral change, and the design of HP programs and materials, through a lecture format. Small groups of students each choose a specific health topic for their project. Over 11 weeks, students obtain information about their topic from appropriate sources (library, PubMed, Google Scholar, credible health sources such as World Health Organization). Using the principles learned in the lectures, they develop appropriate materials for their target audience: for example, posters, a pamphlet, social media content, or a video or radio message. Students seek advice from specialist faculty as needed. In week 12, each team presents their project background, rationale, and materials to their colleagues in a seminar format open to all faculty. They then submit the materials they developed for assessment. Group marks are assigned for presentations and materials. Key concepts are assessed by multiple choice questions in comprehensive course examinations. By participation in the HP project, many students develop a solid background in prevention. The information retrieval, writing, and presentation skills, as well as experience of team work, are valuable both for the remaining years of their training and their future careers. PMID:28879173

Integrating Public Health and Health Promotion Practice in the Medical Curriculum: A Self-Directed Team-Based Project Approach.

PubMed

Kershaw, Geraldine; Grivna, Michal; Elbarazi, Iffat; AliHassan, Souheila; Aziz, Faisal; Al Dhaheri, Aysha Ibrahim

2017-01-01

Preparing health professionals in health promotion (HP) and disease prevention is essential for improvement of population health, community HP, and better health care for individuals. The aim of this article is to describe an HP project in the form of a major self-directed project-based learning task integrated within the curriculum in the second year of the medical degree program at United Arab Emirates University. The project introduces students to public health and HP practice and develops students' literature searching, writing, presentation skills, and team work. Students learn the principles underlying behavioral change, and the design of HP programs and materials, through a lecture format. Small groups of students each choose a specific health topic for their project. Over 11 weeks, students obtain information about their topic from appropriate sources (library, PubMed, Google Scholar, credible health sources such as World Health Organization). Using the principles learned in the lectures, they develop appropriate materials for their target audience: for example, posters, a pamphlet, social media content, or a video or radio message. Students seek advice from specialist faculty as needed. In week 12, each team presents their project background, rationale, and materials to their colleagues in a seminar format open to all faculty. They then submit the materials they developed for assessment. Group marks are assigned for presentations and materials. Key concepts are assessed by multiple choice questions in comprehensive course examinations. By participation in the HP project, many students develop a solid background in prevention. The information retrieval, writing, and presentation skills, as well as experience of team work, are valuable both for the remaining years of their training and their future careers.

Students mentoring students in a service-learning clinical supervision experience: an educational case report.

PubMed

Lattanzi, Jill Black; Campbell, Sandra L; Dole, Robin L; Palombaro, Kerstin M

2011-10-01

Service-learning projects present the opportunity to combine academic skill practice and peer mentorship with meaningful community service. Implicit learning outcomes include an enhanced understanding of social responsibility and professional development-concepts difficult to teach in the classroom. The purpose of this educational case report is to describe the development, application, and outcomes of a service-learning project designed to facilitate peer mentorship and the development of social responsibility. DEVELOPMENT OF THE PROCESS: Widener University mandated that all programs offer student community service opportunities on Martin Luther King Day. In response, the physical therapy program developed a plan to clean and screen assistive and mobility devices and provide blood pressure screening at designated community sites. APPLICATION OF THE PROCESS: All faculty and all members of the first-year and third-year Doctor of Physical Therapy (DPT) classes participated. The students and a faculty member traveled to designated community sites in teams. First-year students were able to practice newly acquired skills under the supervision and peer mentorship of third-year students. Outcomes of the service-learning project were assessed through a tally of services rendered, measurement of curricular goal achievement, a survey of the community partners' satisfaction with the event, and consideration of both first-year and third-year DPT student reflection papers. The service-learning project was effective in meeting a community need, enhancing community partner relationships, fostering student understandings of social responsibility, and creating a valuable peer mentorship experience.

New Faculty Interview Protocol.

ERIC Educational Resources Information Center

National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.

This document is a protocol for interviewing new faculty to be used in conjunction with a new faculty survey as part of a project to create a profile of new faculty at U.S. colleges and universities. An introduction reports that the survey had been distributed to 5 schools (2 liberal arts colleges, a community college, a comprehensive univesity,…

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…

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.

Promoting Social and Academic Integration into Higher Education by First-Year Student Nurses: The APPL Project

ERIC Educational Resources Information Center

Fergy, Sue; Marks-Maran, Di; Ooms, Ann; Shapcott, Jean; Burke, Linda

2011-01-01

The Academic, Personal and Professional Learning (APPL) model of support for student nurses was developed and implemented as a pilot project in the Faculty of Health and Social Care Sciences of a university in response to a number of internal and external drivers. The common theme across these drivers was the enhancement of the social, academic…

Mechatronics in monitoring, simulation, and diagnostics of industrial and biological processes

NASA Astrophysics Data System (ADS)

Golnik, Natalia; Dobosz, Marek; Jakubowska, Małgorzata; Kościelny, Jan M.; Kujawińska, Małgorzata; Pałko, Tadeusz; Putz, Barbara; Sitnik, Robert; Wnuk, Paweł; Woźniak, Adam

2013-10-01

The paper describes a number of research projects of the Faculty of Mechatronics of Warsaw University of Technology in order to illustrate the use of common mechatronics and optomechatronics approach in solving multidisciplinary technical problems. Projects on sensors development, measurement and industrial control systems, multimodal data capture and advance systems for monitoring and diagnostics of industrial processes are presented and discussed.

Community-Partnered Project-Based Studio Pedagogy: Developing a Framework and Exploring the Impact on Faculty in Art and Design Higher Education

ERIC Educational Resources Information Center

Corn, Melanie E.

2013-01-01

Young would-be artists flock to art schools to learn from masters and immerse themselves in a study of the aesthetic histories, techniques, and theories that will inform their practices. However, the emergence of community-partnered project-based (CP) studio courses at many independent art colleges signals a fundamental shift in art and design…

Career Connections: Enhancing Career Development and Employment Opportunities for University Students with Disabilities. Final Report for Postsecondary Demonstration Program [and] Career Connections for University Students with Disabilities.

ERIC Educational Resources Information Center

Aune, Betty; And Others

This final report describes "Career Connections," a 3-year federally supported project at the University of Minnesota to enhance the career potential of students with disabilities, educate faculty and staff to work with these students, and assist employers in hiring and supervising people with disabilities. Project accomplishments…

Status report, June 1988 - April 1992

NASA Technical Reports Server (NTRS)

1992-01-01

The Mars Mission Research Center (MMRC) is one of nine University Space Engineering Research Centers established in June 1988 by NASA's Office of Aeronautics and Space Technology to broaden the nation's engineering capability to meet the critical needs fo the civilian space program. It includes North Carolina State University (NCSU) at Raleigh and on North Carolina A&T State University at Greensboro. The goal of the Center is to focus on research and educational technologies necessary for planetary exploration, especially transportation to and from our moon and Mars. The research combines mission analysis and design, hypersonic aerodynamics, structures and controls, composite materials, and fabrications. Covered here are activities of the Center from June to April 1992. The Center supports 26 graduate students, 29 undergraduates, 27 faculty and 6 staff. An additional 88 undergraduates worked on four special projects. Three facilities at A&T were renovated and a new 7,000 square foot facility was occupied at NCSU in October 1991. Five laboratories have been developed for composite processing and fabrication facility (A&T), materials testing (A&T), weaving (NCSU), braiding (NCSU), and structures (NCSU). During the past two years, the Center added a new dimension to its program - special projects which involve analysis, design, construction, and testing. The first two projects were full-scale research models of a Mars aerobrake and the HL-20 Personnel Launch System. Both projects received considerable new coverage and appeared in national publications. Additional projects include a model of a Mars Exclusion Vehicle, an Orbiter Ejector, and a Remotely Operated Vehicle. The Orbiter Ejector is scheduled to fly on Shuttle Flight STS-47 in October 1992. Special projects have increased undergraduate student participation and provided a mechanism for more interaction between the universities, NASA centers, and industries. The faculty developed 26 new courses related to the activities of the Center. They conducted four workshops on interplanetary spacecraft, lunar/Mars aerobrakes, spacecraft controls, and aerodynamic heating. The Outreach Program developed into a significant component of the Center. Faculty and students have conducted 12 tours of facilities and given 67 lectures to schools (grade k-12) and civic organizations.

Developing an International Pool of Certified Quality Reviewers

ERIC Educational Resources Information Center

Adair, Deborah

2017-01-01

This article covers the origins, growth, rationale, calibration, and inspiration of an international pool of certified Quality Matters™ (QM) Peer Reviewers. From the beginning in 2003, as a U.S. Department of Education, Fund for the Improvement of Postsecondary Education funded project, QM was developed as a faculty-centered, peer-based approach…

Competency Based Curriculum. Revised Delivery Systems for Culinary Arts Program. Project Report.

ERIC Educational Resources Information Center

Spokane Community Coll., WA.

Developed through a grant that enabled faculty members to work together to define goals and set objectives, this curriculum guide contains course objectives for the culinary arts program at Spokane Community College in Washington. Objectives are provided for the following courses: culinary techniques and skill development (two levels),…

Developing and Piloting a Form for Student Assessment of Faculty Professionalism

ERIC Educational Resources Information Center

Todhunter, Sarah; Cruess, Sylvia R.; Cruess, Richard L.; Young, Meredith; Steinert, Yvonne

2011-01-01

One of the impediments to teaching professionalism is unprofessional behavior amongst clinical teachers. No method of reliably assessing the professional behavior of clinical teachers has yet been reported. The aim of this project was to develop and pilot such a tool. Thirty-four desirable professional behaviors in clinical teachers were…

The Million Dollar Difference and 21st Century Teaching Skills Project

ERIC Educational Resources Information Center

Moon, Debi; Moolenaar-Wirsiy, Pamela

2008-01-01

With a limited budget, but a critical need to develop 21st century marketplace skills, Georgia Perimeter College (GPC) developed the Million Dollar Difference Campaign. Focusing on how quality instruction affects retention and student outcomes, GPC re-energized a 1000-faculty workforce in one year through a series of innovative teaching…

Tapping Recent Alumni for the Development of Cutting-Edge, Investigative Teaching Laboratory Experiments

ERIC Educational Resources Information Center

Brodl, Mark R.

2005-01-01

This project presents a model for the development of an innovative, highly-experimental teaching laboratory course that centers upon collaborative efforts between recent alumni currently enrolled in Ph. D. programs (consultants) and current faculty. Because these consultants are involved in cutting-edge research, their combined talents represent a…

The Aalborg University PO-PBL Model from a Socio-Cultural Learning Perspective

ERIC Educational Resources Information Center

Hernandez, Carola; Ravn, Ole; Valero, Paola

2015-01-01

Since the 1970s, Aalborg University has been developing a new pedagogical model in higher education: The Project Oriented-Problem Based Learning (PO-PBL). In particular, the Faculty of Engineering and Science has developed a pedagogical proposal that introduces students to a different type of learning. One of the theoretical frameworks…

American Society for Engineering Education/NASA Summer Faculty Fellowship Program 1982

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1983-01-01

A program of summer faculty fellowships for engineering and science educators is described. The program involves participation in cooperative research and study. Results of the program evaluation are summarized. The research fellows indicated satisfaction with the program. Benefits of the program cited include: (1) enhancement of professional abilities; (2) contact with professionals in a chosen area of research; (3) familiarity with research facilities; and (4) development of new research techniques and their adaptation to an academic setting. Abstracts of each of the research projects undertaken are presented.

New study program: Interdisciplinary Postgraduate Specialist Study in Medical Informatics.

PubMed

Hercigonja-Szekeres, Mira; Simić, Diana; Božikov, Jadranka; Vondra, Petra

2014-01-01

Paper presents an overview of the EU funded Project of Curriculum Development for Interdisciplinary Postgraduate Specialist Study in Medical Informatics named MEDINFO to be introduced in Croatia. The target group for the program is formed by professionals in any of the areas of medicine, IT professionals working on applications of IT for health and researchers and teachers in medical informatics. In addition to Croatian students, the program will also provide opportunity for enrolling students from a wider region of Southeast Europe. Project partners are two faculties of the University of Zagreb - Faculty of Organization and Informatics from Varaždin and School of Medicine, Andrija Štampar School of Public Health from Zagreb with the Croatian Society for Medical Informatics, Croatian Chamber of Economy, and Ericsson Nikola Tesla Company as associates.

The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study.

PubMed

Frantz, José M; Bezuidenhout, Juanita; Burch, Vanessa C; Mthembu, Sindi; Rowe, Michael; Tan, Christina; Van Wyk, Jacqueline; Van Heerden, Ben

2015-03-03

In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. The SAFRI programme has a positive developmental impact on both participants and their respective institutions.

The Undergraduate ALFALFA Team: Outcomes for Over 250 Undergraduate Participants

NASA Astrophysics Data System (ADS)

Troischt, Parker; Koopmann, Rebecca A.; Haynes, Martha P.; ALFALFA Team

2016-01-01

The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 19 institutions founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. In this talk we present outcomes for the more than 250 undergraduate students who have who have participated in the program during the 8 years of funding. 40% of these students have been women and members of underrepresented groups. To date 148 undergraduate students have attended annual workshops at Arecibo Observatory, interacting with faculty, graduate students, their peers, and Arecibo staff in lectures, group activities, tours, and observing runs. Team faculty have supervised 159 summer research projects and 120 academic year (e.g., senior thesis) projects. 68 students have traveled to Arecibo Observatory for observing runs and 55 have presented their results at national meetings such as the AAS. Through participation in the UAT, students are made aware of career paths they may not have previously considered. More than 90% of alumni are attending graduate school and/or pursuing a career in STEM. 42% of those pursuing graduate degrees in Physics or Astronomy are women. This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, and AST-1211005

Teacher Education Faculty and Computer Competency.

ERIC Educational Resources Information Center

Barger, Robert N.; Armel, Donald

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

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1993, volume 2

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1993-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participant's institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. A compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1993 is presented.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1993, volume 1

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1993-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are as follows: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1993.

A Novel Approach to Practice-Based Learning and Improvement Using a Web-Based Audit and Feedback Module.

PubMed

Boggan, Joel C; Cheely, George; Shah, Bimal R; Heffelfinger, Randy; Springall, Deanna; Thomas, Samantha M; Zaas, Aimee; Bae, Jonathan

2014-09-01

Systematically engaging residents in large programs in quality improvement (QI) is challenging. To coordinate a shared QI project in a large residency program using an online tool. A web-based QI tool guided residents through a 2-phase evaluation of performance of foot examinations in patients with diabetes. In phase 1, residents completed reviews of health records with online data entry. Residents were then presented with personal performance data relative to peers and were prompted to develop improvement plans. In phase 2, residents again reviewed personal performance. Rates of performance were compared at the program and clinic levels for each phase, with data presented for residents. Acceptability was measured by the number of residents completing each phase. Feasibility was measured by estimated faculty, programmer, and administrator time and costs. Seventy-nine of 86 eligible residents (92%) completed improvement plans and reviewed 1471 patients in phase 1, whereas 68 residents (79%) reviewed 1054 patient charts in phase 2. Rates of performance of examination increased significantly between phases (from 52% to 73% for complete examination, P < .001). Development of the tool required 130 hours of programmer time. Project analysis and management required 6 hours of administrator and faculty time monthly. An online tool developed and implemented for program-wide QI initiatives successfully engaged residents to participate in QI activities. Residents using this tool demonstrated improvement in a selected quality target. This tool could be adapted by other graduate medical education programs or for faculty development.

CATE: A Case Study of an Interdisciplinary Student-Led Microgravity Experiment

NASA Astrophysics Data System (ADS)

Colwell, J. E.; Dove, A.; Lane, S. S.; Tiller, C.; Whitaker, A.; Lai, K.; Hoover, B.; Benjamin, S.

2015-12-01

The Collisional Accretion Experiment (CATE) was designed, built, and flown on NASA's C-9 parabolic flight airplane in less than a year by an interdisciplinary team of 6 undergraduate students under the supervision of two faculty. CATE was selected in the initial NASA Undergraduate Student Instrument Project (USIP) solicitation in the Fall of 2013, and the experiment flight campaign was in July 2014. The experiment studied collisions between different particle populations at low velocities (sub-m/s) in a vacuum and microgravity to gain insight into processes in the protoplanetary disk and planetary ring systems. Faculty provided the experiment concept and key experiment design parameters, and the student team developed the detailed hardware design for all components, manufactured and tested hardware, operated the experiment in flight, and analyzed data post-flight. Students also developed and led an active social media campaign and education and public outreach campaign to engage local high school students in the project. The ability to follow an experiment through from conception to flight was a key benefit for undergraduate students whose available time for projects such as this is frequently limited to their junior and senior years. Key factors for success of the program included having an existing laboratory infrastructure and experience in developing flight payloads and an intrinsically simple experiment concept. Students were highly motivated, in part, by their sense of technical and scientific ownership of the project, and this engagement was key to the project's success.

Professional Development of Faculty: How Do We Know It Is Effective?

NASA Astrophysics Data System (ADS)

Derting, T. L.; Ebert-May, D.; Hodder, J.

2011-12-01

Professional development (PD) of faculty has been an integral component of curriculum reform efforts in STEM. Traditionally, PD occurs through workshops that last from hours to several days. Regardless of the particular model of PD used during a workshop, its effectiveness is usually assessed through self-report surveys of faculty satisfaction, perceived learning, and reports of applications in faculty classrooms. My presentation focuses on ways of assessing the effectiveness of models of PD, with an emphasis on the need for objective measures of change in faculty teaching. The data that I present raise two significant questions about faculty PD. Are traditional approaches to faculty PD effective in changing classroom teaching practices and improving student learning? What evidence is needed to determine the effectiveness of different models of PD? Self-report data have been useful in identifying variables that can influence the extent to which faculty implement new teaching strategies. These variables include faculty beliefs about student learning, self-efficacy, level of dissatisfaction with student learning, departmental rewards for teaching and learning, time limitations, and peer interactions. Self-report data do not, however, provide a complete or necessarily accurate assessment of the impacts of PD on classroom practices and student learning. Objective assessment of teaching and learning is also necessary, yet seldom conducted. Two approaches to such assessment will be presented, one based on student performance and the other based on observations of faculty teaching. In multiple sections of a student-centered, inquiry-based course, learning gains were higher for students taught by faculty who were trained in student-centered teaching compared with faculty with no such training. In two national projects that focused on faculty PD, self-report data indicated that faculty increased their use of student-centered teaching following PD. Objective assessment measures, however, showed that most faculty actually used teacher-centered methods with only minor use of student-centered teaching practices. Moreover, variables that have been associated with change in teaching practices, or the lack thereof, contributed little to explaining observed classroom teaching practice after PD. For example, faculty with less teaching experience engaged in more student-centered teaching compared with faculty with more years of teaching experience. Also, departmental and peer support for faculty use of non-lecture approaches to teaching had no significant relationship with the classroom practices used by faculty. These and other data suggest that assumptions about the effectiveness of traditional models of PDs need to be validated using objective, as well as subjective measures. The data also indicate a need for new models of PD for STEM faculty.

Quantifying faculty teaching time in a department of obstetrics and gynecology.

PubMed

Emmons, S

1998-10-01

The goal of this project was to develop a reproducible system that measures quantity and quality of teaching in unduplicated hours, such that comparisons of teaching activities could be drawn within and across departments. Such a system could be used for allocating teaching monies and for assessing teaching as part of the promotion and tenure process. Various teaching activities, including time spent in clinic, rounds, and doing procedures, were enumerated. The faculty were surveyed about their opinions on the proportion of clinical time spent in teaching. The literature also was reviewed. Based on analysis of the faculty survey and the literature, a series of calculations were developed to divide clinical time among resident teaching, medical student teaching, and patient care. The only input needed was total time spent in the various clinical activities, time spent in didactic activities, and the resident procedure database. This article describes a simple and fair database system to calculate time spent teaching from activities such as clinic, ward rounds, labor and delivery, and surgery. The teaching portfolio database calculates teaching as a proportion of the faculty member's total activities. The end product is a report that provides a reproducible yearly summary of faculty teaching time per activity and per type of learner.

Integration of the concepts of sustainability into teaching at post-secondary institutions

NASA Astrophysics Data System (ADS)

Davis, Sara Allison

The purpose of this study was to examine the incorporation of the concepts of sustainability into teaching at two post-secondary public education residential institutions, Northern Arizona University (NAU) and the University of South Carolina (USC). A total of 17 faculty members, six administrators, and 31 students were interviewed in the study. An individual case record for each participating institution was developed. The two case records were then qualitatively cross-case analyzed to derive crosscutting themes and patterns at the two participating institutions. Based on the findings of this study, several major themes emerged across the two post-secondary public institutions. Sustainability was consistently viewed by faculty members, administrators, and students as a very broad term. While faculty members and administrators differentiated between the ecological, economic, and social dimensions of sustainability, students commonly associated sustainability more narrowly with an ecological meaning. Several common factors that influenced faculty members' and administrators' understanding of sustainability included literature, campus-wide training, personal influences, and professional networking. Common methods used by faculty to incorporate the concepts of sustainability into teaching included assigned readings, class discussions, and class projects. Key benefits of incorporating the concepts of sustainability into teaching included increased student awareness, collaboration, vision development, and social implications, while key challenges included time, support, assessment, student understanding, and more realistic classroom experiences. Key driving forces for faculty members and administrators for incorporating the concepts of sustainability into teaching were the initiatives specifically developed at the institutions. Based on the common themes at the two institutions studied, it is recommended that post-secondary institutions desiring to deploy the concepts of sustainability into teaching include the multiple dimensions of sustainability in their campus-wide initiatives, faculty and student development, and policies. In addition, it is recommended that campus-wide sustainability initiatives emphasize the key benefits of increased student awareness, collaboration, social implications, and vision development, and that they consider the challenges of time, support, assessment, and student understanding, while rewarding faculty members for their efforts to incorporate the concepts of sustainability into teaching.

GSBPP CAPSTONE REVIEW

DTIC Science & Technology

2016-12-01

including the GSBPP exit survey , archived GSBPP capstones, faculty advisement data, faculty interviews, and a new GSBPP student survey in order to detail...analysis from multiple sources, including the GSBPP exit survey , archived GSBPP capstones, faculty advisement data, faculty interviews, and a new...GSBPP student survey in order to detail the capstone’s process, content, and value to multiple stakeholders. The project team also employs the Plan-Do

A Community of Practice Model for Introducing Mobile Tablets to University Faculty

ERIC Educational Resources Information Center

Drouin, Michelle; Vartanian, Lesa Rae; Birk, Samantha

2014-01-01

We examined the effectiveness of a community of practice (CoP) model for introducing tablets to 139 faculty members at a higher education institution. Using a CoP within a systems model, we used large- and small-group mentorship to foster collaboration among faculty members. Most faculty members agreed that the project was well organized and…

Interviewing the Experts: Student Produced Podcast

ERIC Educational Resources Information Center

Armstrong, Gary R.; Tucker, Joanne M.; Massad, Victor J.

2009-01-01

Classroom instruction continues to change dramatically with new technology and pedagogy. Faculty aspire to develop innovative programs and creative education while seeking effective teaching strategies that capitalize on emerging technology and invoke student interest and involvement. Research shows that student involvement, hands-on projects, and…

A decision support system for transportation infrastructure and supply chain system planning.

DOT National Transportation Integrated Search

2013-07-01

This project makes the results (models and methodology) of the research and development efforts on freight movement modeling (FMM) and supply chain design carried out by faculty at OSU and OU available to transportation and logistics professionals. A...

How Jeff Gordon and NASCAR Helped to Develop a High School Science Curriculum and Educate Future Teachers

ERIC Educational Resources Information Center

Hoodak, Ronald A.

2004-01-01

The focus of this article is the development of future science teachers. A research project, involving Cornell University, the Cornell Center for Materials Research, and NASCAR Champion Jeff Gordon is described. All research was conducted in association with faculty and staff at Cornell University and resulted in the development of a science…

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

PubMed

Dienstag, Jules L

2011-01-01

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

Propagations of the AAPT New Faculty Workshop: A case study of the infusion of student-centered technological and pedagogical innovations in the introductory physics program at West Point

NASA Astrophysics Data System (ADS)

Sones, Bryndol

2009-03-01

Since 2002, the Department of Physics at West Point has been the fortunate recipient of yearly attendance at the AAPT New Faculty Workshop. This sustained involvement has contributed directly to enhancements in our two-semester introductory physics program. Two aspects of West Point's environment make our involvement with the workshop especially fruitful: our diverse students and our frequent faculty turn-over. We teach to over 1100 students with majors across the entire spectrum. The majority of our faculty is an active duty Army officer here for just three years. At West Point, we rely on the workshop as a wellspring for faculty development, technological innovation, and pedagogical refinement. In the past few years, we have incorporated aspects of peer instruction, activity-based learning, and tutorials for student discovery. On the technological side, we now have TabletPCs for faculty, rf response cards (TurningPoint), high speed video analysis (LoggerPro) projects, and video tutoring capabilities (Camtashia). Student achievement is measured through our traditional course evaluation tools as well as nationally recognized standardize tests. Results will are discussed in the presentation.

Competency-based residency training and the web log: modeling practice-based learning and enhancing medical knowledge†

PubMed Central

Hollon, Matthew F.

2015-01-01

Background By using web-based tools in medical education, there are opportunities to innovatively teach important principles from the general competencies of graduate medical education. Objectives Postulating that faculty transparency in learning from uncertainties in clinical work could help residents to incorporate the principles of practice-based learning and improvement (PBLI) in their professional development, faculty in this community-based residency program modeled the steps of PBLI on a weekly basis through the use of a web log. Method The program confidentially surveyed residents before and after this project about actions consistent with PBLI and knowledge acquired through reading the web log. Results The frequency that residents encountered clinical situations where they felt uncertain declined over the course of the 24 weeks of the project from a mean frequency of uncertainty of 36% to 28% (Wilcoxon signed rank test, p=0.008); however, the frequency with which residents sought answers when faced with uncertainty did not change (Wilcoxon signed rank test, p=0.39), remaining high at approximately 80%. Residents answered a mean of 52% of knowledge questions correct when tested prior to faculty posts to the blog, rising to a mean of 65% of questions correct when tested at the end of the project (paired t-test, p=0.001). Conclusions Faculty role modeling of PBLI behaviors and posting clinical questions and answers to a web log led to modest improvements in medical knowledge but did not alter behavior that was already taking place frequently among residents. PMID:26653701

Mentoring Undergraduate Interdisciplinary Mathematics Research Students: Junior Faculty Experiences

ERIC Educational Resources Information Center

Gevertz, Jana L.; Kim, Peter S.; Wares, Joanna R.

2017-01-01

To be successful, junior faculty must properly manage their time in the face of expanding responsibilities. One such responsibility is supervising undergraduate research projects. Student research projects (either single or multi-student) can be undertaken as a full-time summer experience, or as a part-time academic year commitment. With many…

The Service Learning Projects: Stakeholder Benefits and Potential Class Topics

ERIC Educational Resources Information Center

Rutti, Raina M.; LaBonte, Joanne; Helms, Marilyn Michelle; Hervani, Aref Agahei; Sarkarat, Sy

2016-01-01

Purpose: The purpose of this paper is to summarize the benefits of including a service learning project in college classes and focusses on benefits to all stakeholders, including students, community, and faculty. Design/methodology/approach: Using a snowball approach in academic databases as well as a nominal group technique to poll faculty, key…

That's My Bailiwick: A Library-Sponsored Faculty Research Web Server.

ERIC Educational Resources Information Center

Soderdahl, Paul A.; Hughes, Carol Ann

2000-01-01

Describes Bailiwick, a project at the University of Iowa library that provides Web space for faculty, staff, and graduate students to focus on particular areas of scholarly interest such as Internet bibliographies, multimedia essays, scholarly research, and collaborative research. Also explains a MOO project and a streaming video server. (LRW)

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995. Volume 1

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Sickorez, Donn G. (Editor)

1996-01-01

The objectives of the JSC NASA/ASEE Summer Faculty Fellowship Program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. In addition to the faculty participants, the 1995 program included five students. This document is a compilation of the first fifteen of twenty-seven final reports on the research projects completed by the faculty fellows and visiting students during the summer of 1995. The reports of two of the students are integral with that of the respective fellow. Three students wrote separate reports included in Volume 2.

A Study of Physics Faculty's Instructional Practices: Implications for Experiential STEM Faculty Development Model

NASA Astrophysics Data System (ADS)

Soto, Marissa; Suskavcevic, Miliana; Forrest, Rebecca; Cheung, Margaret; Kapral, Andrew; Khon, Lawrence

When teaching physics, many factors determine the final impact the course will have on a student. Using STEP, a teacher content professional development program, we are studying the incorporation of inquiry-based teaching strategies in the professional development of university professors through an active engagement program. Through the professors' involvement in the program, they gain experience with inquiry-based instruction that can be put into effect in their own classrooms to possibly create a shift in understanding and success ratesat physics undergraduate courses. This model consists of faculty peer mentoring, facilitating instruction within a community of practice, and implementation of undergraduate inquiry-based physics teaching strategies. Here, professors are facilitating the physics lessons to in-service high school teachers while using inquiry strategies and interactive activities rather than traditional lecture. This project aided the creation of an undergraduate inquiry-based physics course at the University of Houston. It could lead to a new form of professor professional development workshop that does not only benefit the professor, but also highschoolteachers not properly trained in the field of physics.

Jumpstarting Academic Careers: A Workshop and Tools for Career Development in Anesthesiology.

PubMed

Yanofsky, Samuel D; Voytko, Mary Lou; Tobin, Joseph R; Nyquist, Julie G

2011-01-01

Career development is essential and has the potential to assist in building a sustained faculty within academic departments of Anesthesiology. Career development is essential for growth in academic medicine. Close attention to the details involved in career management, goal setting as part of career planning, and professional networking are key elements. This article examines the specific educational strategies involved in a 120 minute workshop divided into four 25 minute segments with 20 minutes at the end for discussion for training junior faculty in career development. The teaching methods include 1) brief didactic presentations, 2) pre-workshop completion of two professional development tools, 3) facilitated small group discussion using trained facilitators and 4) use of a commitment to change format. Three major learning tools were utilized in conjunction with the above methods: a professional network survey, a career planning and development form and a commitment to change form. Forty one participants from 2009 reported 80 projected changes in their practice behaviors in relation to career management: Build or enhance professional network and professional mentoring (36.3%); Set career goals, make a plan, follow though, collaborate, publish (35.1%); Increase visibility locally or nationally (10.0%); Building core skills, such as clinical, teaching, leading (36.3%); Identify the criteria for promotion in own institution (5.0%); Improved methods of documentation (2.5%). Over the past two years, the workshop has been very well received by junior faculty, with over 95% marking each of the following items as excellent or good (presentation, content, audiovisuals and objectives met). The challenge for continuing development and promotion of academic anesthesiologists lies in the explicit training of faculty for career advancement. Designing workshops using educational tools to promote a reflective process of the faculty member is the one method to meet this challenge. We believe that this national workshop has initiated an increasing awareness of a core of junior faculty nationally having now delivered the material to almost 200 junior faculty and having trained seven facilitators in the usage of these materials.

Project support of practical training in biophysics.

PubMed

Mornstein, V; Vlk, D; Forytkova, L

2006-01-01

The Department of Biophysics ensures practical training in biophysics and related subjects for students of medical and health study programmes. Demonstrations of medical technology are an important part of this training. Teaching for Faculty of Sciences in biophysical study programmes becomes also very important. Some lectures and demonstrations of technology are involved, but the practical trainig is missing. About 1 mil. CZK for additional laboratory equipment was obtained from the HEIDF project No. 1866/ 2005 "The demonstration and measuring technology for education in medical biophysics and radiological physics" for measuring system DEWETRON for high frequency signal analysis, Fluke Ti30 IR camera, PM 9000B patient monitor, ARSENAL AF 1 fluorescence microscope, and Nikon Coolpix 4500 digital camera with accessories for microphotography. At the present time, further financial resources are being provided by a development project of Ministry of Education "Inter-university co-operation in biomedical technology and engineering using top technologies" in total amount of almost 5 mil CZK, whereas over 2 mil CZK from this project are reserved for student laboratory equipment. The main goal of this project is to ensure the participation of Medical Faculty in educational co-operation in the biomedical technology and engineering, namely with the Faculty of Electrical Engineering and Communication (FEEC), Brno University of Technology. There will be taught those areas of biophysics which are not covered by FEEC, thus forming a separate subject "General Biophysics". The following instruments will be installed: UV-VIS spectrophotometers, rotation viscometers, tensiometers, microscopes with digital image processing, cooled centrifuge, optical benches, and some smaller instruments for practical measurements.

The Leadership Education for Advancement and Promotion (LEAP) Project

NASA Astrophysics Data System (ADS)

Rankin, Patricia

2003-10-01

A NSF ADVANCE Institutional Transformation award funds the Leadership Education for Advancement and Promotion (LEAP) project at the University of Colorado, Boulder (UCB). LEAP is the second year of a five-year program. The purpose of LEAP is to increase the number of women in leadership positions in the sciences and engineering. The author, who is PI of the project, will discuss what approaches the LEAP project is taking at UCB to improve faculty retention and to help faculty be more successful. Questions that will be addressed include 1)What has been learnt so far? 2) Why is it important to ensure that the playing field is truly level? 3) What makes it hard to level the playing field? 4) Why are LEAP programs not aimed solely at women faculty? 5) What is needed to change an institution?

Summer faculty fellowship program, 1984

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1984-01-01

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

Teaching Engineering Students Team Work

NASA Technical Reports Server (NTRS)

Levi, Daniel

1998-01-01

The purpose of this manual is to provide professor's in engineering classes which the background necessary to use student team projects effectively. This manual describes some of the characteristics of student teams and how to use them in class. It provides a set of class activities and films which can be used to introduce and support student teams. Finally, a set of teaching modules used in freshmen, sophomore, and senior aeronautical engineering classes are presented. This manual was developed as part of a NASA sponsored project to improve the undergraduate education of aeronautical engineers. The project has helped to purchase a set of team work films which can be checked out from Cal Poly's Learning Resources Center in the Kennedy Library. Research for this project has included literature reviews on team work and cooperative learning; interviews, observations, and surveys of Cal Poly students from Industrial and Manufacturing Engineering, Aeronautical Engineering and Psychology; participation in the Aeronautical Engineering senior design lab; and interviews with engineering faculty. In addition to this faculty manual, there is a student team work manual which has been designed to help engineering students work better in teams.

From Theory to Practice: Faculty Training in Business Ethics.

ERIC Educational Resources Information Center

Boatright, John R.

1991-01-01

Claims that training business faculty in ethics is a critical component of including ethics in the business curriculum. Includes suggestions concerning what business faculty should know about ethical theory, how to include theory, and curricular and teaching issues. Describes research projects, publications, and workshops. (DK)

Development of an Interdisciplinary, Intercultural Master's Program on Sustainability: Learning from the Richness of Diversity

ERIC Educational Resources Information Center

van Dam-Mieras, Rietje; Lansu, Angelique; Rieckmann, Marco; Michelsen, Gerd

2008-01-01

The purpose of this article is to describe a joint effort between three European and six Latin American universities to create an international Master's degree program on Sustainable Development and Management. Faculty members from these institutions are working together on this unusual and innovative project, which recognizes the importance of…

Web-Enhanced Learning: Engaging Students in Constructivist Learning

ERIC Educational Resources Information Center

Neo, Mai

2005-01-01

Purpose: The purpose of this paper is to study the impact of a web-based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning. Design/methodology/approach: In this paper, a web-based multimedia-mediated project was developed based on an Internet…

Implementation of a Multidisciplinary Professional Skills Course at an Electrical Engineering School

ERIC Educational Resources Information Center

Gider, F.; Likar, B.; Kern, T.; Miklavcic, D.

2012-01-01

This paper describes a case study of an innovative approach to teaching at an engineering school. The postgraduate course "Project Work and Communication in Research and Development (R&D)" was developed at the Faculty of Electrical Engineering of the University of Ljubljana, Ljubljana, Slovenia. The main aim of the course was to make…

A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use

ERIC Educational Resources Information Center

Bass, Kristin M.; Drits-Esser, Dina; Stark, Louisa A.

2016-01-01

The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and…

A Team of Equals: Teaching Writing in the Sciences

ERIC Educational Resources Information Center

Emerson, Lisa; MacKay, Bruce R.; MacKay, Marion B.; Funnell, Keith A.

2006-01-01

Writing across the curriculum (WAC) is a way of integrating the teaching of writing into specific academic disciplines. A problem faced in the WAC literature is how to develop a process that integrates the skills of multi-disciplinary teams. In this project, action research was used to develop a team comprising faculty from the applied sciences…

Mentor Service Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience

ERIC Educational Resources Information Center

Ward, Elijah G.; Thomas, Earl E.; Disch, William B.

2014-01-01

Little research has focused carefully on the means by which peer mentors foster development in undergraduate protégés. Two faculty members developed a holistic, peer-mentoring project in which 26 upperclassmen mentored 74 underclassmen at a midsize, 4-year institution. Mentor journal notes, open-ended protégé responses, and participant…

Incorporating Blended Format Cybersecurity Education into a Community College Information Technology Program

ERIC Educational Resources Information Center

Calhoun, Cheryl D.

2017-01-01

The main goal of this project is to expand cybersecurity curriculum. This was accomplished by developing six new courses. The curriculum for each course utilized a common online course for all class formats including web-enhanced, hybrid, or online. In this article, we will discuss the online components used, faculty professional development, and…

Rapid Development of Hybrid Courses for Distance Education: A Midwestern University's Pilot Project

ERIC Educational Resources Information Center

Rust, Jodi

2011-01-01

A descriptive case study was used to explore how repurposing and a pedagogical-based instructional design model, the multimodal model (Picciano, 2009), were used to create quality distance education courses in a rapid development setting at a Midwestern land grant university. Data triangulation was used to secure data from faculty member…

The impact of intramural grants on educators' careers and on medical education innovation.

PubMed

Adler, Shelley R; Chang, Anna; Loeser, Helen; Cooke, Molly; Wang, Jason; Teherani, Arianne

2015-06-01

The University of California, San Francisco (UCSF), Haile T. Debas Academy of Medical Educators Innovations Funding program awards competitive grants to create novel curricula and faculty development programs, compare pedagogical approaches, and design learner assessment methods. The authors examined the principal investigators' (PIs') perceptions of the impact of these intramural grants on their careers and on medical education innovation. At 12 months (project completion) and 24 months (follow-up), PIs submit a progress report describing the impact of their grant on their careers, work with collaborators, subsequent funding, project dissemination, and the UCSF curriculum. The authors analyzed these reports using qualitative thematic analysis and achieved consensus in coding and interpretation through discussion. From 2001 to 2012, the program funded 77 PIs to lead 103 projects, awarding over $2.2 million. The authors analyzed reports from 88 grants (85.4%) awarded to 68 PIs (88.3%). PIs noted that the funding led to accelerated promotion, expanded networking opportunities, enhanced knowledge and skills, more scholarly publications and presentations, extramural funding, and local and national recognition. They also reported that the funding improved their status in their departments, enhanced their careers as medical educators, laid the foundation for subsequent projects, and engaged an array of stakeholders, including trainees and junior faculty. These modest intramural education grants not only created innovative, enduring programs but also promoted educators' professional identity formation, fostered collaborations, supported junior faculty in finding their desired career paths, provided advancement opportunities, and raised the local and national profiles of recipients.

A Coordinated Approach to Curricular Review and Development in Undergraduate Geoscience Programs: Using a Matrix to Identify and Track Skills and Skill Development

NASA Astrophysics Data System (ADS)

MacDonald, R.; Savina, M. E.

2003-12-01

One approach to curriculum review and development is to construct a matrix of the desired skills versus courses in the departmental curriculum. The matrix approach requires faculty to articulate their goals, identify specific skills, and assess where in the curriculum students will learn and practice these skills and where there are major skills gaps. Faculty members in the Geology Department at Carleton College developed a matrix of skills covered in geology courses with the following objectives: 1) Geology majors should begin their "senior integrative exercise" having practiced multiple times all of the formal steps in the research process (recognizing problems, writing proposals, carrying out a project, reporting a project in several ways); 2) Geology majors should learn and practice a variety of professional and life skills life (e.g. computer skills, field skills, lab skills, and interpretive skills).The matrix was used to identify where in the curriculum various research methods and skills were addressed and to map potential student experiences to the objectives. In Carleton's non-hierarchical curriculum, the matrix was used to verify that students have many opportunities to practice research and life skills regardless of the path they take to completion of the major. In William and Mary's more structured curriculum, the matrix was used to ensure that skills build upon each other from course to course. Faculty members in the Geology Department at the College of William and Mary first used this approach to focus on teaching quantitative skills across the geology curriculum, and later used it in terms of teaching research, communication, and information literacy skills. After articulating goals and skills, faculty members in both departments developed more specific skill lists within each category of skills, then described the current assignments and activities in each course relative to the specific components of the matrix and discussed whether to add assignment or activities. We have found that much conversation among faculty and change within courses happens simply as a result of compiling the matrix. One effect of the use of the matrix is that faculty in the department know fairly specifically what skills students are learning and practicing in their other geology courses. Moreover, some faculty members are better suited by background or inclination to teach certain sets of skills. This coordinated approach avoids unnecessary duplication and allows faculty to build on skills and topics developed in previous courses. The matrix can also be used as a planning tool to identify gaps in the curriculum. In our experience, the skills matrix is a powerful organizational and communication tool. The skills matrix is a representation of what the department believes actually happens in the curriculum. Thus, development of a skills matrix provides a basis for departmental discussions of student learning goals and objectives as well as for describing the existing curriculum. The matrix is also a graphic representation, to college administrators and outside evaluators, of the "intentionality" of an entire curriculum, going beyond single courses and their syllabi. It can be used effectively to engage administration in discussions of departmental planning and needs analysis.

Technology Diffusion. [SITE 2002 Section].

ERIC Educational Resources Information Center

Niederhauser, Dale S., Ed.; Strudler, Neal, Ed.

This document contains the following papers on technology diffusion from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Faculty Technology Integration Project" (Comfort Akwaji); (2) "If It Is Broke, Then What?" (D. Lynnwood Belvin and Jennifer Leaderer); (3) "Developing Video-Based E-Learning Applications"…

Natural Partners: Resource-Based and Integrative Learning.

ERIC Educational Resources Information Center

Porter, John R.

1992-01-01

With resource-based learning projects, college students at the Philadelphia College of Pharmacy and Science develop a better sense of the information resources available, the nature of scientific literature, and the characteristics of scientific writing. Faculty motivations, benefits, and disappointments with this approach are addressed.…

The Career Education Center: A Program with Potential

ERIC Educational Resources Information Center

Ilivicky, Martin

1976-01-01

The Project Redesign grant proposal, developed by the faculty of William Cullen Bryant High School, was responsible for the initiation of a comprehensive career education program. That program and the Careers Center and Career Guidance Service were the focus of this article. (Author/RK)

Midlands Teaching Factory, LTD.

ERIC Educational Resources Information Center

Midlands Technical Coll., Columbia, SC.

In 1987, Midlands Technical College (MTC), in Columbia, South Carolina, initiated a Computer Integrated Manufacturing (CIM) project, the Midlands Teaching Factory, LTD, which integrated various college departments with the goal of manufacturing a high quality, saleable product. The faculty developed a teaching factory model which was designed to…

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 20: Engineers as information processors: A survey of US aerospace engineering faculty and students

NASA Technical Reports Server (NTRS)

Holland, Maurita Peterson; Pinelli, Thomas E.; Barclay, Rebecca O.; Kennedy, John M.

1991-01-01

U.S. aerospace engineering faculty and students were surveyed as part of the NASA/DoD Aerospace Knowledge Research Project. Faculty and students were viewed as information processors within a conceptual framework of information seeking behavior. Questionnaires were received from 275 faculty members and 640 students, which were used to determine: (1) use and importance of information sources; (2) use of specific print sources and electronic data bases; (3) use of information technology; and (4) the influence of instruction on the use of information sources and the products of faculty and students. Little evidence was found to support the belief that instruction in library or engineering information use has significant impact either on broadening the frequency or range of information products and sources used by U.S. aerospace engineering students.

Medical faculties educational network: multidimensional quality assessment.

PubMed

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

2012-12-01

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

Collaborative research: empowering students and connecting to community.

PubMed

Mills-Dick, Kelly; Hull, Jessie Mia

2011-01-01

Public health social work is committed to improving the health and well-being of individuals and communities. Collaborative partnerships can be a tremendous resource and valuable approach to meeting community needs. This article discusses the essential role of partnership and community learning through the case study of a student-faculty team engaged in collaborative research on homelessness in upstate New York in an effort to inform the development of a community affordable housing plan. The goals of the project were to (1) improve understanding of homelessness at the local level, (2) contribute to community planning efforts to end homelessness, and (3) enrich public health social work skills. This case study describes the various ways in which collaboration is cultivated and infused throughout the life of a project. The authors reflect on benefits and challenges of collaboration, and suggest considerations for designing collaborative research projects. This article discusses the impact faculty-student and college-community collaborative partnerships can have on expanding knowledge and enhancing community well-being.

Building Faculty Community: Fellowship in Graduate Medical Education Administration

PubMed Central

Edler, Alice A.; Dohn, Ann; Davidson, Heather A.; Grewal, Daisy; Behravesh, Bardia; Piro, Nancy

2009-01-01

Introduction The Department of Graduate Medical Education at Stanford Hospital and Clinics has developed a professional training program for program directors. This paper outlines the goals, structure, and expected outcomes for the one-year Fellowship in Graduate Medical Education Administration program. Background The skills necessary for leading a successful Accreditation Council for Graduate Medical Education (ACGME) training program require an increased level of curricular and administrative expertise. To meet the ACGME Outcome Project goals, program directors must demonstrate not only sophisticated understanding of curricular design but also competency-based performance assessment, resource management, and employment law. Few faculty-development efforts adequately address the complexities of educational administration. As part of an institutional-needs assessment, 41% of Stanford program directors indicated that they wanted more training from the Department of Graduate Medical Education. Intervention To address this need, the Fellowship in Graduate Medical Education Administration program will provide a curriculum that includes (1) readings and discussions in 9 topic areas, (2) regular mentoring by the director of Graduate Medical Education (GME), (3) completion of a service project that helps improve GME across the institution, and (4) completion of an individual scholarly project that focuses on education. Results The first fellow was accepted during the 2008–2009 academic year. Outcomes for the project include presentation of a project at a national meeting, internal workshops geared towards disseminating learning to peer program directors, and the completion of a GME service project. The paper also discusses lessons learned for improving the program. PMID:21975722

Impact of senior design project for the development of leadership and management skills in construction management

NASA Astrophysics Data System (ADS)

Chowdhury, Tamara

2013-08-01

Senior design courses are a core part of curricula across engineering and technology disciplines. Such courses offer Construction Management (CMG) students the opportunity to bring together, assimilate and apply the knowledge they have acquired over their entire undergraduate academic programme to an applied technical project. Senior or Capstone design course engages students in a real-world project, enhance leadership development, and prepare to manage and lead project teams. The CMG programme's multidisciplinary approach at Alabama A&M University, combines essential components of construction techniques with concepts of business management to develop technically qualified individuals for responsible management roles in the design, construction and operation of major construction projects. This paper analyses the performance of the students and improvement due to the interaction with the faculty advisors and industrial panel during the two semester Capstone project. The results of this Capstone sequence have shown a continuous improvement of student performance.

Reflections by a student and a faculty member on student-faculty collaborative geophysical field research

NASA Astrophysics Data System (ADS)

Bank, C.; Rotzien, J.

2007-12-01

More and more students and faculty engage in collaborative research. Field geophysics provides a fascinating venue, as it always contributes to interpersonal relations, usually involves off-campus work, and often allows us to meet new people and explore a different culture. Tackling an authentic research problem keeps a faculty member excited about her/his discipline, while allowing a student to engage in the process of science, follow a researcher's thoughts and contribute to a real project. The exchange of ideas and the generation of new knowledge is rewarding to the student as it facilitates her/his academic growth. Despite the obvious advantages of including students in field-based research, few students are allowed such an opportunity because of the institutional commitment in time and money that is necessary for success. Other challenges in field-based geophysical research include steep learning curves related to the use of equipment, unknown outcomes (data that is often difficult to interpret), and a true commitment to the project on the student's part. The faculty member on the other hand faces additional challenges because of the responsibility for students in the field, scheduling constraints, limited funding, and students' diverse academic goals. This presentation will be given by a faculty member and a student who have engaged in various authentic research projects. Projects ranged from afternoon lab exercises on campus (eg, microgravity survey over a tunnel on campus), course projects connected to field trips (eg, magnetic study and subsequent potential field analysis), summer research projects (eg, georadar survey of Deboullie Lake rock glacier), to year-long undergraduate thesis projects (eg, potential field studies at igneous centres of the Navajo Volcanic Field). We will present highlights of these projects, examine their pedagogical merits, and discuss the advantages and rewards we earned as well as the challenges we faced. Despite all challenges, we find that the outcomes, the sense of accomplishment, the rich interpersonal exchange, and the intellectual as well as personal growth of students is well worth the effort that goes into planning and executing such projects. Our aim is to promote collaborative and authentic research, and to find out about creative ways to bring such an experience to a wider range of interested students.

Unleashing the Creative Potential of Faculty to Create Blended Learning

ERIC Educational Resources Information Center

Carbonell, Katerina Bohle; Dailey-Hebert, Amber; Gijselaers, Wim

2013-01-01

Bottom-up managed change processes offer the advantage to use the creative power of faculty to design and implement blended learning programs. This article proposes four factors as crucial elements for a successful bottom-up change process: the macro and micro contexts, the project leader and the project members. Interviews were conducted with 5…

Jigsaw Research Communities: Coordinating Research and Service across Multiple Courses to Serve a Single Community Partner

ERIC Educational Resources Information Center

Cross, Anne; Eckberg, Deborah A.

2015-01-01

This article describes a public scholarship project in which two faculty members worked together to integrate service-learning and research into multiple courses to benefit a single community partner. The project linked undergraduate students, graduate students, and faculty in a broad-based research endeavor that contributed to the survival and…

Pathways to Promotion: Redesigning a Community College Faculty Promotion Process

ERIC Educational Resources Information Center

Shattuck, Julie; Hawkins, Tony; Coldren, Gregory; Trigger, Kelly; Angleberger, Barbara; Dankanich, Nancy; Clayton, Aaron

2018-01-01

This article reports on a design-based research project that is situated in a medium-size community college in Maryland. The project focused on exploring why the majority of full-time faculty was ranked as Assistant Professor or below, which did not reflect ranking at similar institutions. Under the leadership of the Provost, a task force analyzed…

The Participation of Women Faculty in Chinese Universities: Paradoxes of Globalization

ERIC Educational Resources Information Center

Gaskell, Jane; Eichler, Margrit; Pan, Julia; Xu, Jieying; Zhang, Xiaoming

2004-01-01

This paper contributes to a discussion of how globalization is affecting women faculty in different countries around the world. It reports on a collaborative, international research project designed to understand the participation of women faculty members in Chinese universities, sketching the historical context necessary for understanding women's…

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…

A Multi-Institutional Project to Develop Discipline-Specific Data Literacy Instruction for Graduate Students

NASA Astrophysics Data System (ADS)

Wright, S. J.; Fosmire, M.; Jeffryes, J.; Stowell Bracke, M.; Westra, B.

2012-12-01

What data stewardship skills are needed by future scientists to fulfill their professional responsibilities and take advantage of opportunities in e-science? How can academic librarians contribute their expertise in information organization, dissemination and preservation to better serve modern science? With support from the Institute of Museum and Library Services (IMLS), four research libraries have formed a partnership to address these questions. The aims of the partnership are to identify the data stewardship skills, including data management and curation, needed by graduate students at the research discipline level, to identify trends that extend across the Science, Technology, Engineering, and Mathematics (STEM) disciplines, and to collaborate with faculty to develop and implement "data information literacy" (DIL) curricula to address those needs. Over the course of the first year, the authors have been working closely with faculty in hydrology, civil engineering, ecology/environmental science, and natural resources. At the outset, we performed structured interviews with faculty and graduate students using a modified version of the Data Curation Profiles Toolkit (http://datacurationprofiles.org) to gather detailed information about the practices, limitations, needs, and opportunities for improving data management and curation practices in each group. Project teams also conducted discipline-based literature reviews and environmental scans of the available resources pertaining to data management and curation issues to identify how (or if) these topics are currently addressed by the discipline. The results were used to develop and implement specific instructional interventions attuned to the needs of each research group. We will share the results of our interviews and information-gathering, summarizing similarities and differences in the data stewardship needs expressed by the graduate students and faculty from different STEM disciplines. We will also discuss some of the educational and support practices undertaken by the teams. The authors' approaches ranged from offering a one-credit special topics class, "Managing data to facilitate your research," to closely integrating resources and training with research projects and practices. A range of strategies will likely need to be employed to educate future scientists in the fundamentals of data stewardship; our strategies are intended to give attendees a starting point for how they can approach the issue at their own institution.

Can performance on summative evaluation of wax-added dental anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone?

PubMed

Radjaeipour, G; Chambers, D W; Geissberger, M

2016-11-01

The study explored the effects of adding student-directed projects in pre-clinical dental anatomy laboratory on improving the predictability of students' eventual performance on summative evaluation exercises, given the presence of intervening faculty-controlled, in-class practice. All students from four consecutive classes (n = 555) completed wax-added home projects (HP), spending as much or as little time as desired and receiving no faculty feedback; followed by similar laboratory projects (LP) with time limits and feedback; and then summative practical projects (PP) in a timed format but without faculty feedback. Path analysis was used to assess if the student-directed HP had any effect over and above the laboratory projects. Average scores were HP = 0.785 (SD = 0.089); LP = 0.736 (SD = 0.092); and PP = 0.743 (SD = 0.108). Path analysis was applied to show the effects of including a student-controlled home practice exercise on summative exercise performance. HP contributed 57% direct effect and 37% mediated effect through the LP condition. Student-directed home practice provided a measureable improvement in ability to predict eventual performance in summative test cases over and above the predictive contribution of intervening faculty-controlled practice conditions. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Understanding the challenges of integrating scientists and clinical teachers in psychiatry education: findings from an innovative faculty development program.

PubMed

Martimianakis, Maria Athina Tina; Hodges, Brian D; Wasylenki, Donald

2009-01-01

Medical schools and departments of psychiatry around the world face challenges in integrating science with clinical teaching. This project was designed to identify attitudes toward the integration of science in clinical teaching and address barriers to collaboration between scientists and clinical teachers. The authors explored the interactions of 20 faculty members (10 scientists and 10 clinical teachers) taking part in a 1-year structured faculty development program, based on a partnership model, designed to encourage collaborative interaction between scientists and clinical teachers. Data were collected before, during, and after the program using participant observations, surveys, participant diaries, and focus groups. Qualitative data were analyzed iteratively using the method of meaning condensation, and further informed with descriptive statistics generated from the pre- and postsurveys. Scientists and clinicians were strikingly unfamiliar with each other's worldviews, work experiences, professional expectations, and approaches to teaching. The partnership model appeared to influence integration at a social level, and led to the identification of departmental structural barriers that aggravate the divide between scientists and clinical teachers. Issues related to the integration of social scientists in particular emerged. Creating a formal program to encourage interaction of scientists and clinical teachers provided a forum for identifying some of the barriers associated with the collaboration of scientists and clinical teachers. Our data point to directions for organizational structures and faculty development that support the integration of scientists from a wide range of disciplines with their clinical faculty colleagues.

Collaborative Action Research between Schools, a Continuing Professional Development Centre for Teachers and the University: A Case Study in Spain

ERIC Educational Resources Information Center

González Alfaya, Maria Elena; Olivares García, Maria Ángeles; Mérida Serrano, Rosario

2017-01-01

This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school-continuing professional development centre for teachers-university learning network is part of this research process. The aim is to create and consolidate…

Implementing Digital Individual Development Planning in Teacher Education: The Challenges of Communication in Relation to the Development of ICT-Supported Methods

ERIC Educational Resources Information Center

Granberg, Carina

2009-01-01

This paper presents a study of the experiences of a group of teacher educators during the 2006-2007 academic year, when they participated in a project to try out and implement digital individual development planning (which in Swedish is digital "Individuella Utvecklings-Planer" or IUP) in a teacher education faculty at a Swedish…

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

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

PubMed

O'Sullivan, Patricia S; Irby, David M

2014-11-01

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

Peer Mentoring through eAlliances

NASA Astrophysics Data System (ADS)

Blaha, Cindy; Cunningham, Beth; Cox, Anne; Ramos, Idalia; Whitten, Barbara

2018-06-01

Being a woman in astronomy or physics can be a very isolating experience. Peer mentoring has been shown to help combat this isolation. eAlliance, an NSF ADVANCE PLAN-D program hosted by AAPT, is seeking to establish mutual mentoring networks of women faculty within the physics and astronomy community. The eAlliance program will reduce the isolation of participating faculty members and provide support to help members achieve their personal goals and enhance their career development. Participants register at the eAlliance website (ealliance.aapt.org) and complete a personal profile which is used to match them to other registered women faculty with similar mentoring goals. So far, 95 women have registered in the eAlliance database and 22 of the participants are astronomers. Currently the project has five sponsored eAlliances (with 4-5 members each) and several more in the process of forming. As of March 2018, 4 of the 22 sponsored eAlliance members are astronomers. The mentoring cohorts are holding regular electronic meetings and using project funds to support annual face-to-face meetings at national meetings of their own choosing. The first eAlliance Summit Meeting will be held in July 2018 and will bring all the cohorts together to share their peer mentoring experiences and gather advice for future cohorts just starting out. All women faculty in astronomy and physics are invited to join the eAlliance program.

[Art, health and prevention: initial collaborations].

PubMed

Avila, Noemí; Orellana, Ana; Cano, Marta G; Antúnez, Noelia; Claver, Dolores

2014-01-01

This article presents a summary of the first 2 years of the collaboration between the Faculty of Fine Arts of the Universidad Complutense in Madrid and Madrid Health, an autonomous organism of Madrid Council. This collaboration has allowed the development of joint experiences and projects among distinct professionals with highly diverse profiles: health professionals (sexologists, psychiatrists, nurses, etc.), and teachers, researchers, artists and students in the Faculty of Fine Arts. As a result, these experiences could be the beginning of future collaborations between the arts, health and prevention. Copyright © 2014 SESPAS. Published by Elsevier Espana. All rights reserved.

78 FR 20117 - Agency Information Collection Activities: Proposed Collection: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-03

... proposed projects being developed for submission to the Office of Management and Budget (OMB) under the... in primary care educational activities. The two web-based surveys are Irvine's Leadership Behavior... program targeting primary care physicians; to measure the leadership skills of PCFDI faculty participants...

Flickering Clusters: Women, Science, and Collaborative Transformations.

ERIC Educational Resources Information Center

Ney, Cheryl, Ed; Ross, Jacqueline, Ed.; Stempel, Laura, Ed.

The essays in this collection discuss the development and implementation of the collaborative Women and Science Project, which aimed to improve undergraduate science education by increasing faculty expertise in gender and science scholarship and pedagogy, and by providing role models of professional women scientists, improving the classroom…

Enhancing Curriculum through Service Learning in the Social Determinants of Health Course

ERIC Educational Resources Information Center

Rooks, Ronica Nicole; Rael, Christine Tagliaferri

2013-01-01

Service learning bridges classroom learning and community volunteerism and is anchored in the curriculum, classroom discussion, and community. We incorporated service learning projects (SLP) into three Social Determinants of Health courses (2008-2010) to promote: experiential learning; undergraduate scholarship; faculty career development through…

Building Global Learning Communities through the Internet.

ERIC Educational Resources Information Center

Mende, Richard

From Spring 1995 to Spring 1996, Cambrian College, in Ontario (Canada), undertook a project to develop Canada's first full program using Internet technology. The major challenges accomplished included the selection of the program; adaptation of materials for digital delivery; selection of a delivery technology; faculty training; and program…

Wisconsin's Nursing Alignment Idea is Catching On

ERIC Educational Resources Information Center

Jorgensen, Haley

2005-01-01

Faculty and administrators from each of Wisconsin's 16 technical colleges recently implemented a collaborative curriculum development project focused on alleviating the state's nursing shortage. Beginning last fall, learners could enroll in a statewide, "one-plus-one" nursing program at any one of Wisconsin's 16 technical colleges.…

Evidence and root causes of an inadequate pipeline for nursing faculty.

PubMed

Cleary, Brenda; Bevill, James W; Lacey, Linda M; Nooney, Jennifer G

2007-01-01

The North Carolina Center for Nursing (NCCN) examined the projected supply of nursing faculty in the state of North Carolina. Coupled with a longitudinal educational mobility study of the state's registered nurses, the forecast shows that the growing faculty shortage is real and that its root cause is a growing shortfall in the pipeline of RNs prepared educationally to pursue graduate education and assume faculty roles.

Comparing National Institutes of Health funding of emergency medicine to four medical specialties.

PubMed

Bessman, Sara C; Agada, Noah O; Ding, Ru; Chiang, Wesley; Bernstein, Steven L; McCarthy, Melissa L

2011-09-01

The purpose of this study was to compare National Institutes of Health (NIH) funding received in 2008 by emergency medicine (EM) to the specialties of internal medicine, pediatrics, anesthesiology, and family medicine. The hypothesis was that EM would receive fewer NIH awards and less funding dollars per active physician and per medical school faculty member compared to the other four specialties. Research Portfolio Online Reporting Tools (RePORT) were used to identify NIH-funded grants to 125 of the 133 U.S. allopathic medical schools for fiscal year 2008 (the most recent year with all grant funding information). Eight medical schools were excluded because six were not open in 2008, one did not have a website, and one did not have funding data available by medical specialty. From RePORT, all grants awarded to EM, internal medicine, family medicine, anesthesiology, and pediatric departments of each medical school were identified for fiscal year 2008. The authors extracted the project number, project title, dollars awarded, and name of the principal investigator for each grant. Funds awarded to faculty in divisions of EM were accounted for by identifying the department of the EM division and searching for all grants awarded to EM faculty within those departments using the name of the principal investigator. The total number of active physicians per medical specialty was acquired from the Association of American Medical Colleges' 2008 Physician Specialty report. The total number of faculty per medical specialty was collected by two research assistants who independently counted the faculty listed on each medical school website. The authors compared the total number of NIH awards and total funding per 1,000 active physicians and per 1,000 faculty members by medical specialty. Of the 125 medical schools included in the study, 84 had departments of EM (67%). In 2008, NIH awarded over 9,000 grants and approximately $4 billion to the five medical specialties of interest. Less than 1% of the grants and funds were awarded to EM. EM had the second-lowest number of awards and funding per active physician, and the lowest number of awards and funding per faculty member. A higher percentage of grants awarded to EM were career development awards (26%, vs. a range of 11% to 19% for the other specialties) and cooperative agreements (26%, vs. 2% to 10%). In 2008, EM was the only specialty of the five not to have a fellowship or T32 training grant. EM had the lowest proportion of research project awards (42%, vs. 58% to 73%). Compared to internal medicine, pediatrics, anesthesiology, and family medicine, EM received the least amount of NIH support per active faculty member and ranked next to last for NIH support by active physician. Given the many benefits of research both for the specialty and for society, EM needs to continue to develop and support an adequate cohort of independent investigators. © 2011 by the Society for Academic Emergency Medicine.

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

Development, implementation, and evaluation of an integrated multidisciplinary Objective Structured Clinical Examination (OSCE) in primary health care settings within limited resources.

PubMed

Abdelaziz, Adel; Hany, Mohamed; Atwa, Hani; Talaat, Wagdy; Hosny, Somaya

2016-01-01

In ordinary circumstances, objective structured clinical examination (OSCE) is a resource-intensive assessment method. In case of developing and implementing multidisciplinary OSCE, there is no doubt that the cost will be greater. Through this study a research project was conducted to develop, implement and evaluate a multidisciplinary OSCE model within limited resources. This research project went through the steps of blueprinting, station writing, resources reallocation, implementation and finally evaluation. The developed model was implemented in the Primary Health Care (PHC) program which is one of the pillars of the Community-Based undergraduate curriculum of the Faculty of Medicine, Suez Canal University (FOM-SCU). Data for evaluation of the implemented OSCE model were derived from two resources. First, feedback of the students and assessors through self-administered questionnaires was obtained. Second, evaluation of the OSCE psychometrics was done. The deliverables of this research project included a set of validated integrated multi-disciplinary and low cost OSCE stations with an estimated reliability index of 0.6. After having this experience, we have a critical mass of faculty members trained on blueprinting and station writing and a group of trained assessors, facilitators and role players. Also there is a state of awareness among students on how to proceed in this type of OSCE which renders future implementation more feasible.

Exploring Faculty Developers' Experiences to Inform Our Understanding of Competence in Faculty Development.

PubMed

Baker, Lindsay; Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2018-02-01

Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer's ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.

The Relationship Between OREF Grants and Future NIH Funding Success.

PubMed

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

2017-08-16

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

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

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

Toward More Effective Teaching in WCHEN Schools; The Report of a Course in New Training Techniques for Nurse Faculty.

ERIC Educational Resources Information Center

Elliott, Jo Eleanor

Forty-five abstracts represent projects prepared by faculty personnel from Western Council on Higher Education for Nursing (WCHEN) member schools who were participants in a short-term course, "Improving Instruction Through the Use of Selected Tools and Techniques." Programed instruction projects involve various clinical areas and deal with such…

Students' Perceptions of Communications Provided by Faculty and Peer Leaders, Course Motivation, and Final Project Innovativeness in Capstone Courses

ERIC Educational Resources Information Center

Evert, Amanda Faith

2011-01-01

Scope and Method of Study. The purpose of this study was to assess students' perceptions of communications provided by faculty and peer leaders in relationship to both students' perceptions of their course motivation as well as their perceptions of the innovativeness of their final project in single and multidisciplinary capstone courses. The…

A Novel Approach to Practice-Based Learning and Improvement Using a Web-Based Audit and Feedback Module

PubMed Central

Boggan, Joel C.; Cheely, George; Shah, Bimal R.; Heffelfinger, Randy; Springall, Deanna; Thomas, Samantha M.; Zaas, Aimee; Bae, Jonathan

2014-01-01

Background Systematically engaging residents in large programs in quality improvement (QI) is challenging. Objective To coordinate a shared QI project in a large residency program using an online tool. Methods A web-based QI tool guided residents through a 2-phase evaluation of performance of foot examinations in patients with diabetes. In phase 1, residents completed reviews of health records with online data entry. Residents were then presented with personal performance data relative to peers and were prompted to develop improvement plans. In phase 2, residents again reviewed personal performance. Rates of performance were compared at the program and clinic levels for each phase, with data presented for residents. Acceptability was measured by the number of residents completing each phase. Feasibility was measured by estimated faculty, programmer, and administrator time and costs. Results Seventy-nine of 86 eligible residents (92%) completed improvement plans and reviewed 1471 patients in phase 1, whereas 68 residents (79%) reviewed 1054 patient charts in phase 2. Rates of performance of examination increased significantly between phases (from 52% to 73% for complete examination, P < .001). Development of the tool required 130 hours of programmer time. Project analysis and management required 6 hours of administrator and faculty time monthly. Conclusions An online tool developed and implemented for program-wide QI initiatives successfully engaged residents to participate in QI activities. Residents using this tool demonstrated improvement in a selected quality target. This tool could be adapted by other graduate medical education programs or for faculty development. PMID:26279782

Project Kaleidoscope: Advancing What Works in Undergraduate STEM Education

NASA Astrophysics Data System (ADS)

Elrod, S.

2011-12-01

In 1989, Project Kaleidoscope (PKAL) published its first report, What Works: Building Natural Science Communities, on reforming undergraduate STEM (science, technology, engineering and mathematics) education. Since then, PKAL has grown into a national organization comprised of a diverse group of over 6500 STEM educators who are committed to advancing "what works." The PKAL mission is to be a national leader in catalyzing the efforts of people, institutions, organizations and networks to move from analysis to action in significantly improving undergraduate student learning and achievement in STEM (science, technology, engineering and mathematics). Specifically, PKAL's strategic goals are to: 1) Promote the development and wider use of evidence-based teaching, learning and assessment approaches, 2) Build individual and organizational capacity to lead change in STEM education, and 3) Engage the broader community of external stakeholders - professional and disciplinary societies, business and industry groups, accreditation organizations, educational associations, governmental agencies, philanthropic organizations - in achieving our mission. PKAL achieves these goals by serving as the nexus of an interconnected and multidisciplinary web of people, ideas, strategies, evidence and resources focused on systemic change in undergraduate STEM education. PKAL also provides resources on critical issues, such as teaching using pedagogies of engagement, and engages interested faculty, campuses and professional societies in national projects and programs focused on cutting edge issues in STEM education. One of these projects - Mobilizing Disciplinary Societies for a Sustainable Future - is engaging eleven disciplinary societies, including the National Association of Geoscience Teachers, in defining specific resources, faculty development programs and goals focused on promoting undergraduate STEM courses that: 1) provide more knowledge about real-world issues; 2) connect these real-world issues to the concepts of sustainability; 3) offer students opportunities to analyze and implement choices that can help solve societal problems so they are better able to act on their choices both immediately and as future citizens and professionals. PKAL has also been offering leadership institutes for STEM faculty members to develop their knowledge and skills as change agents who have the capacity to lead educational reform at their institutions. Since 1996, over 200 faculty members from across the STEM disciplines have attended the institutes. An analysis of leadership alumni indicates that nearly 40% have moved on to administrative leadership positions. Alumni of these institutes are now leading regional STEM reform networks in five locations around the U.S. Since 2007, PKAL networks have engaged nearly 650 STEM faculty and campus leaders from over 100 diverse institutions in professional development workshops focused on STEM reform teaching and learning to effect a wider reach of STEM education transformation on campuses where it matters most. Network expertise and resources are disseminated on PKAL's website and national meetings. These programs illustrate PKAL's efforts to build community and disseminate resources that have a national impact on advancing undergraduate STEM teaching, learning and success for all students.

Faculty Research, Publications, In-Service Activities at Northeastern Oklahoma State University.

ERIC Educational Resources Information Center

Northeastern Oklahoma State Univ., Tahlequah.

Contained in this publication of Northeastern Oklahoma State University are faculty publications and research reports; abstracts fo faculty-student research projects; a list of individual and group inservice activities and research in progress by college department and divisions; and a bibliography of published articles, books, and creative works.…

Peer and Faculty Mentoring for Students Pursuing a PhD in Gerontology

ERIC Educational Resources Information Center

Webb, Alicia K.; Wangmo, Tenzin; Ewen, Heidi H.; Teaster, Pamela B.; Hatch, Laurie R.

2009-01-01

The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed…

75 FR 71707 - Agency Information Collection Activities: Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-24

... Act of 1995: Proposed Project: Nurse Faculty Loan Program (NFLP) Annual Operating Report (AOR) Form... graduates employed as nurse faculty by: (1) Age and Gender, (2) Nursing Programs, and (3) Nursing Degrees... in repayment, (5) the number of NFLP graduates employed as nurse faculty, and (6) NFLP loan fund...

Outreach to Science Faculty and Students through Research Exhibitions

ERIC Educational Resources Information Center

Chan, Tina; Hebblethwaite, Chris

2014-01-01

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

Correlates of Work-Life Balance for Faculty across Racial/Ethnic Groups

ERIC Educational Resources Information Center

Denson, Nida; Szelényi, Katalin; Bresonis, Kate

2018-01-01

Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University's Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of…

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…

Building a Faculty Publications Database: A Case Study

ERIC Educational Resources Information Center

Tabaei, Sara; Schaffer, Yitzchak; McMurray, Gregory; Simon, Bashe

2013-01-01

This case study shares the experience of building an in-house faculty publications database that was spearheaded by the Touro College and University System library in 2010. The project began with the intention of contributing to the college by collecting the research accomplishments of our faculty and staff, thereby also increasing library…

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995.. Volume 2

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Sickorez, Donn G. (Editor)

1996-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted at JSC, including the White Sands Test Facility, by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. In addition to the faculty participants, the 1995 program included five students. This document is a compilation of the final reports on the research projects completed by the faculty fellows and visiting students during the summer of 1995. The reports of two of the students are integral with that of the respective fellow. Three students wrote separate reports.

Technology mediator: a new role for the reference librarian?

PubMed Central

Howse, David K; Bracke, Paul J; Keim, Samuel M

2006-01-01

The Arizona Health Sciences Library has collaborated with clinical faculty to develop a federated search engine that is useful for meeting real-time clinical information needs. This article proposes a technology mediation role for the reference librarian that was inspired by the project, and describes the collaborative model used for developing technology-mediated services for targeted users. PMID:17040566

Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development

PubMed Central

Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2018-01-01

Purpose Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers’ roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. Method A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Results Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. Conclusions These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge. PMID:28678104

Leadership Education for Advancement and Promotion (LEAP)

NASA Astrophysics Data System (ADS)

Rankin, Patricia

2004-05-01

A NSF ADVANCE Institutional Transformation award funds the Leadership Education for Advancement and Promotion (LEAP) project at the University of Colorado, Boulder (UCB). LEAP is the third year of a five-year program. The purpose of LEAP is to increase the number of women in leadership positions in the sciences and engineering. The author, who is PI of the project, will discuss what approaches the LEAP project is taking at UCB to improve faculty retention and to help faculty be more successful. Questions that will be addressed include 1) Is this a historic problem? 2) Is the playing field level? 3) Why are LEAP programs not aimed solely at women faculty? 4) What helps? 5) What is needed to change an institution? (The NSF (SBE-0123636) funds this work.)

Results from a Faculty Development Program in Teaching Economics

ERIC Educational Resources Information Center

Walstad, William B.; Salemi, Michael K.

2011-01-01

The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could…

Interactive Video: A Cross Curriculum Computer Project.

ERIC Educational Resources Information Center

Grimm, Floyd M., III; And Others

Responding to the rapid development and often prohibitive costs of new classroom instruction technology, a group of interested faculty at Harford Community College (HCC), in Maryland, formed three Interactive Video (IV) Teams to explore the possibilities of using existing computer hardware and software at the college for interactive video…

A UALR Computer Literacy Project to Determine Curricular Goals and Objectives.

ERIC Educational Resources Information Center

Teeter, Thomas A.

The results of a study assessing departmental plans for hardware and software acquisitions, faculty development activities, and curricular modifications aimed at increasing student computer literacy at the University of Arkansas at Little Rock (UALR) are reported. The study involved reviewing departmental definitions of computer literacy generated…

Information Literacy: The Partnership of Sociology Faculty and Social Science Librarians

ERIC Educational Resources Information Center

Caravello, Patti S.; Kain, Edward L.; Kuchi, Triveni; Macicak, Susan; Weiss, Gregory L.

2008-01-01

This paper discusses a joint project of the American Library Association and the American Sociological Association. The goal of this collaboration is to guarantee that students of sociology, particularly sociology majors, develop strong information literacy skills during their undergraduate experience. The article talks about national standards…

The Journey toward NADE Accreditation: Investments Reap Benefits

ERIC Educational Resources Information Center

Kratz, Stephanie

2018-01-01

The author examines the process for applying for National Association for Development Education (NADE) accreditation. The multi-year process began when the English faculty of the community college she works at reviewed data from the National Community College Benchmark Project. The data showed low success rates and poor persistence from…

Creative Pedagogies and Collaboration: An Action Research Project

ERIC Educational Resources Information Center

Kuntz, Aaron M.; Presnall, Marni M.; Priola, Maria; Tilford, Amy; Ward, Rhiannon

2013-01-01

This action research study involves nine elementary school teacher-researchers, one university faculty member, and one graduate student engaged in developing creative pedagogical practices in one elementary school in an urban school in Alabama, USA. Participants found that a teacher's experience of agency and their ability to work creatively…

Designing Innovative Counseling Courses: Combining Technology, Theory, and Practice

ERIC Educational Resources Information Center

Cicco, Gina

2012-01-01

This article will discuss the development of an innovative instructional design for teaching graduate courses in counselor education programs. The teaching strategies that will be highlighted evolved during a collaborative team-teaching project conducted by two counselor educators. These two faculty members worked together to redesign a course in…

Elevating the Importance of Teaching. National Project III. Final Report.

ERIC Educational Resources Information Center

Owens, Richard E.

An in-depth study was conducted of instructional improvement activities at Kansas State University, including a student evaluation instrument of teacher performance, called Instructional Development and Effectiveness Assessment (IDEA). Faculty reactions to the total evaluation system, the use of results for multiple purposes, and the current…

The Role of Pharmacology in the Education of Health-Care Professionals (Pharmacy)

ERIC Educational Resources Information Center

Freston, James W.

1976-01-01

Focus is on the place of pharmacology as a faculty and discipline in the education of health professionals, particularly pharmacists. Curriculum concerns are addressed, and the projections of Abraham Flexner in 1910 are reviewed. The need for the development of clinical pharmacy is emphasized. (LBH)

We're Doing It: Michigan Models for Academic and Occupational Integration.

ERIC Educational Resources Information Center

Jacobs, James; Teahen, Roberta C.

Beginning in 1995, the Michigan Department of Education sponsored pilot projects at the state's community colleges to develop curricular learning models and/or courses that integrate liberal arts or general education into vocational programs, identify and document faculty collaboration between liberal arts and occupational programs, and determine…

A Patient Assessment Guide

ERIC Educational Resources Information Center

Fuller, Dorothy; Rosenaur, Janet Allan

1974-01-01

Use of a nursing assessment/patient history tool developed by project faculty at the school of nursing, University of California, San Francisco and used in a primary care clinic assisted nursing students in collecting patient information, making home visits, functioning as team members, recording data, and in defining their nursing role. (EA)

Teaching Information Literacy and Scientific Process Skills: An Integrated Approach.

ERIC Educational Resources Information Center

Souchek, Russell; Meier, Marjorie

1997-01-01

Describes an online searching and scientific process component taught as part of the laboratory for a general zoology course. The activities were designed to be gradually more challenging, culminating in a student-developed final research project. Student evaluations were positive, and faculty indicated that student research skills transferred to…

Digitizing Images for Curriculum 21: Phase II.

ERIC Educational Resources Information Center

Walker, Alice D.

Although visual databases exist for the study of art, architecture, geography, health care, and other areas, readily accessible sources of quality images are not available for engineering faculty interested in developing multimedia modules or for student projects. Presented here is a brief review of Phase I of the Engineering Visual Database…

A Model for Scholarship in Nursing: The Case of a Private Liberal Arts College.

ERIC Educational Resources Information Center

Nelson, Margot L.

2001-01-01

Presents a scholarship model as an invitation to scholarship development in nursing. The model is useful for faculty self-evaluation and peer review, for orienting students to their own scholarly evolution, and to define criteria for graduate student projects. (Contains 21 references.) (Author/JOW)

Evaluation of Computer-Assisted Instruction in Principles of Economics.

ERIC Educational Resources Information Center

Coates, Dennis; Humphreys, Brad R.

2001-01-01

Assesses the effectiveness of supplementary Web-based materials and activities in traditional introductory college economics courses. Results suggest that faculty should focus more on developing self-test quizzes and effective bulletin board discussion projects as opposed to generating online content related to text or lecture notes. (Author/LRW)

Libraries 2000: Transforming Libraries Using Document Delivery, Needs Assessment, and Networked Resources.

ERIC Educational Resources Information Center

Kleiner, Jane P.; Hamaker, Charles A.

1997-01-01

Describes three projects at Louisiana State University libraries designed to utilize document delivery and electronic access to expand collections, identify faculty journal needs, and share resources among academic, public, special, and school libraries. Network developments, grant support, and needs assessment surveys are also discussed.…

Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty.

PubMed

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

2016-01-01

This article reports the findings of a study that examined the research and scholarship productivity of doctorally prepared nursing faculty teaching and mentoring doctoral students and the conflicting demands on them to maintain programs of research and scholarship. The specific aims were to (a) examine the research productivity and scholarship of faculty members teaching in doctoral programs and mentoring doctoral students to examine the perceived effectiveness of existing institutional mechanisms to support scholarship, (b) explore institutional features and personal practices used by doctoral program faculty to develop and maintain research and scholarship productivity, and (c) analyze predictors of scholarship productivity. Data were collected via an on-line researcher-developed survey that examined doctoral faculty roles/responsibilities and their relationship to their scholarly productivity, overall research productivity, and institutional features and personal practices to support research/scholarship activities. Survey respondents reported spending a large amount of time engaged in research-related activities with 58.9% (n = 326) spending anywhere from 6 to 20 hours per week conducting research, writing research-based papers, giving presentations, grant writing, or conducting evidence-based improvement projects. Scholar productivity among the respondents was robust. Personal practices that most strongly supported faculty members' scholarship productivity were the belief that engaging in scholarship made them better teachers and the personal gratification in experiencing doctoral students' successes. A multiple regression analysis conducted to determine predictors of productivity indicated that the strongest predictor was the average number of hours spent on research/scholarship-related activities, followed by time bought out from teaching and other responsibilities of the faculty role for research. Copyright © 2016 Elsevier Inc. All rights reserved.

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

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1986-01-01

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

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

NASA Technical Reports Server (NTRS)

Goglia, G. (Compiler)

1985-01-01

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

Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome.

PubMed

Muellenbach, Joanne M; Houk, Kathryn M; E Thimons, Dana; Rodriguez, Bredny

2018-01-01

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.

A multidisciplinary allied health faculty team: formation and first year production of problem-based learning in gerontology/geriatrics.

PubMed

Silver, S

1998-01-01

An interdisciplinary team of faculty, administrators and practitioners representing diverse settings for allied health education has formed the Mid-Atlantic Allied Health Geriatric Education Center (MAHGEC) to produce problem-based learning (PBL) cases related to older adults. These cases will enable allied health students and practitioners to work together in interdisciplinary teams and expand allied health education to include health issues related to gerontology/ geriatrics. The health professionals of MAHGEC have brought different perspectives to the project. These include: (1) educational requirements to be gained from their association with MAHGEC, (2) health care disciplines to enhance the PBL cases produced, (3) personal histories related to older adults, and (4) ideas for utilization of problem-based learning in their particular educational and professional settings. The first year of this project has included the execution of a needs assessment for gerontology/geriatric education in allied health programs, the development of the infrastructure of MAHGEC, building the content base of MAHGEC faculty regarding gerontology/geriatrics and problem-based learning, the establishment of priorities in the production of problem-based learning cases for Year 01, and division into production teams for cases.

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

PubMed

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

2017-01-01

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

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

PubMed Central

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

2017-01-01

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

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)

What Prevents Nurses from Entering Faculty Positions Early in Their Professional Career: A Qualitative Study

ERIC Educational Resources Information Center

Moreland, Jack E.

2011-01-01

There is a nursing faculty shortage in the United States today and projections are that over the next decade nurses will retire at a rate faster than they are being replaced. The projected shortage at a time when the largest part of the population will begin to retire and enter the ranks of the elderly could potentially cause serious problems…

Faculty Student Mentoring of First Year Traditional Baccalaureate Degree Nursing Students to Increase Retention and Decrease Attrition Rates

ERIC Educational Resources Information Center

Michalski, Melissa S.

2013-01-01

The purpose of this paper is to discuss the results of a faculty mentoring program of first year traditional baccalaureate degree nursing students at a university in the mid-west with multiple campuses, including three nursing campuses. One campus site was chosen for this project. The students were asked to participate in the project and informed…

E-mentoring in public health nursing practice.

PubMed

Miller, Louise C; Devaney, Susan W; Kelly, Glenda L; Kuehn, Alice F

2008-09-01

Attrition in the public health nursing work force combined with a lack of faculty to teach public health prompted development of a "long-distance" learning project. Practicing associate degree nurses enrolled in an online course in population-based practice worked with experienced public health nurse "e-mentors." Student-mentor pairs worked through course assignments, shared public health nursing experiences, and problem-solved real-time public health issues. Nursing faculty served as coordinators for student learning and mentor support. Over 3 years, 38 student-mentor pairs participated in the project. Students reported they valued the expertise and guidance of their mentors. Likewise, mentors gained confidence in their practice and abilities to mentor. Issues related to distance learning and e-mentoring centered around use of technology and adequate time to communicate with one another. E-mentoring is a viable strategy to connect nurses to a learning, sharing environment while crossing the barriers of distance, agency isolation, and busy schedules.

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.

Star Messenger: Galileo at the Millennium

NASA Astrophysics Data System (ADS)

White, R. E.

1999-05-01

Smith College has recently established the Louise B. and Edmund J. Kahn Liberal Arts Institute to foster interdisciplinary scholarship among the faculty. In the 1999-2000 academic year, the Kahn Institute is sponsoring a project entitled "Star Messenger: Galileo at the Millennium." The project will explore the impact of the astronomical discoveries of Galileo and his contemporaries on the Renaissance world-view and also use Galileo's experience as a lens for examining scientific and cultural developments at the symbolic juncture represented by the year 2000. Seven faculty fellows and 10-12 student fellows will participate in a year-long colloquium pursuing these themes, aided by the participation of some five Visiting Fellows. The inaugural public event will be a symposium on the historical Galileo, with presentation by three noted scholars, each of whom will return to campus for a second meeting with the Kahn colloquium. Additional events will include an exhibit of prints, artifacts, and rare books related to Galileo and his time, an early music concert featuring music composed by Galileo's father, and a series of other events sponsored by diverse departments and programs, all related to the broad themes of the Galileo project. The culminating events will be the premiere of a new music theater work, which will encapsulate the insights of the colloquium about human reactions to novel insights about the world, and a symposium presenting the research results of faculty and student fellows. The symposium will feature a capstone lecture by an visionary scholar projecting the implication of historical and contemporary trends into the future.

Primary care renewal: regional faculty development and organizational change.

PubMed

Quirk, Mark E; Haley, Heather-Lyn; Hatem, David; Starr, Susan; Philbin, Mary

2005-03-01

Many reports, including the Future of Family Medicine, have called for change in primary care, but few have defined, implemented, and evaluated mechanisms to address such change. The regional, interdisciplinary Primary Care Renewal Project was designed to address problems in primary care practice and teaching related to practice management, compensation, increasing responsibility for teaching, and faculty development. Twelve northeastern US medical schools assembled a conference attended by teams of key stakeholders representing both clinical and educational missions. Teams developed and implemented an institutional plan to address identified needs. Outcome data was collected during, and for 1 year after, the conference. Findings demonstrate novel ways of improving learning experiences, coordinating and centralizing planning efforts, and addressing faculty needs. The magnitude of organizational change ranged from establishing new administrative units with significant institutional authority (eg, restructuring dean's office) to enhancing the strategic planning process and refining mission statements to reflect emphasis on primary care. A well-planned, regional interdisciplinary effort that fosters the development of concrete plans can be associated with significant change in medical education. A central theme emerged--that primary care medicine will survive only if institutions align their educational and clinical missions and foster system-wide change.

Teaching about the Earth Online: Faculty-Sourced Guidance from InTeGrate

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Bralower, T. J.; Anbar, A. D.; Leinbach, A.

2017-12-01

Teaching online is growing in acceptance within the higher education community and its accessibility creates an opportunity to reach students from diverse backgrounds with geoscience content. There is a need to develop best practices for teaching about Earth online as new technologies, pedagogical approaches, and teaching materials that incorporate societal issues and data emerge. In response to this need, the InTeGrate: Teaching about Earth for a Sustainable Future project convened a workshop of interdisciplinary faculty who teach about the Earth online, in a variety of contexts, to develop consensus best-practices, collect online resources, and develop teaching materials to share with the rest of the community. Workshop participants generated five broad categories of guidance for faculty teaching online: develop communication and a sense of community among class participants, stimulate student engagement, develop activity frameworks that scale with class size, include information literacy in the curriculum explicitly, and employ effective management and assessment techniques. Many of the best practices highlighted by the group are not unique to teaching online, but teaching online rather than face-to-face affects how they are or can be implemented. The suite of webpages developed from this work showcase specific strategies in each area, underpinned by examples drawn from the experiences of the participants. This resource can provide a wealth of advice for faculty seeking help for teaching online. Faculty can also provide feedback on the strategies and add their own experiences to the collection. Participants also worked together in teams to develop new or revise existing teaching resources to make available via the InTeGrate website. In addition, they shared insights about online resources they use in their teaching and class management and developed plans for an online repository for next-generation, interactive educational materials and tools for creating them. All of the best practices guidance, teaching materials, and online resources from the workshop can be found via the InTeGrate website - http://serc.carleton.edu/integrate/workshops/online_learning/index.html.

Black Women's Faculty Voices in New Mexico: Invisible Assets Silent No More

ERIC Educational Resources Information Center

Woodley, Xeturah Monique

2014-01-01

There continues to exist a lack of Black women faculty at institutions of higher education (Moses, 1989; Collins, 1991; Gregory, 2001). Although we can see an increase in the number of research projects focused on Black women faculty there still remains a significant gap in the research (Glover, 2006; Foster-Williamson, 2002; Thomas &…

Growing Lemon Trees from Lemons: Lessons Reaped from a SoTL Faculty Learning Community's Research "Failures"

ERIC Educational Resources Information Center

Dich, Linh; Brown, Karen M.; Kuznekoff, Jeff H.; Conover, Theresa; Forren, John P.; Marshall, Janet

2017-01-01

Failure can be central to faculty research; however, failure produces a vehicle for learning. Through an interdisciplinary faculty community, the authors supported each other in facing, learning from, and overcoming "failed" aspects of research projects. This article reports obstacles encountered in conducting Scholarship of Teaching and…

Coloring the Academic Landscape: Faculty of Color Breaking the Silence in Predominantly White Colleges and Universities

ERIC Educational Resources Information Center

Stanley, Christine A.

2006-01-01

This article, based on a larger, autoethnographic qualitative research project, focuses on the first-hand experiences of 27 faculty of color teaching in predominantly White colleges and universities. The 27 faculty represented a variety of institutions, disciplines, academic titles, and ranks. They identified themselves as African American,…

Toward a Pedagogy for Faculty and Student Co-Responsibility in Curating College Museum Exhibitions

ERIC Educational Resources Information Center

Rodgers, Susan

2015-01-01

When undergraduates work with college faculty on complex research projects, the students are often asked to take on the role of "secondary-level" gatherers of data. This can be legitimate: the students have no graduate training and the faculty mentor is more experienced in research design and analysis. This study, however, offers an…

School Psychology Trainer Shortage in the USA: Current Status and Projections for the Future

ERIC Educational Resources Information Center

Clopton, Kerri L.; Haselhuhn, Charlotte W.

2009-01-01

This study documents the number of school psychology faculty openings, reasons for resignations and the outcome of faculty searches in the United States for three consecutive academic years beginning in 2004. School psychology program training directors in the United States were surveyed about program faculty needs, including resignations and the…

Evaluating the Impact of a Faculty Learning Community on STEM Teaching and Learning

ERIC Educational Resources Information Center

Smith, Tori Rhoulac; McGowan, Jill; Allen, Andrea R.; Johnson, Wayne David, II; Dickson, Leon A., Jr.; Najee-ullah, Muslimah Ali; Peters, Monique

2008-01-01

The faculty learning community project at Howard University involved a diverse group of men and women, tenured, tenure-track, and future faculty across science, technology, engineering, and mathematics (STEM) disciplines. The purpose of the group was to engage in the scholarship of teaching and learning by learning about teaching, reflecting on…

34 CFR 646.4 - What activities and services may a project provide?

Code of Federal Regulations, 2010 CFR

2010-07-01

... in course selection. (d) Tutorial services and counseling and peer counseling. (e) Exposure to... education. (i) Mentoring programs involving faculty or upper class students, or any combination of faculty...

11 Colleges Join New York U. in a Network for Revitalizing Faculty Members.

ERIC Educational Resources Information Center

Desruisseaux, Paul

1985-01-01

A New York University "magnet" program supported by the Ford Foundation provides opportunities for 11 member institutions' faculty members to pursue research, curricular, and professional projects. (MSE)

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

PubMed

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

2014-06-17

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

Automotive Fuel Economy: A Technical Study and Curriculum Development Project. A Thesis Presented to the Faculty of the College of Education, Mankato State University.

ERIC Educational Resources Information Center

Ready, Kirk Lewis

Automotive fuel economy was the topic of a study during which technical and background information was gathered, curriculum materials were sought, and curricula were developed. Technical information came from written materials and actual mileage tests of selected factors. Background came from written materials, field trips, and building and…

Developing an Introductory Level MIS Project in Accordance with AACSB Assurance of Learning Standard 15

ERIC Educational Resources Information Center

Schwieger, Dana

2012-01-01

As part of the introductory level management information systems (MIS) course, faculty are asked to introduce the students to MIS concepts as well as to help them develop technology-related skills benefitting them in their course work and beyond. However, with a vast array of MIS topics that could be covered and class time at a premium, it is…

Research in human performance related to space: A compilation of three projects/proposals

NASA Technical Reports Server (NTRS)

Hasson, Scott M.

1989-01-01

Scientific projects were developed in order to maximize performance in space and assure physiological homeostatis upon return. Three projects that are related to this common goal were either initiated or formulated during the Faculty Fellowship Summer Program. The projects were entitled: (1) Effect of simulated weightlessness (bed rest) on muscle performance and morphology; (2) Effect of submaximal eccentric muscle contractions on muscle injury, soreness and performance: A grant proposal; and (3) Correlation between isolated joint dynamic muscle strength to end-effector strength of the push and pull extravehicular activity (EVA) ratchet maneuver. The purpose is to describe each of these studies in greater detail.

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.

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.

Implementing a writing course in an online RN-BSN program.

PubMed

Stevens, Carol J; D'Angelo, Barbara; Rennell, Nathalie; Muzyka, Diann; Pannabecker, Virginia; Maid, Barry

2014-01-01

Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often not until midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaborative project between nursing faculty and technical communication faculty to develop and implement a writing course that is 1 of the 1st courses the students take in the online RN-BSN program.

Faculty Development.

ERIC Educational Resources Information Center

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

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

Final Technical Report: Hydrogen Energy in Engineering Education (H2E3)

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

Lehman, Peter A.; Cashman, Eileen; Lipman, Timothy

2011-09-15

Schatz Energy Research Center's Hydrogen Energy in Engineering Education curriculum development project delivered hydrogen energy and fuel cell learning experiences to over 1,000 undergraduate engineering students at five California universities, provided follow-on internships for students at a fuel cell company; and developed commercializable hydrogen teaching tools including a fuel cell test station and a fuel cell/electrolyzer experiment kit. Monitoring and evaluation tracked student learning and faculty and student opinions of the curriculum, showing that use of the curriculum did advance student comprehension of hydrogen fundamentals. The project web site (hydrogencurriculum.org) provides more information.

Synergy and sensibility: a course on entrepreneurship in gerotechnologies.

PubMed

Lorenzen-Huber, Lesa; Allen, Patricia; Kennedy-Armbruster, Carol

2010-01-01

"Health, Technology, and Aging" is a course developed to address three significant contemporary trends: aging populations, increasingly ubiquitous technology, and the economic imperative to encourage entrepreneurship. Course content is a blend of gerontology, informatics, and entrepreneurship designed for nonbusiness majors. Six interdisciplinary faculty modeled synergistic teamwork for the student teams. Findings suggest that students appreciated the interdisciplinary approach to teaching and learning and perceived gerotechnology as a promising market for business development. An external panel of judges scored student projects as well described, persuasive, and creative. Two plans of the four projects were judged to have potential for funding.

Model for Developing Educational Research Productivity: The Medical Education Research Group.

PubMed

Perry, Marcia; Hopson, Laura; House, Joseph B; Fischer, Jonathan P; Dooley-Hash, Suzanne; Hauff, Samantha; Wolff, Margaret S; Sozener, Cemal; Nypaver, Michele; Moll, Joel; Losman, Eve D; Carney, Michele; Santen, Sally A

2015-11-01

Education research and scholarship are essential for promotion of faculty as well as dissemination of new educational practices. Educational faculty frequently spend the majority of their time on administrative and educational commitments and as a result educators often fall behind on scholarship and research. The objective of this educational advance is to promote scholarly productivity as a template for others to follow. We formed the Medical Education Research Group (MERG) of education leaders from our emergency medicine residency, fellowship, and clerkship programs, as well as residents with a focus on education. First, we incorporated scholarship into the required activities of our education missions by evaluating the impact of programmatic changes and then submitting the curricula or process as peer-reviewed work. Second, we worked as a team, sharing projects that led to improved motivation, accountability, and work completion. Third, our monthly meetings served as brainstorming sessions for new projects, research skill building, and tracking work completion. Lastly, we incorporated a work-study graduate student to assist with basic but time-consuming tasks of completing manuscripts. The MERG group has been highly productive, achieving the following scholarship over a three-year period: 102 abstract presentations, 46 journal article publications, 13 MedEd Portal publications, 35 national didactic presentations and five faculty promotions to the next academic level. An intentional focus on scholarship has led to a collaborative group of educators successfully improving their scholarship through team productivity, which ultimately leads to faculty promotions and dissemination of innovations in education.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 6: Aerospace knowledge diffusion in the academic community: A report of phase 3 activities of the NASA/DOD Aerospace Knowledge Diffusion Research Project

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Kennedy, John M.

1990-01-01

Descriptive and analytical data regarding the flow of aerospace-based scientific and technical information (STI) in the academic community are presented. An overview is provided of the Federal Aerospace Knowledge Diffusion Research Project, illustrating a five-year program on aerospace knowledge diffusion. Preliminary results are presented of the project's research concerning the information-seeking habits, practices, and attitudes of U.S. aerospace engineering and science students and faculty. The type and amount of education and training in the use of information sources are examined. The use and importance ascribed to various information products by U.S. aerospace faculty and students including computer and other information technology is assessed. An evaluation of NASA technical reports is presented and it is concluded that NASA technical reports are rated high in terms of quality and comprehensiveness, citing Engineering Index and IAA as the most frequently used materials by faculty and students.

Development of a Simplified Sustainable Facilities Guide

DTIC Science & Technology

2003-04-18

Government Through Efficient Energy Management , June 3, 1999 EO 13148 Greening the Government Through Leadership in Environmental Management ...architects, engineers, and project managers . - The United States Green Building Council (USGBC) has created the " Leadership in Energy and...SIMPLIFIED SUSTAINABLE FACILITIES GUIDE THESIS Presented to the Faculty Department of Systems and Engineering Management

Contextual Considerations for Teaching Online at the Postsecondary Level.

ERIC Educational Resources Information Center

Sawyer, Salley; Moore, Joi

Designing an online class guided by the principles of learner-centered instruction at the postsecondary level is a daunting challenge for new professors facing the demands of a tenure track position. This paper presents the findings of a pilot project on two junior faculty members' experiences with online course development and teaching in a…

Science for Health Literacy: It's Never Been so Important

ERIC Educational Resources Information Center

Grace, Marcus; Woods-Townsend, Kathryn; Griffiths, Janice; Christodoulou, Andri; Byrne, Jenny; Bay, Jacquie; Godfrey, Keith; Inskip, Hazel; Hanson, Mark

2013-01-01

This article outlines a project called "LifeLab," developed by researchers at the Education School, Faculty of Medicine and the NIHR Biomedical Research Centre at the University of Southampton (UK), to promote a science-oriented approach to health literacy among teenagers. The main purposes of "LifeLab" are: (1) to improve…

The K-College Project in Sonoma County, California: Developing a University-Public School System Academic Partnership.

ERIC Educational Resources Information Center

McLaughlin, Mike

1987-01-01

An academic partnership between Cotati-Rohnert Park School District (California) and Sonoma State University was formed to provide continuous instruction from kindergerten to college. The partnership has several objectives, including establishing a management institute for school administrators and linking university and district faculty in…

Participatory Community Education to Mitigate Human-Elephant Conflict in Botswana

ERIC Educational Resources Information Center

Zarestky, Jill; Ruyle, Leslie E.

2016-01-01

In northern Botswana, conflict between subsistence farmers and elephants can result in destroyed agricultural crops and death for both species. In June of 2016, students and faculty mentors from four universities traveled to the Okavango Delta region of Botswana to participate in a community education project designed to develop locally relevant…

Peace Crane Project: An Interdisciplinary Approach.

ERIC Educational Resources Information Center

LeBert, Linda L.; Calais, Jerry; Cuevas, Phyllis; Fruge', Hugh; Gardiner, Judy Carter; Larmon, Marilyn; Rees, Jocelyn

To model collaboration and to "practice what we teach," a group of faculty members at McNeese State University in Louisiana developed a college-wide theme based on the book, "Sadako and the Thousand Paper Cranes." This book was selected because of the importance of seeking and achieving peace in a world that is struggling and,…

Operation SAIL: One Effective Model for the Assimilation of New Students into a School District.

ERIC Educational Resources Information Center

Panagos, Jane L.; And Others

1981-01-01

Operation SAIL was designed to facilitate the assimilation of children who relocate from the inner city to suburban schools. The project includes faculty inservice training, parent orientation and involvement, and student cognitive and affective development. The methodology and results of the program's first year are described herein. (GC)

Knowledge to Action: Scholarship for Faculty and Staff

ERIC Educational Resources Information Center

Ratnapalan, Savithiri

2009-01-01

Introduction: This study was undertaken to evaluate the influence of a continuing education course in facilitating the development and implementation of educational projects of course participants. Methods: This is a case study evaluating a full-year course that consisted of 11 monthly seminars, each 4 hours in length, including practice in a…

Protege Growth Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience

ERIC Educational Resources Information Center

Ward, Elijah G.; Thomas, Earl E.; Disch, William B.

2012-01-01

Two faculty members developed and implemented a successful, holistic, goal-oriented peer-mentoring project for two years at a midsize, urban university to enhance student success and retention. In year one, 12 juniors and seniors mentored 34 freshmen and sophomores; in year two, 14 upperclassmen mentored 40 underclassmen. A grounded theory…

Towards the Successful Integration of Design Thinking in Industrial Design Education

ERIC Educational Resources Information Center

Mubin, Omar; Novoa, Mauricio; Al Mahmud, Abdullah

2016-01-01

This paper narrates a case study on design thinking based education work in an industrial design honours program. Student projects were developed in a multi-disciplinary setting across a Computing and Engineering faculty that allowed promoting technologically and user driven innovation strategies. A renewed culture and environment for Industrial…

Exploring Responses to Xenophobia: Using Workshopping as Critical Pedagogy

ERIC Educational Resources Information Center

Singh, L.; Francis, D.

2010-01-01

Our article arises out of our involvement in an undergraduate module (Drama Education 310) at UKZN Faculty of Education, where we used workshop theatre to explore how students construct knowledge and develop socio-cultural understandings of critical events in society such as Xenophobia. The project reflects how young black students constitute…

Effective Engineering Presentations through Teaching Visual Literacy Skills.

ERIC Educational Resources Information Center

Kerns, H. Dan; And Others

This paper describes a faculty resource team in the Bradley University (Illinois) Department of Industrial Engineering that works with student project teams in an effort to improve their visualization and oral presentation skills. Students use state of the art technology to develop and display their visuals. In addition to technology, students are…

Infusing Technology Driven Design Thinking in Industrial Design Education: A Case Study

ERIC Educational Resources Information Center

Mubin, Omar; Novoa, Mauricio; Al Mahmud, Abdullah

2017-01-01

Purpose: This paper narrates a case study on design thinking-based education work in an industrial design honours program. Student projects were developed in a multi-disciplinary setting across a Computing and Engineering faculty that allowed promoting technologically and user-driven innovation strategies. Design/methodology/approach: A renewed…

Contradictions in Collaboration: New Thinking on School/University Partnerships.

ERIC Educational Resources Information Center

Johnston, Marilyn A.

This book is based on a 6-year longitudinal study of collaboration in a professional development school (PDS) project involving 45 educators. Teachers and principals from the schools and faculty and doctoral students from the university work together to plan, implement, and evaluate a Master's of Education program. Part 1: "Issues and Challenges…

Reform in Middle-Level Education: Roles, Relationships, and Reality.

ERIC Educational Resources Information Center

Morrow, Linda E.; Martin, Kaye M.

The faculty of one rural middle school in Ohio received professional development funds to implement a 5-year school improvement plan (Ohio's Venture Capital initiative). A study of the project investigated: (1) how the experience affected teachers' perceptions of their roles as reflective practitioners and as resources to their colleagues; (2) how…

Open Textbook Proof-of-Concept via Connexions

ERIC Educational Resources Information Center

Baker, Judy; Thierstein, Joel; Fletcher, Kathi; Kaur, Manpreet; Emmons, Jonathan

2009-01-01

To address the high cost of textbooks, Rice University's Connexions and the Community College Open Textbook Project (CCOTP) collaborated to develop a proof-of-concept free and open textbook. The proof-of-concept served to document a workflow process that would support adoption of open textbooks. Open textbooks provide faculty and students with a…

Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms

ERIC Educational Resources Information Center

Van Horne, Sam; Murniati, Cecilia Titiek; Saichaie, Kem; Jesse, Maggie; Florman, Jean C.; Ingram, Beth F.

2014-01-01

This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors…

Undergraduate-driven interventions to increase representation in science classrooms

NASA Astrophysics Data System (ADS)

Freilich, M.; Aluthge, D.; Bryant, R. M.; Knox, B.; McAdams, J.; Plummer, A.; Schlottman, N.; Stanley, Z.; Suglia, E.; Watson-Daniels, J.

2014-12-01

Recognizing that racial, ethnic, and gender underrepresentation in science classrooms persists despite intervention programs and institutional commitments to diversity, a group of undergraduates from a variety of backgrounds and academic disciplines came together for a group independent study to (a) study the theoretical foundations of the current practice of science and of programs meant to increase diversity, (b) utilize the experiences of course participants and our peers to better understand the drivers of underrepresentation, and (c) design and implement interventions at Brown University. We will present on individual and small group projects designed by course members in collaboration with faculty. The projects emerged from an exploration of literature in history, philosophy, and sociology of science, as well as an examination of anthropological and psychological studies. We also evaluated the effectiveness of top-down and bottom-up approaches that have already been attempted in developing our projects. They focus on the specific problems faced by underrepresented minorities, women, LGBTQ+ people, and well-represented minorities. We will share experiences of faculty-student collaboration and engaged scholarship focused on representation in science and discuss student-designed interventions.

Pairing students in clinical assignments to develop collaboration and communication skills.

PubMed

Bartges, Mali

2012-01-01

Skillful collaboration and communication among healthcare team members are associated with favorable patient outcomes. Student nurses need opportunities for supervised development of these crucial and intertwined skills. The author describes the implementation of a practice-change project for simultaneously developing collaboration and communication skills by pairing prelicensure student nurses in clinical assignments. This easily adapted strategy increases options for faculty looking to stimulate student acquisition of these professional skills.

Quality improvement "201": context-relevant quality improvement leadership training for the busy clinician-educator.

PubMed

Stille, Christopher J; Savageau, Judith A; McBride, Jeanne; Alper, Eric J

2012-01-01

Development of quality improvement (QI) skills and leadership for busy clinician-educators in academic medical centers is increasingly necessary, although it is challenging given limited resources. In response, the authors developed the Quality Scholars program for primary care teaching faculty. They conducted a needs assessment, evaluated existing internal and national resources, and developed a 9-month, 20-session project-based curriculum that combines didactic and hands-on techniques with facilitated project discussion. They also conducted pre-post tests of knowledge and attitudes, and evaluations of each session, scholars' projects, and program sustainability and costs. In all, 10 scholars from all 3 generalist disciplines comprised the first class. A wide spectrum of previous experiences enhanced collaboration. QI knowledge increased slightly, and reported self-readiness to lead QI projects increased markedly. Protected time for project work and group discussion of QI topics was seen as essential. All 10 scholars completed projects and presented results. Institutional leadership agreed to sustain the program using institutional funds.

Interactive distance learning for orthodontic residents: utilization and acceptability.

PubMed

Klein, Katherine P; Hannum, Wallace M; Koroluk, Lorne D; Proffit, William R

2012-03-01

Sharing resources through distance education has been proposed as 1 way to deal with a lack of full-time faculty in orthodontic residency programs. To keep distance education for orthodontic residents as cost-effective as possible while retaining interaction, we developed a "blended" interactive distance learning approach that combines observation of Web-based seminars with live postseminar discussions. For the 2009-2010 academic year, a grant from the American Association of Orthodontists opened access to the blended learning experience to all orthodontic programs in the United States and Canada. The specific aims of this project were to (1) measure programmatic interest in using blended distance learning, (2) determine resident and faculty interest, (3) determine the seminars' perceived usefulness, and (4) elicit feedback regarding future use. Participants in this project were expected to (1) read all assigned articles before viewing a recorded seminar, (2) watch a 1 to 1.5 hour recording of an actual interactive seminar on a Web site, and (3) participate in a 30-minute follow-up discussion immediately after watching the recorded seminar either with a faculty member at the participating institution or via a videoconference with the leader of the Web-based seminar. The residents and faculty then completed surveys about the experience. Half (52%) of the 63 orthodontic programs in the United States fully participated in this project. The blended approach to distance learning was judged to be effective and enjoyable; faculty members were somewhat more enthusiastic about the experience than were residents. Most residents were not adequately prepared for the seminars (only 14% read all preparatory articles in depth); this impacted their perception of the effectiveness and enjoyability of the experience (P = 0.0016). Prepared residents reported a greater ability to learn from the seminars (P = 0.0035) than those who did not read, and also indicated that they were more likely to use the seminars again (P = 0.0018). Despite feedback regarding the need for technologic improvements of the recorded seminars, such as better editing, more frequent slides, quicker pace, and improved sound quality, most residents and faculty agreed that they would like to use this approach to distance learning again. Blended distance learning is an acceptable method of instruction that allows residents to access various experts, supplement traditional instructor-led training, and ease the strain of current faculty shortages. The content of the recorded seminars needs to remain evidence-based, and some technologic aspects of the recordings should be improved. Copyright © 2012 American Association of Orthodontists. Published by Mosby, Inc. All rights reserved.

Connecting Education to Quality: Engaging Medical Students in the Development of Evidence-Based Clinical Decision Support Tools.

PubMed

Crabtree, Elizabeth A; Brennan, Emily; Davis, Amanda; Squires, Jerry E

2017-01-01

Evidence-based practice (EBP) skills are crucial for delivering high-quality patient care. It is essential that medical students learn EBP concepts through a practical, in-depth research project. To date, literature on preparing students in this manner is limited. In academic year 2014-2015, the Medical University of South Carolina's (MUSC's) Center for Evidence-Based Practice (now known as the Value Institute) partnered with College of Medicine faculty to revitalize the undergraduate medical student EBP curriculum. Without adding to the number of the lecture hours, the curriculum was restructured to be more process driven, project based, and clinically relevant. The resulting yearlong EBP course partnered small teams of medical students with interprofessional clinical teams to engage the students in developing evidence-based clinical decision support tools. The content developed during the EBP projects is currently being used to develop evidence-based clinical practice guidelines and accompanying order sets. It is likely that this model will serve as a new framework for guideline development and will greatly expand the breadth of evidence-based content currently produced and available for clinicians at the MUSC. It would be feasible to offer a similar course within the MUSC to other disciplines and colleges, or at other institutions, if there were support from administration, interest on the part of clinicians and medical faculty, and individuals with the required expertise available to develop the curriculum and facilitate the course. It is worth considering how to improve the course and evaluating opportunities to implement it within other settings.