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.

Professional Development Opportunities for Two-Year College Geoscience Faculty: Issues, Opportunities, and Successes

NASA Astrophysics Data System (ADS)

Baer, E. M.; Macdonald, H.; McDaris, J. R.; Granshaw, F. D.; Wenner, J. M.; Hodder, J.; van der Hoeven Kraft, K.; Filson, R. H.; Guertin, L. A.; Wiese, K.

2011-12-01

Two-year colleges (2YCs) play a critical role in geoscience education in the United States. Nearly half of the undergraduate students who take introductory geoscience do so at a 2YC. With awide reach and diverse student populations, 2YCs may be key to producing a well-trained, diverse and sufficiently large geoscience workforce. However, faculty at 2YCs often face many barriers to professional development including lack of financial resources, heavy and inflexible teaching loads, lack of awareness of opportunities, and few professional development resources/events targeted at their needs. As an example, at the 2009 GSA meeting in Portland, fewer than 80 of the 6500 attendees were from community colleges, although this was more than twice the 2YC faculty attendance the previous year. Other issues include the isolation described by many 2YC geoscience faculty who may be the only full time geoscientist on a campus and challenges faced by adjunct faculty who may have even fewer opportunities for professional development and networking with other geoscience faculty. Over the past three years we have convened several workshops and events for 2YC geoscience faculty including technical sessions and a workshop on funding opportunities for 2YC faculty at GSA annual meetings, a field trip and networking event at the fall AGU meeting, a planning workshop that examined the role of 2YCs in geoscience education and in broadening participation in the geosciences, two workshops supporting use of the 'Math You Need, When You Need It' educational materials that included a majority of 2YC faculty, and marine science summer institutes offered by COSEE-Pacific Partnerships for 2YC faculty. Our experience indicates that 2YC faculty desire professional development opportunities when the experience is tailored to the needs and character of their students, programs, and institutions. The content of the professional development opportunity must be useful to 2YC faculty -workshops and materials aimed at K-12 or at faculty teaching geoscience majors tend not to attract 2YC faculty. Conducting a needs assessment and including 2YC faculty in workshop planning helps ensure that the outcomes of professional development opportunities for 2YC faculty are achieved. Financial support for travel seems to be important, although typically it is not necessary to compensate 2YC faculty beyond expenses. 2YC faculty availability varies significantly during the summer as well as during the academic year, so offering multiple opportunities throughout the year and/or virtual events is important. The Geo2YC website at SERC is a resource for geoscience education at two-year colleges and the associated Geo2YC mailing has facilitated the targeted marketing of opportunities for this important group of educators.

Impact of the On the Cutting Edge Professional Development Program on U.S. Geoscience Faculty

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Iverson, E. A.; Czujko, R.; Macdonald, H.; Mogk, D. W.; Tewksbury, B. J.; McLaughlin, J.; Sanford, C.; Greenseid, L.; Luxenberg, M.

2011-12-01

Transforming STEM education from a dominantly lecture-based format focused on facts to classrooms where students engage with the process of understanding the world through science is a primary goal of faculty development. On the Cutting Edge seeks to support this transformation by using workshops and a website to build a community of geoscience faculty who learn from one another. In order to assess the impact of the On the Cutting Edge program, we surveyed 5917 U.S. geoscience faculty in 2009 and received 2874 completed responses (49% response rate). We looked at the differences in responses between workshop participants who also use the website, website users who have not attended a Cutting Edge workshop, and survey respondents who had neither attended a Cutting Edge workshop nor used the Cutting Edge website. The number of respondents who had attended a Cutting Edge workshop and had not used the website was too small to analyze. Courses described by Cutting Edge workshop participants make significantly less use of lecture and more use of small group discussion and in-class activities. While all faculty respondents routinely update their courses, workshop participants are more likely to have changed their teaching methods in the two years leading up to the survey. When making changes to their teaching methods, workshop participants are more likely than other populations to seek information about teaching on the web, consult journal articles about teaching, and seek advice from colleagues outside their department and from nationally known leaders in geoscience education. Workshop participants are also more likely to tell a colleague when they do something that is particularly successful in class. End-of-workshop survey and follow-up interview data indicate that participants leave workshops reinvigorated, with a new or renewed commitment to student-centered teaching, and that they make use of the website as they implement ideas for changing their teaching following the workshop. Participants can identify specific ideas, techniques, and materials from workshops and the website that they have used in their teaching, and they attribute substantial improvements in their teaching to the Cutting Edge professional development experience. While the differences in behavior reported in the survey results may in part reflect the choice to attend workshops by faculty inclined to improve their teaching, the combination of motivation, attitude, and information developed through the workshop experience is amplifying this effect.

On the Cutting Edge: Face-to-Face and Virtual Professional Development for Current and Future Geoscience Faculty

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.; Iverson, E. A.; Kirk, K. B.; Beane, R. J.; McConnell, D.; Wiese, K.; Wysession, M. E.

2011-12-01

On the Cutting Edge, a comprehensive, discipline-wide professional development program for current and future geoscience faculty, aims to develop a geoscience professoriate committed to high-quality instruction based on currency in scientific knowledge, good pedagogic practice, and research on learning. Our program provides an integrated workshop series and online teaching resources. Since 2002, we have offered more than 80 face-to-face workshops, virtual workshops and webinars, and hybrid events. Participants come from two-year colleges and four-year colleges and universities. The workshop series is designed to address the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics and create opportunities of interest to faculty. We offer workshops on course design, new geoscience research and pedagogical topics, core geoscience curriculum topics, and introductory courses as well as workshops for early career faculty and for future faculty. Our workshops are designed to model good teaching practice. We set workshop goals that guide workshop planning and evaluation. Workshops are interactive, emphasize participant learning, provide opportunities for participants to interact and share experience/knowledge, provide good resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. We emphasize the importance of adaptation in the context of their specific situations. For virtual workshops and webinars we use icebreakers and other structured interactions to build a comfortable workshop community; promote interaction through features on webinar software, chat-aided question and answer, small-group synchronous interactions, and/or discussion boards; plan detailed schedules for workshop events; use asynchronous discussions and recordings of synchronous events given that participants are busy with their daily commitments; and provide sufficient technical support for participants and leaders. The importance of making the workshop useful and immediately applicable does not diminish with virtual events. One key lesson is the need to be purposeful with virtual communication strategies; the discussion boards, chat-aided discussion, and small group interactions need a specific focus, purpose, or product. Both face-to-face and virtual workshops that appear to flow spontaneously reflect extensive planning, a clear understanding of the program and its objectives by everyone involved, and realistic estimates for how long activities will really take. The workshop content and structures that we have developed result in high rates of satisfaction by participants.

A Needs Assessment Informs Development of a Participatory Research Faculty Development Workshop

ERIC Educational Resources Information Center

Salsberg, Jon; Seller, Robbyn; Shea, Laura; Macaulay, Ann C.

2012-01-01

University-based researchers are finding they need a new set of skills to collaborate meaningfully with non-academic research partners, and to compete for funding opportunities that require community and end-user partnerships. This article describes a needs assessment conducted to develop a participatory research faculty development workshop at…

Perceptions of a continuing professional development portfolio model to enhance the scholarship of teaching and learning.

PubMed

Tofade, Toyin; Abate, Marie; Fu, Yunting

2014-04-01

To obtain feedback about the potential usefulness of a continuing professional development (CPD) portfolio for enhancing a faculty or practitioner's scholarship of teaching and learning (SoTL). A CPD portfolio approach to the SoTL was distributed in advance to registrants of the 2011 Annual AACP Teacher's Seminar. In an interactive workshop, faculty facilitators described a model for a CPD process applied to the development of an individual's SoTL. During the workshop, participants were asked to complete the initial sections of the portfolio to develop a personal plan for success in the SoTL. Post workshop, an evaluation form was distributed to the participants to obtain feedback about the CPD approach. Completed evaluation forms were collected, collated, and summarized. A total of 53 (14.1%) workshop participants completed the evaluation form of the 375 attendees. In all, 25 assistant professors, 14 associate professors, 4 full professors, 10 residents/students, 22 clinical, and 2 research faculty submitted evaluations. The proposed uses for the portfolio model selected most often by the responders were for personal development, faculty evaluation, increasing the SoTL, new faculty development, preceptor development, and residency training. A structured CPD portfolio model might be useful for the professional development of the SoTL.

Effect of Faculty Development Activities on Dental Hygiene Faculty Perceptions of and Teaching About Motivational Interviewing: A Pilot Study.

PubMed

Arnett, Michelle; Korte, Dina; Richards, Philip S; Saglik, Berna; Taichman, L Susan; Kinney, Janet S; Gwozdek, Anne E

2017-08-01

The aims of this pilot study were to assess dental hygiene faculty members' perceptions of the importance of motivational interviewing (MI) and their confidence in teaching students about MI and to determine the effect of MI training sessions on those perceptions. Participants were a convenience sample of all 16 dental hygiene faculty members who teach in the clinic at the University of Michigan School of Dentistry. Participants' perceptions were assessed prior to a workshop in MI (pretest), immediately after the workshop (posttest 1), and eight months after the workshop, at the end of the academic year (posttest 2). During the same period, some of the workshop participants took part in team grading sessions of audio recordings of student-patient MI interactions. The results showed that the majority of the faculty members perceived it was important to personally embrace the overall spirit of MI during patient care, and they were confident supporting students as well. Their ratings for embracing the spirit of MI increased from pretest to posttest 1, but slightly decreased at posttest 2. This trend was also seen in their assessment of the importance of and their confidence in teaching the eight MI strategies over time. Among the workshop participants, 56% were part of team grading; they reported the most helpful professional development activities overall were team grading (58%) and the workshop (25%). These results suggest the importance of making use of a variety of faculty development activities and of introducing appropriate follow-up to training sessions over time to ensure long-lasting effects. Future research using carefully designed, multi-institution, longitudinal studies is needed to determine the most effective ways to prepare dental hygiene faculty members to educate their students about MI.

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

PubMed

Rahal, Boushra; Mansour, Nabil; Zaatari, Ghazi

2015-01-01

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

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.

Shaping Our Destiny: Techniques for Moving Up in Higher Education. Workshop Proceedings (Athens, Georgia, October 20, 1981).

ERIC Educational Resources Information Center

Copas, Ernestine M., Ed.; And Others

Proceedings of a workshop on career advancement for women faculty members and administrators within the University System of Georgia are presented. The workshop was a vehicle for faculty development and an experience in networking. Topics include professional writing in science, the humanities, and education; strategies for academic promotion, and…

Technology, Learning, and the Classroom: Longitudinal Evaluation of a Faculty Development Model

ERIC Educational Resources Information Center

Kaminski, Karen; Bolliger, Doris

2012-01-01

Technology, Learning, and the Classroom, a workshop designed to jump-start faculty's use of instructional technology in face-to-face classrooms, was offered as a week-long intensive workshop and once-a-week session over a semester. Faculty were interviewed five years after participation to determine the longitudinal effects, differences in opinion…

Multi Media Madness--Improving Professional Development for Instructional Technology

ERIC Educational Resources Information Center

Thibeault, Nancy

2004-01-01

Multi Media Madness (3Ms) was a faculty development program where participants were guided by mentors through the development of a multimedia project. Nine faculty participants attended a week long workshop session in June 2003 taught by three mentors. At the end of the workshop series, the participants submitted a project plan that was reviewed,…

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.

CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions †

PubMed Central

Hoskins, Sally G.; Gottesman, Alan J.; Kenyon, Kristy L.

2017-01-01

Improving STEM education through the propagation of highly effective teaching strategies is a major goal of national reform movements. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is a transformative teaching and learning strategy grounded in evidence-based science pedagogy. CREATE courses promote both cognitive (e.g., critical thinking) and affective (e.g., attitudinal and epistemological) student gains in diverse settings. In this study, we look more deeply into the faculty development workshop used to disseminate CREATE pedagogy to instructors at two-year and four-year institutions. We hypothesized that an immersive experience would positively shift faculty participants’ views on teaching/learning, build their understanding of CREATE pedagogy and develop their confidence for course implementation. Internal and external assessments indicate that faculty participants did achieve gains within the timeframe of the CREATE workshop. We discuss the workshop training outcomes in the context of designing effective dissemination models for innovative practices. PMID:29854053

How should we teach faculty about research-based teaching?

NASA Astrophysics Data System (ADS)

Olmstead, Alice; Turpen, Chandra; Prather, Edward E.

2015-01-01

Faculty professional development (PD) workshops are the primary mechanism used to increase the adoption and adaptation of research-based instructional strategies (RBIS). PD workshops draw in large numbers of physics and astronomy instructors and can serve a critical role in changing instructional practices within our community. Our research focuses on two of the largest and longest-running PD workshops accessible to faculty: the New Physics and Astronomy Faculty Workshop and the Center for Astronomy Education Tier I Teaching Excellence Workshop. We seek to reveal opportunities to improve these workshops through increased awareness of instructors' experiences and prior knowledge, and increased awareness of how these workshops are designed and implemented.Other studies often assume that instructors have coherent theories of teaching and learning, and conclude that many have wrong ideas that need to be confronted or 'fixed'. Our approach is to first investigate the ideas that instructors have about teaching and learning, and identify what we call their 'potentially productive resources'. This approach is better suited to inform respectful PD efforts that build on instructors' intuitions, and we have analyzed interviews with several young astronomy/physics faculty members who were about to attend these PD workshops to demonstrate how this approach can be applied. The primary findings of our first study are: 1) instructors are trying out practices that show some alignment with common RBIS; 2) instructors' values show alignment with common discipline-based education research goals; and 3) instructors often experience dissatisfaction with specific aspects of their instruction. Taken together our findings are poised to inform changes to existing PD efforts.Our ongoing research focuses on the development of a real-time observation tool to document what happens during workshops and what learning opportunities these PD practices create for participants. We will show the preliminary results of this work.

Feedback from Faculty Development Day on Faculty Governance.

ERIC Educational Resources Information Center

Schefter, Maria; Inoue, Yukiko

This report presents feedback on the University of Guam's Faculty Development Day (FDD) (January 19, 2001), which focused on collegial faculty governance and highlighted interactions between the Senate, faculty, and administration. Feedback came from feedback surveys designed to gauge the success of the workshop. The surveys asked about…

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

PubMed

Armstrong, E G; Koffman, R G

2000-09-01

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

Learner-Centered Faculty Development

ERIC Educational Resources Information Center

Yee, Kevin

2015-01-01

To maximize their effectiveness, faculty developers should not merely advocate for an active learning approach but also enact it in their own workshops and service-oriented interactions with faculty, even extending to their use of outreach and social media.

Project-based faculty development for e-learning.

PubMed

Vyas, Rashmi; Faith, Minnie; Selvakumar, Dhayakani; Pulimood, Anna; Lee, Mary

2016-12-01

The Christian Medical College, Vellore, in collaboration with Tufts University, Boston, conducted an advanced workshop in e-learning for medical faculty members in India. E-learning can enhance educational reforms for today's computer-literate generation, and keep faculty members up to speed in a rapidly changing world. The purpose of this paper is to report on the design and evaluation of a project-based faculty member development programme focused on developing faculty members as educators and as peer trainers who can use e-learning for educational reforms. During a 2-day workshop, 29 participants in groups of two or three developed 13 e-learning projects for implementation in their institutions. Evaluation of the workshop was through written feedback from the participants at the end of the workshop and by telephone interview with one participant from each project group at the end of one year. Content analysis of qualitative data was perfomed. The participants reported that they were motivated to implement e-learning projects and recognised the need for and usefulness of e-learning. The majority of projects (10 out of 13) that were implemented 'to some extent' or 'to a great extent' faced challenges with a lack of resources and administrative support, but faculty members were able to overcome them. E-learning can enhance educational reforms for today's computer-literate generation IMPLICATIONS: Designing feasible e-learning projects in small groups and obtaining hands-on experience with e-learning tools enhance the effectiveness of subsequent implementation. To successfully incorporate e-learning when designing educational reforms, faculty member training, continuing support and infrastructure facilities are essential. © 2016 John Wiley & Sons Ltd.

Evaluation of a faculty development program aimed at increasing residents' active learning in lectures.

PubMed

Desselle, Bonnie C; English, Robin; Hescock, George; Hauser, Andrea; Roy, Melissa; Yang, Tong; Chauvin, Sheila W

2012-12-01

Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

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

PubMed

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

2008-01-01

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

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

ERIC Educational Resources Information Center

Hanson, Pamela K.; Stultz, Laura

2015-01-01

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

Can Tablet Computers Enhance Faculty Teaching?

PubMed

Narayan, Aditee P; Whicker, Shari A; Benjamin, Robert W; Hawley, Jeffrey; McGann, Kathleen A

2015-06-01

Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non-tablet-based teaching modalities. We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non-tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value.

[Narrative and faculty development: results of a five years experience with a creative writing workshop].

PubMed

Walker, María Rosa; Zúñiga, Denisse; Triviño, Ximena

2012-05-01

Narrative medicine has showed to be a powerful instrument to reinforce relationships, identity, and self-knowledge among health professionals. Subjective issues have been recently recognized as relevant for faculty development in addition to the technical aspects. Since 2006 a creative writing workshop has been included as part of the Diploma in Medical Education at the medical school of the Pontificia Universidad Católica de Chile. To describe the experience and results of the creative writing workshop (2006-2010). Descriptive and retrospective study with a qualitative and quantitative design. Thirty-six teachers of the School of Medicine attended a 12-hour workshop. The Kirkpatrick model for evaluation of educational outcomes was used to report the data obtained in the course evaluation survey and in the stories produced. There were positive results at the four levels of Kirkpatrick evaluation model. The learning objectives of the workshop were achieved and 83 stories were created, compiled and published. The creative writing workshop can provide faculty with protected time for reflective practice about academic experiences and produce educational outcomes at different levels of the Kirkpatrick model.

The Challenges of Promoting Instructional Improvement: Teaching Behaviors and Teaching Cultures at Liberal Arts Institutions in the Associated Colleges of the South

ERIC Educational Resources Information Center

Andersen, Kent; Lom, Barbara; Sandlin, Betsy A.

2016-01-01

One goal of faculty development is to improve instructional practice (McKee, Johnson, Ritchie, & Tew, 2013; Ouellett 2010; Sorcinelli, Austin, Eddy, & Beach, 2006). This goal accords with the design of the Associated Colleges of the South Teaching and Learning Workshop, a faculty development workshop begun in 1992 for 16 residential,…

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.

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.

Effects of the New Faculty Workshop at WFU

NASA Astrophysics Data System (ADS)

Salsbury, Freddie

2009-03-01

Two members of the Wake Forest University Physics department have attended the Physics and Astronomy New Faculty Workshop and have implemented many of the lessons learned in their classes and in the department. In particular, the impacts on teaching introductory and upper-level physics, and developing a biophysics track will be discussed.

On the Cutting Edge Workshop on Effective and Innovative Course Design: A Model for Designing Rigorous Introductory Courses

NASA Astrophysics Data System (ADS)

Tewksbury, B. J.; MacDonald, R. H.

2004-12-01

As part of a professional development program for faculty in the geosciences, the NSF-funded program On the Cutting Edge (http://serc.carleton.edu/NAGTWorkshops/) has developed and offered workshops for geoscience faculty that guide participants through a stimulating process designed to help faculty members articulate goals and design effective and innovative courses that both meet those goals and assess outcomes. Of approximately 150 faculty members who have participated in the workshops, more than 120 have designed introductory courses in topics ranging from physical geology to Earth systems to historical geology to oceanography. The method of course design taught through these workshops leads to the development of rigorous, student-centered introductory courses. Our method of course design begins, not with a list of content items, but with setting goals by answering the question, "What do I want my students to be able to do on their own when they are done with my class?", rather than the question, "What do I want my students to know in this subject?" Focusing on what faculty members want students to be able to do, rather than on what topics should be covered by the faculty member, promotes designing courses in which students are actively engaged in doing geoscience. This course design method emphasizes setting goals for students involving higher order thinking skills (e.g., analysis, synthesis, design, formulation, prediction, interpretation, evaluation), rather than lower order thinking skills (e.g., identification, description, recognition, classification). For example, the goal of having students be able to evaluate the geologic hazards in an unfamiliar region involves higher order thinking skills and engages the student in deeper analysis than simply asking students to recall and describe examples of geologic hazards covered in class. This goal also has imbedded in it many lower order thinking skills tasks (e.g., identification, description). Rigor comes in having the students involved in doing significant and meaningful geologic tasks. Long-term value comes from improving students' abilities for future challenges, rather focusing on having students pass the final exam. Goals for courses of many different types can be found in the Cutting Edge goals/syllabus database at http://serc.carleton.edu/NAGTWorkshops/coursedesign/browse.html. The workshop also introduces participants to a wide range of teaching and assessment tools so that faculty members will leave the workshop with a larger toolbox of techniques to choose from when deciding how to give students practice during the semester in tasks relevant to the goals of the course and how to evaluate students' progress toward the goals. Most of the techniques emphasize student engagement, which promotes development of more rigorous courses. Over 100 institutions now have introductory geoscience courses designed by faculty members who have participated in our course design workshops. Participants have stated repeatedly in evaluations that the workshop transformed their views of the course design process and that they will carry the focus on goals, student engagement, and rigor into designing other courses and assessing curricula in their departments. On the Cutting Edge is in the process of developing a web-based course design workshop so that faculty who cannot attend our face-to-face workshops can go through our course design process.

A New Immunologic Method for Detection of Occult Breast Cancer

DTIC Science & Technology

1999-09-01

in Workshop on Melanoma Monoclonal Antibodies, NIH. 1981 Workshop on ELISA, Cordia Laboratories, Culver City, invited Faculty. 1982 Invited Faculty...for Workshop on Practical Aspects of ELISA, Cordia Laboratories. 1983 Invited Faculty for Workshop on Melanoma Immunology, European Soc for

Can Tablet Computers Enhance Faculty Teaching?

PubMed Central

Narayan, Aditee P.; Whicker, Shari A.; Benjamin, Robert W.; Hawley, Jeffrey; McGann, Kathleen A.

2015-01-01

Background Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Objective Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non–tablet-based teaching modalities. Methods We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non–tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Results Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Conclusions Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value. PMID:26221443

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.

A One-Day Dental Faculty Workshop in Writing Multiple-Choice Questions: An Impact Evaluation.

PubMed

AlFaris, Eiad; Naeem, Naghma; Irfan, Farhana; Qureshi, Riaz; Saad, Hussain; Al Sadhan, Ra'ed; Abdulghani, Hamza Mohammad; Van der Vleuten, Cees

2015-11-01

Long training workshops on the writing of exam questions have been shown to be effective; however, the effectiveness of short workshops needs to be demonstrated. The aim of this study was to evaluate the impact of a one-day, seven-hour faculty development workshop at the College of Dentistry, King Saud University, Saudi Arabia, on the quality of multiple-choice questions (MCQs). Kirkpatrick's four-level evaluation model was used. Participants' satisfaction (Kirkpatrick's Level 1) was evaluated with a post-workshop questionnaire. A quasi-experimental, randomized separate sample, pretest-posttest design was used to assess the learning effect (Kirkpatrick's Level 2). To evaluate transfer of learning to practice (Kirkpatrick's Level 3), MCQs created by ten faculty members as a result of the training were assessed. To assess Kirkpatrick's Level 4 regarding institutional change, interviews with three key leaders of the school were conducted, coded, and analyzed. A total of 72 course directors were invited to and attended some part of the workshop; all 52 who attended the entire workshop completed the satisfaction form; and 22 of the 36 participants in the experimental group completed the posttest. The results showed that all 52 participants were highly satisfied with the workshop, and significant positive changes were found in the faculty members' knowledge and the quality of their MCQs with effect sizes of 0.7 and 0.28, respectively. At the institutional level, the interviews demonstrated positive structural changes in the school's assessment system. Overall, this one-day item-writing faculty workshop resulted in positive changes at all four of Kirkpatrick's levels; these effects suggest that even a short training session can improve a dental school's assessment of its students.

How the Story Unfolds: Exploring Ways Faculty Develop Open-Ended and Closed-Ended Case Designs

ERIC Educational Resources Information Center

Nesbitt, Leslie M.; Cliff, William H.

2008-01-01

Open-ended or closed-ended case study design schemes offer different educational advantages. Anatomy and physiology faculty members who participated in a conference workshop were given an identical case about blood doping and asked to build either an open-ended study or a closed-ended study. The workshop participants created a rich array of case…

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.

On the Cutting Edge: Workshops, Online Resources, and Community Development

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Macdonald, H.; Manduca, C. A.; Tewksbury, B. J.; Fox, S.; Iverson, E. A. R.; Beane, R. J.; Mcconnell, D. A.; Wiese, K.; Wysession, M. E.

2014-12-01

On the Cutting Edge, funded by NSF since 2002, offers a comprehensive professional development program for geoscience faculty. The program includes an annual integrated in-person and virtual workshop series, has developed an extensive collection of peer-reviewed instructional activities and related online resources, and supports continuing community development through sponsorship of webinars, listservs, opportunities for community contributions, and dissemination of resources to keep faculty current in their science and pedagogic practices. On the Cutting Edge (CE) has offered more than 100 face-to-face and virtual workshops, webinars, journal clubs, and other events to more than 3000 participants. The award-winning website has more than 5000 pages including 47 modules on career management, pedagogy, and geoscience topics. It has more than 1800 instructional activities contributed by the community, the majority of which have been peer-reviewed. The website had more than one million visitors last year. We have worked to support a community in which faculty improve their teaching by designing courses using research-based methods to foster higher-order thinking, incorporate geoscience data, and address cognitive and affective aspects of learning as well as a community in which faculty are comfortable and successful in managing their careers. The program addresses the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics that attract different groups of participants. CE workshops are interactive, model best pedagogical practices, emphasize participant learning, provide opportunities for participants to share their knowledge and experience, provide high-quality resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. On the Cutting Edge has had an impact on teaching based on data from national surveys, interview and classroom observation studies, and website usage. The Cutting Edge program is now part of the NAGT professional development program that includes face-to-face, traveling, and virtual workshops for faculty and geoscience programs of all types. http://serc.carleton.edu/NAGTWorkshops/index.html

Faculty Teaching Development: Using the Multidimensional Matrix of Teaching Development to Guide Teaching Improvement Activities

ERIC Educational Resources Information Center

Murphy, Cheryl A.; Jensen, Thomas D.

2016-01-01

Higher education faculty learn how to teach through courses, seminars, or workshops during and after their doctoral program. Perhaps the more prevalent way faculty learn to teach is through observational and self-directed learning. In order to assist with self-directed teaching improvements we developed the Multidimensional Matrix of Teaching…

Promoting Institutional Change Through Bias Literacy

PubMed Central

Carnes, Molly; Devine, Patricia G.; Isaac, Carol; Manwell, Linda Baier; Ford, Cecelia E.; Byars-Winston, Angela; Fine, Eve; Sheridan, Jennifer Thurik

2012-01-01

The National Science Foundation and others conclude that institutional transformation is required to ensure equal opportunities for the participation and advancement of men and women in academic science, technology, engineering, mathematics, and medicine (STEMM). Such transformation requires changing the habitual attitudes and behaviors of faculty. Approaching implicit bias as a remediable habit, we present the theoretical basis and conceptual model underpinning an educational intervention to promote bias literacy among university faculty as a step toward institutional transformation regarding gender equity. We describe the development and implementation of a Bias Literacy Workshop in detail so others can replicate or adapt it to their setting. Of the 220 (167 faculty and 53 nonfaculty) attendees from the initial 17 departments/divisions offered this workshop, all 180 who completed a written evaluation found the workshop at least “somewhat useful” and 74% found it “very useful.” Over 68% indicated increased knowledge of the workshop material. Of the 186 participants who wrote a commitment to engage in new activities to promote gender equity, 87% incorporated specific workshop content. Twenty-four participants were interviewed 4–6 months after attending the workshop; 75% of these not only demonstrated increased bias awareness, but described plans to change—or had actually changed—behaviors because of the workshop. Based on our sample of faculty from a Midwestern university, we conclude that at least one third of STEMM faculty who are invited will attend a 2.5-hr Bias Literacy Workshop, that nearly all will find it useful, and that most will complete a written commitment to promoting gender equity. These findings suggest that this educational intervention may effectively promote institutional change regarding gender equity. PMID:22822416

The Use of Song to Open an Educational Development Workshop: Exploratory Analysis and Reflections

ERIC Educational Resources Information Center

Lesser, Lawrence; An, Song; Tillman, Daniel

2016-01-01

Song has been used by faculty of many disciplines in their classrooms and, to a lesser extent, by educational developers in workshops. This paper shares and discusses a new song (about an instructor's evolving openness to alternatives to lecture-only teaching) and its novel use to open an educational development workshop. Self-reported participant…

Pedagogical sensemaking or "doing school": In well-designed workshop sessions, facilitation makes the difference

NASA Astrophysics Data System (ADS)

Olmstead, Alice; Turpen, Chandra

2017-12-01

Although physics education researchers often use workshops to promote instructional change in higher education, little research has been done to investigate workshop design. Initial evidence suggests that many workshop sessions focus primarily on raising faculty's awareness of research-based instructional strategies, a fairly straightforward goal that has been largely met. However, increasing faculty's awareness of existing strategies alone has somewhat limited benefits. We argue that workshop leaders should also aim to cultivate faculty's ability and motivation to engage in pedagogical sensemaking, i.e., the pursuit of robust pedagogical logic based on observations and interpretations of classroom events. This goal is likely more challenging to achieve, and thus presents a greater need for research. In this paper, we pursue in situ, qualitative analysis of two parallel workshop sessions that seem to have the potential to support ambitious outcomes. We demonstrate how faculty may engage in aspects of pedagogical sensemaking, such as using observations of student behavior to support their arguments. We also show how faculty may instead seem to engage in interactions reminiscent of students "doing school," such as evaluating instruction based on "correctness" alone. We also show how differences in workshop facilitation seemed to contribute to faculty engaging in pedagogical sensemaking in one session only. These differences include (i) strictly enforcing session rules versus gently navigating faculty's incoming expectations, (ii) highlighting the workshop leaders' expertise versus working to minimize power differentials, and (iii) emphasizing the benefits of adoption of a prescribed strategy versus encouraging faculty to reason about possible adaptations. We consider the implications of this analysis for future research and workshop design.

Faculty Development in Higher Education: Long-Term Impact of a Summer Teaching and Learning Workshop

ERIC Educational Resources Information Center

Persellin, Diane; Goodrick, Terry

2010-01-01

Past participants of the Associated Colleges of the South Summer Teaching and Learning Workshop were surveyed to determine long-term impact of this type of professional development experience. Results indicate a large majority of participants across rank and academic discipline continued to view the workshop as effective and valued feedback from…

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

PubMed Central

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

2014-01-01

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

A workshop series using peer-grading to build drug information, writing, critical-thinking, and constructive feedback skills.

PubMed

Davis, Lindsay E

2014-12-15

To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.

Improving the Cognitive Level of College Teaching: A Successful Faculty Intervention.

ERIC Educational Resources Information Center

Whittington, M. Susie

1998-01-01

In years 1 and 3, the cognitive level of classroom discourse was assessed for 28 agriculture faculty. In year 2, interventions included either awareness workshops, workshops plus readings, or workshops plus teaching meetings. Percentage of higher-level discourse increased; faculty experiencing positive change with higher-level discourse increased…

Science Thought and Practices: A Professional Development Workshop on Teaching Scientific Reasoning, Mathematical Modeling and Data Analysis

NASA Astrophysics Data System (ADS)

Robbins, Dennis; Ford, K. E. Saavik

2018-01-01

The NSF-supported “AstroCom NYC” program, a collaboration of the City University of New York and the American Museum of Natural History (AMNH), has developed and offers hands-on workshops to undergraduate faculty on teaching science thought and practices. These professional development workshops emphasize a curriculum and pedagogical strategies that uses computers and other digital devices in a laboratory environment to teach students fundamental topics, including: proportional reasoning, control of variables thinking, experimental design, hypothesis testing, reasoning with data, and drawing conclusions from graphical displays. Topics addressed here are rarely taught in-depth during the formal undergraduate years and are frequently learned only after several apprenticeship research experiences. The goal of these workshops is to provide working and future faculty with an interactive experience in science learning and teaching using modern technological tools.

A Course To Prepare Peer Leaders To Implement a Student-Assisted Learning Method

NASA Astrophysics Data System (ADS)

Tien, Lydia T.; Roth, Vicki; Kampmeier, J. A.

2004-09-01

This article reports our efforts to develop a two-credit course to train undergraduate students to implement a new pedagogical model, Peer-Led Team Learning (PLTL). The leader training course is a collaborative effort of faculty and educational specialists to join pedagogy and chemistry. The syllabus is grounded in the research literature and situated in the context of the specific course in which the peer leaders will work, leading a weekly Workshop. Since the peer leaders take the training course while they are working as leaders, the pedagogical ideas find immediate application. We have taught the course since 1995 to more than 250 undergraduate and graduate students. In practice, our training course is the central mechanism to transform students from Workshop participants to skilled Workshop leaders. In turn, these carefully prepared peer leaders are essential forces for curricular change. In addition to the immediate practical benefits, the training course leads to new working relationships among students, faculty, and educational specialists. As a result, the training course becomes a mechanism to introduce current faculty to a new research literature and to encourage the development of future faculty.

New Challenges for a Core Procedure: Development of a Faculty Workshop for Skills Maintenance for Abdominal Hysterectomy.

PubMed

Berkowitz, Lori R; James, Kaitlyn; Petrusa, Emil; York-Best, Carey; Kaimal, Anjali J

2018-02-05

To describe the development of a low-cost educational module for OB/GYN faculty skills maintenance for total abdominal hysterectomy (TAH), a low frequency core procedure in obstetrics and gynecology. After review of existing educational tools and utilization of a modified Delphi method to establish consensus regarding key procedural components for skills maintenance, a 2-hour workshop was developed to review knowledge and participate in a simulation focused on the critical steps in performing TAH. An expert in TAH delivered a lecture highlighting important surgical considerations. Participants then rotated through simulation stations for critical steps in TAH: dissecting the bladder, identifying the ureter, and closing the cuff. Knowledge gains were assessed with a written pre- and posttest. Consecutive focus groups were conducted with participants on effectiveness of the workshop, and suggestions for improvement. Ideas identified in the first focus group were incorporated into the second workshop. Massachusetts General Hospital, an academic tertiary care facility with a single Obstetrics and Gynecology faculty group, located in Boston, Massachusetts. Eligible participants were recruited via email from full time specialists in General Obstetrics and Gynecology at Massachusetts General Hospital. Of the 25 eligible gynecology faculty subjects, 22 participated (88%). On pre or post-test comparison, 70% of participants scored higher on the posttest, demonstrating an increase in knowledge of critical TAH surgical steps. Focus group analyses identified the need for increased review and training demonstrations of TAH, and recommended continued offering of the workshop. Based on focus group responses and pre or posttest comparisons, the workshop was deemed feasible and enhanced short-term learning. Future directions include utilizing more challenging anatomic models and simulation scenarios and optimizing integration of expert demonstration and individualized coaching, as well as identifying regionally tailored surgical workshop programming. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Moving from the Periphery to the Center of the Academy: Faculty Developers as Leaders of Change

ERIC Educational Resources Information Center

Dawson, Debra; Mighty, Joy; Britnell, Judy

2010-01-01

Faculty development units have been in existence in North American universities and colleges for more than forty years. The early faculty development units were typically led by a committee or a part-time director who focused on presenting teaching tips in short workshops. Over the years, the role of these centers gradually evolved as they became…

Scientific Teaching Targeting Faculty from Diverse Institutions

ERIC Educational Resources Information Center

Gregg, Christopher S.; Ales, Jo Dale; Pomarico, Steven M.; Wischusen, E. William; Siebenaller, Joseph F.

2013-01-01

We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR's target was faculty from community colleges,…

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

PubMed

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

2015-01-01

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

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.

Teaching about Climate Change and Energy with Online Materials and Workshops from On the Cutting Edge

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Manduca, C. A.; Myers, J. D.; Loxsom, F.

2009-12-01

Global climate change and energy use are among the most relevant and pressing issues in today’s science curriculum, yet they are also complex topics to teach. The underlying science spans multiple disciplines and is quickly evolving. Moreover, a comprehensive treatment of climate change and energy use must also delve into perspectives not typically addressed in geosciences courses, such as public policy and economics. Thus, faculty attempting to address these timely issues face many challenges. To support faculty in teaching these subjects, the On the Cutting Edge faculty development program has created a series of websites and workshop opportunities to provide faculty with information and resources for teaching about climate and energy. A web-based collection of teaching materials was developed in conjunction with the On the Cutting Edge workshops “Teaching about Energy in Geoscience Courses: Current Research and Pedagogy.” The website is designed to provide faculty with examples, references and ideas for either incorporating energy topics into existing geoscience courses or for designing or refining a course about energy. The website contains a collection of over 30 classroom and lab activities contributed by faculty and covering such diverse topics as renewable energy, energy policy and energy conservation. Course descriptions and syllabi for energy courses address audiences ranging from introductory courses to advanced seminars. Other materials available on the website include a collection of visualizations and animations, a catalog of recommended books, presentations and related references from the teaching energy workshops, and ideas for novel approaches or new topics for teaching about energy in the geosciences. The Teaching Climate Change website hosts large collections of teaching materials spanning many different topics within climate change, climatology and meteorology. Classroom activities highlight diverse pedagogic approaches such as role-playing, inquiry-based learning via online data sets, and the use of computer models. The website houses course descriptions and syllabi for both introductory-level and upper-level climate courses contributed by faculty. Collections of climate visualizations and recommended references help faculty navigate to online materials that are best suited for their classroom. The On the Cutting Edge program features a biennial workshop series about teaching climate change, held in conjunction with the American Quaternary Association. Presentations, teaching ideas and references from the 2006 and 2008 workshops are available, along with applications for the upcoming workshop to be held in August 2010. All of these materials can be found at http://serc.carleton.edu/NAGTWorkshops/energy and http://serc.carleton.edu/NAGTWorkshops/climatechange. Faculty are encouraged to submit their own teaching materials to the web collections via on-line forms for submitting information and uploading files.

A Consortium Approach to Faculty Renewal

ERIC Educational Resources Information Center

Taylor, William R.

1975-01-01

Four Long Island two- and four-year institutions have developed a model program of faculty development for history instructors. The plan offers workshops and conferences organized into an ongoing, adequately supported program that enables teachers to periodically renew and deepen their skills. (Author/NHM)

Patients as educators: interprofessional learning for patient-centred care.

PubMed

Towle, Angela; Godolphin, William

2013-01-01

Patients with chronic conditions have unique expertise that enhances interprofessional education. Although their active involvement in education is increasing, patients have minimal roles in key educational tasks. A model that brings patients and students together for patient-centred learning, with faculty playing a supportive role, has been described in theory but not yet implemented. To identify issues involved in creating an educational intervention designed and delivered by patients and document outcomes. An advisory group of community members, students and faculty guided development of the intervention (interprofessional workshops). Community educators (CEs) were recruited through community organizations with a healthcare mandate. Workshops were planned by teams of key stakeholders, delivered by CEs, and evaluated by post-workshop student questionnaires. Workshops were delivered by CEs with epilepsy, arthritis, HIV/AIDS and two groups with mental health problems. Roles and responsibilities of planning team members that facilitated control by CEs were identified. Ten workshops attended by 142 students from 15 different disciplines were all highly rated. Workshop objectives defined by CEs and student learning both closely matched dimensions of patient-centredness. Our work demonstrates feasibility and impact of an educational intervention led by patient educators facilitated but not controlled by faculty.

Faculty Perceptions about Barriers to Active Learning

ERIC Educational Resources Information Center

Michael, Joel

2007-01-01

Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their perceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues…

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…

A Graduate Teaching Assistant Workshop in a Faculty of Science

ERIC Educational Resources Information Center

Harris, Dik; McEwen, Laura April

2009-01-01

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

Faculty development: if you build it, they will come.

PubMed

Steinert, Yvonne; Macdonald, Mary Ellen; Boillat, Miriam; Elizov, Michelle; Meterissian, Sarkis; Razack, Saleem; Ouellet, Marie-Noel; McLeod, Peter J

2010-09-01

The goals of this study were three-fold: to explore the reasons why some clinical teachers regularly attend centralised faculty development activities; to compare their responses with those of colleagues who do not attend, and to learn how we can make faculty development programmes more pertinent to teachers' needs. In 2008-2009, we conducted focus groups with 23 clinical teachers who had participated in faculty development activities on a regular basis in order to ascertain their perceptions of faculty development, reasons for participation, and perceived barriers against involvement. Thematic analysis and research team consensus guided the data interpretation. Reasons for regular participation included the perceptions that: faculty development enables personal and professional growth; learning and self-improvement are valued; workshop topics are viewed as relevant to teachers' needs; the opportunity to network with colleagues is appreciated, and initial positive experiences promote ongoing involvement. Barriers against participation mirrored those cited by non-attendees in an earlier study (e.g. volume of work, lack of time, logistical factors), but did not prevent participation. Suggestions for increasing participation included introducing a 'buddy system' for junior faculty members, an orientation workshop for new staff, and increased role-modelling and mentorship. The conceptualisation of faculty development as a means to achieve specific objectives and the desire for relevant programming that addresses current needs (i.e., expectancies), together with an appreciation of learning, self-improvement and networking with colleagues (i.e., values), were highlighted as reasons for participation by regular attendees. Medical educators should consider these 'lessons learned' in the design and delivery of faculty development offerings. They should also continue to explore the notion of faculty development as a social practice and the application of motivational theories that include expectancy-value constructs to personal and professional development.

Promoting instructional change in new faculty: An evaluation of the physics and astronomy new faculty workshop

NASA Astrophysics Data System (ADS)

Henderson, Charles

2008-02-01

An important finding of physics and astronomy education research (PAER) is that traditional, transmission-based instructional approaches are not effective in promoting meaningful student learning. Instead, PAER research suggests that physics and astronomy should be taught using more interactive instructional methods. These ways of teaching require significant changes in the way faculty think about teaching and learning and corresponding changes in their teaching behavior. Although the research base and corresponding pedagogies and strategies are well documented and widely available, widespread changes in physics and astronomy teaching at the college level has yet to occur. The Workshop for New Physics and Astronomy Faculty has been working to address this problem since 1996. This workshop, which is jointly administered by the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society, has attracted approximately 25% of all new physics and astronomy faculty each year to a four-day workshop designed to introduce new faculty to PAER-based instructional ideas and materials. This paper describes the impact of the Workshop as measured by surveys of Workshop participants and physics and astronomy department chairs. The results indicate that the Workshop is successful in meeting its goals and might be significantly contributing to the spread and acceptance of PAER-based instructional ideas and materials.

The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt

ERIC Educational Resources Information Center

Salem, Ashraf Atta M. S.

2013-01-01

The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the…

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.

State-of-the-Art Pediatric Hypnosis Training: Remodeling Curriculum and Refining Faculty Development.

PubMed

Kohen, Daniel P; Kaiser, Pamela; Olness, Karen

2017-01-01

Training in pediatric hypnosis has been part of clinical hypnosis education in the United States since 1976. Workshops expanded over time and are now taught by highly experienced pediatric clinicians across the globe. In 1987, a small vanguard of North American faculty, academic pediatricians, and pediatric psychologists taught a 3-day pediatric hypnosis workshop at the national meeting of the Society for Developmental and Behavioral Pediatrics (SDBP). This model of annual tri-level concurrent workshops (introductory, intermediate, and advanced) was sponsored by the SDBP for 24 years. In 2009, the National Pediatric Hypnosis Training Institute (NPHTI) assembled, and in 2010, offered its first annual workshops. This article documents this history of pediatric hypnosis education and describes NPHTI's remodeling and ongoing refinement toward a state-of-the-art curriculum with innovative methodology based upon (1) current research about adult experiential and small group learning; (2) design principles for presentations that maximize adult learning and memory; and (3) evaluations by participants and faculty. These underpinnings-including clinical training videos, individualized learning choices, emphasis on personalized, goal-oriented sessions, and advances in faculty selection, and ongoing development-are applicable to adult training models. Integration of developmental and self-regulation strategies may be more unique to pediatric hypnosis skills training programs. The conclusion proposes expansion of pediatric hypnosis education and elimination of related barriers toward goals that all children learn self-hypnosis (SH) for mind-body health.

Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University

NASA Astrophysics Data System (ADS)

Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.

2015-12-01

Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project (www.madeclear.org). Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre-service teachers to use their lesson plans to teach the climate change content in the middle school science classes. This will mutually help the middle school science teachers' to learn and use the materials provided by the pre-service teachers and also pre-service teachers' to improve their teaching skills on climate change content.

Passing the Baton: Mentoring for Adoption of Active-Learning Pedagogies by Research-Active Junior Faculty

ERIC Educational Resources Information Center

Grimes, Catherine Leimkuhler; White, Harold B., III

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,…

National Educators' Workshop: Update 2002 - Standard Experiments in Engineering, Materials Science, and Technology

NASA Technical Reports Server (NTRS)

Prior, Edwin J. (Compiler); Jacobs, James A. (Compiler); Chung, W. Richard (Compiler)

2003-01-01

This document contains a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 2002 held in San Jose, California, October 13-16,2002. This publication provides experiments and demonstrations that can serve as a valuable guide to faculty who are interested in useful activities for their students. The material was the result of years of research aimed at better methods of teaching technical subjects. The experiments developed by faculty, scientists, and engineers throughout the United States and abroad add to the collection from past workshops. They include a blend of experiments on new materials and traditional materials.

Developing Mentoring Competency: Does a One Session Training Workshop Have Impact?

PubMed

Lau, Chloe; Ford, Jennifer; Van Lieshout, Ryan J; Saperson, Karen; McConnell, Meghan; McCabe, Randi

2016-06-01

Mentorship remains vital to the career development, research productivity, and professional advancement of healthcare professionals in all disciplines of academic medicine. Recent studies describe mentor training initiatives aimed at increasing mentoring competency through multisession training curricula. Although the published results of these programs are promising, they require the following: (1) substantial financial resources from the institution, and (2) continuous participation and time commitment from faculty, which may reduce participation and effectiveness. A single, half-day of evidence-based mentor training would represent a more cost-effective and accessible option for educating mentors. The present study investigates the impact of a half-day interactive mentor training workshop on mentoring competency in faculty, staff, and trainees of the Department of Psychiatry and Behavioural Neurosciences at McMaster University. Overall, participants' self-reported mentoring competency mean scores were significantly higher post-workshop compared to pre-workshop ratings [mean = 4.48 vs. 5.02 pre- and post-workshop, respectively; F(1, 31) = 18.386, P < 0.001, η p2 = 0.37]. Survey respondents gave positive feedback and reported greater understanding of mentorship and specific mentoring changes they planned to apply after attending the workshop. Academic and healthcare institutions may use this framework to guide the development of a half-day mentoring workshop into their education programs.

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…

Implementing a Digital Reading and Writing Workshop Model for Content Literacy Instruction in an Urban Elementary (K-8) School

ERIC Educational Resources Information Center

Ciampa, Katia

2016-01-01

This article describes how one urban elementary school's professional development workshop on technology helped teachers grow in their knowledge and practice of a digital reading and writing workshop model. Created in partnership with university faculty, school administration, and elementary teachers, this whole-school professional development…

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…

Getting Started in Academic Careers: On the Cutting Edge Resources for Graduate Students, Postdoctoral Fellows, and Early Career Faculty

NASA Astrophysics Data System (ADS)

MacDonald, R.; Ormand, C.; Manduca, C. A.; Wright-Dunbar, R.; Allen-King, R.

2007-12-01

The professional development program,'On the Cutting Edge', offers on-line resources and annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Pre- workshop surveys reveal that early career faculty, post-docs, and graduate students have many questions about teaching (e.g., what are effective teaching strategies, how to design a course, how to prepare a syllabus, how to teach large courses), research (e.g., initiate and fund future research, set up and manage a lab, obtain equipment), and career management (e.g., understand tenure requirements, balance all it all). The graduate students and post-docs also have questions about jobs and the job search process. Their questions show a lack of familiarity with the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). In particular, they are uncertain about what educational setting will best fit their values and career goals and how teaching loads and research expectations vary by institution. Common questions related to the job search process include where to find job listings (the most common question in recent years), when to start the job search process, how to stand out as an applicant, and how to prepare for interviews. Both groups have questions about how to develop new skills: how to develop, plan and prepare a new course (without it taking all of their time), how to expand beyond their PhD (or postdoc) research projects, how to develop a research plan, and where to apply for funding. These are important topics for advisors to discuss with all of their students and postdocs who are planning on careers in academia. On the Cutting Edge offers workshops and web resources to help current and future faculty navigate these critical stages of their careers. The four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career has been offered since 1999 and provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, tenure, time and task management, and much more. The workshop, Preparing for an Academic Career in the Geosciences, has been offered since 2003 and provides a panel about academic careers in different institutional settings, session on research on learning, various teaching strategies, design of effective classroom activities, moving research forward to new settings, negotiation, and presenting oneself to others. Participants in both workshops have many opportunities to talk informally with leaders and other participants. Assessment results indicate that the workshops are helpful for both current and future faculty. Participants particularly appreciate the practical ideas and the opportunity to interact with, and learn from, a diverse leadership team and other participants. Two on-line resource collections provides information in these areas useful for students, post-docs, early career faculty and advisors.

Death of the Talking Heads: Participatory Workshops for Curricular Reform.

ERIC Educational Resources Information Center

McNeal, Ann P.

1998-01-01

Describes active learning activities that can be useful in college faculty development workshops, including three activity types: introductory exercises (personal introductions, goal-setting, warm-ups); problem-solving activities (brainstorming, hands-on exercises, reflection); and closure (consolidating concepts, cognitive mapping,…

The Effect of Organization Development Training on Goal Agreement Among School Faculty Members.

ERIC Educational Resources Information Center

Bartunek, Jean M.; Keys, Christopher B.

Teachers in schools receiving organization development (OD) training were expected to show greater agreement on school goals than control school teachers. Toward the end of one school year, faculty-administration teams from seven elementary schools attended OD training. During the next school year these teams conducted workshops for fellow…

Lessons learned in global family medicine education from a Besrour Centre capacity-building workshop.

PubMed

Dyck, Clayton; Kvern, Brent; Wu, Edith; McKee, Ryan; Redwood-Campbell, Lynda

2016-09-01

At a global level, institutions and governments with remarkably different cultures and contexts are rapidly developing family medicine centred health and training programmes. Institutions with established family medicine programmes are willing to lend expertise to these global partners but run the risk of imposing a postcolonial, directive approach when providing consultancy and educational assistance. Reflecting upon a series of capacity building workshops in family medicine developed by the Besrour Centre Faculty Development Working Group, this paper outlines approaches to the inevitable challenges that arise between healthcare professionals and educators of differing contexts when attempting to share experience and expertise. Lessons learned from the developers of these workshops are presented in the desire to help others offer truly collaborative, context-centred faculty development activities that help emerging programmes develop their own clinical and educational family medicine frameworks. Established partner relationships, adequate preparation and consultation, and adaptability and sensitivity to partner context appear to be particularly significant determinants for success.

A faculty development workshop in narrative-based reflective writing.

PubMed

Boudreau, J Donald; Liben, Stephen; Fuks, Abraham

2012-08-01

Narrative approaches are used increasingly in the health professions with a range of objectives. We must acquaint educators with this burgeoning field and prepare them for the incorporation of story-telling in their pedagogical practices. The authors describe a template for a faculty development workshop designed to foster self-reflection through the use of narrative techniques and prepare clinical teachers to deploy such approaches. The design is based on a six-year experience in delivering introductory workshops in narrative approaches to medical teachers. The workshops, which served as a model for the template, have been offered to a total of 92 clinicians being trained to mentor medical students. A generic template is described. It includes a table of core concepts from narrative theory, a set of probing questions useful in a basic technical analysis of texts and a list of initiating prompts for exercises in reflective writing. A workshop organized and deployed using this template is deliverable over a half-day. The model has proven to be feasible and highly valued by participants. It can be adapted for other contexts by educators across the continuum of health professional education.

Outcomes assessment of dental hygiene clinical teaching workshops.

PubMed

Wallace, Juanita S; Infante, Taline D

2008-10-01

Faculty development courses related to acquiring clinical teaching skills in the health professions are limited. Consequently, the Department of Dental Hygiene at the University of Texas Health Science Center at San Antonio conducted a series of clinical teaching workshops to address clinical teaching methodology. The goal of these workshops was to promote a problem-solving learning atmosphere for dental hygiene faculty to acquire and share sound clinical teaching strategies. To determine the value of the annual workshops on clinical teaching and evaluation, a web-based qualitative program assessment was developed using software by Survey Tracker. Four open-ended questions were designed to elicit perceptions regarding what significant changes in teaching strategies were achieved, what barriers or challenges were encountered in making these changes, and what strategies were used to overcome the barriers. The assessment was sent to dental hygiene educators representing thirty-eight dental hygiene programs who had participated in two or more of these workshops. Twenty-eight programs provided collective responses to the questions, and the narrative data were analyzed, using a qualitative methodology. Responses revealed that programs had made productive changes to their clinical education curricula and the information gained from the workshops had a positive effect on clinical teaching.

Integrating Multimedia Techniques into CS Pedagogy.

ERIC Educational Resources Information Center

Adams, Sandra Honda; Jou, Richard; Nasri, Ahmad; Radimsky, Anne-Louise; Sy, Bon K.

Through its grants, the National Science Foundation sponsors workshops that inform faculty of current topics in computer science. Such a workshop, entitled, "Developing Multimedia-based Interactive Laboratory Modules for Computer Science," was given July 27-August 6, 1998, at Illinois State University at Normal. Each participant was…

Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop.

PubMed

Kulage, Kristine M; Larson, Elaine L

2016-01-01

The publication of scholarly work and research findings is an important expectation for nursing faculty; however, academic writing is often neglected, leaving dissemination through manuscript writing an area of concern for the nursing profession. Writing initiatives have been utilized to promote scholarly dissemination in schools of nursing, but those described in the literature have been primarily non-United States based and student focused. This article describes a faculty-based manuscript writing workshop, assesses participants' impressions, and describes its impact on scholarly output. The workshop is a collaborative learning process utilizing peer review to improve manuscript quality and model behaviors for improving writing and peer-reviewing skills. Seventeen workshop participants including three predoctoral students, 6 postdoctoral fellows, and 8 faculty members completed an anonymous workshop survey (81% response rate). All but 1 of 17 manuscripts reviewed in the workshop are published, accepted, or in the review process. All participants indicated that the workshop was a valuable use of time and would recommend it to colleagues. The greatest reported workshop benefit was its function as an impetus to complete and submit manuscripts. We recommend the manuscript writing workshop model for other schools of nursing seeking ways to expand their scholarly output and create accountability for dissemination through manuscript writing. Copyright © 2016 Elsevier Inc. All rights reserved.

Preparing for an Academic Career Workshops: Resources for Graduate Students and Post-Doctoral Fellows

NASA Astrophysics Data System (ADS)

Dunbar, R. W.; MacDonald, R.

2004-12-01

The professional development program, "On the Cutting Edge", offers annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Goals are to prepare participants to become more effective teachers, stronger candidates for academic positions, and more aware of the realities of academic jobs. Insights that participants especially hope to gain from these workshops include feedback on the application process, especially an understanding of how search committees work; the different realities of balancing teaching, research, and personal life in a range of academic institutions; and expectations for tenure. The ten-person leadership team represents, by design, a wide range of academic career paths and institutions, and provides approximately 1:6 leader: participant ratio. Specific sessions include research on learning, an introduction to course and lab design, effective teaching and assessment strategies, developing a teaching statement, time management and early career faculty success, and moving research forward into new settings. Optional workshop sessions and discussions include the following topics: dual-career couples; families and careers; teaching portfolios; effective negotiation strategies; tenure and promotion; effective field trips; getting started in undergraduate research; opportunities in K-12 education; career options beyond faculty positions. Highlights of the workshop are faculty panel discussions about career paths and the academic job search. By workshop end, participants complete a goal setting and action planning activity. Two years of evaluation data suggest our goals are being met. Participants particularly appreciate the practical ideas and the opportunity to interact with, and learn from, a diverse leadership team and other participants.

Experience of a faculty development workshop in mentoring at an Indian medical college.

PubMed

Varma, Jagdish R; Prabhakaran, Anusha; Singh, Suman; Singh, Praveen; Ganjiwale, Jaishree; Pandya, Himanshu

2016-01-01

Our medical college is running a mentoring programme for undergraduate medical students since 2009. The academic leadership of the college identified the need to change the focus of the programme from mere problem- solving to professional and personal development of mentees. A core group of faculty designed and implemented a workshop on mentoring for 28 mentors. The workshop included reflections on the participants' previous experiences about mentoring, discussion on perceptions of mentees about the existing mentoring programme, self-analysis of mentoring skills, overview of the Surrendering, Accepting, Gifting and Extending (SAGE) model and demonstration of effective mentoring skills using role plays and a film. We collected written anonymous feedback from participants at the end of the workshop to elicit their responses regarding various aspects of the programme, change in their views about mentoring and suggestions for future workshops. A majority of the participants (17, 60.7%) said that role plays and reflection on role plays were the most valuable part of workshop as they provided clarity on the concepts about mentoring. The most frequently identified take-home messages were: building trust with the mentee (7, 25%), balance in life and approach towards the mentee (6, 21.4%), and understanding that mentoring is a process geared towards personal and professional development of the mentee (6, 21.4%). The participants' reaction to the workshop was positive. The responses of participants suggested that the workshop was successful in changing their views regarding the purpose of the mentoring programme.

How to conduct a workshop on medical writing: Tips, advice and experience sharing.

PubMed

Rathore, Farooq Azam; Mansoor, Sahibzada Nasir

2015-06-01

Medical writing has become an essential skill for anybody in academia and engaged in teaching. Workshops on medical writing are an effective way to teach the essential skills of medical writing to students and faculty members. There is a huge demand for these workshops all around the globe. Usually there is no curriculum of medical writing for the undergraduates or dedicated structured training sessions for the faculty members. One of the authors won an Author AID grant to conduct a series of workshops on medical writing. Eight workshops were conducted in three months, benefitting more than 200 students and faculty staff. We share our experience of holding this successful series of workshops with the aim that it might serve as a guide for researchers and faculty members who are eager to share and transfer their skills and knowledge. We also offer lessons learnt during this educational activity, tips to improve the quality and delivery of the content with limited resources and maximizing the impact. Experienced medical writers need to conduct these workshops to transfer their skills and to facilitate their colleagues and students to become better medical writers. Planning, rehearsal, motivation, resource management, good team work, audience analysis and feedback can make a workshop successful. Well prepared workshop content delivered in an interactive way with a variety of activities makes the workshop an engaging and interesting educational activity.

Assessing a Faculty Development Program for the Adoption of Brain-Based Learning Strategies

ERIC Educational Resources Information Center

Lavis, Catherine C.; Williams, Kimberly A.; Fallin, Jana; Barnes, Pamela K.; Fishback, Sarah J.; Thien, Stephen

2016-01-01

Kansas State University designed a 20-month faculty development program with the goal of fostering broad, institution-wide adoption of teaching practices that focus on brain-based learning. Components of the program included annual teaching and learning workshops, reading and discussion groups based on content of a book about how the brain learns…

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.

Variables that Correlate with Faculty Use of Research-Based Instructional Strategies

NASA Astrophysics Data System (ADS)

Henderson, Charles; Dancy, Melissa H.; Niewiadomska-Bugaj, Magdalena

2010-10-01

During the Fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (a 50.3% response rate). This paper examines how 20 predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). Profiles were developed for each of four faculty levels of knowledge about and use of RBIS. Logistic regression analysis was used to identify a subset of the variables that could predict group membership. Five significant predictor variables were identified. High levels of knowledge and use of RBIS were associated with the following characteristics: attendee of the physics and astronomy new faculty workshop, attendee of at least one talk or workshop related to teaching in the last two years, satisfaction with meeting instructional goals, regular reader of one or more journals related to teaching, and being female. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

Data Driven Program Planning for GIS Instruction

ERIC Educational Resources Information Center

Scarletto, Edith

2013-01-01

This study used both focus groups (qualitative) and survey data (quantitative) to develop and expand an instruction program for GIS services. It examined the needs and preferences faculty and graduate students have for learning about GIS applications for teaching and research. While faculty preferred in person workshops and graduate students…

Launching an Academic Career: On the Cutting Edge Resources for Geoscience Graduate Students, Post-doctoral Fellows, and Early Career Faculty

NASA Astrophysics Data System (ADS)

Richardson, R. M.; Ormand, C. J.; MacDonald, H.; Dunbar, R. W.; Allen-King, R. M.; Manduca, C. A.

2010-12-01

Launching an academic career presents a number of challenges. A recent article in the Chronicle of Higher Education depicts academia as an “ivory sweatshop,” citing rising standards for tenure. Most graduate programs provide minimal training for life beyond graduate school. The professional development program “On the Cutting Edge” fills this gap by providing workshops and web resources on academic careers for graduate students, postdoctoral fellows, and early career faculty. These workshops and web resources address a wide range of topics related to teaching, research, and managing one’s career, tailored for each group. The Preparing for an Academic Career in the Geosciences workshop to help graduate students and postdoctoral fellows make the transition into an academic career has been offered annually since 2003. It provides a panel on academic careers in different institutional settings, sessions on research on learning, various teaching strategies, design of effective teaching activities, moving research forward to new settings, effective teaching and research statements, the job search process, negotiation, and presenting oneself to others. Complementary online resources (http://serc.carleton.edu/NAGTWorkshops/careerprep/index.html) focus on these topics. The workshops and web resources offer guidance for each step of the job search process, for developing and teaching one’s own courses, and for making the transition from being a research student to being in charge of a research program. Online resources also include case studies of successful dual career couples, documenting their job search strategies. A four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career, offered annually since 1999, provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, preparing for tenure, time and task management, and more. Complementary online resources (http://serc.carleton.edu/NAGTWorkshops/earlycareer/index.html) also address these topics. The workshops and web resources offer guidance for becoming an efficient and effective teacher, for developing a thriving research program, for staying on track for tenure, and for managing a balance of one’s personal and professional lives. Online resources feature a collection of successful grant proposals, profiles of successful researchers and their collaborations with their students, and profiles of geoscience faculty from a variety of institutions describing how they achieve balance in their lives. Participants in both workshops overwhelmingly report that the workshop met or exceeded their expectations, that they feel much better prepared to move forward in their careers as a result of the workshops, and that they will use the website in the future. The two sets of web pages receive more than 7,000 visitors each month.

Module for Interns in Medical Ethics: A Developmental Diegesis.

PubMed

Mahajan, Rajiv; Goyal, Parmod Kumar; Sidhu, Tanvir Kaur; Kaur, Upinder; Kaur, Sandeep; Gupta, Vitull

2017-12-01

Media report is rife with incidences of doctor-patients' conflict, and this partly is due to communication gap and unethical practices being adopted by the doctors. Our regular curriculum fails to impart any training in ethical issues in patient care. Imparting training to students in these soft-skills is the need of the hour. To develop a module for interns in medical ethics (MIME) in patient care, validate it and pilot run the module for standardization. After conducting faculty development workshop in curriculum designing and three rounds of Delphi with alumni, a module in medical ethics was developed and peer validated. The questionnaire for pilot run, questionnaire for future use of module delivery and pre- and post-test were also peer validated. The module was delivered to 17 interns as pilot run in the form of 4 days' workshop. After pilot run, the module was standardized to 10 broad topics and 3 days' workshop. The questionnaire for future delivery of module in regular routine was also validated during pilot run. Twenty-five faculty members participated in 1 day faculty development workshop and 59 alumni completed three rounds of Delphi. After peer review by five experts, a module of 11 broad areas was developed and was pilot run on 17 interns. Based on the feedback from pilot run, a standardized, validated 18 h teaching MIME in patient care was developed. Pilot study proves that curriculum innovation in the form of medical ethics training to interns; when as undergraduate students, they actively participate in patient care under supervision will go a long way in inculcating soft skills like ethics, compassion and communication in them.

Developing a Technology Workshop Series for Your Faculty and Staff.

ERIC Educational Resources Information Center

Zeitz, Leigh E.

1995-01-01

Based on a needs assessment questionnaire, 13 technology workshops were designed for school personnel. Topics included an introduction; troubleshooting; e-mail and the Internet; ERIC and CD-ROM databases; Microsoft Works; desktop publishing; presentation software; resources on CD-ROM; the X-Press news service; and interactive laser video discs. A…

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…

Leadership Strategies for Department Chairs and Program Directors: A Case Study Approach.

ERIC Educational Resources Information Center

Comer, Robert W.; Haden, N. Karl; Taylor, Robert L.; Thomas, D. Denee

2002-01-01

Reviews leadership challenges and management concepts in academic dentistry as they were applied in a case-based faculty development workshop, in order to provide a foundation for three cases that follow in subsequent articles. The workshop was structured to address leadership challenges relating to managing people, mission management, conflict…

Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

PubMed

Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

2007-07-01

In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

Designing and Implementing a Faculty Internet Workshop: A Collaborative Effort of Academic Computing Services and the University Library.

ERIC Educational Resources Information Center

Bradford, Jane T.; And Others

1996-01-01

Academic Computing Services staff and University librarians at Stetson University (DeLand, Florida) designed and implemented a three-day Internet workshop for interested faculty. The workshop included both hands-on lab sessions and discussions covering e-mail, telnet, ftp, Gopher, and World Wide Web. The planning, preparation of the lab and…

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

PubMed

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

2017-06-01

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

Beyond the Workshop: Building Faculty Development into the WAC Program.

ERIC Educational Resources Information Center

Berger, Jeffrey

The first goal of a writing-across-the-curriculum program is to convince content area teachers that the movement can aid them in fulfilling their goals. Rather than trying to inspire individual faculty members, the writing-across-the-curriculum program at the Community College of Philadelphia restructures the classroom teaching situation. The…

Developing Entrepreneurial Skills in Pharmacy Students

PubMed Central

Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel

2015-01-01

Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship. PMID:27168619

Developing Entrepreneurial Skills in Pharmacy Students.

PubMed

Laverty, Garry; Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel

2015-09-25

Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship.

Barrier Island Ecology: A Professional Development Activity for Faculty and Staff of Calhoun Community College. Field Trip Reference Booklet.

ERIC Educational Resources Information Center

Collier, Don; And Others

As part of the Professional Development Workshop at Calhoun Community College, the Department of Natural Sciences conducted the third annual Spring Wilderness Pilgrimage in March 1989, a week-long environmental awareness field trip for faculty and staff. Designed as a study of the plants and animals on a barrier island off the coast of Florida,…

Moving the Needle: The Effect of Faculty Development on Part-Time Teachers at a Technical College

ERIC Educational Resources Information Center

Proeber, Helen R.

2012-01-01

In the business division of the technical college in which this study occurred, there was a need to change the way part-time faculty prepared course syllabi. The implementation of a professional development workshop that focused on the components and necessity of the syllabus provided the teachers new information they needed to be prepared for the…

The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students

PubMed Central

Stevens, Leslie M.

2014-01-01

The CREATE (Consider Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) strategy aims to demystify scientific research and scientists while building critical thinking, reading/analytical skills, and improved science attitudes through intensive analysis of primary literature. CREATE was developed and piloted at the City College of New York (CCNY), a 4-yr, minority-serving institution, with both upper-level biology majors and first-year students interested in science, technology, engineering, and mathematics. To test the extent to which CREATE strategies are broadly applicable to students at private, public, research-intensive, and/or primarily undergraduate colleges/universities, we trained a cohort of faculty from the New York/New Jersey/Pennsylvania area in CREATE pedagogies, then followed a subset, the CREATE implementers (CIs), as they taught all or part of an existing course on their home campuses using CREATE approaches. Evaluation of the workshops, the CIs, and their students was carried out both by the principal investigators and by an outside evaluator working independently. Our data indicate that: intensive workshops change aspects of faculty attitudes about teaching/learning; workshop-trained faculty can effectively design and teach CREATE courses; and students taught by such faculty on multiple campuses make significant cognitive and affective gains that parallel the changes documented previously at CCNY. PMID:26086655

Faculty development activities in family medicine: in search of innovation.

PubMed

Lawrence, Elizabeth A; Oyama, Oliver N

2013-01-01

To describe the Accreditation Council for Graduate Medical Education's (ACGME) faculty development requirements, explore the range of faculty development activities and support currently used by family medicine residencies to meet these requirements, and describe one innovative approach to satisfy this need. An electronic survey of faculty development activities and support offered to faculty by residency programs was sent to a random sample of 40 medical school and community based family medicine residency programs across the United States. Data were examined using t-tests, Fisher's exact tests, and Analysis of Variance. Faculty development, beyond traditional clinical CME, was strongly encouraged or required by a large proportion of the sample (73%). Only 58% of programs reported having discussed the ACGME's faculty development component areas (clinical, educational, administrative, leadership, research, and behavioral). In each component area except the "clinical" area, the absence of discussing the ACGME component areas with residency faculty was associated with fewer faculty development activities and support being offered by the program. These results, although preliminary, suggest that family medicine residency programs may value and encourage faculty development. The majority of programs use traditional activities and strategies such as CME, faculty meetings, faculty conferences and workshops; and a smaller number of programs are exploring the utility of mentoring programs, faculty discussion groups, and technology based learning systems. The challenge is to develop faculty development activities tailored to individual program and faculty needs and resources.

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.

"Tough Choices": A Student Workshop on the Ethics of Leadership

ERIC Educational Resources Information Center

Crowe, Donna Chapa; Lindsay, Nathan; Phillips, Chip

2013-01-01

In this society where ethical misconduct is prevalent, faculty and staff can do a better job of providing training and encouragement to help students make ethical decisions. At the University of North Carolina Wilmington, a task force was created to develop a workshop for student leaders to enhance their awareness of ethical issues and the…

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

ERIC Educational Resources Information Center

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

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

Faculty-development activity to promote effective communication between instructors and students.

PubMed

Notzer, Netta; Abramovitz, Ruth

2010-06-01

Educators claim that conflicts and teacher-student miscommunications interfere in achieving optimal learning outcomes. Conflicts arise when clinical instructors communicate in a patronising fashion, expressing values that are not those of their medical students. This paper presents our approach of coping with such conflicts. It is based on the notion that language is comprised of developmental levels. The objective is to switch the instructor's lower level of language from an uncontrolled reaction to a high level of efficient communication. During our faculty-development workshops, we piloted sessions consisting of vignettes depicting instructor-student conflicts. The workshop participants were asked to react and discuss questions on their feelings in similar conflicts, and their immediate speech reaction to students. The workshop's facilitator pointed out that there was no one right solution. She singled out the reaction that takes into account the student's personality, avoiding imposing solutions. The feedback on these sessions was very favourable, indicating a high level of satisfaction. The positive feedback is very encouraging. We believe that our workshops amplify the desired effective instructor-student communication, and suggest that the success of this intervention is partly achieved by selecting problematic issues of communication, and adjusting them to the current needs of our faculty members. In order to reproduce our approach, we suggest that other institutions should define their own values and communication code. We recommend them to use the same technique of intervention among a small group in an empowering atmosphere of discussion, using their own situations. © Blackwell Publishing Ltd 2010.

Background Materials for Chairman's Workshop. 5th Edition.

ERIC Educational Resources Information Center

Kimble, Gregory A.

Information for newly appointed heads of graduate departments of psychology is presented as background material for the 1974 Chairman's Workshop. Topics include the following: the budgetary situation, pressures for increased teaching loads, effects upon recruiting faculty, faculty morale, graduate and undergraduate student morale, the intellectual…

Scientific teaching targeting faculty from diverse institutions.

PubMed

Gregg, Christopher S; Ales, Jo Dale; Pomarico, Steven M; Wischusen, E William; Siebenaller, Joseph F

2013-01-01

We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR's target was faculty from community colleges, 2-yr campuses, and public and private research universities. Because of the importance of community colleges and 2-yr institutions as entries to higher education, we wanted to determine whether the SI model can be successfully extended to this broader range of institutions. We surveyed the four cohorts; 47 STAR alumni responded to the online survey. The responses were separated into two groups based on the Carnegie undergraduate instructional program categories, faculty from seven associate's and associate's-dominant institutions (23) and faculty from nine institutions with primarily 4-yr degree programs (24). Both groups expressed the opinion that STAR had a positive impact on teaching, student learning, and engagement. The two groups reported using techniques of formative assessment and active learning with similar frequency. The mix of faculty from diverse institutions was viewed as enhancing the workshop experience. The present analysis indicates that the SI model for training faculty in scientific teaching can successfully be extended to a broad range of higher education institutions.

Scientific Teaching Targeting Faculty from Diverse Institutions

PubMed Central

Gregg, Christopher S.; Ales, Jo Dale; Pomarico, Steven M.; Wischusen, E. William; Siebenaller, Joseph F.

2013-01-01

We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR's target was faculty from community colleges, 2-yr campuses, and public and private research universities. Because of the importance of community colleges and 2-yr institutions as entries to higher education, we wanted to determine whether the SI model can be successfully extended to this broader range of institutions. We surveyed the four cohorts; 47 STAR alumni responded to the online survey. The responses were separated into two groups based on the Carnegie undergraduate instructional program categories, faculty from seven associate's and associate's-dominant institutions (23) and faculty from nine institutions with primarily 4-yr degree programs (24). Both groups expressed the opinion that STAR had a positive impact on teaching, student learning, and engagement. The two groups reported using techniques of formative assessment and active learning with similar frequency. The mix of faculty from diverse institutions was viewed as enhancing the workshop experience. The present analysis indicates that the SI model for training faculty in scientific teaching can successfully be extended to a broad range of higher education institutions. PMID:24006387

Stories Are Like Water: An Academic Writing Workshop for Nurses.

PubMed

Walker, Madeline; Tschanz, Coby

2018-04-01

Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.

Supporting medical education research quality: the Association of American Medical Colleges' Medical Education Research Certificate program.

PubMed

Gruppen, Larry D; Yoder, Ernie; Frye, Ann; Perkowski, Linda C; Mavis, Brian

2011-01-01

The quality of the medical education research (MER) reported in the literature has been frequently criticized. Numerous reasons have been provided for these shortcomings, including the level of research training and experience of many medical school faculty. The faculty development required to improve MER can take various forms. This article describes the Medical Education Research Certificate (MERC) program, a national faculty development program that focuses exclusively on MER. Sponsored by the Association of American Medical Colleges and led by a committee of established medical education researchers from across the United States, the MERC program is built on a set of 11 interactive workshops offered at various times and places across the United States. MERC participants can customize the program by selecting six workshops from this set to fulfill requirements for certification. This article describes the history, operations, current organization, and evaluation of the program. Key elements of the program's success include alignment of program content and focus with needs identified by prospective users, flexibility in program organization and logistics to fit participant schedules, an emphasis on practical application of MER principles in the context of the participants' activities and interests, consistency in program content and format to ensure standards of quality, and a sustainable financial model. The relationship between the national MERC program and local faculty development initiatives is also described. The success of the MERC program suggests that it may be a possible model for nationally disseminated faculty development programs in other domains.

AUTHENTIC INVOLVEMENT IN INTERDISCIPLINARY DESIGN, PROCEEDINGS OF CONFERENCE ON ENGINEERING DESIGN EDUCATION (3D, CARNEGIE INSTITUTE OF TECHNOLOGY, JULY 12-13, 1965).

ERIC Educational Resources Information Center

BULKELEY, PETER Z.

REPORTED ARE THE PROCEEDINGS OF THE THIRD CONFERENCE ON ENGINEERING DESIGN EDUCATION. ITS CONCERNS WERE THE CRITICISM AND DISSEMINATION OF RESULTS OF DESIGN LABORATORY WORKSHOPS HELD EARLIER AT EACH OF THE PARTICIPATING INSTITUTIONS. WORKSHOPS WERE CONCERNED WITH FACULTY DEVELOPMENT TO DETERMINE WHETHER TEACHERS, MANY OF WHOM WERE EXPERIENCED IN…

Essential Concepts and Underlying Theories from Physics, Chemistry, and Mathematics for "Biochemistry and Molecular Biology" Majors

ERIC Educational Resources Information Center

Wright, Ann; Provost, Joseph; Roecklein-Canfield, Jennifer A.; Bell, Ellis

2013-01-01

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members from around the country. The workshops have focused on developing lists of Core Principles or Foundational Concepts in Biochemistry and Molecular Biology, a list of foundational skills, and foundational concepts from Physics, Chemistry,…

Faculty opinion survey following attendance to teacher training workshop in Kathmandu Medical College.

PubMed

Joshi, S; Pradhan, A; Dixit, H

2004-01-01

With the growing awareness of the importance of teaching and learning in Universities, the need to improve professional qualities in teachers has been identified. This paper describes the outcome of the impact of teacher training workshops on faculty- teaching performance. A total of 30 faculties who had undergone teacher training in the one-year period were included in the study. Survey questionnaire were distributed and all the forms were returned. All (100%) respondents found the teacher training to be very useful/useful for improvement of teaching skills. A total of 76.66% said that the skills learnt in the workshop were very applicable, 80% perceived changes in students classroom behaviour and found their lecture to be more participatory and interactive. As for their own change in behaviour, 66.66% respondents experienced better interaction with the students in classroom. The overall impression of the training was very positive. Future studies should include student feed back and classroom teaching observation for faculty teaching evaluation. We also need to utilise the feed back information obtained in this article, to further improve the strength of the future teacher training workshops. The future workshops should include sessions in problem-based learning and follow up refresher courses.

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/.

Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty

ERIC Educational Resources Information Center

Wilson, Sarah Beth; Varma-Nelson, Pratibha

2016-01-01

Peer-led team learning (PLTL) research has expanded from its roots in program evaluation of student success measures in Workshop Chemistry to a spectrum of research questions and qualitative, quantitative, and mixed methods study approaches. In order to develop recommendations for PLTL research and propose best practices for faculty who will…

Developing Geoscience Students' Quantitative Skills

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Hancock, G. S.

2005-12-01

Sophisticated quantitative skills are an essential tool for the professional geoscientist. While students learn many of these sophisticated skills in graduate school, it is increasingly important that they have a strong grounding in quantitative geoscience as undergraduates. Faculty have developed many strong approaches to teaching these skills in a wide variety of geoscience courses. A workshop in June 2005 brought together eight faculty teaching surface processes and climate change to discuss and refine activities they use and to publish them on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills) for broader use. Workshop participants in consultation with two mathematics faculty who have expertise in math education developed six review criteria to guide discussion: 1) Are the quantitative and geologic goals central and important? (e.g. problem solving, mastery of important skill, modeling, relating theory to observation); 2) Does the activity lead to better problem solving? 3) Are the quantitative skills integrated with geoscience concepts in a way that makes sense for the learning environment and supports learning both quantitative skills and geoscience? 4) Does the methodology support learning? (e.g. motivate and engage students; use multiple representations, incorporate reflection, discussion and synthesis) 5) Are the materials complete and helpful to students? 6) How well has the activity worked when used? Workshop participants found that reviewing each others activities was very productive because they thought about new ways to teach and the experience of reviewing helped them think about their own activity from a different point of view. The review criteria focused their thinking about the activity and would be equally helpful in the design of a new activity. We invite a broad international discussion of the criteria(serc.Carleton.edu/quantskills/workshop05/review.html).The Teaching activities can be found on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills/). In addition to the teaching activity collection (85 activites), this site contains a variety of resources to assist faculty with the methods they use to teach quantitative skills at both the introductory and advanced levels; information about broader efforts in quantitative literacy involving other science disciplines, and a special section of resources for students who are struggling with their quantitative skills. The site is part of the Digital Library for Earth Science Education and has been developed by geoscience faculty in collaboration with mathematicians and mathematics educators with funding from the National Science Foundation.

Taxi driver training in Madagascar: the first step in developing a functioning prehospital emergency care system.

PubMed

Geduld, Heike; Wallis, Lee

2011-09-01

Prehospital care in developing countries is severely lacking. Few countries can afford the relatively expensive formalised Western model of a prehospital emergency medical system. The WHO has highlighted the development of layperson first responder programmes as the most basic step in the development of a functioning prehospital system. To describe the first training programme of its kind, run in Mahajanga, Madagascar. The faculty was invited by Mahajanga Medical School. Local input was taken into account in developing the curriculum. 26 taxi drivers were invited to attend in cooperation with the local municipality. The faculty consisted of five instructors from the Division of Emergency Medicine and EMSSA, plus local doctors from University Hospital Mahajanga. The 1-day course included workshops on prehospital scene management, bleeding and broken bones, immobilisation and patient movement, and labour and delivery. The workshops made use of commonly available items only including packets, string and towels; French and Malagasy translators were available throughout. Both faculty and candidates deemed the course a success and plans for formal evaluation of knowledge and skill retention are underway. Future plans are to continue the training using local instructors and in rural districts.

Orientation to Teaching for Adjunct Faculty (Instructors Manual).

ERIC Educational Resources Information Center

Greive, Donald; France, Richard E.

Guidelines for conducting and facilitating a workshop designed as an orientation for both beginning and experienced adjunct faculty at community colleges are presented in this instructor's manual. The manual contains the following 11 sections, each defining an objective or activity to be undertaken during the workshop, and providing…

Faculty development: a 'field of dreams'?

PubMed

Steinert, Yvonne; McLeod, Peter J; Boillat, Miriam; Meterissian, Sarkis; Elizov, Michelle; Macdonald, Mary Ellen

2009-01-01

Participants in faculty development workshops often comment that 'those who need faculty development the most attend the least'. The goals of this study were to explore the reasons why some clinical teachers do not participate in centralised faculty development activities and to learn how we can make faculty development programmes more relevant to teachers' needs. In 2006, we conducted focus groups with 16 clinical teachers, who had not participated in faculty development activities, to ascertain their perceptions of faculty development, reasons for non-participation and perceived barriers to involvement. Content analysis and team consensus guided the data interpretation. Focus group participants were aware of faculty development offerings and valued the goals of these activities. Important reasons for non-participation emerged: clinical reality, which included volume of work and lack of (protected) time; logistical issues, such as timing and the central location of organised activities; a perceived lack of financial reward and recognition for teaching, and a perceived lack of direction from, and connection to, the university. Clinical reality and logistical issues appeared to be greater deterrents to participation than faculty development goals, content or strategies. Moreover, when asked to discuss faculty development, teachers referred to their development as faculty members in the broadest sense, which included personal and career development. They also expressed the desire for clear guidance from the university, financial rewards and recognition for teaching, and a sense of 'belonging'. Faculty development programmes should try to address these organisational issues as well as teachers' personal and professional needs.

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

Developing Students' Understanding of Complex Systems in the Geosciences (Invited)

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Mogk, D. W.; Bice, D. M.; Pyle, E.; Slotta, J.

2010-12-01

Developing a systems perspective is a commonly cited goal for geosciences courses and programs. This perspective is a powerful tool for critical thinking, problem solving and integrative thinking across and beyond the sciences. In April 2010, a NSF funded ‘On the Cutting Edge’ workshop brought together 45 geoscience faculty, education and cognitive science researchers, and faculty from other STEM and social science disciplines that make use of a complex systems approach. The workshop participants focused on understanding the challenges inherent in developing an understanding of complex systems and the teaching strategies currently in use across the disciplines. These include using models and visualizations to allow students to experiment with complex systems, using projects and problems to give students experience with data and observations derived from a complex system, and using illustrated lectures and discussions and analogies to illuminate the salient aspects of complex systems. The workshop website contains a collection of teaching activities, instructional resources and courses that demonstrate these approaches. The workshop participants concluded that research leading to a clear articulation of what constitutes understanding complex system behavior is needed, as are instruments and performance measures that could be used to assess this understanding. Developing the ability to recognize complex systems and understand their behavior is a significant learning task that cannot be achieved in a single course. Rather it is a type of literacy that should be taught in a progression extending from elementary school to college and across the disciplines. Research defining this progression and its endpoints is needed. Full information about the workshop, its discussions, and resulting collections of courses, activities, references and ideas are available on the workshop website.

Developing the careers of clinician-educators in psychiatry.

PubMed

Bennett, Aurora J; Clardy, James A; Cargile, Christopher S; Thrush, Carol R

2007-01-01

This article describes initial efforts by the newly developed Clinician-Educator Section (CES) of the Association for Academic Psychiatry (AAP) to support the career advancement of academic faculty within psychiatry. The CES provided its first workshop at the 2005 AAP annual meeting, focusing on early career development and academic promotion. The CES obtained input from members regarding their vision for how this newly developed section could support their career development. Workshops were among the suggestions provided and therefore this article will describe the planning, implementation, and outcome measures of the initial workshop provided by the CES. The authors describe a summary of the workshop, descriptive statistics obtained from a needs assessment, and formal evaluation ratings of the workshop. Results indicate that this initial effort was a helpful professional development opportunity for academic psychiatrists. The AAP-led initiative described in this article is a positive first step in the field of academic psychiatry to leverage the valuable educational and facilitative role of a professional organization in promoting the career advancement of clinician-educators in psychiatry.

The University of Ibadan/Grass Foundation Workshop in Neuroscience Teaching

PubMed Central

Dzakpasu, Rhonda; Johnson, Bruce R.; Olopade, James O.

2017-01-01

The University of Ibadan/Grass Foundation Workshop in Neuroscience Teaching (March 31st to April 2nd, 2017) in Ibadan, Nigeria was sponsored by the Grass Foundation as a “proof of principle” outreach program for young neuroscience faculty at Nigerian universities with limited educational and research resources. The workshop’s goal was to introduce low cost equipment for student lab exercises and computational tutorials that could enhance the teaching and research capabilities of local neuroscience educators. Participant assessment of the workshop’s activities was very positive and suggested that similar workshops for other faculty from institutions with limited resources could have a great impact on the quality of both the undergraduate and faculty experience. PMID:29371853

Using speed dating sessions to foster collaboration in continuing interdisciplinary education.

PubMed

Laprise, Réjean; Thivierge, Robert L

2012-01-01

There are numerous examples of care gaps that could be reduced through enhanced knowledge exchange and practice collaboration between medical specialist physicians. In this paper, we report preliminary results on using speed-dating sessions (SDSs) to stimulate the development of continuing interdisciplinary education (CIDE) activities. In 2007, a 35-minute SDS was carried out during a 2-hour faculty development workshop to provide continuing medical education (CME) directors of Quebec's 35 medical specialist associations with a formal opportunity to quickly share clinical issues and goals. A post-workshop survey was used to assess participants' satisfaction and whether they had met new colleagues, learned about interdisciplinary issues, and discovered opportunities for collaboration. CME accreditation files were audited to assess the occurrence of CIDE activities in the year prior and the 2 years that followed the workshop. CME directors were called to assess whether the development of these activities was directly attributable to their participation in the SDS. CME directors of 26 specialist physician associations attended the faculty development workshop. The vast majority of survey respondents (n = 18/20) were satisfied with the SDS and believed that this method was a stimulating and efficient way to meet new colleagues, quickly share clinical issues and goals, learn about unexpected but important interdisciplinary issues, and identify opportunities for CIDE collaboration. Sixty percent (12/20) reported having identified at least 1 opportunity for collaboration that was worth pursuing in the near future, and 19% of attending CME directors (5/26) developed a CIDE activity within 2 years, as compared with none in the previous year and for the 9 nonparticipating associations. Results suggest that SDSs enhanced networking, knowledge exchange, and collaboration in continuing education among CME providers who participated in a faculty development activity on CIDE. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Peer Review: Structured, Informal, Confidential, Helpful!

ERIC Educational Resources Information Center

Cassidy, Alice; Lee, Jack

2011-01-01

This paper describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced…

Virtual Workshop Experiences for Faculty: Lessons Learned from On the Cutting Edge

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Kirk, K. B.; Mogk, D. W.; Bruckner, M. Z.

2010-12-01

The On the Cutting Edge professional development program for geoscience faculty has begun offering online workshops as a supplement to its face-to-face workshop series. Following a few initial forays since 2005, Cutting Edge launched a suite of four virtual workshops in 2010: Teaching Geoscience with Service Learning, Understanding the Deep Earth, Designing Effective and Innovative Courses in the Geosciences, and Teaching Geoscience Online. Each workshop was presented over 1-2 weeks and included pre-workshop web postings, synchronous whole-group presentations, live small-group discussions, asynchronous input via threaded discussions or editable web pages, and personal time for reflection and writing. Synchronous sessions were facilitated through the Elluminate software platform which includes tools for viewing presentations, screen sharing, real-time participant response, and an ongoing chat-room discussion. Audio was provided through a separate telephone conference service. In addition, many asynchronous conversations on workshop topics were held via a threaded discussion board on the Cutting Edge website and in Wiki-like, editable web pages designed to support collaborative work. A number of challenges to running online workshops exist, primarily involving participants’ time management. It is difficult for participants to set aside enough time to complete workshop activities when they are still enmeshed in their everyday lives. It also requires new skills for speakers, participants and support staff to prepare web-based materials and navigate the technology required for the online presentations. But there are also a number of opportunities presented by these experiences. With no travel needed, an online workshop is less expensive for participants, which allows Cutting Edge to extend its commitment to providing workshop materials to a wider audience of interested faculty. Also, synchronous sessions can be recorded and posted on the website for broader community access. In terms of best practices, the most important lesson learned is the need to make the experience as “real” as possible so that participants stay engaged and feel connected to the workshop experience. This can be accomplished by making the presentations interactive, continued leader participation in threaded discussions and break out groups, and providing multiple channels for contribution and participation. Despite some initial hesitation in jumping into a virtual environment, participants gained experience and became more comfortable with collaboration via online technologies. Participants had access to their own scientific and instructional materials at their home offices, and as a result could design and complete new teaching resources more effectively during the workshop. Peer review of new instructional resources was also completed during the workshop, and virtual networks were established to support continuing work. Online workshops can be used to effectively minimize costs, extend participation, build and sustain community networks, and develop thematic collections of instructional resources and activities. Based on the success of the 2010 workshops, more online workshops are planned for the coming years.

Research-oriented medical education for graduate medical students.

PubMed

Deo, Madhav G

2013-01-01

In most parts of the world, medical education is predominantly geared to create service personnel for medical and health services. Training in research is ignored, which is a major handicap for students who are motivated to do research. The main objective of this study was to develop, for such students, a cost-effective 'in-study' research training module that could be adopted even by medical colleges, which have a modest research infrastructure, in different regions of India. Short-duration workshops on the clinical and laboratory medicine research methods including clinical protocol development were held in different parts of India to facilitate participation of students from various regions. Nine workshops covering the entire country were conducted between July 2010 and December 2011. Participation was voluntary and by invitation only to the recipients of the Indian Council of Medical Research-Short-term Studentship programme (ICMR- STS), which was taken as an index of students' research motivation. Faculty was drawn from the medical institutions in the region. All expenses on students, including their travel, and that of the faculty were borne by the academy. Impact of the workshop was judged by the performance of the participants in pre- and post-workshop tests with multiple-choice questions (MCQs) containing the same set of questions. There was no negative marking. Anonymous student feedback was obtained using a questionnaire. Forty-one per cent of the 1009 invited students attended the workshops. These workshops had a positive impact on the participants. Only 20% students could pass and just 2.3% scored >80% marks in the pre-workshop test. There was a three-fold increase in the pass percentage and over 20% of the participants scored >80% marks (A grade) in the post-workshop test. The difference between the pre- and post- workshop performance was statistically significant at all the centres. In the feedback from participants, the workshop received an average rating of 8.1 on a scale of 1 to 10. This cost-effective, 'in-study' module of short-duration 'mobile' workshops can be used to educate graduate medical students in basic research procedures employed in clinical and laboratory medicine research. The module is suitable for resource-strapped developing nations. Copyright 2013, NMJI.

Faculty Development for Small-Group-Teaching with Simulated Patients (SP) - Design and Evaluation of a Competency-based Workshop.

PubMed

Hölzer, Henrike; Freytag, Julia; Sonntag, Ulrike

2017-01-01

Objective: The introduction of innovative teaching formats and methods in medical education requires a specific didactic training for teachers to use complicated formats effectively. This paper describes preliminary considerations, design, implementation and evaluation of a skills-based workshop (7,5 hours long) for teaching with simulated patients. The aim is to describe the essential components for a lasting effect of the workshop so that the concept can be adapted to other contexts. Method: We present the theoretical framework, the objectives, the didactic methodology and the implementation of the workshop. The evaluation of the workshop was carried out using questionnaires. First the participants (teachers of the faculty of medicine, clinical and science subjects) were asked to estimate how well they felt prepared for small group teaching immediately after workshop. Later, after some teaching experience of their own, they gave feedback again as a part of the general evaluation of the semester. Results: In the course of three years 27 trainings were conducted and evaluated with a total of 275 participants. In the context of semester evaluation 452 questionnaires were evaluated on the quality of training. Conclusion: The evaluation shows that participants appreciate the concept of the workshop and also feel sufficiently well prepared. As a limitation it must be said that this is so far only the lecturers' self-assessment. Nevertheless, it can be stated that even a one-day workshop with a stringent teaching concept shows long term results regarding innovative teaching methods.

Impact of faculty development programs for positive behavioural changes among teachers: a case study

PubMed Central

2018-01-01

Purpose Faculty development (FD) is essential to prepare faculty members to become effective teachers to meet the challenges in medical education. Despite the growth of FD programmes, most evaluations were often conducted using short questionnaires to assess participants’ satisfaction immediately after they attended a programme. Consequently, there were calls for more rigorous evaluations based on observed changes in participants’ behaviours. Hence, this study aims to explore how the FD workshops run by the Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore have impacted behavioural changes in the educators. Methods We followed up with the educators at least half a year after they have attended the workshops. With limited literature as reference, we initiated a small-scale case-study research design involving semi-structured interviews with six educators which was triangulated with three focus group discussions with their students. This allowed us to explore behavioural changes among the educators as well as evaluate the feasibility of this research methodology. Results We identified three emerging categories among the educators: ignorance to awareness, from intuition to confirmation and expansion, and from individualism to community of practice. Conclusion Although FD have placed much emphasis on teaching and learning approaches, we found that the teacher-student interaction or human character components (passionate, willing to sacrifice, are open to feedback) in becoming a good educator are lacking in our FD workshops. PMID:29510604

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.

[Living with sexual diversity: experience report].

PubMed

Dessunti, Elma Mathias; Soubhia, Zeneide; Alves, Elaine; Ross, Cláudia; da Silva, Edson Bezerra

2008-01-01

This study reports the experience of undergraduate students and faculty from the School of Nursing - Londrina State University, in a Civil Society Organization (CSO) that works with transvestites and men who provide sexual services for a fee. In the first school semester, students and faculty remained daily at CSO in order to care for immediate necessities and perform weekly lectures. In the second semester, workshops on sexual diversity were ministered by the transvestites to students and faculty followed by workshops, that were ministered, weekly, by students and faculty involving themes previously chosen by the transvestites. This experience is deemed to be enriching and contributes to students and faculty's personal and professional growth, as well as improves care quality and life quality of the transvestites.

Professional Development: A Skills Approach to a Writing Workshop

ERIC Educational Resources Information Center

Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.

2014-01-01

In this era of globalization, students need to know how to write well. Faculty development needs to focus on assisting primary teachers as they prepare students for a twenty-first-century world. Strategic curriculum reform and professional development can be achieved by partnerships between district administrators and professional consultants. Two…

InTeGrate: Transforming the Teaching of Geoscience and Sustainability

NASA Astrophysics Data System (ADS)

Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

2012-12-01

InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is assisting the development teams in incorporation of research-based teaching methods and embedded assessments to document learning. The assessment team will also evaluate the success of these materials in meeting learning outcomes prior to broad dissemination. Additional opportunities for faculty to propose and develop needed materials are currently available.

The use of abstract paintings and narratives to foster reflective capacity in medical educators: a multinational faculty development workshop

PubMed Central

Karkabi, Khaled; Wald, Hedy S; Cohen Castel, Orit

2014-01-01

Reflective capacity is integral to core healthcare professional practice competencies. Reflection plays a central role in teacher education as reflecting on teaching behaviours with critical analysis can potentially improve teaching practice. The humanities including narrative and the visual arts can serve as a valuable tool for fostering reflection. We conducted a multinational faculty development workshop aiming to enhance reflective capacity in medical educators by using a combination of abstract paintings and narratives. Twenty-three family physicians or physicians-in-training from 10 countries participated in the workshop. Qualitative assessment of the workshop showed that the combined use of art and narrative was well received and perceived as contributing to the reflective exercise. Participants generally felt that viewing abstract paintings had facilitated a valuable mood transformation and prepared them emotionally for the reflective writing. Our analysis found that the following themes emerged from participants’ responses: (1) narratives from different countries are similar; (2) the use of art helped access feelings; (3) viewing abstract paintings facilitated next steps; (4) writing reflective narratives promoted examination of educational challenges, compassion for self and other, and building an action plan; and (5) sharing of narrative was helpful for fostering active listening and appreciating multiple perspectives. Future research might include comparing outcomes for a group participating in arts–narrative-based workshops with those of a control group using only reflective narrative or in combination with figurative art, and implementing a combination of qualitative and quantitative methods of assessment. PMID:24273319

Addressing Racism in Medical Education An Interactive Training Module.

PubMed

White-Davis, Tanya; Edgoose, Jennifer; Brown Speights, Joedrecka S; Fraser, Kathryn; Ring, Jeffrey M; Guh, Jessica; Saba, George W

2018-05-01

Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities. A multiracial, interdisciplinary team identified essential elements of teaching about racism. A 1.5-hour faculty development workshop consisted of a didactic presentation, a 3-minute video vignette depicting racial and gender microaggression within a hospital setting, small group discussion, large group debrief, and presentation of a toolkit. One hundred twenty diverse participants attended the workshop at the 2016 Society of Teachers of Family Medicine Annual Spring Conference. Qualitative information from small group facilitators and large group discussions identified some participants' emotional reactions to the video including dismay, anger, fear, and shame. A pre/postsurvey (N=72) revealed significant changes in attitude and knowledge regarding issues of racism and in participants' personal commitment to address them. Results suggest that this workshop changed knowledge and attitudes about racism and health inequities. Findings also suggest this workshop improved confidence in teaching learners to reduce racism in patient care. The authors recommend that curricula continue to be developed and disseminated nationally to equip faculty with the skills and teaching resources to effectively incorporate the discussion of racism into the education of health professionals.

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

Engaging Minority University STEM Education Professors in the Science of Climate Change: Recruitment, Implementation and Evaluation

NASA Astrophysics Data System (ADS)

Hayden, L. B.; Hale, S. R.; Johnson, D.

2013-12-01

Elizabeth City State University has joined with the University of New Hampshire under the NASA Innovations in Climate Education (NICE) to empower faculty of education programs at Minority Serving Institutions (MSIs) to better engage their pre-service teachers in teaching and learning about global climate change through the use of NASA Earth observation data sets. This project is designed to impact teaching first on college campuses within science education classes. Second, as pre-service teachers transition into in-service teachers, the impact will extend to elementary and secondary classrooms. Our goal is to empower faculty of education programs at Minority Serving Institutions to better engage their pre-service teachers in teaching and learning about global climate change through the use of NASA Earth observation data sets. This presentation documents the efforts to recruit two cohorts of STEM education faculty from MSIs along with the associated implementation and program evaluation efforts. To date, thirty-four (34) faculty from over a dozen MSIs have participated in the summer workshops. Recruitment efforts have focused on interactions with faculty in campus and conference settings. This has included the Johnson C. Smith University conference, the Minorities (QEM) Network Workshop on Evidence-Based STEM Instructional Strategies and the Annual Minority Serving Institutions Technical Assistance and Capacity Conference. The primary implementation mechanism was a one-week summer workshop conducted each year. ECSU hosted the first summer workshop and UNH hosted the second workshop. During each workshop, faculty had an opportunity to engage in activities using NASA Earth observation data, and benefited from engaged instruction and interaction with scientists who routinely use these datasets in their professional practice. This provided a comprehensive learning environment ensuring the transfer of the know-how on utilizing NASA datasets and tools in climate change education from researcher to science educator to pre-service STEM teacher. The faculty conducted field work that emphasizes place-based pedagogy. They worked with NASA satellite imagery data from the MODIS and SeaWiFS sensors, and discussed the challenges and approaches to integrating all or some of the lessons into their courses. Program Evaluation efforts, led by Learning Innovations at WestEd, includes formative and summative evaluation related to the outcomes of the project. Evaluators worked with project staff to create a logic model that clearly articulates a theory of action for the project. Included in the evaluation model were online questionnaires and focus group protocols. There exist evidence to show that the MSI faculty who participate in the workshop are using the information learned to engage their pre-service teachers in teaching and learning about global climate change through the use of NASA Earth observation sets.

Teacher training

NASA Image and Video Library

2012-06-14

Mississippi educators participated in a variety of hands-on activities, including rocketry, robotics, and NASA's BEST (Beginning Engineering, Science, and Technology) during a pair of during a pair of professional development workshops conducted by Stennis Space Center educators in June. On June 14, Stennis educators presented workshops to 96 kindergarten-through-12th-grade science teachers and eight Jackson State University faculty, as part of JSU's Project MAST (Mississippi Academy for Science Teaching) Project. On June 21, educators presented workshops in Starkville to 43 fourth-through-eighth-grade science teachers as part of Mississippi State University's Advancing Teachers of Middle School Science initiative.

Pedagogical Sensemaking or "Doing School": In Well-Designed Workshop Sessions, Facilitation Makes the Difference

ERIC Educational Resources Information Center

Olmstead, Alice; Turpen, Chandra

2017-01-01

Although physics education researchers often use workshops to promote instructional change in higher education, little research has been done to investigate workshop design. Initial evidence suggests that many workshop sessions focus primarily on raising faculty's awareness of research-based instructional strategies, a fairly straightforward goal…

Developing a Diverse Professoriate - Preliminary Outcomes from a Professional Development Workshop for Underrepresented Minorities in the Geosciences

NASA Astrophysics Data System (ADS)

Houlton, H. R.; Keane, C. M.; Seadler, A. R.; Wilson, C. E.

2012-12-01

A professional development workshop for underrepresented minority, future and early-career faculty in the geosciences was held in April of 2012. Twenty seven participants traveled to the Washington DC metro area and attended this 2.5 day workshop. Participants' career levels ranged from early PhD students to Assistant Professors, and they had research interests spanning atmospheric sciences, hydrology, solid earth geoscience and geoscience education. Race and ethnicity of the participants included primarily African American or Black individuals, as well as Hispanic, Native American, Native Pacific Islanders and Caucasians who work with underrepresented groups. The workshop consisted of three themed sessions led by prestigious faculty members within the geoscience community, who are also underrepresented minorities. These sessions included "Guidance from Professional Societies," "Instructional Guidance" and "Campus Leadership Advice." Each session lasted about 3 hours and included a mixture of presentational materials to provide context, hands-on activities and robust group discussions. Two additional sessions were devoted to learning about federal agencies. For the morning session, representatives from USGS and NOAA came to discuss opportunities within each agency and the importance of promoting geoscience literacy with our participants. The afternoon session gave the workshop attendees the fortunate opportunity to visit NSF headquarters. Participants were welcomed by NSF's Assistant Director for Geosciences and took part in small group meetings with program officers within the Geosciences Directorate. Participants indicated having positive experiences during this workshop. In our post-workshop evaluation, the majority of participants revealed that they thought the sessions were valuable, with many finding the sessions extremely valuable. The effectiveness of each session had similar responses. Preliminary results from 17 paired sample t-tests show increased knowledge gained from each of our themed sessions, with "Familiarity with Federal Agencies" and "Success in Grant Applications" demonstrating statistically significant improvement.

Thirteenth workshop on geothermal reservoir engineering: Proceedings

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

Ramey, H.J. Jr.; Kruger, P.; Horne, R.N.

1988-01-21

PREFACE The Thirteenth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 19-21, 1988. Although 1987 continued to be difficult for the domestic geothermal industry, world-wide activities continued to expand. Two invited presentations on mature geothermal systems were a keynote of the meeting. Malcolm Grant presented a detailed review of Wairakei, New Zealand and highlighted plans for new development. G. Neri summarized experience on flow rate decline and well test analysis in Larderello, Italy. Attendance continued to be high with 128 registered participants. Eight foreign countries were represented: England, France, Iceland, Italy, New Zealand, Japan, Mexico andmore » The Philippines. A discussion of future workshops produced a strong recommendation that the Stanford Workshop program continue for the future. There were forty-one technical presentations at the Workshop. All of these are published as papers in this Proceedings volume. Four technical papers not presented at the Workshop are also published. In addition to these forty five technical presentations or papers, the introductory address was given by Henry J. Ramey, Jr. from the Stanford Geothermal Program. The Workshop Banquet speaker was Gustavo Calderon from the Inter-American Development Bank. We thank him for sharing with the Workshop participants a description of the Bank???s operations in Costa Rica developing alternative energy resources, specifically Geothermal, to improve the country???s economic basis. His talk appears as a paper in the back of this volume. The chairmen of the technical sessions made an important contribution to the workshop. Other than Stanford faculty members they included: J. Combs, G. T. Cole, J. Counsil, A. Drenick, H. Dykstra, K. Goyal, P. Muffler, K. Pruess, and S. K. Sanyal. The Workshop was organized by the Stanford Geothermal Program faculty, staff and students. We would like to thank Marilyn King, Pat Oto, Terri Ramey, Bronwyn Jones, Yasmin Gulamani, and Rosalee Benelli for their valued help with the meeting arrangements and preparing the Proceedings. We also owe great thanks to our students who arranged and operated the audio-visual equipment, especially Jeralyn Luetkehans. The Thirteenth Workshop was supported by the Geothermal Technology Division of the U.S. Department of Energy through Contract No. DE-AS07-84ID12529. We deeply appreciate this continued support. Henry J. Ramey, Jr. Paul Kruger Roland N. Horne William E. Brigham Frank G. Miller Jean W. Cook« less

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.

A workshop on leadership for MD/PhD students

PubMed Central

Ciampa, Erin j.; Hunt, Aubrey A.; Arneson, Kyle O.; Mordes, Daniel A.; Oldham, William M.; Vin Woo, Kel; Owens, David A.; Cannon, Mark D.; Dermody, Terence S.

2011-01-01

Success in academic medicine requires scientific and clinical aptitude and the ability to lead a team effectively. Although combined MD/PhD training programs invest considerably in the former, they often do not provide structured educational opportunities in leadership, especially as applied to investigative medicine. To fill a critical knowledge gap in physician-scientist training, the Vanderbilt Medical Scientist Training Program (MSTP) developed a biennial two-day workshop in investigative leadership. MSTP students worked in partnership with content experts to develop a case-based curriculum and deliver the material. In its initial three offerings in 2006, 2008, and 2010, the workshop was judged by MSTP student attendees to be highly effective. The Vanderbilt MSTP Leadership Workshop offers a blueprint for collaborative student-faculty interactions in curriculum design and a new educational modality for physician-scientist training. PMID:21841905

Medical Education Partnership Initiative (MEPI) in Zimbabwe: Outcomes and Challenges

PubMed Central

Hakim, James G; Chidzonga, Midion M; Borok, Margaret Z; Nathoo, Kusum J; Matenga, Jonathan; Havranek, Edward; Cowan, Frances; Abas, Melanie; Aagaard, Eva; Connors, Susan; Nkomani, Sanele; Ndhlovu, Chiratidzo E; Matsika, Antony; Barry, Michele; Campbell, Thomas B

2018-01-01

Background: Sub-Saharan Africa has an inadequate number of health professionals, leading to a reduced capacity to respond to health challenges, including HIV/AIDS. From 2010 to 2015, the Medical Education Partnership Initiative (MEPI)—sponsored by the U.S. Presidents Emergency Plan for AIDS Relief (PEPFAR) and the National Institutes of Health (NIH)—was enthusiastically taken up by the University of Zimbabwe College of Health Sciences (UZCHS) and 12 other sub-Saharan African universities to develop models of training to improve medical education and research capacity. In this article, we describe the outcomes and challenges of MEPI in Zimbabwe. Methods: UZCHS in partnership with the University of Colorado, Denver; Stanford University; University of Cape Town; University College London; and King's College London designed the Novel Education Clinical Trainees and Researchers (NECTAR) program and 2 linked awards addressing cardiovascular disease and mental health to pursue MEPI objectives. A range of medical education and research capacity-focused programs were implemented, including faculty development, research support, mentored scholars, visiting professors, community-based education, information and technology support, cross-cutting curricula, and collaboration with partner universities and the ministries of health and education. We analyzed quantitative and qualitative data from several data sources, including annual surveys of faculty, students, and other stakeholders; workshop exit surveys; and key informant interviews with NECTAR administrators and leaders and the UZCHS dean. Findings: Improved Internet connectivity and electronic resource availability were early successes of NECTAR. Over the 5-year period, 69% (115 of 166) of faculty members attended at least 1 of 15 faculty development workshops. Forty-one faculty members underwent 1-year advanced faculty development training in medical education and leadership. Thirty-three mentored research scholars were trained under NECTAR, and 52 and 12 in cardiovascular and mental health programs, respectively. Twelve MEPI scholars had joined faculty by 2015. Full-time faculty grew by 36% (122 to 166), annual postgraduate and medical student enrollment increased by 61% (75 to 121) and 71% (123 to 210), respectively. To institutionalize and sustain MEPI innovations, the Research Support Center and the Department of Health Professions Education were established at UZCHS. Conclusion: MEPI has synergistically revitalized medical education, research capacity, and leadership at UZCHS. Investments in creating a new research center, health professions education department, and, programs have laid the foundation to help sustain faculty development and research capacity in the country. PMID:29602867

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.

Reflections on a Teaching Commons Regarding Diversity and Inclusive Pedagogy

ERIC Educational Resources Information Center

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

2012-01-01

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

A Participant-Oriented, Research-Based Approach for Design of a Biochemistry Workshop for Faculty at Undergraduate Institutions

ERIC Educational Resources Information Center

Owen, Rebecca L.; Breyer, Emelita D.

2005-01-01

The Molecular Genetics and Protein Structure and Function workshop is one of a series of workshops offered by the National Science Foundation-funded Center for Workshops in the Chemical Sciences. The workshop provides a hands-on introduction to current topics and techniques in molecular genetics and protein structure/function as applied to…

Teaching Mineralogy, Petrology and Geochemistry in the 21st Century: Instructional Resources for Geoscience Faculty

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Beane, R. J.; Whitney, D. L.; Nicolaysen, K. E.; Panero, W. R.; Peck, W. H.

2011-12-01

Mineralogy, petrology and geochemistry (MPG) are pillars of the geoscience curriculum because of their relevance in interpreting Earth history and processes, application to geo-hazards, resources, and environmental issues, and contributions to emerging fields such as geology and human health. To keep faculty current in scientific advances in these fields, and in modern instructional methods, the On the Cutting Edge program convened a workshop at the University of Minnesota in August, 2011. This workshop builds on the previous 15 year's work that has been focused on identifying, aggregating, and developing high-quality collections of teaching activities and related resources, and in building a community of scholars in support of excellence in instruction in MPG courses. The goals of the workshop were to: a) develop an integrated, comprehensive and reviewed curriculum for MPG courses, and to seek ways to make connections with the larger geoscience curriculum; b) to explore emerging topics in MPG such as geobiology and climate change; c) demonstrate effective methods in teaching MPG in the context of Earth system science; d) share effective teaching activities and strategies for the classroom, laboratory and field including advances in pedagogy, assessments and research on learning; e) keep faculty current on recent advances in mineralogy, petrology and geochemistry research and to apply these findings to our teaching; f) explore and utilize current societal and global issues that intersect mineralogy, petrology and geochemistry to heighten the relevancy of course content for students; and h) meet colleagues and foster future teaching and research collaborations. A significant outcome of this workshop is a peer reviewed of collection of 300+ existing teaching activities, and a gap analysis to identify teaching activities needed to make these collections comprehensive and coherent. In addition, a series of thematic collections were developed to assist high priority areas of teaching MPG (e.g. MPG in Introductory Geoscience Courses-Beyond "Rocks in a Box"; thermobarometry programs). All demonstrations and presentations made at the workshop are accessible from the workshop webpage, including a wide variety of active learning exercises and demonstrations of modern computer applications (e.g. SHAPE, ATOMS, CrystalMaker, MELTS, Theriak-Domino, Perplex, TWQ, Google Earth and Gigapans, and PHREEQC). A post-workshop field trip to the Precambrian rocks of northern Minnesota focused on effective teaching and learning in the field. We encourage the geoscience community to use these online resources, and please consider contributing additional teaching activities and resources to these collections.

Leadership Development Programs.

ERIC Educational Resources Information Center

Kim, Karen A.

2003-01-01

Provides a brief sample of degree and non-degree programs currently offered to administrators, staff and faculty in community college leadership. Includes listings on: (1) programs sponsored by national organizations and associations; (2) regional workshops and seminars; (3) community college programs; (4) continuing education programs by…

Librarians in Evidence-Based Medicine Curricula: A Qualitative Study of Librarian Roles, Training, and Desires for Future Development.

PubMed

Maggio, Lauren A; Durieux, Nancy; Tannery, Nancy H

2015-01-01

This study aims to describe librarians' roles in evidence-based medicine (EBM) from the librarian perspective, identify how librarians are trained to teach, and highlight preferences for professional development. A multiinstitution qualitative study was conducted. Nine medical librarians identified by their faculty as integrated into EBM training were interviewed. Participants' descriptions indicated that they were active in curriculum development, deployment (including teaching activities), and assessment to support EBM. Participants identified direct experience and workshop participation as primary methods of learning to teach. Participants desired continuing development as teachers and requested opportunities for in-person workshops, shadowing physicians, and online training.

Eleventh workshop on geothermal reservoir engineering: Proceedings

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

Ramey, H.J. Jr.; Kruger, P.; Miller, F.G.

1986-01-23

The Eleventh Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 21-23, 1986. The attendance was up compared to previous years, with 144 registered participants. Ten foreign countries were represented: Canada, England, France, Iceland, Indonesia, Italy, Japan, Mexico, New Zealand and Turkey. There were 38 technical presentations at the Workshop which are published as papers in this Proceedings volume. Six technical papers not presented at the Workshop are also published and one presentation is not published. In addition to these 45 technical presentations or papers, the introductory address was given by J. E. Mock from the Departmentmore » of Energy. The Workshop Banquet speaker was Jim Combs of Geothermal Resources International, Inc. We thank him for his presentation on GEO geothermal developments at The Geysers. The chairmen of the technical sessions made an important contribution to the Workshop. Other than Stanford faculty members they included: M. Gulati, E. Iglesias, A. Moench, S. Prestwich, and K. Pruess. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and students. We would like to thank J.W. Cook, J.R. Hartford, M.C. King, A.E. Osugi, P. Pettit, J. Arroyo, J. Thorne, and T.A. Ramey for their valued help with the meeting arrangements and preparing the Proceedings. We also owe great thanks to our students who arranged and operated the audio-visual equipment. The Eleventh Workshop was supported by the Geothermal Technology Division of the U.S. Department of Energy through Contract DE-AS03-80SF11459. We deeply appreciate this continued support. January 1986 H.J. Ramey, Jr. P. Kruger R.N. Horne W.E. Brigham F.G. Miller J.R. Counsil« less

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

PubMed

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

2013-01-01

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

A summary report of the workshop on the 'academic leadership training in the AIMST University, Malaysia'

PubMed Central

Premkumar, Rajagopal; Bhore, Subhash J.

2013-01-01

In Malaysia, there are 81 (as on February 15, 2013) higher education institutions including satellite branches of the foreign universities. In northern part of the Peninsular Malaysia, AIMST University is the first private not-for-profit university and aims to become a premier private university in the country and the region. The workshop described in this article was designed to develop and enhance the capacity of academic staff-in-leadership-role for the University. This type of workshops may be a good method to enhance the leadership qualities of the head of each unit, department, school and faculty in each university. PMID:24023458

The Impact of Quality Matters Professional Development on Teaching across Delivery Formats

ERIC Educational Resources Information Center

Kearns, Lorna R.; Mancilla, Rae

2017-01-01

This study explored the impact of professional development workshops for online course design on faculty's pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A…

Developing Leadership in Geriatric Education. Proceedings of the Annual Summer Geriatric Institute (5th, Lexington, Kentucky, July 23-25, 1990).

ERIC Educational Resources Information Center

Gardner, Davis L., Ed.; Patzwald, Gari-Anne, Ed.

Papers in these proceedings are organized into four sections: (1) Research Studies in Aging; (2) Innovative Approaches in Geriatric Education; (3) Faculty Development Models; and (4) "The Publication Process: Perils and Pearls" (Workshop). Clinical Experiences: Design Not Chance" (Matzo); "The Development of a Collaborative Gerontological Research…

Fighting the Good Fight.

ERIC Educational Resources Information Center

Waco, Alice

1982-01-01

Describes the development and implementation of a week-long "Women's History Week" program in a California high school. Using extracurricular workshops and traditional classroom activities, the program was designed to raise student and faculty awareness of sexism. The author describes ways they overcame logistical problems and administrative…

Building Strong Geoscience Departments Through the Visiting Workshop Program

NASA Astrophysics Data System (ADS)

Ormand, C. J.; Manduca, C. A.; Macdonald, H.; Bralower, T. J.; Clemens-Knott, D.; Doser, D. I.; Feiss, P. G.; Rhodes, D. D.; Richardson, R. M.; Savina, M. E.

2011-12-01

The Building Strong Geoscience Departments project focuses on helping geoscience departments adapt and prosper in a changing and challenging environment. From 2005-2009, the project offered workshop programs on topics such as student recruitment, program assessment, preparing students for the workforce, and strengthening geoscience programs. Participants shared their departments' challenges and successes. Building on best practices and most promising strategies from these workshops and on workshop leaders' experiences, from 2009-2011 the project ran a visiting workshop program, bringing workshops to 18 individual departments. Two major strengths of the visiting workshop format are that it engages the entire department in the program, fostering a sense of shared ownership and vision, and that it focuses on each department's unique situation. Departments applied to have a visiting workshop, and the process was highly competitive. Selected departments chose from a list of topics developed through the prior workshops: curriculum and program design, program elements beyond the curriculum, recruiting students, preparing students for the workforce, and program assessment. Two of our workshop leaders worked with each department to customize and deliver the 1-2 day programs on campus. Each workshop incorporated exercises to facilitate active departmental discussions, presentations incorporating concrete examples drawn from the leaders' experience and from the collective experiences of the geoscience community, and action planning to scaffold implementation. All workshops also incorporated information on building departmental consensus and assessing departmental efforts. The Building Strong Geoscience Departments website complements the workshops with extensive examples from the geoscience community. Of the 201 participants in the visiting workshop program, 140 completed an end of workshop evaluation survey with an overall satisfaction rating of 8.8 out of a possible 10 points. Workshops resulted in changes in faculty attitudes and planned changes in programming. Participants wrote that they felt a greater ownership of their curricula and had a deeper understanding of the importance of general education offerings; they recognized a need for improvement; and they recognized a need to communicate the value of the geosciences to their institutions. Planned programmatic changes focused on curriculum revision, program assessment, student recruitment, and interactions with the institutional administration and the public. Leaders noted that the most effective workshops were those where the faculty cancelled all other activities for the duration of the workshop to focus on workshop goals.

Moving from Administrivia Overload to Leadership Competency Development

ERIC Educational Resources Information Center

Hogan, Amy M.

2018-01-01

Virginia Tech has intentionally moved beyond the traditional policy-heavy approach to department head orientation to employ a robust leadership development program for new and aspiring academic leaders and faculty. The annual program begins with a full-day workshop in mid-August, and continues throughout the fall semester with a series of shorter…

Gender Equity in Materials Science and Engineering

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

Angus Rockett

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

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.

A Faculty Workshop Model to Integrate Climate Change across the Curriculum

NASA Astrophysics Data System (ADS)

Teranes, J. L.

2017-12-01

Much of the growing scientific certainty of human impacts on the climate system, and the implications of these impacts on current and future generations, have been discovered and documented in research labs in colleges and universities across the country. Often these institutions also take decisive action towards combatting climate change, by making significant reductions in greenhouse emissions and pledging to greater future reductions. Yet, there are still far too many students that graduate from these campuses without an adequate understanding of how climate change will impact them within their lifetimes and without adequate workforce preparation to implement solutions. It may be that where college and universities still have the largest influence on climate change adaption and mitigation is in the way that we educate students. Here I present a curriculum workshop model at UC San Diego that leverages faculty expertise to infuse climate change education across disciplines to enhance UC San Diego students' climate literacy, particularly for those students whose major focus is not in the geosciences. In this model, twenty faculty from a breadth of disciplines, including social sciences, humanities, arts, education, and natural sciences participated in workshops and developed curricula to infuse aspects of climate change into their existing undergraduate courses. We particularly encouraged development of climate change modules in courses in the humanities, social sciences and arts that are best positioned to address the important human and social dimensions of climate change. In this way, climate change content becomes embedded in current course offerings, including non-science courses, to increase climate literacy among a greater number and a broader cross-section of students.

Preparing faculty to teach in a problem-based learning curriculum: the Sherbrooke experience.

PubMed

Grand'Maison, P; Des Marchais, J E

1991-03-01

Over the last 6 years Sherbrooke Medical School has undertaken a major reform of its undergraduate curriculum. A new student-centred, community-oriented curriculum was implemented in September 1987. Problem-based learning (PBL) is now the main educational method. To adequately prepare teachers for the curriculum a series of faculty development programs in pedagogy were offered: first, a 2-day introductory workshop to initiate teachers into educational principles and their application in the new program; second, a 1-year basic training program in medical pedagogy; third, a 1-day workshop on PBL; and fourth, a comprehensive 3-day training program in PBL tutoring. Over 60% of all full-time teachers attended the introductory program and 80% the tutor training program. The 1-year basic training program was completed by 33% of the faculty members. The implementation of these programs, coupled with a high participation rate, resulted in a more student-centred educational philosophy and a greater interest in medical education. This had a significant impact when the new curriculum was instituted. Lessons learned from the experience are discussed.

Climate Change Education for General Education Faculty

NASA Astrophysics Data System (ADS)

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

2016-12-01

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

Development of bilingual tools to assess functional health patterns.

PubMed

Krozy, R E; McCarthy, N C

1999-01-01

The theory and process of developing bilingual assessment tools based on Gordon's 11 functional health patterns. To facilitate assessing the individual, family, and community in a student clinical practicum in a Spanish-speaking country. Multiple family and community health promotion theories; translation theories, Gordon's Manual of Nursing Diagnosis (1982); translation/back-translation involving Ecuadorian faculty and students; student community assessments; faculty and staff workshops in Ecuador. Bilingual, culturally sensitive health assessment tools facilitate history taking, establish nursing diagnoses and interventions, and promote mutual learning. These outcomes demonstrate potential application to other systems in the international nursing community.

Introducing Summer High School Student-Researchers to Ethics in Scientific Research

ERIC Educational Resources Information Center

Mabrouk, Patricia Ann

2007-01-01

A case based workshop on science ethics for high school students participating in summer research apprenticeships is developed and tested. It is found that this case-based approach is useful in facilitating faculty-student discussions of research ethics with their proteges.

The Science and Issues of Human DNA Polymorphisms: A Training Workshop for High School Biology Teachers

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

Micklos, David A.

2006-10-30

This project achieved its goal of implementing a nationwide training program to introduce high school biology teachers to the key uses and societal implications of human DNA polymorphisms. The 2.5-day workshop introduced high school biology faculty to a laboratory-based unit on human DNA polymorphisms â which provides a uniquely personal perspective on the science and Ethical, Legal and Social Implications (ELSI) of the Human Genome Project. As proposed, 12 workshops were conducted at venues across the United States. The workshops were attended by 256 high school faculty, exceeding proposed attendance of 240 by 7%. Each workshop mixed theoretical, laboratory, andmore » computer work with practical and ethical implications. Program participants learned simplified lab techniques for amplifying three types of chromosomal polymorphisms: an Alu insertion (PV92), a VNTR (pMCT118/D1S80), and single nucleotide polymorphisms (SNPs) in the mitochondrial control region. These polymorphisms illustrate the use of DNA variations in disease diagnosis, forensic biology, and identity testing - and provide a starting point for discussing the uses and potential abuses of genetic technology. Participants also learned how to use their Alu and mitochondrial data as an entrée to human population genetics and evolution. Our work to simplify lab techniques for amplifying human DNA polymorphisms in educational settings culminated with the release in 1998 of three Advanced Technology (AT) PCR kits by Carolina Biological Supply Company, the nationâÂÂs oldest educational science supplier. The kits use a simple 30-minute method to isolate template DNA from hair sheaths or buccal cells and streamlined PCR chemistry based on Pharmacia Ready-To-Go Beads, which incorporate Taq polymerase, deoxynucleotide triphosphates, and buffer in a freeze-dried pellet. These kits have greatly simplified teacher implementation of human PCR labs, and their use is growing at a rapid pace. Sales of human polymorphism kits by Carolina Biological rose from 700 units in 1999 to 1,132 in 2000 â a 62% increase. Competing kits using the Alu system, and based substantially on our earlier work, are also marketed by Biorad and Edvotek. In parallel with the lab experiments, we developed a suite of database/statistical applications and easy-to-use interfaces that allow students to use their own DNA data to explore human population genetics and to test theories of human evolution. Database searches and statistical analyses are launched from a centralized workspace. Workshop participants were introduced to these and other resources available at the DNALC WWW site (http://vector.cshl.org/bioserver/): 1) Allele Server tests Hardy-Weinberg equilibrium and statistically compares PV92 data from world populations. 2) Sequence Server uses DNA sequence data to search Genbank using BLASTN, compare sequences using CLUSTALW, and create phylogenetic trees using PHYLIP. 3) Simulation Server uses a Monte Carlo generator to model the long-term effects of drift, selection, and population bottlenecks. By targeting motivated and innovative biology faculty, we believe that this project offered a cost-effective means to bring high school biology education up-to-the-minute with genomic biology. The workshop reached a target audience of highly professional faculty who have already implemented hands-on labs in molecular genetics and many of whom offer laboratory electives in biotechnology. Many attend professional meetings, develop curriculum, collaborate with scientists, teach faculty workshops, and manage equipment-sharing programs. These individuals are life-long learners, anxious for deeper insight and additional training to further extend their leadership. This contention was supported by data from a mail survey, conducted in February-March 2000 and 2001, of 256 faculty who participated in workshops conducted during the current term of DOE support. Seventy percent of participants responded, providing direct reports on how their teaching behavior had changed since taking the DOE workshop. About nine of ten respondents said they had provided new classroom materials and first-hand accounts of DNA typing, sequencing, or PCR. Three-fourths had introduced new units on human molecular genetics. Most strikingly, half had students use PCR to amplify their own insertion polymorphisms (PV92), and better than one-fourth amplified a VNTR polymorphism and the mitochondrial control region. One in five had mitochondrial DNA sequenced by the DNALC Sequencing Service. A majority (58%) used online materials at the DNALC WWW site, and 28% analyzed student polymorphism data with Bioservers at the DNALC site. A majority (58%) assisted other faculty with student labs on polymorphisms, reaching an additional 786 teachers.« less

The Science and Issues of Human DNA Polymoprhisms: A Training Workshop for High School Biology Teachers

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

David. A Micklos

2006-10-30

This project achieved its goal of implementing a nationwide training program to introduce high school biology teachers to the key uses and societal implications of human DNA polymorphisms. The 2.5-day workshop introduced high school biology faculty to a laboratory-based unit on human DNA polymorphisms – which provides a uniquely personal perspective on the science and Ethical, Legal and Social Implications (ELSI) of the Human Genome Project. As proposed, 12 workshops were conducted at venues across the United States. The workshops were attended by 256 high school faculty, exceeding proposed attendance of 240 by 7%. Each workshop mixed theoretical, laboratory, andmore » computer work with practical and ethical implications. Program participants learned simplified lab techniques for amplifying three types of chromosomal polymorphisms: an Alu insertion (PV92), a VNTR (pMCT118/D1S80), and single nucleotide polymorphisms (SNPs) in the mitochondrial control region. These polymorphisms illustrate the use of DNA variations in disease diagnosis, forensic biology, and identity testing - and provide a starting point for discussing the uses and potential abuses of genetic technology. Participants also learned how to use their Alu and mitochondrial data as an entrée to human population genetics and evolution. Our work to simplify lab techniques for amplifying human DNA polymorphisms in educational settings culminated with the release in 1998 of three Advanced Technology (AT) PCR kits by Carolina Biological Supply Company, the nation’s oldest educational science supplier. The kits use a simple 30-minute method to isolate template DNA from hair sheaths or buccal cells and streamlined PCR chemistry based on Pharmacia Ready-To-Go Beads, which incorporate Taq polymerase, deoxynucleotide triphosphates, and buffer in a freeze-dried pellet. These kits have greatly simplified teacher implementation of human PCR labs, and their use is growing at a rapid pace. Sales of human polymorphism kits by Carolina Biological rose from 700 units in 1999 to 1,132 in 2000 – a 62% increase. Competing kits using the Alu system, and based substantially on our earlier work, are also marketed by Biorad and Edvotek. In parallel with the lab experiments, we developed a suite of database/statistical applications and easy-to-use interfaces that allow students to use their own DNA data to explore human population genetics and to test theories of human evolution. Database searches and statistical analyses are launched from a centralized workspace. Workshop participants were introduced to these and other resources available at the DNALC WWW site (http://vector.cshl.org/bioserver/): 1) Allele Server tests Hardy-Weinberg equilibrium and statistically compares PV92 data from world populations. 2) Sequence Server uses DNA sequence data to search Genbank using BLASTN, compare sequences using CLUSTALW, and create phylogenetic trees using PHYLIP. 3) Simulation Server uses a Monte Carlo generator to model the long-term effects of drift, selection, and population bottlenecks. By targeting motivated and innovative biology faculty, we believe that this project offered a cost-effective means to bring high school biology education up-to-the-minute with genomic biology. The workshop reached a target audience of highly professional faculty who have already implemented hands-on labs in molecular genetics and many of whom offer laboratory electives in biotechnology. Many attend professional meetings, develop curriculum, collaborate with scientists, teach faculty workshops, and manage equipment-sharing programs. These individuals are life-long learners, anxious for deeper insight and additional training to further extend their leadership. This contention was supported by data from a mail survey, conducted in February-March 2000 and 2001, of 256 faculty who participated in workshops conducted during the current term of DOE support. Seventy percent of participants responded, providing direct reports on how their teaching behavior had changed since taking the DOE workshop. About nine of ten respondents said they had provided new classroom materials and first-hand accounts of DNA typing, sequencing, or PCR. Three-fourths had introduced new units on human molecular genetics. Most strikingly, half had students use PCR to amplify their own insertion polymorphisms (PV92), and better than one-fourth amplified a VNTR polymorphism and the mitochondrial control region. One in five had mitochondrial DNA sequenced by the DNALC Sequencing Service. A majority (58%) used online materials at the DNALC WWW site, and 28% analyzed student polymorphism data with Bioservers at the DNALC site. A majority (58%) assisted other faculty with student labs on polymorphisms, reaching an additional 786 teachers.« less

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)

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

NASA Astrophysics Data System (ADS)

Turley, R. Steven

2002-04-01

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

The American Meteorological Society and Second Nature: Working Together to Increase Climate Literacy at Minority Serving Institutions Nationwide

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Mills, E. W.; Kauffman, C.; Nugnes, K. A.; Naik, A.

2013-12-01

To raise climate literacy, the American Meteorological Society (AMS) developed AMS Climate Studies, an innovative, undergraduate-level climate science course. With a focus on real-world climate data, the course is a primer for responsible, scientifically-literate participation in the discussion of climate change. Designed to be adaptable to traditional, hybrid, or online instructional settings, AMS Climate Studies has already been adopted by more than 80 institutions since fall 2010. Course materials include a hardcover textbook, an investigations manual, and an online lab component, Current Climate Studies, which is created weekly throughout the semester utilizing resources from the IPCC, the US Global Change Research Program, NASA, and NOAA. AMS Climate Studies is mutually beneficial because AMS enhances coursework with real-world data while NASA, NOAA, and other government agencies reach a much larger audience with the results of their work. With support from NSF and NASA and in partnership with Second Nature, AMS offers the AMS Climate Studies Diversity Project with the goal of training 100 minority-serving institution (MSI) faculty members to implement the climate course on their campus. The Diversity Project consists of an expenses-paid weeklong workshop for MSI faculty members and a follow-up workshop at the next year's AMS Annual Meeting. The initial workshop covers fundamental understandings within AMS Climate Studies and implementation procedures. Highlights of this workshop are presentations from NOAA, NASA, and other government and university climate scientists as well as field trips to science laboratories. In the year following workshop attendance, faculty work within their MSI to implement AMS Climate Studies. Participants are then invited to a second workshop at the AMS Annual Meeting to report back the results of their work. Currently in its second year, the Project has trained 50 MSI faculty members with subsequent workshops to be held throughout the next 2 years. The AMS Climate Studies Diversity Project follows the proven models of the AMS Weather Studies (2002-2007) and AMS Ocean Studies (2006-2008) Diversity Projects, which have impacted more than 200 MSI faculty and 24,000 students. Second Nature is a national non-profit organization that works with higher education leaders to accelerate movement toward a sustainable society. Second Nature manages and supports the American College & University Presidents' Climate Commitment (ACUPCC), a high-visibility effort by a network of more than 670 presidents and chancellors committed to achieving climate neutrality by eliminating net greenhouse gas emissions from campus operations, and making sustainability a part of the curriculum and other educational experiences for all students. Second Nature has been actively working with MSIs, which has given AMS the opportunity to effectively recruit for the AMS Climate Studies Diversity Project. With successful partnerships, such as this one, AMS is excited to bring climate science coursework to more students, strengthening the pathway towards advanced geoscience study and careers, and empowering institutions to be leaders in deep climate action.

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.

On faculty development of STEM inclusive teaching practices.

PubMed

Dewsbury, Bryan M

2017-10-02

Faculty development of inclusive teaching practices has become more common in response to significant differences in STEM student retention between underrepresented minorities in the USA and students from other ethnic groups. Approaches to solve this have shifted from focusing on student deficits to changing campus culture, including the mindsets of instructors who teach STEM courses. In this article, I argue that based on the literature informing the conceptual frameworks used for faculty development in inclusive teaching, faculty developers should reframe the message of their workshops to focus participants more on the scope of the journey, and shift the direction of overall efforts some to redevelop pedagogical training at the graduate and postdoc levels. Informed by historical as well as recent theories on the role of higher education to society, I highlight the areas of the literature that can effectively inform our current approaches to inclusion. I also briefly review the reasons why this approach is needed, and include suggestions for new faculty development approaches for long-term sustainable change in STEM inclusive education at the postsecondary level. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Cultivating Research Skills: An interdisciplinary approach in training and supporting energy research

NASA Astrophysics Data System (ADS)

Winkler, H.; Carbajales-Dale, P.; Alschbach, E.

2013-12-01

Geoscience and energy research has essentially separate and diverse tracks and traditions, making the education process labor-intensive and burdensome. Using a combined forces approach to training, a multidisciplinary workshop on information and data sources and research skills was developed and offered through several departments at Stanford University. The popular workshops taught required skills to scientists - giving training on new technologies, access to restricted energy-related scientific and government databases, search strategies for data-driven resources, and visualization and geospatial analytics. Feedback and data suggest these workshops were fundamental as they set the foundation for subsequent learning opportunities for students and faculty. This session looks at the integration of the information workshops within multiple energy and geoscience programs and the importance of formally cultivating research and information skills.

Leveraging the Continuum: A Novel Approach to Meeting Quality Improvement and Patient Safety Competency Requirements Across a Large Department of Medicine.

PubMed

Myers, Jennifer S; Bellini, Lisa M

2018-05-22

Quality improvement (QI) and patient safety (PS) are now core competencies across the medical education continuum. A major challenge to developing and implementing these new curricular requirements is the lack of faculty expertise. In 2015, the authors developed a centralized, vertically integrated, competency-based approach to meet the educational requirements in QI/PS across the continuum of graduate medical education in the Department of Medicine, Perelman School of Medicine, University of Pennsylvania. By leveraging the QI/PS expertise of one individual, the authors identified and trained core QI/PS faculty members and sequentially deployed QI/PS activities that were tailored to the learner level and specialty. The curriculum includes PS event reporting, systems thinking and root cause analysis skills, adverse event disclosure, and a QI workshop series and project. PS event reporting, an indication of engagement in PS culture, increased by 186% among interns, 384% among PGY 2 and 3 residents, and 613% among fellows between AYs 2013-2014 and 2016-2017. In AY 2017-2018, 9 faculty members and 40 fellows from 9 fellowships participated in the QI workshop series, and 53 fellows from 7 fellowships participated in the adverse event disclosure simulation activity. All educational activities were rated highly. The authors are expanding the adverse event disclosure activity to include residents and the remaining fellowship programs, identifying fellowships to pilot curricular efforts related to clinical quality metrics, developing introductory activities in basic QI/PS concepts for medical students, and evaluating the impact of efforts on the participating faculty members.

Social Science Instructional Modules Workshop.

ERIC Educational Resources Information Center

Nelson, Elizabeth; Nelson, Edward

The five instructional packages in this collection were created by faculty members in the California State Universities to introduce students--and even faculty--to the easy steps involved in working with computers in instructional settings. Designed for students and faculty in entry-level courses who have little or no background in quantitative…

The effect of an intervention to break the gender bias habit for faculty at one institution: a cluster randomized, controlled trial.

PubMed

Carnes, Molly; Devine, Patricia G; Baier Manwell, Linda; Byars-Winston, Angela; Fine, Eve; Ford, Cecilia E; Forscher, Patrick; Isaac, Carol; Kaatz, Anna; Magua, Wairimu; Palta, Mari; Sheridan, Jennifer

2015-02-01

Despite sincere commitment to egalitarian, meritocratic principles, subtle gender bias persists, constraining women's opportunities for academic advancement. The authors implemented a pair-matched, single-blind, cluster randomized, controlled study of a gender-bias-habit-changing intervention at a large public university. Participants were faculty in 92 departments or divisions at the University of Wisconsin-Madison. Between September 2010 and March 2012, experimental departments were offered a gender-bias-habit-changing intervention as a 2.5-hour workshop. Surveys measured gender bias awareness; motivation, self-efficacy, and outcome expectations to reduce bias; and gender equity action. A timed word categorization task measured implicit gender/leadership bias. Faculty completed a work-life survey before and after all experimental departments received the intervention. Control departments were offered workshops after data were collected. Linear mixed-effects models showed significantly greater changes post intervention for faculty in experimental versus control departments on several outcome measures, including self-efficacy to engage in gender-equity-promoting behaviors (P = .013). When ≥ 25% of a department's faculty attended the workshop (26 of 46 departments), significant increases in self-reported action to promote gender equity occurred at three months (P = .007). Post intervention, faculty in experimental departments expressed greater perceptions of fit (P = .024), valuing of their research (P = .019), and comfort in raising personal and professional conflicts (P = .025). An intervention that facilitates intentional behavioral change can help faculty break the gender bias habit and change department climate in ways that should support the career advancement of women in academic medicine, science, and engineering.

Sustained change in didactic skills--does teacher training last?

PubMed

Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

2013-01-01

Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants' teaching skills. Our aim was to study participants' didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants' personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants' teaching activities.

Sustained change in didactic skills - does teacher training last?

PubMed Central

Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

2013-01-01

Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants’ teaching skills. Our aim was to study participants’ didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants’ personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants’ teaching activities. PMID:24062817

Exercising Trust to Power Technology.

ERIC Educational Resources Information Center

Winkler, Carol Ann K.

1998-01-01

Recounts the Nerinx Hall High School New Frontiers team's apprehension in the 1992 New Frontiers for Catholic Schools workshop, convened to write technology plans for Catholic schools. Describes faculty and student success in incorporating new multimedia technology into the curriculum, after the team developed a plan for the school. (VWC)

ViNEL: A Virtual Networking Lab for Cyber Defense Education

ERIC Educational Resources Information Center

Reinicke, Bryan; Baker, Elizabeth; Toothman, Callie

2018-01-01

Professors teaching cyber security classes often face challenges when developing workshops for their students: How does one quickly and efficiently configure and deploy an operating system for a temporary learning/testing environment? Faculty teaching these classes spend countless hours installing, configuring and deploying multiple system…

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…

A Preliminary Evaluation of a Short Online Training Workshop for TPACK Development

ERIC Educational Resources Information Center

Alsofyani, Mohammed Modeef; bin Aris, Baharuddin; Eynon, Rebecca

2013-01-01

National plans in higher education institutions are being developed in various aspects of the academic world for technology integration. Short online training has the potential for accelerating and facilitating the implementation of those plans. So far, a little is known about the suitability of this mode of training for faculty members'…

The Effect of Organizational Development on Teachers' Perceptions of Working Environment.

ERIC Educational Resources Information Center

Howard, Pierce; Arlin, Marshall

Twenty-six principals from schools in North Carolina participated in five days of leadership training. They then participated in a 2-week staff development workshop within their own schools but met together again for leadership analysis after the end of each day's staff session. A faculty environment survey was administered to all staff before and…

Using the Real-Time Instructor Observing Tool (RIOT) for Reflection on Teaching Practice

ERIC Educational Resources Information Center

Paul, Cassandra; West, Emily

2018-01-01

As physics educators, we are constantly looking for ways to improve our practice. There are many different kinds of professional development opportunities that have been shown to help us with this endeavor. We can seek assistance from professionals, like mentor teachers or centers for faculty development, we can attend workshops to learn new…

Engaging Preservice Teachers in Professional Development about iPads

ERIC Educational Resources Information Center

Shannon, Katheryn E.; Cullen, Theresa A.

2016-01-01

The iEducate mini-conference was a professional development approach used in a college of education that has a one to one iPad initiative. Students were strongly encouraged to attend workshops on effective iPad integration strategies for the classroom during a one-week period. A total of 87 students, faculty, staff, alumni, and community members…

Developing and Implementing Increasing Awareness of Cultural Diversity in Early Childhood Curriculum through Teacher Training and Participation.

ERIC Educational Resources Information Center

Jacoby, Ruth

This practicum was designed to retrain preschool personnel on the importance of cultural diversity and the teacher's role in developing and implementing a multicultural curriculum. Faculty meetings and workshops were organized to present a cultural awareness curriculum to preschool staff and discuss the teacher's role in executing the curriculum.…

Development and implementation of a workshop to enhance the effectiveness of mentors working with diverse mentees in HIV research.

PubMed

Gandhi, Monica; Fernandez, Alicia; Stoff, David M; Narahari, Swathi; Blank, Michael; Fuchs, Jonathan; Evans, Clyde H; Kahn, James S; Johnson, Mallory O

2014-08-01

Abstract A growing body of evidence highlights the importance of competent mentoring in academic research in the field of HIV, particularly for early stage investigators from diverse, underrepresented backgrounds. We describe the development and implementation of a 2-day intensive workshop to train mid-level and senior-level investigators conducting HIV-related clinical and translational research across multiple academic institutions on more effective mentoring, with an emphasis on techniques to foster mentees of diversity. The workshop was focused on training mentors in techniques designed to improve the effectiveness of the mentor-mentee relationship, and included didactic presentations, interactive discussions, and small-group problem-based learning activities. Mid-level or senior-level faculty involved or planning to be involved in significant mentorship activities related to HIV research were eligible. Surveys and formal actions plans allowed for workshop evaluation and laid the groundwork for subsequent workshops. Twenty-six faculty from 16 U.S.-based institutions participated, with good representation across discipline, gender, and race/ethnicity. The sessions were highly rated and discussions and evaluations revealed important barriers and facilitators to mentoring, challenges and solutions related to mentoring mentees from diverse backgrounds, and specific tools to enhance mentoring effectiveness. The Mentoring the Mentors training program for HIV researchers focusing on early career investigators of diversity was the first of its kind and was well attended, was rated highly, and provided guidance for improving the program in the future. This training program fills an important gap in the HIV researcher community and offers guidance for training mentors interested in diversity issues in settings outside of HIV.

Development and Implementation of a Workshop to Enhance the Effectiveness of Mentors Working with Diverse Mentees in HIV Research

PubMed Central

Fernandez, Alicia; Stoff, David M.; Narahari, Swathi; Blank, Michael; Fuchs, Jonathan; Evans, Clyde H.; Kahn, James S.; Johnson, Mallory O.

2014-01-01

Abstract A growing body of evidence highlights the importance of competent mentoring in academic research in the field of HIV, particularly for early stage investigators from diverse, underrepresented backgrounds. We describe the development and implementation of a 2-day intensive workshop to train mid-level and senior-level investigators conducting HIV-related clinical and translational research across multiple academic institutions on more effective mentoring, with an emphasis on techniques to foster mentees of diversity. The workshop was focused on training mentors in techniques designed to improve the effectiveness of the mentor–mentee relationship, and included didactic presentations, interactive discussions, and small-group problem-based learning activities. Mid-level or senior-level faculty involved or planning to be involved in significant mentorship activities related to HIV research were eligible. Surveys and formal actions plans allowed for workshop evaluation and laid the groundwork for subsequent workshops. Twenty-six faculty from 16 U.S.-based institutions participated, with good representation across discipline, gender, and race/ethnicity. The sessions were highly rated and discussions and evaluations revealed important barriers and facilitators to mentoring, challenges and solutions related to mentoring mentees from diverse backgrounds, and specific tools to enhance mentoring effectiveness. The Mentoring the Mentors training program for HIV researchers focusing on early career investigators of diversity was the first of its kind and was well attended, was rated highly, and provided guidance for improving the program in the future. This training program fills an important gap in the HIV researcher community and offers guidance for training mentors interested in diversity issues in settings outside of HIV. PMID:24735004

After the Workshop: A Case Study of Post-Workshop Implementation of Active Learning in an Electrical Engineering Course

ERIC Educational Resources Information Center

Shekhar, Prateek; Maura Borrego

2017-01-01

Engineering education research has empirically validated the effectiveness of active learning over traditional instructional methods. However, the dissemination of education research into instructional practice has been slow. Faculty workshops for current and future instructors offer a solution to promote the widespread adoption of active learning…

Educating the educators at Hue Medical College, Hue, Viet Nam.

PubMed

Pron, A L; Zygmont, D; Bender, P; Black, K

2008-06-01

In June 2005, four faculty members from Temple University, Philadelphia, USA, conducted a nursing educator workshop in Hue, Viet Nam. Didactic and clinical instruction addressed paediatric, maternity, psychiatric and surgical nursing content as well as instructional methods and student evaluation techniques. This educator workshop was requested as means of increasing the professionalization of nursing in Viet Nam. Student nurses in Viet Nam are taught by physician-faculty. Between the cultural and economic factors that contribute to the current status and practice of nursing in Viet Nam and the lack of nurse educator role models, the nursing profession has many obstacles to overcome in their quest for increased autonomy. During the workshop, in addition to modelling interactive teaching methods as they taught the classroom and clinical content, these authors also demonstrated the level of knowledge expected of nurses in the USA. Despite much advance planning for this workshop, there were many challenges for the USA faculty. Some of the lessons learned which might help others included having a sense of humour, maintaining flexibility in teaching styles and content, being prepared for the cultural and religious influences on health care, and utilizing all of one's nursing skills to find creative solutions when teaching nursing in another country.

Urban Town and Gown: Increasing Minority Participation in the Geosciences Through a College-High School Partnership in Hartford, CT

NASA Astrophysics Data System (ADS)

OConnell, S.; OConnell, S.; OConnell, S.; Osborn, J. L.; Osborn, J. L.

2001-12-01

Urban public schools are often poor and have a tremendous need for educational assistance. In many cities the population is dominated by ethnic minorities. Hartford, CT, is one of these cities. Only about 50% of the students entering high school graduate and approximately 50% of those go on to higher education. Of those students taking the SAT's the average verbal and math scores are below 400. Despite these statistics, many students do succeed and therein lies an opportunity for earth scientists. As individuals and as institutions we can partner with schools and students to involve them in and excite them about the earth sciences. In 1995 Trinity College, located in Hartford, CT, undertook a \\$175 m.d. neighborhood revitalization project with funds from the college, neighboring institutions, foundations, and city, state and federal governments. Central to the revitalization is the "Learning Corridor," an educational complex that includes a magnet Montessori School, a Math and Science Middle School, and a Math and Science Magnet High School (GHAMAS). GHAMAS has a three-fold mission: teaching math and science to high school students, professional development for all math and science teachers from participating school districts, and community outreach. The Learning Corridor is adjacent to the Trinity College campus and Trinity faculty work with GHAMAS faculty to fulfill all three missions. Trinity faculty teach several high school classes. During the summer 3 Trinity and 1 GHAMAS faculty participated as a group in a week long-long NSF-sponsored Environmental Science workshop. This fall over ten teacher workshops were co-taught by Trinity and GHAMAS faculty. Recent NSF funding will allow us to develop a collaborative education and research program focused on the Connecticut River.

Opportunities and Threats to Learning: Lessons from a Pedagogical Workshop for Faculty at a Higher Education Institution

ERIC Educational Resources Information Center

Ssentamu, Proscovia Namubiru

2014-01-01

Faculty quality is a key variable in the quality of teaching and learning. However, although learning is the basis for teaching, the circumstances under which faculty learn largely remain unexplained. This paper focuses on the opportunities and threats to learning by faculty at Uganda Management Institute (UMI). The paper is based on a study of…

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…

Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop

ERIC Educational Resources Information Center

Stains, Marilyne; Pilarz, Matthew; Chakraverty, Devasmita

2015-01-01

Postsecondary chemistry instructors typically have received little pedagogical training as graduate students and postdoctoral research assistants. Moreover, professional development opportunities are often limited at their own institution. This lack of training has resulted in a gap between the instructional strategies enacted in chemistry courses…

A Vision of the Chemical Engineering Curriculum of the Future

ERIC Educational Resources Information Center

Armstrong, Robert C.

2006-01-01

A dramatic shift in chemical engineering undergraduate education is envisioned, based on discipline-wide workshop discussions that have taken place over the last two years. Faculty from more than 53 universities and industry representatives from 19 companies participated. Through this process broad consensus has been developed regarding basic…

Faculty and Graduate Student PBL Experiences

ERIC Educational Resources Information Center

McDonald, Betty

2008-01-01

This paper examines similarities and differences in faculty and student perceptions to PBL training. Faculty at a newly formed university participated in a four day PBL [Problem-Based Learning] workshop. A cohort of MSc [Master of Science] Petroleum Engineering students were PBL trained. Results from the pre/post test using a 15 item dichotomous…

Resources and Approaches for Teaching Quantitative and Computational Skills in the Geosciences and Allied Fields

NASA Astrophysics Data System (ADS)

Orr, C. H.; Mcfadden, R. R.; Manduca, C. A.; Kempler, L. A.

2016-12-01

Teaching with data, simulations, and models in the geosciences can increase many facets of student success in the classroom, and in the workforce. Teaching undergraduates about programming and improving students' quantitative and computational skills expands their perception of Geoscience beyond field-based studies. Processing data and developing quantitative models are critically important for Geoscience students. Students need to be able to perform calculations, analyze data, create numerical models and visualizations, and more deeply understand complex systems—all essential aspects of modern science. These skills require students to have comfort and skill with languages and tools such as MATLAB. To achieve comfort and skill, computational and quantitative thinking must build over a 4-year degree program across courses and disciplines. However, in courses focused on Geoscience content it can be challenging to get students comfortable with using computational methods to answers Geoscience questions. To help bridge this gap, we have partnered with MathWorks to develop two workshops focused on collecting and developing strategies and resources to help faculty teach students to incorporate data, simulations, and models into the curriculum at the course and program levels. We brought together faculty members from the sciences, including Geoscience and allied fields, who teach computation and quantitative thinking skills using MATLAB to build a resource collection for teaching. These materials, and the outcomes of the workshops are freely available on our website. The workshop outcomes include a collection of teaching activities, essays, and course descriptions that can help faculty incorporate computational skills at the course or program level. The teaching activities include in-class assignments, problem sets, labs, projects, and toolboxes. These activities range from programming assignments to creating and using models. The outcomes also include workshop syntheses that highlights best practices, a set of webpages to support teaching with software such as MATLAB, and an interest group actively discussing aspects these issues in Geoscience and allied fields. Learn more and view the resources at http://serc.carleton.edu/matlab_computation2016/index.html

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

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

Ali, Hassan B.

2008-02-13

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

Improving Online Teaching by Using Established Best Classroom Teaching Practices.

PubMed

Price, Jill M; Whitlatch, Joy; Maier, Cecilia Jane; Burdi, Melissa; Peacock, James

2016-05-01

This pilot study explored the effectiveness of an online workshop provided to faculty teaching one course in a large online RN-to-baccalaureate nursing (BSN) program. This exploration helped to fill a gap in knowledge related to implementing best classroom teaching practices into distance education for online nursing students. Focus groups with purposeful sampling (three focus groups: two faculty focus groups with a total of 11 faculty and one student focus group with a total of six students) were used to assess the effectiveness of the workshop and faculty and student perceptions of the seven best classroom teaching practices. Themes derived from the faculty focus groups included reaffirmation, commitments from students, and opportunities for instructor improvement. Themes derived from the student focus group included engagement, availability, encouragement, and diverse learning. Online teaching recommendations, created from the emerged themes of the study, could be considered to improve teaching practices of online nurse educators. J Contin Educ Nurs. 2016;47(5):222-227. Copyright 2016, SLACK Incorporated.

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.

A Description and Evaluation of the 1979 Summer Training Workshop. Roosevelt University and the Chicago Board of Education Teacher Corps Project--Program '78.

ERIC Educational Resources Information Center

Asser, Eliot; And Others

A report is given of a fifteen-day summer workshop sponsored by the Teacher Corps. The workshop was held in Chicago, Illinois and involved faculty from the Hyde Park Career Academy, Dumas Elementary School, representatives from the Community Council, and interns from the Teacher Corps Member Training Institute. The focus of the workshop was on…

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).

Genome Consortium for Active Teaching: Meeting the Goals of BIO2010

PubMed Central

Ledbetter, Mary Lee S.; Hoopes, Laura L.M.; Eckdahl, Todd T.; Heyer, Laurie J.; Rosenwald, Anne; Fowlks, Edison; Tonidandel, Scott; Bucholtz, Brooke; Gottfried, Gail

2007-01-01

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students. PMID:17548873

Genome Consortium for Active Teaching: meeting the goals of BIO2010.

PubMed

Campbell, A Malcolm; Ledbetter, Mary Lee S; Hoopes, Laura L M; Eckdahl, Todd T; Heyer, Laurie J; Rosenwald, Anne; Fowlks, Edison; Tonidandel, Scott; Bucholtz, Brooke; Gottfried, Gail

2007-01-01

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.

Successful ADVANCE Initiatives for Junior Women Faculty in STEM

NASA Astrophysics Data System (ADS)

Riskin, Eve

2015-01-01

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

Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution: A Cluster Randomized, Controlled Trial

PubMed Central

Carnes, Molly; Devine, Patricia G.; Manwell, Linda Baier; Byars-Winston, Angela; Fine, Eve; Ford, Cecilia E.; Forscher, Patrick; Isaac, Carol; Kaatz, Anna; Magua, Wairimu; Palta, Mari; Sheridan, Jennifer

2014-01-01

Purpose Despite sincere commitment to egalitarian, meritocratic principles, subtle gender bias persists, constraining women’s opportunities for academic advancement. The authors implemented a pair-matched, single-blind, cluster-randomized, controlled study of a gender bias habit-changing intervention at a large public university. Method Participants were faculty in 92 departments or divisions at the University of Wisconsin-Madison. Between September 2010 and March 2012, experimental departments were offered a gender bias habit-changing intervention as a 2.5 hour workshop. Surveys measured gender bias awareness; motivation, self-efficacy, and outcome expectations to reduce bias; and gender equity action. A timed word categorization task measured implicit gender/leadership bias. Faculty completed a worklife survey before and after all experimental departments received the intervention. Control departments were offered workshops after data were collected. Results Linear mixed-effects models showed significantly greater changes post-intervention for faculty in experimental vs. control departments on several outcome measures, including self-efficacy to engage in gender equity promoting behaviors (P = .013). When ≥ 25% of a department’s faculty attended the workshop (26 of 46 departments), significant increases in self-reported action to promote gender equity occurred at 3 months (P = .007). Post-intervention, faculty in experimental departments expressed greater perceptions of fit (P = .024), valuing of their research (P = .019), and comfort in raising personal and professional conflicts (P = .025). Conclusions An intervention that facilitates intentional behavioral change can help faculty break the gender bias habit and change department climate in ways that should support the career advancement of women in academic medicine, science, and engineering. PMID:25374039

NeXT Application Development Workshop. [Use and Design of Instructional Applications on the NeXT Computer.

ERIC Educational Resources Information Center

Kiel, Don; And Others

Instructional applications for NeXT computers were developed by nine faculty members from the biology, mathematics and computer science, fine arts, chemistry, physics and astronomy, and geology departments as part of a grant awarded to the California State University at Los Angeles. These notes provide a schedule of events and reports from a 2-day…

Ditch the Dictionary: Finding a Vocabulary Comfort Zone. Vocabulary, Reading and Multiple Intelligences in an English as a Second Language Classroom.

ERIC Educational Resources Information Center

Safi, Anna Marie

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and…

Report of Summer, 1980 Workshop. Roosevelt University/Chicago Board of Education Teacher Corps Project.

ERIC Educational Resources Information Center

Ginsberg, Rick; Melnick, Curtis C.

An overview is presented of the planning, activities and evaluation of a Teacher Corps summer workshop held in Chicago in 1981. Participants in the fifteen-day workshop were faculty and administrators from the Hyde Park Career Academy and Dumas Elementary School, community council members, and Teacher Corps interns. The purposes of the workshop…

Professional Development For Community College Faculty: Lessons Learned From Intentional Mentoring Workshops

NASA Astrophysics Data System (ADS)

Morris, A. R.; Charlevoix, D. J.

2016-12-01

The Geoscience Workforce Development Initiative at UNAVCO supports attracting, training, and professionally developing students, educators, and professionals in the geosciences. For the past 12 years, UNAVCO has managed the highly successful Research Experiences in Solid Earth Science for Students (RESESS) program, with the goal of increasing the diversity of students entering the geosciences. Beginning in 2015, UNAVCO added Geo-Launchpad (GLP), a summer research preparation internship for Colorado community college students to prepare them for independent research opportunities, facilitate career exploration in the geosciences, and provide community college faculty with professional development to facilitate effective mentoring of students. One core element of the Geo-Launchpad program is UNAVCO support for GLP faculty mentors. Each intern applies to the program with a faculty representative (mentor) from his or her home institution. This faculty mentor is engaged with the student throughout the summer via telephone, video chat, text message, or email. At the end of each of the past two summers, UNAVCO has hosted four GLP faculty mentors in Boulder for two days of professional development focused on intentional mentoring of students. Discussions focused on the distinction between mentoring and advising, and the array of career and professional opportunities available to students. Faculty mentors also met with the external evaluator during the mentor training and provided feedback on both their observations of their intern as well as the impact on their own professional experience. Initial outcomes include re-energizing the faculty mentors' commitment to teaching, as well as the opportunity for valuable networking activities. This presentation will focus on the ongoing efforts and outcomes of the novel faculty mentor professional development activities, and the impact these activities have on community college student engagement in the geosciences.

Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

NASA Astrophysics Data System (ADS)

Hooper, E. J.; Pfund, C.; Mathieu, R.

2010-08-01

A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate students to full professors. UW-Madison values the program to the point of now funding it internally.

The Critical Care Communication project: improving fellows' communication skills.

PubMed

Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E

2015-04-01

The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.

A Personal Touch: Embedding Library Faculty into Online English 102

ERIC Educational Resources Information Center

Kadavy, Casey; Chuppa-Cornell, Kim

2011-01-01

At the beginning of each school year, the Languages and Humanities Division at Chandler-Gilbert Community College (CGCC) meets to discuss first-year composition matters. Faculty leave the workshop renewed by the collaboration and buoyed by the promise and potential of a new semester. Yet, when classes actually begin, faculty may find that they are…

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

Ramey, H.J. Jr.; Kruger, P.; Miller, F.G.

Preface The Twelfth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 20-22, 1987. The year ending December 1986 was very difficult for the domestic geothermal industry. Low oil prices caused a sharp drop in geothermal steam prices. We expected to see some effect upon attendance at the Twelfth Workshop. To our surprise, the attendance was up by thirteen from previous years, with one hundred and fifty-seven registered participants. Eight foreign countries were represented: England, France, Iceland, Italy, Japan, Mexico, New Zealand, and Turkey. Despite a worldwide surplus of oil, international geothermal interest and development is growingmore » at a remarkable pace. There were forty-one technical presentations at the Workshop. All of these are published as papers in this Proceedings volume. Seven technical papers not presented at the Workshop are also published; they concern geothermal developments and research in Iceland, Italy, and New Zealand. In addition to these forty-eight technical presentations or papers, the introductory address was given by Henry J. Ramey, Jr. from the Stanford Geothermal Program. The Workshop Banquet speaker was John R. Berg from the Department of Energy. We thank him for sharing with the Workshop participants his thoughts on the expectations of this agency in the role of alternative energy resources, specifically geothermal, within the country???s energy framework. His talk is represented as a paper in the back of this volume. The chairmen of the technical sessions made an important contribution to the workshop. Other than Stanford faculty members they included: M. Gulati, K. Goyal, G.S. Bodvarsson, A.S. Batchelor, H. Dykstra, M.J. Reed, A. Truesdell, J.S. Gudmundsson, and J.R. Counsil. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and students. We would like to thank Jean Cook, Marilyn King, Amy Osugi, Terri Ramey, and Rosalee Benelli for their valued help with the meeting arrangements and preparing the Proceedings. We also owe great thanks to our students who arranged and operated the audio-visual equipment, specially Jim Lovekin. The Twelfth Workshop was supported by the Geothermal Technology Division of the U. S. Department of Energy through Contract Nos. DE-AS03-80SF11459 and DE-AS07- 84ID12529. We deeply appreciate this continued support. January 1987 Henry J. Ramey, Jr. Paul Kruger Roland N. Horne William E. Brigham Frank G. Miller Jesus Rivera« less

Optical Science: Deploying Technical Concepts and Engaging Participation through Digital Storytelling

NASA Astrophysics Data System (ADS)

Thomas, R. G.; Berry, K.; Arrigo, J.; Hooper, R. P.

2013-12-01

Technical 'hands-on' training workshops are designed to bring together scientists, technicians, and program managers from universities, government agencies, and the private sector to discuss methods used and advances made in instrumentation and data analysis. Through classroom lectures and discussions combined with a field-day component, hands-on workshop participants get a 'full life cycle' perspective from instrumentation concepts and deployment to data analysis. Using film to document this process is becoming increasingly more popular, allowing scientists to add a story-telling component to their research. With the availability of high-quality and low priced professional video equipment and editing software, scientists are becoming digital storytellers. The science video developed from the 'hands-on' workshop, Optical Water Quality Sensors for Nutrients: Concepts, Deployment, and Analysis, encapsulates the objectives of technical training workshops for participants. Through the use of still photography, video, interviews, and sound, the short video, An Introduction to CUAHSI's Hands-on Workshops, produced by a co-instructor of the workshop acts as a multi-purpose tool. The 10-minute piece provides an overview of workshop field day activities and works to bridge the gap between classroom learning, instrumentation application and data analysis. CUAHSI 'hands-on' technical workshops have been collaboratively executed with faculty from several universities and with the U.S. Geological Survey. The video developed was designed to attract new participants to these professional development workshops, to stimulate a connection with the environment, to act as a workshop legacy resource, and also serve as a guide for prospective hands-on workshop organizers. The effective use of film and short videos in marketing scientific programs, such as technical trainings, allows scientists to visually demonstrate the technologies currently being employed and to provide a more intriguing perspective on scientific research.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Hazards of Hospitalization: Hospitalists and Geriatricians Educating Medical Students about Delirium and Falls in Geriatric Inpatients

ERIC Educational Resources Information Center

Lang, Valerie J.; Clark, Nancy S.; Medina-Walpole, Annette; McCann, Robert

2008-01-01

Geriatric patients are at increased risk for complications from delirium or falls during hospitalization. Medical education, however, generally places little emphasis on the hazards of hospitalization for older inpatients. Geriatricians conducted a faculty development workshop for hospitalists about the hazards of hospitalization for geriatric…

The Institute of Gerontology at The University of Michigan, 1975-1980.

ERIC Educational Resources Information Center

Michigan Univ., Ann Arbor. Div. of Gerontology.

The activities of the Institute of Gerontology at The University of Michigan from 1975 through 1980 are examined. The Institute offers consultation and support services to instructional units for the development of post-baccalaureate educational programs and sponsors annual series of seminars and workshops for faculty members and professional…

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…

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.

Outcome of a one-week intensive training workshop for veterinary diagnostic laboratory workers in Liberia.

PubMed

Williamson, Julie A; Tornquist, Susan J

2014-01-01

There is a huge unmet need for veterinary diagnostic laboratory services in developing nations such as Liberia. One way of bridging the service gap is for visiting experts to provide veterinary laboratory training to technicians in a central location in a short-course format. An intensive 1-week training workshop was organized for 18 student and faculty participants from the College of Agriculture and Integrated Development Studies (CAIDS) at Cuttington University in rural central Liberia. The training was designed and delivered by the non-governmental organization Veterinarians Without Borders US and funded through a Farmer-to-Farmer grant provided by the United States Agency for International Development. Although at the start of training none of the students had any veterinary laboratory experience, by the end of the course over 80% of the students were able to discuss appropriate care and use of a microscope and name at least three important components of laboratory record keeping; over 60% were able to describe how to make and stain a blood smear and how to perform a passive fecal flotation; and over 30% were able to describe what a packed cell volume is and how it is measured and name at least three criteria for classifying bacteria. The intensive training workshop greatly improved the knowledge of trainees about veterinary diagnostic laboratory techniques. The training provided initial skills to students and faculty who are awaiting the arrival of additional grant-funded laboratory equipment to continue their training.

Promoting resiliency for interprofessional faculty and senior medical students: Outcomes of a workshop using mind-body medicine and interactive reflective writing.

PubMed

Wald, Hedy S; Haramati, Aviad; Bachner, Yaacov G; Urkin, Jacob

2016-05-01

Health care professions faculty/practitioners/students are at risk for stress and burnout, impacting well-being, and optimal patient care. We conducted a unique intervention: an interprofessional, experiential, skills-based workshop (IESW) combining two approaches: mind-body medicine skills and interactive reflective writing (RW) fostering self-awareness, self-discovery, reflection, and meaning-making, potentially preventing/attenuating burnout and promoting resiliency. Medical and nursing faculty and senior medical students (N = 16) participated in a 2-hour workshop and completed (1) Professional Quality of Life measure (ProQOL) and (2) a questionnaire evaluating understanding of professional burnout and resiliency and perceived being prepared to apply workshop techniques. Thematic analyses of anonymized RWs exploring meaningful clinical or teaching experiences were conducted. Participants reported better understanding of professional burnout/resiliency and felt better prepared to use meditation and RW as coping tools. RW themes identified experiencing/grappling with a spectrum of emotions (positive and negative) as well as challenge and triumph within clinical and teaching experiences as professionally meaningful. Positive outcomes were obtained within a synergistic resiliency skills building exercise. Successful implementation of this IESW provides good rationale for studying impact of this intervention over a longer period of time, especially in populations with high rates of stress and burnout.

College of Alameda and CCJCA Commission on Instruction Drive-In Workshop: Sharing Successful Instructional Practices (Alameda, California, October 17, 1980).

ERIC Educational Resources Information Center

Alameda Coll., CA.

Summaries are presented of workshop presentations which examined instructional practices that have been used successfully by community college faculty. The report first outlines the workshop agenda and then presents a position paper by Barbara E. M. Cannon, who notes that improved instructional delivery systems are a prerequisite for the success…

Workshop on Molecular Evolution

NASA Technical Reports Server (NTRS)

Cummings, Michael P.

2004-01-01

Molecular evolution has become the nexus of many areas of biological research. It both brings together and enriches such areas as biochemistry, molecular biology, microbiology, population genetics, systematics, developmental biology, genomics, bioinformatics, in vitro evolution, and molecular ecology. The Workshop provides an important contribution to these fields in that it promotes interdisciplinary research and interaction, and thus provides a glue that sticks together disparate fields. Due to the wide range of fields addressed by the study of molecular evolution, it is difficult to offer a comprehensive course in a university setting. It is rare for a single institution to maintain expertise in all necessary areas. In contrast, the Workshop is uniquely able to provide necessary breadth and depth by utilizing a large number of faculty with appropriate expertise. Furthermore, the flexible nature of the Workshop allows for rapid adaptation to changes in the dynamic field of molecular evolution. For example, the 2003 Workshop included recently emergent research areas of molecular evolution of development and genomics.

A content analysis of advertisements for psychotherapy workshops: implications for disseminating empirically supported treatments.

PubMed

Cook, Joan M; Weingardt, Kenneth R; Jaszka, Jacqueline; Wiesner, Michael

2008-03-01

This study involved a content analysis of 261 unique advertisements for psychotherapy workshops that appeared in two bimonthly clinical magazines, Psychotherapy Networker and Counselor, during a 2-year period. Two independent judges coded each advertisement and documented the type and prevalence of advertising appeals used. From the seminal diffusion of innovations model, Rogers' (2003) five perceived characteristics of innovations found to influence adoption in diverse fields were not well represented in these workshops appeals, appearing less than 10% each. Few advertisements cited specific empirically supported treatments or presented any evidence of treatment effectiveness beyond expert testimonials. The most frequently noted appeals were to benefit the clinician (e.g., earning education credit or developing skills), characteristics that enhance credibility of the workshop (e.g., reference to storied history or mention of faculty), and features of the advertisements itself (e.g., use of superlatives and exclamation points). Promotional strategies to advertise psychotherapy workshops can be used to inform the dissemination of empirically supported treatments.

The Cal-Bridge Program: Supporting Diverse Graduate Students in Astrophysics

NASA Astrophysics Data System (ADS)

Smecker-Hane, Tammy A.; Rudolph, Alexander L.; Abazajian, Kevork; Povich, Matthew S.

2018-06-01

The mission of the Cal-Bridge program is to increase the number of underrepresented minority and women students completing a bachelor’s degree and entering a PhD program in astronomy, physics, or closely-related fields. To do so, we have built a network of faculty at diverse higher education institutions, including University of California (UC) campuses, California State Universities (CSUs), and community colleges dedicated to this goal. Students selected for our program are known as Cal-Bridge Scholars, and we give them a wide variety of support: (1) financial scholarships in their junior/senior years at CSU and their first year of graduate school at a UC, (2) intensive mentoring by a pair of CSU and UC faculty members, (3) tutoring, (4) professional development workshops, (5) exposure to research opportunities at various universities, and (6) membership in a growing cohort of like-minded students. In this poster, we report on our work in designing an effective mentoring program and developing tools like our mentoring and graduate application handbooks, and we discuss our tutoring program and the professional development workshops we have designed, and we report on their effectiveness. Funding for this program is provided by NSF-SSTEM Grant #1356133.

Computation in Physics: Resources and Support

NASA Astrophysics Data System (ADS)

Engelhardt, Larry; Caballero, Marcos; Chonacky, Norman; Hilborn, Robert; Lopez Del Puerto, Marie; Roos, Kelly

We will describe exciting new resources and support opportunities that have been developed by ``PICUP'' to help faculty to integrate computation into their physics courses. (``PICUP'' is the ``Partnership for Integration of Computation into Undergraduate Physics''). These resources include editable curricular materials that can be downloaded from the PICUP Collection of the ComPADRE Digital Library: www.compadre.org/PICUP. Support opportunities include week-long workshops during the summer and single-day workshops at national AAPT and APS meetings. This project is funded by the National Science Foundation under DUE IUSE Grants 1524128, 1524493, 1524963, 1525062, and 1525525.

Diversity of faculty practice in workshop classrooms

NASA Astrophysics Data System (ADS)

Franklin, Scott V.; Chapman, Tricia

2013-01-01

We present a temporally fine-grained characterization of faculty practice in workshop-style introductory physics courses. Practice is binned in five minute intervals and coded through two complementary observational protocols: the Reform Teaching Observation Protocol provides a summative assessment of fidelity to reform-teaching principles, while the Teaching Dimensions Observation Protocol records direct practice. We find that the TDOP's direct coding of practice explains nuances in the holistic RTOP score, with higher RTOP scores corresponding to less lecture, but not necessarily more student-directed activities. Despite using similar materials, faculty show significant differences in practice that manifests in both TDOP and RTOP scores. We also find a significant dependence of practice on course subject reflected in both RTOP and TDOP scores, with Electricity & Magnetism using more instructor-centered practices (lecture, illustration, etc.) than Mechanics courses.

Increase Workshop | Argonne National Laboratory

Science.gov Websites

Skip to main content Argonne National Laboratory Toggle Navigation Toggle Search Home Learning solvers Home Learning Center Undergraduates Graduates Faculty Partners News & Events Faculty Visiting Us Argonne Educational Programs is committed to providing a learning environment that emphasizes the

The Evolution of a Writing Program.

PubMed

White, Bonnie J; Lamson, Karen S

2017-07-01

Scholarly writing is required in nursing, and some students are unable to communicate effectively through writing. Faculty members may struggle with the grading of written assignments. A writing team, consisting of a nursing faculty member, the school of nursing library liaison, and members from academic support services, implemented strategies including workshops, handouts, and use of exemplars to improve student writing and to provide support to faculty. Few students sought help from the writing team. An online writing center within the existing learning management system was developed to address nursing students' and faculty's scholarly writing needs. The writing center includes guides, tutorials, and exemplars. Anecdotal evidence indicates the use of the writing center during afternoons and evenings and prior to due dates of written assignments. Online writing resources were used more frequently than face-to-face support. Further research is needed to evaluate the effectiveness of the program. [J Nurs Educ. 2017;56(7):443-445.]. Copyright 2017, SLACK Incorporated.

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.

Excellence in Physics Education Award Talk: Sharing Active Learning Strategies in the Developed and Developing Worlds

NASA Astrophysics Data System (ADS)

Sokoloff, David

2010-02-01

Since the first series of National Microcomputer Based Laboratory (MBL) Institutes for Teachers of Physics in Summer, 1987, the Activity Based Physics Group (ABP) has presented numerous professional development institutes and workshops to thousands of high school, college and university faculty, sponsored by National Science Foundation, U.S. Department of Education, Howard Hughes Medical Institute and others. An overview of these programs and details of our instructional strategies will be presented. Some common features of these include: (1) motivating participants through introduction to active learning research literature, including exposure to conceptual evaluations and student learning gains in traditional and active learning courses, (2) exposing participants to active learning strategies through intensive hands-on work using classroom tested curricular materials, (3) relying on these materials to enhance teacher knowledge and correct misconceptions---when necessary, (4) providing opportunities to practice active learning instruction with other participants and (5) distributing or facilitating procurement of equipment and supplies needed to get started. Recently, ABP group members have been working with physics educators from other countries to introduce active learning strategies in the developing world. New programs such as Active Learning in Optics and Photonics (ALOP, UNESCO) and Physware (ICTP/UNESCO/IUPAP), that support active learning using low-cost equipment, have been developed for this purpose. To date, ALOP workshops have been presented to over 500 secondary and college faculty in Ghana, Tunisia, Morocco, India, Tanzania, Brazil, Mexico, Zambia, Cameroon, Colombia, Nepal and Chile, and the ALOP Training Manual has been translated into French and Spanish. The first Physware workshop, held at ICTP in Trieste in 2009, had 32 participants most of whom were from developing countries in Africa, Asia and South America. These programs will be described. )

Reisebericht London: Interner Workshop: "Knowledge Based Systems in Information Science" (London Travel Report: Internal Workshop: "Knowledge Based Systems in Information Science").

ERIC Educational Resources Information Center

Simon, Hans-Reiner

Written in German, this report summarizes a workshop on teaching and research activities in information science that was held at the City University, London, and attended by faculty and students from the university's Department of Information Science and H.-R. Simon of the GID (Gesellschaft fur Information und Dokumentation), Frankfort am Main,…

Changing the Chairs: Impact of Workshop Activities in Assisting Chemistry Department Chairs in Achieving Racial and Ethnic Diversity

ERIC Educational Resources Information Center

Greene, Jessica; Lewis, Priscilla A.; Richmond, Geraldine L.; Stockard, Jean

2011-01-01

To address the low levels of underrepresented minority (URM) faculty in top-ranked chemistry departments, the National Science Foundation, the U.S. Department of Energy, and the National Institutes of Health jointly sponsored a workshop for academic chemistry leaders in September 2007. The goal of the two-and-a-half-day workshop was to create an…

Systemic Changes in the Undergraduate Chemistry Curriculum Program Awards

NASA Astrophysics Data System (ADS)

1995-07-01

The National Science Foundation has awarded over 10 million in awards to four coalitions in the first round of full awards in the Systemic Changes in the Undergraduate Chemistry Curriculum program. Overall, more than 50 institutions, ranging from large universities to four-year and community colleges, are formally involved in these projects. Each of the projects will involve five years of curricular development and evaluation and dissemination of the results by the participating institutions, as described in the abstracts below. We encourage faculty who are interested in becoming involved in any of these projects to contact the appropriate coalition. In addition, we expect to begin offering an emphasis in 1997 under the Course and Curriculum Development program in which faculty can request funds to assist them in adapting and adopting at their own institutions curricular innovations that have been developed by these coalitions. Another round of proposals for full awards was accepted in June of 1995, and we expect to make one more award in the program during FY1996. We do not expect to accept proposals for either planning or full grants in this program in June of 1996. However, the regular Course and Curriculum Development program will continue to accept and fund proposals requesting support for smaller-scale changes in the chemistry curriculum. ChemLinks Coalition: Making Chemical Connections Brock Spencer Beloit College, Beloit, WI 53511 DUE 9455918: FY1995, 705,000; FY 1996, 655,000; FY1997, 655,000; FY1998, 350,00; FY1999, 350,000 The ChemLinks Coalition is undertaking a five-year project to change the way students learn chemistry, increase scientific literacy for all students taking chemistry, and promote the process of educational reform. In collaboration with the ModularChem Consortium, faculty are developing, testing, and disseminating modular course materials that use active and collaborative approaches to learning. These materials, focused on the first two years of the chemistry curriculum, start with interdisciplinary questions important to students and to society (the molecular basis of life, the environment, technology), and in answering them develop an appreciation of how science is actually done. This approach is designed to reach a broader student audience more effectively than do traditional courses, an audience that includes students who are members of groups traditionally underrepresented in science, nonscience majors, and those taking chemistry as a supporting course, as well as chemistry majors. By providing a model for students preparing for careers in teaching, this approach has an impact on Teacher Preparation Programs. Collaboration among faculty from different disciplines and a number of institutions supports and reinforces those who want to make changes. These leading liberal arts colleges (Beloit, Carleton, Colorado, Grinnell, Hope, Kalamazoo, Knox, Lawrence, Macalester, Rhodes, Spelman, St. Olaf, Wooster) and research universities (Chicago, Washington - St. Louis) already have experience working together on chemistry curricular reform. An alliance with the Advanced Technology Environmental Education Center's coalition of 2-year institutions assures an impact on Advanced Technology Education Programs. By using the extensive Project Kaleidoscope network to promote reform, the ChemLinks Coalition involves a much larger and more diverse group of institutions in making systemic and sustainable changes in undergraduate chemistry education. A Workshop Chemistry Curriculum David K. Gosser CUNY City College, New York, NY 10031 DUE 9455920: FY1995, 425,000; FY1996, 400,000; FY1997, 400,000; FY1998, 150,000; FY1999, 150,000 The City College Consortium, which includes ten senior and community colleges at the City University of New York, and the Universities of Pittsburgh, Pennsylvania, and Rochester, is developing and applying widely a new model of teaching. This model, called Workshop Chemistry, introduces participation and mentorship by recent completers of the course. Small group, student-led workshops are integral to the course structure. Every week two workshops, each an hour long, complement the lecture and laboratory components. The workshop model provides a collaborative learning experience that increases student involvement and provides a new role for students as mentors. In Workshop Chemistry, students learn the problem solving, communication, and teamwork skills crucial for success in the workplace while learning chemistry more effectively. Working together with the faculty, students become an active part of the community of the department. A prototype workshop model has been developed at City College in a general chemistry course for science and engineering majors and is being expanded and refined for a broad range of courses including preparatory chemistry, chemistry for allied health sciences, organic chemistry, instrumental, and analytical chemistry. The experience of students as workshop leaders provides a natural introduction to teaching that is being formalized through a Teacher Preparation component of the project. The workshop method is also being exploited and applied in curricula for technician education, an initiative relevant to Advanced Technology Education. The project evaluates Workshop Chemistry and disseminates it beyond the bounds of the consortium. Student Workshop Manuals that include the problem solving, model building, and simulation activities of the workshops are being produced for each course. New project partners will be invited to view workshops, to participate in faculty developments, and to implement pilot workshop courses at their own institutions. Sweeping Change in Manageable Units: A Modular Approach for Chemistry Curriculum Reform C. Bradley Moore University of California-Berkeley, Berkeley, CA 94720 DUE 9455924: FY1995, 755,000; FY1996, 705,000; FY1997, 705,000; FY1998, 350,000; FY1999, 350,000 The purpose of this program is to develop new curricula, materials and methods that will enhance the appreciation and learning of science, especially chemistry, for every undergraduate student such that all college graduates will command the knowledge and skills necessary to permit continued learning, lead productive lives, and make informed decisions. To accomplish this mission, a modular approach to teaching chemistry in the first two years of the undergraduate curriculum is being developed and evaluated. Modules of 1-4 weeks present fundamental chemistry to students in the context of a real-world problem or application and emphasize the links between chemistry and other disciplines. In collaboration with the ChemLinks Coalition, modules are being developed, tested and refined at the two- and four-year colleges and research universities comprising the two consortia. Curriculum materials, including text, lab, and multimedia components suitable for students from diverse cultural and ethnic backgrounds and usable at a wide variety of undergraduate institutions are being produced and distributed by an established publisher. Teaching methods that utilize current understanding of learning processes and emphasize active learning and the full spectrum of modern technologies are being supported, tested, and promulgated. A model support infrastructure for development and assessment of new materials and methods is being provided. A framework for continuous improvement of curricula should result from the work and be institutionalized within the consortium. Faculty workshops and sessions at national and regional meetings will be conducted to guarantee dissemination. Our consortium institutions now participate significantly in pre-service teacher training and education of advanced science or engineering technicians and are developing new programs in these areas. Thus, our program will strongly impact the Advanced Technological Education and Teacher Preparation Programs by developing modular materials appropriate to the task of educating future teachers and technicians. Establishing New Traditions: Revitalizing the Curriculum John W. Moore University of Wisconsin-Madison, Madison, WI 53706 DUE 9455928: FY1995, 949,968; FY1996, 899,999; FY1997, 899,941; FY1998, 499,941; FY1999, $499,742 This project establishes new traditions in the chemistry curriculum that optimize opportunities for all students to learn chemical facts and concepts, develop and pursue interests in chemistry and chemistry-related disciplines, and appreciate how an understanding of chemistry is important to life and living. We are changing fundamentally the ways students, faculty, and administrators view their roles, creating a student-centered, active-learning emphasis. We have a broad range of reforms, each of which is developed, tested, modified, thoroughly evaluated, and widely disseminated. We address five main areas that apply to all levels of the curriculum: student-focused active learning; inquiry-based/open-ended laboratories; interdisciplinary course clusters to create learning communities; a topic-oriented curriculum; and information technology/computer tools. Each development in each area is carefully evaluated, and only the best survive. Evaluation provides important information about the process of transfer of innovations among institutions of different types. To insure that our reforms are useful for all students, our consortium includes industry, public and private four-year institutions, minority institutions, and two-year colleges. The project gives special emphasis to students who choose teaching as a career option by main-streaming these students in courses that benefit them in both content and pedagogy. Students, including those in Science Education, are fully integrated into the development and implementation of the project, working on both research topics and evaluation. The project also gives special emphasis to community college students in Advanced Technological Education programs to ensure that they share in using the newly developed curriculum. The students in the ATE program will clearly benefit by being provided the five main areas of thrust that this coalition is developing. All the students emerge with greater comprehension and better retention of chemical knowledge, improved ability to apply chemical concepts to new problems, enhanced appreciation of the relation between chemistry and other disciplines, and skills that enable them to work effectively in multidisciplinary teams.

Children’s Environmental Health Faculty Champions Initiative: A Successful Model for Integrating Environmental Health into Pediatric Health Care

PubMed Central

Rogers, Bonnie; McCurdy, Leyla Erk; Slavin, Katie; Grubb, Kimberly; Roberts, James R.

2009-01-01

Background Pediatric medical and nursing education lack the environmental health content needed to properly prepare health care professionals to prevent, recognize, manage, and treat environmental exposure–related diseases. The need for improvements in health care professionals’ environmental health knowledge has been expressed by leading institutions. However, few studies have evaluated the effectiveness of programs that incorporate pediatric environmental health (PEH) into curricula and practice. Objective We evaluated the effectiveness of the National Environmental Education Foundation’s (NEEF) Children’s Environmental Health Faculty Champions Initiative, which is designed to build environmental health capacity among pediatric health care professionals. Methods Twenty-eight pediatric health care professionals participated in a train-the-trainer workshop, in which they were educated to train other health care professionals in PEH and integrate identified PEH competencies into medical and nursing practice and curricula. We evaluated the program using a workshop evaluation tool, action plan, pre- and posttests, baseline and progress assessments, and telephone interviews. Results During the 12 months following the workshop, the faculty champions’ average pretest score of 52% was significantly elevated (p < 0.0001) to 65.5% on the first posttest and to 71.5% on the second posttest, showing an increase and retention of environmental health knowledge. Faculty champions trained 1,559 health care professionals in PEH, exceeding the goal of 280 health care professionals trained. Ninety percent of faculty champions reported that PEH had been integrated into the curricula at their institution. Conclusion The initiative was highly effective in achieving its goal of building environmental health capacity among health care professionals. The faculty champions model is a successful method and can be replicated in other arenas. PMID:19478972

The Role of Introductory Geosciences in Students' Quantitative Literacy

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Manduca, C.; Baer, E. M.

2006-12-01

Quantitative literacy is more than mathematics; it is about reasoning with data. Colleges and universities have begun to recognize the distinction between mathematics and quantitative literacy, modifying curricula to reflect the need for numerate citizens. Although students may view geology as 'rocks for jocks', the geosciences are truthfully rife with data, making introductory geoscience topics excellent context for developing the quantitative literacy of students with diverse backgrounds. In addition, many news items that deal with quantitative skills, such as the global warming phenomenon, have their basis in the Earth sciences and can serve as timely examples of the importance of quantitative literacy for all students in introductory geology classrooms. Participants at a workshop held in 2006, 'Infusing Quantitative Literacy into Introductory Geoscience Courses,' discussed and explored the challenges and opportunities associated with the inclusion of quantitative material and brainstormed about effective practices for imparting quantitative literacy to students with diverse backgrounds. The tangible results of this workshop add to the growing collection of quantitative materials available through the DLESE- and NSF-supported Teaching Quantitative Skills in the Geosciences website, housed at SERC. There, faculty can find a collection of pages devoted to the successful incorporation of quantitative literacy in introductory geoscience. The resources on the website are designed to help faculty to increase their comfort with presenting quantitative ideas to students with diverse mathematical abilities. A methods section on "Teaching Quantitative Literacy" (http://serc.carleton.edu/quantskills/methods/quantlit/index.html) focuses on connecting quantitative concepts with geoscience context and provides tips, trouble-shooting advice and examples of quantitative activities. The goal in this section is to provide faculty with material that can be readily incorporated into existing introductory geoscience courses. In addition, participants at the workshop (http://serc.carleton.edu/quantskills/workshop06/index.html) submitted and modified more than 20 activities and model courses (with syllabi) designed to use best practices for helping introductory geoscience students to become quantitatively literate. We present insights from the workshop and other sources for a framework that can aid in increasing quantitative literacy of students from a variety of backgrounds in the introductory geoscience classroom.

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

Teaching Methodology and Indonesian Legal Education

ERIC Educational Resources Information Center

Katz, June; Katz, Ronald S.

1975-01-01

A 2-week teaching methodology workshop at Airlangga Law Faculty in February 1974 resulted in a far-reaching appraisal of Indonesian legal education. Workshop conclusions are summarized and discussed: goals and objectives of Indonesian legal education, curriculum, teaching methods, instructional materials, research papers and writing assignments,…

Developing competency in research management, entrepreneurship, and technology transfer: a workshop course.

PubMed

Rossomando, Edward F; Benitez, Hubert; Janicki, Bernard W

2004-09-01

In July 1999, the National Institute of Dental and Craniofacial Research (NIDCR) convened a Blue Ribbon Panel that recommended management skills, entrepreneurship, and technology transfer should be included in dental education. The panel's recommendations were implemented in an NIDCR-funded pilot project, "Workshop Course to Promote and Develop Dental Products and Technologies." The workshop consisted of lectures presented by seven faculty members recruited from academia, government, and business, along with an analysis of a professor's invention and the barriers encountered in transforming the invention into a product. Evaluation consisted of a pre- and post-workshop survey. The workshop was presented to twenty-two participants on November 8 and 9, 2003 at the University of Connecticut School of Dental Medicine and, to refine the presentation further, will be tested at five additional dental schools (University of Pennsylvania, Harvard University, New York University, Nova Southeastern University, and University of Southern California). The results indicated that the workshop's courses would be helpful to the commercialization of inventions. In addition, dental students with experience in basic research expressed an interest in research of projects of use in dental practice. These findings suggest that pursuing research and an academic career might be more appealing if their research was product-oriented.

Faculty Workshops for Teaching Information Assurance through Hands-On Exercises and Case Studies

ERIC Educational Resources Information Center

Yuan, Xiaohong; Williams, Kenneth; Yu, Huiming; Rorrer, Audrey; Chu, Bei-Tseng; Yang, Li; Winters, Kathy; Kizza, Joseph

2017-01-01

Though many Information Assurance (IA) educators agree that hands-on exercises and case studies improve student learning, hands-on exercises and case studies are not widely adopted due to the time needed to develop them and integrate them into curricula. Under the support of the National Science Foundation (NSF) Scholarship for Service program, we…

Proceedings of the 2000 ASCUE Summer Conference (33rd, North Myrtle Beach, South Carolina, June 11-15, 2000).

ERIC Educational Resources Information Center

Smith, Peter, Ed.

This 2000 Association of Small Computer Users in Education (ASCUE) conference proceedings first highlights keynote speakers and describes the pre-conference workshops. The conference papers and abstracts that follow discuss: strategic planning for faculty, staff, and student development; a network lab; the Blackboard course delivery system;…

Assessment of an Engineering Technology Outreach Program for 4th-7th Grade Girls

ERIC Educational Resources Information Center

Dell, Elizabeth M.; Christman, Jeanne; Garrick, Robert D.

2011-01-01

This paper describes a workshop led by female Engineering Technology students, with support from female faculty, to provide an introduction to Engineering Technology to 4th-7th grade girls through a series of interactive laboratory experiments. This outreach program was developed to improve attitudes towards science and engineering in middle…

Examining the Effects of a National League for Nursing Core Competencies Workshop as an Intervention to Improve Nurse Faculty Practice

ERIC Educational Resources Information Center

VanBever Wilson, Robin R.

2010-01-01

Due to the complex challenges facing schools of nursing, a research study was implemented to introduce nurse faculty at one small rural northeastern Tennessee school of nursing to the NLN "Core Competencies for Nurse Educators". Utilizing Kalb's Nurse Faculty Self-Evaluation Tool as a pre- and post-intervention test, 30 nurse faculty…

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.

The impact of simulation education on self-efficacy towards teaching for nurse educators.

PubMed

Garner, S L; Killingsworth, E; Bradshaw, M; Raj, L; Johnson, S R; Abijah, S P; Parimala, S; Victor, S

2018-03-23

The objective of this study was to assess the impact of a simulation workshop on self-efficacy towards teaching for nurse educators in India. Additionally, we sought to revise and validate a tool to measure self-efficacy in teaching for use with a global audience. Simulation is an evidence-based teaching and learning method and is increasingly used in nursing education globally. As new technology and teaching methods such as simulation continue to evolve, it is important for new as well as experienced nurse educators globally to have confidence in their teaching skills and abilities. The study included (1) instrument revision, and measures of reliability and validation, (2) an 8-h faculty development workshop intervention on simulation, (3) pre- and post-survey of self-efficacy among nurse educators, and (4) investigation of relationship between faculty socio-demographics and degree of self-efficacy. The modified tool showed internal consistency (r = 0.98) and was validated by international faculty experts. There were significant improvements in total self-efficacy (P < 0.001) and subscale scores among nurse educators after the simulation workshop intervention when compared to pre-survey results. No significant relationships were found between socio-demographic variables and degree of self-efficacy. Strong self-efficacy in teaching among nurse educators is crucial for effective learning to occur. Results indicated the simulation workshop was effective in significantly improving self-efficacy towards teaching for nurse educators using an internationally validated tool. The Minister of Health in India recently called for improvements in nursing education. Introducing nursing education on simulation as a teaching method in India and globally to improve self-efficacy among teachers is an example of a strategy towards meeting this call. © 2018 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.

Taking Physics and Now the Stars on the Road With the Magic Physics Bus

NASA Astrophysics Data System (ADS)

Bennum, David

2009-05-01

In February 2003 the ``Physics on the Road'' workshop, held at Colorado State University- Fort Collins, Colorado, brought together physics faculty who were experienced in designing and providing year --round mobile physics displays and those who were interested in initiating similar outreach programs. The impetus for the workshop was the upcoming ``World Year of Physics'', but the workshop had much broader impact for many of us who attended. The University of Nevada had a long history of demonstration shows for campus visitors from K-12 students/faculty but the cost of field trips began to limit this for many schools, especially for schools in poorer neighborhoods without large scale parental fundraising. The timing of the workshop was perfect for my developing program to utilize a donated ``electric bus'' as a traveling physics demo showcase. The program has grown to near our current limitations (70 mile range of the bus and time considerations), however we are expanding the ``scope'' of the project to include evening astronomy ``star parties'' as we enter the ``Year of Astronomy''. In addition to the bus transport of portable astronomy equipment to school sites we are adding, through donation, a 22 inch telescope in a domed observatory at a secondary campus location at the edge of Reno where large scale ``star parties'' can be conducted as outreach to K-12 and the community. The ``Physics on the Road'' bus reaches several thousand elementary and middle school students every year now and the potential for similar outreach with ``Stars on the Road'' has excited several of our faculty and physics students into increased participation in these endeavors to introduce our young people to science. It has become one of our most active ``recruitment'' plans and growing numbers of local students entering physics and other science majors is anecdotal evidence of success.

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.

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.

Enhancing global health and education in Malawi, Zambia, and the United States through an interprofessional global health exchange program.

PubMed

Wilson, Lynda Law; Somerall, D'Ann; Theus, Lisa; Rankin, Sally; Ngoma, Catherine; Chimwaza, Angela

2014-05-01

This article describes participant outcomes of an interprofessional collaboration between health professionals and faculty in Malawi, Zambia, and the United States (US). One strategy critical for improving global health and addressing Millennium Development goals is promotion of interprofessional education and collaboration. Program participants included 25 health professionals from Malawi and Zambia, and 19 faculty/health professionals from Alabama and California. African Fellows participated in a 2 week workshop on Interprofessional Education in Alabama followed by 2 weeks working on individual goals with faculty collaborators/mentors. The US Fellows also spent 2 weeks visiting their counterparts in Malawi and Zambia to develop plans for sustainable partnerships. Program evaluations demonstrated participants' satisfaction with the program and indicated that the program promoted interprofessional and cross-cultural understanding; fostered development of long-term sustainable partnerships between health professionals and educators in Zambia and the US; and created increased awareness and use of resources for global health education. © 2014.

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

NASA Astrophysics Data System (ADS)

Al-Sarrani, Nauaf

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

Travelling educational workshops for clinical teachers: are they worthwhile?

PubMed

Gallagher, Peter; Pullon, Sue

2011-03-01

The support of doctors who teach medical students in clinical settings is considered very important. In order to function as effectively as possible in their role as clinical teachers, these clinicians require educational support from faculty members. The most usual form that support takes is university staff offering face-to-face teaching on educational topics. It is estimated that in the course of 1 year, and across the Faculty of Medicine at the University of Otago, there could be up to 600 clinicians actively involved in the direct support of medical students. Many of these clinicians work in locations some considerable distance from the university campus. In 2009 the Medical Education Unit based at the Wellington Campus introduced a series of peripatetic face-to-face workshops for clinical teachers in several different geographical locations. Educational support of this nature is challenging to organise and potentially expensive, which begs the question: are travelling workshops worthwhile? Whereas the subject matter of the workshops was of interest to those who attended, of equal importance was the opportunity the workshops created to interact with colleagues in a relaxed atmosphere. In addition, the workshops were the catalyst for some clinicians to formally pursue their particular educational interests. © Blackwell Publishing Ltd 2011.

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 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.

Outcome of a research ethics training workshop among clinicians and scientists in a Nigerian university.

PubMed

Ajuwon, Ademola J; Kass, Nancy

2008-01-24

In Nigeria, as in other developing countries, access to training in research ethics is limited, due to weak social, economic, and health infrastructure. The project described in this article was designed to develop the capacity of academic staff of the College of Medicine, University of Ibadan, Nigeria to conduct ethically acceptable research involving human participants. Three in-depth interviews and one focus group discussion were conducted to assess the training needs of participants. A research ethics training workshop was then conducted with College of Medicine faculty. A 23-item questionnaire that assessed knowledge of research ethics, application of principles of ethics, operations of the Institutional Review Board (IRB) and ethics reasoning was developed to be a pre-post test evaluation of the training workshop. Ninety-seven workshop participants completed the questionnaire before and after the workshop; 59 of them completed a second post-test questionnaire one month after the workshop. The trainees came from a multi-disciplinary background including medicine, nursing, pharmacy, social science and laboratory science. The mean scores for knowledge of the principles of research ethics rose from 0.67 out of 3 points at pre-test to 2.25 at post-test (p < 0.05). Also, 42% correctly mentioned one international guideline or regulation at pretest, with most of those knowing of the Declaration of Helsinki. Trainees' knowledge of the operations of an IRB increased from 6.05 at pre-test to 6.29 at post test out of 7 points. Overall, participants retained much of the knowledge acquired from the workshop one month after its completion. The training improved participants' knowledge of principles of research ethics, international guidelines and regulations and operations of IRBs. It thus provided an opportunity for research ethics capacity development among academic staff in a developing country institution.

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.

Confronting the Equity "Learning Problem" through Practitioner Inquiry

ERIC Educational Resources Information Center

Ching, Cheryl D.

2018-01-01

This study examined how participation in an inquiry-based workshop on assessing course syllabi for equity-mindedness and cultural inclusivity fostered community college math faculty learning about racial/ethnic equity and equity-mindedness. Findings show that the workshop prompted reflection on what equity means and how participants' teaching…

Helping Adults Learn. Facilitator's Guide.

ERIC Educational Resources Information Center

California State Univ. and Colleges, Long Beach. Office of the Chancellor.

This publication is a guide for those planning and facilitating a "Helping Adults Learn" Workshop designed to assist higher education faculty and staff in promoting greater access and success for adult learners in higher education. An overview of the workshop describes the purpose, goals (to increase understanding of theory and research…

A Medical Student Workshop in Mechanical Ventilation.

ERIC Educational Resources Information Center

And Others; Kushins, Lawrence G.

1980-01-01

In order to teach applied respiratory physiology to medical students, the anesthesiology faculty at the University of Florida College of Medicine has designed and implemented a course that includes a laboratory workshop in mechanical ventilation of an animal model that allows students to apply and expand their knowledge. (JMD)

Helping Adults Learn. Participant Workbook.

ERIC Educational Resources Information Center

California State Univ. and Colleges, Long Beach. Office of the Chancellor.

This publication is a workbook for those attending a "Helping Adults Learn" Workshop designed to assist higher education faculty and staff in promoting greater access and success for adult learners in higher education. An overview of the workshop describes the purpose, goals (to increase understanding of theory and research on adult…

New FINESSE Faculty Institutes for NASA Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Slater, Stephanie; Marshall, Sunette Sophia; Stork, Debra; Pomeroy, J. Richard R

2014-06-01

In a systematic effort to improve the preparation of future science teachers, scholars coordinated by the CAPER Center for Astronomy & Physics Education Research are providing a series of high-quality, 2-day professional development workshops, with year-round follow-up support, for college and university professors who prepare future science teachers to work with highly diverse student populations. These workshops focus on reforming and revitalizing undergraduate science teaching methods courses and Earth and Space science content courses that future teachers most often take to reflect contemporary pedagogies and data-rich problem-based learning approaches steeped in authentic scientific inquiry, which consistently demonstrate effectiveness with diverse students. Participants themselves conduct science data-rich research projects during the institutes using highly regarded approaches to inquiry using proven models. In addition, the Institute allocates significant time to illustrating best practices for working with diverse students. Moreover, participants leave with a well-formulated action plan to reform their courses targeting future teachers to include more data-rich scientific inquiry lessons and to be better focused on improving science education for a wide diversity of students. Through these workshops faculty use a backwards faded scaffolding mechanism for working inquiry into a deeper understanding of science by using existing on-line data to develop and research astronomy, progressing from creating a valid and easily testable question, to simple data analysis, arriving at a conclusion, and finally presenting and supporting that conclusion in the classroom. An updated schedule is available at FINESSEProgram.org

Diffusing STEM Pedagogies: The Role of Opinion Leaders

ERIC Educational Resources Information Center

Larson, R. Sam; Meyer, Gary

2006-01-01

Faculty may learn of new pedagogies through mass communication channels such as Web sites, journals, and workshops. Faculty are likely to be persuaded to try these new pedagogies, however, by interpersonal communication with an opinion leader. Using literature and exploratory data we contrast awareness and persuasion and suggest that opinion…

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,…

Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions.

PubMed

Long, Cynthia R; Ackerman, Deborah L; Hammerschlag, Richard; Delagran, Louise; Peterson, David H; Berlin, Michelle; Evans, Roni L

2014-07-01

To present the varied approaches of 9 complementary and alternative medicine (CAM) institutions (all grantees of the National Center for Complementary and Alternative Medicine) used to develop faculty expertise in research literacy and evidence-based practice (EBP) in order to integrate these concepts into CAM curricula. A survey to elicit information on the faculty development initiatives was administered via e-mail to the 9 program directors. All 9 completed the survey, and 8 grantees provided narrative summaries of faculty training outcomes. The grantees found the following strategies for implementing their programs most useful: assess needs, develop and adopt research literacy and EBP competencies, target early adopters and change leaders, employ best practices in teaching and education, provide meaningful incentives, capitalize on resources provided by grant partners, provide external training opportunities, and garner support from institutional leadership. Instructional approaches varied considerably across grantees. The most common were workshops, online resources, in-person short courses, and in-depth seminar series developed by the grantees. Many also sent faculty to intensive multiday extramural training programs. Program evaluation included measuring participation rates and satisfaction and the integration of research literacy and EBP learning objectives throughout the academic curricula. Most grantees measured longitudinal changes in beliefs, attitudes, opinions, and competencies with repeated faculty surveys. A common need across all 9 CAM grantee institutions was foundational training for faculty in research literacy and EBP. Therefore, each grantee institution developed and implemented a faculty development program. In developing the framework for their programs, grantees used strategies that were viewed critical for success, including making them multifaceted and unique to their specific institutional needs. These strategies, in conjunction with the grantees' instructional approaches, can be of practical use in other CAM and non-CAM academic environments considering the introduction of research literacy and EBP competencies into their curricula.

Introduction to Astrophysics. Curriculum Developed by Faculty Workshop at University of Illinois at Chicago, Summer 1974.

ERIC Educational Resources Information Center

Illinois Univ., Chicago. Chicago Circle Campus.

The course outlines presented in this report are intended to be used to teach astrophysics to nonscience majors at the junior and senior college level. An extensive set of notes are included which can be useful to an instructor as guidelines for presentation. Additional equipment and references for use in teaching astrophysics are suggested. (SA)

The Interplay of Space, Place and Identity: Transforming Our Learning Experiences in an Outdoor Setting

ERIC Educational Resources Information Center

Cassidy, Alice L. E. V.; Wright, W. Alan; Strean, William B.; Watson, Gavan P. L.

2015-01-01

In this paper, we use a day-long professional development workshop for higher education faculty conducted in an outdoor setting as the starting point for an examination of the value of such activities. We explore the potential benefits, in terms of learning and holistic well-being, of educational activities designed to provide participants with…

What Is the Impact of Faculty Development Workshops in Multicultural Education for Teachers?

ERIC Educational Resources Information Center

Fields, Beverly E.

2010-01-01

Teaching in today's schools across the nation is much more than presenting reading writing, and arithmetic. Experienced educators as well as novice teachers face a much more different audience of students in the classroom. It is very important for administrators and teachers to be prepared to impress knowledge in the public schools that is high in…

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.

2014 Penn State Bioinorganic Workshop

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

Golbeck, John

2015-10-01

The 3rd Penn State Bioinorganic Workshop took place in early June 2014 and was combined with the 3rd Penn State Frontiers in Metallobiochemistry Symposium. The workshop was even larger than the 2nd Penn State Bioinorganic Workshop we offered in 2012. It had even more participants (162 rather than 123 in 2012). Like the 2012 workshop, the 2014 workshop had three parts. The first part consisted of 16 90-minute lectures presented by faculty experts on the topic of their expertise (see below). Based on the suggestions from the 2012 workshop, we have recorded all 16 lectures professionally and make them availablemore » to the entire bioinorganic community via online streaming. In addition, hard copies of the recordings are available as backup.« less

A Feasibility Assessment of Behavioral-based Interviewing to Improve Candidate Selection for a Pulmonary and Critical Care Medicine Fellowship Program.

PubMed

Tatem, Geneva; Kokas, Maria; Smith, Cathy L; DiGiovine, Bruno

2017-04-01

Traditional interviews for residency and fellowship training programs are an important component in the selection process, but can be of variable value due to a nonstandardized approach. We redesigned the candidate interview process for our large pulmonary and critical care medicine fellowship program in the United States using a behavioral-based interview (BBI) structure. The primary goal of this approach was to standardize the assessment of candidates within noncognitive domains with the goal of selecting those with the best fit for our institution's fellowship program. Eight faculty members attended two BBI workshops. The first workshop identified our program's "best fit" criteria using the framework of the Accreditation Council for Graduate Medical Education's six core competencies and additional behaviors that fit within our programs. BBI questions were then selected from a national database and refined based on the attributes deemed most important by our faculty. In the second workshop, faculty practiced the BBI format in mock interviews with third-year fellows. The interview process was further refined based on feedback from the interviewees, and then applied with fellowship candidates for the 2014 recruitment season. The 1-year pilot of behavioral-based interviewing allowed us to achieve consensus on the traits sought for our incoming fellows and to standardize the interview process for our program using the framework of the Accreditation Council for Graduate Medical Education core competencies. Although the effects of this change on the clinical performance of our fellows have not yet been assessed, this description of our development and implementation processes may be helpful for programs seeking to redesign their applicant interviews.

A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

PubMed

Chen, Mary M; Sandborg, Christy I; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K

2016-01-01

The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. The mentees were instructors and assistant professors in the department of pediatrics. Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly to establish the mentoring relationship. Identifying "next steps" at the end of individual meetings was helpful to hold both parties accountable for progress. Mentees most valued workshops fostering development of tangible skills (such as scientific writing) and those clarifying the criteria for promotion more transparent. Facilitated peer-group mentoring for mentees at the instructor rank provided valuable peer support.

A Multi-faceted Mentoring Program for Junior Faculty in Academic Pediatrics

PubMed Central

Chen, Mary M.; Sandborg, Christy I.; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K.

2016-01-01

Problem The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research and work-life integration which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. Intervention The goals of this academic pediatrics department were to develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees, structured mentee exit interviews as well as retention data for assistant professors. Context The mentees were Instructors and Assistant Professors in the department of pediatrics Outcome Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of Assistant Professors improved after initiation of the program; 4 of 13 hired from 2002–2006 left the institution whereas 18 of 18 hired from 2007–2014 were retained. Lessons Learned This multi-faceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly to establish the mentoring relationship. Identifying “next steps” at the end of individual meetings was helpful to hold both parties accountable for progress. Mentees most valued workshops fostering development of tangible skills (such as scientific writing) and those clarifying the criteria for promotion more transparent. Facilitated peer-group mentoring for mentees at the Instructor rank provided valuable peer support. PMID:27054562

Preparing Interprofessional Faculty to Be Humanistic Mentors for Medical Students: The GW-Gold Mentor Development Program.

PubMed

Blatt, Benjamin; Plack, Margaret M; Simmens, Samuel J

2018-01-01

The GW-Gold Humanistic Mentor Development Program addresses the challenge faced by medical schools to educate faculty to prepare students for humanistic practice. Grounded in Branch's Teaching Professional and Humanistic Values model, the program prepares interprofessional faculty mentoring teams in humanistic communities of practice. The teams consist of physician-psychosocial professional pairs, each mentoring a small student group in their professional development course. Through GW-Gold workshops, faculty mentors develop interprofessional humanistic communities of practice, preparing them to lead second such communities with their students. This article describes the program and its evaluation. To assess outcomes and better understand the mentor experience, we used a mixed-method validating triangulation design consisting of simultaneous collection of quantitative (mentor and student surveys) and qualitative (open-ended survey questions and focus group) data. Data were analyzed in parallel and merged at the point of interpretation, allowing for triangulation and validation of outcomes. Mentors rated the program highly, gained confidence in their humanistic skills, and received high scores from students. Three themes emerged that validated program design, confirmed outcomes, and expanded on the mentor experience: (1) Interprofessional faculty communities developed through observation, collaboration, reflection, and dialogue; (2) Humanistic mentors created safe environments for student engagement; and (3) Engaging in interprofessional humanistic communities of practice expanded mentors' personal and professional identities. Outcomes support the value of the GW-Gold program's distinctive features in preparing faculty to sustain humanism in medical education: an interprofessional approach and small communities of practice built on humanistic values.

The Best of Both Worlds

NASA Astrophysics Data System (ADS)

Simmons, Elizabeth H.

2009-03-01

Thanks to the New FacultyWorkshop, I now have dual identities: as a professor in a research-focused university physics department and as Dean of a teaching-focused undergraduate residential science college within that university (Lyman Briggs College). I'll talk first about how the NFW changed my perspective on education and outreach -- and how that affected the climate in the department I was in at the time. Next, I'll comment on how this shift of perspective eventually led to new professional opportunities, including my current dual position. The lessons from the NFW have contributed directly to my acquiring the skills required of a leader in an interdisciplinary college that encourages its faculty both to be active disciplinary researchers and to take a scholarly approach to teaching. Finally, I'll mention how being part of the college's community of teacher-scholars has helped my teaching to continue evolving in directions compatible with the aims of the New Faculty Workshop.

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.

Content and Process in a Teaching Workshop for Faculty and Doctoral Students

ERIC Educational Resources Information Center

Rinfrette, Elaine S.; Maccio, Elaine M.; Coyle, James P.; Jackson, Kelly F.; Hartinger-Saunders, Robin M.; Rine, Christine M.; Shulman, Lawrence

2015-01-01

Teaching in higher education is often not addressed in doctoral education, even though many doctoral graduates will eventually teach. This article describes a biweekly teaching workshop, presents pitfalls and challenges that beginning instructors face, and advocates pedagogical training for doctoral students. Led by a well-known social work…

A Wor(l)d Apart: Understanding Cultural Differences in an International Student Graduate Writing Workshop

ERIC Educational Resources Information Center

Kyser, Christine; McKenna, Kelly

2017-01-01

This paper introduces and describes a mixed methods research project conducted with international doctoral students from Non-Western countries that explored students and faculty members' experiences in a writing workshop. In this "Perspectives" piece, we offer insight into our journey of fostering relationships with our students and…

New Program for New Faculty Mentoring at California State University, Chico

NASA Astrophysics Data System (ADS)

Teasdale, R.; McCarthy, K.; Phillips, C.; Silliman, K.; Fosen, C.; Thomas, M.

2015-12-01

CSU, Chico is a comprehensive university with high expectations for both teaching (4 courses per semester) and scholarly work. In an attempt to introduce faculty to their new positions, a two-day New Faculty Orientation has been offered for the last two decades. In AY 2014-15, in an attempt to improve the first year experience for new faculty, the Office of Faculty Affairs established and assessed a New Faculty Mentoring program. Eight college-based mentors were selected based on recommendations by College Deans who suggested successful teachers and scholars who could provide the social and leadership skills to effectively guide others. Based on a needs-assessment survey new faculty completed during orientation, mentors met with their new faculty cohort at least monthly to discuss campus resources, host workshops and provide other support in areas of time management, work-life balance, teaching pedagogies, discipline-specific internal and external funding resources, student support resources, and the preparation of Review/Retention documents. Mentors were paid a small stipend for their work and met twice each semester to discuss readings on mentoring best practices, their mentoring activities with new faculty and to compare the needs of their mentees. Survey results from 28 of 37 new faculty respondents indicate they valued Review/Retention workshops, mentor reviews of teaching and the opportunity to visit mentor classrooms for examples of good teaching practices. Social events helped establish cohorts, although some mentees indicated that some cohorts were too large. An unforeseen outcome was recognition that mid-year hires need to also be included in new faculty cohort groups. Moving forward, mentors will continue to work with their original mentees for a 2nd year. A new group of mentors will be identified for faculty starting in fall 2015 who will work with smaller first-year faculty cohorts and will coordinate with the first generation mentors for peer support.

Peer-assisted teaching of basic surgical skills.

PubMed

Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip

2015-01-01

Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p < 0.001), and the standard deviation of mean inter-suture distance halved from ± 4.7 mm pre-teaching, to ± 2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Peer-assisted learning suturing workshops can enhance medical students' competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.

SYNAPSE, Symposium for Young Neuroscientists and Professors of the Southeast: A One-day, Regional Neuroscience Meeting Focusing on Undergraduate Research

PubMed Central

Hurd, Mark W.; Lom, Barbara; Silver, Wayne L.

2011-01-01

The Symposium for Young Neuroscientists and Professors of the Southeast (SYNAPSE; synapse.cofc.edu) was designed to encourage contacts among faculty and students interested in neuroscience. Since its inception in 2003, the SYNAPSE conference has consistently drawn faculty and undergraduate interest from the region. This unique meeting provides undergraduates with a valuable opportunity for neuroscience education; students interact with noted neuroscience faculty, present research results, obtain feedback from neuroscientists at other institutions, and form connections with other neuroscientists in the region. Additionally, SYNAPSE allows undergraduate students and faculty to attend workshops and panel discussions about issues related to professional skills and career options. The SYNAPSE conference currently travels among host institutions in the southeastern United States in two-year cycles. This article briefly describes the genesis of SYNAPSE and reviews SYNAPSE conferences from 2006 through 2010. The goal of this paper is to highlight key issues organizers have experienced launching, sustaining, and hosting this regional undergraduate neuroscience conference as well as assist faculty to develop similar conferences. PMID:23493950

A Faculty Wellness Workshop Series: Leveraging On-Campus Expertise

ERIC Educational Resources Information Center

Brinthaupt, Thomas M.; Neal, Arielle; Otto, Sheila

2016-01-01

Centers for Teaching and Learning (CTL) that suffer from funding and staffing issues must rely on outside resources to enhance their effectiveness. Even if funds and staff are adequate, most CTL can improve their reach and effectiveness by the partnerships they establish across their campuses. In this article, we describe a faculty wellness…

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development

PubMed Central

Brien, Sarah; Parry, Marcus

2017-01-01

Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. PMID:28954718

Assessing the impact of faculty development fellowship in Shiraz University of Medical Sciences.

PubMed

Ebrahimi, Sedigheh; Kojuri, Javad

2012-02-01

Changing concepts of education have led many medical schools to design educational programs to enhance teaching skills, as traditional approaches cannot fulfill the current students' needs. The educational development of medical faculty members has recently received impetus in Iran and the Eastern Mediterranean region. The aim of this study was to investigate whether participation in a faculty development program reinforced new teaching skills. A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors improve their teaching skills. The program, imparted in workshop format, covered effective teaching methods, feedback, knowledge assessment, and time management. Program sessions lasted four hours, four days each week for one month. Instruction was in the form of lectures, group discussions, case simulations, video presentations, and role-playing. All participants in the study (n = 219) belonged to the academic staff of Shiraz University of Medical Sciences. The participants highly rated the quality of the program. They felt that the educational intervention was appropriate and had a positive impact on their knowledge (P < 0.001). Assessment of the effectiveness of the program in strengthening the participants' teaching ability showed that students noticed significant improvements in the participants' teaching abilities (P < 0.05). Our faculty development program appears to have a significant positive effect on medical teachers' competencies, and we suggest that our educational intervention is effective in achieving its aims. Further research should investigate whether this faculty development program actually results in improved teaching performance.

The CLEAN Workshop Series: Promoting Effective Pedagogy for Teaching Undergraduate Climate Science

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Bruckner, M. Z.; Manduca, C. A.; Buhr, S. M.

2012-12-01

To prepare students to understand a changing climate, it is imperative that we equip educators with the best possible tools and methods for reaching their audience. As part of the Climate Literacy and Energy Awareness Network (CLEAN) professional development efforts, two workshops for undergraduate faculty were held in 2012. These workshops used a variety of activities to help faculty learn about recent climate research, take part in demonstrations of successful activities for teaching climate topics, and collaborate to create new teaching materials. The workshops also facilitated professional networking among participants. Both workshops were held online, eliminating the need for travel, encouraging participants without travel funds to attend, and allowing international collaborations and presentations. To create an authentic experience, the workshop used several technologies such as the Blackboard Collaborate web conferencing platform, SERC's web-based collaboration tools and online discussion threads, and conference calls. The workshop Communicating Climate Science in the Classroom, held in April 2012, explored practices for communicating climate science and policy in the classroom and provided strategies to improve student understanding of this complex and sensitive topic. Workshop presentations featured public opinion research on Americans' perceptions of climate change, tactics for identifying and resolving student misconceptions, and methods to address various "backfire effects" that can result from attempts to correct misinformation. Demonstrations of teaching approaches included a role-playing simulation of emissions negotiations, Princeton's climate stabilization wedges game, and an activity that allows students to use scientific principles to tackle misinformation. The workshop Teaching Climate Complexity was held in May 2012. Teaching the complexities of climate science requires an understanding of many facets of the Earth system and a robust pedagogic approach that fosters systems thinking. Workshop participants heard presentations from top climate scientists about topics such as the role of carbon dioxide in regulating Earth's climate, the silicate-weathering thermostat hypothesis, effects of water vapor in the climate system, and albedo effects from the loss of Artic sea ice. Demonstrations of classroom techniques allowed participants to use a jigsaw approach to understand poleward heat transport, plot atmospheric carbon dioxide concentrations, and use a mass balance model to explore the role of carbon dioxide in Earth's atmosphere. A hallmark of the CLEAN workshops is that participants are actively engaged in team projects to create new teaching materials. In the Communicating Climate workshop, John Cook led a demonstration of techniques featured in his Debunking Handbook and workshop participants created examples of how to respond to common climate myths in the classroom. In the Climate Complexities workshop, participants used existing elements within the CLEAN reviewed collection to create a comprehensive sequence of activities that can be used to teach elements of Earth's climate system. Activities from the workshop are archived on the CLEAN website, including screen cast recordings of all the presentations and materials created at each workshop. For more information, visit the workshop website at the URL below.

Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.

The Transformative Impact of Undergraduate Research Mentoring on Students and the Role of the Council on Undergraduate Research (CUR) in Supporting Faculty Mentors

NASA Astrophysics Data System (ADS)

Fox, L. K.; Singer, J.

2015-12-01

Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.

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.

From Syllabus To Diagnostic Exam: Learnings from the New Faculty Workshop Applied In the Intro Physics Classroom

NASA Astrophysics Data System (ADS)

Tanoff, Michael

2009-03-01

Kalamazoo College offers a ``one-size-fits-all'' concept-based introductory physics sequence. The widely varying demographic composition of the class --- including majors in biology, chemistry, pre-med, physics, and math, along with occasional humanities majors --- adds obvious challenges to the successful learning experience. As such, educational techniques that apply across the demographic are required. Several ideas presented at the Fall 2005 New Faculty Workshop apply to the needs of this broad range of students at Kalamazoo College, including an ``organic'' course syllabus that has been allowed to grow to whatever extent necessary to address recurring student concerns and misunderstandings about course expectations, policies, and guidelines, and to provide advice on recurring themes; peer instruction for maximizing classroom value; and hiring teaching assistants with first hand experience in the course and the labs. Details on implementing these techniques, including developing a syllabus with unusual section headings such as ``Attendance and Homework Dramas'' and ``Introductory Physics Survival Requirements,'' will be presented. Success of the techniques, as evidenced by performance on diagnostic exams, class attendance, and comments from course evaluations, will be discussed.

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.

Allegheny College Hosts Neuroscience and Humanities Summer Institute

PubMed Central

Macel, Emily M.

2004-01-01

The Neuroscience and Humanities Summer Institute, hosted by Allegheny College, opened doors of opportunity, perception, and creativity for faculty and students across the nation. Offered first in 2002, and a second time in June of 2004, this weeklong event was designed to provide a medium for fostering development of interdisciplinary courses linking neuroscience and the humanities (e.g., the fine arts, philosophy and language). During the Institute, participants attended presentations by Allegheny faculty introducing the six courses of this type that they have developed starting in 2000, lectures by guest speakers, workshops, and discussion modules. Participants were encouraged to gather ideas about Allegheny’s neuroscience and humanities courses and formulate specific plans to take back to their schools. These opportunities and experiences resulted in the formation of valuable connections and the development of ideas around the links between neuroscience and humanities. PMID:23493745

Broad Collaboration to Improve Biological Sciences Students' Writing and Research Skills

ERIC Educational Resources Information Center

Brancato, Lisa; Chan, Tina; Contento, Anthony

2016-01-01

At the State University of New York at Oswego (SUNY Oswego), a faculty member and advisement coordinator, both of the biological sciences department, and the biological sciences librarian have worked together since 2013 to present a workshop called Writing for the Biological Sciences. Offered once per semester, the workshop is sponsored by the…

Trends and Future Challenges in Sampling the Deep Terrestrial Biosphere

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

Wilkins, Michael J.; Daly, Rebecca; Mouser, Paula J.

2014-09-12

Research in the deep terrestrial biosphere is driven by interest in novel biodiversity and metabolisms, biogeochemical cycling, and the impact of human activities on this ecosystem. As this interest continues to grow, it is important to ensure that when subsurface investigations are proposed, materials recovered from the subsurface are sampled and preserved in an appropriate manner to limit contamination and ensure preservation of accurate microbial, geochemical, and mineralogical signatures. On February 20th, 2014, a workshop on “Trends and Future Challenges in Sampling The Deep Subsurface” was coordinated in Columbus, Ohio by The Ohio State University and West Virginia University faculty,more » and sponsored by The Ohio State University and the Sloan Foundation’s Deep Carbon Observatory. The workshop aims were to identify and develop best practices for the collection, preservation, and analysis of terrestrial deep rock samples. This document summarizes the information shared during this workshop.« less

Trends and future challenges in sampling the deep terrestrial biosphere.

PubMed

Wilkins, Michael J; Daly, Rebecca A; Mouser, Paula J; Trexler, Ryan; Sharma, Shihka; Cole, David R; Wrighton, Kelly C; Biddle, Jennifer F; Denis, Elizabeth H; Fredrickson, Jim K; Kieft, Thomas L; Onstott, Tullis C; Peterson, Lee; Pfiffner, Susan M; Phelps, Tommy J; Schrenk, Matthew O

2014-01-01

Research in the deep terrestrial biosphere is driven by interest in novel biodiversity and metabolisms, biogeochemical cycling, and the impact of human activities on this ecosystem. As this interest continues to grow, it is important to ensure that when subsurface investigations are proposed, materials recovered from the subsurface are sampled and preserved in an appropriate manner to limit contamination and ensure preservation of accurate microbial, geochemical, and mineralogical signatures. On February 20th, 2014, a workshop on "Trends and Future Challenges in Sampling The Deep Subsurface" was coordinated in Columbus, Ohio by The Ohio State University and West Virginia University faculty, and sponsored by The Ohio State University and the Sloan Foundation's Deep Carbon Observatory. The workshop aims were to identify and develop best practices for the collection, preservation, and analysis of terrestrial deep rock samples. This document summarizes the information shared during this workshop.

Setting research priorities to reduce malaria burden in a post graduate training programme: lessons learnt from the Nigeria field epidemiology and laboratory training programme scientific workshop.

PubMed

Fawole, Olufunmilayo I; Ajumobi, Olufemi; Poggensee, Gabriele; Nguku, Patrick

2014-01-01

Although several research groups within institutions in Nigeria have been involved in extensive malaria research, the link between the research community and policy formulation has not been optimal. The workshop aimed to assist post graduate students to identify knowledge gaps and to develop relevant Malaria-related research proposals in line with identified research priorities. A training needs assessment questionnaire was completed by 22 students two week prior to the workshop. Also, a one page concept letter was received from 40 residents. Thirty students were selected based the following six criteria: - answerability and ethics; efficacy and impact; deliverability, affordability; scalability, sustainability; health systems, partnership and community involvement; and equity in achieved disease burden reduction. The workshop was over a three day period. The participants at the workshop were 30 Nigeria Field Epidemiology and Laboratory Training Programme (NFELTP) residents from cohorts 4 and 5. Ten technical papers were presented by the experts from the academia, National Malaria Elimination (NMEP) Programme, NFELTP Faculty and Implementing partners including CDC/PMI. Draft proposals were developed and presented by the residents. The "strongest need" for training was on malaria prevention, followed by malaria diagnosis. Forty seven new research questions were generated, while the 19 developed by the NMEP were shared. Evaluation revealed that all (100%) students either "agreed" that the workshop objectives were met. Full proposals were developed by some of the residents. A debriefing meeting was held with the NMEP coordinator to discuss funding of the projects. Future collaborative partnership has developed as the residents have supported NMEP to develop a research protocol for a national evaluation. Research prioritization workshops are required in most training programmes to ensure that students embark on studies that address the research needs of their country and foster collaborative linkages.

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

Implementation of an Asynchronous Workshop for STEM Educators Designed to Enhance Professor-Student Rapport

ERIC Educational Resources Information Center

Christe, Barbara

2015-01-01

Expanding faculty buy-in to retention efforts may be improved through training and opportunities for assessment. Materials created for science, technology, engineering and mathematics (STEM) faculty based on the scholarly literature may dispel the view held by some that student attrition is beneficial to STEM disciplines and may expand an…

Integration of Biological Applications into the Core Undergraduate Curriculum: A Practical Strategy

ERIC Educational Resources Information Center

Komives, Claire; Prince, Michael; Fernandez, Erik; Balcarcel, Robert

2011-01-01

A web database of solved problems has been created to enable faculty to incorporate biological applications into core courses. Over 20% of US ChE departments utilized problems from the website, and 19 faculty attended a workshop to facilitate teaching the modules. Assessment of student learning showed some gains related to biological outcomes, as…

Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment Criteria.

PubMed

Armitage-Chan, Elizabeth

Although widely accepted as an important graduate competence, professionalism is a challenging outcome to define and assess. Clinical rotations provide an excellent opportunity to develop student professionalism through the use of experiential learning and effective feedback, but without appropriate theoretical frameworks, clinical teachers may find it difficult to identify appropriate learning outcomes. The adage "I know it when I see it" is unhelpful in providing feedback and guidance for student improvement, and criteria that are more specifically defined would help students direct their own development. This study sought first to identify how clinical faculty in one institution currently assess professionalism, using retrospective analysis of material obtained in undergraduate teaching and faculty development sessions. Subsequently, a faculty workshop was held in which a round-table type discussion sought to develop these ideas and identify how professionalism assessment could be improved. The output of this session was a theoretical framework for teaching and assessing professionalism, providing example assessment criteria and ideas for clinical teaching. This includes categories such as client and colleague interaction, respect and trust, recognition of limitations, and understanding of different professional identities. Each category includes detailed descriptions of the knowledge, skills, and behaviors expected of students in these areas. The criteria were determined by engaging faculty in the development of the framework, and therefore they should represent a focused development of criteria already used to assess professionalism, and not a novel and unfamiliar set of assessment guidelines. The faculty-led nature of this framework is expected to facilitate implementation in clinical teaching.

Impact of Evidence-Based Dentistry Workshops on Educators' Use of Evidence in Teaching and Practice: A Pilot Study.

PubMed

Moreira, Narjara C F; Leonardi-Dutra, Kamile; Feres, Murilo F N; Colangelo, Erica A M; Balevi, Ben; Matthews, Debora; Flores-Mir, Carlos

2018-06-01

The aims of this pilot study were to evaluate the short-term impact of evidence-based dentistry (EBD) workshops on educators' use of clinical evidence in their clinical practice and educational activities and to identify barriers they encountered in implementing evidence in their teaching and clinical practice. Between April 2012 and January 2014, a series of EBD workshops was delivered to 31 dental faculty members and postdoctoral students at three Canadian dental schools. Survey I, assessing participants' perceptions of various aspects of the workshops, was administered immediately following the workshops. Survey II, evaluating the impact of the workshops on participants' EBD implementation, was conducted 10 to 31 months after their completion. Survey I was completed by all 31 participants (100% response rate); their mean scores ranged from 3.94 to 4.65 on a five-point scale. Survey II was completed by 20 participants (64.5% response rate; five postdoctoral students and 15 faculty members), using an online 20-item questionnaire. Of the respondents, 19 (95%) reported implementing EBD in their professional activities at that time, and 14 (70%) stated that the workshops had positively helped with EBD implementation. Eight respondents (40%) reported having experienced barriers to EBD implementation, while 15 (75%) reported that their patients/students welcomed use of EBD. The respondents reported believing that strategies such as increasing EBD education and dissemination and improving quality and accessibility of evidence would facilitate the transition to EBD practice. Reported barriers to EBD implementation included resistance and criticism from colleagues, difficulty in changing current practice model, and lack of time.

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

PubMed

Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus

2017-09-27

For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. ©Selma Omer, Sunhea Choi, Sarah Brien, Marcus Parry. Originally published in JMIR Medical Education (http://mededu.jmir.org), 27.09.2017.

Understanding the Role of MDSCs in Castration-Resistant Prostate Cancer and Metastasis

DTIC Science & Technology

2015-10-01

Ar+ cells down-regulate Ar expression in the CRPC tumors. Further, a significant amount of normal epithelium was identified in castrated Ptenpc... junction (consistent with their epithelial nature), stromal cells display activation of more diverse signaling pathways involved in chronic...will attend “Faculty Development Workshop and Seminar Series” of MDACC regularly to help me prepare the transition to independent PI. o How were the

Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students.

PubMed

Boruff, Jill T; Thomas, Aliki

2011-12-01

To ensure that physical and occupational therapy graduates develop evidence-based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students' ability to conduct a search independently. The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students' long-term retention of information literacy objectives. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.

Teaching Introductory Geoscience: A Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Manduca, C.; Tewksbury, B.; Egger, A.; MacDonald, H.; Kirk, K.

2008-12-01

Introductory undergraduate courses play a pivotal role in the geosciences. They serve as recruiting grounds for majors and future professionals, provide relevant experiences in geoscience for pre-service teachers, and offer opportunities to influence future policy makers, business people, professionals, and citizens. An introductory course is also typically the only course in geoscience that most of our students will ever take. Because the role of introductory courses is pivotal in geoscience education, a workshop on Teaching Introductory Courses in the 21st Century was held in July 2008 as part of the On the Cutting Edge faculty development program. A website was also developed in conjunction with the workshop. One of the central themes of the workshop was the importance of considering the long-term impact a course should have on students. Ideally, courses can be designed with this impact in mind. Approaches include using the local geology to focus the course and illustrate concepts; designing a course for particular audience (such as Geology for Engineers); creating course features that help students understand and interpret geoscience in the news; and developing capstone projects to teach critical thinking and problem solving skills in a geologic context. Workshop participants also explored strategies for designing engaging activities including exploring with Google Earth, using real-world scenarios, connecting with popular media, or making use of campus features on local field trips. In addition, introductory courses can emphasize broad skills such as teaching the process of science, using quantitative reasoning and developing communication skills. Materials from the workshop as well as descriptions of more than 150 introductory courses and 350 introductory-level activities are available on the website: http://serc.carleton.edu/NAGTWorkshops/intro/index.html.

Co-Designing and Co-Teaching Graduate Qualitative Methods: An Innovative Ethnographic Workshop Model

ERIC Educational Resources Information Center

Cordner, Alissa; Klein, Peter T.; Baiocchi, Gianpaolo

2012-01-01

This article describes an innovative collaboration between graduate students and a faculty member to co-design and co-teach a graduate-level workshop-style qualitative methods course. The goal of co-designing and co-teaching the course was to involve advanced graduate students in all aspects of designing a syllabus and leading class discussions in…

Race equality education: implications of an audit of student learning.

PubMed

Bheenuck, Shekar; Miers, Margaret; Pollard, Katherine; Young, Pat

2007-07-01

Racial harassment continues to be a feature of the United Kingdom (UK) National Health Service (NHS). It has serious consequences for those at the receiving end and impacts negatively on attempts by the NHS to retain and recruit a diverse workforce. The prevalence and persistence of racist views and behaviours amongst NHS staff raises questions concerning the preparation and education of practitioners. In 2004 the Faculty of Health and Social Care, University of the West of England, Bristol, piloted a training workshop to prepare students on a pre-qualifying adult nursing programme to prevent, recognise and effectively manage incidences of racial harassment in the workplace. Students found the training workshop useful to their learning. They felt more aware of racial harassment issues in the NHS and the specific actions they can take in the prevention and management of these. The findings support introduction of the training workshop as an integral component of the preparation of all students on the Faculty's pre-qualifying nursing programmes.

Increasing Scientific Literacy at Minority Serving Institutions Nationwide

NASA Astrophysics Data System (ADS)

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

2012-12-01

It is vital to increase the scientific literacy of all students, including those at minority serving institutions (MSIs). With support from NSF, NASA, and NOAA, the American Meteorological Society (AMS) Education Program has developed scientifically authentic, introductory, undergraduate courses that engage students in the geosciences through the use of real-world environmental data. AMS Climate, Weather, and Ocean Studies have already been adopted by more than 600 institutions across the U.S. With additional support from NSF and NASA, and a partnership with Second Nature, the organizing entity behind the American College and University President's Climate Commitment (ACUPCC), the first AMS Climate Studies Diversity Project was held in May 2012 in Washington, D.C. Thirty faculty members from 16 different states, Puerto Rico, and Washington, D.C. attended the week-long workshop. They were immersed in the course materials, received presentations from high-level speakers such as Dr. Thomas Karl, Rear Admiral David Titley, and Dr. Peter Hildebrand, and were trained as change agents for their local institution. Afterwards, faculty work within their MSI to introduce and enhance geoscience curricula and offer the AMS Climate Studies course in the year following workshop attendance. They are also encouraged to implement the AMS Weather and Ocean Studies courses. Subsequent workshops will be held throughout the next 3 years, targeting 100 MSIs. The AMS Climate Studies Diversity Project followed the proven models of the AMS Weather Studies (2002-2007) and AMS Ocean Studies (2006-2008) Diversity Projects. Evaluation results are extremely favorable with 96% of the participants rating the workshop as outstanding and all would recommend the workshop to other AMS Climate Studies faculty. More in depth results will be discussed in our presentation. AMS Climate Studies explores the fundamental science of Earth's climate system while addressing 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, participants use the AMS Conceptual Energy Model to differentiate between climate variability and climate change. Additionally, the AMS Education Program, James Madison University (JMU), and Los Angeles Valley College (LAVC), are working in collaboration with the Consortium for Ocean Leadership/Integrated Ocean Drilling Program's (IODP) Deep Earth Academy (DEA) to integrate investigations of ocean core data of paleoclimates into course curricula of MSIs. In June 2012, this team participated in a workshop to gain direct experience with ocean core investigations. The goal is to form a trained team to help guide the future, large-scale integration of scientific ocean drilling paleoclimate research into existing MSI geoscience courses, and the development of new course offerings. The AMS is excited to bring meteorology, oceanography, and climate science course work to more students, strengthening the pathway towards advanced geoscience study and careers.

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.

Biological, Social, and Organizational Components of Success for Women in Academic Science and Engineering: Workshop Report

ERIC Educational Resources Information Center

National Academies Press, 2006

2006-01-01

During the last 40 years, the number of women studying science and engineering (S&E) has increased dramatically. Nevertheless, women do not hold academic faculty positions in numbers that commensurate with their increasing share of the S&E talent pool. The discrepancy exists at both the junior and senior faculty levels. In December 2005,…

Seminar on the Economics of Education-Investment Decisions and Contributions to Income and Economic Growth. Final Report.

ERIC Educational Resources Information Center

Hansen, W. Lee; Weisbrod, Burton A.

A workshop on the Economics of Human Resources was initiated in 1966, at the University of Wisconsin to provide a vehicle for stimulating research by both faculty and graduate students and to provide a medium for disseminating the latest research findings of outside scholars, University of Wisconsin faculty and graduate students. This document is…

Developing Strong Geoscience Programs and Departments

NASA Astrophysics Data System (ADS)

MacDonald, R.; Manduca, C. A.

2002-12-01

Strong geoscience programs are essential for preparing future geoscientists and developing a broad public understanding of our science. Faculty working as a department team can create stronger programs than individual faculty working alone. Workshops sponsored by Project Kaleidoscope (www.pkal.org) on departmental planning in the geosciences have emphasized the importance of designing programs in the context of both departmental and student goals. Well-articulated goals form a foundation for designing curriculum, courses, and other departmental activities. Course/skill matrices have emerged as particularly valuable tools for analyzing how individual courses combine in a curriculum to meet learning goals. Integrated programs where students have opportunities to learn and use skills in multiple contexts have been developed at several institutions. Departments are leveraging synergies between courses to more effectively reach departmental goals and capitalize on opportunities in the larger campus environment. A full departmental program extends beyond courses and curriculum. Studies in physics (National Task Force on Undergraduate Physics, Hilborne, 2002) indicate the importance of activities such as recruiting able students, mentoring students, providing courses appropriate for pre-service K-12 teachers, assisting with professional development for a diversity of careers, providing opportunities for undergraduates to participate in research, and making connections with the local industries and businesses that employ graduates. PKAL workshop participants have articulated a wide variety of approaches to undergraduate research opportunities within and outside of class based on their departmental goals, faculty goals, and resources. Similarly, departments have a wide variety of strategies for developing productive synergies with campus-wide programs including those emphasizing writing skills, quantitative skills, and environmental studies. Mentoring and advising activities are becoming more central to many departmental programs and can effectively draw on campus, alumni, and industry resources. Attention to the role and reputation of the department on campus is important in creating a supportive climate for departmental activities. The challenges of creating a strong program can be most effectively met using a team approach that capitalizes on the strengths of every department member.

The College Science Learning Cycle: An Instructional Model for Reformed Teaching

PubMed Central

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. PMID:27909030

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.

Improving undergraduate STEM education: The efficacy of discipline-based professional development.

PubMed

Manduca, Cathryn A; Iverson, Ellen R; Luxenberg, Michael; Macdonald, R Heather; McConnell, David A; Mogk, David W; Tewksbury, Barbara J

2017-02-01

We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes.

Improving undergraduate STEM education: The efficacy of discipline-based professional development

PubMed Central

Manduca, Cathryn A.; Iverson, Ellen R.; Luxenberg, Michael; Macdonald, R. Heather; McConnell, David A.; Mogk, David W.; Tewksbury, Barbara J.

2017-01-01

We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes. PMID:28246629

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

Watts, Bernadette M.; Collis, Samuel Scott; Ceballos, Deanna Rose

This report summarizes the activities of the Computer Science Research Institute (CSRI) at Sandia National Laboratories during the period January 1, 2005 to December 31, 2005. During this period, the CSRI hosted 182 visitors representing 83 universities, companies and laboratories. Of these, 60 were summer students or faculty. The CSRI partially sponsored 2 workshops and also organized and was the primary host for 3 workshops. These 3 CSRI sponsored workshops had 105 participants, 78 from universities, companies and laboratories, and 27 from Sandia. Finally, the CSRI sponsored 12 long-term collaborative research projects and 3 Sabbaticals.

COACh Career Development Workshops for Science and Engineering Faculty: Views of the Career Impact on Women Chemists and Chemical Engineers

ERIC Educational Resources Information Center

Greene, Jessica; Stockard, Jean; Lewis, Priscilla; Richmond, Geraldine

2010-01-01

For the field of chemistry to play a leading role in the science and technology sector of the U.S. economy it must recruit and retain the best and brightest talent from all segments of our society. Currently in the United States there is a significant disparity in the recruitment and retention of women relative to their male counterparts,…

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

ERIC Educational Resources Information Center

Southern Rural Development Center, Mississippi State, MS.

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

TH-EF-BRC-00: TG-100 Workshop

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

NONE

2016-06-15

This Hands-on Workshop will be focused on providing participants with experience with the principal tools of TG 100 and hence start to build both competence and confidence in the use of risk-based quality management techniques. The three principal tools forming the basis of TG 100’s risk analysis: Process mapping, Failure-Modes and Effects Analysis and fault-tree analysis will be introduced with a 5 minute refresher presentation and each presentation will be followed by a 30 minute small group exercise. An exercise on developing QM from the risk analysis follows. During the exercise periods, participants will apply the principles in 2 differentmore » clinical scenarios. At the conclusion of each exercise there will be ample time for participants to discuss with each other and the faculty their experience and any challenges encountered. Learning Objectives: To review the principles of Process Mapping, Failure Modes and Effects Analysis and Fault Tree Analysis. To gain familiarity with these three techniques in a small group setting. To share and discuss experiences with the three techniques with faculty and participants. Director, TreatSafely, LLC. Director, Center for the Assessment of Radiological Sciences. Occasional Consultant to the IAEA and Varian.« less

Effectiveness of an interprofessional workshop on pain management for medical and nursing students.

PubMed

Erickson, Jeanne M; Brashers, Valentina; Owen, John; Marks, Jennifer R; Thomas, Shannon M

2016-07-01

Interprofessional (IP) care is critical for effective pain management, but evidence is lacking about the best way to teach pain management skills to medical and nursing students using IP strategies. In 2013 and 2014, 307 medical and 169 nursing students participated in an IP case-based pain management workshop. The aims of this study were to determine (1) if students who participate in IP case-based learning groups will have improved pain management skills compared to students who participate in uniprofessional case-based learning groups, and (2) if students mentored by faculty with IP training will have improved pain management skills compared to students who are not mentored by IP-trained faculty. Student learning was assessed and compared using scored checklists for each group's pain management plans. Findings show that IP mentorship and IP group participation improved medical students' pain management skills but did not have the same effect on nursing student performance. Continued work is needed to develop, refine, and integrate innovative and tailored IP strategies into the curricula of medical and nursing schools to advance the pain management competencies of students before they enter clinical practice.

Multidisciplinary Mentoring Programs to Enhance Junior Faculty Research Grant Success.

PubMed

Freel, Stephanie A; Smith, Paige C; Burns, Ebony N; Downer, Joanna B; Brown, Ann J; Dewhirst, Mark W

2017-10-01

Junior faculty face challenges in establishing independent research careers. Declining funding combined with a shift to multidisciplinary, collaborative science necessitates new mentorship models and enhanced institutional support. Two multidisciplinary mentorship programs to promote grant success for junior faculty were established at the Duke University School of Medicine beginning in 2011. These four-month programs-the Path to Independence Program (PtIP) for National Institutes of Health (NIH) R applicants and the K Club for NIH K applicants-use multiple senior faculty mentors and professional grant-writing staff to provide a 20-hour joint curriculum comprising a series of lectures, hands-on workshops, career development counseling, peer groups, and an internal study section. In March 2016, the authors analyzed the success rate for all NIH grants submitted by participants since program enrollment. In a 2015 postprogram survey, participants rated their feelings of support and competency across six skill factors. From October 2011 to March 2016, the programs engaged 265 senior faculty mentors, 145 PtIP participants, and 138 K Club participants. Success rates for NIH grant applications were 28% (61 awards/220 decisions) for PtIP participants-an increase over the 2010 Duke University junior faculty baseline of 11%-and 64% (38/59) for K Club participants. Respondents reported significantly increased feelings of support and self-ratings for each competency post program. The authors plan to expand the breadth of both the mentorship pool and faculty served. Broad implementation of similar programs elsewhere could bolster success, satisfaction, and retention of junior faculty investigators.

A Personal Perspective on the Impact of Professional Development Workshops within the Geosciences

NASA Astrophysics Data System (ADS)

Soule, D. C.

2014-12-01

In June of 2014 I attended the Cutting Edge workshop "Preparing for an Academic Career in the Geosciences," designed to mentor graduate students, post-doctoral fellows, and others who are interested in pursuing academic careers in the geosciences. Faculty members and administrators provided guidance and information that helped me become a stronger candidate for academic positions. Session topics focused on becoming both a successful teacher and researcher. In addition to the opportunity to network extensively with peers and academic leaders in the geosciences, I was helped to develop a plan for how to best use my final graduate school to optimize the transition to my next career stage. I will present both qualitative descriptions and quantitative measures of the effect this experience has had on my activities both pre- and post-participation. I will discuss how the workshop has impacted my perceptions on the job search process and my teaching beliefs. I will support my qualitative perceptions with the results of my pre- and post-workshop questionnaire "Beliefs About Reformed Science Teaching and Learning" (BARSTL). I will discuss the ways in which this experience has given me take home ideas that will improve my teaching immediately, supports my successful transition from school to career, and provides some of the tools needed to succeed in academic jobs.

PREFACE: The IX Mexican Workshop on Particles and Fields

NASA Astrophysics Data System (ADS)

Amore, Paolo; Aranda, Alfredo; Bashir, Adnan; Mondragón, Myriam; Raya, Alfredo

2006-05-01

The IX Mexican Workshop on Particles and Fields was held in the beautiful city of Colima, in the South-West of Mexico, from 17-22 November 2003. The proceedings of the Workshop were delayed due to problems with a previous publisher, we are very grateful that Journal of Physics: Conference Series kindly agreed to publish the proceedings rapidly at this late stage. The Workshop aimed to cover, through invited lectures delivered by internationally known experts, the most recent developments in the field. There was also a series of short seminars as well as a poster session, which allowed the whole community to participate with their most recent research results. A special session was dedicated to awarding the Division Medal to Professor Benjamin Grinstein, from The University of California, San Diego, for his outstanding contributions to the field. This volume contains the written version of the material presented at the Workshop. The Workshop was attended by more than 100 participants, including faculty members, postdocs and graduate students. It was organized by the Particles and Fields Division of the Mexican Physical Society, and generously sponsored by several institutions: Universidad de Colima, Universidad Nacional Autónoma de México, Universidad Michoacana de San Nicolás Hidalgo, Centro de Investigaciones y Estudios Avanzados del IPN (CINVESTAV), Consejo Nacional de Ciencia y Tecnología (Conacyt). The Local Organizing Committee was integrated by Paolo Amore, Alfredo Aranda, Carlos Moisés Hernóndez Suórez (Director of the Physics Faculty), Arturo Gonzólez Larios, Enrique Farías Martínez, and Myriam Cruz Calvario, all from the University of Colima. The members of the National Organizing Committee were Adnan Bashir (IFM-UMSHN), Jens Erler (IF-UNAM), Heriberto Castilla Valdés (CINVESTAV-U.Zacatenco), Gabriel López Castro (CINVESTAV-U.Zacatenco), Myriam Mondragón (IF-UNAM) and Luis Villaseñ or (IFM-UMSHN). We gratefully acknowledge the help given by each one of them to the organization of the Workshop. Many thanks also to our Conference Secretaries Patricia Carranza and Soledad López for their efficiency and readiness to help, and to the many students of the University of Colima who helped us with innumerable tasks. Last but not least, we thank most warmly all the speakers for their excellent lectures.

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

NASA Astrophysics Data System (ADS)

Henderson, Charles; Dancy, Melissa; Niewiadomska-Bugaj, Magdalena

2012-12-01

During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

Implicit Bias in Pediatric Academic Medicine.

PubMed

Johnson, Tiffani J; Ellison, Angela M; Dalembert, George; Fowler, Jessica; Dhingra, Menaka; Shaw, Kathy; Ibrahim, Said

2017-01-01

Despite known benefits of diversity, certain racial/ethnic groups remain underrepresented in academic pediatrics. Little research exists regarding unconscious racial attitudes among pediatric faculty responsible for decisions on workforce recruitment and retention in academia. This study sought to describe levels of unconscious racial bias and perceived barriers to minority recruitment and retention among academic pediatric faculty leaders. Authors measured unconscious racial bias in a sample of pediatric faculty attending diversity workshops conducted at local and national meetings in 2015. A paper version of the validated Implicit Association Test (IAT) measured unconscious racial bias. Subjects also reported perceptions about minority recruitment and retention. Of 68 eligible subjects approached, 58 (85%) consented and completed the survey with IAT. Of participants, 83% had leadership roles and 93% were involved in recruitment. Participants had slight pro-white/anti-black bias on the IAT (M = 0.28, SD = 0.49). There were similar IAT scores among participants in leadership roles (M = 0.33, SD = 0.47) and involved in recruitment (M = 0.28, SD = 0.43). Results did not differ when comparing participants in local workshops to the national workshop (n = 36, M = 0.29, SD = 0.40 and n = 22, M = 0.27, SD = 0.49 respectively; p = 0.88). Perceived barriers to minority recruitment and retention included lack of minority mentors, poor recruitment efforts, and lack of qualified candidates. Unconscious pro-white/anti-black racial bias was identified in this sample of academic pediatric faculty and leaders. Further research is needed to examine how unconscious bias impacts decisions in academic pediatric workforce recruitment. Addressing unconscious bias and perceived barriers to minority recruitment and retention represent opportunities to improve diversity efforts. Copyright © 2017 National Medical Association. All rights reserved.

Scientific Teaching: Defining a Taxonomy of Observable Practices

PubMed Central

Couch, Brian A.; Brown, Tanya L.; Schelpat, Tyler J.; Graham, Mark J.; Knight, Jennifer K.

2015-01-01

Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST’s core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes. PMID:25713097

[Development of a portfolio for competency-based assessment in a clinical clerkship curriculum].

PubMed

Roh, HyeRin; Lee, Jong-Tae; Yoon, Yoo Sang; Rhee, Byoung Doo

2015-12-01

The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school's website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.

Will a Short Training Session Improve Multiple-Choice Item-Writing Quality by Dental School Faculty? A Pilot Study.

PubMed

Dellinges, Mark A; Curtis, Donald A

2017-08-01

Faculty members are expected to write high-quality multiple-choice questions (MCQs) in order to accurately assess dental students' achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school faculty members who had previously written MCQs were randomized into a no-intervention group and an intervention group in 2015. Six previously written MCQs were randomly selected from each of the faculty members and given an item quality score. The intervention group participated in a training session of one-hour duration that focused on reviewing standard item-writing guidelines to improve in-house MCQs. The no-intervention group did not receive any training but did receive encouragement and an explanation of why good MCQ writing was important. The faculty members were then asked to revise their previously written questions, and these were given an item quality score. The item quality scores for each faculty member were averaged, and the difference from pre-training to post-training scores was evaluated. The results showed a significant difference between pre-training and post-training MCQ difference scores for the intervention group (p=0.04). This pilot study provides evidence that the training session of short duration was effective in improving the quality of in-house MCQs.

The development of a conceptually based nursing curriculum: an international experiment.

PubMed

Meleis, A I

1979-11-01

Nursing programmes in the United States of America are based on a conceptual framework. Not only do faculty and students ascribe to the necessity of such programmes but the national accreditation agency also provides its accreditation approval for the institution only after all criteria are met, including the requirement of a well-defined, operationalized and implemented framework. Can a nursing programme be developed in other nations utilizing the esoteric, American-based idea of the necessity for a conceptually based curriculum? The author answers this question. The manuscript presents both the process utilized in selecting a conceptual framwork for a new junior college programme in Kuwait and discusses the selected framework. The idea of a conceptual framework to guide the curriculum was as foreign in Kuwait as it was to nursing curricula in the United States 15 years ago. Though initially rejected by the faculty in Kuwait, the idea of a conceptual framework was reintroduced after much faculty discussion and questions related to nursing knowledge vis-a-vis medical knowledge, and what should be included in and excluded from the programme. By the end of the second year, a definite framework had been operationalized into courses and content. The selection of the framework evolved from faculty participation in the operationalization of the framework. This point is quite significant particularly in an international assignment, as it is the faculty who are left with the monumental task of supporting and continuing the work which has been done. Strategies used to develop and implement a conceptual framework included confrontation of faculty of the existing situation, lectures, seminars, workshops, and the identification of a critical review board.

Native Peoples-Native Homelands Climate Change Workshop: Lessons Learned

NASA Technical Reports Server (NTRS)

Maynard, Nancy G.

2003-01-01

The Native Peoples-Native Homelands Climate Change Workshop was held on October 28 through November 01,1998, as part of a series of workshops being held around the U.S. to improve the understanding of the potential consequences of climate variability and change for the Nation. This workshop was specifically designed by Native Peoples to examine the impacts of climate change and extreme weather variability on Native Peoples and Native Homelands from an indigenous cultural and spiritual perspective and to develop recommendations as well as identify potential response actions. The workshop brought together interested Native Peoples, representatives of Tribal governments, traditional elders, Tribal leaders, natural resource managers, Tribal College faculty and students, and climate scientists fiom government agencies and universities. It is clear that Tribal colleges and universities play a unique and critical role in the success of these emerging partnerships for decision-making in addition to the important education function for both Native and non-Native communities such as serving as a culturally-appropriate vehicle for access, analysis, control, and protection of indigenous cultural and intellectual property. During the discussions between scientists and policy-makers from both Native and non-Native communities, a number of important lessons emerged which are key to building more effective partnerships between Native and non-Native communities for collaboration and decision-making for a more sustainable future. This talk summarizes the key issues, recommendations, and lessons learned during this workshop.

Research methodology workshops evaluation using the Kirkpatrick's model: translating theory into practice.

PubMed

Abdulghani, Hamza Mohammad; Shaik, Shaffi Ahamed; Khamis, Nehal; Al-Drees, Abdulmajeed Abdulrahman; Irshad, Mohammad; Khalil, Mahmoud Salah; Alhaqwi, Ali Ibrahim; Isnani, Arthur

2014-04-01

Qualitative and quantitative evaluation of academic programs can enhance the development, effectiveness, and dissemination of comparative quality reports as well as quality improvement efforts. To evaluate the five research methodology workshops through assessing participants' satisfaction, knowledge and skills gain and impact on practices by the Kirkpatrick's evaluation model. The four level Kirkpatrick's model was applied for the evaluation. Training feedback questionnaires, pre and post tests, learner development plan reports and behavioral surveys were used to evaluate the effectiveness of the workshop programs. Of the 116 participants, 28 (24.1%) liked with appreciation, 62 (53.4%) liked with suggestions and 26 (22.4%) disliked the programs. Pre and post MCQs tests mean scores showed significant improvement of relevant basic knowledge and cognitive skills by 17.67% (p ≤ 0.005). Pre-and-post tests scores on workshops sub-topics also significantly improved for the manuscripts (p ≤ 0.031) and proposal writing (p ≤ 0.834). As for the impact, 56.9% of participants started research, and 6.9% published their studies. The results from participants' performance revealed an overall positive feedback and 79% of participant reported transfer of training skills at their workplace. The course outcomes achievement and suggestions given for improvements offer insight into the program which were encouraging and very useful. Encouraging "research culture" and work-based learning are probably the most powerful determinants for research promotion. These findings therefore encourage faculty development unit to continue its training and development in the research methodology aspects.

E-moderating and E-tivities: The Implementation of a Workshop to Develop Online Teaching Skills in In-Service Teachers (E-moderación y e-actividades: implementación de un taller para desarrollar habilidades de enseñanza en línea de profesores en ejercicio)

ERIC Educational Resources Information Center

Pineda Hoyos, Jorge Eduardo; Tamayo Cano, Luis Hernando

2016-01-01

This paper reports the experience of implementing a teacher's professional development strategy that sought to foster e-moderator competencies among language faculty at a Colombian public university. The study aimed at finding the extent to which participants understood the concepts of e-moderation and e-tivities. We analyzed the participants'…

Infusing Diversity and Equity Into Clinical Teaching: Training the Trainers.

PubMed

Wilson-Mitchell, Karline; Handa, Manavi

2016-11-01

Clinical instructors in health care disciplines are charged with engaging students in experiential learning wherein respect and cultural sensitivity is applied. This article reports on the results of 3 diversity workshops conducted for clinical preceptors and field instructors from various disciplines. The workshops were developed in response to students' growing concerns that their academic learning experiences were negatively affected by dissatisfying management of differences between students, faculty, and preceptors with respect to ethno-racial group membership, socioeconomic level, and degree of privilege and power. The workshops included a didactic session that presented basic principles of social and health equity followed by small-group reflection about various ethical and moral dilemmas that were presented in clinical education scenarios. Examples of discrimination on a variety of levels were addressed in these workshops, including race, ethnicity, immigration status, sexual orientation, religion, body size and appearance, ability, age, socioeconomic class, religious faith, and gender. The group exercises and discussion from these sessions provided valuable insight and approaches to difficult but common areas of discomfiture encountered in the clinical teaching setting. This article presents the findings from participants of these diversity workshops in order to encourage the application of equity principles into clinical teaching in midwifery and other health care education contexts. © 2016 by the American College of Nurse-Midwives.

Refining MARGINS Mini-Lessons Using Classroom Observations

NASA Astrophysics Data System (ADS)

Iverson, E. A.; Manduca, C. A.; McDaris, J. R.; Lee, S.

2009-12-01

One of the challenges that we face in developing teaching materials or activities from research findings is testing the materials to determine that they work as intended. Traditionally faculty develop material for their own class, notice what worked and didn’t, and improve them the next year. However, as we move to a community process of creating and sharing teaching materials, a community-based process for testing materials is appropriate. The MARGINS project has piloted such a process for testing teaching materials and activities developed as part of its mini-lesson project (http://serc.carleton.edu/margins/index.html). Building on prior work developing mechanisms for community review of teaching resources (e.g. Kastens, 2002; Hancock and Manduca, 2005; Mayhew and Hall, 2007), the MARGINS evaluation team developed a structured classroom observation protocol. The goals of field testing are to a) gather structured, consistent feedback for the lesson authors based on classroom use; b) guide reviewers of these lessons to reflect on research-based educational practice as a framework for their comments; c) collect information on the data and observations that the reviewer used to underpin their review; d) determine which mini-lessons are ready to be made widely available on the website. The protocol guides faculty observations on why they used the activity, the effectiveness of the activity in their classroom, the success of the activity in leading to the desired learning, and what other faculty need to successfully use the activity. Available online (http://serc.carleton.edu/margins/protocol.html), the protocol can be downloaded and completed during instruction with the activity. In order to encourage review of mini-lessons using the protocol, a workshop focused on review and revision of activities was held in May 2009. In preparation for the workshop, 13 of the 28 participants chose to field test a mini-lesson prior to the workshop and reported that they found this process instructive. Activity authors found the observations very helpful and the first mini-lessons have now been revised using feedback from testers. Initial results show that the tested mini-lessons give students hands-on experience with scientific data and help students make connections between geologic phenomena and data. Productive feedback ranged from suggestions for improving activity design, adaptations for other audiences, suggestions for clearer presentation, and tips for using the materials. The team plans to broaden the use of the protocol to test and refine all of the mini-lessons in the MARGINS collection.

Identification of Threshold Concepts for Biochemistry

PubMed Central

Green, David; Lewis, Jennifer E.; Lin, Sara; Minderhout, Vicky

2014-01-01

Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed. PMID:25185234

Faculty motivations to use active learning among pharmacy educators.

PubMed

Rockich-Winston, Nicole; Train, Brian C; Rudolph, Michael J; Gillette, Chris

2018-03-01

Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States. The survey assessed intrinsic and extrinsic motivations, active learning strategies, classroom time dedicated to active learning, and faculty development resources. Bivariate associations and multivariable stepwise linear regression were used to analyze the results. In total, 979 faculty members completed the questionnaire (23.6% response rate). All motivation variables were significantly correlated with percent active learning use (p < 0.001). Intrinsic motivation demonstrated the highest correlation (r = 0.447) followed by current extrinsic motivations (r = 0.245) and ideal extrinsic motivations (r = 0.291). Variables associated with higher intrinsic motivation included the number of resources used (r = 0.233, p < 0.001) and the number of active learning methods used in the last year (r = 0.259, p < 0.001). Years of teaching experience was negatively associated with intrinsic motivation (r = -0.177, p < 0.001). Regression analyses confirmed the importance of intrinsic and extrinsic motivations in predicting active learning use. Our results suggest that faculty members who are intrinsically motivated to use active learning are more likely to dedicate additional class time to active learning. Furthermore, intrinsic motivation may be positively associated with encouraging faculty members to attend active learning workshops and supporting faculty to use various active learning strategies in the classroom. Copyright © 2017 Elsevier Inc. All rights reserved.

A new Model for the Preparing for an Academic Career in the Geosciences Workshop

NASA Astrophysics Data System (ADS)

Gilbert, L. A.; Marin-Spiotta, E.; LeMay, L.; Reed, D. E.; Desai, A. R.; Macdonald, H.

2016-12-01

The NAGT/On the Cutting Edge program has offered annual workshops on Preparing for an Academic Career in the Geosciences since 2003, providing professional development for more than 800 graduate students and post-docs. In July 2016, the multi-day workshop was modified to be integrated into a larger conference, the Earth Educators' Rendezvous. This new format brought both challenges and opportunities. Like prior workshops, participants engaged with peers and workshop leaders from a range of educational settings to improve their application and interview skills for academic jobs, become more effective at goal-setting and time management, and broaden their network of colleagues and resources to jump-start teaching and research as a faculty member. They learned about academic careers in different educational settings (two-year colleges, primarily undergraduate institutions, and research-focused universities), and developed plans and goals for their next career stage. The biggest challenge of the new workshop format was paring down material from 2.5 full days. Thus, in addition to the 3 morning sessions allocated for the workshop, leaders added a 3-hour teaching statement review dinner, an optional evening session to discuss finances and work-life balance, and optional small group lunch discussions on all 3 days, which were all well attended. Participants were then able to take advantage of afternoon sessions at the Rendezvous, including demonstrations of exemplary teaching, plenary talks, poster sessions, and mini-workshops on topics from curriculum design to proposal writing. Participant reviews were positive and nearly all aspects were ranked as most valuable, with an overall satisfaction mean of 9.1 on a scale from 1-10, with 10 being "Very satisfied." Participants particularly valued the sessions related to careers and the job search process. Some wished the workshop had been longer to cover more material. Participants enjoyed the opportunity to gain more skills at the Rendezvous afternoon sessions and several participants mentioned the Rendezvous afforded them the possibility of attending the Career Prep workshop. Our experiment showed that a career preparation workshop can survive when embedded into a larger conference.

Race, Culture, and Transfer: Factors That Shape Faculty Attitudes and Beliefs About Race and Inclusion

NASA Astrophysics Data System (ADS)

Hodari, Apriel K.

2005-10-01

Many faculty members realize that they need to find ways to connect to the diverse perspectives and experiences of all of their students. In physics, it is often difficult to measure and address diversity issues because doing so is not perceived as central to our discipline. In this poster, I examine the ideas of aversive racism and colorblind racism, and how university faculty might address the challenges of inclusion in physics education reform and research. Results from a workshop designed to address these challenges, particularly by rejecting the ``smog of bias,'' are presented.

Research priorities in medical education: A national study.

PubMed

Tootoonchi, Mina; Yamani, Nikoo; Changiz, Tahereh; Yousefy, Alireza

2012-01-01

One preliminary step to strengthen medical education research would be determining the research priorities. The aim of this study was to determine the research priorities of medical education in Iran in 2007-2008. This descriptive study was carried out in two phases. Phase one was performed in 3 stages and used Delphi technique among academic staffs of Isfahan University of Medical Sciences. The three stages included a brainstorming workshop for 140 faculty members and educational experts resulting in a list of research priorities, then, in the second and third stages 99 and 76 questionnaires were distributed among faculty members. In the second phase, the final questionnaires were mailed to educational research center managers of universities type I, II and III, and were distributed among 311 academic members and educational experts to rate the items on a numerical scale ranging from 1 to 10. The most important research priorities included faculty members' development methods, faculty members' motives, satisfaction and welfare, criteria and procedures of faculty members' promotion, teaching methods and learning techniques, job descriptions and professional skills of graduates, quality management in education, second language, clinical education, science production in medicine, faculty evaluation and information technology. This study shows the medial education research priorities in national level and in different types of medical universities in Iran. It is recommended that faculty members and research administrators consider the needs and requirements of education and plan the researches in education according to these priorities.

Research priorities in medical education: A national study

PubMed Central

Tootoonchi, Mina; Yamani, Nikoo; Changiz, Tahereh; Yousefy, Alireza

2012-01-01

BACKGROUND: One preliminary step to strengthen medical education research would be determining the research priorities. The aim of this study was to determine the research priorities of medical education in Iran in 2007-2008. METHODS: This descriptive study was carried out in two phases. Phase one was performed in 3 stages and used Delphi technique among academic staffs of Isfahan University of Medical Sciences. The three stages included a brainstorming workshop for 140 faculty members and educational experts resulting in a list of research priorities, then, in the second and third stages 99 and 76 questionnaires were distributed among faculty members. In the second phase, the final questionnaires were mailed to educational research center managers of universities type I, II and III, and were distributed among 311 academic members and educational experts to rate the items on a numerical scale ranging from 1 to 10. RESULTS: The most important research priorities included faculty members’ development methods, faculty members’ motives, satisfaction and welfare, criteria and procedures of faculty members’ promotion, teaching methods and learning techniques, job descriptions and professional skills of graduates, quality management in education, second language, clinical education, science production in medicine, faculty evaluation and information technology. CONCLUSIONS: This study shows the medial education research priorities in national level and in different types of medical universities in Iran. It is recommended that faculty members and research administrators consider the needs and requirements of education and plan the researches in education according to these priorities. PMID:23248661

Bringing it home: expanding the local reach of dissemination and implementation training via a university-based workshop.

PubMed

Morrato, Elaine H; Rabin, Borsika; Proctor, Jeff; Cicutto, Lisa C; Battaglia, Catherine T; Lambert-Kerzner, Anne; Leeman-Castillo, Bonnie; Prahl-Wretling, Michelle; Nuechterlein, Bridget; Glasgow, Russell E; Kempe, Allison

2015-07-04

Currently, national training programs do not have the capacity to meet the growing demand for dissemination and implementation (D&I) workforce education and development. The Colorado Research in Implementation Science Program (CRISP) developed and delivered an introductory D&I workshop adapted from national programs to extend training reach and foster a local learning community for D&I. To gauge interest and assess learning needs, a pre-registration survey was administered. Based on feedback, a 1.5-day workshop was designed. Day 1 introduced D&I frameworks, strategies, and evaluation principles. Local and national D&I experts provided ignite-style talks on key lessons followed by panel discussion. Breakout sessions discussed community engagement and applying for D&I grants. A workbook was developed to enhance the training and provided exercises for application to an individual's projects. Day 2 offered expert-led mentoring sessions with selected participants who desired advanced instruction. Two follow-up surveys (immediate post-workshop, 6 months) assessed knowledge gained from participation and utilization of workshop content. Ninety-three workshop registrants completed an assessment survey to inform workshop objectives and curriculum design; 43 % were new and 54 % reported a basic understanding of the D&I field. Pre-registrants intended to use the training to "apply for a D&I grant" (73 %); "incorporate D&I into existing projects" (76 %), and for quality improvement (51 %). Sixty-eight individuals attended Day 1; 11 also attended Day 2 mentoring sessions. In the 1-week post-workshop survey (n = 34), 100 % strongly agreed they were satisfied with the training; 97 % strongly agreed the workshop workbook was a valuable resource. All Day 2 participants strongly agreed that working closely with faculty and experts increased their overall confidence. In the 6-month follow-up evaluation (n = 23), evidence of new D&I-related manuscripts and grant proposals was found. Training materials were published online ( www.ucdenver.edu/implementation/workshops ) and disseminated via the National Institutes of Health (NIH) Clinical and Translational Science Awards Consortium. To sustain reach, CRISP adapted the materials into an interactive e-book ( www.CRISPebooks.org ) and launched a new graduate course. Local D&I training workshops can extend the reach of national training programs.

Student Feedback of Career Development Workshops for Program Improvement

NASA Astrophysics Data System (ADS)

LeBeau, J. E.; Pressley, S. N.

2016-12-01

A number of techniques are employed each year to evaluate the effectiveness of and to identify opportunities for improvement in the Laboratory for Atmospheric Research (LAR) REU program at Washington State University. For example, information gathered from pre-/post-surveys and pre-/post-interviews provides information regarding students' perceptions and levels of experience with the scientific process, career and academic goals, and motivation for joining the REU program. Poster session rubrics assess students' abilities to summarize their experiences in a professional setting. Alumni surveys gauge former participants' perceptions of the REU experience. One seemingly simple and highly useful, but often less documented, component of the evaluation process for program improvement is the use of workshop feedback forms. Weekly workshops are designed to provide students with enhanced knowledge and skills in the area of atmospheric chemistry as well as research design skills, academic and career guidance, and presentation skills. According to previous years' evaluation reports, workshops are largely beneficial to students for learning new skills. Yet, students suggest a number of recommendations that may benefit any REU program, such as: providing slides beforehand to provide a framework for the upcoming workshop, having instructors speak in more student-friendly language, covering higher-level topics, and including more hands-on, instructor-guided practice during the workshops. Thus, workshop feedback forms provide meaningful feedback to increase learning outcomes and enhance the REU student experience. This presentation will offer ideas gathered from over five years of workshop feedback forms that, while somewhat specific to workshops offered for the LAR REU, can offer faculty and PIs insight into the student experience, enhancing their ability to improve programming and achieve greater learning outcomes.

The impact of critical appraisal workshops on residents' evidence based medicine skills and knowledge.

PubMed

Nasr, Justine A; Falatko, John; Halalau, Alexandra

2018-01-01

To assess the impact of four evidence based medicine (EBM) critical appraisal education workshops in improving residents' EBM knowledge and skills. The eligible participants in the workshops were 88 residents-in-training, postgraduate years one through four, rotating through the outpatient internal medicine clinic. Four EBM workshops, consisting of 3 days each (30 minutes daily), were taught by our faculty. Topics covered included critical appraisal of randomized controlled trials, case-control and cohort studies, diagnosis studies, and systematic reviews. As a program evaluation, anonymous pre-workshop and post-workshop tests were administered. Each of the four sets of tests showed improvement in scores: therapy from 58% to 77% (42% response rate), harm from 65% to 73% (38% response rate), diagnosis from 49% to 68% (49% response rate), and systematic review from 57% to 72% (30% response rate). We found that teaching EBM in four short workshops improved EBM knowledge and critical appraisal skills related to the four topics.

Theater as a Community-Building Strategy for Women in Engineering: Theory and Practice

NASA Astrophysics Data System (ADS)

Chesler, Naomi C.; Chesler, Mark A.

Previously, the authors have suggested that peer mentoring through a caring community would improve the quality of life for female faculty members in engineering and could have a positive effect on retention and career advancement. Here, the authors present the background psychosocial literature for choosing participatory theater as a strategy to develop a caring community and report on a pilot study in which participatory theater activities were used within a workshop format for untenured female faculty members in engineering. The authors identify the key differences between participatory theater and other strategies for community building that may enhance participants' sense of commonality and the strength and utility of their community as a mentoring and support mechanism and discuss the ways in which these efforts could have a broader, longer term impact.

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.

School of Ice: An Advanced Professional Development Program for Geoscience Faculty at Minority-Serving Institutions

NASA Astrophysics Data System (ADS)

Huffman, L. T.

2017-12-01

The School of Ice (SOI) program from the US Ice Drilling Program Office (IDPO) is designed for college faculty who teach at minority-serving institutions or historically black colleges and universities, but lessons learned transfer easily to any science course based on current research. The institute builds participants' background knowledge about ice core science and climate change while also providing experiences with activities and labs for transferring information to their students. After three years of highly successful workshops, our model has provided valuable lessons for creating powerful experiences for participants. This presentation will identify some of the key ideas including pairing researchers and educators as presenters; creating leadership teams capitalizing on partner strengths; building a science community willing to participate in education and outreach; and building participants' science content background knowledge and confidence while providing them with teaching models for transferring the knowledge to their students. Another important element is to demand teacher buy-in to ensure replication and dissemination. Also, IDPO's drilling technologies make it an ideal platform for intertwining engineering concepts and practices with science research to meet new science standards. In this session, we will share results of the institute evaluations including the impact on the educators as well as longitudinal analysis of data from interviews with past participants concerning continued impacts on their teaching, their courses and their students. Faculty who have attended this institute in the last three years have reported increases in their understanding of the content and how to teach it. They also report increased confidence in their ability to teach ice core science and climate change concepts. Elements of these successful workshops can inform both the development of college professional development and student courses, as well as the creation of successful education and outreach programs for science research teams wanting to increase broader impacts of their research results.

Increasing transcultural awareness: the McMaster-Aga Khan-CIDA Project workshop model.

PubMed

Smith, S E

1997-01-01

McMaster-Aga Khan-CIDA Project personnel at McMaster University School of Nursing over a period of four years designed and conducted eight one-day introductory workshops for nurses, faculty, staff, host families, and others involved with Pakistani nurses and Lady Health Visitors studying in Canada. The workshops (entitled Increasing Intercultural Awareness) assisted the Canadian and international participants to improve their awareness and knowledge of transcultural communication in preparation for working and socializing together. Using a participatory and active-learning approach, the workshop method introduced participants to transcultural communication; emphasized appreciation of cultural values, similarities and differences; and provided country-specific information on Pakistan. This article outlines the workshop design and rationale and describes specific examples of the transcultural nursing principles, practices, and teaching activities included in the one-day event.

Climate Change Science Teaching through Integration of Technology in Instruction and Research

NASA Astrophysics Data System (ADS)

Sriharan, S.; Ozbay, G.; Robinson, L.; Klimkowski, V.

2015-12-01

This presentation demonstrates the importance of collaborations between the institutions with common focus on offering the academic program on climate change science. Virginia State University (VSU) developed and established the course on climate change and adaptation, AGRI 350 for undergraduates, in cooperation with two HBCUs, Delaware State University (DSU) and Morgan State University (MSU). This program was developed to enhance the science curriculum with funding from the USDA NIFA. The hands-on research opportunities for students were supported by the NSF HBCU UP Supplement Grant at VSU. The technical guidance and lesson plans were available through the courtesy of the AMS and faculty/student team training at the NCAR. In the initial stages, the faculty members participated in faculty development workshops hosted by the AMS and NCAR. This contributed to trained faculty members developing the courses on Climate Change at VSU, DSU, and MSU. To create awareness of global climate change and exposure of students to international programs, seven students from VSU, MSU, and DSU participated in the Climate Change course (ENS 320) at the University of Sunshine Coast (USC), Australia. This international experience included faculty members in using SimCLIM for climate change data into decision-making with regard to potential changes to cropping systems and tree growth. The Climate Change program at VSU, DSU, and MSU is emerging into comprehensive academic program which includes use of case studies and exchange of students' reflections with their peers through discussion board and videoconferencing, hands-on research on water quality monitoring and mapping the study sites, and integration of geospatial technologies and i-Tree. In addition, the students' engagement in intensive research was conducted through hands-on experience with Scanning Electron Microscopy in the Marine Science Department, University of Hawaii at Hilo in summer 2015.

Digital Game-Based Learning to Encourage Secondary Students to Purse STEM Related Careers Using Arecibo Observatory

NASA Astrophysics Data System (ADS)

Ortiz-Correa, Z. M.; Lautenbach, J.; Franco-Diaz, E.; Raizada, S.; Ghosh, T.; Rivera-Valentín, E.; Ortiz, A.

2017-12-01

This project was developed to encourage secondary students to pursue STEM related careers through exposure to the interdisciplinary nature of the Arecibo Observatory (AO) in Puerto Rico. The idea for this project was initiated due to the NSF-funded Research Experience for Teachers (RET) Summer Program. The AO RET summer program allows teaching faculty from public schools to collaborate with scientist on their ongoing research or instrument development projects at the AO for five weeks. Subsequently, the research is disseminated among secondary students through several workshops and hands-on activities. Through the workshops and hands-on activities underrepresented secondary students will learn about the research conducted at the AO to study Earth's upper atmosphere, asteroids and other Solar System bodies, as well as stars and galaxies beyond. Afterwards, students will develop virtual worlds simulating the different AO facilities (Lidar Laboratory, Radio Telescope, Planetary Radar System, HF Facility, Visitor Center, among others) and showing their functions using digital game-based learning.

How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

NASA Astrophysics Data System (ADS)

Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who were self-reported users of, former users of, or knowledgeable nonusers of the research-based instructional strategy Peer Instruction. Interview questions included in this analysis focused on the faculty's experiences, knowledge, and use of Peer Instruction, along with general questions about current and past teaching methods used by the interviewee. The primary findings include the following: (i) Faculty self-reported user status is an unreliable measure of their actual practice. (ii) Faculty generally modify specific instructional strategies and may modify out essential components. (iii) Faculty are often unaware of the essential features of an instructional strategy they claim to know about or use. (iv) Informal social interactions provide a significant communication channel in the dissemination process, in contrast to the formal avenues of workshops, papers, websites, etc., often promoted by change agents, and (v) experience with research-based strategies as a graduate student or through curriculum development work may be highly impactful. These findings indicate that educational transformation can be better facilitated by improving communication with faculty, supporting effective modification by faculty during implementation, and acknowledging and understanding the large impact of informal social interactions as a mode of dissemination.

Systems, Society, Sustainability and the Geosciences: A Workshop to Create New Curricular Materials to Integrate Geosciences into the Teaching of Sustainability

NASA Astrophysics Data System (ADS)

Gosselin, D. C.; Manduca, C. A.; Oches, E. A.; MacGregor, J.; Kirk, K. B.

2012-12-01

Sustainability is emerging as a central theme for teaching about the environment, whether it be from the perspective of science, economics, or society. The Systems, Society, Sustainability and the Geosciences workshop provided 48 undergraduate faculty from 46 institutions a forum to discuss the challenges and possibilities for integrating geoscience concepts with a range of other disciplines to teach about the fundamentals of sustainability. Participants from community college to doctorate-granting universities had expertise that included geosciences, agriculture, biological sciences, business, chemistry, economics, ethnic studies, engineering, environmental studies, environmental education, geography, history, industrial technology, landscape design, philosophy, physics, and political science. The workshop modeled a range of teaching strategies that encouraged participants to network and collaborate, share successful strategies and materials for teaching sustainability, and identify opportunities for the development of new curricular materials that will have a major impact on the integration of geosciences into the teaching of sustainability. The workshop design provided participants an opportunity to reflect upon their teaching, learning, and curriculum. Throughout the workshop, participants recorded their individual and collective ideas in a common online workspace to which all had access. A preliminary synthesis of this information indicates that the concept of sustainability is a strong organizing principle for modern, liberal education requiring systems thinking, synthesis and contributions from all disciplines. Sustainability is inherently interdisciplinary and provides a framework for educational collaboration between and among geoscientists, natural/physical scientists, social scientists, humanists, engineers, etc.. This interdisciplinary framework is intellectually exciting and productive for educating students at all levels of higher education. Sustainability also provides a productive bridge from global to local issues, and vice versa. It has the potential to raise the value placed on faculty engagement with local resources and research questions, and to bring community-based stakeholders outside of academia into the classroom. There are many challenges that participants from geographically diverse parts of the country have in common, including the creation of new courses, and teaching interdisciplinary material beyond one's area of expertise. However, one of the greatest opportunities of using a sustainability theme is that it can be integrated into existing courses. It was also clear that incorporating one module on a sustainability topic can be stimulating and powerful mechanism for linking course content to real world issues. Two of the most important outcomes from the workshop were the creation of an online collection of activities and courses (http://serc.carleton.edu/integrate/workshops/sustainability2012/index.html) as well as the development of a community that can support integration of geoscience and issues of sustainability across the curriculum.

NASA Center for Astronomy Education: Building a Community of Practice

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Prather, E. E.; Slater, T. F.; Greene, W. M.; Thaller, M.; Alvidrez, R.

2007-12-01

The NASA Center for Astronomy Education (CAE) is devoted to the professional development of introductory college astronomy instructors teaching at community colleges. The primary goal is building a "community of practice." Evaluation results suggest this community of practice model is effective at improving instructional practices, particularly in settings where instructors feel isolated from their peers. For community college faculty this isolation can be quite real. Many are the only astronomer, if not the only scientist, at their institution. In addition, they may be adjunct instructors who have no office, no institutional email address, nor appear in the campus directory. CAE works to prevent this sense of isolation by building both actual and virtual communities for these instructors, as well as provide actual and virtual professional development opportunities. CAE's major effort is providing multi-tiered "Teaching Excellence Workshops" offered at national and regional venues. Recently added to our workshop offerings is a Tier II, or advanced, workshop for instructors who have attended a previous Teaching Excellence Workshop. The focus of the Tier II workshops is on implementation issues. In addition, we are now also offering a workshop exclusively for post-docs, graduates, and undergraduate students. Ongoing support is offered through the CAE website. Instructors can learn about, and register for, upcoming workshops. They can engage in discussions about educational issues and share best practices with peers using the moderated discussion group Astrolrner@CAE. CAE also provides an updated article "This Month's Teaching Strategy” which is a reflection on teaching strategies discussed in the workshops. Instructors can also find their peers through the online map of US community colleges offering introductory astronomy courses. Lastly, CAE Regional Teaching Exchanges facilitate local, and sustained, community building. CAE is supported by the NASA/JPL Navigator Public Engagement Program and the Spitzer Space Telescope Education and Public Outreach Program.

Shared Decision Making in Common Chronic Conditions: Impact of a Resident Training Workshop.

PubMed

Simmons, Leigh; Leavitt, Lauren; Ray, Alaka; Fosburgh, Blair; Sepucha, Karen

2016-01-01

Physicians must be competent in several different kinds of communication skills in order to implement shared decision making; however, these skills are not part of routine medical student education, nor are they formally taught during residency training. We developed a 1- and 2-hour workshop curriculum for internal medicine residents to promote shared decision making in treatment decisions for four common chronic conditions: diabetes, depression, hypertension, and hyperlipidemia. The workshops included a written case exercise, a short didactic presentation on shared decision-making concepts and strategies for risk communication, and two role-playing exercises focused on decision making for depression and hyperlipidemia treatment. We delivered the workshop as a required component of the resident curriculum in ambulatory medicine. To evaluate the impact of the workshop, we used written course evaluations, tracked the use of the newly introduced Decision Worksheets, and asked preceptors to perform direct observation of treatment decision conversations. Residents were involved in the development of the workshop and helped identify key content, suggested framing for difficult topics, and confirmed the need for the skills workshop. One hundred thirty internal medicine and medicine-pediatrics residents attended 8 workshops over a 4-month period. In written cases completed before the workshop, the majority of residents indicated that they would discuss medications, but few mentioned other treatment options or documented patients' goals and preferences in a sample encounter note with a patient with new depression symptoms. Overall, most participants (89.7%) rated the workshop as excellent or very good, and 93.5% said that they would change their practice based on what they learned. Decision Worksheets addressing diabetes, depression, hyperlipidemia, and hypertension were available on a primary care-focused intranet site and were downloaded almost 1,200 times in the first 8 months following the workshops. Preceptors were able to observe only one consult during which one of the four topics was discussed. Internal medicine residents had considerable gaps in shared decision-making skills as measured in a baseline written exercise. Residents provided valuable contributions to the development of a Decision Worksheet to be used at the point of care. Participants rated the skills workshop highly, though interns rated the exercise more useful than PGY-2 and PGY-3 residents did. The Decision Worksheets were accessed often following the sessions; however, observing the Decision Worksheets in use in real time was a challenge in the resident-faculty clinic. Additional studies are warranted to examine whether the workshop was successful in increasing residents' ability to implement skills in practice.

Science for Kids Outreach Programs: College Students Teaching Science to Elementary Students and Their Parents

NASA Astrophysics Data System (ADS)

Koehler, Birgit G.; Park, Lee Y.; Kaplan, Lawrence J.

1999-11-01

For a number of years we have been organizing and teaching a special outreach course during our Winter Study Program (the month of January). College students plan, develop, and present hands-on workshops to fourth-grade students and their parents, with faculty providing logistical support and pedagogical advice. Recent topics have been "Forensic Science", "Electricity and Magnetism", "Chemistry and Cooking", "Waves", "Natural Disasters", "Liquids", "Pressure", "Color and Light", "Momentum and Inertia", "Illusions", and "The Senses". The two-hour workshops, held one weekend on campus, emphasize hands-on experiments involving both the kids and the parents. Handouts for each workshop give instructions for doing several experiments at home. This program has been a great success for all involved: the college students gain insight into an aspect of science and what it takes to develop and teach that topic, the elementary school students participate in an exciting and challenging scientific exploration, and the parents have a chance to learn some science while spending time working on projects with their children. We provide an overview of the pedagogical aims of our current approach and a sense of the time-line for putting together such a program in a month.

Discover Science Initiative, outreach and professional development at the University of California, Irvine

NASA Astrophysics Data System (ADS)

Pestana, Jill; Earthman, James

Discover Science Initiative (DSI) is an unprecedented success in the Southern Californian community by reaching out to over 5,000 participants through eight hands-on workshops on topics from fungi to the physics of light, and two large events in the past year. The DSI vision is to provide an avenue for University of California, Irvine (UCI) students and faculty from all departments to engage with the local community through workshops and presentations on interdisciplinary, state-of-the-art STEM research unique to UCI. DSI provides professional development opportunities for diverse students at UCI, while providing outreach at one of the most popular educational centers in Southern California, the Discovery Cube, which hosts over 400,000 guests each year. In DSI, students engage in peer-to-peer mentoring with guidance from the UCI School of Education in designing workshops, leading meetings, and managing teams. Also, students practice science communication, coached by certified communications trainers. Students involved in DSI learn important skills to complement their academic degrees, and stay motivated to pursue their career goals. Support for DSI is from Diverse Educational and Doctoral Experience (DECADE) at UCI.

Earth Exploration Toolbook Workshops: Web-Conferencing and Teleconferencing Professional Development Bringing Earth Science Data Analysis and Visualization Tools to K-12 Teachers and Students

NASA Astrophysics Data System (ADS)

McAuliffe, C.; Ledley, T.

2008-12-01

The Earth Exploration Toolbook (EET) Workshops Project provides a mechanism for teachers and students to have successful data-using educational experiences. In this professional development project, teachers learn to use National Science Digital Library (NSDL), the Digital Library for Earth System Education (DLESE), and an Earth Exploration Toolbook (EET) chapter. In an EET Data Analysis Workshop, participants walk through an Earth Exploration Toolbook (EET) chapter, learning basic data analysis techniques and discussing ways to use Earth science datasets and analysis tools with their students. We have offered twenty-eight Data Analysis Workshops since the project began. The total number of participants in the twenty-eight workshops to date is three hundred eleven, which reflects one hundred eighty different teachers participating in one or more workshops. Our workshops reach middle and high school teachers across the United States at schools with lower socioeconomic levels and at schools with large numbers of minority students. Our participants come from thirty-eight different states including Alaska, Maine, Florida, Montana, and many others. Eighty-six percent of our participants are classroom teachers. The remaining fourteen percent are staff development specialists, university faculty, or outreach educators working with teachers. Of the classroom teachers, one third are middle school teachers (grades 6 to 8) and two thirds are high school teachers (grades 9 to 12.) Thirty-four percent of our participants come from schools where minority populations are the majority make up of the school. Twenty-five percent of our participants are at schools where the majority of the students receive free or reduced cost lunches. Our professional development workshops are helping to raise teachers' awareness of both the Digital Library for Earth System Education (DLESE) and the National Science Digital Library (NSDL). Prior to taking one of our workshops, forty-two percent of our participants reported that they have not tried to locate a teaching resource in DLESE and forty-eight percent report that they have not to locate a teaching resource in NSDL. As part of an EET Data Analysis workshop, teachers actively visit both digital libraries. Virtual workshops using Web conferencing and teleconferencing are an effective and convenient way to deliver professional development that brings teachers from all over the nation together to learn new technology. Teachers report that the step-by-step facilitation along with the ability to ask questions and interact with their peers are some of the most useful aspects of the workshop. In this presentation, we will share successes and challenges of teachers as they implement these Earth science data analysis and visualization tools in their classrooms.

PREFACE: 12th European Workshop on Advanced Control and Diagnosis (ACD 2015)

NASA Astrophysics Data System (ADS)

Straka, Ondřej; Punčochář, Ivo; Duník, Jindřich

2015-11-01

The 12th European Workshop on Advanced Control and Diagnosis (ACD 2015) took place at the Research Centre NTIS - New Technologies for the Information Society, Faculty of Applied Sciences, University of West Bohemia, Pilsen, Czech Republic, on November 19 - 20, 2015. The annual European Workshop on Advanced Control and Diagnosis has been organized since 2003 by Control Engineering departments of several European universities in Germany, France, the UK, Poland, Italy, Hungary, and Denmark to bring together senior and junior academics and engineers from diverse fields of automatic control, fault detection, and signal processing. The workshop provides an opportunity for researchers and developers to present their recent theoretical developments, practical applications, or even open problems. It also offers a great opportunity for industrial partners to express their needs and priorities and to review the current activities in the fields. A total of 74 papers have been submitted for ACD 2015. Based on the peer reviews 48 papers were accepted for the oral presentation and 10 papers for the poster presentation. The accepted papers covered areas of control theory and applications, identification, estimation, signal processing, and fault detection. In addition, four excellent plenary lectures were delivered by Prof. Fredrik Gustafsson (Automotive Sensor Mining for Tire Pressure Monitoring), Prof. Vladimír Havlena (Advanced Process Control for Energy Efficiency), Prof. Silvio Simani (Advanced Issues on Wind Turbine Modelling and Control), and Prof. Robert Babuška (Learning Control in Robotics). The ACD 2015 was for the first time in the workshop history co-sponsored by the International Federation of Automatic Control (IFAC). On behalf of the ACD 2015 organising committee, we would like to thank all those who prepared and submitted papers, participated in the peer review process, supported, and attended the workshop.

Issues in Peer Review.

ERIC Educational Resources Information Center

Sawamura, Mark H.

2001-01-01

Based on concerns raised at a workshop at the Southern California College of Optometry, addresses critical issues in the process of peer review of faculty teaching and possible alternatives to these issues as applied to an optometric institution. (EV)

Early-Career Professional Development Training for Stakeholder-Relevant, Interdisciplinary Research

NASA Astrophysics Data System (ADS)

Rosendahl, D. H.; Bamzai, A.; Mcpherson, R. A.

2015-12-01

There are many challenges to conducting inter- or multi-disciplinary research because basic research, applied research, management processes, disciplines, and even sub-disciplines have been "siloed" for so long that many research and management professionals find it difficult to communicate common interests and research needs. It is clear that the next generation of researchers must overcome these disciplinary biases and engage in more open dialogue with other disciplines and the management community in order to be better positioned to collaborate, speak a common language, and understand each other's needs. The U.S. Department of the Interior's South Central Climate Science Center recently conducted a professional development workshop for 28 early-career researchers involved in climate-related research across the South-Central U.S. The participants consisted of graduate students, postdocs, and junior faculty representing 17 different natural and social science disciplines and seven Universities/Institutions. The workshop provided the participants with guidance and instruction on how to overcome the identified challenges in conducting "actionable" research and how to better navigate multi-institutional and multi- or inter-disciplinary research. The workshop was comprised of: (1) a series of instructional presentations organized into themed sessions; (2) two keynote addresses to provide a broader perspective; (3) a real-world case study activity; (4) individual and group projects/presentations; and (5) field trips. In addition, we purposely created informal opportunities for participants to network, which met the goal of facilitating interdisciplinary interactions. An overview of the workshop experience will be provided, including a focus on those aspects leading to its ultimate success and recommendations for how to develop and implement a similar early-career workshop for your own purposes.

Accelerating the Development of 21st-Century Toxicology: Outcome of a Human Toxicology Project Consortium Workshop

PubMed Central

Stephens, Martin L.; Barrow, Craig; Andersen, Melvin E.; Boekelheide, Kim; Carmichael, Paul L.; Holsapple, Michael P.; Lafranconi, Mark

2012-01-01

The U.S. National Research Council (NRC) report on “Toxicity Testing in the 21st century” calls for a fundamental shift in the way that chemicals are tested for human health effects and evaluated in risk assessments. The new approach would move toward in vitro methods, typically using human cells in a high-throughput context. The in vitro methods would be designed to detect significant perturbations to “toxicity pathways,” i.e., key biological pathways that, when sufficiently perturbed, lead to adverse health outcomes. To explore progress on the report’s implementation, the Human Toxicology Project Consortium hosted a workshop on 9–10 November 2010 in Washington, DC. The Consortium is a coalition of several corporations, a research institute, and a non-governmental organization dedicated to accelerating the implementation of 21st-century Toxicology as aligned with the NRC vision. The goal of the workshop was to identify practical and scientific ways to accelerate implementation of the NRC vision. The workshop format consisted of plenary presentations, breakout group discussions, and concluding commentaries. The program faculty was drawn from industry, academia, government, and public interest organizations. Most presentations summarized ongoing efforts to modernize toxicology testing and approaches, each with some overlap with the NRC vision. In light of these efforts, the workshop identified recommendations for accelerating implementation of the NRC vision, including greater strategic coordination and planning across projects (facilitated by a steering group), the development of projects that test the proof of concept for implementation of the NRC vision, and greater outreach and communication across stakeholder communities. PMID:21948868

Drama to promote non-verbal communication skills.

PubMed

Kelly, Martina; Nixon, Lara; Broadfoot, Kirsten; Hofmeister, Marianna; Dornan, Tim

2018-05-23

Non-verbal communication skills (NVCS) help physicians to deliver relationship-centred care, and the effective use of NVCS is associated with improved patient satisfaction, better use of health services and high-quality clinical care. In contrast to verbal communication skills, NVCS training is under developed in communication curricula for the health care professions. One of the challenges teaching NVCS is their tacit nature. In this study, we evaluated drama exercises to raise awareness of NVCS by making familiar activities 'strange'. Workshops based on drama exercises were designed to heighten an awareness of sight, hearing, touch and proxemics in non-verbal communication. These were conducted at eight medical education conferences, held between 2014 and 2016, and were open to all conference participants. Workshops were evaluated by recording narrative data generated during the workshops and an open-ended questionnaire following the workshop. Data were analysed qualitatively, using thematic analysis. Non-verbal communication skills help doctors to deliver relationship-centred care RESULTS: One hundred and twelve participants attended workshops, 73 (65%) of whom completed an evaluation form: 56 physicians, nine medical students and eight non-physician faculty staff. Two themes were described: an increased awareness of NVCS and the importance of NVCS in relationship building. Drama exercises enabled participants to experience NVCS, such as sight, sound, proxemics and touch, in novel ways. Participants reflected on how NCVS contribute to developing trust and building relationships in clinical practice. Drama-based exercises elucidate the tacit nature of NVCS and require further evaluation in formal educational settings. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Lessons from the Earth Science Women's Network (ESWN) Workshop "Defining Your Research Identity"

NASA Astrophysics Data System (ADS)

Kontak, R.; Kogan, M.; Adams, A. S.; DeBoer, A.; Hastings, M. G.; Holloway, T.; Laursen, S. L.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.

2011-12-01

The Earth Science Women's Network (ESWN) is an international network of and for early-career women geoscientists, including graduate students, postdocs, faculty, program managers, and government, non-government and industry researchers. The mission of ESWN since 2002 is to promote career development, build community, provide informal mentoring and support, and facilitate professional collaborations, all towards making women successful in their scientific careers. With support from a National Science Foundation ADVANCE PAID grant, ESWN is meeting those goals through activities such as the workshop "Defining Your Research Identity." The overall goals of the 2011 ESWN Workshop were to help women at all career stages-but particularly early in their chosen track-to think through their personal, career and research goals, and to articulate these interests and goals in a way that reflects their professional strengths, both verbally and in writing. The focus of "Defining Your Research Identity" provided an opportunity for participants to walk away with a better sense of who they are, what they want, and how to achieve their goals by helping them identify the steps, resources and support needed. "Defining Your Research Identity," was selected as a workshop topic because the theme is relevant to all career stages. In particular, we set workshop goals of identifying personal strengths, defining a mission statement, networking with other ESWN members, and putting the newly-developed personal mission into action. Participants reported significant increases in personal motivation and support and encouragement from the network to pursue their goals, including research, writing, and applications for funding and programs.

Twentieth workshop on geothermal reservoir engineering: Proceedings

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

None

1995-01-26

PREFACE The Twentieth Workshop on Geothermal Reservoir Engineering, dedicated to the memory of Professor Hank Ramey, was held at Stanford University on January 24-26, 1995. There were ninety-five registered participants. Participants came from six foreign countries: Japan, Mexico, England, Italy, New Zealand and Iceland. The performance of many geothermal reservoirs outside the United States was described in several of the papers. Professor Roland N. Horne opened the meeting and welcomed visitors to the campus. The key note speaker was Marshall Reed, who gave a brief overview of the Department of Energy's current plan. Thirty-two papers were presented in the technicalmore » sessions of the workshop. Technical papers were organized into eleven sessions concerning: field development, modeling, well tesubore, injection, geoscience, geochemistry and field operations. Session chairmen were major contributors to the workshop, and we thank: Ben Barker, Bob Fournier, Mark Walters, John Counsil, Marcelo Lippmann, Keshav Goyal, Joel Renner and Mike Shook. In addition to the technical sessions, a panel discussion was held on ''What have we learned in 20 years?'' Panel speakers included Patrick Muffler, George Frye, Alfred Truesdell and John Pritchett. The subject was further discussed by Subir Sanyal, who gave the post-dinner speech at the banquet. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and graduate students. We wish to thank our students who operated the audiovisual equipment. Shaun D. Fitzgerald Program Manager« less

Career Transitions for Faculty Members committed to Undergraduate Neuroscience Education.

PubMed

Dunbar, Gary L

2015-01-01

This article highlights some of the critical issues that were discussed during a breakout session on career transitions at the 2014 Faculty for Undergraduate Neuroscience (FUN) Workshop at Ithaca College on Undergraduate Neuroscience Education: Challenges and Solutions in Creating and Sustaining Programs. Topics included: (1) transitioning from graduate school or a postdoc position to an assistant professor position; (2) preparing for promotion and tenure decisions; (3) balancing teaching, research, and service during a career in academics; (4) exploring alternative career options, including moving to another institution, taking on an administrative position, and working in industry; and (5) deciding when and how to retire. Much of the discussion focused on special challenges that women and minorities face in the academic environment. Participants offered valuable insights and suggestions for helping new faculty members prepare for reappointment, promotion, and tenure decisions, including utilizing networking connections within FUN for letters of support and collaborative opportunities. These networking opportunities were also valued by participants who were in rather unique positions, such as transitioning from a purely administrative role back to a regular faculty position or handling the extra burden of being a chair or program director with essentially the same research and grant-writing expectations of a regular faculty member. The session proved to be enlightening for most participants and though several questions and concerns remained unanswered, several ideas and insights were shared by the participants and a sense of empathy for the unique circumstances many of the participants were experiencing provided an atmosphere of comradery and support that often emanates from these FUN workshop sessions.

Information literacy needs in graduate-level health sciences education.

PubMed

Kleyman, Emily Z; Tabaei, Sara

2012-01-01

To determine whether incorporating information literacy education through workshops led by library faculty improves students' information literacy skills. A series of information literacy initiatives were incorporated into the curriculum of a physician assistant program. Initiatives included two library workshops, class instruction, and a research paper. Assessment included subjective and objective measures of students' information literacy skills and research competencies. Students' ratings of their skills were significantly higher on the postmeasure (t37 = 2.85, P = .007). The objective measures of these skills revealed an increase from 25% to 65% of the class scoring above 70% correct. Class assignments also revealed an improvement from 10% of the class citing and referencing material correctly at the beginning of the initiative to 80% at the end of the initiative. Engaging academic library faculty and providing students with guided instruction has a significant positive effect on objective as well as subjective measures of students' skills.

Prospective evaluation of cardiac ultrasound performance by general internal medicine physicians during a 6-month faculty development curriculum.

PubMed

Smith, Christopher J; Morad, Abdulrahman; Balwanz, Christopher; Lyden, Elizabeth; Matthias, Tabatha

2018-04-24

Point-of-care (POCUS) education is rapidly expanding within medical schools and internal medicine residency programs, but lack of trained faculty is a major barrier. While POCUS training can improve short-term outcomes, knowledge and skills rapidly decay without deliberate practice and feedback. The purpose of this study was to evaluate the performance of focused cardiac ultrasound (FCU) by volunteer general internal medicine (GIM) faculty participating in a longitudinal POCUS curriculum. Participants: Nine GIM clinician-educators participated in a 6-month POCUS curriculum. Faculty performance was compared to three cardiology fellows. Three diagnostic cardiac sonographers (DCS) were also evaluated and served as the gold standard. the primary outcome was a FCU efficiency score, calculated by dividing image quality score by exam duration. FCU exams were conducted on three standardized patients after completion of an introductory workshop, at 3 months, and at 6 months. Two blinded cardiologists scored the exams. mean efficiency scores were compared using a linear mixed effects model, followed by pairwise comparisons using Tukey's test. GIM faculty's FCU efficiency scores were maintained over the 6-month period (2.2, SE 1.0 vs. 3.8, SE 1.0, p = 0.076). Their scores at each session were similar to cardiology fellows (p > 0.69), but inferior to DCSs (p < 0.0001). GIM faculty participating in a POCUS curriculum maintained their FCU performance over 6 months with efficiency scores comparable to experienced cardiology fellows.

A graduate education framework for tropical conservation and development.

PubMed

Kainer, Karen A; Schmink, Marianne; Covert, Hannah; Stepp, John Richard; Bruna, Emilio M; Dain, Jonathan L; Espinosa, Santiago; Humphries, Shoana

2006-02-01

Conventional graduate training related to tropical conservation and development has typically separated the two fields, with students focusing on either conservation from the perspective of the biophysical sciences or development as an extension of the social sciences. On entering the workforce, however graduates find they are required to work beyond disciplinary boundaries to address the complex interconnectivity between biological conservation and human well-being. We devised a framework for graduate education that broadens students' skill sets to learn outside their immediate disciplines and think in terms of linked socioecological systems, work in teams, communicate in nonacademic formats, and reflect critically on their own perspectives and actions. The University of Florida's Tropical Conservation and Development program has adopted a learning and action platform that blends theory, skills, and praxis to create an intellectual, social, and professionally safe space where students, faculty, and other participants can creatively address the complex challenges of tropical conservation and development. This platform operates within a nondegree-granting program and includes core courses that are taught by a team of biophysical and social scientists. It incorporates a range of alternative learning spaces such as student-led workshops, retreats, visiting professionals, practitioner experiences, and a weekly student-led seminar that collectively encourage students and faculty to enhance their skills and systematically and thoroughly reflect on program activities. Challenges to the described approach include increased service demands on faculty, a redefinition of research excellence to include effective and equitable collaboration with host-country partners, and the trade-offs and uncertainties inherent in more collaborative, interdisciplinary research. Despite these challenges, growing interdisciplinary programs, coupled with adaptive educational approaches that emphasize learning and action networks of students, faculty, and field partners, provide the best hope for responding to the emerging challenges of tropical conservation and development.

Facilitating career advancement for women in the Geosciences through the Earth Science Women's Network (ESWN)

NASA Astrophysics Data System (ADS)

Hastings, M. G.; Kontak, R.; Holloway, T.; Kogan, M.; Laursen, S. L.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.

2011-12-01

The Earth Science Women's Network (ESWN) is a network of women geoscientists, many of who are in the early stages of their careers. The mission of ESWN is to promote career development, build community, provide informal mentoring and support, and facilitate professional collaborations, all towards making women successful in their scientific careers. ESWN currently connects over 1000 women across the globe, and includes graduate students, postdoctoral associates, faculty from a diversity of colleges and universities, program managers, and government, non-government and industry researchers. ESWN facilitates communication between its members via an email listserv and in-person networking events, and also provides resources to the broader community through the public Earth Science Jobs Listserv that hosts over 1800 subscribers. With funding from a NSF ADVANCE PAID grant, our primary goals include growing our membership to serve a wider section of the geosciences community, designing and administering career development workshops, promoting professional networking at major scientific conferences, and developing web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Recognizing that women in particular face a number of direct and indirect biases while navigating their careers, we aim to provide a range of opportunities for professional development that emphasize different skills at different stages of career. For example, ESWN-hosted mini-workshops at national scientific conferences have targeted skill building for early career researchers (e.g., postdocs, tenure-track faculty), with a recent focus on raising extramural research funding and best practices for publishing in the geosciences literature. More concentrated, multi-day professional development workshops are offered annually with varying themes such as Defining Your Research Identity and Building Leadership Skills for Success in Scientific Organizations. These workshops bring together a variety of women with the goals of identifying personal strengths, defining career goals, building a network of contacts, and supporting actions to achieve personal and career success. ESWN members have identified increasing their professional networks as one of the most important needs for advancing their careers. As part of ESWN, members have reported gains in a number of aspects of their personal and professional lives including: knowledge about career resources; a greater understanding of the challenges facing women in science and resources to overcome them; a sense of community and therefore less isolation; greater confidence in their own career trajectories; professional collaborations; emotional support on a variety of issues; and greater engagement and retention in scientific careers.

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

Ramey, H.J. Jr.; Horne, R.J.; Kruger, P.

PREFACE The Nineteenth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 18-20, 1994. This workshop opened on a sad note because of the death of Prof. Henry J. Ramey, Jr. on November 19, 1993. Hank had been fighting leukemia for a long time and finally lost the battle. Many of the workshop participants were present for the celebration of his life on January 21 at Stanford's Memorial Church. Hank was one of the founders of the Stanford Geothermal Program and the Geothermal Reservoir Engineering Workshop. His energy, kindness, quick wit, and knowledge will long be missedmore » at future workshops. Following the Preface we have included a copy of the Memorial Resolution passed by the Stanford University Senate. There were one hundred and four registered participants. Participants were from ten foreign countries: Costa Rica, England, Iceland, Italy, Japan, Kenya, Mexico, New Zealand, Philippines and Turkey. Workshop papers described the performance of fourteen geothermal fields outside the United States. Roland N. Home opened the meeting and welcomed the visitors to the campus. The key note speaker was J.E. ''Ted'' Mock who gave a presentation about the future of geothermal development. The banquet speaker was Jesus Rivera and he spoke about Energy Sources of Central American Countries. Forty two papers were presented at the Workshop. Technical papers were organized in twelve sessions concerning: sciences, injection, production, modeling, and adsorption. Session chairmen are an important part of the workshop and our thanks go to: John Counsil, Mark Walters, Dave Duchane, David Faulder, Gudmundur Bodvarsson, Jim Lovekin, Joel Renner, and Iraj Ershaghi. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and graduate students. We wish to thank Pat Ota, Ted Sumida, and Terri A. Ramey who also produces the Proceedings Volumes for publication. We owe a great deal of thanks to our students who operate audiovisual equipment and to Xianfa Deng who coordinated the meeting arrangements for the Workshop. Roland N. Home Frank G. Miller Paul Kruger William E. Brigham Jean W. Cook« less

Foundational concepts and underlying theories for majors in "biochemistry and molecular biology".

PubMed

Tansey, John T; Baird, Teaster; Cox, Michael M; Fox, Kristin M; Knight, Jennifer; Sears, Duane; Bell, Ellis

2013-01-01

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members and science educators from around the country that focused on identifying: 1) core principles of biochemistry and molecular biology, 2) essential concepts and underlying theories from physics, chemistry, and mathematics, and 3) foundational skills that undergraduate majors in biochemistry and molecular biology must understand to complete their major coursework. Using information gained from these workshops, as well as from the ASBMB accreditation working group and the NSF Vision and Change report, the Core Concepts working group has developed a consensus list of learning outcomes and objectives based on five foundational concepts (evolution, matter and energy transformation, homeostasis, information flow, and macromolecular structure and function) that represent the expected conceptual knowledge base for undergraduate degrees in biochemistry and molecular biology. This consensus will aid biochemistry and molecular biology educators in the development of assessment tools for the new ASBMB recommended curriculum. © 2013 by The International Union of Biochemistry and Molecular Biology.

National Association of Geoscience Teachers (NAGT) support for the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Buhr Sullivan, S. M.; Awad, A. A.; Manduca, C. A.

2014-12-01

The Next Generation Science Standards (NGSS) represents the best opportunity for geosciences education since 1996, describing a vision of teaching excellence and placing Earth and space science on a par with other disciplines. However, significant, sustained support and relationship-building between disciplinary communities must be forthcoming in order to realize the potential. To realize the vision, teacher education, curricula, assessments, administrative support and workforce/college readiness expectations must be developed. The National Association of Geoscience Teachers (NAGT), a geoscience education professional society founded in 1938, is comprised of members across all educational contexts, including undergraduate faculty, pre-college teachers, informal educators, geoscience education researchers and teacher educators. NAGT support for NGSS includes an upcoming workshop in collaboration with the American Geosciences Institute, deep collections of relevant digital learning resources, pertinent interest groups within the membership, professional development workshops, and more. This presentation will describe implications of NGSS for the geoscience education community and highlight some opportunities for the path forward.

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

PubMed

Sherertz, E F

2000-09-01

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

Needs assessment and evaluation of a short course to improve faculties teaching skills at a former World Health Organization regional teacher training center

PubMed Central

KOJURI, JAVAD; AMINI, MITRA; KARIMIAN, ZAHRA; DEHGHANI, MOHAMMAD REZA; SABER, MAHBOOBEH; BAZRAFCAN, LEILA; EBRAHIMI, SEDIGHEH; REZAEE, RITA

2015-01-01

Introduction: In the design of educational programs, much attention has been paid to teaching methods, needs assessment, an important part of the development of educational programs, generally is neglected. Another important aspect in educational program design is assessing effectiveness. The aims of this study were to design a formal needs assessment program to define the core contents of a faculty development program, and to determine whether participation in the faculty development program reinforced new teaching skills. Methods: A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors boost their teaching skills. Needs assessment was done with nominal group technique followed by a 5-point Likert scale questionnaire. The program, imparted in workshop format, covered effective teaching methods, feedback, assessing knowledge and time management. Instruction was in the form of lectures, group discussions, case simulations, video presentations and role-plays. The program was evaluated in several phases using data triangulation and multi-item assessments of overall program quality in three major dimensions: Kirkpatrick program evaluation model, evaluation of the educational environment and qualitative analysis with open-ended questions. All participants in the study belonged to the academic staff of Shiraz University of Medical Sciences (n=396). Results: Seven main categories were derived from nominal group techniques and questionnaires. After the program, participants rated the quality of the program highly. They felt that the educational intervention was appropriate and had a positive impact on their knowledge of effective teaching methods, feedback, knowledge assessment and time management. Assessment of the effectiveness of the program showed that participants reported significant improvements in their teaching abilities. Conclusions: Our faculty development program  have a significant positive effect on medical university teaching staff members’ competencies. Further research is needed to investigate whether the faculty development program actually results in improved teaching performance. PMID:25587548

Power Day: Addressing the Use and Abuse of Power in Medical Training.

PubMed

Angoff, Nancy R; Duncan, Laura; Roxas, Nichole; Hansen, Helena

2016-06-01

Medical student mistreatment, as well as patient and staff mistreatment by all levels of medical trainees and faculty, is still prevalent in U.S. clinical training. Largely missing in interventions to reduce mistreatment is acknowledgement of the abuse of power produced by the hierarchical structure in which medicine is practiced. Beginning in 2001, Yale School of Medicine has held annual "Power Day" workshops for third year medical students and advanced practice nursing students, to define and analyse power dynamics within the medical hierarchy and hidden curriculum using literature, guest speakers, and small groups. During rotations, medical students write narratives about the use of power witnessed in the wards. In response to student and small group leader feedback, workshop organizers have developed additional activities related to examining and changing the use of power in clinical teams. Emerging narrative themes included the potential impact of small acts and students feeling "mute" and "complicit" in morally distressing situations. Small groups provided safe spaces for advice, support, and professional identity formation. By 2005, students recognized residents that used power positively with Power Day awards and alumni served as keynote speakers on the use of power in medicine. By 2010, departments including OB/GYN, surgery, psychiatry, and paediatrics, had added weekly team Power Hour discussions. The authors highlight barriers, benefits, and lessons learned. Barriers include the notion of clinical irrelevance and resistance to the word "power" due to perceived accusation of abuse. Benefits include promoting open dialogue about power, fostering inter-professional collaboration, rewarding positive role modelling by residents and faculty, and creating a network of trainee empowerment and leadership. Furthermore, faculty have started to ask that issues of power be addressed in a more transparent way at their level of the hierarchy as well.

The University Scientist's Role in Promoting Collaborative K-12 Professional Development

NASA Astrophysics Data System (ADS)

Schuster, D.; Brown, L. L.; Carlsen, W. S.

2004-12-01

Comprehensive K-12 science teacher professional development is dependent upon the successful interaction between the university and K-12 communities (National Research Council, 2001), which can be realized through partnerships between university scientists and K-12 science teachers. This paper will identify some best practices of university scientists in the professional development of science teachers, first by citing the professional development and science education literature (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Research Council, 1996a, 1996b), and then by highlighting how these best practices were actualized in summer workshops for science educators offered at Penn State. Each summer the Pennsylvania Space Grant Consortium supports seven one-week courses for secondary science teachers taught by university scientists from disciplines representative of NASA's research interests. Approximately 100 teachers enroll in these two-credit, graduate-level workshops from a variety of locations and contexts throughout the United States. These summer courses share a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.), making them a unique dataset for comparative research on science teacher professional development. By recognizing the role of university scientists relating to both practice and standards of professional development, we identify areas in which teachers could be empowered to lead and, alternatively, where scientists and administrators should improve and continue to direct-- both supporting a culture of collaboration that builds K-12 science teacher capacity (Fullan, 2001, 2003; Hawley & Valli, 1999). In our observations and analysis of the evaluations, three best practices, as defined by the literature, appeared to distinguish the exceptional workshops: First, teachers give high marks and make affirmative comments about workshops with clearly presented curricular goals. Second, teachers respond well to workshops and the university scientists who taught them when they are treated as professionals. Third, teachers welcome the opportunity to be integrally involved in the planning, implementation, and evaluation of the workshops. By identifying best practices and delineating the roles of university scientists in K-12 professional development, teachers, university faculty, and policy makers are better equipped to improve the quality of professional development programs at all levels; school, district, university, and state, ultimately actualizing the symbiotic relationship that needs to exists between professional development and school improvement efforts (Fullan, 2001, 2003; Hawley & Valli, 1999).

Cooperative Program In Space Science

NASA Technical Reports Server (NTRS)

Black, David

2003-01-01

The mission of this activity, know as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, USRA recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members.

Creating a Role for Embedded Librarians Within an Active Learning Environment.

PubMed

Hackman, Dawn E; Francis, Marcia J; Johnson, Erika; Nickum, Annie; Thormodson, Kelly

2017-01-01

In 2013, the librarians at a small academic health sciences library reevaluated their mission, vision, and strategic plan to expand their roles. The school was transitioning to a new pedagogical culture and a new building designed to emphasize interprofessional education and active learning methodologies. Subsequent efforts to implement the new strategic plan resulted in the librarians joining curriculum committees and other institutional initiatives, such as an Active Learning Task Force, and participating in faculty development workshops. This participation has increased visibility and led to new roles and opportunities for librarians.

Chemists, Engineers Probe Mutual Problems.

ERIC Educational Resources Information Center

Chemical and Engineering News, 1980

1980-01-01

Summarizes recommendations made in a workshop sponsored by the American Chemical Society concerning issues involving the diverging viewpoints of chemistry and chemical engineering. Includes recommendations regarding curricula, salary differences, and the need to change attitudes of chemistry faculty toward industry and industrial chemistry. (CS)

A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8.

PubMed

Steinert, Yvonne; Mann, Karen; Centeno, Angel; Dolmans, Diana; Spencer, John; Gelula, Mark; Prideaux, David

2006-09-01

Preparing healthcare professionals for teaching is regarded as essential to enhancing teaching effectiveness. Although many reports describe various faculty development interventions, there is a paucity of research demonstrating their effectiveness. To synthesize the existing evidence that addresses the question: "What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?" The search, covering the period 1980-2002, included three databases (Medline, ERIC and EMBASE) and used the keywords: staff development; in-service training; medical faculty; faculty training/development; continuing medical education. Manual searches were also conducted. Articles with a focus on faculty development to improve teaching effectiveness, targeting basic and clinical scientists, were reviewed. All study designs that included outcome data beyond participant satisfaction were accepted. From an initial 2777 abstracts, 53 papers met the review criteria. Data were extracted by six coders, using the standardized BEME coding sheet, adapted for our use. Two reviewers coded each study and coding differences were resolved through discussion. Data were synthesized using Kirkpatrick's four levels of educational outcomes. Findings were grouped by type of intervention and described according to levels of outcome. In addition, 8 high-quality studies were analysed in a 'focused picture'. The majority of the interventions targeted practicing clinicians. All of the reports focused on teaching improvement and the interventions included workshops, seminar series, short courses, longitudinal programs and 'other interventions'. The study designs included 6 randomized controlled trials and 47 quasi-experimental studies, of which 31 used a pre-test-post-test design. Despite methodological limitations, the faculty development literature tends to support the following outcomes: Overall satisfaction with faculty development programs was high. Participants consistently found programs acceptable, useful and relevant to their objectives. Participants reported positive changes in attitudes toward faculty development and teaching. Participants reported increased knowledge of educational principles and gains in teaching skills. Where formal tests of knowledge were used, significant gains were shown. Changes in teaching behavior were consistently reported by participants and were also detected by students. Changes in organizational practice and student learning were not frequently investigated. However, reported changes included greater educational involvement and establishment of collegiate networks. Key features of effective faculty development contributing to effectiveness included the use of experiential learning, provision of feedback, effective peer and colleague relationships, well-designed interventions following principles of teaching and learning, and the use of a diversity of educational methods within single interventions. Methodological issues: More rigorous designs and a greater use of qualitative and mixed methods are needed to capture the complexity of the interventions. Newer methods of performance-based assessment, utilizing diverse data sources, should be explored, and reliable and valid outcome measures should be developed. The maintenance of change over time should also be considered, as should process-oriented studies comparing different faculty development strategies. Faculty development activities appear highly valued by participants, who also report changes in learning and behavior. Notwithstanding the methodological limitations in the literature, certain program characteristics appear to be consistently associated with effectiveness. Further research to explore these associations and document outcomes, at the individual and organizational level, is required.

PREFACE Preface

NASA Astrophysics Data System (ADS)

Ivanyi, Amalia; Iványi, Péter; Rachinskii, Dmitrii; Sobolev, Vladimir A.

2011-02-01

The International Workshop on Multi-Rate Processes and Hysteresis conference series focuses on singular perturbation problems and hysteresis as common strongly nonlinear phenomena occurring in mathematical, physical, economical, engineering and information systems. The term 'strongly nonlinear' means, in particular, that linearization will not encapsulate the observed phenomena. Singular perturbation problems and hysteresis can be manifested at different stages of the same or similar processes. Furthermore, a number of fundamental hysteresis models can be considered as a limit of time relaxation processes, or admit an approximation by a differential equation, which is singular with respect to a particular parameter. However, interaction between researchers in the areas of systems with time relaxation and systems with hysteresis (and between the 'multi-rate' and 'hysteresis' research communities) has so far been limited, and there is little cross-fertilization of ideas. It is the aim of the conference series to fill this gap. The 5th International Workshop on Multi-Rate Processes and Hysteresis (MURPHYS 2010) was hosted by the Pollack Mihály Faculty of Engineering, University of Pécs, Hungary, from 31 May to 3 June 2010, on the occasion of Pécs being the Cultural Capital of Europe in 2010. The workshop was organized in cooperation with University College Cork, Ireland, which hosted all of the previous Workshops: International Workshop on Multi-rate Processes and Hysteresis (University College, Cork, Ireland, 31 March-5 April 2008). Proceedings are published in Journal of Physics: Conference Series volume 138. See http://euclid.ucc.ie/appliedmath/murphys2008/murphys2008.htm; International Workshop on Multi-rate Processes and Hysteresis (University College, Cork, Ireland, 3-8 April 2006). Proceedings are published in Journal of Physics: Conference Series volume 55. Further information is available at http://Euclid.ucc.ie/murphys2006.htm; International Workshop on Hysteresis and Multi-scale Asymptotic (University College, Cork, Ireland, 17-21 March 2004). Proceedings are published in Journal of Physics: Conference Series volume 22. Further details are available at http://Euclid.ucc.ie/hamsa2004.htm; International Workshop on Relaxation Oscillations and Hysteresis (University College, Cork, Ireland, 1-6 April 2002). The related collection of invited lectures was published as a volume Singular Perturbations and Hysteresis, SIAM, Philadelphia, 2005. International Workshop on Geometrical Methods of Nonlinear Analysis and Semiconductor Laser Dynamics (University College Cork, Ireland, 5-6 April 2001). A collection of invited papers has been published as a special issue of Proceedings of the Russian Academy of Natural Sciences: Nonlinear dynamics of laser and reacting system, available at http://euclid.ucc.ie/appliedmath/gmna2001/ProcGMNA2001p1.pdf. Among the aims of this and previous workshops were: to bring together the leading experts in singular perturbation and hysteresis phenomena in applied problems; to discuss important problems in the areas of reacting systems, semiconductor lasers, shock phenomena, economic modelling, fluid mechanics, electrical engineering and modelling biological systems with emphasises on hysteresis and singular perturbations; to learn and share modern techniques in areas of common interest. The International Workshop on Multi-rate Processes and Hysteresis (Pollack Mihály Faculty of Engineering, University of Pécs, Hungary, 31 May-3 June 2010) brought together about 50 scientists who are actively researching the areas of dynamical systems with hysteresis and singular perturbations with applications to physical, engineering and economic systems. The countries represented at the Workshop included the Czech Republic, Germany, Hungary, Ireland, Israel, Italy, Poland, Romania, Russia, the United Kingdom and USA. Workshop photo Workshop photo 31 May 2010 Sponsorship of the Workshop by the Pollack Mihály Faculty of Engineering, University of Pécs (Hungary), University College Cork (Ireland), University of Pécs (Hungary), The University of Texas at Dallas (USA), and the Cultural Capital of Europe 2010, Pécs (Hungary), is gratefully acknowledged. The Editors and Organizers of the Workshop are sincerely grateful to Dr Géza Várady, Ms Andrea Zseni and Mr Ádám Schiffer of the Pollack Mihály Faculty of Engineering, University of Pécs, and Dr Alexander Pimenov of University College Cork for managing the organization of the conference and for the assistance in formatting of all the manuscripts. More information about the workshop can be found at http://murphys5.pmmk.pte.hu/ Amalia Ivanyi, Péter Iványi, Dmitrii Rachinskii and Vladimir A SobolevEditors MURPHYS 2010, PMMK PTE, 31 May - 3 June 2010 Sponsored by Pollack Mihály logo POLLACK MIHÁLY FACULTY OF ENGINEERING, UNIVERSITY OF PÉCS UCC logo PÉCSI TUDOMÁNYEGYETEM logo PÉCSI TUDOMÁNYEGYETEM UNIVERSITY OF PÉCS UTD logo Cultural capital logo Cultural Capital of Europe 2010, Pécs, Hungary International Steering Committee Z I BalanovIsrael M BrokateGermany R CrossUK K DahmenUSA M DimianRomania G FriedmanUSA A Ivanyi (Co-Chairman)Hungary P Iványi (Co-Chairman)Hungary L KalachevUSA P KrejčíCzech Republic R O'Malley (Co-Chairman)USA A Pokrovskii (Co-Chairman)Ireland N PopovicUK D Rachinskii (Co-Chairman)Ireland S S SazhinUK V Sobolev (Co-Chairman)Russia S SzabóHungary C VisoneItaly International Program Committee G AlmásiHungary Z BalanovIsrael M BrokateGermany R CrossUK K DahmenUSA M DimianRomania G FriedmanUSA A Ivanyi (Co-Chairman)Hungary P Iványi (Co-Chairman)Hungary S JeneiHungary G KádárHungary L KalachevUSA R KersnerHungary G KovácsHungary P KrejčíCzech Republic P M KuczmannHungary P P O'KaneIreland R O'Malley (Co-Chairman)USA A Pokrovskii (Co-Chairman)Ireland N PopovicUK D Rachinskii (Co-Chairman)Ireland B V H ToppingUK V C VisoneItaly

Integrating Earth System Science Data Into Tribal College and University Curricula

NASA Astrophysics Data System (ADS)

Tilgner, P. J.; Perkey, D. J.

2007-12-01

Universities Space Research Association and Sinte Gleska University (SGU) have teamed with eight Tribal Colleges and Universities (TCUs) to participate in a NASA Earth Science funded project, TRibal Earth Science and Technology Education (TRESTE) project which focuses on TCU faculty teaching undergraduate Earth science courses to non-science and science students, with particular attention to TCU faculty teaching K-12 pre- and in- service teachers. The eight partner TCUs are: Blackfeet Community College (BCC), Browning, MT, Fond du Lac Tribal and Community College, Cloquet, MN, Fort Berthold Community College, New Town, ND, Little Priest Tribal College, Winnebago, NE, Oglala Lakota College, Pine Ridge, SD, Sitting Bull College, Fort Yates, ND, Turtle Mountain Community College, Belcourt, ND, United Tribes Technical College (UTTC), Bismarck, ND. The goal of this 3-year project is to promote the use of NASA Earth science data and products in the classroom thereby enabling faculty to inspire undergraduate students to careers in Earth system science, the physical sciences, and related fields of science and engineering. To accomplish this goal we are targeting three areas: (1) course content - enhance the utilization of Earth system science and physical science concepts, (2) teaching methodology - develop problem-based learning (PBL) methods, and (3) tools and technology - increase the utilization of GIS and remote sensing in the classroom. We also have enlisted ESRI, NativeView and the USGS as collaborators. To date we have held an introductory "needs" workshop at the USGS EROS Data Center and two annual workshops, one at UTTC and the second at BCC. During these annual workshops we have divided our time among the three areas. We have modeled the workshops using the PBL or Case Study approach by starting with a story or current event. Topics for the annual workshops have been Drought and Forest and Grassland Fires. These topics led us into the solar radiation budget, surface energy budgets, climate and climate change, impacts, etc. GIS and remote sensing training has focused on importing, converting and displaying data sets related to drought and fires. The Integrated Science courses at SGU, designed primarily for pre-service elementary teachers, have incorporated physical science concepts and teaching approaches presented at the TRESTE annual workshops. The content of the courses follows the PBL teaching approach and is organized around a relevant, local problem such as prairie dog control and prairie management. Concepts from Earth, life and physical sciences are included in the course design. The fall course is introduced using recent news articles on legislation to control prairie dogs. After expressing their ideas based solely on experience and emotion, students determine what knowledge they will need to write an informed opinion on the issue. One of the instructional units for the course includes instruction and practice in interpreting satellite images of the local reservation to determine impact of prairie dog towns on vegetation. Students also conduct soil studies in the disturbed areas and nearby undisturbed areas. Data is gathered on soil chemistry, soil temperatures, and surface temperatures, measured with an infrared sensor provided by the TRESTE grant. Additional topics covered in the course that contain information from the annual workshops, include prairie fires, climate and climate change, and effects of the drought on local bodies of water.

4th Penn State Bioinorganic Workshop

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

Krebs, Carsten

The research area of biological inorganic chemistry encompasses a wide variety of subfields, including molecular biology, biochemistry, biophysics, inorganic chemistry, analytical chemistry, physical chemistry, and theoretical chemistry, as well as many different methods, such as biochemical characterization of enzymes, reaction kinetics, a plethora of spectroscopic techniques, and computational methods. The above methods are combined to understand the formation, function, and regulation of the many metallo-cofactors found in Nature as well as to identify novel metallo-cofactors. Many metalloenzyme-catalyzed reactions are extremely complex, but are of fundamental importance to science and society. Examples include (i) the reduction of the chemically inert molecule,more » dinitrogen, to ammonia by the enzyme nitrogenase (this reaction is fundamental for the production of nitrogen fertilizers); (ii) the oxidation of water to dioxygen by the Mn4Ca cluster found in photosystem II; and (iii) myriad reactions in which aliphatic, inert C-H bonds are cleaved for subsequent functionalization of the carbon atoms (the latter reactions are important in the biosynthesis of many natural products). Because of the broad range of areas and techniques employed in this field, research in bioinorganic chemistry is typically carried out collaboratively between two or more research groups. It is of paramount importance that researchers working in this field have a good, basic, working knowledge of many methods and approaches employed in the field, in order to design and discuss experiments with collaborators. Therefore, the training of students working in bioinorganic chemistry is an important aspect of this field. Hugely successful “bioinorganic workshops” were offered in the 1990s at The University of Georgia. These workshops laid the foundation for many of the extant collaborative research efforts in this area today. The large and diverse group of bioinorganic chemists at The Pennsylvania State University and our unique laboratory space are well suited for the continuation of such training workshops. The co-principal investigators of this award lead these efforts. After a smaller “trial workshop” in 2010, the Penn State bioinorganic group, led by the co-PIs, offers these workshops biennially. The 2012, 2014, and 2016 workshops provided training to 123, 162, and 153 participants, respectively, by offering (i) a series of lectures given by faculty experts on the given topic, (ii) hands-on training in small groups by experts in the various methods, and (iii) sharing research results of the participants by oral and poster presentations. The centerpiece of the workshops is the hands-on training, in which approximately half of the participants from all ranks (undergraduate students to faculty) served as teachers. In this section, the traditional roles of teachers and students were sometimes reversed to the extent that undergraduate students taught faculty in the students' areas of specialty. We anticipate that these workshops will facilitate research in bioinorganic chemistry and will help establish future collaborations among “workshop alumni” to carry out cutting-edge research in bioinorganic chemistry that will address many important topics relevant to our society.« less

The Surgery Fellow's Education Workshop: A Pilot Study to Determine the Feasibility of Training Senior Learners to Teach in the Operating Room.

PubMed

Ambani, Sapan N; Lypson, Monica L; Englesbe, Michael J; Santen, Sally; Kasten, Steven; Mullan, Patricia; Lee, Cheryl T

2016-01-01

In 2013, we developed an education workshop to enhance the teaching skills of surgical fellows. We sought to investigate the feasibility of the monthly educational workshop format and its effect on participant teaching skills. Surgical and medical education faculty created a broadly applicable curriculum developed from evidence-based teaching principles, delivered across 8 monthly 90-minute weekday sessions. Workshop feasibility and effect were assessed using evaluations, attendance records, and a variety of self-reported surveys. Each session was associated with a specified education action plan to be completed between sessions. A total of 13 fellows intended to participate. More than 60% attendance was achieved in 7 of 8 sessions. In all, 11 of 13 fellows were engaged (actual attendance or excused absence) across 75% or more of the sessions. Mean participant satisfaction scores ranged from 4.0 to 4.9 on a 5 point Likert scale across 87.5% of sessions. Postworkshop surveys showed increased understanding of the following: (1) knowledge gaps related to education; (2) the role of education for academic surgeons; (3) educational tools to improve teaching performance; and (4) perceived knowledge and attitudes about teaching in the operating room. An action plan was performed in 43% of cases; the most common reason for nonparticipation was lack of time (38%). Our pilot supports the feasibility of an educational workshop series to enhance fellow's educational skills in the area of intraoperative teaching. Participant engagement and satisfaction were high in this self-selected group of initial trainees. Sessions were effective, resulting in a thoughtful self-assessment of teaching skills. Copyright © 2016 Association of Program Directors in Surgery. All rights reserved.

Innovative interprofessional geriatric education for medical and nursing students: focus on transitions in care.

PubMed

Balogun, S A; Rose, K; Thomas, S; Owen, J; Brashers, V

2015-06-01

Interprofessional education (IPE) is crucial in fostering effective collaboration and optimal team-based patient care, all of which improve patient care and outcomes. Appropriate interprofessional communication is especially important in geriatrics where patients are vulnerable to adverse effects across the care continuum. Transitions in geriatric care are complex, involving several disciplines and requiring careful coordination. As part of the University of Virginia's initiative on IPE, we developed and implemented an interprofessional geriatric education workshop for nursing and medical students with a focus on transitions in care. A total of 254 students (144 medical students, 107 nursing students and 3 unknown) participated in a 90-min interactive, case-based workshop. Nursing and medical faculty facilitated the monthly workshops with small groups of medical and nursing students over 1 year. Self-perceived competencies in IPE skills and attitudes toward interprofessional teamwork were measured through post-workshop surveys. Data were analyzed using descriptive and nonparametric statistics, excluding the three unknown students. Over 90% of students were better able to describe the necessary interprofessional communication needed to develop a patient-centered care plan in transitioning patients between clinical sites. Four out of five students reported an enhanced appreciation of interprofessional teamwork. They were also able to identify legal, financial and social implications in transitions of care (75%). Nursing students consistently rated the workshop more highly than medical students across most domains (P < 0.05). Students improved and demonstrated their knowledge of interprofessional communication and teamwork skills required in transitions of geriatric care. Introducing these concepts in medical and nursing training may help in fostering effective interprofessional communication and collaboration. © The Author 2014. Published by Oxford University Press on behalf of the Association of Physicians. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

A model for educational feedback based on clinical communication skills strategies: beyond the "feedback sandwich".

PubMed

Milan, Felise B; Parish, Sharon J; Reichgott, Michael J

2006-01-01

Feedback is an essential tool in medical education, and the process is often difficult for both faculty and learner. There are strong analogies between the provision of educational feedback and doctor-patient communication during the clinical encounter. Relationship-building skills used in the clinical setting-Partnership, Empathy, Apology, Respect, Legitimation, Support (PEARLS)-can establish trust with the learner to better manage difficult feedback situations involving personal issues, unprofessional behavior, or a defensive learner. Using the stage of readiness to change (transtheoretical) model, the educator can "diagnose" the learner's stage of readiness and employ focused interventions to encourage desired changes. This approach has been positively received by medical educators in faculty development workshops. A model for provision of educational feedback based on communication skills used in the clinical encounter can be useful in the medical education setting. More robust evaluation of the construct validity is required in actual training program situations.

Community-based faculty: motivation and rewards.

PubMed

Fulkerson, P K; Wang-Cheng, R

1997-02-01

The reasons why practicing physicians precept students in their offices, and the rewards they wish to receive for this work, have not been clearly elucidated. This study determined the reasons for precepting and the rewards expected among a network of preceptors in Milwaukee. A questionnaire was mailed to 120 community-based physician preceptors in a required, third-year ambulatory care clerkship. Respondents were asked to identify why they volunteered and what they considered appropriate recognition or reward. The personal satisfaction derived from the student-teacher interaction was, by far, the most important motivator for preceptors (84%). The most preferred rewards for teaching included clinical faculty appointment, CME and bookstore discounts, computer networking, and workshops for improving skills in clinical teaching. Community-based private physicians who participate in medical student education programs are primarily motivated by the personal satisfaction that they derive from the teaching encounter. An effective preceptor recognition/reward program can be developed using input from the preceptors themselves.

An Introductory Interprofessional Exercise for Healthcare Students

PubMed Central

Rege, Saumitra V.; Misto, Kara; Dollase, Richard; George, Paul

2012-01-01

Objective. To evaluate healthcare students’ perceptions of an introductory interprofessional exercise and their team dynamics. Design. A workshop was developed, combining second-year medical students, fourth-year nursing students, and third-year pharmacy students to work as an interdisciplinary team. The teams alternated between working together on patient cases focusing on chronic obstructive pulmonary disease and asthma, and on the evaluation of standardized pneumonia patients. Teams were given the patients' health information and no other instructions. A faculty member and the standardized patient evaluated the students using a teamwork global rating scale. Assessment. Student survey results showed a positive response to interprofessional teamwork. The faculty members and standardized patients reported that the students worked as a cohesive unit and demonstrated good team communication. Conclusions. This introductory interprofessional experience had a positive impact on the students’ understanding of collaboration and teamwork. This type of experience will help students foster future collaborations as healthcare providers. PMID:23129853

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

PubMed

Singh, Satendra

2010-12-01

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

AUDIOVISUAL HANDBOOK.

ERIC Educational Resources Information Center

JOHNSON, HARRY A.

UNDERGRADUATE AND GRADUATE ACADEMIC OFFERINGS IN THE DEPARTMENT OF AUDIOVISUAL EDUCATION ARE LISTED, AND THE INSERVICE FACULTY TRAINING PROGRAM AND THE EXTENSION AND CONSULTANT SERVICES ARE DESCRIBED. GENERAL SERVICES OFFERED BY THE CENTER ARE A COLLEGE FILM SHOWING SERVICE, A CHILDREN'S THEATRE, A PRODUCTION WORKSHOP, AN EMBOSOGRAF PROCESS,…

Pedagogy Journal, 1995.

ERIC Educational Resources Information Center

Marashio Paul, Ed.; And Others

1995-01-01

This annual serial volume contains 22 articles offering practical pedagogical ideas from faculty at New Hampshire technical colleges. Section I, "Learners Conversing," includes "'Cheering': A Prelude to a Street Dweller," by Thomas Gorka; "Illusions of Fear: Unleashing My Writing," by Bruce Maville; and "Claremont's Writing Workshop," a transcript…

Facilitated Learning to Advance Geriatrics: Increasing the Capacity of Nurse Faculty to Teach Students About Caring for Older Adults.

PubMed

Krichbaum, Kathleen; Kaas, Merrie J; Wyman, Jean F; Van Son, Catherine R

2015-06-01

The Facilitated Learning to Advance Geriatrics program (FLAG) was designed to increase the numbers of nurse faculty in prelicensure programs with basic knowledge about aging and teaching effectiveness to prepare students to provide safe, high quality care for older adults. Using a framework to improve transfer of learning, FLAG was designed to include: (a) a workshop to increase basic knowledge of aging and common geriatric syndromes, and effective use of evidence-based teaching/learning strategies; (b) a year-long mentoring program to support application of workshop learning and leading change in participants' schools to ensure that geriatrics is a priority. Both formative and summative evaluation methods were used, and included self-assessment of objectives, program satisfaction, and teaching self-efficacy. FLAG achieved its overall purpose by enrolling 152 participants from 19 states including 23 faculty from associate degree programs and 102 from baccalaureate programs. Self-rated teaching effectiveness improved significantly from pre- to post-workshop each year. Achievement of learning objectives was rated highly as was satisfaction. Transfer of learning was evidenced by implementation of educational projects in home schools supported by mentoring. The FLAG program provided opportunities for nurse educators to learn to teach geriatrics more effectively and to transfer learning to their work environment. Future FLAG programs will be offered in a shortened format, incorporating online content and strategies, adding other health professionals to the audience with the same goal of increasing the knowledge and abilities of educators to prepare learners to provide competent care for older adults. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Mobilizing the Forgotten Army: Improving Undergraduate Math and Science Education through Professional Development of Graduate Teaching Assistants

NASA Astrophysics Data System (ADS)

Gerton, Jordan

Evidence-based best practices for improving undergraduate STEM education abound. Unfortunately, these practices have not been widely adopted, in part because typical dissemination efforts are mediated in a top-down fashion and fail to obtain critical buy-in from key local stakeholders. Here, we present a novel framework to increase nationwide uptake of STEM-education best practices through grassroots propagation of Professional Development programs for Graduate Teaching Assistants (GTA-PD). Our model pays special attention to overcoming resistance to change by soliciting, from the very start, critical buy-in from departmental chairs, faculty, and GTAs who have direct control over and responsibility for instruction. A key component of our approach involves an annual National GTA Workshop where faculty-GTA leadership teams from many different Physics and Chemistry departments come together to develop best-practices-based GTA-PD improvement plans for their own departments while guided by a core group of nationally recognized expert practitioners in GTA-PD and STEM education. As a pre-condition for participation, each department chair must pledge to facilitate implementation of their leadership team's plan; additional and ongoing support is provided by the core group of experts, together with other teams from the workshop cohort. Our initial pilot efforts point to success via enthusiastic buy-in within each STEM department due to the potential for immediate positive impacts on both undergraduate instruction and the long term research productivity of GTAs. In the future, longitudinal data on the progress of the GTA-PD programs will be gathered and analyzed to provide guidance for improving the success of future GTA-PD programs. Financial support provided by the Research Corporation for Science Advancement and the American Chemical Society.

Wild Cat Wilderness Center.

ERIC Educational Resources Information Center

Moffett, Fran

1982-01-01

Eighteen staff members from Roselle Park (NJ) High School were the first faculty group in New Jersey to experience a workshop to acquaint them with the Wild Cat Mountain Wilderness Center and improve communication, trust, and enhance problem-solving skills. Challenging activities, suitable to the area, are described. (CM)

Handbook for Theatre Department Chairs.

ERIC Educational Resources Information Center

Whitmore, Jon, Ed.

Based on a workshop for theatre department chairs, guidance on administrative and departmental responsibilities are provided in the following chapters: (1) "Chairs and Deans: Working Together" (J. Robert Wills); (2) "Faculty Evaluation" (Patti P. Gillespie); (3) "Evaluation for Promotion and Tenure" (James M. Symons); (4) "Production Program…

A Local Government Services Program

ERIC Educational Resources Information Center

Jacobs, Bruce

1975-01-01

The Local Government Services Program, a cooperative venture of Ferris State College and six community colleges in northern Michigan, is providing local government leaders with a wide range of educational and practical problem solving services. Students and faculty conduct seminars, workshops, and training programs; they also provide consultation…

Teaching Computer Literacy with Freeware and Shareware.

ERIC Educational Resources Information Center

Hobart, R. Dale; And Others

1988-01-01

Describes workshops given at Ferris State University for faculty and staff who want to acquire computer skills. Considered are a computer literacy and a software toolkit distributed to participants made from public domain/shareware resources. Stresses the benefits of shareware as an educational resource. (CW)

76 FR 20375 - Meetings of Humanities Panel

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-12

... Committee Management Officer, National Endowment for the Humanities, Washington, DC 20506; telephone (202..., 2011. Time: 9 a.m. to 5 p.m. Location: Room 315. Program: This meeting will review applications for Landmark Workshops for School Teachers and Community College Faculty, submitted to the Division of...

The Examining Your Environment through the Power of Data Project (EYE-POD) Project at NAU: Professional Development for Secondary Education Teachers Using Earth Sciences and GIS

NASA Astrophysics Data System (ADS)

Sample, J. C.; Rubino-Hare, L.; Claesgens, J.; Fredrickson, K.; Manone, M.; White, M.

2010-12-01

The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional development program for secondary science (SS) and career technical education (CTE) teachers. The program recruited SS-CTE teacher pairs from Arizona and the surrounding region to participate in two-week workshops during Summer, 2010, and an advanced workshop ins Summer, 2011. The workshops are led by a team with distinct expertise in science content, professional development and pedagogy, GIS, and project evaluation. Learning modules and a workshop agenda are developed using the Legacy Cycle of learning. Rather than compartmentalize pedagogical, content, and GIS learning activities, they have been combined throughout the workshop timeline. Early activities focus on learning of climate and weather processes through GIS modules provided by ESRI-“Mapping our World” and “Analyzing our World”. Participants learn the technical aspects of GIS software while investigating real phenomena. The science/GIS learning activities are augmented by laboratory demonstrations and field data collection using Labquest handheld field measurement systems with a variety of probes. At the end of the first week teacher-participants presented the solution to a problem, using GIS-based climate and weather data, involving travel to various locations on Earth. The second week focused on classroom, lab, and field activities devoted to recommendations to the City of Flagstaff for development in the Rio de Flag floodplain. Teacher-participant groups presented solutions making claims and recommendations supported by evidence from georeferenced field data and other GIS data acquired from various sources. At the close of the workshop teachers were provided with GIS software, hardware for field data collection, and several reference materials to aid in curriculum development. They have been tasked with implementing two GIS-based Earth science content modules in their schools, to one science class and one CTE class. One module must involve a field-based problem at their school site. The EYE-POD team will provide support to each school team through site visits and phone consultation. As part of the project, data on learning efficacy is being collected by an independent evaluator and analyzed by a science education faculty member (summarized in companion paper by Claesgens, et al.).

Teaching Service Learning in the Geosciences: An On the Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Laine, E. P.; Mogk, D. W.; O'Connell, S.; Kirk, K. B.

2010-12-01

Service learning is an instructional method that combines community service and academic instruction within the context of an established academic course. It is a particularly effective approach that uses active and experiential learning to develop the academic skills required of a course of study and to simultaneously address authentic community needs. Service learning projects can energize and motivate students by engaging a sense of civic responsibility by working in concert with community partners. The geosciences provide abundant opportunities to develop service learning projects on topics related to natural hazards, resources, land use, water quality, community planning, public policy, and education (K-12 and public outreach). To explore the opportunities of teaching service learning in the geosciences, the On the Cutting Edge program convened an online workshop in February 2010. The goals of the workshop were to: 1) introduce the principles and practices of effective service learning instructional activities; 2) provide examples of successful service learning projects and practical advice about "what works;" 3) provide participants with the opportunity to design, develop, and refine their own service learning courses or projects; 4) develop collections of supporting resources related to the pedagogy of service learning; and 5) support a community of scholars interested in continued work on service learning in the geoscience curriculum. The workshop consisted of a series of web-based synchronous and asynchronous sessions, including presentations from experienced practitioners of service learning, panel discussions, threaded discussions, and editable web pages used to develop new material for the website. Time was also provided for small group and individual work and for participants to peer-review each others' service learning projects and to revise their own activities based on reviewer comments. Insights from the workshop were integrated into new web pages that can help others implement service learning projects in their own institutions and communities. Online resources developed by the workshop participants, conveners, and supporting staff include an assemblage of online and print resources, a searchable collection of peer-reviewed examples of service learning projects, a tutorial on using the "8-Block Model" to design and implement a service learning project, tips on finding service learning partners, advice on motivating students, departments and the community, and example assessment instruments. Faculty are encouraged to submit their own examples of additional service learning projects in the geosciences. The entire workshop program, resources and activities are available online at: http://serc.carleton.edu/NAGTWorkshops/servicelearning/index.html

Interdisciplinary Professional Development: Astrolabes for Medievalists

NASA Astrophysics Data System (ADS)

Larsen, Kristine

2014-06-01

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

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.

Resident Program Guide: Hillside Outdoor Education Center.

ERIC Educational Resources Information Center

Sommer, Bonnie

Founded in 1972 as part of the private, non-profit Edwin Gould Outdoor Education Centers, the Hillside Outdoor Education Center offers services to various educational groups by providing residential experiences for students and faculty, day-visit programs, school-site outdoor education programs, teacher workshops, college courses in outdoor…

Educational Revolution on the Reservation: A Working Model.

ERIC Educational Resources Information Center

Murphy, Pete

1993-01-01

Since 1986, Navajo Community College (NCC) and Lawrence Livermore National Laboratory (LLNL) have collaborated to improve science and technical education on the Navajo Reservation through equipment loans, faculty exchanges, summer student work at LLNL, scholarships for NCC students, summer workshops for elementary science teachers, and classroom…

Teaching Information Retrieval: Lessons from Cornell.

ERIC Educational Resources Information Center

Stewart, Linda Guyotte; Markiewicz, James

1986-01-01

This article describes two separate workshops offered to college faculty during the spring 1984 semester: one in online bibliographic searching, one in using computers to manage personal files of bibliographic references (examination of existing systems, types of software available). A telephone survey evaluation conducted 3 months after sessions…

76 FR 20375 - Meetings of Humanities Panel

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-12

...., Washington, DC 20506. FOR FURTHER INFORMATION CONTACT: Michael P. McDonald, Advisory Committee Management.... Time: 9 a.m. to 5 p.m. Location: Room 315. Program: This meeting will review applications for Landmark Workshops for School Teachers and Community College Faculty, submitted to the Division of Education Programs...

Opening the Conversation on REU Assessment and Evaluation

NASA Astrophysics Data System (ADS)

Pressley, S. N.; LeBeau, J. E.

2015-12-01

Project evaluation is a key component to ensuring success of any Research Experience for Undergraduates (REU) program. The Washington State University (WSU) Regional Atmospheric Chemistry: State-of-the-art Measurement and Modeling in the Pacific Northwest REU Site employs a mixed method approach to determine what is working well and what can use improvement (formative evaluation) and to determine impact and effectiveness of the project in reaching the stated goals (summative evaluation). Quantitative data is collected via a pre-/post-test measuring participants' research self-efficacy (RSE), motivation, background information, extent of socialization, and their interpretation of the value of the REU experience. Qualitative data is gathered through individual interviews with the REU students (at the beginning and end of the program) and faculty mentors (at the end). Beginning interviews focus on expectations for the REU program and student backgrounds. End interviews focus on student RSE development, interpretations of their experience, and the value of the experience. Faculty mentors are interviewed to gather insight on student performance in the program and perspectives on the overall success of the program in meeting the proposed goals. Students are provided an opportunity to comment on the strengths and weaknesses of workshops, providing critical feedback to the particular instructor and enabling the faculty to modify the workshop content and activities in future years. Finally, research results are evaluated during the final poster presentation, and faculty are interviewed to report on their perception of how each student learned and gained knowledge during the program. To evaluate the retention of students in engineering and science and identify chosen career paths, a longitudinal survey was created and it is administered via email each year. Many REU programs also employ the Undergraduate Research Students Self-Assessment (URSSA) online tool designed for evaluating REU experiences (University of Colorado at Boulder). Information presented in this presentation will include a discussion of the current tools used as described above as well as a discussion of the pros/cons of using URSSA. One of the concerns with using URSSA in conjunction with the other assessment tools is "survey fatigue".

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.

Sustaining careers of physician-scientists in neonatology and pediatric critical care medicine: formulating supportive departmental policies.

PubMed

Christou, Helen; Dizon, Maria L V; Farrow, Kathryn N; Jadcherla, Sudarshan R; Leeman, Kristen T; Maheshwari, Akhil; Rubin, Lewis P; Stansfield, Brian K; Rowitch, David H

2016-11-01

Understanding mechanisms of childhood disease and development of rational therapeutics are fundamental to progress in pediatric intensive care specialties. However, Division Chiefs and Department Chairs face unique challenges when building effective laboratory-based research programs in Neonatal and Pediatric Intensive Care, owing to high clinical demands necessary to maintain competence as well as financial pressures arising from fund flow models and the current extramural funding climate. Given these factors, the role of institutional support that could facilitate successful transition of promising junior faculty to independent research careers is ever more important. Would standardized guidelines of such support provide greater consistency among institutions? We addressed preliminary questions during a national focus group, a workshop and a survey of junior and senior academicians to solicit recommendations for optimal levels of protected time and resources when starting an independent laboratory. The consensus was that junior faculty should be assigned no more than 8 wk clinical service and should obtain start-up funds of $500K-1M exclusive of a 5-y committed salary support. Senior respondents placed a higher premium on protected time than junior faculty.

Color-Blind Racial Beliefs Among Dental Students and Faculty.

PubMed

Su, Yu; Behar-Horenstein, Linda S

2017-09-01

Providing culturally competent patient care requires an awareness of racial and cultural norms as well as a recognition of racism. Yet, there is a paucity of research devoted to this problem. In dental education, increased attention has focused on eliminating oral health care disparities due to ethnicity and race. Further investigation to determine the relationship between color-blind attitudes (failing to recognize the impact of race and racism on social justice) and dental educators' cultural competence is needed. The aim of this study was to determine dental faculty and student baseline color-blind racial attitudes scale scores, using the color-blind racial attitudes scale (CoBRAS). This 20-item instrument that measures three subscales of color-blind racial attitudes (Unawareness of Racial Privilege, Institutional Discrimination, and Blatant Racial Issues) was administered to student and faculty groups at one U.S. dental school. Out of a total 245 students in three class years, 235 responded to all items, for a response rate of 96%; out of a total 77 faculty members invited to participate, 71 responded to all items, for a response rate of 92%. Underrepresented minority (URM) faculty scored significantly higher on the Institutional Discrimination subscale and lower on Unawareness of Racial Privilege compared to non-URM students. Males scored significantly higher on Institutional Discrimination and Blatant Racial Issues compared to females. Compared to white students, URM students scored lower on all three subscales. The findings were consistent with previous studies indicating that female and URM students were more sensitive to racism compared to male and majority students. The findings that white faculty had higher awareness of racial privilege than white students and that URM faculty were less aware of institutional discrimination than URM students provided new information. These findings suggest that dental faculty members need professional development opportunities that promote becoming color-conscious and understanding privilege and biases, that model instruction on discussing race and racism, and that extend beyond a brief workshop.

Salish Kootenai College and U.S. Geological Survey partnership—Enhancing student opportunities and professional development

USGS Publications Warehouse

Sando, Roy; Fordham, Monique

2017-08-29

Salish Kootenai College (SKC), in the Flathead Reservation in the northwestern corner of Montana, is the largest of the seven Tribal colleges in the State. In 2011, U.S. Geological Survey (USGS) National Tribal Liaison Monique Fordham from the Office of Tribal Relations/Office of Science Quality and Integrity began discussions with SKC faculty to examine ways the USGS could assist with classes taught as part of the new hydrology program at the college. With funding provided by the USGS Office of Tribal Relations, Roy Sando from the Wyoming-Montana Water Science Center began collaborating with SKC. From 2012 to 2017, Sando and others have developed and taught eight educational workshops at SKC. Topics of the workshops have included classifying land cover using remote sensing, characterizing stream channel migration, estimating actual evapotranspiration, modeling groundwater contamination plumes, and building custom geographic information system tools. By contributing to the educational training of SKC students and establishing this high level of collaboration with a Tribal college, the USGS is demonstrating its commitment to helping build the next generation of Tribal scientists.

I-LLINI Partnerships for 21st Century Teachers

NASA Astrophysics Data System (ADS)

Read, K.; Wong, K.; Charlevoix, D. J.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

2008-12-01

I-LLINI Partnerships is two-year State funded program to initiate enhance communication between the faculty at University of Illinois and K-12 teachers in the surrounding communities. The program focuses on math and science with a particular emphasis on the use of technology to teaching math and science to middle-school aged children. The Partnership provides participating teachers with a suite of technology including a computer, digital camera, and software, as well as a small stipend. University partners include representatives from the Departments of Mathematics as well as the Department of Atmospheric Sciences and the Department of Geology. The Atmospheric Sciences and Geology faculty have partnered to provide content using an Earth Systems Science approach to presenting content to the teachers. Additionally, teachers provide feedback to university faculty with relation to how they might better prepare future science teachers. Teacher participants are required to attend a series of workshops during the academic year as well as a summer workshop. The first workshop was held June 2008 on the University of Illinois campus. Our poster will highlight the first workshop providing a discussion and photographs of the activities, an analysis of the benefits and challenges - both to the university representatives as well as the teachers ­ and a summary of future changes planned for the 2009 summer workshop. During the second morning of the workshop, the science teachers participated in an EcoBlitz via a field trip to a collect data from a stream near campus. During the EcoBlitz, math teachers attended tutorial sessions on campus on statistical analysis software. The EcoBliz teachers were provided with instruments and equipment necessary to collect data on the weather conditions and water quality of the stream. Instruments included a temperature probe, turbidity sensor, dissolved oxygen sensor and a hand held weather instrument. Data was recorded with Vernier LabQuest data loggers. The participants also took pictures with the digital cameras provided through the partnership. During the afternoon session, water and air data was analyzed using TinkerPlots. The science teachers helped the math teachers understand the process of data collection, the physical environment where data was collected and the limitations of the instruments. The math teachers helped the science teachers to use the TinkerPlots software and find statistical representations of the data. A group discussion ensued with regard to the meaning of various statistical measures such as average and median and what they really mean when using real data. Feedback from the teachers was overwhelmingly positive, in particular the modeling of using science data to understand mathematical concepts. Several teachers planned to borrow the instruments and conduct similar activities in their science and math classrooms. Future work include conduct workshops for the participating teachers throughout the academic year to solicit from in-service teachers how university level science classes can be better tailored to pre-service teacher needs.

Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students

PubMed Central

Bloodhart, Brittany; Barnes, Rebecca T.; Adams, Amanda S.; Clinton, Sandra M.; Pollack, Ilana; Godfrey, Elaine; Burt, Melissa; Fischer, Emily V.

2017-01-01

Women are underrepresented in a number of science, technology, engineering, and mathematics (STEM) disciplines. Limited diversity in the development of the STEM workforce has negative implications for scientific innovation, creativity, and social relevance. The current study reports the first-year results of the PROmoting Geoscience Research, Education, and SuccesS (PROGRESS) program, a novel theory-driven informal mentoring program aimed at supporting first- and second-year female STEM majors. Using a prospective, longitudinal, multi-site (i.e., 7 universities in Colorado/Wyoming Front Range & Carolinas), propensity score matched design, we compare mentoring and persistence outcomes for women in and out of PROGRESS (N = 116). Women in PROGRESS attended an off-site weekend workshop and gained access to a network of volunteer female scientific mentors from on- and off-campus (i.e., university faculty, graduate students, and outside scientific professionals). The results indicate that women in PROGRESS had larger networks of developmental mentoring relationships and were more likely to be mentored by faculty members and peers than matched controls. Mentoring support from a faculty member benefited early-undergraduate women by strengthening their scientific identity and their interest in earth and environmental science career pathways. Further, support from a faculty mentor had a positive indirect impact on women’s scientific persistence intentions, through strengthened scientific identity development. These results imply that first- and second- year undergraduate women’s mentoring support networks can be enhanced through provision of protégé training and access to more senior women in the sciences willing to provide mentoring support. PMID:29091969

Infusing the Core Curriculum with Societally Relevant Issues and Preparing Faculty to Work with Diverse Students

NASA Astrophysics Data System (ADS)

Shellito, L. J.; Straw, B.; Sexton, J. M.; Hoyt, W.

2016-12-01

The way we teach our courses has an impact on student experience, and ultimately, student interest and persistence in geoscience majors and career paths. With that in mind, the primary goal of the InTeGrate implementation program in the University of Northern Colorado Department of Earth and Atmospheric Science is to promote retention in the Earth Science major through interventions that impact student classroom experience. We used two approaches to accomplish this. 1) We developed interdisciplinary curricular activities that are based on societally-relevant issues, engage students in problem-solving, and that prompt students to consider the relationships between science, society, and sustainability. We implemented these activities in core earth science courses and in a general education scientific writing course. 2) Our Earth and Atmospheric Science faculty participated in diversity and equity awareness training. In this presentation, we share our initial assessment of the effectiveness of new curricular activities and the effectiveness of a workshop developed for faculty that promotes awareness of teaching styles and behaviors that promote inclusion of students traditionally underrepresented in the sciences. Our results suggest that incorporating a societally-relevant component to activities improves student interest in the material and provides them with experience in interdisciplinary analysis and problem solving. The implementation of sustainability issues into a general education scientific writing course has a demonstrated impact on student perception of climate change and sustainability. Faculty report that they are more aware of teaching styles that promote inclusion of students traditionally underrepresented in the sciences.

Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students.

PubMed

Hernandez, Paul R; Bloodhart, Brittany; Barnes, Rebecca T; Adams, Amanda S; Clinton, Sandra M; Pollack, Ilana; Godfrey, Elaine; Burt, Melissa; Fischer, Emily V

2017-01-01

Women are underrepresented in a number of science, technology, engineering, and mathematics (STEM) disciplines. Limited diversity in the development of the STEM workforce has negative implications for scientific innovation, creativity, and social relevance. The current study reports the first-year results of the PROmoting Geoscience Research, Education, and SuccesS (PROGRESS) program, a novel theory-driven informal mentoring program aimed at supporting first- and second-year female STEM majors. Using a prospective, longitudinal, multi-site (i.e., 7 universities in Colorado/Wyoming Front Range & Carolinas), propensity score matched design, we compare mentoring and persistence outcomes for women in and out of PROGRESS (N = 116). Women in PROGRESS attended an off-site weekend workshop and gained access to a network of volunteer female scientific mentors from on- and off-campus (i.e., university faculty, graduate students, and outside scientific professionals). The results indicate that women in PROGRESS had larger networks of developmental mentoring relationships and were more likely to be mentored by faculty members and peers than matched controls. Mentoring support from a faculty member benefited early-undergraduate women by strengthening their scientific identity and their interest in earth and environmental science career pathways. Further, support from a faculty mentor had a positive indirect impact on women's scientific persistence intentions, through strengthened scientific identity development. These results imply that first- and second- year undergraduate women's mentoring support networks can be enhanced through provision of protégé training and access to more senior women in the sciences willing to provide mentoring support.

Learning Skills Workshops Supporting First-Year Courses

ERIC Educational Resources Information Center

Grills, Sheilagh

2017-01-01

Student Services support, including learning skills assistance, can be integral in empowering learners. First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in…

Group Activities for Math Enthusiasts

ERIC Educational Resources Information Center

Holdener, J.; Milnikel, R.

2016-01-01

In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.

Engineering Education 2001. The Samuel Neaman Institute--Technion Report.

ERIC Educational Resources Information Center

Engineering Education, 1987

1987-01-01

Presents a view of future engineering education as perceived by the Technion faculty group on the basis of their own analysis and the insights gathered from workshop discussions. Contrasts basic and specialized education. Reviews the technologies and skills of the future engineer. Gives an overview of curriculum requirements. (CW)

Quality Assurance and Transparency Tools. ENQA Workshop Report 15

ERIC Educational Resources Information Center

Costes, Nathalie; Hopbach, Achim; Kekalainen, Helka; van IJperen, Robin; Walsh, Padraig

2010-01-01

The European Association for Quality Assurance in Higher Education (ENQA) realises that there is a steadily growing interest among students and all stakeholders of Higher Education and the public at large in accessing detailed and reliable information on the quality of individual study programmes, faculties and higher education institutions. ENQA…

Scientific Teaching: Defining a Taxonomy of Observable Practices

ERIC Educational Resources Information Center

Couch, Brian A.; Brown, Tanya L.; Schelpat, Tyler J.; Graham, Mark J.; Knight, Jennifer K.

2015-01-01

Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive…

Working through PowerPoint: A Global Prism for Local Reflections

ERIC Educational Resources Information Center

Connor, Michael; Wong, Irene F. H.

2004-01-01

Student presentations have assumed such prominence at the Nanyang Business School (NBS), Singapore, that business communication academics have begun conducting workshops on presentations for other faculty members. In addition to guidance on assessing student presentations, the authors offer theoretical and practical perspectives on PowerPoint,…

Leadership Learning for Complex Organizations

ERIC Educational Resources Information Center

Ng, F. S. David

2015-01-01

Many school leadership programs are set and delivered in specific modules or workshops in order to achieve a pre-determined set of competencies, knowledge, and skills. In addition, these programs are driven by the faculty member and the prescribed content. As Singapore schools become more complex in the roles and responsibilities to educate the…

Insect Identification Educational Volunteers Created in Train-the-Trainer Workshops in Oregon and Washington

ERIC Educational Resources Information Center

Corp, Mary K.; Rondon, Silivia I.; Van Vleet, Stephen M.

2013-01-01

The "train-the-trainer" model successfully created volunteer educators in insect identification. Intensive training programs prepared 71 individuals during 2 1/2-day (20 hour) training sessions. Trainees included university Extension faculty (13), agricultural professionals (13), and certified Master Gardeners (45). The sessions were…

Training Sessions Provide Working Knowledge of National Animal Identification System

ERIC Educational Resources Information Center

Glaze, J. Benton, Jr.; Ahola, Jason K.

2010-01-01

One in-service and two train-the-trainer workshops were conducted by University of Idaho Extension faculty, Idaho State Department of Agriculture personnel, and allied industry representatives to increase Extension educators' knowledge and awareness of the National Animal Identification System (NAIS) and related topics. Training sessions included…

Characteristics of racism and the health consequences experienced by black nursing faculty.

PubMed

Robinson, Ora V

2014-01-01

Few studies have examined the health consequences of racism experienced by Black nursing professors. A cohort of nine Black nursing professors at various academic ranks responded to a series of questions on racism, coping and intervention strategies to reduce the harmful health consequences. Findings identified behavioral characteristics of racism, resiliency factors of coping, and suggested workshops to minimize the effects of racism within the nursing profession. Implications include workshops on critical self reflection and rules of engagement. A question raised for future research "how to create a racially/ethnic inclusive and psychosocial healthy academic work environment"?

Chair Talk: Resources to Maximize Administrative Efforts

NASA Astrophysics Data System (ADS)

MacDonald, H.; Chan, M. A.; Bierly, E. W.; Manduca, C. A.; Ormand, C. J.

2009-12-01

Earth science department chairs are generally scientists who have little/no formal administrative training. The common rotation of faculty members in three-six year cycles distributes the heavy leadership responsibilities but involves little preparation beforehand to deal with budgets, fundraising, personnel issues, confrontations, and crises. The amount of information exchange and support upon exit and handoff to the next chair is variable. Resources for chairs include workshops, meetings (ranging from annual meetings of geoscience chairs to monthly meetings of small groups of chairs from various disciplines on a campus), discussions, and online resources. These resources, some of which we designed in the past several years, provide information and support for chairs, help them share best practices, and reduce time spent “reinventing the wheel”. Most of these resources involve groups of chairs in our discipline who meet together. The AGU Board of Heads and Chairs of Earth and Space Science Departments offers annual one-day workshops at the Fall AGU meeting. The specific topics vary from year to year; they have included goals and roles of heads and chairs, fundraising and Advisory Boards, student recruitment, interdisciplinarity, dual-career couples, and undergraduate research. The workshop provides ample opportunities for open discussion. Annual one-two day meetings of groups of geoscience department chairs (e.g., research universities in a particular region) provide an opportunity for chairs to share specific data about their departments (e.g., salaries, graduate student stipends, information about facilities) and discuss strategies. At the College of William and Mary, a small group of chairs meets monthly throughout the year; each session includes time for open discussion as well as a more structured discussion on a particular topic (e.g., merit review, development and fundraising, mentoring early career faculty and the tenure process, leadership styles, dealing with difficult situations, working with alumni). Through the Association for Women Geoscientists, we have offered annual one-hour lunch discussions at AGU and GSA meetings on issues facing women chairs and deans. Focusing on a different topic each year, these discussions include sharing good solutions, problem solving on various case scenarios, and so forth. In addition, the Building Strong Geoscience Departments program has offered workshops on different aspects of building strong geoscience departments, distributed reports, and made a variety of materials that would be useful to geoscience chairs available on their website. These programs and resources should continue and build to provide more continuity within departments and to increase a broader experience base of faculty. One of the greatest resources for chairs is to have personal connections with other chairs (via these programs), who can be called upon for advice, ideas, or general support. The sense of collective community could act in a powerful way to inspire and encourage more innovations and creative solutions to promote stronger departments.

Creating a test blueprint for a progress testing program: A paired-comparisons approach.

PubMed

von Bergmann, HsingChi; Childs, Ruth A

2018-03-01

Creating a new testing program requires the development of a test blueprint that will determine how the items on each test form are distributed across possible content areas and practice domains. To achieve validity, categories of a blueprint are typically based on the judgments of content experts. How experts judgments are elicited and combined is important to the quality of resulting test blueprints. Content experts in dentistry participated in a day-long faculty-wide workshop to discuss, refine, and confirm the categories and their relative weights. After reaching agreement on categories and their definitions, experts judged the relative importance between category pairs, registering their judgments anonymously using iClicker, an audience response system. Judgments were combined in two ways: a simple calculation that could be performed during the workshop and a multidimensional scaling of the judgments performed later. Content experts were able to produce a set of relative weights using this approach. The multidimensional scaling yielded a three-dimensional model with the potential to provide deeper insights into the basis of the experts' judgments. The approach developed and demonstrated in this study can be applied across academic disciplines to elicit and combine content experts judgments for the development of test blueprints.

Connecting with guidance counselors to enhance recruitment into nursing of minority teens.

PubMed

Campbell-Heider, Nancy; Sackett, Kay; Whistler, M Patricia

2008-01-01

The purpose of this article was to describe the design, implementation, and outcomes of one strategy used to promote careers in nursing among minority high-school-aged teens-namely, a workshop for guidance counselors in a large urban school system. All guidance counselors in an urban inner city school system were invited to attend a workshop on careers in nursing as part of their monthly continuing education requirements. Thirty-nine (39%) participated in the half-day workshop held at a school of nursing. Most informative were the guidance counselor comments about perceptions of nursing careers that create barriers to recruitment. Guidance counselors reported that (a) many students and parents view nursing as a "dangerous field," (b) negative stereotypes about nursing persist, (c) many students do not plan for the prerequisites for baccalaureate entrance, (d) nursing is perceived as a "narrow" field with few opportunities for advancement, and (e) there is a preference of 2-year programs to get "quick income" over baccalaureate programs and long-term career planning. Faculty and students addressed these issues. Faculty collaboration with guidance counselors is an excellent mechanism to uncover barriers to minority recruitment at the local level. Nursing recruitment activities should be tailored to address these community concerns. In the last 4 years, 24 students from the targeted high school system were offered admission to the University at Buffalo and of this group 17 enrolled in nursing.

2010 NASA-AIHEC Summer Research Experience: Students and Teachers from TCUs Engage in GIS/Remote Sensing with Researchers and Scientists--Lessons Learned

NASA Astrophysics Data System (ADS)

Rock, B. N.; Carlson, M.; Mell, V.; Maynard, N.

2010-12-01

Researchers and scientists from the University of New Hampshire (UNH) and the Confederated Tribes of Grand Ronde joined with the National Aeronautics and Space Administration (NASA) to develop and present a Summer Research Experience (SRE) that trained 21 students and 10 faculty members from 9 of the 36 Tribal Colleges and Universities (TCUs) which comprise the American Indian Higher Education Council (AIHEC). The 10-week SRE program was an inquiry-based introduction to remote sensing, geographic information systems (GIS) and field science research methods. Teams of students and TCU faculty members developed research projects that explored climate change, energy development, contamination of water and air, fire damage in forests, and lost cultural resources on tribal lands. The UNH-Grand Ronde team presented SRE participants with an initial three-week workshop in the use of research tools and development of research projects. During the following seven weeks, the team conferred weekly with SRE participants to monitor and support their progress. Rock provided specific guidance on numerous scientific questions. Carlson coached students on writing and organization and provided laboratory analysis of foliar samples. Mell provided support on GIS technology. Eight of the SRE college teams completed substantial research projects by the end of the SRE while one other team developed a method for future research. Seventeen students completed individual research papers, oral presentations and posters. Nineteen students and all teachers maintained regular and detailed communication with the UNH-Grand Ronde mentors throughout the ten-week program. The SRE produced several significant lessons learned regarding outreach educational programs in inquiry-based science and technology applications. These include: Leadership by an active research scientist (Rock) inspired and supported students and teachers in developing their own scientific inquiries. An intensive schedule of expectations for each week of the 10-week SRE, a handbook of research tools, and regular coaching and encouragement stretched individual students to high levels of achievement. Daily meetings with TCU faculty during the initial 3-week training workshop and close communication during the 7-week follow-on provided each participating TCU with lasting professional development in research, use of technology, and strategies for mentoring research students. The inquiry-based approach gave each student a sense of ownership for their projects, a sense of place for native lands and resources, a sense of pride in accomplishments, and self-discovery of gaps in knowledge and skills. Students across a wide spectrum of skills and academic experience voiced a sense of achievement and an interest in learning more science.

Canadian residents' perceived manager training needs.

PubMed

Stergiopoulos, Vicky; Lieff, Susan; Razack, Saleem; Lee, A Curtis; Maniate, Jerry M; Hyde, Stacey; Taber, Sarah; Frank, Jason R

2010-01-01

Despite widespread endorsement for administrative training during residency, teaching and learning in this area remains intermittent and limited in most programmes. To inform the development of a Manager Train-the-Trainer program for faculty, the Royal College of Physicians and Surgeons of Canada undertook a survey of perceived Manager training needs among postgraduate trainees. A representative sample of Canadian specialty residents received a web-based questionnaire in 2009 assessing their perceived deficiencies in 13 Manager knowledge and 11 Manager skill domains, as determined by gap scores (GSs). GSs were defined as the difference between residents' perceived current and desired level of knowledge or skill in selected Manager domains. Residents' educational preferences for furthering their Manager knowledge and skills were also elicited. Among the 549 residents who were emailed the survey, 199 (36.2%) responded. Residents reported significant gaps in most knowledge and skills domains examined. Residents' preferred educational methods for learning Manager knowledge and skills included workshops, web-based formats and interactive small groups. The results of this national survey, highlighting significant perceived gaps in multiple Manager knowledge and skills domains, may inform the development of Manager curricula and faculty development activities to address deficiencies in training in this important area.

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

NASA Astrophysics Data System (ADS)

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

2013-12-01

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

Teaching Environmental Geology in the 21St Century: A Workshop Report

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Wiese, K.; Castendyk, D.; McDaris, J. R.

2012-12-01

Environmental Geology encompasses a range of topics that include geohazards, natural resources, issues such as climate change, human health, and environmental policy. Instruction in Environmental Geology provides students the opportunity to address the grand challenges facing humanity regarding how to live sustainably and responsibly on Earth. Instruction in Environmental Geology ranges from dedicated introductory courses, instructional modules in upper division Earth Science "core" classes, to courses in related disciplines such as environmental science, ecology, and the social and political sciences. To explore the opportunities of teaching Environmental Geology in all these contexts, the On the Cutting Edge program convened a workshop in June 2012 to bring together instructors representing a diversity of instructional settings. The goals of the workshop were to: 1) Share innovative teaching methods, approaches, and activities for teaching Environmental Geology and share ideas on how to teach in various contexts. 2) Examine where and how environmental geology topics are taught in the geoscience curriculum from introductory courses for non-majors to "core" geoscience courses for majors. 3) Consider the ways that Environmental Geology courses and topical materials can contribute to public science literacy, particularly how to make personal and societal decisions about the range of issues facing humanity and to live responsibly and sustainably on this planet. 4) Develop a list of best practices for integrating emerging environmental issues, recent natural disasters, and issues related to natural resources into course work and identifying how scientific data and research outcomes can inform public discourse on topical issues. 5) Develop strategies to reach under-represented groups and expand the diversity of students who enroll in our courses. 6) Identify topics of high interest and need for future development as teaching modules and courses. The workshop program included keynote talks, small group discussion sessions, interactive demonstrations, and opportunities to network and develop ideas for new instructional resources. The participants also reviewed over 300 teaching activities, and contributed to additional online resources focused on Environmental Geology. Field trips demonstrated teaching activities about environmental issues in local contexts. All workshop presentations, discussion summaries, teaching activity collections and related on-line resources are available on the workshop website. Faculty are encouraged to submit additional examples of Environmental Geology instructional resources.

Developing a Curriculum to Promote Professionalism for Medical Students Using Social Media: Pilot of a Workshop and Blog-Based Intervention

PubMed Central

O'Hagan, Thomas; Chisolm, Margaret S

2015-01-01

Background As the use of social media (SM) tools becomes increasingly widespread, medical trainees need guidance on applying principles of professionalism to their online behavior. Objective To develop a curriculum to improve knowledge and skills regarding professionalism of SM use by medical students. Methods This project was conducted in 3 phases: (1) a needs assessment was performed via a survey of medical students regarding SM use, rationale for and frequency of use, and concerns; (2) a workshop-format curriculum was designed and piloted for preclinical students to gain foundational knowledge of online professionalism; and (3) a complementary longitudinal SM-based curriculum was designed and piloted for clinical students to promote both medical humanism and professionalism. Results A total of 72 medical students completed the survey (response rate 30%). Among the survey respondents, 71/72 (99%) reported visiting social networking sites, with 55/72 (76%) reporting daily visits. Privacy of personal information (62/72, 86%) and mixing of personal/professional identities (49/72, 68%) were the students’ most commonly endorsed concerns regarding SM use. The workshop-format curriculum was evaluated qualitatively via participant feedback. Of the 120 students who participated in the workshop, 91 completed the post workshop evaluation (response rate 76%), with 56 positive comments and 54 suggestions for improvement. The workshop was experienced by students as enjoyable, thought provoking, informative, and relevant. Suggestions for improvement included adjustments to timing, format, and content of the workshop. The SM-based curriculum was evaluated by a small-scale pilot of 11 students, randomized to the intervention group (participation in faculty-moderated blog) or the control group. Outcomes were assessed quantitatively and qualitatively via personal growth scales, participant feedback, and analysis of blog themes. There was a trend toward improvement in total personal growth scores among those students in the blog group from 3.65 (0.47) to 4.11 (0.31) (mean [SD]) with no change observed for the students in the control group (3.89 [0.11] before and after evaluation). Themes relevant to humanism and professionalism were observed in the blog discussion. Conclusions Most medical students surveyed reported using SM and identified privacy and personal-professional boundaries as areas of concern. The workshop format and SM-based curricula were well-received by students whose formative feedback will inform the refinement and further development of efforts to promote professionalism among medical students. PMID:27731846

A Summary of NASA Summer Faculty Fellowship Work in the E.O. Office and in the Educator Resources Center

NASA Technical Reports Server (NTRS)

Thompson, H. Wendell, Sr.

2005-01-01

The Office of Equal Opportunity supports a number of summer programs which are designed to: 1.) Increase the number of elementary and secondary students and teachers who are involved in NASA-related education opportunities; and 2.) Support higher education research capability and opportunities that attract and prepare increasing numbers of students and faculty for NASA-related careers. A part of my work in the E.O. office involved the evaluation of several of the programs in order to determine their level of success and to make recommendations for the improvement of those programs where necessary. As a part of the involvement with one of the programs, the PSTI, I had the great opportunity to interact with the students in a number of their sessions which involved problem-based learning in science, mathematics and technology. A summary of the evaluation of those programs is included in this report. The second part of my work involved assisting the coordinator of the Educator Resource Center at the Space and Rocket Center. I participated in space science workshops for in-service and pre-service teachers. There educational resources were made available to the participants including many hands-on activities that hey could take back to their classes. I participated in the three hour workshops that were offered on Tuesdays and Thursdays of each week, although there were workshops on other days. On Mondays, Wednesdays, and Fridays, I worked in the E.O. office. As a result of my work in the ERC, I developed a Directed Reading PowerPoint Lesson Plan Guide involving remote sensing entitled, Echo the Bat. This was based on a NASA published children's book entitled Echo The Bat, written by Ginger Butcher. I have included a description of the lesson in this report. A summary of the evaluations of several of the summer programs supported by the Equal Opportunity office are included in this report.

Harnessing the medical humanities for experiential learning.

PubMed

Singh, Satendra; Barua, Purnima; Dhaliwal, Upreet; Singh, Navjeevan

2017-01-01

A month-long workshop on medical humanities was held in the Jorhat Medical College, Assam in September 2015. It employed experiential learning (both online and onsite) using humanities tools, such as the theatre of the oppressed, art, literature, reflective narratives, movies, the history of medicine, graphic medicine, poetry and diversity studies. As a result of the interactions, 28 volunteer participants, comprising students and faculty members, wrote reflective narratives on doctor​-patient relationships, produced a newsletter and a logo for their medical humanities group, and staged cultural performances and forum theatre. The narratives, participants' reflections and feedback received were subjected to qualitative analysis; the workshop was evaluated using Kirkpatrick's model. The participants learned to examine their attitudes and behaviour, communicate with their bodies, and experience respect for diversity. There was an improvement in their understanding of empathy, ethics and professionalism. The workshop achieved level-3 (behaviour) on Kirkpatrick's model, suggesting that such workshops can initiate a change in the ABCDE attributes (attitude, behaviour, communication, diversity, ethics and empathy) of medical professionals.

Power Day: Addressing the Use and Abuse of Power in Medical Training

PubMed Central

Duncan, Laura; Roxas, Nichole; Hansen, Helena

2016-01-01

Problem Medical student mistreatment, as well as patient and staff mistreatment by all levels of medical trainees and faculty, is still prevalent in U.S. clinical training. Largely missing in interventions to reduce mistreatment is acknowledgement of the abuse of power produced by the hierarchical structure in which medicine is practiced. Approach Beginning in 2001, Yale School of Medicine has held annual “Power Day” workshops for third year medical students and advanced practice nursing students, to define and analyse power dynamics within the medical hierarchy and hidden curriculum using literature, guest speakers, and small groups. During rotations, medical students write narratives about the use of power witnessed in the wards. In response to student and small group leader feedback, workshop organizers have developed additional activities related to examining and changing the use of power in clinical teams. Outcome Emerging narrative themes included the potential impact of small acts and students feeling “mute” and “complicit” in morally distressing situations. Small groups provided safe spaces for advice, support, and professional identity formation. By 2005, students recognized residents that used power positively with Power Day awards and alumni served as keynote speakers on the use of power in medicine. By 2010, departments including OB/GYN, surgery, psychiatry, and paediatrics, had added weekly team Power Hour discussions. Next Steps The authors highlight barriers, benefits, and lessons learned. Barriers include the notion of clinical irrelevance and resistance to the word “power” due to perceived accusation of abuse. Benefits include promoting open dialogue about power, fostering inter-professional collaboration, rewarding positive role modelling by residents and faculty, and creating a network of trainee empowerment and leadership. Furthermore, faculty have started to ask that issues of power be addressed in a more transparent way at their level of the hierarchy as well. PMID:26979827

An organization for academic specialists: the time has come.

PubMed

Thompson, L Chesney; Chelmow, David; Hitt, Wilbur; Learman, Lee A; Ogburn, Tony

2014-07-01

The Society for Academic Specialists in General Obstetrics and Gynecology was recently formed to meet the professional needs of general obstetrician-gynecologists (ob-gyns) in academic settings. Historically there has been little communication and poor networking among this group, largely as a result of lack of infrastructure. Until the Society for Academic Specialists in General Obstetrics and Gynecology, there has been no common venue to unite academic specialists nor a means to identify colleagues and develop professional relationships. The Society is creating avenues for communication and collaboration among general ob-gyn faculty across institutions. The Society for Academic Specialists in General Obstetrics and Gynecology is hosting national meetings, conducting workshops and webinars, and developing other media to promote research training, share administrative skills, and help members to become more effective educators. One major focus of the new organization is to provide resources to facilitate faculty development. Formation of the Society for Academic Specialists in General Obstetrics and Gynecology is particularly timely given that ob-gyns, without subspecialty fellowship training, have assumed major roles in academic departments. Their contribution to educational, scholarly, and clinical responsibilities is a significant benefit to the well-being of the departments of obstetrics and gynecology. In turn, the role of educator and scholar is of value to the general academic ob-gyn. The Society for Academic Specialists in General Obstetrics and Gynecology will help academic faculty and their institutions by filling current gaps in professional and career development, which should improve scholarship, enhance retention, and improve the ability for academic departments to fulfill their educational and clinical missions.

Mentoring for a new era.

PubMed

Kalet, Adina; Krackov, Sharon; Rey, Mariano

2002-11-01

Over the course of their education, medical students must develop an identity that involves a deep understanding of professional principles and the skills to apply these ideals. This task is so important that it cannot be left to informal means and should be cultivated by a structured system that is focused on professionalism. The overall goal of our student-mentoring program is to advance the professional development of our students during the first two years of medical school through regular group meetings with skilled, trained faculty facilitators. We shaped the program to foster meaningful mentoring relationships among students and faculty, facilitate personal reflection, and encourage exploration of larger questions related to professional development. This program has evolved from a model of individual student-faculty pairings that resulted in uneven experiences. It is organized through a new "Master Scholars Program" (MSP), inaugurated in 2001-2002. The MSP features five theme-based societies composed of students and faculty who share interests in the theme (e.g., bioethics/human rights, health policy/public health, arts/humanities in medicine, biomedical/health sciences, medical informatics/biotechnology). Approximately once per month, eight students and two faculty members from each society meet over lunch for student-led discussions on topics related to their own professional development. In the first session, structured exercises enable students to get to know one another and brainstorm a curriculum for the year. In subsequent sessions, student pairs lead discussions on topics of interest to the group ranging from "the role of medical professionals in the aftermath of the World Trade Center attacks" to "balancing careers in medicine with family." A list of each group's discussion topics is posted on an electronic bulletin board to inform others. Two faculty mentors lead each group to ensure continuity and diversity over the two-year course of their meetings. A total of 57 out of 78 (73%) attended workshops to learn about the program and enhance their facilitation skills. Professional behaviors are explicitly emphasized in the materials outlining expectations of both students and faculty. Students are expected to attend, participate in and lead discussions, be constructive, respectful, and supportive, and accept/act on constructive feedback. Mentors are to facilitate the group's process, and provide feedback and guidance about the students' ideas and passions and the challenges they encounter. The faculty mentors will contribute descriptive material for the dean's letter on each student. We assessed student understanding of the definition of professionalism prior to the mentoring program and will follow up at regular intervals. Formative evaluation of the program includes surveys and focus groups with students and faculty to assess the effectiveness of the group process in accomplishing the stated goals of the program. Our medical school has committed resources, and our faculty and students have given thought, energy, and enthusiasm, to our mentoring program. This innovative new model has the potential to deepen and enrich the culture of medicine by providing a forum and skills for students to reflect on their own professional development and interact in a meaningful way with committed and skilled faculty who share similar interests.

Re-Framing Race in Teaching Writing across the Curriculum

ERIC Educational Resources Information Center

Poe, Mya

2013-01-01

Although faculty across the curriculum are often faced with issues of racial identity in the teaching of writing, WAC has offered little support for addressing race in assignment design, classroom interactions, and assessment. Through examples from teaching workshops, I offer specific ways that we can engage discussions about teaching writing and…

Supporting the K-12 Classroom through University Outreach

ERIC Educational Resources Information Center

Moskal, Barbara; Skokan, Catherine

2011-01-01

This article provides a field-based example of a series of outreach programs that have been designed in response to current recommendations found in the K-12 outreach literature. These programs begin with university mathematics and science faculty members teaching a 10-day summer workshop to elementary and middle school teachers. Following this…

University Research and Technology Transfer in a Changing World.

ERIC Educational Resources Information Center

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

This document derives from a workshop that brought together members of the Council on Research Policy and Graduate Education to discuss models of administrative and support structures to provide a range of services that promoted the goals of faculty, students, and other university employees in research and entrepreneurial activities. Following the…

The Role of Teachers in a Cross-cultural Drama.

ERIC Educational Resources Information Center

Wenzlaff, Terri L.; Throd, Mary A.

1995-01-01

Examines why there are so few Native American teachers in this country, specifically in the upper Midwest. Describes how one institution has increased the number of native teachers and notes student reactions to assimilation at a traditional, largely white university. Proposes an eight-hour workshop on diversity training for faculty. (SM)

Colorblind and Multicultural Ideologies Are Associated with Faculty Adoption of Inclusive Teaching Practices

ERIC Educational Resources Information Center

Aragón, Oriana R.; Dovidio, John F.; Graham, Mark J.

2017-01-01

Professional workshops aimed at increasing student diversity typically urge college-level science, technology, engineering, and math (STEM) educators to implement inclusive teaching practices. A model of the process by which educators adopt such practices, and the relationship between adoption and 2 ideologies of diversity is tested here. One…

Unmanned Systems In Integrating Cross domain Naval Fires

DTIC Science & Technology

2016-06-01

requirement for the battery . Lithium - Ion batteries have the remarkable characteristic of high energy density. A Lithium -Sulphur-Dioxide battery can...163 xi LIST OF FIGURES Figure 1. NPS Warfare Innovation Continuum...during the Warfare Innovation Workshop during Enrichment Week, September 2015. This four-day forum brought together students and faculty, defense

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

ERIC Educational Resources Information Center

Gormally, Cara; Evans, Mara; Brickman, Peggy

2014-01-01

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make…

Video Tutorials: A Sustainable Method for Campus Technology Training

ERIC Educational Resources Information Center

Bowers, John; Dent, Julie; Barnes, Kathleen

2009-01-01

Technology training is a resource-intensive endeavor with inherent potential for waste. Such training is commonly offered in live, face-to-face workshops on campus, without charge, by colleges and universities who value technology skills in their faculty, staff, and students. The true cost to the institution begins with the space used for…

The Multi-Initiative Dissemination Project Workshops: Who Attends Them and How Effective Are They?

ERIC Educational Resources Information Center

Burke, K. A.; Greenbowe, Thomas J.; Gelder, John I.

2004-01-01

The National Science Foundation funded the Multi-Initiative Dissemination (MID) project that was undertaken to introduce chemistry faculty to a variety of innovative new models, approaches, materials, and tools for active learning, retention, and understanding in lecture and lab. Innovations in units individualized to meet the needs of students…

Teaching Future Teachers: A Model Workshop for Doctoral Education

ERIC Educational Resources Information Center

Pryce, Julia M.; Ainbinder, Alisa; Werner-Lin, Allison V.; Browne, Teri A.; Smithgall, Cheryl

2011-01-01

Doctoral student training has become focused in recent years on acquiring subject-area knowledge and research skills, rather than on teaching. This shift often leaves aspiring junior faculty feeling unprepared to address the demanding pedagogical requirements of the professoriate. In the area of social work, few programs contain a structured,…

Editorial

NASA Astrophysics Data System (ADS)

Gill, Eberhard

2016-06-01

This Special Section of Acta Astronautica is a collection of selected peer reviewed papers presented at the eighth International Workshop on Satellite Constellations and Formation Flying (IWSCFF). The event was, as its predecessors, organized by the Astrodynamics Committee of the International Astronautical Federation (IAF) with the objective to bring together specialists in the area of astrodynamics and space mission analysis and design and to promote discussions on lessons from past missions, to present recent results, and to address challenges for future space missions. The Workshop was held at the Faculty of Aerospace Engineering of the Delft University of Technology from June 8-10, 2015. The Workshop was coordinated by its Chairs Eberhard Gill (The Netherlands) and Alfred Ng (Canada) with support from the recently established TU Delft Space Institute, an extended International Program Committee, a Local Organizing Committee and a variety of industrial and institutional sponsors.

Looking for Life in Extreme Environments on Earth and Beyond: Professional Development Workshop for Educators

NASA Astrophysics Data System (ADS)

Droppo, R.; Pratt, L.; Suchecki, P. C.

2010-08-01

The Looking for Life in Extreme Environments workshop held at Indiana University Bloomington in July of 2009 was the first in a series of workshops for high-school teachers that are currently in development. The workshops' modules are based on the research of faculty members in the Departments of Geological Sciences, Biology, and Astronomy, the School of Education, and the School of Public and Environmental Affairs at Indiana University Bloomington; the modules use lessons from Exploring Deep-Subsurface Life. Earth Analogues for Possible Life on Mars: Lessons and Activities, curricular materials that were produced and edited by Lisa Pratt and Ruth Droppo and published by NASA in 2008. Exploring Deep-Subsurface Life is a workbook, a DVD (with closed-captioning), and a CD with the lessons in digital text format for adaptation to classroom needs and printing. Each lesson includes the National Education Standards that apply to the materials. The workbook's lessons are written with three considerations: Life Domains, Cellular Metabolism, and Extreme Environments and Microbes. Students are challenged to build, draw, measure, discuss, and participate in laboratory processes and experiments that help them understand and describe microbes and their environments. In the Capstone, the students write a grant proposal based on the three lessons' analogues. The DVD is collection of videotaped interviews with scientists in laboratories at Michigan State, Princeton, and Indiana University, who are working on water and gas samples they collected from deep gold mines in South Africa and the Canadian Arctic. The interview materials and some animated graphics are compiled into four video pieces that support and compliment the accompanying workbook lessons and activities, and offer students insight into the excitement of scientific discovery.

Attitude toward plagiarism among Iranian medical faculty members.

PubMed

Ghajarzadeh, Mahsa; Norouzi-Javidan, Abbas; Hassanpour, Kiana; Aramesh, Kiarash; Emami-Razavi, Seyed Hassan

2012-01-01

The goal of this study was to assess attitude towards plagiarism in faculty members of Medical School at Tehran University of Medical Sciences. One hundred and twenty medical faculty members of Tehran University of Medical Sciences were enrolled in this cross-sectional study. They were asked to answer to valid and reliable Persian version of attitude towards plagiarism questionnaire. Attitude toward plagiarism, positive attitude toward self-plagiarism and plagiarism acceptance were assessed. Eighty seven filled-up questionnaires were collected. Mean total number of correct answers was 11.6±3.1. Mean number of correct answers to questions evaluating self-plagiarism was 1.7±0.4 and mean number of correct answers to questions evaluating plagiarism acceptance was 1.4±0.2. There was no significant correlation between plagiarism acceptance and self-plagiarism (r=0.17, P=0.1). It is essential to provide materials (such as workshops, leaflets and mandatory courses) to make Iranian medical faculty members familiar with medical research ethics issues such as plagiarism.

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

None

PREFACE The Twenty-First Workshop on Geothermal Reservoir Engineering was held at the Holiday Inn, Palo Alto on January 22-24, 1996. There were one-hundred fifty-five registered participants. Participants came from twenty foreign countries: Argentina, Austria, Canada, Costa Rica, El Salvador, France, Iceland, Indonesia, Italy, Japan, Mexico, The Netherlands, New Zealand, Nicaragua, the Philippines, Romania, Russia, Switzerland, Turkey and the UK. The performance of many geothermal reservoirs outside the United States was described in several of the papers. Professor Roland N. Horne opened the meeting and welcomed visitors. The key note speaker was Marshall Reed, who gave a brief overview of themore » Department of Energy's current plan. Sixty-six papers were presented in the technical sessions of the workshop. Technical papers were organized into twenty sessions concerning: reservoir assessment, modeling, geology/geochemistry, fracture modeling hot dry rock, geoscience, low enthalpy, injection, well testing, drilling, adsorption and stimulation. Session chairmen were major contributors to the workshop, and we thank: Ben Barker, Bobbie Bishop-Gollan, Tom Box, Jim Combs, John Counsil, Sabodh Garg, Malcolm Grant, Marcel0 Lippmann, Jim Lovekin, John Pritchett, Marshall Reed, Joel Renner, Subir Sanyal, Mike Shook, Alfred Truesdell and Ken Williamson. Jim Lovekin gave the post-dinner speech at the banquet and highlighted the exciting developments in the geothermal field which are taking place worldwide. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and graduate students. We wish to thank our students who operated the audiovisual equipment. Shaun D. Fitzgerald Program Manager.« less

'So you want to be a clinician-educator...': designing a clinician-educator curriculum for internal medicine residents.

PubMed

Heflin, Mitchell T; Pinheiro, Sandro; Kaminetzky, Catherine P; McNeill, Diana

2009-06-01

Despite a growing demand for skilled teachers and administrators in graduate medical education, clinician-educator tracks for residents are rare and though some institutions offer 'resident-as-teacher' programs to assist residents in developing teaching skills, the need exists to expand training opportunities in this area. The authors conducted a workshop at a national meeting to develop a description of essential components of a training pathway for internal medicine residents. Through open discussion and small group work, participants defined the various roles of clinician-educators and described goals, training opportunities, assessment and resource needs for such a program. Workshop participants posited that the clinician-educator has several roles to fulfill beyond that of clinician, including those of teacher, curriculum developer, administrator and scholar. A pathway for residents aspiring to become clinician educators must offer structured training in each of these four areas to empower residents to effectively practice clinical education. In addition, the creation of such a track requires securing time and resources to support resident learning experiences and formal faculty development programs to support institutional mentors and leaders. This article provides a framework by which leaders in medical education can begin to prepare current trainees interested in careers as clinician-educators.

Space Research, Education, and Related Activities in the Space Sciences

NASA Technical Reports Server (NTRS)

Black, David; Marshall, Frank (Technical Monitor)

2002-01-01

The Universities Space Research Association received an award of Cooperative Agreement NCC5-356 on September 29, 1998. The mission of this activity, known as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, USRA recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members.

Space Research, Education, and Related Activities In the Space Sciences

NASA Technical Reports Server (NTRS)

Black, David

2002-01-01

The mission of this activity, known as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, the Universities Space Research Association (USRA) recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members. This paper is the final report from this now completed Cooperative Agreement.

Space Research, Education, and Related Activities in the Space Sciences

NASA Technical Reports Server (NTRS)

2000-01-01

The Universities Space Research Association received an award of Cooperative Agreement #NCC5-356 on September 29, 1998. The mission of this activity, know as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, USRA recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members.

Doctor coach: a deliberate practice approach to teaching and learning clinical skills.

PubMed

Gifford, Kimberly A; Fall, Leslie H

2014-02-01

The rapidly evolving medical education landscape requires restructuring the approach to teaching and learning across the continuum of medical education. The deliberate practice strategies used to coach learners in disciplines beyond medicine can also be used to train medical learners. However, these deliberate practice strategies are not explicitly taught in most medical schools or residencies. The authors designed the Doctor Coach framework and competencies in 2007-2008 to serve as the foundation for new faculty development and resident-as-teacher programs. In addition to teaching deliberate practice strategies, the programs model a deliberate practice approach that promotes the continuous integration of newly developed coaching competencies by participants into their daily teaching practice. Early evaluation demonstrated the feasibility and efficacy of implementing the Doctor Coach framework across the continuum of medical education. Additionally, the Doctor Coach framework has been disseminated through national workshops, which have resulted in additional institutions applying the framework and competencies to develop their own coaching programs. Design of a multisource evaluation tool based on the coaching competencies will enable more rigorous study of the Doctor Coach framework and training programs and provide a richer feedback mechanism for participants. The framework will also facilitate the faculty development needed to implement the milestones and entrustable professional activities in medical education.

Sixteenth workshop on geothermal reservoir engineering: Proceedings

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

Ramey, H.J. Jr.; Kruger, P.; Miller, F.G.

1991-01-25

The Sixteenth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 23-25, 1991. The Workshop Banquet Speaker was Dr. Mohinder Gulati of UNOCAL Geothermal. Dr. Gulati gave an inspiring talk on the impact of numerical simulation on development of geothermal energy both in The Geysers and the Philippines. Dr. Gulati was the first recipient of The Stanford Geothermal Program Reservoir Engineering Award for Excellence in Development of Geothermal Energy. Dr. Frank Miller presented the award. The registered attendance figure of one hundred fifteen participants was up slightly from last year. There were seven foreign countries represented: Iceland,more » Italy, Philippines, Kenya, the United Kingdom, Mexico, and Japan. As last year, papers on about a dozen geothermal fields outside the United States were presented. There were thirty-six papers presented at the Workshop, and two papers were submitted for publication only. Attendees were welcomed by Dr. Khalid Aziz, Chairman of the Petroleum Engineering Department at Stanford. Opening remarks were presented by Dr. Roland Horne, followed by a discussion of the California Energy Commission's Geothermal Activities by Barbara Crowley, Vice Chairman; and J.E. ''Ted'' Mock's presentation of the DOE Geothermal Program: New Emphasis on Industrial Participation. Technical papers were organized in twelve sessions concerning: hot dry rock, geochemistry, tracer injection, field performance, modeling, and chemistry/gas. As in previous workshops, session chairpersons made major contributions to the program. Special thanks are due to Joel Renner, Jeff Tester, Jim Combs, Kathy Enedy, Elwood Baldwin, Sabodh Garg, Marcel0 Lippman, John Counsil, and Eduardo Iglesias. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and graduate students. We wish to thank Pat Ota, Angharad Jones, Rosalee Benelli, Jeanne Mankinen, Ted Sumida, and Terri A. Ramey who also produces the Proceedings Volumes for publication. We owe a great deal of thanks to our students who operate the audiovisual equipment and to Michael Riley who coordinated the meeting arrangements for a second year. Henry J. Ramey, Jr. Roland N. Horne Frank G. Miller Paul Kruger William E. Brigham Jean W. Cook« less

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.

Quantitative Literacy: Geosciences and Beyond

NASA Astrophysics Data System (ADS)

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

2002-12-01

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

Assessment of a Group Activity Based Educational Method to Teach Research Methodology to Undergraduate Medical Students of a Rural Medical College in Gujarat, India.

PubMed

Kumar, Dinesh; Singh, Uday Shankar; Solanki, Rajanikant

2015-07-01

Early undergraduate exposure to research helps in producing physicians who are better equipped to meet their professional needs especially the analytical skills. To assess the effectiveness and acceptability of small group method in teaching research methodology. Sixth semester medical undergraduates (III MBBS-part1) of a self-financed rural medical college. The workshop was of two full days duration consisting of daily two sessions by faculty for 30 minutes, followed by group activity of about four hours and presentation by students at the end of the day. A simple 8 steps approach was used. These steps are Identify a Problem, Refine the Problem, Determine a Solution, Frame the Question, Develop a Protocol, Take Action, Write the Report and Share your Experience. A Pre-test and post-test assessment was carried out using a questionnaire followed by anonymous feedback at the end of the workshop. The responses were evaluated by blinded evaluator. There were 95 (94.8%) valid responses out of the 99 students, who attended the workshop. The mean Pre-test and post-test scores were 4.21 and 10.37 respectively and the differences were found to be significant using Wilcoxon Sign Rank test (p<0.001). The median feedback score regarding relevance, skill learning, quality of facilitation, gain in knowledge was four and that of experience of group learning was 5 on a Likert scale of 1-5.There were no significant differences between male and female students in terms of Pre-test, post-test scores and overall gain in scores. Participatory research methodology workshop can play a significant role in teaching research to undergraduate students in an interesting manner. However, the long term effect of such workshops needs to be evaluated.

Eighteenth workshop on geothermal reservoir engineering: Proceedings

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

Ramey, H.J. Jr.; Horne, R.J.; Kruger, P.

1993-01-28

PREFACE The Eighteenth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 26-28, 1993. There were one hundred and seventeen registered participants which was greater than the attendance last year. Participants were from eight foreign countries: Italy, Japan, United Kingdom, Mexico, New Zealand, the Philippines, Guatemala, and Iceland. Performance of many geothermal fields outside the United States was described in several of the papers. Dean Gary Ernst opened the meeting and welcomed the visitors to the campus. The key note speaker was J.E. ''Ted'' Mock who gave a brief overview of the Department of Energy's current plan.more » The Stanford Geothermal Program Reservoir Engineering Award for Excellence in Development of Geothermal Energy was awarded to Dr. Mock who also spoke at the banquet. Thirty-nine papers were presented at the Workshop with two papers submitted for publication only. Technical papers were organized in twelve sessions concerning: field operations, The Geysers, geoscience, hot-dry-rock, injection, modeling, slim hole wells, geochemistry, well test and wellbore. Session chairmen were major contributors to the program and we thank: John Counsil, Kathleen Enedy, Harry Olson, Eduardo Iglesias, Marcelo Lippmann, Paul Atkinson, Jim Lovekin, Marshall Reed, Antonio Correa, and David Faulder. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and graduate students. We wish to thank Pat Ota, Ted Sumida, and Terri A. Ramey who also produces the Proceedings Volumes for publication. We owe a great deal of thanks to our students who operate audiovisual equipment and to John Hornbrook who coordinated the meeting arrangements for the Workshop. Henry J. Ramey, Jr. Roland N. Horne Frank G. Miller Paul Kruger William E. Brigham Jean W. Cook« less

1998 NASA-ASEE-Stanford Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

1998-01-01

This report presents the essential features and highlights of the 1998 Summer Faculty Fellowship Program at Ames Research Center and Dryden Flight Research Center in a comprehensive and concise form. Summary reports describing the fellows' technical accomplishments are enclosed in the attached technical report. The proposal for the 1999 NASA-ASEE-Stanford Summer Faculty Fellowship Program is being submitted under separate cover. Of the 31 participating fellows, 27 were at Ames and 4 were at Dryden. The Program's central feature is the active participation by each fellow in one of the key technical activities currently under way at either the NASA Ames Research Center or the NASA Dryden Flight Research Center. The research topic is carefully chosen in advance to satisfy the criteria of: (1) importance to NASA, (2) high technical level, and (3) a good match to the interests, ability, and experience of the fellow, with the implied possibility of NASA-supported follow-on work at the fellow's home institution. Other features of the Summer Faculty Fellowship Program include participation by the fellows in workshops and seminars at Stanford, the Ames Research Center, and other off-site locations. These enrichment programs take place either directly or remotely, via the Stanford Center for Professional Development, and also involve specific interactions between fellows and Stanford faculty on technical and other academic subjects. A few, brief remarks are in order to summarize the fellows' opinions of the summer program. It is noteworthy that 90% of the fellows gave the NASA-Ames/Dryden- Stanford program an "excellent" rating and the remaining 10%, "good." Also, 100% would recommend the program to their colleagues as an effective means of furthering their professional development as teachers and researchers. Last, but not least, 87% of the fellows stated that a continuing research relationship with their NASA colleagues' organization probably would be maintained. Therefore, the NASA-ASEE- Ames/Dryden-Stanford Program has met its goals very well and every effort will be made to continue to do so in the future.

Toward competency-based curriculum: Application of workplace-based assessment tools in the National Saudi Arabian Anesthesia Training Program.

PubMed

Boker, Ama

2016-01-01

The anesthesia training program of the Saudi Commission for health specialties has introduced a developed competency-based anesthesia residency program starting from 2015 with the utilization of the workplace-based assessment (WBA) tools, namely mini-clinical exercises (mini-CEX), direct observation of procedural skills (DOPS), and case-based discussion (CBD). This work aimed to describe the process of development of anesthesia-specific list of mini-CEX, DOPS, and CBD tools within the Saudi Arabian Anesthesia Training Programs. To introduce the main concepts of formative WBA tools and to develop anesthesia-specific applications for each of the selected WBA tools, four 1-day workshops were held at the level of major training committees at eastern (Dammam), western (Jeddah), and central (Riyadh) regions in the Kingdom were conducted. Sixty-seven faculties participated in these workshops. After conduction of the four workshops, the anesthesia-specific applications setting of mini-CEX, DOPS, and CBD tools among the 5-year levels were fully described. The level of the appropriate consultation skills was divided according to the case complexity adopted from the American Society of Anesthesiologists physical classification for adult and obstetric and pediatric patient as well as the type of the targeted anesthetic procedure. WBA anesthesia-specific lists of mini-CEX, DOPS, and CBD forms were easily incorporated first into guidelines to help the first stage of implementation of formative assessment in the Saudi Arabian Anesthesia Residency Program, and this can be helpful to replicate such program within other various training programs in Saudi Arabia and abroad.

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

Writing Well: The Long-Term Effect on Empathy, Observation, and Physician Writing Through a Residency Writers' Workshop.

PubMed

Lemay, Megan; Encandela, John; Sanders, Lisa; Reisman, Anna

2017-06-01

Writing narratives during medical training can provide a way to derive meaning from challenging experiences, enhance reflection, and combat burnout. The Yale Internal Medicine Residency Writers' Workshop, an annual 2-day intensive workshop followed by faculty-guided writing revision and publication, has been training resident physicians in the craft of writing since 2003. The study aimed to assess the long-term effects of a craft-focused writers' workshop for residents on empathy, observation skills, and future writing. A survey of closed and open-ended questions was sent to former workshop participants (2003-2013), who rated and described the workshop's influence on their observation skills, empathy, improvement in writing, and continued informal and formal writing. A total of 89 of 130 participants (68%) completed the online survey. We identified key themes in written responses and collected quantitative ratings on a 5-point Likert scale of self-reported influence on these factors. Simple statistics and narrative analysis were used to derive results. Most participants agreed or strongly agreed that the workshop influenced their ability for careful observation (72 of 85, 85%); ability to be empathic with patients or colleagues (51 of 77, 66%); quality of writing (69 of 77, 90%); and continued formal or informal writing (52 of 77 [68%] and 41 of 77 [53%], respectively). Participants felt the workshop improved their attention to detail, provided a deeper understanding of others' experiences, and improved their writing. Participants in a residency writers' workshop experienced lasting effects on observation, empathy, and writing skills.

Writing Well: The Long-Term Effect on Empathy, Observation, and Physician Writing Through a Residency Writers' Workshop

PubMed Central

Encandela, John; Sanders, Lisa; Reisman, Anna

2017-01-01

Background Writing narratives during medical training can provide a way to derive meaning from challenging experiences, enhance reflection, and combat burnout. The Yale Internal Medicine Residency Writers' Workshop, an annual 2-day intensive workshop followed by faculty-guided writing revision and publication, has been training resident physicians in the craft of writing since 2003. Objective The study aimed to assess the long-term effects of a craft-focused writers' workshop for residents on empathy, observation skills, and future writing. Methods A survey of closed and open-ended questions was sent to former workshop participants (2003–2013), who rated and described the workshop's influence on their observation skills, empathy, improvement in writing, and continued informal and formal writing. A total of 89 of 130 participants (68%) completed the online survey. We identified key themes in written responses and collected quantitative ratings on a 5-point Likert scale of self-reported influence on these factors. Simple statistics and narrative analysis were used to derive results. Results Most participants agreed or strongly agreed that the workshop influenced their ability for careful observation (72 of 85, 85%); ability to be empathic with patients or colleagues (51 of 77, 66%); quality of writing (69 of 77, 90%); and continued formal or informal writing (52 of 77 [68%] and 41 of 77 [53%], respectively). Participants felt the workshop improved their attention to detail, provided a deeper understanding of others' experiences, and improved their writing. Conclusions Participants in a residency writers' workshop experienced lasting effects on observation, empathy, and writing skills. PMID:28638517

Recruiting student in Sciences in Rural Environment: The Air Pollution Workshop

NASA Astrophysics Data System (ADS)

Kubatova, A.; Pedersen, D.

2011-12-01

The number of students in sciences is declining and thus it is critical to employ a variety of initiatives to familiarize students with various topics in sciences as well as the university environment. In particular, this is a challenge in rural communities where many students do not have easy access to university campuses. Therefore, we have implemented a workshop for junior and senior high school students. We decided to run this workshop on the campus, as this provided not only exposure of the students to scientific and lecturing facilities, but also to life at the university. Holding the workshop on the university campus also enabled faculty and graduate students from several departments to participate, thus allowing for presentation of a wide variety of topics within atmospheric sciences. Our experiences with the continuously growing workshops - from 50 to 180 participating students - will be shared. Participants were students from both rural and urban areas. These workshops, therefore, contributed to our outreach and service to the local community and to students coming from the rural communities of the upper Midwest and Western states. The workshops are organized annually over the spring break, thus ensuring availability of facilities on the campus. The one-day workshop includes a short cycle of presentations focused on the characterization of atmospheric PM and several critical issues connected with it. The expert faculty members from several departments involved in such research present on global warming, air pollution, aerosol formation, measurement using an aircraft, the relation of emissions and energy production, and on modeling of atmospheric processes. This lecture series (each no longer than 15 min) was broken down by fun demonstrations to break the ice and attract students' attention. Following the presentations, students participated in demonstrations performed in the Chemistry Department. The demonstrations included several hands-on activities, starting with simple experiments such as making a cloud in a bottle, chromatography of marker colors, or conversion of dry ice to gas. These "easy" experiments provided explanation of fundamental principles for more scientifically oriented demonstrations including aerosol number concentration measurements, analysis of wood smoke using gas chromatography. The facilitators were mainly graduate students and postdoctoral fellows from the Chemistry Department. These people came from various countries, thus providing a diverse environment strongly appreciated by visiting students. The effectiveness of the workshop was evaluated through a series of pre- and post- surveys providing feedback on organization as well as on learning experiences given to students and teachers. The detailed results from the survey analysis will be reported. In general we were impressed by the current knowledge and interest of students coming to the workshop, suggesting that the decreasing number of students in the sciences may not be due to lack of knowledge or interest. In addition, we consider the workshop to be a success story based on the teachers who are bringing students back every year. The important features of the workshop, such as economical feasibility and details on organization and structure, will be discussed.

A mentor training program improves mentoring competency for researchers working with early-career investigators from underrepresented backgrounds.

PubMed

Johnson, Mallory O; Gandhi, Monica

2015-08-01

Mentoring is increasingly recognized as a critical element in supporting successful careers in academic research in medicine and related disciplines, particularly for trainees and early career investigators from underrepresented backgrounds. Mentoring is often executed ad hoc; there are limited programs to train faculty to become more effective mentors, and the few that exist have a dearth of empirical support of their impact. In 2013, we recruited 34 faculty from across the US engaged in HIV-related clinical research to participate in a 2-day Mentoring the Mentors workshop. The workshop included didactic and interactive content focused on a range of topics, such as mentor-mentee communication, leadership styles, emotional intelligence, understanding the impact of diversity (unconscious bias, microaggressions, discrimination, tokenism) for mentees, and specific tools and techniques for effective mentoring. Pre- and post-workshop online evaluations documented high rates of satisfaction with the program and statistically significant improvements in self-appraised mentoring skills (e.g. addressing diversity in mentoring, communication with mentees, aligning mentor-mentee expectations), as assessed via a validated mentoring competency tool. This is the first mentoring training program focused on enhancing mentors' abilities to nurture investigators of diversity, filling an important gap, and evaluation results offer support for its effectiveness. Results suggest a need for refinement and expansion of the program and for more comprehensive, long-term evaluation of distal mentoring outcomes for those who participate in the program.

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

NASA Astrophysics Data System (ADS)

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

2010-12-01

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

Sustaining Assessment: A Post-Epidemiological Approach Using "The Program Evaluation Standards"

ERIC Educational Resources Information Center

Axelson, Rick D.; Flick, Arend

2009-01-01

At a recent assessment workshop, one of the authors' colleagues, Andrew Stuart Bergerson, offered a novel metaphor for building their university's assessment program. "We need to spread the assessment virus on campus," Drew remarked, half seriously. Although they had a good laugh over this image at the time, it encapsulates the faculty-driven…

Taking It to the Streets: Mobile CD-ROM Workshops on Campus.

ERIC Educational Resources Information Center

Parker-Gibson, Necia

1994-01-01

Librarians at the University of Arkansas (Fayetteville) offer CD-ROM database and online catalog training using a portable unit composed of a laptop computer, modem, LCD panel, and overhead projector. This unit allows librarians to make presentations to large groups and to demonstrate to faculty and students the relevancy of library technology.…

Foundational Concepts and Underlying Theories for Majors in "Biochemistry and Molecular Biology"

ERIC Educational Resources Information Center

Tansey, John T.; Baird, Teaster, Jr.; Cox, Michael M.; Fox, Kristin M.; Knight, Jennifer; Sears, Duane; Bell, Ellis

2013-01-01

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members and science educators from around the country that focused on identifying: 1) core principles of biochemistry and molecular biology, 2) essential concepts and underlying theories from physics, chemistry, and mathematics, and 3)…

Engaging and Empowering Academic Staff to Promote Service-Learning Curriculum in Research-Intensive Universities

ERIC Educational Resources Information Center

Fang, Yahui

2016-01-01

Much of the literature on service-learning discusses issues related to faculty, students, and community partners. However, there is little research on issues related to academic staff. In this project, through a series of meetings and workshops, change lab methodology was used to analyze the barriers to staff members' involvement in…

A Catholic Campus in Reflective Action: A Co-Curricular Event Highlighting Identity and Mission

ERIC Educational Resources Information Center

De Vinne, Christine

2015-01-01

A campus-wide program to highlight Catholic identity and mission, Community Day has been celebrated at Notre Dame of Maryland University every year since 1993. Featuring a keynote speaker, followed by an array of thematic workshops led by faculty, staff, and students, the event invites participants to reflect on Catholic Social Teaching, embedded…

TEAC Exercise Workbook: Writing the "Inquiry Brief" and "Inquiry Brief Proposal"

ERIC Educational Resources Information Center

Teacher Education Accreditation Council, 2010

2010-01-01

This workbook is about producing the "Inquiry Brief" or "Inquiry Brief Proposal" for TEAC (Teacher Education Accreditation Council) accreditation. It is designed as a companion to the TEAC "Guide to Accreditation." The exercises in this workbook are selected by the writing workshop presenters to help program faculty get started on their "Brief."…

Inservice Training for Community College Faculty in Learning Disabilities Using Video Vignettes.

ERIC Educational Resources Information Center

Perin, Dolores

An in-service teacher training project was undertaken by the Center for Advanced Study in Education to produce video materials illustrating instructional strategies for learning disabled students and to conduct four on-campus workshops at four City University of New York (CUNY) and State University of New York (SUNY) community colleges in the New…

Application of Geographic Information System (GIS) in Student Experiential Learning on Climate Change and Sustainability

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.; Prakash, A.; San Juan, F.

2016-12-01

Consortium of minority serving institutions including Delaware State University, Virginia State University, Morgan State University, University of Alaska Fairbanks, and Elizabeth City State University have collaborated on various student experiential learning programs to expand the technology-based education by incorporating Geographic Information System (GIS) technique to promote student learning on climate change and sustainability. Specific objectives of this collaborative programs are to: (i) develop new or enhance existing courses of Introduction to Geographic Information System (GIS) and Introduction to Remote Sensing, (ii) enhance teaching and research capabilities through faculty professional development workshops, (iii) engage minority undergraduates in GIS and remote sensing research via experiential learning activities including summer internship, workshop, and work study experience. Ultimate goal is to prepare pipeline of minority task force with skills in GIS and remote sensing application in climate sciences. Various research projects were conducted on topics such as carbon footprint, atmospheric CO2, wildlife diversity, ocean circulation, wild fires, geothermal exploration, etc. Students taking GIS and remote sensing courses often express interests to be involved in research projects to enhance their knowledge and obtain research skills. Of about 400 students trained, approximately 30% of these students were involved in research experience in our programs since 2004. The summer undergraduate research experiences (REU) have offered hands-on research experience to the students on climate change and sustainability. Previous studies indicate that students who are previously exposed to environmental science only by a single field trip or an introductory course could be still at risk of dropping out of this field in their early years of the college. The research experience, especially at early college years, would significantly increase the participation and retention of students in climate sciences and sustainability by creating and maintaining interest in these areas. These programs promoted active recruitment of faculty, staff, and students, fostered the development of partnerships, and enhanced related skill sets among students in GIS and remote sensing.

Teaching emergency medicine with workshops improved medical student satisfaction in emergency medicine education.

PubMed

Sricharoen, Pungkava; Yuksen, Chaiyaporn; Sittichanbuncha, Yuwares; Sawanyawisuth, Kittisak

2015-01-01

There are different teaching methods; such as traditional lectures, bedside teaching, and workshops for clinical medical clerkships. Each method has advantages and disadvantages in different situations. Emergency Medicine (EM) focuses on emergency medical conditions and deals with several emergency procedures. This study aimed to compare traditional teaching methods with teaching methods involving workshops in the EM setting for medical students. Fifth year medical students (academic year of 2010) at Ramathibodi Hospital, Faculty of Medicine, Mahidol University, Bangkok, Thailand participated in the study. Half of students received traditional teaching, including lectures and bedside teaching, while the other half received traditional teaching plus three workshops, namely, airway workshop, trauma workshop, and emergency medical services workshop. Student evaluations at the end of the clerkship were recorded. The evaluation form included overall satisfaction, satisfaction in overall teaching methods, and satisfaction in each teaching method. During the academic year 2010, there were 189 students who attended the EM rotation. Of those, 77 students (40.74%) were in the traditional EM curriculum, while 112 students were in the new EM curriculum. The average satisfaction score in teaching method of the new EM curriculum group was higher than the traditional EM curriculum group (4.54 versus 4.07, P-value <0.001). The top three highest average satisfaction scores in the new EM curriculum group were trauma workshop, bedside teaching, and emergency medical services workshop. The mean (standard deviation) satisfaction scores of those three teaching methods were 4.70 (0.50), 4.63 (0.58), and 4.60 (0.55), respectively. Teaching EM with workshops improved student satisfaction in EM education for medical students.

Scientific teaching: defining a taxonomy of observable practices.

PubMed

Couch, Brian A; Brown, Tanya L; Schelpat, Tyler J; Graham, Mark J; Knight, Jennifer K

2015-03-02

Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST's core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes. © 2015 B. A. Couch et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

MUCESS-Supported Ozone Studies in Upstate New York and along the Texas Gulf Coast

NASA Astrophysics Data System (ADS)

Hromis, A.; Balimuttajjo, M.; Johnson, A.; Wright, J. M.; Idowu, A.; Vieyra, D.; Musselwhite, D.; Morris, P. A.

2010-12-01

The Minority University Consortium for Earth and Space Sciences (MUCESS) supports yearly atmospheric science workshops at their respective institutions. The NSF funded program has enabled Universities and colleges that are part of MUCESS, which include Medgar Evers College, City University of NY, University of Houston-Downtown and South Carolina State University, to develop and support atmospheric studies. The goal of the annual workshops is to instruct the students on the basics of atmospheric science and provide them with hands-on experience for preparing and calibrating the instruments for measuring atmospheric parameters. The instruments are subsequently attached to weather balloons. The data is obtained with an ENSCI ECC ozonesonde, which measures ozone concentrations to parts per billion, and an iMET radiosonde, which records temperature, pressure, relative humidity, and GPS altitude and position. In March 2010, Medgar Evers hosted the workshop in Paradox, NY. Students and faculty from the three institutions attended the 3 day workshop. Subsequent to the annual workshop students from the University of Houston-Downtown (UHD) launched a series of four Sunday launches during the summer from the campus. The data from both the workshop and UHD launches was subsequently analyzed to compare ozone profiles within the troposphere and stratosphere. Comparing rural (Paradox, NY) and urban ozone profiles (Houston, Tx) provides an invaluable experience. An excellent example is the March Paradox temperature profiles as the data indicates a mid-tropospheric temperature inversion. Coincident with this inversion, there is a significant rise in ozone concentrations, the source of which is likely of non-local provenance. In contrast, the Houston summer data indicates a different story as ground level ozone is produced by industrial and transportation-related ozone sources levels which vary. Weekend ground level ozone levels on Sunday are usually relatively low because of decreased traffic, but with the raise in altitude, higher levels may be recorded that represent weekday levels.

The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

PubMed

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Biomedical laboratory science education: standardising teaching content in resource-limited countries.

PubMed

Arneson, Wendy; Robinson, Cathy; Nyary, Bryan

2013-01-01

There is a worldwide shortage of qualified laboratory personnel to provide adequate testing for the detection and monitoring of diseases. In an effort to increase laboratory capacity in developing countries, new skills have been introduced into laboratory services. Curriculum revision with a focus on good laboratory practice is an important aspect of supplying entry-level graduates with the competencies needed to meet the current needs. Gaps in application and problem-solving competencies of newly graduated laboratory personnel were discovered in Ethiopia, Tanzania and Kenya. New medical laboratory teaching content was developed in Ethiopia, Tanzania and Kenya using national instructors, tutors, and experts and consulting medical laboratory educators from the United States of America (USA). Workshops were held in Ethiopia to create standardised biomedical laboratory science (BMLS) lessons based on recently-revised course objectives with an emphasis on application of skills. In Tanzania, course-module teaching guides with objectives were developed based on established competency outcomes and tasks. In Kenya, example interactive presentations and lesson plans were developed by the USA medical laboratory educators prior to the workshop to serve as resources and templates for the development of lessons within the country itself. The new teaching materials were implemented and faculty, students and other stakeholders reported successful outcomes. These approaches to updating curricula may be helpful as biomedical laboratory schools in other countries address gaps in the competencies of entry-level graduates.