Pharmacy Faculty Members' Perspectives on the Student/Faculty Relationship in Online Social Networks

PubMed Central

Finley, Kristen N.; Ulbrich, Timothy R.; McAuley, James W.

2010-01-01

Objective To describe pharmacy faculty members' use of the online social network Facebook and compare the perspectives of faculty members with and without Facebook profiles regarding student/faculty relationships. Methods An electronic survey instrument was sent to full-time faculty members (n = 183) at 4 colleges of pharmacy in Ohio seeking their opinions on student/faculty relationships on Facebook. If respondents answered “yes” to having a Facebook profile, they were asked 14 questions on aspects of being “friends” with students. If respondents answered “no,” they were asked 4 questions. Results Of the 95 respondents (52%) to the survey instrument, 44 faculty members (46%) had a Facebook profile, while 51 faculty members (54%) did not. Those who had a profile had been faculty members for an average of 8.6 years, versus 11.4 years for those who did not have a Facebook profile. Seventy-nine percent of faculty members who used Facebook were not “friends” with their students. The majority of respondents reported that they would decline/ignore a “friend” request from a student, or decline until after the student graduated. Although a limited number of faculty members had used Facebook for online discussions, teaching purposes, or student organizations, the majority of universities did not have policies on the use of social networking sites. Conclusion Online social network sites are used widely by students and faculty members, which may raise questions regarding professionalism and appropriate faculty/student relationships. Further research should address the student/preceptor relationship, other online social networking sites, and whether students are interested in using these sites within the classroom and/or professional organizations. PMID:21436929

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

PubMed

Miller, Cynthia J; Metz, Michael J

2014-09-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. Copyright © 2014 The American Physiological Society.

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

PubMed Central

Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. PMID:25179615

Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom.

PubMed

DiVall, Margarita V; Hayney, Mary S; Marsh, Wallace; Neville, Michael W; O'Barr, Stephen; Sheets, Erin D; Calhoun, Larry D

2013-05-13

To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.

Perceptions of Pharmacy Students, Faculty Members, and Administrators on the Use of Technology in the Classroom

PubMed Central

DiVall, Margarita V.; Hayney, Mary S; Marsh, Wallace; Neville, Michael W.; O’Barr, Stephen; Sheets, Erin D.; Calhoun, Larry D.

2013-01-01

Objectives. To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Methods. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Results. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Conclusions. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom. PMID:23716743

Implementing a mission-based reporting system at an academic health center: a method for mission enhancement.

PubMed

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

2003-06-01

To describe the utility of school-wide use of mission-based reporting (MBR) for medical school deans and department chairs. All faculty members in the University of California, Davis, School of Medicine reported their clinical, creative, teaching, and service activities for 2000-2001 to the MBR system. The authors report on school-wide and department MBR profiles, and profiles by rank and academic series. They validate MBR by comparing individual results with actual merit actions reviewed independently by the school's academic personnel committee. A total of 419 faculty members (85%) completed their MBR reports. The average faculty member spent considerably more than 50 hours per week fulfilling the missions of the school, and full professors and faculty members in academic series supported by state funds were the most productive in investigative and creative work. The teaching load was shared equally by all the academic ranks, although the clinician-scholars taught more than did faculty members in the other series. There was an inverse relationship between clinical load and academic rank, with the majority of the clinical work performed by junior faculty members. MBR results compared favorably with the merit review process, although MBR is not expected to replace the traditional peer review system. The creation of these graphic profiles and summaries is a valuable feature of MBR that would not have been possible without such quantitative data. The profiles allow monitoring to ensure that workload conforms to established objectives for individuals, departments, academic ranks and series. Finally, the authors discuss future directions for their MBR system.

Faculty Perceptions of Online Accounting Coursework

ERIC Educational Resources Information Center

Grossman, Amanda M.; Johnson, Leigh R.

2015-01-01

The perceptions of faculty members, who design and evaluate online accounting coursework content, are an important consideration in determining the quality inherent in such content. This study reports the results of a survey which examines accounting faculty members' attitudes towards online education (measured as their willingness to accept…

A Phenomenological Study: The Identification of Faculty Member Characteristics and Environmental Factors That Influence the Reporting of Student Academic Misconduct at a Private Urban University

ERIC Educational Resources Information Center

Rupprecht, Stephen M.

2016-01-01

The issue of student academic misconduct, most often seen as cheating or plagiarism, has plagued higher education professionals and institutions for decades. Negative faculty member feelings associated with having to deal with incidents of student academic misconduct are well documented, and only serve to support reasons why faculty members might…

Burnout in Female Faculty Members.

PubMed

Cassidy-Vu, Lisa; Beck, Keli; Moore, Justin B

2017-04-01

Despite approximately equal numbers of male and female medical school graduates, women are entering academic medicine at a lower rate than their male colleagues. Of those who do assume a faculty position, female faculty members report higher levels of burnout, often attributable to gender-specific difficulties in clinical expectations and maintenance of work-life balance. Many of these struggles are attributable to issues that are amenable to supportive policies, but these policies are inconsistent in their availability and practice. This commentary presents evidence for inconsistencies in the day-to-day experience of female faculty members, and proposes solutions for the mitigation of the challenges experienced more often by female faculty members with the goal of diversifying and strengthening academic medicine.

Burnout in Female Faculty Members

PubMed Central

Cassidy-Vu, Lisa; Beck, Keli; Moore, Justin B.

2016-01-01

Despite approximately equal numbers of male and female medical school graduates, women are entering academic medicine at a lower rate than their male colleagues. Of those who do assume a faculty position, female faculty members report higher levels of burnout, often attributable to gender-specific difficulties in clinical expectations and maintenance of work-life balance. Many of these struggles are attributable to issues that are amenable to supportive policies, but these policies are inconsistent in their availability and practice. This commentary presents evidence for inconsistencies in the day-to-day experience of female faculty members, and proposes solutions for the mitigation of the challenges experienced more often by female faculty members with the goal of diversifying and strengthening academic medicine. PMID:27650035

Student and Faculty Perceptions of Lecture Recording in a Doctor of Pharmacy Curriculum

PubMed Central

Barrickman, Ashleigh Landis; Stamatakis, Mary K.; Elliott, David P.

2013-01-01

Objective. To describe students’ and faculty members’ perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Methods. Second- and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Results. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (p<0.001). Forty-six percent of the students reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Conclusion. Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance. PMID:24159206

New Faculty Members' Emotions: A Mixed-Method Study

ERIC Educational Resources Information Center

Stupnisky, Robert H.; Pekrun, Reinhard; Lichtenfeld, Stephanie

2016-01-01

The current study developed when new faculty members spontaneously reported discrete emotions during focus groups exploring the factors affecting their success. Qualitative analysis using the framework of Pekrun's control-value theory of emotions revealed 18 different emotions with varying frequencies. A follow-up survey of 79 new faculty members…

Gender issues in clinical dental education.

PubMed

Tiwana, Karen K; Kutcher, Mark J; Phillips, Ceib; Stein, Margot; Oliver, Jessica

2014-03-01

In spring 2011, a study was initiated to investigate the nature and extent of gender issues in clinical dental education at the University of North Carolina at Chapel Hill School of Dentistry. Surveys were sent to 236 dental students in the second, third, and fourth years; eighty-six (36.4 percent) responded. Surveys were also sent to seventy-one full-time dental faculty members who had clinical contact with students, and thirty-four (47.9 percent) responded. Of the student respondents, fifty-one were female and thirty-five were male; the faculty respondents were ten women and twenty-four men. A significantly greater proportion of female than male student respondents reported that issues related to gender affected clinical training. The female students also responded that mentorship was less available and less in content for them compared to males, and significantly more female than male students reported lower self-confidence in clinical settings. Among faculty respondents, a higher proportion of women than men reported insufficient awareness of gender issues. These faculty members also reported thinking that female students showed more empathy toward patients than males. Both faculty and student respondents said that female faculty members received less respect from students than did male faculty members. Forty-eight percent of the students reported experiencing or witnessing gender-based prejudice in clinical settings, and 7.0 percent reported experiencing or witnessing unwelcome sexual advances or conduct. A more robust study to include other dental institutions is needed. With confirmation of specific gender issues, corrective measures could be recommended to improve the climate for both females and males in the clinical component of dental education.

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

ERIC Educational Resources Information Center

Bunton, Sarah A.; Mallon, William T.

2007-01-01

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

Students' Instructional Dissent and Relationships with Faculty Members' Burnout, Commitment, Satisfaction, and Efficacy

ERIC Educational Resources Information Center

Frisby, Brandi N.; Goodboy, Alan K.; Buckner, Marjorie M.

2015-01-01

Extending research on instructional dissent beyond student reports, this study examined the potential for students' expressed dissent to have deleterious effects on faculty members. Instructors (N = 113) completed surveys about students' instructional dissent regarding their classes and reported their own burnout, commitment, satisfaction, and…

Accommodating Faculty Members Who Have Disabilities. Report

ERIC Educational Resources Information Center

American Association of University Professors, 2012

2012-01-01

In recent years the rights and responsibilities of students who have disabilities have received considerable attention. Professors routinely accommodate students with a front-row seat in class or extended time on an examination. Faculty members who have disabilities have received far less attention. This report from a subcommittee of Committee A…

Diabetes Education as a Career Choice.

PubMed

Dickinson, Jane K; Lipman, Ruth D; O'Brian, Catherine A

2015-12-01

The purpose of the study was to examine the field of diabetes education along with identifying facilitators and barriers for future health care professionals entering the specialty field of diabetes education. Faculty members who were currently teaching in a health-related discipline, the students of those faculty members, and nursing students who were members of the National Student Nursing Association were surveyed to gather descriptive data. While faculty members reported they are promoting diabetes education to their health professions students, many nursing students are not aware of this career path. Nursing students understand that diabetes is a significant problem and will be something they encounter in all areas of their careers, but many were not sure they wanted to specialize in it. There is a gap between what faculty members and students report as far as awareness of the diabetes education specialty. In addition, misinformation about diabetes and people living with diabetes may be a deterrent for potential future diabetes educators. American Association of Diabetes Educators, health professions faculty members, and practicing diabetes educators can do more to clear up misconceptions and promote diabetes education as a career path for students in the health professions. © 2015 The Author(s).

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

PubMed

Hanauer, David I; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Faculty Self-Reported Assessment Survey (FRAS) is a new instrument for evaluating science faculty assessment knowledge and experience. Instrument validation was composed of two distinct studies: an empirical evaluation of the psychometric properties of the FRAS and a comparative known-groups validation to explore the ability of the FRAS to differentiate levels of faculty assessment experience. The FRAS was found to be highly reliable (α = 0.96). The dimensionality of the instrument enabled distinction of assessment knowledge into categories of program design, instrumentation, and validation. In the known-groups validation, the FRAS distinguished between faculty groups with differing levels of assessment experience. Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment. These results suggest that the FRAS can reliably and validly differentiate levels of expertise in faculty knowledge of assessment. © 2015 D. I. Hanauer and C. Bauerle. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Perceptions and use of iPad technology by pharmacy practice faculty members.

PubMed

DiVall, Margarita V; Zgarrick, David P

2014-04-17

To explore the potential of tablet technology to address the specific workload challenges of pharmacy practice faculty members and to evaluate tablet usage after a department-wide iPad initiative. After conducting a needs assessment to determine pharmacy faculty attitudes towards tablet technology and to identify potential usage scenarios, all faculty members in a department of pharmacy practice received an iPad. After iPad distribution, training sessions and virtual tutorials were provided. An anonymous survey was administered to evaluate the pilot. The needs assessment survey revealed positive attitudes towards iPad technology, identified use scenarios, and led to a department-wide iPad pilot program. Most faculty members used iPads for connectivity with students (86%), paper/project annotation (68%), assessment (57%), and demonstration of tools used in practice (36%). For teaching, 61% of faculty members used iPads in seminars/laboratories, 57% used iPads in the experiential setting, and 43% used iPads in the classroom. Use of iPads for patient-care activities varied and depended on site support for mobile technology. The 23 faculty members with external practice sites used iPads to a greater extent and had more positive attitudes towards this technology compared with campus-based faculty members. Integration of tablet technology into the pharmacy education setting resulted in faculty-reported increased productivity and decreased paper waste. It also allowed faculty members to experiment with new teaching strategies in the classroom and experiential setting. Administrators at institutions exploring the use of tablet technology should allocate resources based on faculty needs and usage patterns.

The Constraints to the Application of Self-Assessment of the Academic Programmes at Al-Balqa Applied University from the Viewpoint of the Faculty Members

ERIC Educational Resources Information Center

Hamadneh, Hammam Samir

2017-01-01

This study aimed at identifying the constraints to the application of self-assessment of the academic programmes at Al-Balqa Applied University (BAU) from the point of view of faculty members. The sample of the study consisted of (75) faculty members, who had experience in quality works and the self-assessment report, and the participants of the…

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

ERIC Educational Resources Information Center

Radcliffe, Susan K.; Novak, Virginia E.

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

Support for New Faculty Members: What Do They Perceive They Need?

ERIC Educational Resources Information Center

Boman, Jennifer; Yeo, Michelle; Matus, Theresa

2013-01-01

In this article we report the outcomes of a needs assessment administered to new faculty members who were hired within the last four years at Mount Royal University. Our purpose in conducting this needs assessment was to gather information to guide the redevelopment of the institution's support program for new faculty in light of a changing…

Faculty Learning Matters: Organizational Conditions and Contexts That Shape Faculty Learning

ERIC Educational Resources Information Center

O'Meara, KerryAnn; Rivera, Mark; Kuvaeva, Alexandra; Corrigan, Kristen

2017-01-01

This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported,…

Attitudes towards students who plagiarize: a dental hygiene faculty perspective.

PubMed

Patel-Bhakta, Hemali G; Muzzin, Kathleen B; Dewald, Janice P; Campbell, Patricia R; Buschang, Peter H

2014-01-01

The purpose of this study was to examine baccalaureate dental hygiene faculty members' attitudes and practices regarding student plagiarism. An email containing a link to a thirty-two-item survey was sent to fifty-two baccalaureate dental hygiene program directors in the United States; thirty of those agreed for their faculty members to participate. Of the 257 faculty members who received the survey link, 106 completed the survey, for a response rate of 41.2 percent. The responding faculty members reported thinking plagiarism is a rising concern in their dental hygiene programs (54.5 percent, 54/99). The majority said they check for plagiarism on student class assignment/projects (67.1 percent, 53/79). For those who did not check for plagiarism, 45.8 percent (11/24) stated it took "too much time to check" or it was "too hard to prove" (16.6 percent, 4/24). The most frequent form of student plagiarism observed by the respondents was "copying directly from a source electronically" (78.0 percent, 39/50). Most respondents reported checking for plagiarism through visual inspection (without technological assistance) (73.0 percent, 38/52). Of those who said they use plagiarism detection software/services, 44.4 percent (16/36) always recommended their students use plagiarism detection software/services to detect unintentional plagiarism. For those faculty members who caught students plagiarizing, 52.9 percent (27/51) reported they "always or often" handled the incident within their dental hygiene department, and 76.5 percent (39/51) said they had never reported the student's violation to an academic review board.

Faculty and student perceptions of effective study strategies and materials.

PubMed

Suda, Katie J; Bell, Gillian C; Franks, Andrea S

2011-12-15

To evaluate faculty members' and students' perceptions of study strategies and materials. Focus groups were conducted with course directors and first- and second-year students to generate ideas relating to use of course materials, technology, class attendance, and study strategies for mastering class concepts. Students and faculty members differed in their opinions about the utility of textbooks and supplemental resources. The main learning method recommended by students and faculty members was repeated review of course material. Students recommended viewing classroom lectures again online, if possible. Course directors reported believing that class attendance is important, but students based their opinions regarding the importance of attendance on their perceptions of lecture and handout quality. Results did not differ by campus or by student group (first-year vs. second-year students). Students and faculty members have differing opinions on the process that could influence learning and course design. Faculty members should understand the strategies students are using to learn course material and consider additional or alternative course design and delivery techniques based on student feedback.

Assessing lesbian, gay, and bisexual affirmative training in couple and family therapy: establishing the validity of the Faculty Version of the Affirmative Training Inventory.

PubMed

McGeorge, Christi R; Carlson, Thomas S; Toomey, Russell B

2015-01-01

This study established the validity and factor structure of the Faculty Version of the Affirmative Training Inventory (ATI-F), which assesses faculty members' perceptions of the level of lesbian, gay, and bisexual (LGB) affirmative training that occurs in clinical programs. Additionally, this study examined the latent associations among the subscales of the ATI-F and three convergent validity items utilizing a sample of 117 faculty members from accredited family therapy programs. The findings provide empirical support for the relationship between including classroom content on LGB affirmative therapy and faculty members' beliefs about LGB individuals and relationships. Specifically, faculty members who report more positive beliefs about LGB clients appear to be more likely to include LGB affirmative therapy content in the courses they teach. © 2013 American Association for Marriage and Family Therapy.

A Women in Radiology Group Fosters Career Development for Faculty and Trainees.

PubMed

Gaetke-Udager, Kara; Knoepp, Ursula S; Maturen, Katherine E; Leschied, Jessica R; Chong, Suzanne; Klein, Katherine A; Kazerooni, Ella

2018-07-01

The objective of our study was to evaluate the outcomes of a women in radiology (WIR) group during the first 6 years of its existence, including members' satisfaction, activities, and differences based on seniority. An anonymous questionnaire was distributed to group members. Survey questions were related to the usefulness of sessions, mentoring, professional opportunities, and camaraderie. Comparisons were made on the basis of training status and seniority. Continuous variables were compared using means, t tests, and correlations, and categoric variables were compared using counts, percentages, and chi-square tests or Mantel-Haenszel tests. Surveys were sent to 61 women, including trainees and faculty; the response rate was 49% (38% of trainees and 53% of faculty). Overall satisfaction score for WIR sessions was high (mean summary score, 1.42 ± 0.37 [SD], with 1 meaning very satisfied and 4 meaning very unsatisfied). Trainees and junior faculty were more likely than senior faculty to report expanded internal networking opportunities (94% vs 69%; p = 0.07), to have gained a mentor (67% vs 8%; p = 0.001), and to have increased research involvement (33% vs 0%; p = 0.02). Both groups were equally likely to have become mentors. Almost all respondents (93%) reported increased camaraderie among women in the department. A WIR group can provide career development tools for its members. In this study, trainees and junior faculty reported increased networking and research involvement and gaining a mentor but were equally likely as senior faculty to have become mentors. Most members reported increased camaraderie among women in the department. A WIR group may help to accelerate professional development among trainees and junior faculty, thereby contributing to a more diverse and enabled workforce.

Research University STEM Faculty Members' Motivation to Engage in Teaching Professional Development: Building the Choir through an Appeal to Extrinsic Motivation and Ego

ERIC Educational Resources Information Center

Bouwma-Gearhart, Jana

2012-01-01

This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional…

NASA/ASEE Faculty Fellowship Program: 2003 Research Reports

NASA Technical Reports Server (NTRS)

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

2003-01-01

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

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.

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

PubMed

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

2017-10-01

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

Personal Safety Practices, Beliefs and Attitudes of Academic Faculty on a Small University Campus: Comparison of Males and Females (Part 1)

ERIC Educational Resources Information Center

Bryden, Pamela J.; Fletcher, Paula C.

2007-01-01

The current study reports on a study examining the safety concerns of male and female faculty members on a small university campus. A 160-item questionnaire was distributed to 100 faculty members (58 males and 42 females; response rate was approximately 30%), which asked individuals questions pertaining to socio-demographic information, daily…

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

NASA Astrophysics Data System (ADS)

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

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

Joint Hampton-Michigan Program for Training Minority and Women Researchers. Volume II of II Volumes. Final Report.

ERIC Educational Resources Information Center

Michigan Univ., Ann Arbor. School of Education.

The papers presented in this volume are the team research reports of the Joint Hampton-Michigan Program conducted in 1979-1980 for junior faculty members of the Hampton Institute (Virginia) and graduate students and faculty members of the University of Michigan. The titles of the papers are: (1) Social and Economic Implications of Teacher Training…

A mentoring program to help junior faculty members achieve scholarship success.

PubMed

Kohn, Harold

2014-03-12

The University of North Carolina Eshelman School of Pharmacy launched the Bill and Karen Campbell Faculty Mentoring Program (CMP) in 2006 to support scholarship-intensive junior faculty members. This report describes the origin, expectations, principles, and best practices that led to the introduction of the program, reviews the operational methods chosen for its implementation, provides information about its successes, and analyzes its strengths and limitations.

A Mentoring Program to Help Junior Faculty Members Achieve Scholarship Success

PubMed Central

2014-01-01

The University of North Carolina Eshelman School of Pharmacy launched the Bill and Karen Campbell Faculty Mentoring Program (CMP) in 2006 to support scholarship-intensive junior faculty members. This report describes the origin, expectations, principles, and best practices that led to the introduction of the program, reviews the operational methods chosen for its implementation, provides information about its successes, and analyzes its strengths and limitations. PMID:24672062

Ensuring PhD development of responsible conduct of research behaviors: who's responsible?

PubMed

Titus, Sandra L; Ballou, Janice M

2014-03-01

The importance of public confidence in scientific findings and trust in scientists cannot be overstated. Thus, it becomes critical for the scientific community to focus on enhancing the strategies used to educate future scientists on ethical research behaviors. What we are lacking is knowledge on how faculty members shape and develop ethical research standards with their students. We are presenting the results of a survey with 3,500 research faculty members. We believe this is the first report on how faculty work with and educate their PhD students on basic research standards. Specifically, we wanted to determine whether individual faculty members, who are advisors or mentors, differ in how they implemented components of responsible conduct of research (RCR) with their PhD students. Mentors were more likely than advisors or supervisors to report working with all of their PhDs, who graduated in the last 5 years, on the 17 recognized critical components of RCR training and research skill development. We also found about half of the faculty members believe RCR is an institutional responsibility versus a faculty responsibility. Less than a quarter have had opportunities to participate in faculty training to be a better mentor, advisor, or research teacher, and about one third of faculty did not or could not remember whether they had guidelines related to their responsibilities to PhD students. We discuss the implications of our findings and focus on ways that PhD research mentoring can be enhanced.

Trainee Competence in Master's-Level Counseling Programs: A Comparison of Counselor Educators' and Students' Views

ERIC Educational Resources Information Center

Gaubatz, Michael D.; Vera, Elizabeth M.

2006-01-01

Forty-five counselor educators and 62 master's-level counseling students were surveyed to compare faculty members' perceptions of trainee competence with students' own views. As anticipated, students reported higher deficiency rates than did their faculty. Combined with the intervention rates reported by corresponding faculty, students' reports…

Report on the Results of the 1999 Faculty Institutional Survey.

ERIC Educational Resources Information Center

Abou-Sayf, Frank

The Faculty Institutional Survey was conducted in 1999 to assess the opinions and satisfaction of members of the Kapiolani Community College faculty. In addition to biographical information, the survey includes satisfaction questions divided into nine sections: academic quality, facilities and equipment, faculty involvement, leadership, personnel…

Quality of life during orthopaedic training and academic practice. Part 1: orthopaedic surgery residents and faculty.

PubMed

Sargent, M Catherine; Sotile, Wayne; Sotile, Mary O; Rubash, Harry; Barrack, Robert L

2009-10-01

A pilot study of two academic training programs revealed concerning levels of resident burnout and psychological dysfunction. The purpose of the present study was to determine the quality of life of orthopaedic residents and faculty on a national scale and to identify risk factors for decompensation. Three hundred and eighty-four orthopaedic residents and 264 full-time orthopaedic faculty members completed a voluntary, anonymous survey consisting of three validated instruments (the Maslach Burnout Inventory, the General Health Questionnaire-12, and the Revised Dyadic Adjustment Scale) and question sets assessing demographic information, relationship issues, stress reactions/management, and work/life balance. High levels of burnout were seen in 56% of the residents and 28% of the faculty members. Burnout risk was greatest among second-postgraduate-year residents and residents in training programs with six or more residents per postgraduate year. Sixteen percent of residents and 19% of faculty members reported symptoms of psychological distress. Sleep deprivation was common among the residents and correlated positively with every distress measure. Faculty reported greater levels of stress but greater satisfaction with work and work/life balance. A number of factors, such as making time for hobbies and limiting alcohol use, correlated with decreased dysfunction for both residents and faculty. Despite reporting high levels of job satisfaction, orthopaedic residents and faculty are at risk for burnout and distress. Identification of protective factors and risk factors may provide guidance to improve the quality of life of academic orthopaedic surgeons in training and beyond.

Instant Messaging in Dental Education.

PubMed

Khatoon, Binish; Hill, Kirsty B; Walmsley, A Damien

2015-12-01

Instant messaging (IM) is when users communicate instantly via their mobile devices, and it has become one of the most preferred choices of tools to communicate amongst health professions students. The aim of this study was to understand how dental students communicate via IM, faculty members' perspectives on using IM to communicate with students, and whether such tools are useful in the learning environment. After free-associating themes on online communication, two draft topic guides for structured interviews were designed that focussed on mobile device-related communication activities. A total of 20 students and six faculty members at the University of Birmingham School of Dentistry agreed to take part in the interviews. Students were selected from years 1-5 representing each year group. The most preferred communication tools were emails, social networking, and IM. Emails were used for more formal messages, and IM and social networking sites were used for shorter messages. WhatsApp was the most used IM app because of its popular features such as being able to check if recipients have read and received messages and group work. The students reported that changes were necessary to improve their communication with faculty members. The faculty members reported having mixed feelings toward the use of IM to communicate with students. The students wished to make such tools a permanent part of their learning environment, but only with the approval of faculty members. The faculty members were willing to accept IM as a communication tool only if it is monitored and maintained by the university and has a positive effect on learning.

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

PubMed

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

2017-01-01

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

Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

PubMed Central

Schumacher, Christie; Arif, Sally

2016-01-01

Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

How much guidance is given in the operating room? Factors influencing faculty self-reports, resident perceptions, and faculty/resident agreement.

PubMed

Torbeck, Laura; Williams, Reed G; Choi, Jennifer; Schmitz, Connie C; Chipman, Jeffrey G; Dunnington, Gary L

2014-10-01

Guidance in the operating room impacts resident confidence and ability to function independently. The purpose of this study was to explore attending surgeon guidance practices in the operating room as reported by faculty members themselves and by junior and senior residents. This was an exploratory, cross-sectional survey research study involving 91 categorical residents and 82 clinical faculty members at two academic general surgery training programs. A series of analyses of variance along with descriptive statistics were performed to understand the impact of resident training year, program, and surgeon characteristics (sex and type of surgery performed routinely) on guidance practices. Resident level (junior versus senior) significantly impacted the amount of guidance given as reported by faculty and as perceived by residents. Within each program, junior residents perceived less guidance than faculty reported giving. For senior guidance practices, however, the differences between faculty and resident practices varied by program. In terms of the effects of surgeon practice type (mostly general versus mostly complex cases), residents at both institutions felt they were more supervised closely by the faculty who perform mostly complex cases. More autonomy is given to senior than to junior residents. Additionally, faculty report a greater amount of change in their guidance practices over the training period than residents perceive. Faculty and resident agreement about the need for guidance and for autonomy are important for achieving the goals of residency training. Copyright © 2014 Elsevier Inc. All rights reserved.

Peer-Assisted Analysis of Resident Feedback Improves Clinical Teaching: A Case Report.

PubMed

Mai, Christine L; Baker, Keith

2017-07-01

Anesthesiologists play an important role in educating future clinicians. Yet few residency programs incorporate teaching skills into faculty development. Consequently, many anesthesiologists have limited training to supervise and educate residents. In turn, these attendings may receive negative feedback and poor evaluations from residents without a means to effectively improve. Peer-assisted teaching between faculty members may serve as a strategy to improve teaching skills. We report a case of peer-assisted analysis of resident feedback to identify specific areas of concern that were targeted for improvement. This approach resulted in improved teaching scores and feedback for the faculty member.

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

ERIC Educational Resources Information Center

Bullard, Richard F., Ed.

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

The Vitality of Senior Faculty Members. Snow on the Roof-Fire in the Furnace. ASHE-ERIC Higher Education Report, Vol. 25, No. 7.

ERIC Educational Resources Information Center

Bland, Carole J.; Bergquist, William H.

This report examines issues concerned with the vitality and productivity of senior faculty at institutions of higher education. The first section reviews shifting faculty demographics and is followed by a case study of the career of one professor. Next, research on the productivity of senior faculty in teaching, research, and service is reviewed.…

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

ERIC Educational Resources Information Center

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

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

Academic Crime and Punishment: Faculty Members' Perceptions of and Responses to Plagiarism

ERIC Educational Resources Information Center

Robinson-Zanartu, Carol; Pena, Elizabeth D.; Cook-Morales, Valerie; Pena, Anna M.; Afshani, Rosalyn; Nguyen, Lynda

2005-01-01

Academic dishonesty and its consequences have become increasingly complex. Highly accessible electronic media, profound consequences for misconduct and reporting, and lack of standard practice intensify the issues. We surveyed 270 faculty members to determine whether they had been confronted with plagiarism and if they felt prepared to deal with…

Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture. ASHE-ERIC Higher Education Report, Volume 27, Number 6. Jossey-Bass Higher and Adult Education Series.

ERIC Educational Resources Information Center

Aguirre, Adalberto, Jr.

In an attempt to address the need for substantive comparisons in the minority university faculty population, this monograph examines the relative differences in minority groups in the faculty population when the data permit comparisons. The report also examines research on the status of women faculty members. The discussion assembles a large…

Facilitating a Faculty Learning Community: Determining Consensus Using Q Methodology

ERIC Educational Resources Information Center

Ramlo, Susan

2011-01-01

With plans to improve a Technical Report Writing course, writing faculty and engineering technology faculty formed a faculty learning community (FLC). Although discussions were often productive, it was often difficult to gauge consensus and differing views among the group members. In a previous study, Q methodology, a measure of subjectivity, was…

Aligning compensation with education: design and implementation of the Educational Value Unit (EVU) system in an academic internal medicine department.

PubMed

Stites, Steven; Vansaghi, Lisa; Pingleton, Susan; Cox, Glendon; Paolo, Anthony

2005-12-01

The authors report the development of a new metric for distributing university funds to support faculty efforts in education in the department of internal medicine at the University of Kansas School of Medicine. In 2003, a committee defined the educational value unit (EVU), which describes and measures the specific types of educational work done by faculty members, such as core education, clinical teaching, and administration of educational programs. The specific work profile of each faculty member was delineated. A dollar value was calculated for each 0.1 EVU. The metric was prospectively applied and a faculty survey was performed to evaluate the faculty's perception of the metric. Application of the metric resulted in a decrease in university support for 34 faculty and an increase in funding for 23 faculty. Total realignment of funding was US$1.6 million, or an absolute value of US$29,072 +/- 38,320.00 in average shift of university salary support per faculty member. Survey results showed that understanding of the purpose of university funding was enhanced, and that faculty members perceived a more equitable alignment of teaching effort with funding. The EVU metric resulted in a dramatic realignment of university funding for educational efforts in the department of internal medicine. The metric was easily understood, quickly implemented, and perceived to be fair by the faculty. By aligning specific salary support with faculty's educational responsibilities, a foundation was created for applying mission-based incentive programs.

A Critical Challenge: The Engagement and Assessment of Contingent, Part-Time Adjunct Faculty Professors in United States Community Colleges

ERIC Educational Resources Information Center

Jolley, Michael R.; Cross, Emily; Bryant, Miles

2014-01-01

In 2011, according to a National Center for Education Statistics report, part-time instructional staff in all higher education institutions exceeded full-time faculty members for the first time, accounting for 50% of all instructional staff (National Center for Education Statistics [NCES], 2012). The same report indicates part-time faculty in…

The positive association of Association for Academic Surgery membership with academic productivity.

PubMed

Valsangkar, Nakul P; Milgrom, Daniel P; Martin, Paul J; Parett, Jordan S; Joshi, Mugdha M; Zimmers, Teresa A; Koniaris, Leonidas G

2016-09-01

To evaluate the academic productivity and National Institutes of Health (NIH) funding of members of the Association for Academic Surgery (AAS). Academic metrics including, numbers of publications, citations, and NIH funding history were determined for 4015 surgical faculty at the top 55 NIH-funded departments of surgery, using Scopus, NIH RePORT, and the Grantome online databases. AAS membership included 20.5% (824) of all 4015 surgical faculty in this database. For members of the AAS, publications (P) ± standard deviation and citations (C) ± SD were P: 54 ± 96 and C: 985 ± 3321, compared with P: 31 ± 92, C: 528 ± 3001 for nonmembers, P < 0.001. Higher academic productivity among AAS members was observed across all subspecialty types and was especially pronounced for assistant and associate professors. AAS membership was also associated with increased rates of NIH funding and better productivity for equally funded surgical faculty compared with nonmembers. Analysis of AAS membership by subspecialty revealed that AAS members were most commonly general surgery faculty (57.8%); however, only 7.4% of the faculty was affiliated with cardiothoracic surgery. There was also a lack of dedicated science and/or research faculty (0.6% versus 3.4%) among the members of the AAS. AAS membership appears to be correlated with greater academic performance among junior and midlevel surgical faculty. This improvement is observed regardless of subspecialty. Increased participation of faculty within subspecialties such as cardiothoracic surgery and, a greater focus on increasing the numbers of dedicated research faculty within the AAS may help increase the scientific impact and productivity among members of the society. Copyright © 2016 Elsevier Inc. All rights reserved.

An Embedded Librarian Program: Eight Years On.

PubMed

Freiburger, Gary; Martin, Jennifer R; Nuñez, Annabelle V

2016-01-01

This article examines an embedded librarian program eight years after implementation in a large academic health center. Librarians were physically moved into the colleges of pharmacy, public health, and nursing. Statistics are reported as well as comments from the participating librarians and faculty members. Strong relationships have been built between librarians, faculty members, and students. Locating the librarians among faculty and students led to a better understanding of client needs and an increased awareness of librarian competencies and services resulting in partnerships and greater utilization of library services.

Short-Term Faculty Members: A National Dilemma and a Local Solution.

ERIC Educational Resources Information Center

Killingsworth, M. Jimmie; And Others

1989-01-01

Surveys English department chairs nationwide, examining the status of full-time non-tenure-track teachers in English departments of PhD-granting institutions. Finds that universities commonly hire short-term lecturers to teach when regular faculty members are "too expensive" for the job. Reports a plan adopted by Texas Tech University to deal with…

Female Faculty Members in University Chemistry Departments: Observations and Conclusions Based on Site Visits

ERIC Educational Resources Information Center

Chapman, Sally; Dixon, Felicia F.; Foster, Natalie; Kuck, Valerie J.; McCarthy, Deborah A.; Tooney, Nancy M.; Buckner, Janine P.; Nolan, Susan A.; Marzabadi, Cecilia H.

2011-01-01

Oral interviews in focus groups and written surveys were conducted with 877 men and women, including administrators, faculty members, postdoctoral associates, and graduate students, during one-day site visits to chemistry and chemical engineering departments at 28 Ph.D.-granting institutions. This report is a preliminary review of the perceptions…

A Case Study Optimizing Human Resources in Rwanda's First Dental School: Three Innovative Management Tools.

PubMed

Hackley, Donna M; Mumena, Chrispinus H; Gatarayiha, Agnes; Cancedda, Corrado; Barrow, Jane R

2018-06-01

Harvard School of Dental Medicine, University of Maryland School of Dentistry, and the University of Rwanda (UR) are collaborating to create Rwanda's first School of Dentistry as part of the Human Resources for Health (HRH) Rwanda initiative that aims to strengthen the health care system of Rwanda. The HRH oral health team developed three management tools to measure progress in systems-strengthening efforts: 1) the road map is an operations plan for the entire dental school and facilitates delivery of the curriculum and management of human and material resources; 2) each HRH U.S. faculty member develops a work plan with targeted deliverables for his or her rotation, which is facilitated with biweekly flash reports that measure progress and keep the faculty member focused on his or her specific deliverables; and 3) the redesigned HRH twinning model, changed from twinning of an HRH faculty member with a single Rwandan faculty member to twinning with multiple Rwandan faculty members based on shared academic interests and goals, has improved efficiency, heightened engagement of the UR dental faculty, and increased the impact of HRH U.S. faculty members. These new tools enable the team to measure its progress toward the collaborative's goals and understand the successes and challenges in moving toward the planned targets. The tools have been valuable instruments in fostering discussion around priorities and deployment of resources as well as in developing strong relationships, enabling two-way exchange of knowledge, and promoting sustainability.

Research University STEM Faculty Members' Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego

NASA Astrophysics Data System (ADS)

Bouwma-Gearhart, Jana

2012-10-01

This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional ego, and sought to bring their teaching identities in better concordance with their researcher identities. The results pose a challenge to a body of research that has concluded that faculty must be intrinsically motivated to participate in teaching professional development. Results confirmed a pre-espoused theory of motivation, self-determination theory; a discussion of research literature consideration during grounded theory research is offered. A framework for motivating more faculty members at research universities to engage in teaching professional development is provided.

Downturn Threatens the Faculty's Role in Running Colleges

ERIC Educational Resources Information Center

Wilson, Robin

2009-01-01

The author reports that tough economic times are leading administrators to propose changes that short-circuit faculty governance, long a prized principle that gives professors wide-ranging authority over educational matters. The results, faculty members say, are hastily conceived plans that reorganize academic programs, decrease professors' roles…

Long Distance Learning.

ERIC Educational Resources Information Center

Villeneuve, Phyllis, Ed.

1997-01-01

This report, from the Faculty Association of Community and Technical Colleges (FACTC) in Washington, focuses on various distance learning courses offered by the state's two-year colleges. The report contains 16 articles from faculty members and students, including: (1) "The Emperor's New Tutor: A Confession" (Sydney Wallace Stegall); (2)…

Specialty education in periodontics in Japan and the United States: comparison of programs at Nippon Dental University Hospital and the University of Texas Health Science Center at San Antonio.

PubMed

Osawa, Ginko; Nakaya, Hiroshi; Mealey, Brian L; Kalkwarf, Kenneth; Cochran, David L

2014-03-01

Japan has institutions that train qualified postdoctoral students in the field of periodontics; however, Japan does not have comprehensive advanced periodontal programs and national standards for these specialty programs. To help Japanese programs move toward global standards in this area, this study was designed to describe overall differences in periodontics specialty education in Japan and the United States and to compare periodontics faculty members and residents' characteristics and attitudes in two specific programs, one in each country. Periodontal faculty members and residents at Nippon Dental University (NDU) and the University of Texas Health Science Center at San Antonio (UTHSCSA) Dental School participated in the survey study: four faculty members and nine residents at NDU; seven faculty members and thirteen residents at UTHSCSA. Demographic data were collected as well as respondents' attitudes toward and assessment of their programs. The results showed many differences in curriculum structure and clinical performance. In contrast to the UTHSCSA respondents, for example, the residents and faculty members at NDU reported that they did not have enough subject matter and time to learn clinical science. Although the residents at NDU reported seeing more total patients in one month than those at UTHSCSA, they were taught fewer varieties of periodontal treatments. To provide high-quality and consistent education for periodontal residents, Japan needs to establish a set of standards that will have positive consequences for those in Japan who need periodontal treatment.

Benefits to faculty involved in medical school learning communities.

PubMed

Wagner, James Michael; Fleming, Amy Elizabeth; Moynahan, Kevin Francis; Keeley, Meg Graham; Bernstein, Ira Harvey; Shochet, Robert Bruce

2015-05-01

Job satisfaction plays a large role in enhancing retention and minimizing loss of physicians from careers in academic medicine. The authors explored the effect of learning communities (LCs) on the faculty members' job satisfaction. Between October 2011 and May 2012, the authors surveyed 150 academic clinical faculty members serving as LC mentors for students at five US medical schools. Factor analysis was used to explore satisfaction themes and relationships between these themes and other characteristics. Factor analysis revealed two major sources of this satisfaction: a Campus Engagement factor (e.g., feeling happier, improved sense of community, better communication skills, and feeling more productive) and a skills factor (e.g., improved clinical skills, being a better doctor). Higher Campus Engagement factor satisfaction was associated with less desire to leave the learning community (p = 0.01) and more FTE support for role in LC (p = 0.01). Higher skills factor satisfaction was associated with the school that provided more structured faculty development (p = 0.0001). Academic clinical faculty members reported serving as a mentor in an LC was a strong source of job satisfaction. LC may be a tool for retaining clinical faculty members in academic careers.

Utopia University: A Faculty Member Reflects on Recommendations for the Future of SoTL

ERIC Educational Resources Information Center

Forrest, Krista D.

2013-01-01

The author, Krista D. Forrest, Professor of Psychology, University of Nebraska at Kearney, reports on what it would take to create a "Utopian university," a campus of the future where faculty members' scholarship of teaching and learning (SoTL) has gone on to change departments and as the departments changed, so did the institution.…

Gender Segregation among Disciplinary Groups in Liberal Arts Colleges: An Examination of Differences in Career Concepts and Work Values.

ERIC Educational Resources Information Center

Neal, John E.

The study reported in this paper examined the level of gender segregation between disciplinary groupings in faculty members' career concepts and in the job characteristics they value in their work. Specifically, the study contrasted perceptions of faculty members in female-dominated disciplinary groupings with those in male-dominated groups. The…

Number of Women in Physics Departments: A Simulation Analysis. Report

ERIC Educational Resources Information Center

White, Susan; Ivie, Rachel

2013-01-01

Women's representation in physics lags behind most other STEM disciplines. Currently, women make up about 13% of faculty members in all physics degree-granting departments, and there are physics departments with no women faculty members at all. These two data points are often cited as evidence of a lack of equity for women. In this article,…

The decade 1989-1998 in Spanish psychology: an analysis of research in statistics, methodology, and psychometric theory.

PubMed

García-Pérez, M A

2001-11-01

This paper presents an analysis of research published in the decade 1989-1998 by Spanish faculty members in the areas of statistical methods, research methodology, and psychometric theory. Database search and direct correspondence with faculty members in Departments of Methodology across Spain rendered a list of 193 papers published in these broad areas by 82 faculty members. These and other faculty members had actually published 931 papers over the decade of analysis, but 738 of them addressed topics not appropriate for description in this report. Classification and analysis of these 193 papers revealed topics that have attracted the most interest (psychophysics, item response theory, analysis of variance, sequential analysis, and meta-analysis) as well as other topics that have received less attention (scaling, factor analysis, time series, and structural models). A significant number of papers also dealt with various methodological issues (software, algorithms, instrumentation, and techniques). A substantial part of this report is devoted to describing the issues addressed across these 193 papers--most of which are written in the Spanish language and published in Spanish journals--and some representative references are given.

University Faculty Members' Perceptions of Their Teaching Efficacy

ERIC Educational Resources Information Center

Chang, Te-Sheng; Lin, Huei-Hsuan; Song, Mei-Mei

2011-01-01

The purpose of this study was to investigate faculty members' perceptions of teaching efficacy and their relation to faculty members' backgrounds. A questionnaire measuring six dimensions of teaching efficacy was distributed to faculty members at 17 universities in Taiwan, yielding 513 complete sets of responses. Faculty members felt efficacious,…

Faculty Development for Gerontology Program Development. A Final Report.

ERIC Educational Resources Information Center

Peterson, David A.; Wendt, Pamela F.

The University of Southern California's gerontology faculty development program sought to enhance gerontology programs by preparing two to three faculty members from each of several college campuses in Southern California to become core committees that would facilitate an organized sequence of gerontology instruction within their institutions. All…

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

ERIC Educational Resources Information Center

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

2004-01-01

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

Community College Faculty: Overlooked and Undervalued. ASHE Higher Education Report, Volume 32, Number 6

ERIC Educational Resources Information Center

Townsend, Barbara K.; Twombly, Susan B.

2007-01-01

To increase understanding about community college faculty members and an appreciation of what they do, the authors of this monograph focus on five major topics. "A Profile of Community College Faculty" relies on data from the various iterations of the National Survey of Postsecondary Faculty and other sources to paint a demographic profile of…

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

PubMed Central

Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

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

The Coffe Report, 1969.

ERIC Educational Resources Information Center

British Columbia Univ., Vancouver. Faculty of Education.

This report contains the findings of a seven-member faculty commission (to which a student representative was later added) appointed in early 1968 to make proposals for the future development of the Faculty of Education. The introductory chapter places the commission's work in historical perspective, points up priorities, and discusses some issues…

Faculty Attitudes and Behaviors towards Student Veterans

ERIC Educational Resources Information Center

Gonzalez, Carlene A.; Elliott, Marta

2016-01-01

According to the U.S. Department of Education (2013), approximately 11% of undergraduate students reported having a disability in the 2007-2008 academic year. Of these students, veterans reported having disabilities more than their non-veteran counterparts (5% vs. 3%). This study investigates faculty members' attitudes and behaviors toward student…

The American College Teacher: National Norms for the 1995-96 HERI Faculty Survey.

ERIC Educational Resources Information Center

Sax, Linda J.; And Others

This report summarizes the highlights of a national survey, part of the Cooperative Institutional Research Program, which examined college faculty demographic and biographic information, how faculty members spend their time, how they interact with students, their preferred methods of teaching and examining students, their perceptions of the…

Exploring the Climate for Women as Community College Faculty.

ERIC Educational Resources Information Center

Hagedorn, Linda Serra; Laden, Berta Vigil

2002-01-01

Provides a literature review and national dataset analyses regarding the perceived conditions of women community college faculty members. Reports that the climate at the average community college may be friendlier than at four-year institutions; however, women faculty at community colleges are not free from the confines of glass ceilings, academic…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Digital Faculty: Professors, Teaching and Technology, 2012

ERIC Educational Resources Information Center

Allen, I. Elaine; Seaman, Jeff

2012-01-01

This study reports the results of two related, but separate, surveys. The first is a nationally representative sample of higher education faculty members who are teaching at least one course during the current academic year. A total of 4,564 faculty responded to the survey, representing the full range of higher education institutions (two-year,…

2002 Research Reports: NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Kotnour, Tim (Editor); Black, Cassandra (Editor)

2002-01-01

This document is a collection of technical reports on research conducted by the participants in the 2002 NASA/ASEE Faculty Fellowship Program at the John F. Kennedy Space Center (KSC). This was the 18th year that a NASA/ASEE program has been conducted at KSC. The 2002 program was administered by the University of Central Florida (UCF) in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) and the Education Division, NASA Headquarters, Washington, D.C. The KSC Program was one of nine such Aeronautics and Space Research Programs funded by NASA Headquarters in 2002. The KSC Faculty Fellows spent ten weeks working with NASA scientists and engineers on research of mutual interest to the university faculty member and the NASA colleague. The editors of this document were responsible for selecting appropriately qualified faculty to address some of the many research areas of current interest to NASA/KSC. The NASA/ASEE program is intended to be a two-year program to allow in-depth research by the university faculty member.

Research funding expectations as a function of faculty teaching/administrative workload.

PubMed

Surratt, Christopher K; Kamal, Khalid M; Wildfong, Peter L D

2011-06-01

Persistent faculty shortages at US pharmacy schools make faculty recruitment and retention a perennial priority. The literature indicates that a key retention issue is whether the faculty member's scholarship is compromised because of a heavy teaching or service workload. Assess US pharmacy faculty perceptions concerning their views of appropriate expectations of research grant support given their teaching/administrative workloads. Data and opinions were collected using a multiple-choice, cross-sectional survey instrument (SurveyMonkey®; Menlo Park, CA), e-mailed to 1047 faculty members, randomly selected from all Accreditation Council of Pharmacy Education (ACPE)-accredited US pharmacy schools. Statistical analyses were performed using SPSS® (Chicago, IL) for Windows, Version 17.0. Of the researcher respondents, a majority felt that the amount of teaching expected was too much to be a competitive researcher. Teaching commitment was found more likely to increase than decrease after achieving tenure. Reported new faculty start-up funding was well below that typically found at nonpharmacy research schools. This information is anticipated to help pharmacy faculty members gauge their workload and productivity relative to a national peer group, and to help pharmacy schools improve in faculty recruitment and retention. The survey findings may assist pharmacy schools in clarifying reasonable teaching and funding expectations for pre- and post-tenure faculty, which in turn may help attract more pharmaceutical scientists to academic pharmacy positions. Copyright © 2011 Elsevier Inc. All rights reserved.

Bedside manners: do we care?

PubMed

Farooq, Zerwa; Mustaf, Tajammal; Akram, Alia; Khan, Mariha; Amjad, Rabbia; Naveed, Maryam; Azhar, Ayesha; Chaudhry, Abdul Majeed; Khan, M Amir Zaman; Rafiq, Farida

2013-01-01

Teaching bedside manner might prove to be one of the most challenging tasks in medical education as it is not easy to structure or formalise such training. Besides, the rigorous training process for acquiring clinical and technical skills often overshadows the humanistic aspect of medical care. The aim of this study was to assess the perception of final year medical students as well as the faculty regarding the teaching and practice of bedside manner including a brief evaluation of students' bedside manner. A cross-sectional study was conducted involving final year medical students from five medical colleges (n = 193) and faculty from a single institution (n=29). Sample was selected using systematic random or convenient sampling techniques. Data was collected using self administered, anonymous, structured questionnaire. Data were analysed using SPSS-17. While evaluating students' bedside manner, 85% of the students reported they always take consent while interacting with a patient whereas, only 17% of the faculty members agreed with this. Only 3% of the faculty members reported that students take care of privacy of patients and none of them thought that students reassure a patient during an encounter whereas the percentages among students were 76% and 48%, respectively. Though students thought they need to improve, majority (56%) of them was confident of their bedside manner. On the other hand, 83% of the faculty members rated students' bedside manner from fair to poor. A large proportion (69%) of the faculty members were not satisfied with the quality of teaching regarding bedside manner, reporting lack of focus on this particular aspect of medical care as the most important cause. Majority of the students (87%) believed doctors have a better bedside manner in private as compared to public hospitals. Students have an inflated evaluation of their bedside manner but majority felt a need to improve. A sharp contrast exists between students' and faculty's opinion regarding the practice of bedside manner by students. An outright lack of focus on bedside manner was reported as the most important cause for inadequate emphasis on teaching this particular aspect of medical care.

Measurement and comparison of nursing faculty members' critical thinking skills.

PubMed

Blondy, Laurie C

2011-03-01

Nursing faculty members strive to teach students to think critically. It has long been assumed that nursing faculty members are good at critical thinking because they are expected to teach these skills to students, but this assumption has not been well supported empirically. Faculty members question their ability to think critically and are unsure of their skills. The purpose of this study was to address this assumption by measuring nursing faculty members' critical thinking skills and compare the faculty mean score to that of a student norming group, and to the mean scores of other nursing faculty studies. Findings can be used to increase nursing faculty members' understanding of their critical thinking skills, prompt discussion about critical thinking skills, and to help faculty members address concerns and uncertainty about the concept of critical thinking. This study also helps establish an empirical basis for future research.

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

PubMed Central

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

2012-01-01

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

The Culture of Academic Medicine: Faculty Behaviors Impacting the Learning Environment.

PubMed

Moutier, Christine; Wingard, Deborah; Gudea, Monica; Jeste, Dilip; Goodman, Seneca; Reznik, Vivian

2016-12-01

The culture of academic medical institutions impacts trainee education, among many other faculty and patient outcomes. Disrespectful behavior by faculty is one of the most challenging and common problems that, left unattended, disrupts healthy work and learning environments. Conversely, a respectful environment facilitates learning, creates a sense of safety, and rewards professionalism. The authors developed surveys and an intervention in an effort to better understand and improve climate concerns among health sciences faculty at the University of California, San Diego (UCSD), a research-intense, public, academic medical center. An online "climate survey" of all UC San Diego health sciences faculty was conducted in 2011-2012. A strategic campaign to address the behavioral issues identified in the initial survey was subsequently launched. In 2015, the climate was re-evaluated in order to assess the effectiveness of the intervention. A total of 478 faculty members (223 women, 235 men, 35 % of faculty) completed the baseline survey, reporting relatively low levels of observed sexual harassment (7 %). However, faculty reported concerning rates of other disruptive behaviors: derogatory comments (29 %), anger outbursts (25 %), and hostile communication (25 %). Women and mid-level faculty were more likely to report these behavioral concerns than men and junior or senior colleagues. Three years after an institutional strategy was initiated, 729 faculty members (50 % of the faculty) completed a follow-up survey. The 2015 survey results indicate significant improvement in numerous climate factors, including overall respectful behaviors, as well as behaviors related to gender. In order to enhance a culture of respect in the learning environment, institutions can effectively engage academic leaders and faculty at all levels to address disruptive behavior and enhance positive climate factors.

Barriers to advancement in academic surgery: views of senior residents and early career faculty.

PubMed

Cochran, Amalia; Elder, William B; Crandall, Marie; Brasel, Karen; Hauschild, Tricia; Neumayer, Leigh

2013-11-01

A significant faculty attrition rate exists in academic surgery. The authors hypothesized that senior residents and early-career faculty members have different perceptions of advancement barriers in academic surgery. A modified version of the Career Barriers Inventory-Revised was administered electronically to surgical residents and early-career surgical faculty members at 8 academic medical centers. Residents identified a lack of mentorship as a career barrier about half as often as faculty members. Residents were twice as likely as faculty members to view childbearing as a career barrier. Many early-career faculty members cite a lack of mentors as a limitation to their career development in academic surgery. Childbearing remains a complex perceived influence for female faculty members in particular. Female faculty members commonly perceive differential treatment and barriers on the basis of their sex. Faculty development programs should address both systemic and sex-specific obstacles if academic surgery is to remain a vibrant field. Copyright © 2013 Elsevier Inc. All rights reserved.

Faculty Transformation in Curriculum Transformation: The Role of Faculty Development in Campus Internationalization

ERIC Educational Resources Information Center

Niehaus, Elizabeth; Williams, Letitia

2016-01-01

Curriculum transformation is often cited as one of the key strategies for internationalizing higher education in the United States, and faculty members play a central role in this process. The purpose of the study we report here was to explore the potential for professional development initiatives to foster the transformation in perspectives…

Gap Persists between Faculty Salaries at Public and Private Institutions

ERIC Educational Resources Information Center

Byrne, Richard

2008-01-01

Gaps in faculty pay between private and public colleges and universities continue to widen, warned the American Association of University Professors in its annual report on the economic status of the profession. It is a divide, the group argues, that threatens the ability of public institutions to recruit and retain faculty members at all levels.…

Changing Schools of Education through Grassroots Faculty-Led Change

ERIC Educational Resources Information Center

Perry, Jill Alexa

2014-01-01

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

Using a Preflective Activity to Identify Faculty Beliefs Prior to an International Professional Development Experience

ERIC Educational Resources Information Center

Harder, Amy; Lamm, Alexa; Roberts, T. Grady; Navarro, Maria; Ricketts, John

2012-01-01

Today's college graduates in agricultural and life sciences must be prepared to work in a global society. Increasing the integration of international content into on-campus courses requires globally competent faculty members. This study reports faculty's initial attitudes and beliefs about Latin American culture prior to participating in a 12-day…

Faculty and Staff Member Benefits from Involvement in Living-Learning Programs

ERIC Educational Resources Information Center

Haynes, Cliff; Janosik, Steven M.

2012-01-01

The purpose of this study was to identify the benefits that faculty and student affairs staff gain from being involved in Living-Learning Programs (LLPs) and to explore any differences between the two groups. Faculty and student affairs staff (N = 268) report gaining intrinsic benefits more often than extrinsic benefits from their involvement in…

Enacting True Partnerships within Community-Based Learning: Faculty and Community Partners Reflect on the Challenges of Engagement

ERIC Educational Resources Information Center

Kerrigan, Seanna M.; Reitenauer, Vicki L.; Arevalo-Meier, Nora

2015-01-01

In the past two decades, the literature on campus-community partnerships as core components of pedagogies of engagement has grown exponentially. In this article, the director and a longtime faculty member of Portland State University's capstone program report on interviews conducted with ten faculty-community partner pairs, gleaning insights on…

Multi-Institutional Study of Women and Underrepresented Minority Faculty Members in Academic Pharmacy

PubMed Central

Spivey, Christina A.; Billheimer, Dean; Schlesselman, Lauren S.; Flowers, Schwanda K.; Hammer, Dana; Engle, Janet P.; Nappi, Jean M.; Pasko, Mary T.; Ann Ross, Leigh; Sorofman, Bernard; Rodrigues, Helena A.; Vaillancourt, Allison M.

2012-01-01

Objectives. To examine trends in the numbers of women and underrepresented minority (URM) pharmacy faculty members over the last 20 years, and determine factors influencing women faculty members’ pursuit and retention of an academic pharmacy career. Methods. Twenty-year trends in women and URM pharmacy faculty representation were examined. Women faculty members from 9 public colleges and schools of pharmacy were surveyed regarding demographics, job satisfaction, and their academic pharmacy career, and relationships between demographics and satisfaction were analyzed. Results. The number of women faculty members more than doubled between 1989 and 2009 (from 20.7% to 45.5%), while the number of URM pharmacy faculty members increased only slightly over the same time period. One hundred fifteen women faculty members completed the survey instrument and indicated they were generally satisfied with their jobs. The academic rank of professor, being a nonpharmacy practice faculty member, being tenured/tenure track, and having children were associated with significantly lower satisfaction with fringe benefits. Women faculty members who were tempted to leave academia for other pharmacy sectors had significantly lower salary satisfaction and overall job satisfaction, and were more likely to indicate their expectations of academia did not match their experiences (p<0.05). Conclusions. The significant increase in the number of women pharmacy faculty members over the last 20 years may be due to the increased number of female pharmacy graduates and to women faculty members’ satisfaction with their careers. Lessons learned through this multi-institutional study and review may be applicable to initiatives to improve recruitment and retention of URM pharmacy faculty members. PMID:22412206

Comparison of Learning Styles of Pharmacy Students and Faculty Members

PubMed Central

Crawford, Stephanie Y.; Alhreish, Suhail K.

2012-01-01

Objectives. To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. Methods. Gregorc Style Delineator (GSD) and Zubin’s Pharmacists’ Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy. Results. Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (p<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01). Conclusion. Learning styles differed among respondents based on gender and faculty track. PMID:23275657

Exploring the attitudes of medical faculty members and students in Pakistan towards plagiarism: a cross sectional survey.

PubMed

Rathore, Farooq Azam; Waqas, Ahmed; Zia, Ahmad Marjan; Mavrinac, Martina; Farooq, Fareeha

2015-01-01

Objective. The objective of this survey was to explore the attitudes towards plagiarism of faculty members and medical students in Pakistan. Methods. The Attitudes Toward Plagiarism questionnaire (ATP) was modified and distributed among 550 medical students and 130 faculty members in 7 medical colleges of Lahore and Rawalpindi. Data was entered in the SPSS v.20 and descriptive statistics were analyzed. The questionnaire was validated by principal axis factoring analysis. Results. Response rate was 93% and 73%, respectively. Principal axis factoring analysis confirmed one factor structure of ATP in the present sample. It had an acceptable Cronbach's alpha value of 0.73. There were 421 medical students (218 (52%) female, 46% 3rd year MBBS students, mean age of 20.93 ± 1.4 years) and 95 faculty members (54.7% female, mean age 34.5 ± 8.9 years). One fifth of the students (19.7%) trained in medical writing (19.7%), research ethics (25.2%) or were currently involved in medical writing (17.6%). Most of the faculty members were demonstrators (66) or assistant professors (20) with work experience between 1 and 10 years. Most of them had trained in medical writing (68), research ethics (64) and were currently involved in medical writing (64). Medical students and faculty members had a mean score of 43.21 (7.1) and 48.4 (5.9) respectively on ATP. Most of the respondents did not consider that they worked in a plagiarism free environment and reported that self-plagiarism should not be punishable in the same way as plagiarism. Opinion regarding leniency in punishment of younger researchers who were just learning medical writing was divided. Conclusions. The general attitudes of Pakistani medical faculty members and medical students as assessed by ATP were positive. We propose training in medical writing and research ethics as part of the under and post graduate medical curriculum.

Exploring the attitudes of medical faculty members and students in Pakistan towards plagiarism: a cross sectional survey

PubMed Central

Rathore, Farooq Azam; Zia, Ahmad Marjan; Mavrinac, Martina; Farooq, Fareeha

2015-01-01

Objective. The objective of this survey was to explore the attitudes towards plagiarism of faculty members and medical students in Pakistan. Methods. The Attitudes Toward Plagiarism questionnaire (ATP) was modified and distributed among 550 medical students and 130 faculty members in 7 medical colleges of Lahore and Rawalpindi. Data was entered in the SPSS v.20 and descriptive statistics were analyzed. The questionnaire was validated by principal axis factoring analysis. Results. Response rate was 93% and 73%, respectively. Principal axis factoring analysis confirmed one factor structure of ATP in the present sample. It had an acceptable Cronbach’s alpha value of 0.73. There were 421 medical students (218 (52%) female, 46% 3rd year MBBS students, mean age of 20.93 ± 1.4 years) and 95 faculty members (54.7% female, mean age 34.5 ± 8.9 years). One fifth of the students (19.7%) trained in medical writing (19.7%), research ethics (25.2%) or were currently involved in medical writing (17.6%). Most of the faculty members were demonstrators (66) or assistant professors (20) with work experience between 1 and 10 years. Most of them had trained in medical writing (68), research ethics (64) and were currently involved in medical writing (64). Medical students and faculty members had a mean score of 43.21 (7.1) and 48.4 (5.9) respectively on ATP. Most of the respondents did not consider that they worked in a plagiarism free environment and reported that self-plagiarism should not be punishable in the same way as plagiarism. Opinion regarding leniency in punishment of younger researchers who were just learning medical writing was divided. Conclusions. The general attitudes of Pakistani medical faculty members and medical students as assessed by ATP were positive. We propose training in medical writing and research ethics as part of the under and post graduate medical curriculum. PMID:26157615

Faculty and student expectations and perceptions of e-mail communication in a campus and distance doctor of pharmacy program.

PubMed

Foral, Pamela A; Turner, Paul D; Monaghan, Michael S; Walters, Ryan W; Merkel, Jennifer J; Lipschultz, Jeremy H; Lenz, Thomas L

2010-12-15

To examine faculty members' and students' expectations and perceptions of e-mail communication in a dual pathway pharmacy program. Three parallel survey instruments were administered to campus students, distance students, and faculty members, respectively. Focus groups with students and faculty were conducted. Faculty members perceived themselves as more accessible and approachable by e-mail than either group of students did. Campus students expected a shorter faculty response time to e-mail and for faculty members to be more available than did distance students. E-mail is an effective means of computer-mediated communication between faculty members and students and can be used to promote a sense of community and inclusiveness (ie, immediacy), especially with distant students.

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

ERIC Educational Resources Information Center

Lacy, Larry W.; And Others

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

Faculty Integration of Technology into Instruction and Students' Perceptions of Computer Technology to Improve Student Learning

ERIC Educational Resources Information Center

Keengwe, Jared

2007-01-01

There has been a remarkable improvement in access and rate of adoption of technology in higher education. Even so, reports indicate that faculty members are not integrating technology into instruction in ways that make a difference in student learning (Cuban, 2001; McCannon & Crews, 2000). To help faculty make informed decisions on student…

Comparing team-based and mixed active-learning methods in an ambulatory care elective course.

PubMed

Zingone, Michelle M; Franks, Andrea S; Guirguis, Alexander B; George, Christa M; Howard-Thompson, Amanda; Heidel, Robert E

2010-11-10

To assess students' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members' perceptions of team-based learning. Using the 2 teaching methods, students' grades were compared. Students' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who taught courses using the team-based learning method were surveyed regarding their impressions of team-based learning. The ambulatory care course was offered to 64 students using team-based learning (n = 37) and mixed active learning (n = 27) formats. The mean quality points earned were 3.7 (team-based learning) and 3.3 (mixed active learning), p < 0.001. Course evaluations for both courses were favorable. All faculty members who used the team-based learning method reported that they would consider using team-based learning in another course. Students were satisfied with both teaching methods; however, student grades were significantly higher in the team-based learning course. Faculty members recognized team-based learning as an effective teaching strategy for small-group active learning.

Factors influencing residents' evaluations of clinical faculty member teaching qualities and role model status.

PubMed

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

2012-04-01

  Evaluations of faculty members are widely used to identify excellent or substandard teaching performance. In order to enable such evaluations to be properly interpreted and used in faculty development, it is essential to understand the factors that influence resident doctors' (residents) evaluations of the teaching qualities of faculty members and their perceptions of faculty members as role-model specialists.   We carried out a cross-sectional survey within a longitudinal study of the System for Evaluation of Teaching Qualities (SETQ) of clinical teachers. The study sample included 889 residents and 1014 faculty members in 61 teaching programmes spanning 22 specialties in 20 hospitals in the Netherlands. Main outcome measures included residents' (i) global and (ii) specific ratings of faculty member teaching qualities, and (iii) global ratings of faculty members as role-model specialists. Statistical analysis was conducted using adjusted multivariable logistic generalised estimating equations.   In total, 690 residents (77.6%) completed 6485 evaluations of 962 faculty members, 848 (83.6%) of whom also self-evaluated. More recently certified faculty members, those who had attended a teacher training programme, and those who spent more time teaching than seeing patients or conducting research were more likely to score highly on most teaching qualities. However, faculty members who had undergone teacher training were less likely to be seen as role models (odds ratio [OR] 0.72, 95% confidence interval [CI] 0.59-0.88). In addition, faculty members were evaluated slightly higher by male than female residents on core teaching domains and overall teaching quality, but were less likely to be seen as role models by male residents (OR 0.80, 95% CI 0.67-0.97). Lastly, faculty members had higher odds of receiving top scores in specific teaching domains from residents in the first 4 years of residency and were less likely to be considered as role models by more senior residents.   Younger faculty members who dedicated more time to teaching, had attended a teacher training programme, and were evaluated by male residents in the early years of residency were more likely to receive higher scores for teaching performance. © Blackwell Publishing Ltd 2012.

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

PubMed

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

2016-09-01

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

Faculty Wellness: Educator Burnout among Otolaryngology Graduate Medical Educators.

PubMed

Kavanagh, Katherine R; Spiro, Jeffrey

2018-06-01

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

Psychiatry Departments Under Constrained Funding Mechanisms or What Is a Chairperson to Do?

PubMed

Magen, Jed; Rapaport, Mark Hyman

2016-12-01

The authors surveyed academic departments of psychiatry to examine what effect decreases in funding levels may be having. An internet survey of all departments of psychiatry was conducted at US medical schools. The response rate was 43 of 120 programs. Both large more research intensive and smaller more clinical departments responded. Majorities of departments reported that funding decreases negatively impacted faculty recruitment, research, faculty retention, and teaching programs. Approximately, one-third reported laying-off non-tenured faculty members and almost half, staff members. Graduate Medical Education (GME) funding was also a challenge. Departments reported responding by attempting to develop alternative funding sources. Few departments in the sample were doing significant fund raising. Academic departments find themselves stressed financially and are constricting some functions that are thought important. They are, in general, not able to replace lost funding. The research enterprise appears to be disproportionately affected and results in problems recruiting faculty. GME programs thus far seem less affected. Overall, funding issues appear to be causing serious issues that will have long-term consequences.

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

PubMed

Mancuso, Josephine M

2009-06-01

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

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

PubMed

Thompson, Dennis F; Nahata, Milap C

2012-11-12

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

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

PubMed

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

2007-06-15

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

Faculty and Student Expectations and Perceptions of E-mail Communication in a Campus and Distance Doctor of Pharmacy Program

PubMed Central

Turner, Paul D.; Monaghan, Michael S.; Walters, Ryan W.; Merkel, Jennifer J.; Lipschultz, Jeremy H.; Lenz, Thomas L.

2010-01-01

Objective To examine faculty members' and students' expectations and perceptions of e-mail communication in a dual pathway pharmacy program. Methods Three parallel survey instruments were administered to campus students, distance students, and faculty members, respectively. Focus groups with students and faculty were conducted. Results Faculty members perceived themselves as more accessible and approachable by e-mail than either group of students did. Campus students expected a shorter faculty response time to e-mail and for faculty members to be more available than did distance students. Conclusion E-mail is an effective means of computer-mediated communication between faculty members and students and can be used to promote a sense of community and inclusiveness (ie, immediacy), especially with distant students. PMID:21436932

A Report on Nursing Information During Volunteer Activities Conducted by Nursing Faculty Members and Students After the Great East Japan Earthquake.

PubMed

Tomizawa, Yayoi; Ichinose, Makino; Onogi, Hiroshi; Suzuki, Chiaki; Nakamura, Reiko; Misawa, Sumi

2016-01-01

A survey was conducted about nursing information in volunteer activities of nursing faculty members and students after the Great East Japan Earthquake. Results indicated that it was important to attempt collecting information in every possible way and to always be prepared. During activities, it is important to record information, to share information with individuals other than nursing professionals and to make good use of it.

Assessing faculty professional development in STEM higher education: Sustainability of outcomes.

PubMed

Derting, Terry L; Ebert-May, Diane; Henkel, Timothy P; Maher, Jessica Middlemis; Arnold, Bryan; Passmore, Heather A

2016-03-01

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

Assessing faculty professional development in STEM higher education: Sustainability of outcomes

PubMed Central

Derting, Terry L.; Ebert-May, Diane; Henkel, Timothy P.; Maher, Jessica Middlemis; Arnold, Bryan; Passmore, Heather A.

2016-01-01

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices. PMID:27034985

Education, Postgraduate Training, Board Certification, and Experience Requirements in Advertisements for Clinical Faculty Positions

PubMed Central

Hawkey, Lisa

2010-01-01

Objectives To compare requirements for pharmacy practice faculty positions in advertisements from 2002 through 2006 to those reported from 1990 through 1994. Methods Positions advertised from January 2002 through December 2006 in 3 newsletters and journals were evaluated for required or preferred degree, completion of residencies and/or fellowships, years of work experience, board certification, and other postgraduate training and education. Advertisements were separated by tenure-eligibility and rank. Results Of 426 advertisements for faculty members, 77% required additional training, including residencies and fellowships or their equivalent in experience. Board certification was required in only 0.9% but preferred in 11%. Advertisements for tenure-eligible positions did not have more extensive requirements than nontenured, nor did upper vs. lower rank. Conclusions Compared to 1996, the number of advertisements requiring postgraduate training to secure a faculty position almost doubled. Whether the qualifications of faculty members recruited match the requirements is unknown. PMID:20585435

Education, postgraduate training, board certification, and experience requirements in advertisements for clinical faculty positions.

PubMed

Murphy, John E; Hawkey, Lisa

2010-05-12

To compare requirements for pharmacy practice faculty positions in advertisements from 2002 through 2006 to those reported from 1990 through 1994. Positions advertised from January 2002 through December 2006 in 3 newsletters and journals were evaluated for required or preferred degree, completion of residencies and/or fellowships, years of work experience, board certification, and other postgraduate training and education. Advertisements were separated by tenure-eligibility and rank. Of 426 advertisements for faculty members, 77% required additional training, including residencies and fellowships or their equivalent in experience. Board certification was required in only 0.9% but preferred in 11%. Advertisements for tenure-eligible positions did not have more extensive requirements than nontenured, nor did upper vs. lower rank. Compared to 1996, the number of advertisements requiring postgraduate training to secure a faculty position almost doubled. Whether the qualifications of faculty members recruited match the requirements is unknown.

Faculty Members' Attitudes toward Students Who Smoke: The Last Permitted Type of Discrimination.

ERIC Educational Resources Information Center

Outten, Rebecca; Rowles, Peggy; Chambliss, Catherine

The present study assessed high school and college faculty members perceptions of students who smoke and students who do not smoke. Respondents included 37 college faculty members and 35 high school faculty members. Respondents completed a one-page survey consisting of items pertaining to current and previous personal smoking habits, motivations…

The Relationship between Department Chairperson's Cognitive Style, Faculty Members' Cognitive Style, and Student Perceptions of Teaching Effectiveness

ERIC Educational Resources Information Center

Smith-Sterling, Carolyn L.

2011-01-01

The purpose of this study was to determine whether faculty members with cognitive styles that match the cognitive styles of their department chairpersons are more effective than faculty members whose cognitive styles do not match that of their department chairpersons. Additionally, this study investigated the relationship between faculty members'…

Examining Workplace Ostracism Experiences in Academia: Understanding How Differences in the Faculty Ranks Influence Inclusive Climates on Campus.

PubMed

Zimmerman, Carla A; Carter-Sowell, Adrienne R; Xu, Xiaohong

2016-01-01

Research on the retention of women in academia has focused on challenges, including a "chilly climate," devaluation, and incivility. The unique consequences of workplace ostracism - being ignored and excluded by others in an organizational setting - require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee's specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1) and perceived information sharing (Study 2) among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia.

Examining Workplace Ostracism Experiences in Academia: Understanding How Differences in the Faculty Ranks Influence Inclusive Climates on Campus

PubMed Central

Zimmerman, Carla A.; Carter-Sowell, Adrienne R.; Xu, Xiaohong

2016-01-01

Research on the retention of women in academia has focused on challenges, including a “chilly climate,” devaluation, and incivility. The unique consequences of workplace ostracism – being ignored and excluded by others in an organizational setting – require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee’s specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1) and perceived information sharing (Study 2) among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia. PMID:27303322

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

PubMed

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

2002-02-01

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

Learning Styles and Teaching Perspectives of Canadian Pharmacy Practice Residents and Faculty Preceptors

PubMed Central

Jelescu-Bodos, Anca

2013-01-01

Objective. To characterize and compare learning styles of pharmacy practice residents and their faculty preceptors, and identify teaching perspectives of faculty preceptors. Methods. Twenty-nine pharmacy residents and 306 pharmacy faculty members in British Columbia were invited to complete the Pharmacists’ Inventory of Learning Styles (PILS). Faculty preceptors also were asked to complete the Teaching Perspectives Inventory (TPI). Results. One hundred percent of residents and 61% of faculty members completed the PILS, and 31% of faculty members completed the TPI. The most common dominant learning style among residents and faculty preceptors was assimilator, and 93% were assimilators, convergers, or both. The distribution of dominant learning styles between residents and faculty members was not different (p=0.77). The most common dominant teaching perspective among faculty members was apprenticeship. Conclusion. Residents and preceptors mostly exhibited learning styles associated with abstract over concrete thinking or watching over doing. Residency programs should steer residents more toward active learning and doing, and maximize interactions with patients and other caregivers. PMID:24159204

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

ERIC Educational Resources Information Center

Falk, Audrey; Durington, Matthew; Lankford, Elsa

2012-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1980-01-01

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

Top producers of scholarly publications in clinical psychology PhD programs.

PubMed

Stewart, Peter K; Wu, Yelena P; Roberts, Michael C

2007-12-01

Publication productivity of 1,927 core faculty members in clinical psychology training programs was tallied over a 5-year period (2000-2004) from their PsycINFO database entries (http://www.apa.org/psycinfo/). The top-producing faculty members are presented with rank by total number of publications and rank by number of peer-reviewed journal articles. In this report, the authors recognize those productive clinical psychologists in accredited clinical programs who have advanced the field through their substantial contributions to the literature base.

Wikis and Podcasts and Blogs! Oh, My! What Is a Faculty Member Supposed to Do?

ERIC Educational Resources Information Center

McGee, Patricia; Diaz, Veronica

2007-01-01

The gaps between students' and faculty members' use of technology have widened. Many faculty members today have become so inundated with digital communications from students that it is not unusual for communication protocols and limitations to be specified in course syllabi. Most faculty members have home access to campus resources and use a…

Training Needs for Faculty Members: Towards Achieving Quality of University Education in the Light of Technological Innovations

ERIC Educational Resources Information Center

Abouelenein, Yousri Attia Mohamed

2016-01-01

The aim of this study was to identify training needs of university faculty members, in order to achieve the desired quality in the light of technological innovations. A list of training needs of faculty members was developed in terms of technological innovations in general, developing skills of faculty members in the use of technological…

Number and Impact of Published Scholarly Works by Pharmacy Practice Faculty Members at Accredited US Colleges and Schools of Pharmacy (2001-2003)

PubMed Central

Coleman, Craig I.; Schlesselman, Lauren S.; Lao, Eang

2007-01-01

Objective To evaluate the quantity and quality of published literature conducted by pharmacy practice faculty members in US colleges and schools of pharmacy for the years 2001-2003. Methods The Web of Science bibliographic database was used to identify publication citations for the years 2001-2003, which were then evaluated in a number of different ways. Faculty members were identified using American Association of Colleges of Pharmacy rosters for the 2000-2001, 2001-2002, and 2002-2003 academic years. Results Two thousand three hundred seventy-four pharmacy practice faculty members generated 1,896 publications in Web of Science searchable journals. A small number of faculty members (2.1%) were responsible for a large proportion of publications (30.6%), and only 4.9% of faculty members published 2 or more publications in these journals per year. The average impact factor for the top 200 publications was 7.6. Conclusion Pharmacy practice faculty members contributed substantially to the biomedical literature and their work has had an important impact. A substantial portion of this work has come from a small subset of faculty members. PMID:17619644

Health problems awareness during travel among faculty members of a large university in Latin America: preliminary report.

PubMed

Tome, Ana Cristina Nakamura; Canello, Thaís Brandi; Luna, Expedito José de Albuquerque; Andrade Junior, Heitor Franco de

2013-01-01

Health safety during trips is based on previous counseling, vaccination and prevention of infections, previous diseases or specific problems related to the destination. Our aim was to assess two aspects, incidence of health problems related to travel and the traveler's awareness of health safety. To this end we phone-interviewed faculty members of a large public University, randomly selected from humanities, engineering and health schools. Out of 520 attempts, we were able to contact 67 (12.9%) and 46 (68.6%) agreed to participate in the study. There was a large male proportion (37/44, 84.1%), mature adults mostly in their forties and fifties (32/44, 72.7%), all of them with higher education, as you would expect of faculty members. Most described themselves as being sedentary or as taking occasional exercise, with only 15.9% (7/44) taking regular exercise. Preexisting diseases were reported by 15 travelers. Most trips lasted usually one week or less. Duration of the travel was related to the destination, with (12h) or longer trips being taken by 68.2% (30/44) of travelers, and the others taking shorter (3h) domestic trips. Most travelling was made by air (41/44) and only 31.8% (14/44) of the trips were motivated by leisure. Field research trips were not reported. Specific health counseling previous to travel was reported only by two (4.5%). Twenty seven of them (61.4%) reported updated immunization, but 11/30 reported unchecked immunizations. 30% (9/30) reported travel without any health insurance coverage. As a whole group, 6 (13.6%) travelers reported at least one health problem attributed to the trip. All of them were males travelling abroad. Five presented respiratory infections, such as influenza and common cold, one neurological, one orthopedic, one social and one hypertension. There were no gender differences regarding age groups, destination, type of transport, previous health counseling, leisure travel motivation or pre-existing diseases. Interestingly, the two cases of previous health counseling were made by domestic travelers. Our data clearly shows that despite a significant number of travel related health problems, these highly educated faculty members, had a low awareness of those risks, and a significant number of travels are made without prior counseling or health insurance. A counseling program conducted by a tourism and health professional must be implemented for faculty members in order to increase the awareness of travel related health problems.

Pharmacy practice department chairs' perspectives on part-time faculty members.

PubMed

Fjortoft, Nancy; Winkler, Susan R; Mai, Thy

2012-05-10

To identify the benefits and consequences of having part-time faculty members in departments of pharmacy practice from the department chair's perspective. A stratified purposive sample of 12 pharmacy practice department chairs was selected. Eleven telephone interviews were conducted. Two investigators independently read interview notes and categorized and enumerated responses to determine major themes using content analysis. The investigators jointly reviewed the data and came to consensus on major themes. Benefits of allowing full-time faculty members to reduce their position to part-time included faculty retention and improved individual faculty work/life balance. Consequences of allowing part-time faculty positions included the challenges of managing individual and departmental workloads, the risk of marginalizing part-time faculty members, and the challenges of promotion and tenure issues. All requests to switch to part-time status were faculty-driven and most were approved. There are a variety of benefits and consequences of having part-time faculty in pharmacy practice departments from the chair's perspective. Clear faculty and departmental expectations of part-time faculty members need to be established to ensure optimal success of this working arrangement.

Quest: A Hybrid Faculty Teaching and Learning Community

ERIC Educational Resources Information Center

Joseph, Siny; Oh, Jung; Ackerman, Patricia

2018-01-01

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

Counter-Intuitive Findings from Teacher Education Accreditation Council's Surveys of Candidates and Faculty about Candidate Knowledge and Skill

ERIC Educational Resources Information Center

Murray, Frank

2013-01-01

This article is a report of the findings from a sample of approximately 2,700 students and 1,000 faculty in the first 50 Teacher Education Accreditation\tCouncil (TEAC)-accredited programs for which the online surveys were used. The sample represents nearly all the full-time faculty members surveyed and approximately 30% of the students. On the…

Changes in Faculty Composition at Independent Colleges

ERIC Educational Resources Information Center

Morphew, Christopher; Ward, Kelly; Wolf-Wendel, Lisa

2016-01-01

This report provides empirical evidence about specific trends in faculty staffing, roles, and responsibilities at smaller private liberal arts institutions in the United States, with a focus on the more than 600 four-year colleges and universities that are members of the Council of Independent Colleges. It also addresses how the changing…

Disciplinary Variations in Publicly Engaged Scholarship: An Analysis Using the Biglan Classification of Academic Disciplines

ERIC Educational Resources Information Center

Doberneck, Diane M.; Schweitzer, John H.

2017-01-01

Although contemporary models of faculty involvement in publicly engaged scholarship recognize the important influence of disciplines on faculty members, few studies have investigated disciplinary variations empirically. This study used the Biglan classification of academic disciplines to analyze publicly engaged scholarly activities reported by…

Yet Another Fish Tale?

ERIC Educational Resources Information Center

Lalasz, Robert

2008-01-01

Last month the "Rocky Mountain News" reported that a survey by an emeritus professor at University of Colorado Boulder found that only 23 of 825 faculty members on the campus were registered Republicans. But on his "New York Times" blog, Stanley Fish brushed off the survey's significance from a familiarly Fishian stance. A faculty's political…

A Critical Examination of Sabbatical Application Policies: Implications for Academic Leaders

ERIC Educational Resources Information Center

Miller, Michael T.; Bai, Kang; Newman, Richard E.

2012-01-01

Sabbaticals have been identified as an important tool to help faculty remain current in their responsibilities. By having a dedicated break from traditional responsibilities, faculty members have self-reported rejuvenation and recommitment to their professional work. Institutional policies, however, are largely vague and lack measures to help…

A Nomad Faculty: English Professors Negotiate Self-Representation in University Web Space.

ERIC Educational Resources Information Center

Hess, Micky

2002-01-01

Calls for increased awareness of the self-representation, gender, labor, and intellectual property issues that surround faculty members' homepages, arguing that faculty members construct identity online in context of the university as workplace. Examines the homepages of 18 faculty members within English programs. Draws on research from…

The Influence of Faculty Exchange Programs on Faculty Members' Professional Development

ERIC Educational Resources Information Center

Alkarzon, Awni

2016-01-01

This paper addresses the problems facing faculty members, who made short-term international exchange programs in foreign countries; in their attempts to internationalize the campus through teaching, research, and service. Some faculty members who participated in foreign exchange programs try to infuse their international experience through…

Direct observation of students during clerkship rotations: a multiyear descriptive study.

PubMed

Howley, Lisa D; Wilson, William G

2004-03-01

To determine how often students report that they are observed while performing physical examinations and taking histories during clerkship rotations. From 1999-2001, 397 students at the University of Virginia School of Medicine were asked at the end of their third year to report the number of times they had been observed by a resident or faculty member while taking histories and performing physical examinations on six rotations. Three hundred and forty-five students (87%) returned the survey instrument; of these, 322 (81%) returned instruments with complete information. On average, the majority reported that they had never been observed by a faculty member while taking a history (51%), performing a focused physical examination (54%), or a complete physical examination (81%). The majority (60%) reported that they had never been observed by a resident while performing a complete physical examination. Faculty observations occurred most frequently during the four-week family medicine rotation and least frequently during the 12-week surgery rotation. The length of the clerkship rotation was inversely related to the number of reported observations, chi(2) (5, n = 295) = 127.85, p <.000. Although alternative assessments of clinical skills are becoming more common in medical education, faculty ratings based on direct observation are still prominent. The data in this study reflect that these observations may actually be occurring quite infrequently, if at all. Decreasing the evaluative weight of faculty and resident ratings during the clerkship rotation may be necessary. Otherwise, efforts should be made to increase the validity of these ratings.

Nursing Faculty Members' Perspectives of Faculty-to-Faculty Workplace Incivility among Nursing Faculty Members

ERIC Educational Resources Information Center

Amos, Kimberly S.

2013-01-01

In recent years, nursing faculty incivility has been a searing topic of research. Nursing research included studies on incivility among nursing students, incivility between nursing students and nursing faculty, and incivility in the clinical setting. However, literature specifically on nursing faculty incivility was limited. This descriptive,…

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

PubMed

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

2015-01-01

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

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

PubMed

Nora, Lois Margaret

2010-09-01

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

STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

PubMed Central

Mulnix, Amy B.

2016-01-01

Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors. PMID:27810872

Analysis of questioning technique during classes in medical education.

PubMed

Cho, Young Hye; Lee, Sang Yeoup; Jeong, Dong Wook; Im, Sun Ju; Choi, Eun Jung; Lee, Sun Hee; Baek, Sun Yong; Kim, Yun Jin; Lee, Jeong Gyu; Yi, Yu Hyone; Bae, Mi Jin; Yune, So Jung

2012-06-12

Questioning is one of the essential techniques used by lecturers to make lectures more interactive and effective. This study surveyed the perception of questioning techniques by medical school faculty members and analyzed how the questioning technique is used in actual classes. Data on the perceptions of the questioning skills used during lectures was collected using a self-questionnaire for faculty members (N = 33) during the second semester of 2008. The questionnaire consisted of 18 items covering the awareness and characteristics of questioning skills. Recorded video tapes were used to observe the faculty members' questioning skills. Most faculty members regarded the questioning technique during classes as being important and expected positive outcomes in terms of the students' participation in class, concentration in class and understanding of the class contents. In the 99 classes analyzed, the median number of questions per class was 1 (0-29). Among them, 40 classes (40.4 %) did not use questioning techniques. The frequency of questioning per lecture was similar regardless of the faculty members' perception. On the other hand, the faculty members perceived that their usual wait time after question was approximately 10 seconds compared to only 2.5 seconds measured from video analysis. More lecture-experienced faculty members tended to ask more questions in class. There were some discrepancies regarding the questioning technique between the faculty members' perceptions and reality, even though they had positive opinions of the technique. The questioning skills during a lecture need to be emphasized to faculty members.

Clinic-day surgery for children: a patient and staff perspective.

PubMed

Criss, Cory N; Brown, Johnathan; Gish, Joshua S; Gadepalli, Samir K; Hirschl, Ronald B

2018-07-01

For the past 3 years, our institution has implemented a same clinic-day surgery (CDS) program, where common surgical procedures are performed the same day as the initial clinic evaluation. We sought to evaluate the patient and faculty/staff satisfaction following the implementation of this program. After IRB approval, patients presenting for the CDS between 2014 and 2017 were retrospectively reviewed. Of these, patient families who received CDS were contacted to perform a telephone survey focusing on their overall satisfaction and to obtain feedback. In addition, feedback from faculty/staff members directly involved in the program was obtained to determine barriers and satisfaction with the program. Twenty-nine patients received CDS, with the most commonly performed procedures being inguinal hernia repair (34%) and umbilical hernia repair (24%). Twenty (69%) patients agreed to perform the telephone survey. Parents were overall satisfied with the CDS program, agreeing that the instructions were easy to understand. Overall, 79% of parents indicated that it decreased overall stress/anxiety, with 75% saying it allowed for less time away from work, and 95% agreeing to pursue CDS again if offered. The most common negative feedback was an unspecified operative start time (15%). While faculty/staff members agreed the program was patient-centered, there were concerns over low enrollment and surgeon continuity, because there were different evaluating and operating surgeons. This study successfully evaluated the satisfaction of patients and faculty/staff members after implementing a clinic-day surgery program. Our results demonstrated improved patient family satisfaction, with families reporting decreased anxiety and less time away from work. Despite this, faculty and staff members reported challenges with enrollment and surgeon continuity.

Physics and Astronomy New Faculty Workshops: 20 Years of Workshops and 2000 Faculty

NASA Astrophysics Data System (ADS)

Hilborn, Robert

Most college and university new faculty members start their teaching careers with almost no formal training in pedagogy. To address this issue, the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society have been offering since 1996 workshops for physics and astronomy new faculty members (and in recent years for experienced faculty members as well). The workshops introduce faculty members to a variety of interactive engagement teaching (IET) methods and the evidence for their effectiveness, embedded in a framework of general professional development. Currently the workshops engage about 50% of the new tenure-track hires in physics and astronomy. The workshops are quite successful in making the participants aware of IET methods and motivating them to implement them in their classes. However, about 1/3 of the participants stop using IET methods within a year or two. The faculty members cite (a) lack of time and energy to change, (b) content coverage concerns, and (c) difficulty getting students engaged as reasons for their discontinuance. To help overcome these barriers, we have introduced faculty online learning communities (FOLCs). The FOLCs provide peer support and advice through webinars and coaching from more experienced faculty members. Recommendations based on the workshops and the experiences of the participants can enhance the teaching effectiveness of future physics and astronomy faculty members. This work was supported in part by NSF Grant 1431638.

Perceptions, experiences and expectations of Iraqi medical students.

PubMed

Lafta, Riyadh; Al-Ani, Waleed; Dhiaa, Saba; Cherewick, Megan; Hagopian, Amy; Burnham, Gilbert

2018-03-27

The environment for medical education in Iraq has been difficult for many years. The 2003 invasion of Iraq accelerated a steady emigration of faculty and graduates. Kidnappings and deaths of doctors became commonplace. To understand current career plans, expectations and perceptions of medical students, three Baghdad medical schools were surveyed. Written questionnaires were completed by 418 medical students variously in their 4th, 5th and 6th (final)years of training. We asked about perceptions of the quality of their medical education, the quality of health services in Iraq generally, and about deaths, injuries and migration of faculty, classmates and family. The average age of students was 22 years, with 59% women. Most students (90%) were originally from Baghdad. Although there were some positive responses, many students (59%) rated the overall quality of their medical education as fair or poor. Three-fourths of students believed the quality of hospital care in Iraq to be only fair or poor. A majority of students (57%) stated they were thinking frequently or all the time about leaving Iraq after graduation. Reasons given for leaving included the desire for further education, seeking a better lifestyle and fleeing conflict. Leading reasons for staying included the pull of friends and family, familiarity with the health system, and a sense of responsibility to the country. Nearly one in five (18%) students reported the death of a family member attributable to intentional violence, and 15% reported the violent death of a medical school classmate or faculty member since the 2003 invasion. Half the students reported at least one school faculty members had left Iraq because of the war. Medical students hold a mediocre view of the quality of their medical education and of Iraq's health system. Many of their faculty members have left the country. The majority of students may leave Iraq after graduation, afforded the opportunity. This poses a significant problem for staffing an already demoralized and stressed health system. Current circumstances suggest the situation will continue to deteriorate.

Inquiry Methods for Critical Consciousness and Self-Change in Faculty

ERIC Educational Resources Information Center

Pena, Edlyn Vallejo

2012-01-01

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

Faculty Member Perceptions of Academic Leadership Styles at Private Colleges

ERIC Educational Resources Information Center

Gidman, Lori Kathleen

2013-01-01

The leadership style of academic leaders was studied through the eyes of faculty members. This empirical study looked at faculty perceptions of academic leadership with the use of a numerical survey as the basis for observation. Faculty members at six private liberal arts institutions completed the Multifactor Leadership Questionnaire (MLQ) in…

An Exploration of Self-Efficacy among Novice Nursing Faculty in Formal Mentoring Relationships

ERIC Educational Resources Information Center

Greenwood, Lisa Marie

2017-01-01

This qualitative study explored the lived experiences of novice nursing faculty members at one Midwestern Technical college, who were in formal mentoring relationships with seasoned nursing faculty members. A total of nine faculty members participated in a single, sixty minute, semi-structured interview exploring the lived experiences of being…

Faculty as Learners: Developing Thinking Communities

ERIC Educational Resources Information Center

Eddy, Pamela L.; Garza Mitchell, Regina L.

2012-01-01

The shifting demographics of faculty ranks, expansion of faculty work, and the expectations of accountability and revenue production place new demands on today's faculty. Collaborating with other faculty members is one option for easing workload demands and reinvigorating faculty members in the conduct of their teaching and research. In this…

Encouraging Faculty Attendance at Professional Development Events

ERIC Educational Resources Information Center

Burdick, Dakin; Doherty, Tim; Schoenfeld, Naomi

2015-01-01

For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small…

Training status and interest in certification of nondiplomate faculty teaching predoctoral dental public health.

PubMed

Kaste, L M; Sadler, Z E; Weintraub, J A; Niessen, L C; Narendran, S; Hayes, K L

2001-01-01

A survey was conducted to better understand the training needs of faculty members without dental public health (DPH) specialty board certification who teach DPH to dental students. An 11-item questionnaire was sent to 193 non-DPH diplomate faculty members at US dental schools who were dentists and at least one of the following: a member of the American Association of Dental Schools Community and Preventive Dentistry Section, a referral from an academic American Board of Dental Public Health diplomate, a DPH faculty listed on the school's Web pages, a DPH contact from the AADS Institutional Directory, or the school's dean if no other contact. A 70 percent response rate was obtained. Seventy-nine percent of the respondents taught at least one national board-related DPH topic. Among these faculty members, 67 percent have or are in training for the master of public health, 26 percent have completed or are in a DPH residency, and 63 percent desire training in one or more of the DPH topics. The majority (64%) does not plan to take the specialty exam, while 28 percent plan to take the exam within five years. About half reported no personal incentives to take the exam and 39 percent perceived no institutional incentives. These nondiplomate teachers of predoctoral DPH desire training, but appear to have barriers and perceive few benefits to achieving DPH board certification.

Pharmacy Practice Department Chairs’ Perspectives on Part-Time Faculty Members

PubMed Central

Winkler, Susan R.; Mai, Thy

2012-01-01

Objective. To identify the benefits and consequences of having part-time faculty members in departments of pharmacy practice from the department chair’s perspective. Methods. A stratified purposive sample of 12 pharmacy practice department chairs was selected. Eleven telephone interviews were conducted. Two investigators independently read interview notes and categorized and enumerated responses to determine major themes using content analysis. The investigators jointly reviewed the data and came to consensus on major themes. Results. Benefits of allowing full-time faculty members to reduce their position to part-time included faculty retention and improved individual faculty work/life balance. Consequences of allowing part-time faculty positions included the challenges of managing individual and departmental workloads, the risk of marginalizing part-time faculty members, and the challenges of promotion and tenure issues. All requests to switch to part-time status were faculty-driven and most were approved. Conclusions. There are a variety of benefits and consequences of having part-time faculty in pharmacy practice departments from the chair’s perspective. Clear faculty and departmental expectations of part-time faculty members need to be established to ensure optimal success of this working arrangement. PMID:22611268

Implementation of a School-wide Clinical Intervention Documentation System

PubMed Central

Stevenson, T. Lynn; Fox, Brent I.; Andrus, Miranda; Carroll, Dana

2011-01-01

Objective. To evaluate the effectiveness and impact of a customized Web-based software program implemented in 2006 for school-wide documentation of clinical interventions by pharmacy practice faculty members, pharmacy residents, and student pharmacists. Methods. The implementation process, directed by a committee of faculty members and school administrators, included preparation and refinement of the software, user training, development of forms and reports, and integration of the documentation process within the curriculum. Results. Use of the documentation tool consistently increased from May 2007 to December 2010. Over 187,000 interventions were documented with over $6.2 million in associated cost avoidance. Conclusions. Successful implementation of a school-wide documentation tool required considerable time from the oversight committee and a comprehensive training program for all users, with ongoing monitoring of data collection practices. Data collected proved to be useful to show the impact of faculty members, residents, and student pharmacists at affiliated training sites. PMID:21829264

The need for an organized approach for Government Medical Insurance Programs in the Commonwealth of Virginia.

PubMed

Edlich, Richard F

2005-01-01

The Commonwealth of Virginia has a disorganized approach to enrolling their retired faculty in Medicare Supplement Insurance Programs. An organized approach to establishing Medicare Supplemental Insurance for retired University faculty should include the following administrative changes to correct this potential health-care crisis for retired state faculty members. First, the ombudsman for human resources for the state universities must receive educational programs that prepare the retired faculty members over the age of 65 to select the corporate insurance policy from Anthem Blue Cross/Blue Shield Insurance Company. Included in this educational program should be a review of the Advantage 65 Member Handbook. Second, they must point out to the faculty member that they are receiving a CORPORATE insurance policy rather than an individual insurance policy from Anthem Blue Cross/Blue Shield Insurance Company. They must provide the telephone numbers of the Anthem Blue Cross/Blue Shield offices in Roanoke, Virginia. Concomitantly, they must send the name and address of the faculty member to the Commonwealth of Virginia Department of Human Resource Management. They should inform the faculty member that the Commonwealth of Virginia Department of Human Resource Management will be sending them newsletters that outline any changes in the corporate insurance policy that they coordinate with the Anthem Blue Cross/Blue Shield Insurance Company. The Commonwealth of Virginia Department of Human Resource Management must take on some new responsibilities in their efforts to coordinate health-care coverage of the retired faculty over the age of 65. First, they must have a computer registry of all corporate health-care policies of the individual faculty members to ensure that newsletters are being sent to them. Ideally, this agency should have a computerized system that allows it to send out its newsletter update by email to those retired faculty members who have computers. They should urge the faculty members to initiate an automatic check payment withdrawal from their bank so that the premiums from their corporate insurance policy can be paid promptly to Anthem Blue Cross/Blue Shield Insurance Company. Whereas the universities and the Commonwealth of Virginia Department of Human Resource Management are making these responsible changes, Anthem Blue Cross/Blue Shield Insurance Company must undertake innovative changes in their corporate health-care policy to assist the retired faculty member. For instance, they must list on the insurance card that the faculty member has a corporate policy. Like the United Health Insurance Company, it would be advisable to offer a 2-5% reduction in the cost of the corporate insurance policy if the faculty member begins an automatic premium payment agreement through their bank. This insurance discount would be an added incentive for the faculty member to do automatic payments through their bank.

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

PubMed

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

2014-07-01

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

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.

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

PubMed

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

2015-04-01

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

Online Adjunct Faculty: Motivations for Working in the New Academic Frontier

ERIC Educational Resources Information Center

Hopkins, Trish Isabella

2013-01-01

Distance education rapidly became the new frontier in higher education as more adults returned to college. Most research studies focused on the satisfaction of faculty members. However, little research reported the lived stories of online adjuncts pioneering a new educational landscape. The primary purpose of the qualitative study was to discover…

Community College Faculty Members' Perceived Multicultural Teaching Competence and Attitudes Regarding Cultural Diversity

ERIC Educational Resources Information Center

Fittz, Mia Web

2015-01-01

This study utilized the Survey of Community College Faculty (SCCF), a combined survey of the Multicultural Teaching Scale (MTS) and Pluralism and Diversity Attitude Assessment (PADAA) that framed the research. The MTS assessed self-reported cultural competencies categorized into five dimensions: (a) Content Integration, (b) Knowledge Construction,…

The Faculty and the Fourth Estate

ERIC Educational Resources Information Center

Jaschik, Scott

2010-01-01

The relationship between faculty members and the press is complicated. Judging by surface similarities, one might think reporters and academics would get along well. Both groups care about words and ideas, and in both careers, people can make their names by challenging conventional wisdom and framing issues in new ways. Critics of both groups…

Gender Differences in Calling and Work Spirituality among Israeli Academic Faculty

ERIC Educational Resources Information Center

Lazar, Aryeh; Davidovitch, Nitza; Coren, Gal

2016-01-01

In order to examine possible gender differences in work calling and work spirituality, 68 university academic faculty members responded to self-report multidimensional measures of these constructs. No gender differences were found for the attribution of the source of a transcendent summons, with a majority of respondents indicating internal…

The Current Status of Women Professors in China.

ERIC Educational Resources Information Center

Wu, Haiqing

1992-01-01

Presents statistics on the status of female faculty members in China. Reports that in 1987, women comprised just over nine percent of the faculty. Indicates that women are most prevalent in the medical sciences and agronomy but scarcest in engineering and law. Predicts that more women will enter higher education careers. (SG)

At a Crossroads: The Educational Leadership Professoriate in the 21st Century. UCEA Leadership Series

ERIC Educational Resources Information Center

Hackmann, Donald G.; McCarthy, Martha M.

2011-01-01

This volume presents the results of a comprehensive study of educational leadership faculty and the departments and programs in which they work. It reports the characteristics, activities, and attitudes of educational leadership faculty members involved in university-based educational leadership preparation programs in 2008 and provides…

Who Will Fill Their Shoes?

ERIC Educational Resources Information Center

Nealy, Michelle J.

2008-01-01

As many baby boomers prepare to retire in the next decade, there are not enough young junior faculty members in the professoriate to replace them, according to a recent study by the American Council on Education (ACE). The ACE report, "Too Many Rungs on the Ladder? Faculty Demographics and the Future of Leadership in Higher Education," highlights…

Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

PubMed Central

Cassidy, Wanda; Jackson, Margaret

2017-01-01

This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture. PMID:28786941

Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators.

PubMed

Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

2017-08-08

This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one's personal and professional lives, concern for one's safety, and the impact of authorities' (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture.

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

NASA Technical Reports Server (NTRS)

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

1996-01-01

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

A Set of Descriptive Case Studies of Four Dance Faculty Members' Pedagogical Practices

ERIC Educational Resources Information Center

Sims, Meredith; Erwin, Heather

2012-01-01

Dance faculty members come from a variety of backgrounds, which lead to varied knowledge bases and varied teaching practices. More information is needed about the current pedagogical practices of higher education dance faculty. This study sought to provide a description of four faculty members' pedagogical approaches to a dance technique class in…

Exploring and Testing the Predictors of New Faculty Success: A Mixed Methods Study

ERIC Educational Resources Information Center

Stupnisky, R. H.; Weaver-Hightower, M. B.; Kartoshkina, Y.

2015-01-01

The purpose of this mixed methods study was to investigate and test the factors contributing to new faculty members' success. In the first phase, qualitative analysis of focus groups revealed four prominent themes affecting new faculty members: expectations, collegiality, balance, and location. In the second phase, new faculty members completed an…

What Are the Affectionate Reactions of Students to Activities by Faculty Members during Courses?

ERIC Educational Resources Information Center

Alacapinar, Fusun Gulderen

2016-01-01

Problem Statement: Faculty members working in the education faculties of universities are expected to show teacher behaviors. In articles on this subject, some research on teacher behavior can be found. Some articles on this subject exist in the literature in foreign countries. These studies show that faculty members teaching in universities do…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Faculty development and organizational systems behavior.

PubMed

Henley, C E; Magelssen, D

1990-06-01

Faculty development is that process that fosters improvement in faculty members' skills in teaching and research and promotes their career advancement. This study investigated the association between organizational behavior in military medical centers and the faculty development of its medical corps officers assigned to teaching positions. Such organizational behaviors as defining tasks clearly and resolving conflicts satisfactorily correlated well with the faculty members' overall satisfaction and other parameters of good faculty development. The results suggest that a strong relationship exists between the organizational behavior of an institution and the sense of identity, productivity, and continued career growth of its individual faculty members.

Academic Freedom in Al Al-Bayt University and the Level of Practicing It from the View Point of the Faculty Members Based on Some Variables

ERIC Educational Resources Information Center

Al-Madi, Bayan

2013-01-01

The purpose of this study is to identify the level of practicing academic freedom by the faculty members of Al al-Bayt University. The study population included all the faculty members (297) of Al al-Bayt University, during the academic year, 2010/2011. The study sample was randomly selected and included 250 faculty members. To achieve the aims of…

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

PubMed

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

2012-07-01

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

Graduates-of-foreign-dermatology residencies and military dermatology residencies and women in academic dermatology.

PubMed

Wu, Jashin J; Davis, Kristy F; Ramirez, Claudia C; Alonso, Carol A; Berman, Brian; Tyring, Stephen K

2009-05-15

It is well known that there is a growing shortage of academic dermatologists in the U.S. The number of graduates of foreign dermatology residencies (GFDR) and graduates of military dermatology residencies (GMDR) who take full-time academic dermatology positions are currently unknown. It is likely that a higher proportion of GFDRs and GMDRs are more likely to enter academics and practice medical dermatology. The percentage of women in academic dermatology has not been reported since 1994. To determine the total number of GFDRs, GMDRs, and women who are full-time faculty members at U.S. dermatology residency programs. The educational background of all full-time faculty members of the 107 U.S. dermatology residency programs that were active as of December 2004 were determined through extensive Internet searches, telephone, and email correspondences with residency coordinators and faculty members. Pure PhDs, physicians who did not complete a dermatology residency program at an allopathic school, PharmDs, DDSs, and FNPs were excluded. The University of Puerto Rico was not considered a foreign residency program. As of December 2004, there were 988 full-time dermatology faculty members in the US, 813 of which met our inclusion criteria. There were 30 GFDRs, accounting for 3.7 percent of full-time academic dermatologists. There were 29 GMDRs, accounting for 3.6 percent of all full-time academic dermatologists. Women accounted for 44.42 percent of academic dermatologists and 15.9 percent (14/107) of dermatology chairs/chiefs. GFDRs, GMDRs, and women comprise important proportions of full-time faculty members at U.S. dermatology residency programs.

Social media in nurse education: Utilization and E-professionalism.

PubMed

Duke, Valda J A; Anstey, Allan; Carter, Sandra; Gosse, Natalie; Hutchens, Karen M; Marsh, Janice A

2017-10-01

To explore faculty and student utilization of social media and its professional implications in nurse education. A descriptive study. Five hundred six Bachelor of Nursing students, 112 Practical Nursing students and 74 faculty members were invited to complete a questionnaire of 28 questions relating to social media. Three hundred thirty-seven students and 29 faculty responded. Students spent significantly more time using social media compared to faculty and both groups used it mainly for personal use. However, almost twice as many students used social media for educational purposes than did faculty (58.5% vs 27.6%, p<0.001). While almost 96% of students used social media to talk about academic related problems, only 28% of faculty did so (p<0.000). Almost 60% of faculty expressly disagreed with using social media to discuss academic related problems. YouTube and text messaging were popular platforms for educational purposes. While Facebook was also a popular educational site for students (95% used it for informal learning; 67% for formal learning), it was much less commonly used by faculty (45% used it for informal learning; 17% for formal learning). More students than faculty felt that they were aware of privacy features, and of the professional behavior expected when using social media. In addition, more students (90.7%) than faculty (71.43%) used these privacy features (p<0.000). However, 100% of students compared to only 13.79% of faculty reported that they had posted information that they would not want a prospective employer/member of academic staff to view (p=0.003). There is a high reported usage of social media among students and faculty. Utilization of public platforms, while potentially beneficial, can have professional implications if not used appropriately with both personal and academic use. Developing best practice approaches for using social media in nurse education is essential to ensure that faculty and students are informed of e-professionalism. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

PubMed

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

2017-03-01

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

A relative-value-based system for calculating faculty productivity in teaching, research, administration, and patient care.

PubMed

Hilton, C; Fisher, W; Lopez, A; Sanders, C

1997-09-01

To design and test a simple, easily modifiable system for calculating faculty productivity in teaching, research, administration, and patient care in which all areas of endeavor would be recognized and high productivity in one area would produce results similar to high productivity in another at the Louisiana State University School of Medicine in New Orleans. A relative-value and time-based system was designed in 1996 so that similar efforts in the four areas would produce similar scores, and a profile reflecting the authors' estimates of high productivity ("super faculty") was developed for each area. The activity profiles of 17 faculty members were used to test the system. "Super-faculty" scores in all areas were similar. The faculty members' mean scores were higher for teaching and research than for administration and patient care, and all four mean scores were substantially lower than the respective totals for the "super faculty". In each category the scores of those faculty members who scored above the mean in that category were used to calculate new mean scores. The mean scores for these faculty members were similar to those for the "super faculty" in teaching and research but were substantially lower for administration and patient care. When the mean total score of the eight faculty members predicted to have total scores below the group mean was compared with the mean total score of the nine faculty members predicted to have total scores above the group mean, the difference was significant (p < .0001). For the former, every score in each category was below the mean, with the exception of one faculty member's score in one category. Of the latter, eight had higher scores in teaching and four had higher scores in teaching and research combined. This system provides a quantitative method for the equal recognition of faculty productivity in a number of areas, and it may be useful as a starting point for other academic units exploring similar issues.

Understanding the Professional Life Cycle of Full-Time Non-Tenure Track Teaching Faculty Members

ERIC Educational Resources Information Center

Hayes, Lenora M.

2012-01-01

Full time non-tenure track teaching faculty is a vital part of the instructional functioning of many universities. Charged with teaching most of the classes in many departments, full-time NTTT faculty members help lighten the teaching load of tenure-track faculty members so that they, in turn, are able to engage in more research. However,…

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

ERIC Educational Resources Information Center

Hall, Molly Reas

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Sociology Faculty Members Employed Part-Time in Community Colleges: Structural Disadvantage, Cultural Devaluation, and Faculty-Student Relationships

ERIC Educational Resources Information Center

Curtis, John W.; Mahabir, Cynthia; Vitullo, Margaret Weigers

2016-01-01

The large majority of faculty members teaching in community colleges are employed on a part-time basis, yet little is known about their working conditions and professional engagement. This article uses data from a recent national survey of faculty members teaching sociology in community colleges to provide this information, with particular…

Role Perception among Faculty Members at Teacher Education Colleges

ERIC Educational Resources Information Center

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

2016-01-01

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

Prevalence of and factors that influence board certification among pharmacy practice faculty at United States colleges and schools of pharmacy.

PubMed

Toussaint, Kimberly A; Watson, Kristin; Marrs, Joel C; Sturpe, Deborah A; Anderson, Sarah L; Haines, Stuart T

2013-01-01

Board certification is a means of demonstrating expertise above the minimum licensing standards. For many health care professionals, this credential is a necessity. As pharmacists become involved in more advanced patient care services, board certification becomes an essential component to ensuring quality care. The prevalence of United States pharmacy practice faculty members who are board certified, however, is unknown. In addition, to our knowledge, factors that serve to motivate or discourage faculty from obtaining board certification have not been previously described; thus, 900 pharmacy practice faculty members listed in the American Association of Colleges of Pharmacy (AACP) online directory were invited to complete an online survey regarding motivators and barriers for board certification. In addition, a list of board-certified pharmacists, obtained from the Board of Pharmacy Specialties, was used to check the board certification status of all pharmacy practice faculty members listed in the AACP directory. In 2011, the prevalence of board certification among the 2867 pharmacy practice faculty members was 37% (1063 pharmacists), with the highest prevalence found among assistant professors (39.4%). A total of 322 faculty members (36% response rate) completed the survey; of these, 308 self-identified as pharmacy practice faculty, and their responses were included in the analysis. Current board certification in pharmacy specialties was reported by 163 respondents (52.9%); 14 (4.5%) were previously certified. Among the 308 respondents, the most common perceived reason why pharmacy practice faculty become board certified was the desire to be recognized as an expert in the field (71.5%). Those who were currently board certified indicated personal growth as the most important reason (60.1%). Those previously certified indicated no perceived benefit as the most common reason for not recertifying (71.4%). Among those never certified, no perceived need (52.0%) or benefit (44.8%) were the most common reasons for not becoming certified; however, a majority of those never certified (68%) stated that they would become board certified if there was no associated cost and they were confident they would pass. To increase the prevalence of board certification in pharmacy practice faculty at U.S. schools and colleges of pharmacy, the benefits of this credential must be addressed at each institution. Steps should be taken to assist and encourage board certification. © 2012 Pharmacotherapy Publications, Inc.

Millennial Dental Hygiene Students' Learning Preferences Compared to Non-Millennial Faculty Members' Teaching Methods: A National Study.

PubMed

Turner, April M; Prihoda, Thomas J; English, Dana K; Chismark, Aubreé; Jacks, Mary E

2016-09-01

The aim of this study was to compare the learning preferences of millennial dental hygiene students (born between 1982 and 2002) in the U.S. with the teaching methods used by their non-millennial instructors. Cross-sectional surveys were developed with 21-item, five-point Likert scales to examine students' preferences for and faculty use of lecture, collaborative activities, technology, independent work, and group discussion. Surveys were emailed to U.S. dental hygiene program directors in September 2015. The respondents totaled 800 students and 343 faculty members-approximately 5% of all dental hygiene students and 6.8% of all dental hygiene faculty members in the U.S. The results showed that the responding faculty members (88.7%) used case studies more than the students (61.2%) preferred and that the students (71.4%) preferred games when learning more than the faculty members (57.2%) used them (p<0.0001). Student respondents (82.1%) preferred handouts for lecture more than did the faculty respondents (58.8%; p<0.0001). Faculty respondents expected students to read before class 39.3% more than student respondents read (p<0.0001). Student respondents preferred study guides for exams 39.2% more than the faculty respondents provided them (p<0.0001). Participating faculty members (84.0%) had students work in groups more than these students preferred (57.8%), and 92% of these faculty members used group activities in class (p<0.0001). The responses of the millennial dental hygiene students in this study were consistent with previous research on millennial traits. This study found areas of disagreement between students and faculty members on the use of case studies, study guides, and group work. Although these students stated they preferred lecture over group work, trends in education stress using active learning over lecture.

Higher education technological knowledge and patterns of technology adoptions in undergraduate STEM courses

NASA Astrophysics Data System (ADS)

Ali, Zarka Asghar

Identifying, examining, and understanding faculty members' technological knowledge development and the process of technology adoption in higher education is a multifaceted process. Past studies have used Rogers (1995, 2003) diffusion of innovation theoretical framework to delineate the technology adoption process. These studies, however, have frequently reported the influencing factors based on the statistical analysis such as regression analysis-based approach, and have not focused on the emerging process of technology adoptions or the developing process of technological knowledge and pedagogical knowledge. A mixed method study was designed to see how faculty members acquire different technologies and develop technological knowledge that might help them adopt technologies in their classrooms and online using different pedagogies. A sample of STEM teaching faculty members with different ranks, tenure, teaching experience, and varied degree of experience in the use of educational technologies participated in the study. A survey was designed to identify internal and external factors affecting technology adoption and its effective use in different teaching activities. To elaborate survey results, the study also included class observations as well as pre- and post-observation interviews. Online classrooms used by the faculty via Blackboard learning management system, online flipped classrooms, or other websites such as Piazza were also examined for data triangulation. The findings of the study indicate that faculty members are influenced by their own professional motivations and student learning to improve their teaching methods and to enhance student interactions and learning through the use of different educational technologies. The adoption process was identified as spreading over a period of time and it looked at how faculty members' developed their technological knowledge and pedagogical knowledge. With the recognition of the social, organizational, and professional motivational factors both expert faculty members, university administrators, and technologist could be made aware of the critical components necessary to construct and support a bottom-up or user-centric successful innovation adoption decision process. The bottom-up approach would use expert professors as change agents and educational designers that would encourage exchanges and meaningful dialogues about educational technology adoptions and effective uses of technology with pedagogy within each discipline and department.

The Predictive Value of Selected Extrinsic and Intrinsic Indicators of Overall Job Satisfaction in Diagnostic Radiological Technology, Radiation Therapy, and Nuclear Medicine Technology Allied Health Faculty

ERIC Educational Resources Information Center

Beavers, Gregory S.

2010-01-01

Healthcare is the largest industry in the United States and 60 percent of its 14 million workers are in allied health jobs. The need to attract and retain allied health faculty is critical to preparing a competent workforce in healthcare. This study reports the results of a survey of 259 faculty members working in diagnostic radiologic technology,…

Military Education: Student and Faculty Perceptions of Student Life at the Military Academies. Report to the Subcommittee on Defense, Committee on Appropriations, House of Representatives.

ERIC Educational Resources Information Center

Stewart, Derek B.

The General Accounting Office (GAO) surveyed students and faculty at the academies operated by the Army, Navy, and Air Force to educate and train young men and women to become leaders and effective junior officers in the military services. A web-based survey of 12,264 students and 2,065 faculty members at the 3 service academies on questions…

Gender Differences in Business Faculty's Research Motivation

ERIC Educational Resources Information Center

Chen, Yining; Zhao, Qin

2013-01-01

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

Survey of Individual and Institutional Risk Associated with the Use of Social Media.

PubMed

Garg, Manish; Pearson, David A; Bond, Michael C; Runyon, Michael; Pillow, M Tyson; Hopson, Laura; Cooney, Robert R; Khadpe, Jay; Nomura, Jason T; Inboriboon, Pholaphat C

2016-05-01

Residents and faculty in emergency medicine (EM) residency programs might be unaware of the professional and legal risks associated with the use of social media (SM). The objective of this study was to identify and characterize the types and reported incidence of unprofessional SM behavior by EM residents, faculty, and nurses and the concomitant personal and institutional risks. This multi-site study used an 18-question survey tool that was distributed electronically to the leaders of multiple EM residency programs, members of the Council of Emergency Medicine Residency Directors (CORD), and the residents of 14 EM programs during the study period May to June 2013. We received 1,314 responses: 772 from residents and 542 from faculty. Both groups reported encountering high-risk-to-professionalism events (HRTPE) related to SM use by residents and non-resident providers (NRPs), i.e., faculty members and nurses. Residents reported posting of one of the following by a resident peer or nursing colleague: identifiable patient information (26%); or a radiograph, clinical picture or other image (52%). Residents reported posting of images of intoxicated colleagues (84%), inappropriate photographs (66%), and inappropriate posts (73%). Program directors (PDs) reported posting one of the following by NRPs and residents respectively: identifiable patient information (46% and 45%); a radiograph, clinical picture or other image (63% and 58%). PDs reported that NRPs and residents posted images of intoxicated colleagues (64% and 57%), inappropriate photographs (63% and 57%), or inappropriate posts (76% and 67%). The directors also reported that they were aware of or issued reprimands or terminations at least once a year (30% NRPs and 22% residents). Residents were more likely to post photos of their resident peers or nursing colleagues in an intoxicated state than were NRPs (p=0.0004). NRPs were more likely to post inappropriate content (p=0.04) and identifiable patient information (p=0.0004) than were residents. EM residents and faculty members cause and encounter HRTPE frequently while using SM; these events present significant risks to the individuals responsible and their associated institution. Awareness of these risks should prompt responsible SM use and consideration of CORD's Social Media Task Force recommendations.

Top Ten Workplace Issues for Faculty Members and Higher Education Professionals

ERIC Educational Resources Information Center

Petry, Greta

2011-01-01

A faculty member may be surprised to hear that the AAUP-affiliated United University Professions--one of the largest academic unions in the nation, with more than 33,000 members across New York State--includes a growing number of academic professionals who are not faculty members. Professionals at a public college or university range from the…

Sonography of suspected acute appendicitis in children: Evaluation of the progress in performance of senior residents.

PubMed

Gerbier, Pierre; Binet, Aurélien; Etancelin, Mathilde; Barteau, Emmanuel; Auger, Marie; Morales, Luciano; Bertrand, Philippe; Sirinelli, Dominique; Morel, Baptiste

2018-04-01

The objective of this study was to evaluate the progress in performance of senior residents in diagnosing acute appendicitis. Results were collected and compared of ultrasound examinations performed for suspected acute appendicitis by three senior residents and two faculty members over a six-month period in a university hospital setting. A grid with the sonographic findings was completed separately by the residents and the faculty members immediately after each examination. The duration of each examination was reported. The final ultrasound diagnosis was compared to the surgical and pathological results and to the clinical follow-up. The residents and faculty members performed 171 consecutive ultrasound examinations including 49 children with acute appendicitis and 122 with normal appendices. The accuracy of the diagnosis by the residents was 96%, and was similar to that of the faculty members (kappa=0.90) over the six months. The duration of the resident ultrasound examinations was significantly shorter during the second three-month period (p=0.01). No significant differences in diagnostic accuracy were demonstrated by the residents between the first and second three-month periods (p=0.06). The residents performed well when using sonography to diagnose acute appendicitis in children, and were faster during the second three-month period. I. Copyright © 2017 Elsevier Inc. All rights reserved.

Math and science community college faculty: A culture apart

NASA Astrophysics Data System (ADS)

Bradley, Jane

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

Influences for Gender Disparity in Academic Neuroradiology.

PubMed

Ahmadi, M; Khurshid, K; Sanelli, P C; Jalal, S; Chahal, T; Norbash, A; Nicolaou, S; Castillo, M; Khosa, F

2018-01-01

There has been extensive interest in promoting gender equality within radiology, a predominately male field. In this study, our aim was to quantify gender representation in neuroradiology faculty rankings and determine any related factors that may contribute to any such disparity. We evaluated the academic and administrative faculty members of neuroradiology divisions for all on-line listed programs in the US and Canada. After excluding programs that did not fulfill our selection criteria, we generated a short list of 85 US and 8 Canadian programs. We found 465 faculty members who met the inclusion criteria for our study. We used Elsevier's SCOPUS for gathering the data pertaining to the publications, H-index, citations, and tenure of the productivity of each faculty member. Gender disparity was insignificant when analyzing academic ranks. There are more men working in neuroimaging relative to women (χ 2 = 0.46; P = .79). However, gender disparity was highly significant for leadership positions in neuroradiology (χ 2 = 6.76; P = .009). The median H-index was higher among male faculty members (17.5) versus female faculty members (9). Female faculty members have odds of 0.84 compared with male faculty members of having a higher H-index, adjusting for publications, citations, academic ranks, leadership ranks, and interaction between gender and publications and gender and citations (9). Neuroradiology faculty members follow the same male predominance seen in many other specialties of medicine. In this study, issues such as mentoring, role models, opportunities to engage in leadership/research activities, funding opportunities, and mindfulness regarding research productivity are explored. © 2018 by American Journal of Neuroradiology.

Learning Bridge Tool to Improve Student Learning, Preceptor Training, and Faculty Teamwork

PubMed Central

Cawley, Pauline; Arendt, Cassandra S.

2011-01-01

Objectives To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Design Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Assessment Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,1 the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. Conclusions The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members. PMID:21655400

Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

PubMed

Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

2011-04-11

To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.

Research Reports: 1986 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1986-01-01

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

Being "Dixie" at a Historically Black University: A White Faculty Member's Exploration of Whiteness through the Narratives of Two Black Faculty Members

ERIC Educational Resources Information Center

Cooper, Jewell E.; Massey, Dixie; Graham, Anthony

2006-01-01

There is a great need for higher education faculty to understand the complexities of teaching students of diverse backgrounds. In this article, two Black educators mentor a White faculty member yearning to understand the nuances of the culture of historically Black colleges and universities (HBCUs) because she wants to engage her students in…

ACADEMIC ADMINISTRATORS AND UNIVERSITY GOALS--A STUDY IN CONFLICT AND COOPERATION. FINAL REPORT.

ERIC Educational Resources Information Center

GRAMBSCH, PAUL V.; GROSS, EDWARD

A STUDY OF ADMINISTRATOR AND FACULTY PERCEPTION OF UNIVERSITY GOALS WAS DEVELOPED UTILIZING A QUESTIONNAIRE MAILED TO ALL ADMINISTRATIVE PERSONNEL AND TO A 10 PERCENT SAMPLE OF THE FACULTY MEMBERS OF 68 UNIVERSITIES. THE UNIVERSITIES WERE SELECTED BY CRITERIA WHICH INCLUDED THE GRANTING OF DOCTORAL DEGREES IN AT LEAST THREE OF FOUR FIELDS…

The Long Road to Pay Equity for Women at Adelphi

ERIC Educational Resources Information Center

Cooperstein, Deborah

2008-01-01

It is clear from the American Association of University Professors (AAUP) Faculty Gender Equities Indicator 2006 report and other studies that female faculty members have not achieved equity with their male colleagues. One indicator of this is that women, even when they hold the same rank as men, are paid less. Institutions frequently argue that…

The Best and Worst of Graduate School: Graduate Students' Self-Report Narratives of What Helps and Hurts Their Success

ERIC Educational Resources Information Center

Hardré, Patricia L.; Pan, Rui

2017-01-01

Understanding perspectives of graduate students throughout their developmental journey is at the core of preparing future faculty, and it can inform critical choices of graduate faculty members and program developers. This study investigated the most memorable and influential factors that both promote and thwart graduate students' success, across…

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

ERIC Educational Resources Information Center

Campbell, A. Malcolm

2002-01-01

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

Furloughs and Faculty Management of Time: Maintaining Quality in an Economic Crisis

ERIC Educational Resources Information Center

Jones, Loring; Hohman, Melinda; Mathiesen, Sally; Finnegan, Daniel

2014-01-01

An anonymous Web-based survey was used to gather the perceptions and experiences from 114 faculty members teaching in 16 social work programs in the California State University system about the effect of severe budget cuts on their educational activities. Most respondents reported they worked on their furlough days and maintained the same or…

Examining Barriers in Faculty Adoption of an E-Portfolio System

ERIC Educational Resources Information Center

Swan, Gerry

2009-01-01

This paper is a report on the findings of a study conducted on the implementation of a portfolio system at the University of Kentucky. Interviews were conducted with faculty members and university supervisors about the use of a portfolio management tool that had been implemented in the teacher education program. Factors such as small program size…

Starting the Conversation: An Exploratory Study of Factors That Influence Student Office Hour Use

ERIC Educational Resources Information Center

Griffin, Whitney; Cohen, Steven D.; Berndtson, Rachel; Burson, Kristen M.; Camper, K. Martin; Chen, Yujie; Smith, Margaret Austin

2014-01-01

As part of best practices for increasing faculty-student interaction, higher education institutions across the country require faculty members to hold office hours. Various studies have reported factors affecting student use of office hours; however, results are unclear at best and in some cases conflicting with respect to which factors matter…

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

PubMed

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

2014-05-15

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

The New Faculty Majority: Somewhat Satisfied but Not Eligible for Tenure.

ERIC Educational Resources Information Center

Gappa, Judith M.

2000-01-01

Discusses the employment conditions and levels of satisfaction of the increasing numbers of full- and part-time college faculty members ineligible for tenure. Recommends extension of academic freedom, a reasonable amount of job security for all faculty, inclusion of tenure-ineligible faculty members in governance, and basing faculty rewards and…

Faculty Preparedness to Build Cultural Inclusiveness

ERIC Educational Resources Information Center

Samuels, Dena Renee

2010-01-01

Faculty members play a significant role in retaining diverse students, faculty, and staff on a college campus based on how culturally inclusive their behavior is. This research elucidates the development of a faculty inclusiveness survey, and tests it on a national random sample of 637 faculty members to determine how prepared they are to build…

Administrative Hierarchy and Faculty Work: Examining Faculty Satisfaction with Academic Leadership

ERIC Educational Resources Information Center

Miller, Michael T.; Mamiseishvili, Ketevan; Lee, Donghun

2016-01-01

Academic administrators at all levels have some impact on the performance of faculty members, yet each level of administration may interact differently with faculty. Literature has strongly supported the notion that department chairs, deans, and provosts can positively influence the performance and livelihood of faculty members. This study was…

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.

The Community College Accountability Network: Understanding Institutional Accountability at Aspen Grove Community College

ERIC Educational Resources Information Center

Harbour, Clifford P.; Davies, Timothy Gray; Gonzales-Walker, Roxanne

2010-01-01

This article reports on a qualitative, interpretive case study examining how trustees, administrators, faculty members, and staff members at a rural community college understand their institution's accountability environment. Data analysis and interpretation established that participants conceptualized institutional accountability as dialogic,…

Administrators' and Faculty Members' Perceptions of the Performance Appraisal Interview.

ERIC Educational Resources Information Center

McDowell, Earl E.

An exploratory study examined how administrators (department heads/chairs) perceive faculty members, as well as themselves, in the performance appraisal interview. Subjects, 450 faculty members and 200 administrators at a midwestern university, answered an Appraisal Interview Questionnaire in which they rated administrator performance, content and…

Faculty Members' Instructional Priorities for Adopting OER

ERIC Educational Resources Information Center

Jung, Insung; Hong, Seongyoun

2016-01-01

This study aimed to investigate and classify faculty members' instructional priorities for adopting OER. In-depth interview data were collected from 10 faculty members from different regions and analyzed with NVivo 10. The original supposition was that the well-established instructional priorities, effectiveness, efficiency, and appeal would…

Missed opportunities: a descriptive assessment of teaching and attitudes regarding communication skills in a surgical residency.

PubMed

Hutul, Olivia A; Carpenter, Robert O; Tarpley, John L; Lomis, Kimberly D

2006-01-01

The Accreditation Council for Graduate Medical Education (ACGME) requires that "residents must be able to demonstrate interpersonal and communication skills that result in effective information exchange and teaming with patients, their patients' families, and professional associates." The authors sought to assess current methods of teaching and attitudes regarding communication skills in their surgical residency. After obtaining Institutional Review Board (IRB) exemption, voluntary anonymous surveys were completed by a sample of convenience at the Vanderbilt University Medical Center: surgical residents at Grand Rounds and attending surgeons in a faculty meeting. Data were evaluated from 49 respondents (33 of 75 total surgical residents, 16 representative attending surgeons). One hundred percent of respondents rated the importance of communication to the successful care of patients as "4" or "5" of 5. Direct attending observation of residents communicating with patients/families was confirmed by residents and faculty. Residents reported varying levels of comfort with different types of conversations. Residents were "comfortable" or "very comfortable" as follows: obtaining informed consent, 91%; reporting operative findings, 64%; delivering bad news, 61%; conducting a family conference, 40%; discussing do not resuscitate (DNR) orders, 36%; and discussing transition to comfort care, 24%. Resident receptiveness to communication skills education varied with proposed venues: 84% favored teaching in the course of routine clinical care, 52% via online resources, and 46% in workshops. Residents were asked how frequently they received feedback specific to their communication skills during the past 6 months: Most residents reported 0 (39%) or 1 (21%) feedback episode. Only 30% of resident respondents reported receiving feedback that they perceived helpful. Attending surgeons reported that they did provide residents feedback specific to their communication skills. When asked to estimate the number of feedback episodes in the last 6 months, 16 faculty members reported a total of 67 feedback episodes, whereas 33 residents reported a total of only 24 episodes. Most faculty members rated their comfort with providing feedback specific to communication skills as "very comfortable" (56%) or "comfortable" (19%). "Time constraints" was the most frequently cited barrier to teaching communication skills. Communication skills are valued as integral to patient care by both residents and faculty in this study. Residents are most receptive to teaching of communication skills in the clinical setting. Faculty members report they are providing feedback to residents. Although residents report direct observation by faculty, currently only a minority (30%) are receiving feedback regarding communication that they consider helpful. A need exists to facilitate the feedback process to resolve this discrepancy. The authors propose that an evaluation instrument regarding communication skills may strengthen the feedback process.

Online learning for faculty development: a review of the literature.

PubMed

Cook, David A; Steinert, Yvonne

2013-11-01

With the growing presence of computers and Internet technologies in personal and professional lives, it seems prudent to consider how online learning has been and could be harnessed to promote faculty development. Discuss advantages and disadvantages of online faculty development, synthesize what is known from studies involving health professions faculty members, and identify next steps for practice and future research. We searched MEDLINE for studies describing online instruction for developing teaching, leadership, and research skills among health professions faculty, and synthesized these in a narrative review. We found 20 articles describing online faculty development initiatives for health professionals, including seven quantitative comparative studies, four studies utilizing defined qualitative methods, and nine descriptive studies reporting anecdotal lessons learned. These programs addressed diverse topics including clinical teaching, educational assessment, business administration, financial planning, and research skills. Most studies enrolled geographically-distant learners located in different cities, provinces, or countries. Evidence suggests that online faculty development is at least comparable to traditional training, but learner engagement and participation is highly variable. It appears that success is more likely when the course addresses a relevant need, facilitates communication and social interaction, and provides time to complete course activities. Although we identified several practical recommendations for success, the evidence base for online faculty development is sparse and insubstantial. Future research should include rigorous, programmatic, qualitative and quantitative investigations to understand the principles that govern faculty member engagement and success.

Exploring Faculty Members' Motivation and Persistence in Academic Service-Learning Pedagogy

ERIC Educational Resources Information Center

Darby, Alexa; Newman, Gabrielle

2014-01-01

This qualitative study provides a theoretical framework for understanding faculty members' motivation to persist in utilizing academic service-learning pedagogy. Twenty-four faculty members from a private liberal arts university in the southeastern United States were interviewed about the benefits and challenges of teaching academic…

What Predicts Use of Learning-Centered, Interactive Engagement Methods?

ERIC Educational Resources Information Center

Madson, Laura; Trafimow, David; Gray, Tara; Gutowitz, Michael

2014-01-01

What makes some faculty members more likely to use interactive engagement methods than others? We use the theory of reasoned action to predict faculty members' use of interactive engagement methods. Results indicate that faculty members' beliefs about the personal positive consequences of using these methods (e.g., "Using interactive…

Technology Use in the Classroom: Preferences of Management Faculty Members

ERIC Educational Resources Information Center

Peluchette, Joy V.; Rust, Kathleen A.

2005-01-01

In this study, the authors investigated faculty members' preferences regarding the use of technologies as instructional tools in management courses. They mailed surveys to 500 management faculty members nationwide; 124 were returned with usable data. Respondents indicated that course subject and classroom environmental factors did not affect their…

Learning Behaviors and Learning Spaces

ERIC Educational Resources Information Center

Bennett, Scott

2011-01-01

What specific learning behaviors are important to students and faculty members? Does the campus provide spaces that foster these behaviors? Where are those spaces? Asking these three questions at six colleges and universities reveals notable differences in the ways students and faculty members answer them. Student and faculty member answers also…

Internationalizing the Business Professor: A Collaborative Effort.

ERIC Educational Resources Information Center

Slonaker, William M.; Cannon, Emilie T.

This paper recounts how two university colleagues, a business faculty member and a foreign language faculty member, benefited from their interdisciplinary contact as student and as teacher. Mutual anxieties, new language learning techniques using computers, and culture are discussed in a stylized dialogue between the two faculty members. From the…

Scholars and Faculty Members' Lived Experiences in Online Social Networks

ERIC Educational Resources Information Center

Veletsianos, George; Kimmons, Royce

2013-01-01

Research into faculty members' use of technology and social networking sites has largely focused upon pedagogical practice, at the expense of understanding user experiences with these technologies. Through phenomenological interviews with three faculty members, we investigate their lived experiences with social networking sites. Results point to a…

Self-Expression, Social Roles, and Faculty Members' Attitudes towards Online Teaching

ERIC Educational Resources Information Center

Glass, Chris R.

2017-01-01

There is a widening gap between administrators' and faculty members' attitudes towards online education. This post-positivist grounded theory study explored features of the experiences that shaped sixteen faculty members' attitudes towards online education. Two features are identified: (a) they strived to express subject matter of personal…

Anticipated and Actual Implementation of Case-Based Learning by Dental Faculty Members During and After Training.

PubMed

Behar-Horenstein, Linda S; Catalanotto, Frank A; Nascimento, Marcelle M

2015-09-01

The aims of this study were to describe the processes used to train dental faculty members in case-based learning (CBL) and to determine their beliefs about the anticipated implementation of CBL and perceptions of actual implementation following use of the CBL approach. Participants were dental faculty members at the University of Florida who received a four-day intensive training course in the use of CBL. Two focus groups were conducted. The first occurred during training to assess how the participants anticipated using CBL. The second was conducted during the faculty members' implementation of CBL. All 19 trainees participated in focus group 1 (100%). During the course of the study, two faculty members left the school; of the remaining 17, 12 participated in focus group 2 (participation rate of 71%). The findings showed that initially the faculty members were hesitant and uncertain about using CBL. Following implementation, those issues dissipated, as the participants began to consider how to optimize the effectiveness of CBL as a legitimate method for fostering student ownership of learning and active participation. Understanding what CBL means for individual educators at varying stages of change will likely allow the dental education community to better anticipate and address tensions and challenges that faculty members are likely to experience.

Research reports: 1991 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1991-01-01

The basic objectives of the programs, which are in the 28th year of operation nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The faculty fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This is a compilation of their research reports for summer 1991.

Perceptions of academic administrators of the effect of involvement in doctoral programs on faculty members' research and work-life balance.

PubMed

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

Support for research strongly predicts doctoral program faculty members' research productivity. Although academic administrators affect such support, their views of faculty members' use of support are unknown. We examined academic administrators' perceptions of institutional support and their perceptions of the effects of teaching doctoral students on faculty members' scholarship productivity and work-life balance. An online survey was completed by a random sample of 180 deans/directors of schools of nursing and doctoral programs directors. Data were analyzed with descriptive statistics, chi-square analysis, and analysis of variance. Deans and doctoral program directors viewed the level of productivity of program faculty as high to moderately high and unchanged since faculty started teaching doctoral students. Deans perceived better administrative research supports, productivity, and work-life balance of doctoral program faculty than did program directors. Findings indicate the need for greater administrative support for scholarship and mentoring given the changes in the composition of doctoral program faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

Job satisfaction and its influential factors in dental academic members in tehran, iran.

PubMed

Seraj, B; Ghadimi, S; Mirzaee, M; Ahmadi, R; Bashizadeh, H; Ashofteh-Yazdi, K; Sahebjamee, M; Kharazi, Mj; Jahanmehr, M

2014-03-01

Assessment of job satisfaction of the faculty members and its underlying factors may increase career fulfillment and raise the educational and research productivity, leading to higher quality of dental services at the community level, ultimately improving public oral health status. This study assessed job satisfaction and its influential factors in dental academic members in Tehran. The job satisfaction level of 203 faculty members was assessed using a Likert scale questionnaire from 0 to 4, with 4 representing very satisfied and 0 not at all satisfied. The analysis of variance was used to compare the responses among dental faculty members of three different universities. The impact of age, gender, academic rank, employment status and the date of employment on the overall faculty job satisfaction was identified by multiple linear regression analysis. The mean professional satisfaction score among faculty members was 1.5 (0.5) out of four. Among the studied underlying factors, only the date of employment was seen to have a statistically significant impact on the faculties' overall job satisfaction (P= 0.05). There was no difference in job compensation observed between the three dental faculties. Dissatisfying aspects of the academic work included educational and research policies, monetary strategies, quality of leadership and administration, promotion and tenure policies, job security, educational environment, equipments, and facilities. The only satisfying factor was the interaction between faculty colleagues and students. Faculty members of Tehran Dental Schools are dissatisfied with their work environments in Tehran Dental Schools. Issues such as salary and remuneration, facilities, equipments, promotion and tenure policies are strongly believed to account for the dissatisfaction.

Teaching Skill Acquisition and Development in Dental Education.

PubMed

Lyon, Lucinda J; Hoover, Terry E; Giusti, Lola; Booth, Mark T; Mahdavi, Elham

2016-08-01

Development of dental faculty members is paramount to providing outstanding education and role modeling for students. With the large number of second career educators in dental schools, an efficient method of acquiring teaching skills is important for new faculty members. Knowing the skill progression and learning experiences identified by dental educators of varying rank may lead to more efficient, effective faculty development. The aims of this study were to identify the perceptions of a group of faculty members about the knowledge, skills, attitudes, and learning experiences that contribute to developing teaching expertise and to compare and contrast the perceptions of new and more senior faculty members on these subjects. The Dreyfus skill acquisition continuum of novice to expert performance was used as a construct reference. The study used a mixed-methods approach in which qualitative and quantitative data were collected concurrently in an electronic survey of faculty members at one U.S. dental school. Of the 492 total faculty members, 80 survey responses were received, for a 16% response rate. Open coding and analysis of responses revealed some common themes. Building rich content knowledge and learning varied methodologies for teaching and assessment, supported by an awareness of peer role models, were perceived to be features of early growth. Content prioritization, clarity, and customization appropriate for the learner characterized mid growth. As theorized in the Dreyfus model, more experienced faculty members described a fluid, less structured teaching process, increased reflection, and appreciation of the strength of the educational community. The results of this study may help increase dental educators' understanding of teaching skill acquisition and inform faculty development and support.

Marriage and family therapy faculty members' balance of work and personal life.

PubMed

Matheson, Jennifer L; Rosen, Karen H

2012-04-01

A sense of imbalance is common among both professors and therapists, though few studies have been published examining the work and personal life balance of those who work in both professions simultaneously. Using in-depth telephone interviews, this study examined the work and personal life balance of 16 marriage and family therapy (MFT) faculty members. Results showed that six were satisfied with their balance, six were dissatisfied, and four were "middle of the road." Men, older participants, and those who were in their career longer were more likely to report feeling satisfied with their balance. Internal indicators of their balance included family and workplace messages, health indicators, feelings of contentment, and congruence with personal values. Child and relationship status, tenure status, and gender issues also impacted their sense of balance. Specific balance enhancers and reducers were highlighted, and participants discussed coping strategies and recommendations for other MFT faculty members. Clinical, training, and career implications are discussed. © 2010 American Association for Marriage and Family Therapy.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995.. Volume 2

NASA Technical Reports Server (NTRS)

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

1996-01-01

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

Professors' Pay Raises Beat Inflation; So Much for the Good News

ERIC Educational Resources Information Center

June, Audrey Williams

2009-01-01

Faculty pay has been battered by the deepening national recession, but one cannot tell that from the American Association of University Professors' new annual report on the economic status of the profession. The average salary of a full-time faculty member rose 3.4% in 2008-2009, it says, a rate well above inflation. That would be good news, but…

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

ERIC Educational Resources Information Center

Farmer, Michael H.

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

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

ERIC Educational Resources Information Center

Elliott, Jo Eleanor

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

Comparing Linear Relationships between E-Book Usage and University Student and Faculty Populations: The Differences between E-Reference and E-Monograph Collections

ERIC Educational Resources Information Center

Lamothe, Alain R.

2013-01-01

This paper reports the results from a quantitative study examining the strength of linear relationships between Laurentian University students and faculty members and the J. N. Desmarais Library's reference and monograph e-book collections. The number of full-text items accessed, searches performed, and undergraduate, graduate, and faculty…

Know-Who? Linking Faculty's Networks to Stages of Instructional Development

ERIC Educational Resources Information Center

Van Waes, Sara; Van den Bossche, Piet; Moolenaar, Nienke M.; De Maeyer, Sven; Van Petegem, Peter

2015-01-01

Research into faculty members' instructional development has primarily focused on individual skills and knowledge. As collegial interactions may support or constrain faculty's professional development in higher education, this study compared and contrasted the networks of faculty members in different stages of instructional development (novice,…

Sexual harassment of college students: implications for campus health promotion.

PubMed

Cleary, J S; Schmieler, C R; Parascenzo, L C; Ambrosio, N

1994-07-01

The authors examined students' perceptions, attitudes, and experiences of sexual harassment by faculty members at a state university, using a sample of 1,139 graduate and undergraduate students. Twenty-six percent (292) of those in the sample responded. The instrument used in the study, adapted from a survey previously used at the University of Iowa, operationally defined eight categories of behavior: sexist comments, undue attention, verbal sexual advances, body language, invitations, physical advances, explicit sexual propositions, and sexual bribery. As many as 8% of the respondents indicated they had experienced the three most extreme forms of harassment--physical advances, explicit sexual propositions, and sexual bribery. Although most students thought they would report sexual harassment, only three incidents of the most extreme forms of sexual harassment were actually reported. Those who experienced harassment indicated that it generally came from one rather than from several faculty members and that it came from both male and female faculty. Twenty-three percent of the men reported experiencing sexist comments, and 5 male students reported they had experienced at least one of the three most extreme forms of sexual harassment. Recommendations for policy revisions and campus health promotion programming that were made following the survey are discussed.

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

PubMed

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

2013-05-13

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

Assessment of cultural competence in Texas nursing faculty.

PubMed

Marzilli, Collen

2016-10-01

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

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

ERIC Educational Resources Information Center

Abouelenein, Yousri

2017-01-01

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

Faculty Member Engagement in Canadian University Internationalization: A Consideration of Understanding, Motivations and Rationales

ERIC Educational Resources Information Center

Friesen, Rhonda

2013-01-01

Faculty members are key agents in the institutional internationalization process within Canadian higher education. In the growing volumes of literature on internationalization, however, few authors consider how faculty members perceive their role in this process. In this study I take a phenomenological research approach to explore the…

A Study of Attitudes of Female Faculty Members Serving in Complementarian Conservative Theological Institutions

ERIC Educational Resources Information Center

Ellen, Venessa Yvette

2013-01-01

Problem: The problem of this study was to determine whether attitudes of female faculty members employed by conservative theological colleges and seminaries reflected a complementarian perspective of biblical womanhood. Additionally, this study evaluated how these attitudes related to the female faculty member's home life and her…

Institutional Productivity Ratings and Publishing Trends in Nine Literacy Journals: 1972-2012

ERIC Educational Resources Information Center

Rosborough, Alessandro; Miner, Amy Baird; Wilcox, Brad; Morrison, Timothy G.

2015-01-01

This study examined the productivity of faculty members who published in nine leading literacy professional journals from 1972-2012. Those universities with the greatest number of articles written by literacy faculty members are listed. This listing was also adjusted according to number of literacy faculty members at each institution, resulting in…

Attributes of Effective Mentoring Relationships for Novice Faculty Members: Perspectives of Mentors and Mentees

ERIC Educational Resources Information Center

Barrett, Jessica L.; Mazerolle, Stephanie M.; Nottingham, Sara L.

2017-01-01

Context: Although doctoral education provides ample opportunities for skill development, the new faculty member may still require further support and guidance. Mentorship is often the mechanism whereby continued encouragement is provided. Limited understanding exists of the mentoring relationships developed between a new faculty member and a…

Relating Training to Job Satisfaction: A Survey of Online Faculty Members

ERIC Educational Resources Information Center

Hoekstra, Brian

2013-01-01

As the online education market continues to mature, institutions of higher education will respond to student demand by employing quality faculty members. Faculty members need unique training to successfully teach online. While the effect of training on job satisfaction has been investigated in the realm of business, it has not been tested…

Southern Coup: Recruiting African American Faculty Members at an Elite Private Southern Research University

ERIC Educational Resources Information Center

Barrett, Thomas Gregory; Smith, Theophus

2008-01-01

Competition for highly qualified African American faculty members among elite universities in the United States remains keen. Two of the most successful research universities at recruiting African American faculty members are located in the Southeast. Employing a conceptual framework grounded in organizational culture and climate literature, in…

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

ERIC Educational Resources Information Center

Marshall, Vicki Lynn

2015-01-01

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

Training Faculty Members and Resident Assistants to Respond to Bereaved Students

ERIC Educational Resources Information Center

Servaty-Seib, Heather L.; Taub, Deborah J.

2008-01-01

Scholarship about campus responses to death-related events emphasizes the need for members of the campus community to be open to discussing grief-related issues. Faculty members and resident assistants (RAs) are ideally situated to observe and respond to bereaved students. Faculty--tenure-track, adjunct, and teaching assistants--have regular…

Institutional Oversight of Faculty-Industry Consulting Relationships in U.S. Medical Schools: A Delphi Study.

PubMed

Morain, Stephanie R; Joffe, Steven; Campbell, Eric G; Mello, Michelle M

2015-01-01

The conflicts of interest that may arise in relationships between academic researchers and industry continue to prompt controversy. The bulk of attention has focused on financial aspects of these relationships, but conflicts may also arise in the legal obligations that faculty acquire through consulting contracts. However, oversight of faculty members' consulting agreements is far less vigorous than for financial conflicts, creating the potential for faculty to knowingly or unwittingly contract away important rights and freedoms. Increased regulation could prevent this, but it is unclear what forms of oversight universities view as feasible and effective. In this article, we report on a Delphi study to evaluate several approaches for oversight of consulting agreements by medical schools. The panel was comprised of 11 senior administrators with responsibility for oversight of faculty consulting relationships. We found broad agreement among panelists regarding the importance of institutional oversight to protect universities' interests. There was strong support for two specific approaches: providing educational resources to faculty and submitting consulting agreements for institutional review. Notwithstanding the complexities of asserting authority to regulate private consulting agreements between faculty members and companies, medical school administrators reached consensus that several approaches to improving institutional oversight are feasible and useful. © 2015 American Society of Law, Medicine & Ethics, Inc.

Methods used by accredited dental specialty programs to advertise faculty positions: results of a national survey.

PubMed

Ballard, Richard W; Hagan, Joseph L; Armbruster, Paul C; Gallo, John R

2011-01-01

The various reasons for the current and projected shortages of dental faculty members in the United States have received much attention. Dental school deans have reported that the top three factors impacting their ability to fill faculty positions are meeting the requirements of the position, lack of response to position announcement, and salary/budget limitations. An electronic survey sent to program directors of specialty programs at all accredited U.S. dental schools inquired about the number of vacant positions, advertised vacant positions, reasons for not advertising, selection of advertising medium, results of advertising, and assistance from professional dental organizations. A total of seventy-three permanently funded full-time faculty positions were reported vacant, with 89.0 percent of these positions having been advertised in nationally recognized professional journals and newsletters. Networking or word-of-mouth was reported as the most successful method for advertising. The majority of those responding reported that professional dental organizations did not help with filling vacant faculty positions, but that they would utilize the American Dental Association's website or their specialty organization's website to post faculty positions if they were easy to use and update.

Scholar outcomes for dental internship research program in Saudi Arabia: A qualitative evaluation.

PubMed

Bahammam, Laila A; Linjawi, Amal I

2017-04-01

To explore the potential, challenges and needs for internship research activities in achieving scholar outcomes among graduates. A qualitative general needs assessment and evaluation of an internship research program was conducted at King Abdulaziz University, Faculty of Dentistry (KAUFD), KSA, from December 2014 to February 2015 using focus groups and interviews. The participants included: administrates, faculty, and internship students. Data were transcribed and analyzed following the grounded theory. The participants were two administrative personnel, 21 faculty members, and 16 internship students. Results were clustered around five main domains; curriculum design, faculty, students, administrative, and institutional domain. Reported potentials included: a multi-faceted educational intervention approach, and building evidence-based skills and inquiry minds among graduates. Time, load, and incentives were major challenges reported by faculty. Interesting and achievable research topics were major challenges reported by students. Areas that needed development included: equipped research personnel, aligned administrative and institutional support, faculty skills, students' knowledge and skills, aligned curriculum, and clear program goals, objectives, and outcomes. Curriculum design, faculty and students' skills; as well as administrative and institutional support were found to play major roles in the success of the current internship research program at KAUFD.

Research reports: 1994 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1994-01-01

For the 30th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs, which are in the 31st year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1994.

A University Libraries Faculty Perspective on the Role of the Department Head in Faculty Performance: A Grounded Theory Approach. Revised.

ERIC Educational Resources Information Center

Boden, Dana W. R.

This qualitative study examined the perceptions that university library faculty members hold regarding the role of the department head in promoting faculty growth and development. Four faculty members at the University of Nebraska-Lincoln were interviewed. Axial coding of the individuals' perceptions revealed six categories of perceived roles for…

A reflective teaching challenge to motivate educational innovation.

PubMed

Edwards, Roger A; Kirwin, Jennifer; Gonyeau, Michael; Matthews, S James; Lancaster, Jason; DiVall, Margarita

2014-06-17

To describe a teaching challenge intended to increase faculty use of evidence-based and student-centered instructional strategies in the demanding school of pharmacy context with technology-savvy students. A teaching challenge was created that required faculty members to incorporate a "new-to-you" innovative teaching method in a class, course, or experiential activity. The method was linked to at least 1 of 7 evidence-based principles for effective teaching. Faculty members were exposed to colleagues' teaching strategies via brief voluntary presentations at department meetings. A post-challenge survey provided assessment data about the challenge. Responses to a baseline survey provided additional information about what faculty members were already doing (52% response rate). Eighty-one percent of faculty respondents completed the challenge. A wide array of new strategies (13 categories such as flipped classrooms and social media) was implemented and 75% included the use of technology. Nearly all respondents (96%) thought that participation in the challenge was worth the effort and planned to participate again the following year. All faculty members intended to continue using their new strategy and 56% planned additional modifications with future implementations. The challenge demonstrated how multiple goals of curricular improvement, faculty development, and student-centered instruction could be achieved together. The teaching challenge motivated most of the faculty members to try something new to them. Links between evidence-based principles and day-to-day activities were strengthened. The new-to-you design placed the challenge within reach of faculty members regardless of their background, subject, or experience.

Fleeing the Ivory Tower: Gender Differences in the Turnover Experiences of Women Faculty.

PubMed

Martinez, Larry R; O'Brien, Katharine R; Hebl, Michelle R

2017-05-01

Prior research has established that women and men faculty have different experiences in their professional and personal lives and that academic turnover can be costly and disruptive to home institutions. However, relatively little research has examined gender differences in the antecedent events that contributed to faculty members' voluntary turnover decisions. This study aims to fill this gap. Qualitative and quantitative data were obtained in two ways: by directly contacting faculty members who had voluntarily left their positions through the human resource departments at six institutions and through more wide-scale snowball sampling. The surveys, administered via paper or web based, measured the extent to which participants' experiences with harassment/discrimination, family-related issues, and recruitment/retention offers impacted their decisions to leave. Qualitative data were coded by raters into numerical values, and mean differences based on gender were assessed for these and the quantitative data. Both the qualitative and quantitative data suggest that female academicians reported experiencing significantly more gender-based harassment/discrimination, were much more likely to cite family-related reasons for leaving, and reported receiving significantly fewer external job offers and internal retention offers than their male counterparts. Academic science departments should be keenly aware of and strive to reduce instances of harassment/discrimination against female academicians, offer more support for family-related issues and encourage faculty to take advantage of these programs, and conduct search and retention efforts fairly regardless of faculty gender.

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

PubMed Central

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

2015-01-01

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

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

PubMed

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

2015-08-01

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

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

PubMed Central

Pearson, Marion L.; Albon, Simon P.

2014-01-01

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

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

PubMed

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

2012-01-01

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

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

PubMed

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

2011-09-01

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

Online role-playing for faculty development.

PubMed

Ladhani, Zahra; Chhatwal, Jugesh; Vyas, Rashmi; Iqbal, Mobeen; Tan, Christina; Diserens, Deborah

2011-03-01

There has been a rapid growth of online teaching in the past few years, yet the implementation of role-play for formal educational activities in an online setting is growing more slowly. The use of online role-playing for the development of health professions educators is virtually un-documented in the literature. In the project reported here we use role-playing as a method to motivate and increase active participation in an online web-based discussion on community-based medical education (CBME). The Foundation for Advancement of International Medical Education & Research (FAIMER(®) ) Institute hosts virtual group discussions for fellows as part of its fellowship programmes, in order to deepen their knowledge base in health professions education and research. In June 2008, a group of seven FAIMER(®) fellows and faculty members moderated an online discussion on CBME using an online role-play exercise with other fellows and faculty members. Out of a total of 102 fellows, 36 (35.3%) participated actively, which exceeded the typical percentage of list server participation. In addition, a rich discussion resulted in a comprehensive report on the goals, challenges, logistical components, role of Health Ministry policy and the possible ethical mandate of CBME in developing countries. Online role-play encouraged distributed participation among a highly diverse international group of participants, supporting the conclusion that role-playing can be used effectively with mid-career health professional faculty members in the online environment. © Blackwell Publishing Ltd 2011.

Using Carl Rogers' person-centered model to explain interpersonal relationships at a school of nursing.

PubMed

Bryan, Venise D; Lindo, Jascinth; Anderson-Johnson, Pauline; Weaver, Steve

2015-01-01

Faculty members are viewed as nurturers within the academic setting and may be able to influence students' behaviors through the formation of positive interpersonal relationships. Faculty members' attributes that best facilitated positive interpersonal relationships according to Carl Rogers' Person-Centered Model was studied. Students (n = 192) enrolled in a 3-year undergraduate nursing program in urban Jamaica were randomly selected to participate in this descriptive cross-sectional study. A 38-item questionnaire on interpersonal relationships with nursing faculty and students' perceptions of their teachers was utilized to collect data. Factor analysis was used to create factors of realness, prizing, and empathetic understanding. Multiple linear regression analysis on the interaction of the 3 factors and interpersonal relationship scores was performed while controlling for nursing students' study year and age. One hundred sixty-five students (mean age: 23.18 ± 4.51years; 99% female) responded. The regression model explained over 46% of the variance. Realness (β = 0.50, P < .001) was the only significant predictor of the interpersonal relationship scores assigned by the nursing students. Of the total number of respondents, 99 students (60%) reported satisfaction with the interpersonal relationships shared with faculty. Nursing students' perception of faculty members' realness appeared to be the most significant attribute in fostering positive interpersonal relationships. Copyright © 2015 Elsevier Inc. All rights reserved.

How Community College Adjunct Faculty Members Teaching Communications Courses Understand Diversity as It Relates to Their Teaching

ERIC Educational Resources Information Center

Rediger, James N.

2013-01-01

The purpose of this study was to explore Midwestern Community College (MCC) communication adjunct faculty members' descriptions of techniques used to prepare for a diverse student population. This research was conducted in order to gain a better understanding of how adjunct faculty members teaching communications courses at MCC understood…

A Survival Guide for New Faculty Members: Outlining the Keys to Success for Promotion and Tenure

ERIC Educational Resources Information Center

Bakken, Jeffrey P.; Simpson, Cynthia G.

2011-01-01

The "Survival Guide for New Faculty Members: Outlining the Keys to Success for Promotion and Tenure" provides new faculty members with practical, down-to-earth wisdom and suggestions for successfully working through to tenure and promotion. The authors--both successful and experienced administrators and experts in higher education--have provided…

Minority Rights According to Law: Discrimination Cases of Minority Faculty Members Since 1964.

ERIC Educational Resources Information Center

Harvey, James

This monograph is designed to serve as a reference index to court cases dealing with minority group members who are faculty members of educational institutions. It lists important cases dealing with disputes in which faculty feel they were discriminated against by the school administration system. These cases involve sex discrimination including…

Ethical Climate, Organizational Commitment, and Job Satisfaction of Full-Time Faculty Members

ERIC Educational Resources Information Center

Moore, Heather Louise

2012-01-01

The purpose of this quantitative study was to better understand the relationship of perceived ethical climate on the organizational commitment and job satisfaction of full-time faculty members in institutions of higher education. Full-time faculty members are the forefront employees of any educational institution, and they have a direct impact on…

The New Faculty Members' Concerns: The Case of Jordanian Universities

ERIC Educational Resources Information Center

Qudais, Mahmoud Abu; Al-Omari, Aieman; Smadi, Rana

2009-01-01

The present study aimed to identify and interpret concerns of the new faculty members in Jordanian universities. A total of 336 new faculty members who participated in this study were asked to rate their perceptions of issues related to teaching, research, service, balancing work and home life and the academic culture of their workplace. Means and…

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

ERIC Educational Resources Information Center

Abu-Alruz, Jamal; Khasawneh, Samer

2013-01-01

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

Training Needs of Faculty Members in Al-huson College for Employing Multimedia in Teaching

ERIC Educational Resources Information Center

Al-swalha, Ali. S. M.

2017-01-01

This study aims to determine training needs of faculty members in Al-huson College for employing multimedia in teaching. The study instrument included (39) items divided into three domains (cognitive needs, emotional needs, and skill needs). A questionnaire was randomly distributed to (78) faculty members in Al-huson College after confirming…

The Use of Collaboration, Authentic Learning, Linking Material to Personal Knowledge, and Technology in the Constructivist Classroom: Interviews with Community College Faculty Members

ERIC Educational Resources Information Center

Zielinski, Dianne E.

2017-01-01

This study explored how faculty members implemented constructivist teaching methods after training. The student-centered teaching methods were interactions and collaborations, authentic learning and real-world experiences, linking material to previously learned information, and using technology in the classroom. Seven faculty members trained in…

Teaching Styles and Occupational Stress among Chinese University Faculty Members

ERIC Educational Resources Information Center

Zhang, Li-fang

2007-01-01

The primary aim of this research is to investigate the predictive power of occupational stress for teaching style among university faculty members. A sample of 144 faculty members from a large university in the People's Republic of China rated themselves on three ability scales and responded to the Thinking Styles in Teaching Inventory and to four…

Faculty Members' Attitudes towards the Performance Appraisal Process in the Public Universities in Light of Some Variables

ERIC Educational Resources Information Center

Al-Ashqar, Wafaa Mohammed Ali

2017-01-01

The present study aimed to detect the level of faculty members' attitudes at public universities towards the performance appraisal process and its relationship with some variables (gender, college, scientific rank, university, teaching experience, and age). The study sample consisted of (320) faculty members of both sexes in three public…

Exploring the Effects of Social Exchange Relationships on the Scholarly Productivity of New Faculty Members in Accounting

ERIC Educational Resources Information Center

Ugrin, Joseph C.; Odom, Marcus D.; Pearson, J. Michael; Bahmanziari, Tammy R.

2012-01-01

This paper explores how social relationships between new accounting faculty members and their former dissertation chairs can influence the publishing productivity of the new faculty members in their early academic careers. The focus on social relationships offers a unique approach to studying the effectiveness doctoral education. Our findings show…

Stress and coping among orthopaedic surgery residents and faculty.

PubMed

Sargent, M Catherine; Sotile, Wayne; Sotile, Mary O; Rubash, Harry; Barrack, Robert L

2004-07-01

Evaluations of physicians and residents have revealed concerning levels of psychosocial dysfunction. The purposes of this study were to determine the quality of life of orthopaedic residents and faculty and to identify the risk factors for decompensation. Twenty-one orthopaedic residents and twenty-five full-time orthopaedic faculty completed a 102-question voluntary, anonymous survey. The survey consisted of three validated instruments, i.e., the Maslach Burnout Inventory, the General Health Questionnaire-12, and the Revised Dyadic Adjustment Scale; and three novel question sets addressing background and demographic information, stress reaction and management, and the balance between work and home life. Descriptive statistics, pairwise correlations, simple t tests, and Pearson and nonparametric Spearman correlations were calculated. The simple correlation coefficient was used to assess bivariate relationships. The mean overall quality-of-life score, on a scale of 0 to 4 points, was 2.5 points for residents compared with 3.6 points for faculty members. Residents reported considerable burnout, showing a high level of emotional exhaustion and depersonalization and an average level of personal achievement, whereas faculty reported minimal burnout, showing a low level of emotional exhaustion (p < 0.0003), an average level of depersonalization (p < 0.0001), and a high level of personal achievement (p < 0.0001). Only two of twenty-five faculty members (compared with seven of twenty-one residents) scored over 4 points on the General Health Questionnaire-12, indicating significant symptomatology (p < 0.01). The majority of subjects reported that a partner or spouse showed nondistressed levels of marital adjustment and satisfaction. All residents and nine of the twenty-five faculty members had mentors but judged the resource to be minimally beneficial. Resident burnout and psychiatric morbidity correlated with weekly work hours; conflict between the commitments of work and home life; discord with faculty, nursing staff, and senior residents; debt load; and work-related stress. Protective factors included being a parent, spending time with a spouse, having a physician father, and deriving satisfaction from discussing concerns with colleagues, friends, and family. In pursuit of our goal of determining the quality of life of orthopaedic residents and faculty, we identified a large disparity between the two groups. The resident group reported much greater levels of dysfunction particularly with regard to burnout and psychiatric morbidity. Furthermore, with regard to our second goal; our data revealed a number of risk factors for resident decompensation, most notably, increased workload, high debt levels, and discord with superiors. In addition, our research revealed that the current support interventions by the residency program, including mentoring and facilitation of spousal adjustment, are viewed as being of little help.

Pharmacy faculty workplace issues: findings from the 2009-2010 COD-COF Joint Task Force on Faculty Workforce.

PubMed

Desselle, Shane P; Peirce, Gretchen L; Crabtree, Brian L; Acosta, Daniel; Early, Johnnie L; Kishi, Donald T; Nobles-Knight, Dolores; Webster, Andrew A

2011-05-10

Many factors contribute to the vitality of an individual faculty member, a department, and an entire academic organization. Some of the relationships among these factors are well understood, but many questions remain unanswered. The Joint Task Force on Faculty Workforce examined the literature on faculty workforce issues, including the work of previous task forces charged by the American Association of Colleges of Pharmacy (AACP). We identified and focused on 4 unique but interrelated concepts: organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring. Among all 4 resides the need to consider issues of intergenerational, intercultural, and gender dynamics. This paper reports the findings of the task force and proffers specific recommendations to AACP and to colleges and schools of pharmacy.

Research Reports: 1989 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1989-01-01

For the twenty-fifth consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague.

How To Dismiss a Tenured Faculty Member.

ERIC Educational Resources Information Center

Andrews, Hans A.

1992-01-01

At many colleges and universities in the United States, the mystique of tenure has provided tenured faculty, even incompetent and inactive faculty, a protected status. Dismissing a tenured faculty member requires a specified cause for termination, and is often one of the most difficult personnel actions that a college can take. Dealing with…

Job-Related Stress among Mass Communication Faculty.

ERIC Educational Resources Information Center

Endres, Fred F.; Wearden, Stanley T.

1996-01-01

Questions 600 full-time faculty members teaching journalism and/or mass communication about job-related stress. Finds faculty members suffer from job-related stress; differences exist in the way men and women view, experience, and cope with stress; anxiety and stress are shared by teachers at all grade levels; and times when faculty and students…

Retirement Plans and Related Factors Among Faculty at COFHE Institutions.

ERIC Educational Resources Information Center

Institute for Research in Social Behavior, Berkeley, CA.

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

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

ERIC Educational Resources Information Center

Ghazarian, Peter G.; Youhne, Mia S.

2015-01-01

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

Responsive and Responsible: Faculty Encouragement of Civic Engagement

ERIC Educational Resources Information Center

Cole, Eddie R.; Howe, Elijah C.; Laird, Thomas F. Nelson

2016-01-01

This study explores how often faculty members encourage students to engage with campus, local, state, national, and global issues. Using data from the 2013 administration of the Faculty Survey of Student Engagement (FSSE), the results show that faculty members are more likely to encourage students to engage in state, national, or global issues…

The Salary Premium Required for Replacing Management Faculty: Evidence from a National Survey

ERIC Educational Resources Information Center

Finch, J. Howard; Allen, Richard S.; Weeks, H. Shelton

2010-01-01

One of the most important aspects of growing and improving business education is replacing departed faculty members. As the baby-boom generation approaches retirement, the supply of available replacement faculty members is diminishing. The result is a competitive market for replacement faculty that features increasing starting salary levels. In…

Changing Institutional Culture through Peer Mentoring of Women STEM Faculty

ERIC Educational Resources Information Center

Thomas, Nicole; Bystydzienski, Jill; Desai, Anand

2015-01-01

Higher education institutions often use mentoring to socialize faculty members into their academic disciplines and to retain them. Mentoring can also be used to change organizational culture to meet the needs of historically marginalized faculty members. In this article we focus on peer mentoring circles for women STEM faculty at a large,…

Faculty Attitudes toward Students with Disabilities at an Israeli Leading Technology Institute

ERIC Educational Resources Information Center

Greenberger, Lori

2016-01-01

This study examined faculty support of the inclusion of students with disabilities. The study was conducted in a leading institute of technology in Israel. Participants were 225 faculty members from different departments who were recruited using a campus-wide email announcement. Results revealed that a large majority of faculty members had…

Contingent Faculty Composition and Utilization: Perspectives from Independent Colleges and Universities

ERIC Educational Resources Information Center

Morphew, Christopher; Ward, Kelly; Wolf-Wendel, Lisa

2017-01-01

This chapter presents a study that explores how faculty composition at independent colleges and universities in the United States has shifted from minimal representation of contingent faculty members in the past to a greater representation presently and the disproportionate expectations and roles placed on these faculty members. Based on the…

Student-Faculty Partnership in Explorations of Pedagogical Practice: A Threshold Concept in Academic Development

ERIC Educational Resources Information Center

Cook-Sather, Alison

2014-01-01

Student-faculty partnerships position students as informants, participants, and change agents in collaboration with faculty members. Enacting one form of such collaboration, Bryn Mawr College's SaLT program pairs faculty members and undergraduate students in explorations of pedagogical practice. The program provides both context and case study for…

African-American Women in the Professoriate: Addressing Social Exclusion and Scholarly Marginalization through Mentoring

ERIC Educational Resources Information Center

Lloyd-Jones, Brenda

2014-01-01

African-American women and other underrepresented faculty members often report experiences of social exclusion and scholarly marginalization in mainstream institutions of higher education. This lack of inclusion challenges their retention and hinders them from becoming productive members of the professoriate, positioning them at a disadvantage for…

Mentorship in an academic department of family medicine.

PubMed

Riley, Margaret; Skye, Eric; Reed, Barbara D

2014-01-01

Lack of quality mentorship has been identified as an impediment to a successful academic career. This study serves as a needs assessment to understand baseline mentoring among faculty in an academic department of family medicine and the existing relationships between mentorship, job satisfaction, and academic productivity before the department begins a structured mentorship program. All faculty received an anonymous online survey inquiring about their current mentorship and their perception of the importance of mentorship, in addition to measures of job satisfaction and academic productivity. Of 62 faculty members completing the survey (83% of faculty), almost all indicated it is very or somewhat important to have a mentor (97%, n=60), although only 45% (n=28) reported having a current mentor. Junior faculty were less likely than senior faculty to be satisfied with their mentorship, particularly if they did not have a current mentor. Job satisfaction was high and was not associated with having a mentor. Faculty members with mentors were more likely to have presented a talk or poster nationally, to have taken on a new educational or leadership role, and to have had a greater volume of academic activities overall. Although faculty believe mentorship is important, less than half have a current mentor. Junior faculty are disproportionately dissatisfied by lack of mentorship. Mentorship was associated with some elements of academic productivity but not with job satisfaction. Further study of the impact of a more structured mentorship program is needed.

Incentive Early Retirement Programs for Faculty: Innovative Responses to a Changing Environment. ASHE-ERIC Higher Education Report No. 1, 1987.

ERIC Educational Resources Information Center

Chronister, Jay L.; Kepple, Thomas R., Jr.

The literature on incentive early retirement for faculty members is reviewed, including the findings of studies that have assessed the effectiveness of such programs. In addition to describing different types of programs and the incentives offered, attention is directed to legal issues, costs and benefits, assessing whether a program is feasible,…

Faculty Recruitment, Retention, and Fair Employment: Obligations and Opportunities. ASHE-ERIC Higher Education Research Reports, No. 2. FYI Executive Summary.

ERIC Educational Resources Information Center

Waggaman, John S.

An effective recruiting program is one that locates the best candidate available, makes an acceptable job offer, and retains the new employee for at least eight years. Successful recruiting results from a department chair's commitment to a people-oriented administration. By being aware of the career paths of faculty members, the chair can…

Design and Implementation of an International Nurse Faculty Partnership.

PubMed

Tuxbury, Janis S; Vilton, Yves; Hays, Antoinette; Street, Nancy

2016-01-01

Haiti has the highest rates of infant, under 5 years old, and maternal mortality in the Americas. More nurses are needed throughout the country, but there is a deficit of nursing faculty. Increasing numbers and quality of nursing faculty members will ensure a sustainable, positive impact on the country's nursing profession. The International Nurse Faculty Partnership Initiative was designed to educate a total of 36 current Haitian nurse faculty members at the master's-degree level. The first cohort of 12 nurse faculty members completed the program of study in February 2014, graduating with a master's degree in nursing from the State University of Haiti. Performance evaluation by their respective deans revealed that the Haitian nursing faculty members demonstrated increases in teaching effectiveness and critical thinking in comparison to their premaster's-degree skill levels. The International Nurse Faculty Partnership Initiative expects to graduate a total of 36 master's-level-prepared nurse educators. Currently, program graduates and nursing leaders from Haiti's Ministry of Health are working with the State University of Haiti to establish the faculty of nursing within the institution, creating a system for the ongoing delivery of baccalaureate-level and master-level nursing education within that country. Copyright © 2016 Elsevier Inc. All rights reserved.

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.

Medical school faculty discontent: prevalence and predictors of intent to leave academic careers

PubMed Central

Lowenstein, Steven R; Fernandez, Genaro; Crane, Lori A

2007-01-01

Background Medical school faculty are less enthusiastic about their academic careers than ever before. In this study, we measured the prevalence and determinants of intent to leave academic medicine. Methods A 75-question survey was administered to faculty at a School of Medicine. Questions addressed quality of life, faculty responsibilities, support for teaching, clinical work and scholarship, mentoring and participation in governance. Results Of 1,408 eligible faculty members, 532 (38%) participated. Among respondents, 224 (40%; CI95: 0.35, 0.44) reported that their careers were not progressing satisfactorily; 236 (42%; CI95: 0.38, 0.46) were "seriously considering leaving academic medicine in the next five years." Members of clinical departments (OR = 1.71; CI95: 1.01, 2.91) were more likely to consider leaving; members of inter-disciplinary centers were less likely (OR = 0.68; CI95: 0.47, 0.98). The predictors of "serious intent to leave" included: Difficulties balancing work and family (OR = 3.52; CI95: 2.34, 5.30); inability to comment on performance of institutional leaders (OR = 3.08; CI95: 2.07, 4.72); absence of faculty development programs (OR = 3.03; CI95: 2.00, 4.60); lack of recognition of clinical work (OR = 2.73; CI95: 1.60, 4.68) and teaching (OR = 2.47; CI95: 1.59, 3.83) in promotion evaluations; absence of "academic community" (OR = 2.67; CI95: 1.86, 3.83); and failure of chairs to evaluate academic progress regularly (OR = 2.60; CI95: 1.80, 3.74). Conclusion Faculty are a medical school's key resource, but 42 percent are seriously considering leaving. Medical schools should refocus faculty retention efforts on professional development programs, regular performance feedback, balancing career and family, tangible recognition of teaching and clinical service and meaningful faculty participation in institutional governance. PMID:17935631

Does the Reputation of a Faculty Member's Graduate Programme and Institution Matter for Labour Market Outcomes?

ERIC Educational Resources Information Center

Warshaw, Jarrett B.; Toutkoushian, Robert K.; Choi, Hyejin

2017-01-01

For a future faculty member the choice of which graduate programme and institution to attend is considered to have important implications for securing academic employment, developing skills to succeed in academia, and yielding positive returns on investment of time and money in education. Yet does it matter where a faculty member attends graduate…

Holding a Post-Doctoral Position before Becoming a Faculty Member: Does It Bring Benefits for the Scholarly Enterprise?

ERIC Educational Resources Information Center

Horta, Hugo

2009-01-01

This article examines the effects that performing a post-doc early in the academic career have for the current scholarly practices of faculty members. Results show that performing a post-doc early in the academic career impacts positively the recent research output of academics, although not affecting the other faculty member's scholarly…

Extent of Implementing the Total Quality Management Principles by Academic Departments Heads at Najran University from Faculty Members' Perspectives

ERIC Educational Resources Information Center

Al-Din, Hesham Moustafa Kamal; Abouzid, Mohamed Mahmoud

2016-01-01

This study aimed to identify the implementing degree of Total Quality Management (TQM) principals by Academic Departmental Heads (ADH) at the Najran University from faculty members' perspectives. It also aimed to determine significant differences between the average estimate of sample section of faculty members about the implementing degree of TQM…

"She's Not Good with Crying": The Effect of Gender Expectations on Graduate Students' Assessments of Their Principal Investigators

ERIC Educational Resources Information Center

Hirshfield, Laura E.

2014-01-01

This paper explores how gender influences the way that faculty members are held accountable to gendered societal expectations related to scientists, faculty members, and leaders. In particular, women faculty members in the sciences, particularly those who lead large research groups, may be at a triple disadvantage: they must act in ways that…

Faculty members' use of power: midwifery students' perceptions and expectations.

PubMed

Kantek, Filiz; Gezer, Nurdan

2010-08-01

the power dynamics of relationships/interactions between faculty members and students are of crucial importance for positive student outcomes. This study aimed to investigate the relationship between the perceptions and expectations of midwifery students in relation to the use of power by faculty members and bases of power. descriptive, quantitative study. a school for health sciences in Turkey. 122 midwifery students at the school. data were collected using a perceived leadership power survey, and analysed by frequency distribution, arithmetic mean, variance analysis and Cronbach's alpha. the students perceived that faculty members used coercive power most often and used reward power least often. Students expected their instructors to use expert power. In addition, in the examination of relationships between power bases, it was determined that there were positive correlations between legitimate, referent, reward and expert power, but coercive power was only positively correlated with legitimate power. this study found that students expect faculty members to use expert power, and faculty members need to reconsider their power bases. The factors affecting the perceptions of midwifery students regarding the use of power should be analysed in more detail. Copyright 2008 Elsevier Ltd. All rights reserved.

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

11 Colleges Join New York U. in a Network for Revitalizing Faculty Members.

ERIC Educational Resources Information Center

Desruisseaux, Paul

1985-01-01

A New York University "magnet" program supported by the Ford Foundation provides opportunities for 11 member institutions' faculty members to pursue research, curricular, and professional projects. (MSE)

A Study of Attitudes toward College Student-Athletes: Implications for Faculty-Athletics Engagement

ERIC Educational Resources Information Center

Comeaux, Eddie

2011-01-01

To gauge the differential attitudes of faculty members toward student-athletes at a large Division I-A university, a revised version of the Situational Attitude Scale (SAS) Student-Athlete was administered to 464 faculty members. Findings revealed differences in the attitudes of faculty toward student-athletes by race, gender, and college…

Factors that Motivate Business Faculty to Conduct Research: An Expectancy Theory Analysis

ERIC Educational Resources Information Center

Chen, Yining; Gupta, Ashok; Hoshower, Leon

2006-01-01

In this study, the authors used expectancy theory to examine key factors that motivate business faculty to conduct research. The survey results, from 320 faculty members at 10 business schools, showed that faculty members who assign higher importance ratings to both the extrinsic and the intrinsic rewards of research exhibit higher research…

The Main Reciprocal for Teaching Load: Faculty Use of Research Time.

ERIC Educational Resources Information Center

Colbeck, Carol L.

This study examined the allocation of time college faculty give to various research tasks. Case studies were conducted of 12 faculty members in four departments selected for variation by university type (research and comprehensive) and discipline (Physics and English). The work of each faculty member was observed on five non-consecutive days for a…

Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices

ERIC Educational Resources Information Center

Chang, Mary K.; Rao, Kavita; Stewart, Maria L.; Farley, Cynthia A.; Li, Katherine

2016-01-01

In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…

A Simple and Effective Program to Increase Faculty Knowledge of and Referrals to Counseling Centers

ERIC Educational Resources Information Center

Nolan, Susan A.; Pace, Kristi A.; Iannelli, Richard J.; Palma, Thomas V.; Pakalns, Gail P.

2006-01-01

The authors describe a simple, cost-effective, and empirically supported program to increase faculty referrals of students to counseling centers (CCs). Incoming faculty members at 3 universities received a mailing and personal telephone call from a CC staff member. Faculty assigned to the outreach program had greater knowledge of and rates of…

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.

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

PubMed

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

2015-03-01

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

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

PubMed

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

2011-02-01

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

The current practice of mentoring across Accreditation Council of Graduate Medical Education – International accredited programs in Qatar from faculty and trainees perspectives

PubMed Central

Suliman, Shireen; Al-Mohammed, Ahmed; Al Mohanadi, Dabia; Allen, Margaret; Bylund, Carma L

2018-01-01

Purpose Mentoring plays a vital role in academic productivity, personal development, and career guidance for students, residents, fellows, and junior faculty. A culture of mentoring is spreading across residency and fellowship training programs in Hamad Medical Corporation, the main teaching tertiary care facility in Qatar. However, there is insufficient knowledge about the current practice of mentoring in these programs. Methods We conducted a cross-sectional study by surveying all faculty and trainees in all residency and fellowship training programs in Qatar. Each completed a web-based questionnaire that asked about the current experience, self-efficacy and measures of improvement of the current practice of mentoring across training programs. Results A total of 393/650 faculty members (61%), 187/250 fellows (74%), and 405/650 residents (62%) responded to the two surveys. Most (74% of faculty members) reported being current mentors, while 67% of residents and fellows reported that they currently have mentors. Faculty who received training in mentoring and those who had an established formal mentoring program in their departments were more likely to enroll in mentoring than others (86%, P<0.01; 71%, P<0.05%, respectively). Trainees suggested that the two main areas to improve the current mentoring initiative in their departments were to develop a structured mentoring program and to train the mentors. Content analysis revealed participants’ confusion differentiating between the terms mentoring and supervision. Conclusion Based on the current study, many existing mentoring relationships have an evident confusion between supervision and mentoring roles. Developing structured mentoring program and training both faculty and trainees in mentoring is recommended to improve the current practice of mentoring within the training programs. PMID:29416385

Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty.

PubMed

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

2016-01-01

This article reports the findings of a study that examined the research and scholarship productivity of doctorally prepared nursing faculty teaching and mentoring doctoral students and the conflicting demands on them to maintain programs of research and scholarship. The specific aims were to (a) examine the research productivity and scholarship of faculty members teaching in doctoral programs and mentoring doctoral students to examine the perceived effectiveness of existing institutional mechanisms to support scholarship, (b) explore institutional features and personal practices used by doctoral program faculty to develop and maintain research and scholarship productivity, and (c) analyze predictors of scholarship productivity. Data were collected via an on-line researcher-developed survey that examined doctoral faculty roles/responsibilities and their relationship to their scholarly productivity, overall research productivity, and institutional features and personal practices to support research/scholarship activities. Survey respondents reported spending a large amount of time engaged in research-related activities with 58.9% (n = 326) spending anywhere from 6 to 20 hours per week conducting research, writing research-based papers, giving presentations, grant writing, or conducting evidence-based improvement projects. Scholar productivity among the respondents was robust. Personal practices that most strongly supported faculty members' scholarship productivity were the belief that engaging in scholarship made them better teachers and the personal gratification in experiencing doctoral students' successes. A multiple regression analysis conducted to determine predictors of productivity indicated that the strongest predictor was the average number of hours spent on research/scholarship-related activities, followed by time bought out from teaching and other responsibilities of the faculty role for research. Copyright © 2016 Elsevier Inc. All rights reserved.

Examining the effect of goal clarity on faculty performance

NASA Astrophysics Data System (ADS)

Waychal, Pradeep

2018-07-01

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

“We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts

PubMed Central

Hurtado, Sylvia; Eagan, M. Kevin; Tran, Minh C.; Newman, Christopher B.; Chang, Mitchell J.; Velasco, Paolo

2011-01-01

Faculty members play a key role in the identification and training of the next generation of scientific talent. In the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty. We conducted a mixed methods study to understand institutional contextual differences in the experiences of aspiring scientists. Data from a qualitative five-campus case study and a quantitative longitudinal study of students from over 117 higher education institutions were analyzed to determine how aspiring scientists interact with faculty and gain access to resources that will help them achieve their educational goals. Findings indicate that important structural differences exist between institutions in shaping students’ interactions with faculty. For example, students at more selective institutions typically have less frequent, less personal interactions with faculty whereas Black students at HBCUs report having more support and frequent interactions with faculty. PMID:23503924

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

PubMed

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

2018-01-01

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

21st Century Professional Skill Training Programs for Faculty Members--A Comparative Study between Virginia Tech University, American University & King Saud University

ERIC Educational Resources Information Center

Al-Majed, Asma; Al-Kathiri, Fatima; Al-Ajmi, Sara; Al-Hamlan, Suad

2017-01-01

The 21st century faculty member is expected to teach, engage the learner, absorb new discoveries and rely on different knowledge in the execution of duties. This calls for up-to-date skills for instruction, assessment, and identification of opportunities by faculty members to promote learning. This paper investigates the prospects of promoting…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Exploring the Relationship between Organizational Learning and Career Resilience among Faculty Members at Qatar University

ERIC Educational Resources Information Center

Abu-Tineh, Abdullah M.

2011-01-01

Purpose: Two main purposes guide this study. The first is to assess the level of individual, group, and organizational learning at Qatar University (QU), and the level of career resilience among its faculty members. The second is to explore the relationships between these levels of learning at QU and the career resilience of its faculty members.…

Emotional Self-Efficacy among a Sample of Faculty Members and Its Relation to Gender (Male/Female), Experience, Qualification, and Specialization

ERIC Educational Resources Information Center

Abdel-Hadi, Samer A.

2017-01-01

The present study aimed to identify the level of emotional self-efficacy among a sample of faculty members who speak Arabic at the Abu Dhabi University. The study sample consisted of 99 faculty members Ph.D. and master's holders from scientific, social and education and management and humanities disciplines in University branches: Abu Dhabi and…

The Relationship between Leadership Style and Motivation among Faculty Members in Two Public Universities in the Republic of South Sudan

ERIC Educational Resources Information Center

Malok, Malok N.

2012-01-01

The purpose of this study was to investigate the relationship between leadership style and motivation among faculty members in two public universities in the Republic of the South Sudan. The researcher examined this issue by surveying and interviewing faculty members in two public universities in the Republic of South Sudan, a total of 67 for…

Faculty Members' Perceptions of Their Scholarship of Teaching and Learning: A Qualitative Study

ERIC Educational Resources Information Center

Smith, Jaime E.

2017-01-01

There is limited research pertaining to the impact SoTL has had on individual faculty members. Finding trends among participants of SoTL is essential for the promotion of the SoTL movement at both an individual and institutional level. The purpose of this study is to examine faculty members' perceptions about how their scholarship of teaching and…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Organizational role stress among medical school faculty members in Iran: dealing with role conflict

PubMed Central

Ahmady, Soleiman; Changiz, Tahereh; Masiello, Italo; Brommels, Mats

2007-01-01

Background Little research has been conducted to investigate role stress experienced by faculty members in medical schools in developing countries. This becomes even more important when the process of reform in medical education has already taken place, such as the case of Iran. The objectives of this study were to investigate and assess the level and source of role-related stress as well as dimensions of conflict among the faculty members of Iranian medical schools. Variables like the length of academic work, academic rank, employment position, and the departments of affiliation were also taken into consideration in order to determine potentially related factors. Methods A survey was conducted at three different ranks of public medical schools. The validated Organizational Role Stress Scale was used to investigate the level of role stress and dimensions of role conflict among medical faculty members. The response rate was 66.5%. Results The findings show that role stress was experienced in high level among almost all faculty members. All three studied medical schools with different ranks are threatened with relatively the same levels of role stress. Specific differences were found among faculty members from different disciplines, and academic ranks. Also having permanent position and the length of services had significant correlation with the level of role stress. The major role- related stress and forms of conflict among faculty members were role overload, role expectation conflict, inter-role distance, resource inadequacy, role stagnation, and role isolation. Conclusion The most role-related stressors and forms of conflict among faculty members include too many tasks and everyday work load; conflicting demands from colleagues and superiors; incompatible demands from their different personal and organizational roles; inadequate resources for appropriate performance; insufficient competency to meet the demands of their role; inadequate autonomy to make decision on different tasks; and a feeling of underutilization. The findings of this study can assist administrators and policy makers to provide an attractive working climate in order to decrease side effects and consequences of role stress and to increase productivity of faculty members. Furthermore, understanding this situation can help to develop coping strategies in order to reduce role-related stress. PMID:17535421

The use of information sources by faculty members of babol university of medical sciences: a case study from iran.

PubMed

Siamian, Hasan; Yaminfirooz, Moosa; Dehghan, Zahra; Shahrabi, Afsaneh

2013-01-01

This study seeks to determine the expertise, use, and satisfaction of faculty members of Babol University of Medical Sciences, using the provided online information services by the university. This study is descriptive and analytical survey and the information gathering was through the questionnaireand the samples, based on the random of Kerjesi and Morgan Table sample size determination that was selected through stratified sampling proportionately to the size of the departments which summed up to 155 of which 113 responded to the mailed questionnaire. The results of the study show that among the various data sources such as books, journals and internet, faculty members have more undemandingand convenient access to the Internet compared to other resources use, however, half of the information needs of faculty members, 57 (50.4 percent) are provided by the printed books;and the databases available to the University and used by faculty members are PubMed with 76.1% and Science direct with 53.1% and Iranmedex with 46.9%.Only 17% of faculty members have the absolute contentment of the Internet information services,and more than half of the respondents (58.4%) expressed the low speed of Internet service as their major reason for their dissatisfaction of the provided services. Use and Satisfaction of Internet-Based Information Services of Faculty Members. Using the Internet to provide the needed information with an index of 46%is a significant issue. The results of the study show that among the various data sources such as books, journals and internet, faculty members have more undemandingand convenient access to the Internet and their access to printed books was really hard and limited, although the internet was more convenient to acquire information, most of the information needs of faculty members are provided by the printed books based on what they expressed. The study showed that the use and acquaintance of the sample of the information databases is very lowand only a few of them have the full satisfaction of the provided Internet information services and the main foremost reason for this major dissatisfaction is the low-speed Internet services at the University.

Organizational role stress among medical school faculty members in Iran: dealing with role conflict.

PubMed

Ahmady, Soleiman; Changiz, Tahereh; Masiello, Italo; Brommels, Mats

2007-05-29

Little research has been conducted to investigate role stress experienced by faculty members in medical schools in developing countries. This becomes even more important when the process of reform in medical education has already taken place, such as the case of Iran. The objectives of this study were to investigate and assess the level and source of role-related stress as well as dimensions of conflict among the faculty members of Iranian medical schools. Variables like the length of academic work, academic rank, employment position, and the departments of affiliation were also taken into consideration in order to determine potentially related factors. A survey was conducted at three different ranks of public medical schools. The validated Organizational Role Stress Scale was used to investigate the level of role stress and dimensions of role conflict among medical faculty members. The response rate was 66.5%. The findings show that role stress was experienced in high level among almost all faculty members. All three studied medical schools with different ranks are threatened with relatively the same levels of role stress. Specific differences were found among faculty members from different disciplines, and academic ranks. Also having permanent position and the length of services had significant correlation with the level of role stress. The major role- related stress and forms of conflict among faculty members were role overload, role expectation conflict, inter-role distance, resource inadequacy, role stagnation, and role isolation. The most role-related stressors and forms of conflict among faculty members include too many tasks and everyday work load; conflicting demands from colleagues and superiors; incompatible demands from their different personal and organizational roles; inadequate resources for appropriate performance; insufficient competency to meet the demands of their role; inadequate autonomy to make decision on different tasks; and a feeling of underutilization. The findings of this study can assist administrators and policy makers to provide an attractive working climate in order to decrease side effects and consequences of role stress and to increase productivity of faculty members. Furthermore, understanding this situation can help to develop coping strategies in order to reduce role-related stress.

Impact of VANA academic-practice partnership participation on educational mobility decisions and teaching aspirations of nurses.

PubMed

Wyte-Lake, Tamar; Bowman, Candice; Needleman, Jack; Dougherty, Mary; Scarrott, Diana N; Dobalian, Aram

2014-01-01

This study reports findings assessing the influence of the Department of Veterans Affairs Nursing Academy (VANA) academic-practice partnership program on nurse decision making regarding educational mobility and teaching aspirations. We conducted national surveys with nursing faculty from VANA partnership sites in 2011 (N = 133) and 2012 (N = 74). Faculty who spent more hours per week in the VANA role and who reported an increase in satisfaction with their participation in VANA were more likely to have been influenced by their VANA experience in choosing to pursue a higher degree (p < .05). Sixty-nine percent of VANA faculty reported that they would be very interested in staying on as a VANA faculty member if the program should continue. Six measures were positively associated with VANA's influence on the desire to continue as faculty beyond the VANA pilot; support from VANA colleagues, quality of VANA students, amount of guidance with curriculum development, availability of administrative support, support for improving teaching methods, and overall satisfaction with VANA experience (p < .05). As the popularity of academic-practice partnerships grows and their list of benefits is further enumerated, motivating nurses to pursue both higher degrees and faculty roles should be listed among them based on results reported here. Published by Elsevier Inc.

Faculty Internationalization Priorities

ERIC Educational Resources Information Center

Criswell, John R., II; Zhu, Hao

2015-01-01

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

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

ERIC Educational Resources Information Center

Rothenberg, Julia Johnson

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

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

DTIC Science & Technology

1984-10-01

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

Pharmacy Faculty Workplace Issues: Findings From the 2009-2010 COD-COF Joint Task Force on Faculty Workforce

PubMed Central

Peirce, Gretchen L.; Crabtree, Brian L.; Acosta, Daniel; Early, Johnnie L.; Kishi, Donald T.; Nobles-Knight, Dolores; Webster, Andrew A.

2011-01-01

Many factors contribute to the vitality of an individual faculty member, a department, and an entire academic organization. Some of the relationships among these factors are well understood, but many questions remain unanswered. The Joint Task Force on Faculty Workforce examined the literature on faculty workforce issues, including the work of previous task forces charged by the American Association of Colleges of Pharmacy (AACP). We identified and focused on 4 unique but interrelated concepts: organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring. Among all 4 resides the need to consider issues of intergenerational, intercultural, and gender dynamics. This paper reports the findings of the task force and proffers specific recommendations to AACP and to colleges and schools of pharmacy. PMID:21769139

Instructional Uses of Podcasting in Online Learning Environments: A Cooperative Inquiry Study

ERIC Educational Resources Information Center

Brown, Abbie; Brown, Carol; Fine, Bethann; Luterbach, Kenneth; Sugar, William; Vinciguerra, David C.

2009-01-01

A report on the results of a year-long cooperative inquiry study in which 11 faculty members at a southeastern university examined their various uses of podcasting for instruction. Through participation in the study, members developed insights into what technologies are most commonly applied to the task of podcast production and dissemination as…

Factors Affecting University Teaching Team Effectiveness in Detached Working Environments

ERIC Educational Resources Information Center

Bennett, Roger; Kane, Suzanne

2014-01-01

This paper presents the outcomes of a study of the factors that contribute to teaching team effectiveness in situations where team members rarely meet face to face. Academic faculty within a university Business School were asked to report the degrees to which they believed that the module teaching teams to which they belonged contained members who…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Accept, Avoid, Resist: How Faculty Members Respond to Bias Against Caregiving ... and How Departments Can Help

ERIC Educational Resources Information Center

Colbeck, Carol L.; Drago, Robert

2005-01-01

A number of institutions have developed policies designed to foster family-friendly work environments, but bias against caregiving may lead gatekeepers to discourage faculty members from using them. The message sent to faculty and prospective faculty by this scenario is that it is too difficult to be a productive academic and an involved, caring…

Dental students' and faculty members' concepts and emotions associated with a caries risk assessment program.

PubMed

Maupome, Gerardo; Isyutina, Olga

2013-11-01

The objective of this study was to identify concepts and emotions associated with using an established Caries Risk Assessment (CRA) and Caries Risk Management (CRM) program in a dental school. Five focus groups with students and faculty members were conducted. Transcripts of the focus group discussions were qualitatively analyzed for emotions, using Plutchik's wheel of emotions, and were inductively evaluated for concepts (stability coefficients, Scott's π, 0.65-0.71). A total of twenty-five students took part in three focus groups (D2, D3, and D4 separately), and fifteen faculty members participated in two groups. Few frequency differences existed across students and faculty in terms of emotions (278 in faculty members' discourse; 276 in students'). From these, 535 concepts were assembled in seven groups of semantically distinct concepts. Faculty members verbalized more numerous concepts than students (300 vs. 235). Skepticism about the effectiveness of the CRA/CRM program represented the most significant barrier to comprehensive student and faculty support. The findings also suggested that, in order to dispel misconceptions, clearer messages, simpler forms and systems, and better tailored foci of the program for diverse patient, student, and faculty subgroups are needed. Ultimately, buy-in from users depends on CRA forms and programs that are seen as relevant, useful, and simple, offering tangible outcomes for patients and clinicians.

Faculty impressions of dental students' performance with and without virtual reality simulation.

PubMed

Gottlieb, Riki; Lanning, Sharon K; Gunsolley, John C; Buchanan, Judith A

2011-11-01

This study compared faculty perceptions and expectations of dental students' abilities using virtual reality simulation (VRS) to those who did not use virtual reality simulation (non-VRS) in an operative dentistry preclinical course. A sixteen-item survey with a ten-point rating scale and three open-ended questions asked about students' abilities in ergonomics, confidence level, performance, preparation, and self-assessment. The surveys were administered three times to a small group of preclinical faculty members. First, faculty members (n=12, 92 percent response rate) gave their perceptions of non-VRS students' abilities at the end of their traditional course. Secondly, faculty members (n=13, 100 percent response rate) gave their expectations of the next incoming class's abilities (VRS students) prior to the start of the course with traditional and VRS components. Finally, faculty members (n=13, 100 percent response rate) gave their perceptions of VRS students' abilities after completion of the course. A Tukey's test for multiple comparisons measured significance among survey items. Faculty perceptions of VRS students' abilities were higher than for non-VRS students for most abilities examined. However, the faculty members' expectations of VRS training were higher than their perceptions of the students' abilities after VRS training for most abilities examined. Since ergonomic development and technical performance were positively impacted by VRS training, these results support the use of VRS in a preclinical dental curriculum.

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

PubMed

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

2015-08-01

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

Who is teaching what, when? An evolving online tool to manage dental curricula.

PubMed

Walton, Joanne N

2014-03-01

There are numerous issues in the documentation and ongoing development of health professions curricula. It seems that curriculum information falls quickly out of date between accreditation cycles, while students and faculty members struggle in the meantime with the "hidden curriculum" and unintended redundancies and gaps. Beyond knowing what is in the curriculum lies the frustration of timetabling learning in a transparent way while allowing for on-the-fly changes and improvements. The University of British Columbia Faculty of Dentistry set out to develop a curriculum database to answer the simple but challenging question "who is teaching what, when?" That tool, dubbed "OSCAR," has evolved to not only document the dental curriculum, but as a shared instrument that also holds the curricula and scheduling detail of the dental hygiene degree and clinical graduate programs. In addition to providing documentation ranging from reports for accreditation to daily information critical to faculty administrators and staff, OSCAR provides faculty and students with individual timetables and pushes updates via text, email, and calendar changes. It incorporates reminders and session resources for students and can be updated by both faculty members and staff. OSCAR has evolved into an essential tool for tracking, scheduling, and improving the school's curricula.

Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

NASA Astrophysics Data System (ADS)

Iverson, Ellen A. Roscoe

The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

Supporting voluntary faculty members in departments of psychiatry.

PubMed

Magen, Jed; Ley, Alyse

2011-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2016-12-01

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

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

PubMed

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

2016-09-01

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

Work-family balance and academic advancement in medical schools.

PubMed

Fox, Geri; Schwartz, Alan; Hart, Katherine M

2006-01-01

This study examines various options that a faculty member might exercise to achieve work-family balance in academic medicine and their consequences for academic advancement. Three data sets were analyzed: an anonymous web-administered survey of part-time tenure track-eligible University of Illinois College of Medicine (UI-COM) faculty members conducted in 2003; exogenous data regarding the entire UI-COM faculty; and tenure rollback ("stop-the-clock") usage by all tenure track-eligible UI-COM faculty from 1994 to 2003. The data reveal a gender split in career-family balance priorities that affect academic advancement among part-time faculty. Women select part-time status for child care; men choose part-time to moonlight. Similarly, among all faculty members seeking tenure rollbacks, women request rollback for child care; men request rollback for other reasons. Among all faculty members, full-time men were more likely to be on the tenure track than any other group. Needs identified by the part-time faculty survey include improved mentoring in track selection, heightened awareness of options, such as tenure rollback, and provision of equitable benefits and opportunities. Policy changes, such as a prorated tenure track, are needed to support a family-friendly culture with flexibility throughout the career lifespan for both men and women medical faculty.

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

PubMed Central

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

2016-01-01

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

Reputation strength as a determinant of faculty employment: a test of the step-down thesis among clinical psychology doctoral programs.

PubMed

Roberts, Michael C; Ilardi, Stephen S; Johnson, Rebecca J

2006-07-01

This study tested the folkloristic belief that doctoral degree recipients who pursue academic careers typically wind up at institutions ranked lower in prestige than the institutions at which they trained (the step-down thesis). We used a database of faculty members in 150 clinical psychology doctoral programs accredited by the American Psychological Association, and compared each faculty member's training institution with the current employing institution on three distinct reputation ranking systems: The Center (University of Florida, Gainesville) for overall university reputation, the National Research Council (Washington, DC) for doctoral degree department reputation, and the news magazine, U.S. News and World Report ranking for clinical psychology training program reputation. Although support for the step-down thesis was found across all three ranking systems, a disproportionately large number of professors were also observed to move laterally in terms of their employing institution's reputation.

Investigation of Integrated Vehicle Health Management Approaches

NASA Technical Reports Server (NTRS)

Paris, Deidre

2005-01-01

This report is to present the work that was performed during the summer in the Advance Computing Application office. The NFFP (NASA Faculty Fellow Program) had ten summer faculty members working on IVHM (Integrated Vehicle Health Management) technologies. The objective of this project was two-fold: 1) to become familiar with IVHM concepts and key demonstrated IVHM technologies; and 2) to integrate the research that has been performed by IVHM faculty members into the MASTLAB (Marshall Avionic Software Test Lab). IVHM is a NASA-wide effort to coordinate, integrate and apply advanced software, sensors and design technologies to increase the level of intelligence, autonomy, and health state of future vehicles. IVHM is an important concept because it is consistent with the current plan for NASA to go to the moon, mars, and beyond. In order for NASA to become more involved in deep exploration, avionic systems will need to be highly adaptable and autonomous.

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.

Through the looking glass: how reflective learning influences the development of young faculty members.

PubMed

Higgins, Stacy; Bernstein, Lisa; Manning, Kimberly; Schneider, Jason; Kho, Anna; Brownfield, Erica; Branch, William T

2011-01-01

Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues. We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members. We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program. Six of the participants and the facilitator were participant observers in the qualitative analysis. Group support, validation, and cohesion led to adoption of common values that informed the professional development of the participants over 4 years of the study. Common values influenced the group members as they progressed in their careers. Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers.

Does race still matter in nursing? The narratives of African-American nursing faculty members.

PubMed

Beard, Kenya V; Julion, Wrenetha A

The rise in undergraduate enrollment of African-American students has not translated into more African-American faculty members, although they could mentor minority students and promote an ethos that encourages their academic success. Discrimination against African-American faculty members continues, which could lessen their presence. This study explored the narratives of 23 African-American faculty members to determine if race still matters in nursing. A narrative approach grounded in social constructionism and critical race theory was used to illustrate the journey of African-American faculty into and throughout academia and to reveal factors related to decisions to enter and remain in academia. Most of the participants stated that they faced racial discrimination that tested their resilience and reinforced their commitment to the academy. Intentional actions and open discourse could strengthen institutional commitments to racial diversity and facilitate the recruitment and retention of racially diverse nursing faculties. Copyright © 2016 Elsevier Inc. All rights reserved.

Association of faculty perceptions of work-life with emotional exhaustion and intent to leave academic nursing: report on a national survey of nurse faculty.

PubMed

Yedidia, Michael J; Chou, Jolene; Brownlee, Susan; Flynn, Linda; Tanner, Christine A

2014-10-01

The current and projected nurse faculty shortage threatens the capacity to educate sufficient numbers of nurses for meeting demand. As part of an initiative to foster strategies for expanding educational capacity, a survey of a nationally representative sample of 3,120 full-time nurse faculty members in 269 schools and programs that offered at least one prelicensure degree program was conducted. Nearly 4 of 10 participants reported high levels of emotional exhaustion, and one third expressed an intent to leave academic nursing within 5 years. Major contributors to burnout were dissatisfaction with workload and perceived inflexibility to balance work and family life. Intent to leave was explained not only by age but by several potentially modifiable aspects of work, including dissatisfaction with workload, salary, and availability of teaching support. Preparing sufficient numbers of nurses to meet future health needs will require addressing those aspects of work-life that undermine faculty teaching capacity. Copyright 2014, SLACK Incorporated.

Race, Ethnicity, and Gender of Faculty Members in APA- and CACREP-Accredited Programs: Changes over Five Decades

ERIC Educational Resources Information Center

Baggerly, Jennifer; Tan, Tony Xing; Pichotta, David; Warner, Aisha

2017-01-01

This study examined changes in race, ethnicity, and gender of faculty members in APA- and CACREP-accredited counseling programs over 5 decades based on the year of their degree. Of those faculty members working in accredited programs who graduated in the 1960s/1970s, 26.7% were female, 5.6% were racially diverse, and 1.7% were Latina/o. Of those…

The relationship between job performance and perceived organizational support in faculty members at Chinese universities: a questionnaire survey.

PubMed

Guan, Xin; Sun, Tao; Hou, Yan; Zhao, Liang; Luan, Yi-Ze; Fan, Li-Hua

2014-03-13

Although several studies have been conducted to investigate the relationship between perceived organizational support (POS) and job performance (JP), it remains unclear whether this relationship is appropriate for faculty members at Chinese universities. The objectives of this study were to (a) examine the correlation between POS andJP; (b) identify the predictors of POS, including demographic and organizational characteristics among faculty members at a Chinese university; (c) investigate the influence of mediating factors between POS and JP; and (d) compare the findings of this study with related studies. A cross-sectional questionnaire survey was used in this study. The questionnaire was administered to 700 faculty members who were randomly selected from all faculty members at six universities. A total of 581 questionnaires were obtained. A statistical model for JP was developed based on the literature review. The analysis results indicated that the relationship between POS and JP was mediated by job satisfaction (JS), positive affectivity (PA), and affective commitment (AC). In addition, procedural and distributive justice contribute to POS. The study concludes that the relationship between POS and JP is mediated by JS, PA, and AC and is influenced by POS. These results can provide evidence for university administrators to improve POS and increase the JP of faculty members at universities.

Attrition of full-time faculty from schools of nursing with baccalaureate and graduate programs, 2010 to 2011.

PubMed

Fang, Di; Bednash, Geraldine D

2014-01-01

The shortage of qualified faculty has been consistently reported as a major barrier impeding acceptance of all qualified applicants into nursing programs. In addition to faculty recruitment, the attrition of faculty is also a concern for schools of nursing. In this study, we found that nationally 11.8% of full-time faculty who worked in 2010 left their full-time jobs by 2011. Nearly half of total attrition, or 5.7% of full-time faculty members, were related to leaving for nonacademic nursing positions, whereas another 20% of attrition, or 2.4% of full-time faculty, resulted from retirement. Nearly 20% of faculty egressions, or 2.2% of full-time faculty, was due to leaving for nursing administrative positions or full-time faculty positions in an academic setting. Leaving for part-time faculty positions made up slightly more than 10% of faculty attrition or 1.3% of full-time faculty. Our bivariate analysis identifies distinctive academic and demographic profiles of faculty who left full-time positions for different reasons, and our multivariate analysis further shows that different individual and institutional attributes are significantly associated with different types of attrition. Copyright © 2014 Elsevier Inc. All rights reserved.

Faculty development through simulation-based education in physical therapist education.

PubMed

Greenwood, Kristin Curry; Ewell, Sara B

2018-01-01

The use of simulation-based education (SBE) in health professions, such as physical therapy, requires faculty to expand their teaching practice and development. The impact of this teaching on the individual faculty member, and how their teaching process changes or develops, is not fully understood. The purpose of this study was to explore individual physical therapist faculty members' experience with SBE and how those experiences may have transformed their teaching practice to answer the research questions: How do physical therapist faculty develop through including SBE and are there commonalities among educators? An interpretive phenomenological analysis approach was used with a small sample of subjects who participated in three individual semi-structured interviews. Interview questions were created through the lens of transformative learning theory to allow faculty transformations to be uncovered. A two-step thematic coding process was conducted across participants to identify commonalities of faculty experiences with SBE in physical therapist education. Credibility and trustworthiness were achieved through member checking and expert external review. Thematic findings were validated with transcript excerpts and research field notes. Eight physical therapist faculty members (25% male) with a range of 3 to 16 years of incorporating SBE shared their individual experiences. Four common themes related to faculty development were identified across the participants. Themes identified are the following: faculty strengthen their professional identity as physical therapists, faculty are affected by their introduction and training with simulation, faculty develop their interprofessional education through SBE, and faculty experiences with SBE facilitate professional growth. Physical therapist educators had similarities in their experiences with SBE that transformed their teaching practice and professional development. This study provides insight into what physical therapist faculty may experience when adopting SBE.

1999 Research Reports: NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Hosler, E. Ramon (Editor); Buckingham, Gregg (Editor)

2000-01-01

This document is a collection of technical reports on research conducted by the participants in the 1999 NASA/ASEE Summer Faculty Fellowship Program at the Kennedy Space Center (KSC). This was the 15th year that a NASA/ASEE program has been conducted at KSC. The 1999 program was administered by the University of Central Florida in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE and the Education Division, NASA Headquarters, Washington, DC, and KSC. The KSC Program was one of nine such Aeronautics and Space Research Programs funded by NASA Headquarters in 1999. The NASA/ASEE Program is intended to be a two-year program to allow in-depth research by the university faculty member.

Faculty experiences with providing online courses. Thorns among the roses.

PubMed

Cravener, P A

1999-01-01

This article presents a review of the literature summarizing faculty reports of their experiences with computer-mediated distance education compared with their traditional face-to-face teaching experiences. Both challenges and benefits of distance learning programs contrasted with classroom-based teaching are revealed. Specific difficulties and advantages identified by online faculty were categorized into four broad areas of impact on the teaching/learning experience: (a) faculty workload, (b) access to education, (c) adapting to technology, and (d) instructional quality. Challenges appear to be related predominantly to faculty workloads, new technologies, and online course management. Benefits identified by online educators indicate that computer-mediated distance education has high potential for expanding student access to educational resources, for providing individualized instruction, and for promoting active learning among geographically separated members of learning groups.

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

NASA Technical Reports Server (NTRS)

Bannerot, Richard; Sickorez, Donn G.

1995-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1997-01-01

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

Faculty experiences with the National Institutes of Health (NIH) public access policy, compliance issues, and copyright practices.

PubMed

Charbonneau, Deborah H; McGlone, Jonathan

2013-01-01

The research assessed faculty awareness of the National Institutes of Health (NIH) public access policy and faculty experiences with the copyright terms in their author agreements with publishers. During the fall of 2011, 198 faculty members receiving funding from NIH at a large urban academic institution were invited to participate in an anonymous online survey. A total of 94 faculty members responded to the survey, representing a response rate of 47%. Thirty percent of the survey respondents were either unaware of or not familiar with the NIH policy. Further, a significant number of faculty members (97.8%) indicated that they usually signed their copyright forms "as is." The findings show that time, confusing instructions, and unclear journal policies are challenges experienced by NIH-funded faculty in complying with the federal mandate. There is a need to educate faculty with respect to the value of retaining their copyrights and self-archiving their publications to help advance public access and open access scholarship.

A Case Study for Evaluating the Diffusion of Computing Technology in Teaching Undergraduates by a Faculty in a Journalism and Mass Communication Program.

ERIC Educational Resources Information Center

Terry, Janet L.; Geske, Joel

A case study investigated how journalism and mass communication faculty members diffused and used computing technology in teaching. Subjects, 21 tenured and tenure-track faculty members in a mid-sized journalism and mass communication department, completed an indepth questionnaire designed to measure the general attitude of the faculty towards…

2000 Research Reports: NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Hosler, E. Ramon (Editor); Buckingham, Gregg (Editor)

2001-01-01

This document is a collection of technical reports on research conducted by the participants in the 2000 NASA/ASEE Summer Faculty Fellowship Program at the Kennedy Space Center (KSC). This was the 16th year that a NASA/ASEE program has been conducted at KSC. The 2000 program was administered by the University of Central Florida in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) with sponsorship and funding from the Education Division, NASA Headquarters, Washington, D.C., and KSC. The KSC Program was one of nine such Aeronautics and Space Research Programs funded by NASA in 2000. The NASA/ASEE Program is intended to be a two-year program to allow in-depth research by the university faculty member. The editors of this document were responsible for selecting appropriately qualified faculty to address some of the many problems of current interest to NASA/KSC.

NASA/ASEE Summer Faculty Fellowship Program. 1994 research reports

NASA Technical Reports Server (NTRS)

Anderson, Loren A. (Editor); Hosler, E. Ramon (Editor); Camp, Warren (Editor)

1994-01-01

This document is a collection of technical reports on research conducted by the participants in the 1994 NASA/ASEE Summer Faculty Fellowship Program at Kennedy Space Center (KSC). This was the tenth year that a NASA/ASEE program has been conducted at KSC. The 1994 program was administered by the University of Central Florida in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) with sponsorship and funding from the Office of Educational Affairs, NASA Headquarters, Washington, D.C. The KSC Program was one of nine such Aeronautics and Space Research Programs funded by NASA Headquarters in 1994. The NASA/ASEE program is intended to be a two-year program to allow in-depth research by the University faculty member. The editors of this document were responsible for selecting appropriately qualified faculty to address some of the many problems of current interest to NASA/KSC.

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

NASA Technical Reports Server (NTRS)

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

1983-01-01

The 1983 NASA/ASEE Summary Faculty Fellowship Research Program was conducted by Texas A&M University and the Lyndon B. Johnson Space Center (JSC). The 10-week program was operated under the auspices of the American Society for Engineering Education (ASEE). The basic objectives of the programs, which began in 1965 at JSC and in 1964 nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members, (2) to stimulate an exchange of ideas between participants and NASA, (3) to enrich and refresh the research and teaching activities of participants' institutions, and (4) to contribute to the research objectives of the NASA Centers. The faculty fellows spent 10 weeks at JSC engaged in a research project commensurate with their interests and background. They worked in collaboration with a NASA/JSC colleague. This document is a compilation of final reports on their research during the summer of 1983.

1997 Research Reports: NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Hosler, E. Ramon (Editor); Buckingham, Gregg (Editor)

1997-01-01

This document is a collection of technical reports on research conducted by the participants in the 1997 NASA/ASEE Summer Faculty Fellowship Program at the Kennedy Space Center (KSC). This was the 13th year that a NASA/ASEE program has been conducted at KSC. The 1997 program was administered by the University of Central Florida in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) with sponsorship and funding from the Education Division, NASA Headquarters, Washington, D.C., and KSC. The KSC Program was one of nine such Aeronautics and Space Research Programs funded by NASA in 1997. The NASA/ASEE Program is intended to be a two-year program to allow in-depth research by the university faculty member. The editors of this document were responsible for selecting appropriately qualified faculty to address some of the many problems of current interest to NASA/KSC.

1998 Research Reports: NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Hosler, E. Ramon (Editor); Buckingham, Gregg (Editor)

1999-01-01

This document is a collection of technical reports on research conducted by the participants in the 1998 NASA/ASEE Summer Faculty Fellowship Program at the Kennedy Space Center (KSC). This was the 14th year that a NASA/ASEE program has been conducted at KSC. The 1998 program was administered by the University of Central Florida in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) with sponsorship and funding from the Education Division, NASA Headquarters, Washington, D.C., and KSC. The KSC Program was one of nine such Aeronautics and Space Research Programs funded by NASA in 1998. The NASA/ASEE Program is intended to be a two-year program to allow in-depth research by the university faculty member. The editors of this document were responsible for selecting appropriately qualified faculty to address some of the many problems of current interest to NASA/KSC.

Essential Elements for a Pharmacy Practice Mentoring Program

PubMed Central

Hardy, Yolanda M.; Jarvis, Courtney; Stoner, Steven C.; Pitlick, Matthew; Hilaire, Michelle L.; Hanes, Scott; Carey, Katherine; Burke, Jack; Lodise, Nicole M.

2013-01-01

Formal guidelines for mentoring faculty members in pharmacy practice divisions of colleges and schools of pharmacy do not exist in the literature. This paper addresses the background literature on mentoring programs, explores the current state of mentoring programs used in pharmacy practice departments, and provides guidelines for colleges and schools instituting formal mentoring programs. As the number of pharmacy colleges and schools has grown, the demand for quality pharmacy faculty members has dramatically increased. While some faculty members gain teaching experience during postgraduate residency training, new pharmacy practice faculty members often need professional development to meet the demands of their academic responsibilities. A mentoring program can be 1 means of improving faculty success and retention. Many US colleges and schools of pharmacy have developed formal mentoring programs, whereas several others have informal processes in place. This paper discusses those programs and the literature available, and makes recommendations on the structure of mentoring programs. PMID:23519448

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

PubMed Central

2012-01-01

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

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

PubMed

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

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

Characteristics of successful and failed mentoring relationships: a qualitative study across two academic health centers.

PubMed

Straus, Sharon E; Johnson, Mallory O; Marquez, Christine; Feldman, Mitchell D

2013-01-01

To explore the mentor-mentee relationship with a focus on determining the characteristics of effective mentors and mentees and understanding the factors influencing successful and failed mentoring relationships. The authors completed a qualitative study through the Departments of Medicine at the University of Toronto Faculty of Medicine and the University of California, San Francisco, School of Medicine between March 2010 and January 2011. They conducted individual, semistructured interviews with faculty members from different career streams and ranks and analyzed transcripts of the interviews, drawing on grounded theory. The authors completed interviews with 54 faculty members and identified a number of themes, including the characteristics of effective mentors and mentees, actions of effective mentors, characteristics of successful and failed mentoring relationships, and tactics for successful mentoring relationships. Successful mentoring relationships were characterized by reciprocity, mutual respect, clear expectations, personal connection, and shared values. Failed mentoring relationships were characterized by poor communication, lack of commitment, personality differences, perceived (or real) competition, conflicts of interest, and the mentor's lack of experience. Successful mentorship is vital to career success and satisfaction for both mentors and mentees. Yet challenges continue to inhibit faculty members from receiving effective mentorship. Given the importance of mentorship on faculty members' careers, future studies must address the association between a failed mentoring relationship and a faculty member's career success, how to assess different approaches to mediating failed mentoring relationships, and how to evaluate strategies for effective mentorship throughout a faculty member's career.

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

PubMed Central

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

2018-01-01

OBJECTIVE: This study aimed to explore factors influencing the results of faculty member evaluation from the viewpoints of faculty members affiliated with Isfahan University of Medical Sciences, Isfahan, Iran. MATERIALS AND METHODS: This qualitative study was done using a conventional content analysis method. Participants were faculty members of Isfahan University of Medical Sciences who, considering maximum variation in sampling, were chosen with a purposive sampling method. Semi-structured interviews were held with 11 faculty members until data saturation was reached. The interviews were transcribed verbatim and analyzed with conventional content analysis method for theme development. Further, the MAXQDA software was used for data management. RESULTS: The data analysis led to the development of two main themes, namely, “characteristics of the educational system” and “characteristics of the faculty member evaluation system.” The first main theme consists of three categories, i.e. “characteristics of influential people in evaluation,” “features of the courses,” and “background characteristics.” The other theme has the following as its categories: “evaluation methods,” “evaluation tools,” “evaluation process,” and “application of evaluation results.” Each category will have its subcategories. CONCLUSIONS: Many factors affect the evaluation of faculty members that should be taken into account by educational policymakers for improving the quality of the educational process. In addition to the factors that directly influence the educational system, methodological problems in the evaluation system need special attention. PMID:29417073

Negative ageing stereotypes in students and faculty members from three health science schools.

PubMed

León, Soraya; Correa-Beltrán, Gloria; Giacaman, Rodrigo A

2015-06-01

To explore the ageing stereotypes held by health students and faculty members in three health science schools in Chile. This cross-sectional study surveyed 284 students and faculty members from the dental, physical therapy and speech therapy schools of the University of Talca, Chile. A validated 15-question questionnaire about negative stereotypes was used (CENVE). The questions were divided into three categories: (i) health, (ii) social factors and motivation and (iii) character and personality. The scores for each category were grouped into the following categories: (i) positive, (ii) neutral and (iii) negative. Negative stereotypes were compared across genders, socio-economic status levels, classes, positions (student or faculty member) and schools. The majority of the participants held neutral stereotypes towards ageing, followed by positive perceptions. No differences were detected between the genders, schools or classes. While most of the students had neutral perceptions about ageing, the faculty's perceptions were rather positive (p = 0.0182). In addition, people of lower-middle socio-economic status held more positive stereotypes about ageing than the participants of high and middle status (p = 0.0496). Stereotypes about ageing held by health-related students and faculty members appear to be rather neutral. The stereotypes seem to be better among students with some clinical experience, students of lower socio-economic status and faculty members. © 2013 John Wiley & Sons A/S and The Gerodontology Society. Published by John Wiley & Sons Ltd.

Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs.

PubMed

MacDonald, Katherine A; Hrynchak, Patricia K; Spafford, Marlee M

2014-07-01

North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians.

Improving Instruction at MSU. J.W. Brister Library Monograph Series 7.

ERIC Educational Resources Information Center

Mayo, G. Douglas, Ed.

A program providing small grants to faculty members to carry out promising proposals for instructional improvement was undertaken at Memphis State University in 1974. Herein are included fifteen reports describing projects conducted during the third year of the program, and a report evaluating the small grant program. The reports focus on:…

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1998. Volume 1

NASA Technical Reports Server (NTRS)

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

1999-01-01

JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC, under ASEE. The objectives of the program are to further the professional knowledge of qualified engineering and science members; stimulate an exchange of ideas between participants and NASA; enrich and refresh the research and teaching activities of participants; and contribute to the research objectives of the NASA Centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project commensurate with his/her interests and background and worked in collaboration with a NASA/JSC colleague. This document is a compilation of the final reports on the fellows' research projects performed during the summer of 1998. Volume 1, current volume, contains the first reports, and volume 2 contains the remaining reports.

Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists

PubMed Central

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

2016-01-01

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

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

PubMed

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

2016-09-25

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

The impact of a faculty training program on inclusive education and disability.

PubMed

Moriña, Anabel; Carballo, Rafael

2017-12-01

This paper describes the knowledge gained by 20 faculty members following their participation in a training program on inclusive education and disability. The study, which was conducted at an university in Spain, aimed to design, implement and evaluate a program for training faculty members to respond in an inclusive manner to the needs of students with disabilities. An initial, formative and summative qualitative evaluation was carried out and four instruments were used for collecting the data: group and individual interviews, written open-ended questionnaires and observations. The data were analyzed inductively, using a category and code system. The results reveal that, after the training program, faculty considered what they had learned to be useful for their professional practice and highlighted that they felt better-informed and better-trained in relation to disability and were more aware of the needs of students with disabilities. Finally, in the conclusions section, the paper discusses the results in relation to those reported by other studies, and offers some recommendations for universities planning to implement training policies designed to build more inclusive learning environments. Published by Elsevier Ltd.

Processes and Metrics to Evaluate Faculty Practice Activities at US Schools of Pharmacy.

PubMed

Haines, Stuart T; Sicat, Brigitte L; Haines, Seena L; MacLaughlin, Eric J; Van Amburgh, Jenny A

2016-05-25

Objective. To determine what processes and metrics are employed to measure and evaluate pharmacy practice faculty members at colleges and schools of pharmacy in the United States. Methods. A 23-item web-based questionnaire was distributed to pharmacy practice department chairs at schools of pharmacy fully accredited by the Accreditation Council for Pharmacy Education (ACPE) (n=114). Results. Ninety-three pharmacy practice chairs or designees from 92 institutions responded. Seventy-six percent reported that more than 60% of the department's faculty members were engaged in practice-related activities at least eight hours per week. Fewer than half (47%) had written policies and procedures for conducting practice evaluations. Institutions commonly collected data regarding committee service at practice sites, community service events, educational programs, and number of hours engaged in practice-related activities; however, only 24% used a tool to longitudinally collect practice-related data. Publicly funded institutions were more likely than private schools to have written procedures. Conclusion. Data collection tools and best practice recommendations for conducting faculty practice evaluations are needed.

'Flying below the radar': a qualitative study of minority experience and management of discrimination in academic medicine.

PubMed

Carr, Phyllis L; Palepu, Anita; Szalacha, Laura; Caswell, Cheryl; Inui, Thomas

2007-06-01

This paper aims to give voice to the lived experience of faculty members who have encountered racial or ethnic discrimination in the course of their academic careers. It looks at how they describe the environment for minorities, how they manage discrimination and what institutions and majority-member faculty can do to improve medical academe for minority members. Qualitative techniques were used for semi-structured, in-depth individual telephone interviews, which were audiotaped, transcribed and analysed by reviewers. Themes expressed by multiple faculty members were studied for patterns of connection and grouped into broader categories. A description of the faculty sample is provided, in which respondents ranked the importance of discrimination in hindering academic advancement and used Likert scales to evaluate effects of discrimination. The sample was drawn from 12 of 24 academic medical centres in the National Faculty Survey and included 18 minority-member faculty staff stratified by gender, rank and degree who had experienced, or possibly experienced, work-related discrimination. Minority faculty described the need to be strongly self-reliant, repeatedly prove themselves, develop strong supports and acquire a wide range of academic skills to succeed. Suggested responses to discrimination were to be cautious, level-headed and informed. Confronting discriminatory actions by sitting down with colleagues and raising the level of awareness were important methods of dealing with such situations. Academic medical centres may need to make greater efforts to support minority faculty and improve understanding of the challenges confronting such faculty in order to prevent the loss and/or under-utilisation of important talent.

Paying Faculty Members What They Are Worth.

ERIC Educational Resources Information Center

Breslin, Richard D.; Klagholz, Leo F.

1980-01-01

Faculty members at New Jersey's state colleges have begun working under a plan that provides salary increases for meritorious performance. Such merit compensation does not conflict with faculty promotion, nor is it intended to replace cost-of-living increases. However, it does replace government-style guaranteed automatic raises that encourage…

Developing Learning in Faculty: Seeking Expert Assistance from Colleagues

ERIC Educational Resources Information Center

Zakrajsek, Todd

2014-01-01

Interprofessionalism involves learning from faculty members in different professions and is gaining popularity rapidly in health care. Every college campus has a wide variety of experts specifically educated in areas associated with good educational practices. This chapter describes the many ways in which faculty members from different…

Departmental Dialogues: Facilitating Positive Academic Climates to Improve Equity in STEM Disciplines

ERIC Educational Resources Information Center

Holmes, Maja Husar; Jackson, J. Kasi; Stoiko, Rachel

2016-01-01

This exploratory qualitative study examined faculty responses to a collegiality-building process called Dialogues. The process used a series of discussions and activities to guide faculty members toward a common, mutually beneficially goal, while changing patterns of interaction. The responses revealed how faculty members experienced…

Impact of Psychological Capital on Occupational Burnout and Performance of Faculty Members

ERIC Educational Resources Information Center

Rehman, Saif ur; Qingren, Cao; Latif, Yasir; Iqbal, Pervaiz

2017-01-01

Purpose: The purpose of this paper is to examine the impact and interrelation between positive psychological capital and occupational burnout among faculty associates of technical and professional training institutions. Design/methodology/approach: In total, 282 faculty members from 17 technical institutions were selected from the province of…

Who Joins a University Faculty Union?

ERIC Educational Resources Information Center

Mac Vean, Donald S.

Data on selected characteristics of union and nonunion members of the Western Illinois University faculty for the fall semester 1981 are presented and analyzed. For each department and college, information is presented on nonunion and union members as follows: number and percentage of faculty, sex, tenure status, term number, doctoral degree,…

Role Strain in University Research Centers

ERIC Educational Resources Information Center

Boardman, Craig; Bozeman, Barry

2007-01-01

One way in which university faculty members' professional lives have become more complex with the advent of contemporary university research centers is that many faculty have taken on additional roles. The authors' concern in this article is to determine the extent to which role strain is experienced by university faculty members who are…

Course Management System's Compatibility with Teaching Style Influences Willingness to Complete Training

ERIC Educational Resources Information Center

Pereira, Audrey Smith; Wahi, Monika Maya

2017-01-01

Although course management systems (CMSs) provide technology platforms that help faculty members adopt better techniques for teaching and learning, and training contributes to faculty information technology (IT) use, many higher education faculty members do not complete CMS training programs, resulting in underuse of CMSs. Therefore, the overall…

Learning on the Job: Moving from Faculty to Administration.

ERIC Educational Resources Information Center

McCarthy, Chris

2003-01-01

Offers a former faculty member's perspective on his journey from faculty member to college president. It details the various positions held and challenges that were experienced throughout his promotion to college president. Emphasizes the various roles and characteristics that need to be embraced as one becomes a college administrator. (JS)

Issues Causing Stress among Business Faculty Members

ERIC Educational Resources Information Center

Adrian, C. Mitchell; Cox, Susie S.; Phelps, Lonnie D.; Schuldt, Barbara A.; Totten, Jeff W.

2014-01-01

This study examines factors contributing to faculty stress. Factors including demographics, tenure, discipline, and teaching medium are all examined. Whereas once faculty members were inundated with learning new electronic technology (and the stress it created), many appear to have become somewhat comfortable with this change and have adapted to…

Perceptions of Quality in an Online Learning Environment: A Faculty Outlook

ERIC Educational Resources Information Center

Adams, April Michele

2017-01-01

The study investigated the faculty perception of quality in online courses. The areas considered were media richness, interaction, synchronism, self-efficacy, online teaching experience, and education level. Participants included members of three online Yahoo groups that were designed for online faculty members. There were 510 total members…

Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color

ERIC Educational Resources Information Center

McCoy, Dorian L.; Winkle-Wagner, Rachelle; Luedke, Courtney L.

2015-01-01

In this critical multisite case study we examined the concept of colorblind mentoring. Using Bonilla-Silva's Colorblind Racism Frames, we sought to understand White faculty members' perspectives on their mentoring of Students of Color. The findings revealed that White faculty members often engage with students from a "colorblind…

A Scaling Research on Faculty Characteristics That Higher Education Students Prioritize

ERIC Educational Resources Information Center

Güvendir, Meltem Acar

2014-01-01

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

Methods and Purposes for Conducting Students' Course Evaluations Reported by North American Dental School and Dental Hygiene Program Leaders: A Preliminary Survey Study.

PubMed

Reinke, Robin E; Enright, Tonya; Love, Rebecca; Patel, Shalizeh A; Ali, Ala Omar; Horvath, Zsuzsa

2018-03-01

The aim of this preliminary survey study was to determine the perceptions of leaders of dental schools and dental hygiene programs regarding methods of and purposes for conducting students' course evaluations and their role in course improvement, curriculum design, and faculty assessment. A short electronic survey was distributed in 2016 to the academic deans of all 76 dental schools in the U.S. and Canada and a convenience sample of program directors of 232 of the total 332 accredited dental hygiene programs. Individuals from 93 institutions responded for an overall response rate of 30%: 30 of 76 dental schools (39.5% response rate) and 63 of the 232 dental hygiene programs (27% response rate). All of the respondents (100%) reported that their institutions' full-time faculty members were assessed by students in course evaluations for each course and semester they taught. However, only 78% reported that their part-time faculty members were evaluated by students. Course evaluations were mandatory in 62% (n=58) of the responding institutions, with the remaining 38% (n=35) optional. Respondents indicated course directors received the evaluation results for purposes of annual review (n=73, 78%) and instructional review (n=70, 75%). Further investigation of the use and effects of student evaluations is needed to better understand their role in faculty assessment and other aspects of the administration of dental schools and dental hygiene programs.

Reasons for faculty departures from an academic medical center: a survey and comparison across faculty lines.

PubMed

Girod, Sabine C; Fassiotto, Magali; Menorca, Roseanne; Etzkowitz, Henry; Wren, Sherry M

2017-01-10

Faculty departure can present significant intellectual costs to an institution. The authors sought to identify the reasons for clinical and non-clinical faculty departures at one academic medical center (AMC). In May and June 2010, the authors surveyed 137 faculty members who left a west coast School of Medicine (SOM) between 1999 and 2009. In May and June 2015, the same survey was sent to 40 faculty members who left the SOM between 2010-2014, for a total sample size of 177 former faculty members. The survey probed work history and experience, reasons for departure, and satisfaction at the SOM versus their current workplace. Statistical analyses included Pearson's chi-square test of independence and independent sample t-tests to understand quantitative differences between clinical and non-clinical respondents, as well as coding of qualitative open-ended responses. Eighty-eight faculty members responded (50%), including three who had since returned to the SOM. Overall, professional and advancement opportunities, salary concerns, and personal/family reasons were the three most cited factors for leaving. The average length of time at this SOM was shorter for faculty in clinical roles, who expressed lower workplace satisfaction and were more likely to perceive incongruence and inaccuracy in institutional expectations for their success than those in non-clinical roles. Clinical faculty respondents noted difficulty in balancing competing demands and navigating institutional expectations for advancement as reasons for leaving. AMCs may not be meeting faculty needs, especially those in clinical roles who balance multiple missions as clinicians, researchers, and educators. Institutions should address the challenges these faculty face in order to best recruit, retain, and advance faculty.

Gender and Radiology Publication Productivity: An Examination of Academic Faculty From Four Health Systems in the United States.

PubMed

McDonald, Jennifer S; McDonald, Robert J; Davenport, Matthew S; Jaffe, Tracy A; Cook, Tessa S; Kallmes, David F; Kotsenas, Amy L

2017-08-01

To compare male and female radiology faculty publication productivity metrics at four major academic centers. All Radiology Department faculty members at four academic medical centers from January 1, 2000, to December 31, 2015, were included. Publication metrics including total number of manuscripts published; h- and m-indices; number of publications where faculty member was listed as first, last, or sole author; whether a woman was listed as one of the first five coauthors; and year of first publication were retrieved from Scopus. Publication metrics were compared between genders using the Wilcoxon signed-rank and χ 2 tests. A total of 711 faculty members (519 male, 192 [27%] female members) were identified. Male faculty had a significantly higher number of total publications (median 54 versus 24, P < .0001), publications per year (median 2.9 versus 1.6, P < .0001), and h- (median 17 versus 10, P < .0001) and m-indices (median 0.83 versus 0.60, P < .0001) than female faculty. Male faculty had a significantly higher percentage of single author (median 1% versus 0%, P = .0014) and last author (median 16% versus 11%, P < .0001) publications than female faculty. Female faculty had a significantly higher percentage of first author publications (21% versus 17%, P = .0025) and were significantly more likely to have another woman in their first five coauthor list (70% versus 45%, P < .0001) than male faculty. Large differences exist between female and male faculty in total publications; h- and m-indices; publications per year; number of first, single, last author papers; and percentage of faculty that have a female coauthor in their top five coauthor lists. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

A qualitative assessment of faculty perspectives of small group teaching experience in Iraq.

PubMed

Saleh, Abubakir M; Shabila, Nazar P; Dabbagh, Ali A; Al-Tawil, Namir G; Al-Hadithi, Tariq S

2015-02-15

Although medical colleges in Iraq started recently to increasingly use small group teaching approach, there is limited research on the challenges, opportunities and needs of small group teaching in Iraq particularly in Kurdistan Region. Therefore, this study was aimed to assess the small group teaching experience in the 4(th) and 5(th) year of study in Hawler College of Medicine with a focus on characterizing the impressions of faculty members about how small group teaching is proceeding in the college. A qualitative study based on semi-structured interviews with 20 purposively selected faculty members was conducted. An interview guide was used for data collection that was around different issues related to small group teaching in medical education including planning, preparation, positive aspects, problems facing its implementation, factors related to it and recommendations for improvement. Qualitative data analysis comprised identifying themes that emerged from the review of transcribed interviews. Participants reported some positive experience and a number of positive outcomes related to this experience including better controlling the class, enhancing students' understanding of the subject, increasing interaction in the class, increasing the students' confidence, enhancing more contact between teachers and students, improving the presentation skills of the students and improving the teacher performance. The participants emphasized poor preparation and planning for application of this system and highlighted a number of problems and challenges facing this experience particularly in terms of poor infrastructure and teaching facilities, poor orientation of students and teachers, inadequate course time for some subjects and shortage of faculty members in a number of departments. The main suggestions to improve this experience included improving the infrastructure and teaching facilities, using more interactive teaching methods and better organization and management of the system. Despite what the faculty perceived as the college's failure to provide physical settings or training for small group learning to the faculty and the students, the faculty members were able to articulate positive experiences and outcomes associated with their college's efforts to introduce teaching in smaller group sessions.

Minority faculty members' resilience and academic productivity: are they related?

PubMed

Cora-Bramble, Denice; Zhang, Kehua; Castillo-Page, Laura

2010-09-01

To explore whether there is a relationship between resilience and academic productivity of minority faculty members in U.S. academic health centers. For the purposes of the study, the authors defined academic productivity as peer-reviewed and non-peer-reviewed publications, grants, and academic promotion. In 2007, the authors simultaneously collected quantitative and qualitative data by using a triangulation (mixed-method) design. Past participants in the Association of American Medical Colleges' Minority Faculty Career Development Seminar completed the Web-based 70-item Personal Resilience Questionnaire (PRQ). In addition, two focus groups were conducted with past seminar participants. Seventy-four minority faculty members completed the PRQ, and 15 participated in the two focus groups. The quantitative data showed a positive correlation between demographic, educational, and academic productivity variables and certain resilience subscale scores. Common themes that emerged from the qualitative data were categorized under four major domains: existing barriers to academic advancement, internal protective factors or cultural buffers, external institutional or environmental facilitators, and necessary attributes for ensuring academic productivity and advancement. Certain resilience subscales showed correlation with academic productivity of minority faculty members, and specific personal and/or cultural characteristics were identified as enablers. Minority faculty members may benefit from skill development and coaching that extends beyond the traditional scope of faculty development programs and that specifically targets modifiable resilience characteristics. Additional research is needed, but such nontraditional, resilience-centered intervention strategies may positively affect the advancement of minority faculty in academic medicine.

Faculty Vitality in Osteopathic Medical Schools: A Pilot Study.

PubMed

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

2018-05-01

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

Academic Primer Series: Five Key Papers about Team Collaboration Relevant to Emergency Medicine.

PubMed

Gottlieb, Michael; Grossman, Catherine; Rose, Emily; Sanderson, William; Ankel, Felix; Swaminathan, Anand; Chan, Teresa M

2017-02-01

Team collaboration is an essential for success both within academics and the clinical environment. Often, team collaboration is not explicitly taught during medical school or even residency, and must be learned during one's early career. In this article, we aim to summarize five key papers about team collaboration for early career clinician educators. We conducted a consensus-building process among the writing team to generate a list of key papers that describe the importance or significance of team collaboration, seeking input from social media sources. The authors then used a three-round voting methodology akin to a Delphi study to determine the most important papers from the initially generated list. The five most important papers on the topic of team collaboration, as determined by this mixed group of junior faculty members and faculty developers, are presented in this paper. For each included publication, a summary was provided along with its relevance to junior faculty members and faculty developers. Five key papers about team collaboration are presented in this publication. These papers provide a foundational background to help junior faculty members with collaborating in teams both clinically and academically. This list may also inform senior faculty and faculty developers about the needs of junior faculty members.

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

PubMed

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

2014-01-01

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

New Clinical Faculty Training Program: Transforming Practicing Dentists into Part-Time Dental Faculty Members.

PubMed

Adams, Brooke N; Kirkup, Michele L; Willis, Lisa H; Reifeis, Paul E

2017-06-01

At Indiana University School of Dentistry, a New Clinical Faculty Training (NCFT) program was created with the primary goals of informing new part-time faculty members of clinical policies and assessment guidelines and thus developing qualified and satisfied faculty members. The aim of this study was to determine if participation in the training program improved the participants' satisfaction and competence in comparison to their colleagues who did not participate in the program. Two cohorts were compared: a control group of part-time faculty members who did not receive formal training when they were hired (n=21; response rate 58.3%); and the intervention group, who had participated in the NCFT program (n=12; response rate 80%). A survey of faculty members in the control group gathered information on their experiences when initially hired, and a pretest was administered to measure their knowledge of clinical policies. After the control group was given an overview of the program, their feedback was collected through post surveys, and a posttest identical to the pretest was given that found statistically significant increases on questions one (p=0.003) and four (p=0.025). In February 2014, 15 new faculty members participated in the pilot implementation of the NCFT program. Of those 15, 12 (the intervention group) completed follow-up surveys identical to the pre survey used with the control group. Statistically significant differences were found for the factors clinical teaching (p=0.005) and assessment training (p=0.008) with better responses for the NCFT group. These results suggest that participation in the program was associated with improved clinical teaching knowledge and job satisfaction.

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

PubMed

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

2011-08-10

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

Increasing Diversity in Pediatric Hematology/Oncology

PubMed Central

Frugé, Ernest; Lakoski, Joan M.; Luban, Naomi; Lipton, Jeffrey M.; Poplack, David G.; Hagey, Anne; Felgenhauer, Judy; Hilden, Joanne; Margolin, Judith; Vaiselbuh, Sarah R.; Sakamoto, Kathleen M.

2010-01-01

Background Diversity is necessary for the survival and success of both biological and social systems including societies. There is a lack of diversity, particularly the proportion of women and minorities in leadership positions, within medicine.1;2 In 2009 a group of ASPHO members recognized the need to support the career advancement of women and minority members. This article reports the results of a survey designed to characterize the comparative career pathway experience of women and minority ASPHO members. Procedure A group of ASPHO colleagues modified a published Faculty Worklife survey3 for use by Pediatric Hematologist-Oncologists (PHOs). A link to an online version of the survey was sent to all ASPHO members. Results Of 1228 ASPHO members polled, 213 responded (17%). Women and minority PHOs reported less satisfaction than their counterparts on 70 of the 90 issues addressed in the survey including the hiring process, access to resources as well as integration and satisfaction with their organizations. Women also expressed greater dissatisfaction with issues of work-life balance, support for family obligations and personal health. Conclusions The current literature suggests that there are significant disparities in career opportunities, compensation and satisfaction for women compared to men and minority compared to majority faculty in academic medicine.4–7 Our data, derived from a survey of ASPHO members, suggests that this holds true for PHOs as well. PMID:21284078

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

PubMed Central

Patel, Rikin; Drover, Anne; Chafe, Roger

2015-01-01

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

Post-vision and change: do we know how to change?

PubMed

D'Avanzo, Charlene

2013-01-01

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the "vision" but lack research-based models and evidence needed to guide the "change." To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students' understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty-development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired "change."

Report of the Committee on Government Organization.

ERIC Educational Resources Information Center

Jenks, R. Stephen; And Others

This report presents in detail a unicameral government structure with supporting student and faculty caucuses, recommended for the University of New Hampshire by its Committee on Government Organization to (1) provide maximum participation to all members of the university community on a fair and equitable basis, and (2) provide a more efficient…

Flexible Work Arrangements in ARL Libraries. SPEC Kit #180.

ERIC Educational Resources Information Center

Zabel, Diane, Comp.; And Others

This report presents the results of a survey of Association of Research Libraries (ARL) members about the current climate and practices regarding flexible work arrangements. Data are reported on the availability of schedule flexibility, job exchange, part-time arrangements, and leaves, as well as information about faculty status, tenure,…

Improving Grading Consistency through Grade Lift Reporting

ERIC Educational Resources Information Center

Millet, Ido

2010-01-01

We define Grade Lift as the difference between average class grade and average cumulative class GPA. This metric provides an assessment of how lenient the grading was for a given course. In 2006, we started providing faculty members individualized Grade Lift reports reflecting their position relative to an anonymously plotted school-wide…

The relationship between job performance and perceived organizational support in faculty members at Chinese universities: a questionnaire survey

PubMed Central

2014-01-01

Background Although several studies have been conducted to investigate the relationship between perceived organizational support (POS) and job performance (JP), it remains unclear whether this relationship is appropriate for faculty members at Chinese universities. The objectives of this study were to (a) examine the correlation between POS andJP; (b) identify the predictors of POS, including demographic and organizational characteristics among faculty members at a Chinese university; (c) investigate the influence of mediating factors between POS and JP; and (d) compare the findings of this study with related studies. Methods A cross-sectional questionnaire survey was used in this study. The questionnaire was administered to 700 faculty members who were randomly selected from all faculty members at six universities. A total of 581 questionnaires were obtained. A statistical model for JP was developed based on the literature review. Results The analysis results indicated that the relationship between POS and JP was mediated by job satisfaction (JS), positive affectivity (PA), and affective commitment (AC). In addition, procedural and distributive justice contribute to POS. Conclusions The study concludes that the relationship between POS and JP is mediated by JS, PA, and AC and is influenced by POS. These results can provide evidence for university administrators to improve POS and increase the JP of faculty members at universities. PMID:24624932

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

PubMed Central

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

2015-01-01

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

Gender differences in academic advancement: patterns, causes, and potential solutions in one US College of Medicine.

PubMed

Wright, Anne L; Schwindt, Leslie A; Bassford, Tamsen L; Reyna, Valerie F; Shisslak, Catherine M; St Germain, Patricia A; Reed, Kathryn L

2003-05-01

The influx of women into academic medicine has not been accompanied by equality for male and female faculty. Women earn less than men in comparable positions, progress more slowly through academic ranks, and have not attained important leadership roles. This study tested hypotheses about why gender disparities exist in salary, rank, track, leadership, and perceptions of campus climate at one academic center, the University of Arizona College of Medicine, Tucson. Salary, rank, and track data were obtained from institutional databases for the 1999-2000 fiscal year. A structured, online questionnaire was made available to 418 faculty members to collect information about their goals, attitudes, and experiences. A total of 198 faculty members completed the questionnaire. The data showed significant gender differences in faculty salaries, ranks, tracks, leadership positions, resources, and perceptions of academic climate. On average, women earned US dollars 12777 or 11% less than men, after adjusting for rank, track, degree, specialty, years in rank, and administrative positions (p <.0003). Of female faculty, 62% were assistant professors (49% of women were non-tenure-eligible assistant professors), while 55% of male faculty were promoted and tenured. Almost a third of women reported being discriminated against, compared with only 5% of men (p <.00001). Substantial gender differences in the rewards and opportunities of academic medicine remain, that can not be attributed to differences in productivity or commitment between women and men.

Organisational Stress among Faculty Members of Higher Education Sector

ERIC Educational Resources Information Center

Areekkuzhiyil, Santhosh

2011-01-01

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

Faculty Members' Understanding of Teaching Efficacy Criteria and It Relation to Their Characteristics

ERIC Educational Resources Information Center

Mehdinezhad, Vali

2012-01-01

This study, examining university teaching, is aimed to understand more about university faculty members' sense of teaching efficacy criteria, with the hope to provide insights for future strategies in faculty development training program universities and colleges. In this study, a descriptive and correlational survey is used. The population of…

Faculty Members' Ethical Behaviors: "A Survey Based on Students' Perceptions at Universities in Turkey"

ERIC Educational Resources Information Center

Ozcan, Kenan; Balyer, Aydin; Servi, Tayfun

2013-01-01

As members of academic team, faculty behaviors have vital influence on students' lives at universities. This study purposes to discover students' perceptions about faculty behaviors concerning their professional responsibilities, dating/sexual harassment, behaviors inside and behaviors outside the classroom and relationship based on self-interest.…

Workplace Faculty Friendships and Work-Family Culture

ERIC Educational Resources Information Center

Watanabe, Megumi; Falci, Christina

2017-01-01

Although various work-family policies are available to faculty members, many underuse these policies due to concerns about negative career consequences. Therefore, we believe it is important to develop an academic work culture that is more supportive of work-family needs. Using network data gathered from faculty members at a Midwestern university,…

A Helping Hand for Young Faculty Members

ERIC Educational Resources Information Center

June, Audrey Williams

2008-01-01

With the academic year just under way, many junior faculty members in search of much-needed advice and guidance have begun to make critical connections with senior colleagues. Departmental pairings are the most standard form of faculty mentoring, as is the practice of newly minted professors' tapping colleagues on their own to answer questions…

Motivating Factors of Florida Community and State College Information Technology Faculty

ERIC Educational Resources Information Center

Payne, Wendy Louise

2013-01-01

In this study the core job characteristics that contribute to the internal motivational factors and job satisfaction of information technology faculty members working at a community or state college in Florida were investigated. Fifty-four information technology faculty members working at a community or state college in Florida completed the Job…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Faculty Member's Guide to U.S. Immigration Law.

ERIC Educational Resources Information Center

Smith, Eugene H.; Baron, Marvin

Immigration laws and regulations are briefly summarized to aid faculty members in understanding problems faced by foreign students and scholars. The objective is to enable faculty to properly advise foreign students regarding their academic programs and to recognize when a foreign student or scholar needs to be referred to the foreign student…

Assessing Implementation of Learner-Centered Teaching While Providing Faculty Development

ERIC Educational Resources Information Center

Blumberg, Phyllis

2016-01-01

This article describes a study of 58 faculty members using a practical method for assessing the prevalence of learner-centered practices through individual interviews and rating their described practices with published rubrics. Analysis of the interviews found that the same faculty member might use more learner-centered practices in one course and…

Graduate Faculty Perceptions of Online Teaching in a Private Graduate School

ERIC Educational Resources Information Center

Dudak, Brian

2009-01-01

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

The Academic Profession in Canada: Perceptions of Canadian University Faculty about Research and Teaching

ERIC Educational Resources Information Center

Gopaul, Bryan; Jones, Glen A.; Weinrib, Julian; Metcalfe, Amy; Fisher, Donald; Gingras, Yves; Rubenson, Kjell

2016-01-01

Previous scholarly attention to the experiences of faculty members has emphasized the contexts of US institutions, with minimal attention to the experiences of faculty members at Canadian universities. This paper presents the findings of the Canadian component of an international survey that was administered in 19 different jurisdictions to…

Do We Speak the Same Language? A Study of Faculty Perceptions of Information Literacy

ERIC Educational Resources Information Center

Cope, Jonathan; Sanabria, Jesús E.

2014-01-01

The authors analyze twenty in-depth interviews with faculty members about how they perceive information literacy (IL) to examine two key factors: how disciplinary background influences conceptions of IL among faculty members in academic departments and how the instructors' perception of information literacy differs from that of professionals in…

Faculty Adaptation to an Experimental Curriculum.

ERIC Educational Resources Information Center

Moore-West, Maggi; And Others

The adjustment of medical school faculty members to a new curriculum, called problem-based learning, was studied. Nineteen faculty members who taught in both a lecture-based and tutorial program over 2 academic years were surveyed. Besides the teacher-centered approach, the other model of learning was student-centered and could be conducted in…

Forging a Research Pathway: Perspectives of Two Post-Tenure Female Faculty Members

ERIC Educational Resources Information Center

McIntyre, Laureen J.; Hellsten, Laurie-Ann M.

2014-01-01

This paper presents an auto-ethnographic exploration of two post-tenure female faculty member's experiences developing their programs of research. Self-reflection was used to explore the factors that have helped or hindered the development of their research program, and the continued challenges they faced as female faculty. Composite themes were…

A Collaborative Approach to Helping Teacher Education Faculty Model Technology Integration in Their Courses: An Informal Case.

ERIC Educational Resources Information Center

Zachariades, Iacovos; Roberts, Sherron Killingsworth

1995-01-01

Describes an innovative and collaborative approach to helping teacher educators better prepare preservice teachers to utilize technology for effective instruction. A mentoring program that paired graduate students in instructional technology with interested faculty members is discussed, and attitudes of the mentors and the faculty members are…

Eportfolio Adoption's Mediating Influence on Faculty Perspectives: An Activity Theory View

ERIC Educational Resources Information Center

Thomas, Jonathan M.

2017-01-01

A case-comparative mixed methods approach was used to discover how faculty members' teaching perspectives changed as they adopted an eportfolio tool (Pathbrite). Ten faculty members took the Teaching Perspectives Inventory (TPI) before and after using the tool during Fall semester 2015. Also, systems logs were collected and interviews were…

Brain Food: The Relationship between Home-Cooked Meals and Student Success

ERIC Educational Resources Information Center

Green, Raymond J.

2010-01-01

The influence of informal faculty/student interactions (i.e., group dinners at faculty member's home) on GPA and retention rates was investigated. Students were invited to attend dinner at a faculty member's house in groups of approximately 6 students. The academic performance and retention rates of attendees and nonattendees were compared.…

Exploring the Importance of Mentoring for New Scholars: A Social Exchange Perspective

ERIC Educational Resources Information Center

Ugrin, Joseph C.; Odom, Marcus D.; Pearson, J. Michael

2008-01-01

This exploratory study examines the importance of mentor/mentee relationships on faculty development by measuring how social exchange between new faculty members (mentees) in information systems and their former dissertation chairs (mentors) relate to how quickly the new faculty members completed their doctoral program and the number of peer…

Cross-Cultural Peer Mentoring: One Approach to Enhancing White Faculty Adjustment at Black Colleges

ERIC Educational Resources Information Center

Louis, Dave A.

2015-01-01

White faculty members at Black colleges in the United States face numerous social obstacles. Exploring the experiences of White faculty members at four historically Black colleges and universities (HBCUs) and their adjustment to a minority status assists the comprehension of issues surrounding this subgroup. Utilizing a phenomenological approach,…

Faculty-Preferred Strategies to Promote a Positive Classroom Environment

ERIC Educational Resources Information Center

Black, Laurel Johnson; Wygonik, Mindy L.; Frey, Barbara A.

2011-01-01

The purpose of this study was to identify the frequency and seriousness of disruptive student behaviors and the effective strategies used by educators to manage these classroom behaviors. At a mid-sized state university, 228 of 780 faculty members (29.2%) completed a 76-item survey. Results indicated that as faculty members' participation in…

Troubling Success: Interviews with Black Female Faculty

ERIC Educational Resources Information Center

Edwards, Nivischi N.; Beverly, Monifa Green; Alexander-Snow, Mia

2011-01-01

This study explores the complexity of success for Black female faculty members based on six Black women at a public research oriented university in the Southeast. All women shared the challenges they experience as Black female faculty members. Findings indicate that while these women seemingly have attained professional success, they are leery of…

Study of Factors Influencing Research Productivity of Agriculture Faculty Members in Iran

ERIC Educational Resources Information Center

Hedjazi, Yousef; Behravan, Jaleh

2011-01-01

The purpose of this research is to analyze the relationship between individual, institutional and demographic characteristics on one hand and the research productivity of agriculture faculty members on the other. The statistical population of the research comprises 280 academic staff in agricultural faculties all over Tehran Province. The data…

Faculty Satisfaction in Higher Education: A TQM Approach

ERIC Educational Resources Information Center

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

2010-01-01

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

Exploration of Nursing Faculty Members' Lived Experiences of Objective Structured Clinical Examination (OSCE) in Undergraduate Nursing Education

ERIC Educational Resources Information Center

Obizoba, Cordelia O.

2014-01-01

The purpose of this phenomenological study was to gain an understanding of nursing faculty members' lived experiences of Objective Structured Clinical Examination (OSCE) in undergraduate nursing education. As owners of their programs' curriculum, nursing faculties are charged with the responsibility of providing needed knowledge, skills, and…

Balancing Work and Family for Faculty: Why It's Important

ERIC Educational Resources Information Center

Curtis, John W.

2004-01-01

The success of faculty members in balancing their academic careers with family responsibilities is a matter of more than individual happiness: it is also a matter of addressing structural inequities and attracting the most qualified candidates to the academic profession. To make it possible for faculty members to balance work and family,…

Perceived benefits and challenges of interprofessional education based on a multidisciplinary faculty member survey.

PubMed

Lash, David Benjamin; Barnett, Mitchell J; Parekh, Nirali; Shieh, Anita; Louie, Maggie C; Tang, Terrill T-L

2014-12-15

To identify differences among faculty members in various health professional training programs in perceived benefits and challenges of implementing interprofessional education (IPE). A 19-item survey using a 5-point Likert scale was administered to faculty members across different health disciplines at a west coast, multicollege university with osteopathic medicine, pharmacy, and physician assistant programs. Sixty-two of 103 surveys (60.2%) were included in the study. Faculty members generally agreed that there were benefits of IPE on patient outcomes and that implementing IPE was feasible. However, group differences existed in belief that IPE improves care efficiency (p=0.001) and promotes team-based learning (p=0.001). Program divergence was also seen in frequency of stressing importance of IPE (p=0.009), preference for more IPE opportunities (p=0.041), and support (p=0.002) within respective college for IPE. Despite consensus among faculty members from 3 disciplines that IPE is invaluable to their curricula and training of health care students, important program level differences existed that would likely need to be addressed in advance IPE initiatives.

Salary differences of male and female physician assistant educators.

PubMed

Coombs, Jennifer; Valentin, Virginia

2014-01-01

The Physician Assistant Education Association (PAEA) annual report has shown substantial salary differences between male and female physician assistant (PA) faculty. Despite this published difference between the salaries, very little research has been conducted on the subject. The purpose of this study is to determine if there is a significant difference between male and female PA faculty salaries. The researchers set out to determine if these differences could be further distinguished by education level, rank, or position. In addition, any difference between the percentages of male and female faculty promoted to higher ranks and in leadership positions was also explored. Salary, gender, degree, rank, and position were obtained and deidentified from the 25th PAEA annual report. SPSS Version 20 was used to analyze the data. Statistical analysis included descriptive measures and an independent t test. Data from only those PA educators who reported full-time employment were used. The final analysis included 477 PA faculty salaries. Female PA educators showed statistically significant lower annual incomes than their male counterparts. The income disparity persisted when differentiated by education, rank, and position. Higher percentages of male PA faculty members were found in higher ranks and in leadership positions. This study confirms previous reports that female PA faculty earn less than their male counterparts. With increasing numbers of female PAs entering academia, the lack of women in leadership positions and the wage disparity are concerning.

Capacity building of midwifery faculty to implement a 3-years midwifery diploma curriculum in Bangladesh: A process evaluation of a mentorship programme.

PubMed

Erlandsson, Kerstin; Doraiswamy, Sathyanarayanan; Wallin, Lars; Bogren, Malin

2018-03-01

When a midwifery diploma-level programme was introduced in 2010 in Bangladesh, only a few nursing faculty staff members had received midwifery diploma-level. The consequences were an inconsistency in interpretation and implementation of the midwifery curriculum in the midwifery programme. To ensure that midwifery faculty staff members were adequately prepared to deliver the national midwifery curriculum, a mentorship programme was developed. The aim of this study was to examine feasibility and adherence to a mentorship programme among 19 midwifery faculty staff members who were lecturing the three years midwifery diploma-level programme at ten institutes/colleges in Bangladesh. The mentorship programme was evaluated using a process evaluation framework: (implementation, context, mechanisms of impact and outcomes). An online and face-to-face blended mentorship programme delivered by Swedish midwifery faculty staff members was found to be feasible, and it motivated the faculty staff members in Bangladesh both to deliver the national midwifery diploma curriculum as well as to carry out supportive supervision for midwifery students in clinical placement. First, the Swedish midwifery faculty staff members visited Bangladesh and provided a two-days on-site visit prior to the initiation of the online part of the mentorship programme. The second on-site visit was five-days long and took place at the end of the programme, that being six to eight months from the first visit. Building on the faculty staff members' response to feasibility and adherence to the mentorship programme, the findings indicate opportunities for future scale-up to all institutes/collages providing midwifery education in Bangladesh. It has been proposed that a blended online and face-to-face mentorship programme may be a means to improving national midwifery programmes in countries where midwifery has only recently been introduced. Copyright © 2018. Published by Elsevier Ltd.

Advancing a Program of Research within a Nursing Faculty Role

PubMed Central

Nolan, Marie T.; Wenzel, Jennifer; Han, Hae-Ra.; Allen, Jerilyn K.; Paez, Kathryn A.; Mock, Victoria

2008-01-01

Doctoral students and new faculty members often seek advice from more senior faculty on how to advance their program of research. Students may ask whether they should choose the manuscript option for their dissertation or whether they should seek a postdoctoral fellowship. New faculty members wonder whether they should pursue a career development (K) award and whether they need a mentor as they strive to advance their research while carrying out teaching, service, and practice responsibilities. In this paper, we describe literature on the impact of selected aspects of pre and postdoctoral training and faculty strategies on scholarly productivity in the faculty role. We also combine our experiences at a school of nursing within a research-intensive university to suggest strategies for success. Noting the scarcity of research that evaluates the effect of these strategies we are actively engaged in collecting data on their relationship to the scholarly productivity of students and faculty members within our own institution. PMID:19022210

Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs

PubMed Central

Hrynchak, Patricia K.; Spafford, Marlee M.

2014-01-01

North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians. PMID:25031564

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

NASA Technical Reports Server (NTRS)

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

1993-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1993-01-01

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

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

PubMed

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

2018-03-01

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

The 1995 Research Reports: NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Hosler, E. Ramon (Editor); Buckingham, Gregg (Editor)

1995-01-01

This document is a collection of technical reports on research conducted by the participants in the 1995 NASA/ASEE Summer Faculty Fellowship Program at the Kennedy Space Center (KSC). This was the eleventh year that a NASA/ASEE program has been conducted at KSC. The 1995 program was administered by the University of Central Florida in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) with sponsorship and funding from the Office of Educational Affairs, NASA Headquarters, Washington, D.C. The KSC Program was one of nine such Aeronautics and Space Research Programs funded by NASA Headquarters in 1995. The NASA/ASEE Program is intended to be a two-year program to allow in-depth research by the University faculty member.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1987, volume 1

NASA Technical Reports Server (NTRS)

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

1987-01-01

The objective of the NASA/ASEE program were: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent 10 weeks at Johnson Space Center engaged in a research project commensurate with his/her interests and background and worked in collaboration with a NASA/JSC colleague. A compilation is presented of the final reports on the research projects done by the fellows during the summer of 1987. This is volume 1 of a 2 volume report.

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

PubMed

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

2016-12-01

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

On being examined: do students and faculty agree?

PubMed

Perrella, Andrew; Koenig, Joshua; Kwon, Henry; Nastos, Stash; Rangachari, P K

2015-12-01

Students measure out their lives, not with coffee spoons, but with grades on examinations. But what exams mean and whether or not they are a bane or a boon is moot. Senior undergraduates (A. Perrella, J. Koenig, and H. Kwon) designed and administered a 15-item survey that explored the contrasting perceptions of both students (n = 526) and faculty members (n = 33) in a 4-yr undergraduate health sciences program. A series of statements gauged the level of agreement on a 10-point scale. Students and faculty members agreed on the value of assessing student learning with a variety of methods, finding new information to solve problems, assessing conceptual understanding and logical reasoning, having assessments with no single correct answer, and having comments on exams. Clear differences emerged between students and faculty members on specific matters: rubrics, student choice of exam format, assessing creativity, and transfer of learning to novel situations. A followup questionnaire allowed participants to clarify their interpretation of select statements, with responses from 71 students and 17 faculty members. All parties strongly agreed that exams should provide a good learning experience that would help them prepare for the future (students: 8.64 ± 1.71 and faculty members: 8.03 ± 2.34). Copyright © 2015 The American Physiological Society.

Part-time and Job-Share Careers Among Pharmacy Practice Faculty Members

PubMed Central

Vest, Kathleen; Pohl, Shaunte; Mazan, Jennifer; Winkler, Susan

2014-01-01

Part-time and job-share policies may allow pharmacy practice faculty members to achieve work/life balance while pursuing their professional goals. Precedent for alternative work schedules within the health professions community can be found throughout the literature; however, little is known about part-time roles in academic pharmacy. The design and implementation of 3 different alternative faculty appointments are described and department chair and faculty perspectives are shared. Teaching, service, and scholarship responsibilities, as well as outcomes before and after changes in appointment, are described. Advantages and disadvantages, including advice for other colleges of pharmacy, are presented. Alternate appointments may be a key factor in retaining highly qualified faculty members who continue to bring their expertise to teaching, precepting, and scholarship within a college or school of pharmacy. PMID:24761010

Part-time and job-share careers among pharmacy practice faculty members.

PubMed

Griffin, Brooke; Vest, Kathleen; Pohl, Shaunte; Mazan, Jennifer; Winkler, Susan

2014-04-17

Part-time and job-share policies may allow pharmacy practice faculty members to achieve work/life balance while pursuing their professional goals. Precedent for alternative work schedules within the health professions community can be found throughout the literature; however, little is known about part-time roles in academic pharmacy. The design and implementation of 3 different alternative faculty appointments are described and department chair and faculty perspectives are shared. Teaching, service, and scholarship responsibilities, as well as outcomes before and after changes in appointment, are described. Advantages and disadvantages, including advice for other colleges of pharmacy, are presented. Alternate appointments may be a key factor in retaining highly qualified faculty members who continue to bring their expertise to teaching, precepting, and scholarship within a college or school of pharmacy.

Financial Analysis of Pediatric Resident Physician Primary Care Longitudinal Outpatient Experience.

PubMed

Stipelman, Carole H; Poss, Brad; Stetson, Laura Anne; Boi, Luca; Rogers, Michael; Puzey, Caleb; Koduri, Sri; Kaplan, Robert; Lee, Vivian S; Clark, Edward B

2018-05-16

To determine whether residency training represents a net positive or negative cost to academic medical centers, we analyzed the cost of a residency program and clinical productivity of residents and faculty in outpatient primary care practice with or without residents. Patient volume and revenue data (Current Procedural Terminology codes) from an academic primary care general pediatric clinic were evaluated for faculty clinics (faculty only) and resident teaching clinics (Longitudinal Outpatient Experience [LOE]) with 1-4 residents/faculty. Detailed cost per resident was determined using a departmental financial model that included salary, benefits, faculty and administrative staff effort, non-personnel costs, and institutional GME support. The LOE clinics had greater mean number of patient visits (11.6 vs 6.8) than faculty clinics per faculty member. In the LOE clinic, the number of patient visits per clinic was directly proportional to the number of residents per faculty. The cost for each resident was $250 per clinic ($112 per resident, $88 per medical assistant per resident, and $50 per room per resident). When factoring in clinic costs and faculty supervision time, the LOE clinic (average 3.5 residents with one supervising faculty) had greater average cost (+$687.00) and revenue (+$319.45) and lower operating margin (revenue minus cost, -$367.55) than faculty clinic (one faculty member). Pediatric resident LOE clinic had a greater average number of patient visits and revenue per faculty member but higher costs and lower operating margin than faculty clinic. Copyright © 2018. Published by Elsevier Inc.

Dental Student and Faculty Perceptions of Uncivil Behavior by Faculty Members in Classroom and Clinic.

PubMed

Ballard, Richard W; Hagan, Joseph L; Fournier, Suzanne E; Townsend, Janice A; Ballard, Mary B; Armbruster, Paul C

2018-02-01

Uncivil behavior by a faculty member or student can threaten a classroom environment and make it less conducive to learning. The aim of this study was to explore faculty behaviors that dental faculty and students perceive to be uncivil when exhibited in the classroom and clinic. In 2015, all faculty, administrators, and students at a single academic dental institution were invited to participate in an electronic survey that used a five-point Likert scale for respondents to indicate their agreement that 33 faculty behaviors were uncivil. Response rates were 49% for faculty and 59% for students. Significant differences were found between student and faculty responses on 22 of the 33 behavioral items. None of the three category composite scores differed significantly for students compared to faculty respondents. The category composite scores were not significantly associated with gender, ethnicity, or age for faculty or students. Overall, this study found significant differences between students and faculty about perceived uncivil faculty behaviors, though not for categories of behaviors.

An Analysis of the Cost Efficiency of the Math-Science Division Instructional Personnel at Gulf Coast Community College.

ERIC Educational Resources Information Center

Etheridge, Sandra Y.

Prepared to provide a comprehensible and useable statement of the productivity of the members of the Math-Science Division at Gulf Coast Community College (GCCC), this report presents the methods and findings of a study of the income and expenditures related to each full- and part-time faculty member in the division. Following introductory…

Is NIH funding predictive of greater research productivity and impact among academic otolaryngologists?

PubMed

Svider, Peter F; Mauro, Kevin M; Sanghvi, Saurin; Setzen, Michael; Baredes, Soly; Eloy, Jean Anderson

2013-01-01

The h-index is an accurate and reliable indicator of scholarly productivity that takes into account relevance, significance, and influence of research contributions. As such, it is an effective, objective bibliometric that can be used to evaluate academic otolaryngologists for decisions regarding appointment and advancement. In this study, we evaluate the impact of NIH funding on scholarly productivity in otolaryngology. Analysis of bibliometric data of academic otolaryngologists. Funding data for the 20 otolaryngology departments with the largest aggregate total of NIH grants for the fiscal years (FY) 2011 and 2012 was obtained using the National Institutes of Health Research Portfolio Online Reporting Tools Expenditures and Reports (RePORTER) Database. H-indices were calculated using the Scopus online database, and then compared to funding data at both the departmental and individual level. Faculty members in otolaryngology departments who received NIH funding had significantly greater research productivity and impact, as measured by the h-index, than their nonfunded peers. H-indices increased with greater NIH funding levels, and investigators with MD degrees tended to have higher mean NIH funding levels than those with PhDs. While there was no correlation between average h-index and NIH funding totals at the level of departments, there was greater correlation upon examination of NIH funding levels of individual investigators. The h-index has a strong relationship with, and may be predictive of, grant awards of NIH-funded faculty members in otolaryngology departments. This bibliometric may be useful in decisions regarding appointment and advancement of faculty members within academic otolaryngology departments. Copyright © 2012 The American Laryngological, Rhinological, and Otological Society, Inc.

Effectiveness of a Weekly Faculty Conversation Forum About Teaching

PubMed Central

Popovich, Nicholas G.; Peverly, Susan L.; Jackson, Terrence R.

2006-01-01

Objective To evaluate the effectiveness of holding weekly 60-90 minute conversation forums for faculty members to discuss, explore, and reflect on various teaching topics in a relaxed, informal, interactive format. Methods Weekly, 60-90 minute sessions were held for faculty members of the University of Illinois College of Pharmacy. A 15-item retrospective pretest-posttest questionnaire was developed and administered at the end of the first year of implementation to evaluate the participants’ perceived knowledge, abilities, and confidence gains relative to becoming effective educators. Results Eleven faculty members completed the questionnaire. All respondents tended to agree (6/11) or agreed (5/11) that their confidence as educators improved after attending the conversation forums. In addition,7 respondents tended to agree and 4 agreed that their ability to self-assess their teaching had improved. Conclusions An ongoing weekly conversations forum provides faculty members opportunities to explore and learn about facets of teaching in a safe, informal environment. PMID:17149436

Medical faculty members' perspectives on the components of cross-cultural competence in the Islamic Republic of Iran: a qualitative study.

PubMed

Bazaz, M Mousavi; Zazoly, A Zabihi; Karimi Moonaghi, H

2015-02-25

Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).

Medical faculty members' perspectives on the components of cross-cultural competence in the Islamic Republic of Iran: a qualitative study.

PubMed

Bazaz, M Mousavi; Zazoly, A Zabihi; Moonaghi, H Karimi

2015-02-02

Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).

Investigating IT Faculty Resistance to Learning Management System Adoption Using Latent Variables in an Acceptance Technology Model.

PubMed

Bousbahi, Fatiha; Alrazgan, Muna Saleh

2015-01-01

To enhance instruction in higher education, many universities in the Middle East have chosen to introduce learning management systems (LMS) to their institutions. However, this new educational technology is not being used at its full potential and faces resistance from faculty members. To investigate this phenomenon, we conducted an empirical research study to uncover factors influencing faculty members' acceptance of LMS. Thus, in the Fall semester of 2014, Information Technology faculty members were surveyed to better understand their perceptions of the incorporation of LMS into their courses. The results showed that personal factors such as motivation, load anxiety, and organizational support play important roles in the perception of the usefulness of LMS among IT faculty members. These findings suggest adding these constructs in order to extend the Technology acceptance model (TAM) for LMS acceptance, which can help stakeholders of the university to implement the use of this system. This may assist in planning and evaluating the use of e-learning.

Investigating IT Faculty Resistance to Learning Management System Adoption Using Latent Variables in an Acceptance Technology Model

PubMed Central

Bousbahi, Fatiha; Alrazgan, Muna Saleh

2015-01-01

To enhance instruction in higher education, many universities in the Middle East have chosen to introduce learning management systems (LMS) to their institutions. However, this new educational technology is not being used at its full potential and faces resistance from faculty members. To investigate this phenomenon, we conducted an empirical research study to uncover factors influencing faculty members' acceptance of LMS. Thus, in the Fall semester of 2014, Information Technology faculty members were surveyed to better understand their perceptions of the incorporation of LMS into their courses. The results showed that personal factors such as motivation, load anxiety, and organizational support play important roles in the perception of the usefulness of LMS among IT faculty members. These findings suggest adding these constructs in order to extend the Technology acceptance model (TAM) for LMS acceptance, which can help stakeholders of the university to implement the use of this system. This may assist in planning and evaluating the use of e-learning. PMID:26491712

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

ERIC Educational Resources Information Center

Kommalage, Mahinda; Gunawardena, Sampath

2011-01-01

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

Faculty Articulation with Feeder High Schools and Local Employers.

ERIC Educational Resources Information Center

Parrott, Marietta

As a first step in developing an articulation plan with feeder high schools, a College of the Sequoias (COS) task force developed and distributed a survey to all full-time faculty members to determine if individual faculty members were articulating with feeder high schools and local businesses, and if they would be willing to participate in an…

Academic Administrator Leadership Styles and the Impact on Faculty Job Satisfaction

ERIC Educational Resources Information Center

Bateh, Justin; Heyliger, Wilton

2014-01-01

This article examines the impact of three leadership styles as a predictor of job satisfaction in a state university system. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector's Job Satisfaction Survey was used to assess a faculty member's level of job…

Academic Achievement and Personality Traits of Faculty Members of Indian Agricultural Universities: Their Effect on Teaching and Research Performance

ERIC Educational Resources Information Center

Ramesh, P.; Reddy, K. M.; Rao, R. V. S.; Dhandapani, A.; Siva, G. Samba; Ramakrishna, A.

2017-01-01

Purpose: The present study was undertaken to assess academic achievement, teaching aptitude and research attitude of Indian agricultural universities' faculty, to predict indicators for successful teachers and researchers, and thereby enhancing the quality of higher agricultural education. Methodology: Five hundred faculty members were selected to…

The Perceived Presence and Effect of Incentives on Community College Faculty Members' Enthusiasm to Teach Online

ERIC Educational Resources Information Center

Beck, Burton Cornelius, Jr.

2012-01-01

The purpose of this study is to determine the perceived effects of incentives on community college faculty member enthusiasm to teach online courses. Ten incentives used with college faculty were identified in the literature: (a) release time, (b) personal satisfaction, (c) teaching development, (d) technical support, (e) professional prestige,…

An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System

ERIC Educational Resources Information Center

Sanga, Mapopa William

2016-01-01

This case study investigated the process 119 faculty members underwent as they transitioned from using Desire to Learn (D2L) learning management system (LMS), to using Canvas LMS. Other than analyzing technological issues faculty members encountered while navigating various aspects of the Canvas interface, the study also analyzed technological…

Improving Practitioners' Effectiveness as Adjunct Educators through Comprehensive Training and Development

ERIC Educational Resources Information Center

Jackson, Paul C.

2012-01-01

Adjunct faculty members make up an increasing percentage of the faculty in the community colleges. By some estimates, the percentage may be as high as seventy percent (70%). Many of these adjunct faculty members are practitioners, individuals who work full-time in business, industry or government, or who have recently retired. Practitioners bring…

Perceptions of Faculty toward Integrating Technology in Undergraduate Higher Education Traditional Classrooms at Research-Focused Regional Universities in South Texas

ERIC Educational Resources Information Center

Shipman, Cheri Deann

2017-01-01

This qualitative study examined the perceptions of faculty members who use technology in undergraduate higher education traditional classrooms in research-focused regional universities in South Texas. Faculty members at research-focused regional universities are expected to divide time judiciously into three major areas: research, service, and…

Individualized Instruction as a Faculty Training Strategy for Technology Integration

ERIC Educational Resources Information Center

Merritt, Jennifer L.

2017-01-01

It is inevitable that campus-based higher education will adopt some form of a hybrid learning approach. For schools and their faculty members, this means the acknowledgment and acceptance of these changes are required. Campus-based higher education faculty members wish to change how they teach courses due to societal demands to better suit the…

Knowledge Processing and Faculty Engagement in Multicultural University Settings: A Social Learning Perspective

ERIC Educational Resources Information Center

Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

2014-01-01

In educational studies much attention has been directed to engagement as a precondition for positive student outcomes. Very few studies, however, have focused on the engagement of the faculty members. This is a regrettable omission because engagement has been argued to lead to more satisfied, more productive and healthier faculty members. In this…

Faculty Attitudes toward Students with Disabilities in a Public University in Jordan

ERIC Educational Resources Information Center

Abu-Hamour, Bashir

2013-01-01

This study explores the attitudes of higher education (HE) faculty members towards inclusion of students with disabilities at one large public University in Jordan using a survey approach. A total of 170 faculty members completed the survey. The most important findings of this study are: (a) regardless of the academic discipline, the majority of…

Lessons in Higher Education: Five Pedagogical Practices that Promote Active Learning for Faculty and Students

ERIC Educational Resources Information Center

Cook-Sather, Alison

2011-01-01

Active learning by faculty members complements and promotes active learning for students. Through The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College, faculty members actively engage with one another and with undergraduate students positioned as pedagogical consultants to explore and to practice a wide range of pedagogies. In…

Opting into a Faculty Scholarship Community: Benefiting Productivity and Personal Well-Being

ERIC Educational Resources Information Center

Francis, Dawn M.; Colbry, Stephanie L.; Hoyle, Amy Gratch; Ratmansky, Lisa A.; Sheety, Alia S.; Szpara, Michelle Yvonne

2017-01-01

A Faculty Scholarship Community (FSC) is a community of practice whose members share an interest in scholarly productivity. This descriptive study examines key factors that enabled a small group of non-tenured faculty, new to their institution, to form a thriving FSC. Members employed autoethnography as the method for examining the impact of the…

Job Satisfaction, Salaries and Unions: The Determination of University Faculty Compensation.

ERIC Educational Resources Information Center

Lillydahl, Jane H.; Singell, Larry D.

1993-01-01

Develops a model of faculty salaries, job satisfaction, and union status, using data for 1,729 faculty members at 4-year colleges and universities. Unions significantly and positively affect full and associate professors' salaries and increase the rewards to seniority while reducing the returns to being at a research university. Union members'…

An Investigation of Faculty Abstention or Adoption of Technology

ERIC Educational Resources Information Center

Gersch, Carolyn

2017-01-01

Although faculty members are the front line adopters of technology in education, some appear to be unhurried to accept and use technology as part of their curriculum to meet institutional and student demands. The problem was that there was not a complete understanding of how faculty members made decisions on whether or not to implement new…

Job Satisfaction for Women Faculty Members in a Predominantly Female Discipline.

ERIC Educational Resources Information Center

Robertson, Lona J.; Bean, John P.

This study examined: (1) factors associated with global job satisfaction for women faculty members in family and consumer sciences programs at land-grant institutions; (2) the extent to which these factors explain the global job satisfaction for these women faculty; and (3) the effect of the covariates of age, rank, and tenure on the global job…

Fostering and managing diversity in schools of pharmacy.

PubMed

Nkansah, Nancy T; Youmans, Sharon L; Agness, Chanel F; Assemi, Mitra

2009-12-17

Organizational benefits of diversity in the workplace have been well documented. In health professions, however, diversity-related research traditionally has focused on the effect of diversity on health care disparities. Few tools exist describing the benefits of diversity from an organizational standpoint to guide pharmacy administrators and faculty members in nurturing and developing a culture of diversity. Given the scarcity of pharmacy specific data, experience from other academic areas and national/international diversity reports were incorporated into this manuscript to supplement the available pharmacy evidence base. This review summarizes the benefits of diversity from an academic organizational standpoint, discusses the issues administrators and faculty members must consider when developing programs, and provides guidance on best practices in fostering and managing diversity.

The Junior Faculty Laboratory: An Innovative Model of Peer Mentoring

PubMed Central

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

2013-01-01

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

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

PubMed

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

2011-12-01

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

Journal Rankings by Health Management Faculty Members: Are There Differences by Rank, Leadership Status, or Area of Expertise?

PubMed

Menachemi, Nir; Hogan, Tory H; DelliFraine, Jami L

2015-01-01

Health administration (HA) faculty members publish in a variety of journals, including journals focused on management, economics, policy, and information technology. HA faculty members are evaluated on the basis of the quality and quantity of their journal publications. However, it is unclear how perceptions of these journals vary by subdiscipline, department leadership role, or faculty rank. It is also not clear how perceptions of journals may have changed over the past decade since the last evaluation of journal rankings in the field was published. The purpose of the current study is to examine how respondents rank journals in the field of HA, as well as the variation in perception by academic rank, department leadership status, and area of expertise. Data were drawn from a survey of HA faculty members at U.S. universities, which was completed in 2012. Different journal ranking patterns were noted for faculty members of different subdisciplines. The health management-oriented journals (Health Care Management Review and Journal of Healthcare Management) were ranked higher than in previous research, suggesting that journal ranking perceptions may have changed over the intervening decade. Few differences in perceptions were noted by academic rank, but we found that department chairs were more likely than others to select Health Affairs in their top three most prestigious journals (β = 0.768; p < .01). Perceived journal prestige varied between a department chair and untenured faculty in different disciplines, and this perceived difference could have implications for promotion and tenure decisions.

Frequency rates and correlates of contrapower harassment in higher education.

PubMed

DeSouza, Eros R

2011-01-01

The current study investigated incivility, sexual harassment, and racial-ethnic harassment simultaneously when the targets were faculty members and the perpetrators were students (i.e., academic contrapower harassment; ACH). The sample constituted 257 faculty members (90% were White and 53% were women) from a medium-sized state university in the Midwestern United States. They completed an anonymous survey, including an openended question about a critical ACH incident. The findings revealed that 72% of the total sample had experienced some type of mistreatment from students during the past 2 years. The author hypothesized gender differences in frequency rates for overall ACH, incivility, and sexual harassment; however, there were none. Hence, this hypothesis was not supported. The author also hypothesized that incivility would predict sexual and ethnic harassment. This hypothesis was generally supported. Furthermore, he hypothesized that demographic, work-related, and tolerance for faculty-student romance would predict ACH and its subscales. The findings generally supported this hypothesis, with somewhat different predictors by gender. He also hypothesized that harassed faculty, especially women, would experience worse job-related outcomes than never harassed faculty. Neither gender nor the interaction was significant, but the main effect for harassment was, with harassed faculty members experiencing worse job-related outcomes than nonharassed faculty members. Thus this hypothesis was partially supported. Practical implications are discussed.

Not all stories of professional identity formation are equal: An analysis of formation narratives of highly humanistic physicians.

PubMed

Branch, William T; Frankel, Richard

2016-08-01

We sought to identify and define "highly humanistic" formation narratives, and understand how these events described, together with a reflective learning process, the professional development of physicians in a longitudinal faculty development program. Qualitative analysis of twenty highly humanistic appreciative inquiry narratives selected from a total of 124 written by faculty members at the beginning and end of an eighteen month program at eight medical schools. [9,10] We employed the immersion/crystallization method of Borkan [20] to capture the rich meanings and emotional depth of the twenty narratives. Highly humanistic formation narratives described emotionally charged events in which the faculty writers provided humanistic care that went beyond what they had previously thought themselves capable of; benefited the patient, family or faculty member to a major extent; and reaffirmed or strengthened their professional values. Highly humanistic formation narratives were clustered at the end of our eighteen month curriculum. Participation in faculty development for humanism may have increased the numbers of highly humanistic events by sensitizing and motivating faculty members to meet their patients' emotional needs. Our paper describes a process whereby faculty members may achieve growth in their capacities to meet patients' needs. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

A facilitated peer mentoring program for junior faculty to promote professional development and peer networking.

PubMed

Fleming, Geoffrey M; Simmons, Jill H; Xu, Meng; Gesell, Sabina B; Brown, Rebekah F; Cutrer, William B; Gigante, Joseph; Cooper, William O

2015-06-01

To explore the design, implementation, and efficacy of a faculty development program in a cohort of early career junior faculty. Interested junior faculty members were divided into interdisciplinary small groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to review a modular curriculum from 2011 to 2013. Using a survey at two time points (September 2011 and 2013) and an interim program evaluation, the authors collected data on participants' demographics, faculty interconnectedness, and self-reported knowledge, skills, and attitudes (KSA) in the domains of professional development and scholarship, including the ability to write career goals and align activities with those goals. A total of 104 junior faculty participated in the program. They demonstrated changes in self-reported KSA in the domains of professional development (P = .013, P = .001) and scholarship (P = .038, P = .015) with an increase in ability to write career goals (P < .001), ability to align activities with those goals (P < .001), and number of and amount of time spent pursuing activities related to those goals (P = .022). These changes were more significant among female faculty and were not affected by academic rank or time since last training. Interconnectedness among faculty increased during the period of study-the number of nodes and ties between nodes within the network increased. This facilitated peer mentoring program for junior faculty was effective in improving the KSA necessary to promote early career advancement and peer networking, especially for women.

Widening Paths to Success, Improving the Environment, and Moving Toward Lessons Learned from the Experiences of Powre and Cbl Awardees

NASA Astrophysics Data System (ADS)

Rosser, Sue V.; Daniels, Jane Z.

To better understand the barriers and discouragements encountered by female faculty members in science and engineering, this article compares the experience of National Science Foundation - funded Professional Opportunities for Women in Research and Education (POWRE) awardees and Clare Boothe Luce (CBL) Professorship recipients. Because most POWRE awardees work at research institutions, and many CBL professors teach at small liberal arts colleges, this study helps in understanding the experiences of female faculty members across a broad spectrum of academic settings. Their experiences suggest positive changes in institutional policies or practices to increase the satisfaction, retention, and success of female faculty members infields in which they are the least well represented. The retention of female faculty members becomes critical for attracting undergraduate students as they consider the wisdom of choosing careers in academia.

The relationship between quality of work life and job satisfaction of faculty members in Zahedan University of Medical Sciences.

PubMed

Kermansaravi, Fatihe; Navidian, Ali; Navabi Rigi, Shahindokht; Yaghoubinia, Fariba

2014-10-29

Quality of work life is one of the most important factors for human motivating and improving of job satisfaction. The current study was carried out aimed to determine the relationship between quality of work life and job satisfaction in faculty members of Zahedan University of Medical Sciences. In this descriptive-analytic study, 202 faculty members of Zahedan University of Medical Sciences in 2012 were entered the study through census. The job satisfaction questionnaire of Smith and Kendall and Walton Quality of Work Life questionnaire were used for data collection. Validity and reliability of questionnaires were confirmed in previous studies. Data analysis was done using SPSS 18. The Pearson correlation coefficient and multiple regression tests were used for data analysis. The mean score of quality of work life was 121/30±37/08 and job satisfaction was 135/98 ±33/78. There was a significant and positive correlation between job satisfaction of faculty members and their quality of work life (P=0.003). In addition, two components of quality of work life "adequate and fair compensation" (β=0.3) and "Social Integration" (β=0.4) can predict job satisfaction of faculty members. According to correlation between job satisfaction and quality of work life in faculty members, job satisfaction can be improved through the changing and manipulating the components of quality of work life and in this way; the suitable environment for organization development should be provided.

Predictors of job satisfaction among academic family medicine faculty

PubMed Central

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

2017-01-01

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

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

PubMed Central

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

2016-01-01

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

Post–Vision and Change: Do We Know How to Change?

PubMed Central

D’Avanzo, Charlene

2013-01-01

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty–development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired “change.” PMID:24006386