Transforming Barriers into Bridges: The Benefits of a Student-Driven Accessibility Planning Committee. Practice Brief

ERIC Educational Resources Information Center

Cragg, Stephanie J.; Carter, Irene; Nikolova, Kristina

2013-01-01

The School of Social Work and Disability Studies Accessibility Planning Committee (APC) is a student-driven initiative that has been in existence for over 10 years. This practice brief looked at the committee through interviews with faculty and student members. The investigation aimed to determine whether the benefits of having a student-driven…

Addressing the primary care workforce: a study of nurse practitioner students' plans after graduation.

PubMed

Budd, Geraldine M; Wolf, Andrea; Haas, Richard Eric

2015-03-01

Primary care is a growing area, and nurse practitioners (NPs) hold promise for meeting the need for additional providers. This article reports on the future plans of more than 300 primary care NP students in family, adult, and adult gerontology programs. The sample was obtained through NP faculty, and data were collected via an online survey. Results indicated that although these students chose primary care, only 48% anticipated working in primary care; 26% planned to practice in rural areas, and 16% planned to work in an inner city. Reasons cited as important for pursuing a primary care position included the long-term patient relationship, faculty and preceptor mentors from the NP program, and clinical experiences as a student. Implications include providing more intensive faculty mentoring to increase the number of individuals seeking primary care positions after graduation and help with future career planning to meet personal career and nursing profession needs. Copyright 2015, SLACK Incorporated.

Strategic Planning for a Data-Driven, Shared-Access Research Enterprise: Virginia Tech Research Data Assessment and Landscape Study

ERIC Educational Resources Information Center

Shen, Yi

2016-01-01

The data landscape study at Virginia Tech addresses the changing modes of faculty scholarship and supports the development of a user-centric data infrastructure, management, and curation system. The study investigates faculty researchers' current practices in organizing, describing, and preserving data and the emerging needs for services and…

A College Planning Cycle. People Resources Process. A Practical Guide.

ERIC Educational Resources Information Center

National Association of College and University Business Officers, Washington, DC.

The process described in this manual is one of the few systems for planning and budgeting in colleges and universities that is meticulously detailed. It includes the unique concepts of the planning team and the analytical studies team, and promotes a cooperative, integrated, and enthusiastic involvement of faculty, students, and staff from all…

Effectiveness of online simulation training: Measuring faculty knowledge, perceptions, and intention to adopt.

PubMed

Kim, Sujeong; Park, Chang; O'Rourke, Jennifer

2017-04-01

Best practice standards of simulation recommend standardized simulation training for nursing faculty. Online training may offer an effective and more widely available alternative to in-person training. Using the Theory of Planned Behavior, this study evaluated the effectiveness of an online simulation training program, examining faculty's foundational knowledge of simulation as well as perceptions and intention to adopt. One-group pretest-posttest design. A large school of nursing with a main campus and five regional campuses in the Midwestern United States. Convenience sample of 52 faculty participants. Knowledge of foundational simulation principles was measured by pre/post-training module quizzes. Perceptions and the intention to adopt simulation were measured using the Faculty Attitudes and Intent to Use Related to the Human Patient Simulator questionnaire. There was a significant improvement in faculty knowledge after training and observable improvements in attitudes. Attitudes significantly influenced the intention to adopt simulation (B=2.54, p<0.001). Online simulation training provides an effective alternative for training large numbers of nursing faculty who seek to implement best practice of standards within their institutions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Incorporating quality and safety education for nurses competencies in simulation scenario design.

PubMed

Jarzemsky, Paula; McCarthy, Jane; Ellis, Nadege

2010-01-01

When planning a simulation scenario, even if adopting prepackaged simulation scenarios, faculty should first conduct a task analysis to guide development of learning objectives and cue critical events. The authors describe a strategy for systematic planning of simulation-based training that incorporates knowledge, skills, and attitudes as defined by the Quality and Safety Education for Nurses (QSEN) initiative. The strategy cues faculty to incorporate activities that target QSEN competencies (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics, and safety) before, during, and after simulation scenarios.

Faculty internships in environmental health: planning and implementation.

PubMed

Bermúdez, Eliezer

2005-12-01

Faculty internships, in which a faculty member works temporarily for a government organization or a private business, are a concept that is becoming popular at universities. This paper discusses how a faculty internship can be developed and implemented, and it reports on the advantages of the internship for academia, the sponsoring institution, and the professor. In addition, suggestions on structuring and implementing the internship are offered. The major objective of the paper is to encourage environmental health educators to seriously consider faculty internships as a means of bridging the gaps between academia and the business world. Faculty internships should be beneficial primarily for two groups of professors. First are those professors who, after earning doctorates, enter the teaching profession without any environmental health practicum experience. Second are those who once worked full time as environmental health practitioners but have been out of the field for a significant number of years with little or no contact with the "real world" of environmental health practice. The information presented is based on the experience of the author, who served as a faculty intern for the environmental health division of a county health department in rural west-central Indiana, Some of the benefits of faculty internships are improved teaching methods, practical experience, community contacts, and increased internship opportunities for students. The experience can enhance classroom theory for students, and the implementation of practice can be clarified for the educator.

Proceedings of the Annual Midwest Research-to-Practice Conference in Adult, Continuing and Community Education (17th, Muncie, Indiana, October 8-10, 1998).

ERIC Educational Resources Information Center

Wood, George S., Ed.; Webber, Mary Margaret, Ed.

This proceedings contains 30 papers: "What Matters in Planning a Conference" (Ahmed et al.); "Faculty Motivations for Learning To Teach at a Distance with Instructional Technology" (Armstrong); "The Use of Literature in Qualitative Research" (Austin, Babchuk); "Reading Women's Lives" (Baker-Clark); "Faculty Perceptions of Adult Students and Their…

The Journal of Staff, Program, & Organization Development, Volume 14, Numbers 1-4, 1996-97. New Forums Faculty Development Series.

ERIC Educational Resources Information Center

Neal, Edward, Ed.

1997-01-01

This quarterly publication serves as a medium for the exchange of ideas regarding the planning, design, implementation, and evaluation of professional development practices at two- and four-year colleges. The four issues in volume 14 feature the following articles: (1) "A Home-Grown Faculty Development Program," (Jane T. Rauton); (2) "Creating…

Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

PubMed

Pololi, Linda H; Evans, Arthur T

2015-01-01

To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Geographic Practice Plans: Their Impact on Podiatric Clinical Education.

ERIC Educational Resources Information Center

Block, Philip

1980-01-01

A program that combines certain attractive features of private practice (closer doctor-patient relationship and financial remuneration) and academic medicine is outlined and its feasibility demonstrated. The program is intended to improve the skills of faculty clinicians and provide additional clinical opportunities for podiatry students. (MSE)

Improving clinical productivity in an academic surgical practice through transparency.

PubMed

Scoggins, Charles R; Crockett, Timothy; Wafford, Lex; Cannon, Robert M; McMasters, Kelly M

2013-07-01

Patient care revenue is becoming an increasingly important source of funding to support the academic surgery department missions of research and education. Transparency regarding productivity metrics will improve clinical productivity among members of an academic surgical practice. Clinical productivity-related data were collected and compared between 2 time periods. Data were stratified by pretransparency and post-transparency time periods. Comparisons were made using the Wilcoxon-Mann-Whitney test, and p values ≤0.05 were considered significant. The faculty compensation plan remained the same across both time periods; faculty members were paid a base salary plus practice plan income based on individual collections minus practice overhead and academic program support taxes. Before 2006, clinical productivity data were not made public among faculty members. In 2006, the departmental leadership developed a physician scorecard that led to transparency with regard to productivity. After publication of the scorecard, clinical productivity increased, as did the number of partners producing a threshold number of work relative value units (RVU) (6,415 wRVU = 1.0 full time equivalent [FTE]). This occurred during a time of reduced collections per RVU. There was no change in the work assignments (percent effort for clinical service, research, and teaching) for the physicians between the 2 time periods, or the overall effort assigned to the Veterans Affairs hospital. Clinical productivity can be improved by making productivity metrics transparent among faculty members. Additional measures must be taken to ensure that research and teaching activities are appropriately incentivized. Copyright © 2013 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Business planning for university health science programs: a case study.

PubMed

Austin, Michael; Milos, Nadine; Raborn, G Wayne

2002-02-01

Many publicly funded education programs and organizations have developed business plans to enhance accountability. In the case of the Department of Dentistry at the University of Alberta, the main impetus for business planning was a persistent deficit in the annual operating fund since a merger of a stand-alone dental faculty with the Faculty of Medicine. The main challenges were to balance revenues with expenditures, to reduce expenditures without compromising quality of teaching, service delivery and research, to maintain adequate funding to ensure future competitiveness, and to repay the accumulated debt owed to the university. The business plan comprises key strategies in the areas of education, clinical practice and service, and research. One of the strategies for education was to start a BSc program in dental hygiene, which was accomplished in September 2000. In clinical practice, a key strategy was implementation of a clinic operations fee, which also occurred in September 2000. This student fee helps to offset the cost of clinical practice. In research, a key strategy has been to strengthen our emphasis on prevention technologies. In completing the business plan, we learned the importance of identifying clear goals and ensuring that the goals are reasonable and achievable; gaining access to high-quality data to support planning; and nurturing existing positive relationships with external stakeholders such as the provincial government and professional associations.

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

PubMed Central

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

2014-01-01

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

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

PubMed

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

2014-06-17

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

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.

Diversifying Geoscience by Preparing Faculty as Workshop Leaders to Promote Inclusive Teaching and Inclusive Geoscience Departments

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Beane, R. J.; Doser, D. I.; Ebanks, S. C.; Hodder, J.; McDaris, J. R.; Ormand, C. J.

2017-12-01

Efforts to broaden participation in the geosciences require that faculty implement inclusive practices in their teaching and their departments. Two national projects are building the capacity for faculty and departments to implement inclusive practices. The NAGT/InTeGrate Traveling Workshops Program (TWP) and the Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project each prepares a cadre of geoscience educators to lead workshops that provide opportunities for faculty and departments across the country to enhance their abilities to implement inclusive teaching practices and develop inclusive environments with the goal of increasing diversity in the geosciences. Both projects prepare faculty to design and lead interactive workshops that build on the research base, emphasize practical applications and strategies, enable participants to share their knowledge and experience, and include time for reflection and action planning. The curriculum common to both projects includes a framework of support for the whole student, supporting all students, data on diversity in the geosciences, and evidence-based strategies for inclusive teaching and developing inclusive environments that faculty and departments can implement. Other workshop topics include classroom strategies for engaging all students, addressing implicit bias and stereotype threat, and attracting diverse students to departments or programs and helping them thrive. Online resources for each project provide support beyond the workshops. The TWP brings together educators from different institutional types and experiences to develop materials and design a workshop offered to departments and organizations nationwide that request the workshop; the workshop leaders then customize the workshop for that audience. In SAGE 2YC, a team of leaders used relevant literature to develop workshop materials intended for re-use, and designed a workshop session for SAGE 2YC Faculty Change Agents, who then incorporate aspects of the session in workshops they lead for their regional faculty networks. Both projects prepare faculty to lead workshops on inclusive practices and programs as a strategy to diversify the geosciences by pervasively changing the way that faculty and departments support students.

General chemistry courses that can affect achievement: An action research study in developing a plan to improve undergraduate chemistry courses

NASA Astrophysics Data System (ADS)

Shweikeh, Eman

Over the past 50 years, considerable research has been dedicated to chemistry education. In evaluating principal chemistry courses in higher education, educators have noted the learning process for first-year general chemistry courses may be challenging. The current study investigated perceptions of faculty, students and administrators on chemistry education at three institutions in Southern California. Via action research, the study sought to develop a plan to improve student engagement in general chemistry courses. A mixed method was utilized to analyze different perceptions on key factors determining the level of commitment and engagement in general chemistry education. The approach to chemistry learning from both a faculty and student perspective was examined including good practices, experiences and extent of active participation. The research study considered well-known measures of effective education with an emphasis on two key components: educational practices and student behavior. Institutional culture was inclusively assessed where cognitive expectations of chemistry teaching and learning were communicated. First, the extent in which faculty members are utilizing the "Seven Principles for Good Practice in Undergraduate Education" in their instruction was explored. Second, student attitudes and approaches toward chemistry learning were examined. The focus was on investigating student understanding of the learning process and the structure of chemistry knowledge. The seven categories used to measure students' expectations for learning chemistry were: effort, concepts, math link, reality link, outcome, laboratory, and visualization. This analysis represents the views of 16 faculty and 140 students. The results validated the assertion that students need some competencies and skills to tackle the challenges of the chemistry learning process to deeply engage in learning. A mismatch exists between the expectations of students and those of the faculty. Furthermore, improving attitudes and beliefs could be a potential for bringing about successful interventions to general chemistry learning. Importantly, the role of collaboration between chemistry educators is essential to forming instructional strategies. Additionally, shifting paradigms should be given utmost attention, including differences among student engagement in general chemistry, ways in which faculty can modify practices to meet student expectations, and the role of administrators in providing the necessary tools that stimulate chemistry education and research.

Writing for publication: perspectives of graduate nursing students and doctorally prepared faculty.

PubMed

Dowling, Donna A; Savrin, Carol; Graham, Gregory C

2013-07-01

Publication is a common expectation for both faculty and graduate students in schools of nursing. Little is known about the perceptions of students and faculty regarding what supports or interferes with students' success in writing for publication. Perceptions of supports and barriers to writing for publication and the differences in perceptions between graduate nursing students and faculty were examined. A descriptive comparative design was used to sample master's (n = 62), Doctor of Nursing Practice (n = 66), and Doctor of Philosophy (n = 7) students and graduate faculty (n = 35) using two investigator-developed surveys. Students (71.1%) and faculty (57.6%) identified working with faculty and mentors as the greatest support. Students' primary barrier was finding time (64.5%). Faculty identified not knowing how to get started (63.6%) as the students' greatest barrier. Findings support that mentoring and finding sufficient time for writing are priorities for the development of a plan to support students in writing for publication. Copyright 2013, SLACK Incorporated.

Integrated learning through student goal development.

PubMed

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

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

Introducing practice-based learning and improvement ACGME core competencies into a family medicine residency curriculum.

PubMed

Coleman, Mary Thoesen; Nasraty, Soraya; Ostapchuk, Michael; Wheeler, Stephen; Looney, Stephen; Rhodes, Sandra

2003-05-01

The Accreditation Council for Graduate Medical Education (ACGME) recommends integrating improvement activities into residency training. A curricular change was designed at the Department of Family and Community Medicine, University of Louisville, to address selected ACGME competencies by incorporating practice-based improvement activities into the routine clinical work of family medicine residents. Teams of residents, faculty, and office staff completed clinical improvement projects at three ambulatory care training sites. Residents were given academic credit for participation in team meetings. After 6 months, residents presented results to faculty, medical students, other residents, and staff from all three training sites. Residents, staff, and faculty were recognized for their participation. Resident teams demonstrated ACGME competencies in practice-based improvement: Chart audits indicated improvement in clinical projects; quality improvement tools demonstrated analysis of root causes and understanding of the process; plan-do-study-act cycle worksheets demonstrated the change process. Improvement activities that affect patient care and demonstrate selected ACGME competencies can be successfully incorporated into the daily work of family medicine residents.

Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, and Resources [with CD-ROM

ERIC Educational Resources Information Center

Winton, Pamela J., Ed; McCollum, Jeanette A., Ed.; Catlett, Camille, Ed.

2007-01-01

The key to improving the early education of all young children, including those with special needs, is the effective preparation and development of the professionals who work with them. "Practical Approaches to Early Childhood Professional Development" is a comprehensive planning resource for college faculty and consultants engaged in preservice …

Qualitative and Political Issues Impacting Academic Medical Center Strategic Planning--A Methodological Approach. AIR Forum 1982 Paper.

ERIC Educational Resources Information Center

Kutina, Kenneth L.; And Others

A simulation model of an academic medical center that was developed to aid in strategic planning and policy analysis is described. The model, designated MCM for Medical Center Model, was implemented at the School of Medicine, University Hospitals of Cleveland, and the private practices of the faculty in the clinical departments at University…

The USC Faculty Planning Model: A History and Description.

ERIC Educational Resources Information Center

Bottomley, Wayne N.

A model for planning regarding college faculty is described. The USC Faculty Planning Model was developed by Robert Linnell and Paul Gray in 1974 at the University of Southern California as an interactive mathematical model to trace characteristics of faculty groups over time. Characteristics listed by the model include: faculty age distribution,…

A critical review of current nursing faculty practice.

PubMed

Sawyer, M J; Alexander, I M; Gordon, L; Juszczak, L J; Gilliss, C

2000-12-01

To critically examine the current literature on nursing faculty practice, using the National Organization of Nurse Practitioner Faculties (NONPF) Guidelines for Evaluation of Faculty Practice, and to examine faculty practice models' strengths, weaknesses, and barriers. Thirty-five articles describing models of faculty practice were identified through an exhaustive search on CINAHL and Medline. Two NONPF monographs on nursing faculty practice were used as guidelines for the critical review. Faculty practice has become an integral component of faculty-role expectations at many schools of nursing. Workload, especially without adequate compensation, remains a hindrance to practice. The value of faculty practice time and expertise has not been sufficiently demonstrated. Integration of practitioner, educator and researcher roles remains extremely difficult and sometimes elusive. Faculty practice offers many advantages to schools of nursing, including educational and research opportunities for faculty and students, as well as practice sites and affordable community healthcare. Providing health care in the community presents an opportunity for independent and collaborative practice. To fully utilize the great research opportunities provided by faculty practice, more emphasis must be placed on gathering and analyzing descriptive data.

Educational Organization for the Future

ERIC Educational Resources Information Center

Cote, Ron Roy

1977-01-01

Five basic components of the emerging educational system--forecasts and assessment, program planning, alternative environments, electronics and socialization, and differentiated faculty--summarize both current trends in educational practice and the implications for schools provided by analysts of the radically different society America is…

Limitations on diversity in basic science departments.

PubMed

Leboy, Phoebe S; Madden, Janice F

2012-08-01

It has been over 30 years since the beginning of efforts to improve diversity in academia. We can identify four major stages: (1) early and continuing efforts to diversify the pipeline by increasing numbers of women and minorities getting advanced degrees, particularly in science, technology, engineering, and math (STEM); (2) requiring academic institutions to develop their own "affirmative action plans" for hiring and promotion; (3) introducing mentoring programs and coping strategies to help women and minorities deal with faculty practices from an earlier era; (4) asking academic institutions to rethink their practices and policies with an eye toward enabling more faculty diversity, a process known as institutional transformation. The thesis of this article is that research-intensive basic science departments of highly ranked U.S. medical schools are stuck at stage 3, resulting in a less diverse tenured and tenure-track faculty than seen in well-funded science departments of major universities. A review of Web-based records of research-intensive departments in universities with both medical school and nonmedical school departments indicates that the proportion of women and Black faculty in science departments of medical schools is lower than the proportion in similarly research-intensive university science departments. Expectations for faculty productivity in research-intensive medical school departments versus university-based departments may lead to these differences in faculty diversity.

Learning how to "teach one": A needs assessment of the state of faculty development within the Consortium of the American College of Surgeons Accredited Education Institutes.

PubMed

Paige, John T; Khamis, Nehal N; Cooper, Jeffrey B

2017-11-01

Developing faculty competencies in curriculum development, teaching, and assessment using simulation is critical for the success of the Consortium of the American College of Surgeons Accredited Education Institutes program. The state of and needs for faculty development in the Accredited Education Institute community are unknown currently. The Faculty Development Committee of the Consortium of the Accredited Education Institutes conducted a survey of Accredited Education Institutes to ascertain what types of practices are used currently, with what frequency, and what needs are perceived for further programs and courses to guide the plan of action for the Faculty Development Committee. The Faculty Development Committee created a 20-question survey with quantitative and qualitative items aimed at gathering data about practices of faculty development and needs within the Consortium of Accredited Education Institutes. The survey was sent to all 83 Accredited Education Institutes program leaders via Survey Monkey in January 2015 with 2 follow-up reminders. Quantitative data were compiled and analyzed using descriptive statistics, and qualitative data were interpreted for common themes. Fifty-four out of the 83 programs (65%) responded to the survey. Two-thirds of the programs had from 1 to 30 faculty teaching at their Accredited Education Institutes. More than three-quarters of the programs taught general surgery, emergency medicine, or obstetrics/gynecology. More than 60% of programs had some form of faculty development, but 91% reported a need to expand their offerings for faculty development with "extreme value" for debriefing skills (70%), assessment (47%), feedback (40%), and curriculum development (40%). Accredited Education Institutes felt that the Consortium could assist with faculty development through such activities as the provision of online resources, sharing of best practices, provision of a blueprint for development of a faculty curriculum and information related to available, credible master programs of faculty development and health professions education. Many Accredited Education Institutes programs are engaged in faculty development activities, but almost all see great needs in faculty development related to debriefing, assessment, and curricular development. These results should help to guide the action and decision-making of the Consortium Faculty Development Committee to improve teaching within the American College of Surgeons Accredited Education Institutes. Copyright © 2017 Elsevier Inc. All rights reserved.

Developing the academic nursing practice in the midst of new realities in higher education.

PubMed

Miller, Karen L; Bleich, Michael R; Hathaway, Donna; Warren, Carol

2004-02-01

The academic nursing practice has a role in replenishing the diminished resources that confront higher education and, if well conceived and managed, is a viable option to support existing academic program stability and growth. An alternative model for defining the academic practice--beyond traditional nurse-managed centers--is presented in this article. The cohesive interconnection of the education, research, and practice missions is addressed with examples of how each contributes to a variety of communities of interest and expands professional nursing roles through innovative care model testing and development. With effective business planning and infrastructure support, faculty practice plans can evolve to a second generation, with heightened societal accountability for service, academic, and collaborative research outcomes.

A Checklist for the Development of Faculty Mentorship Programs

PubMed Central

Bottenberg, Michelle M.; Brozick, Anna H.; Currie, Jay D.; DiVall, Margarita V.; Haines, Stuart T.; Jolowsky, Christene; Koh-Knox, Cynthia P.; Leonard, Golda Anne; Phelps, Stephanie J.; Rao, Deepa; Webster, Andrew; Yablonski, Elizabeth

2014-01-01

Mentoring of junior faculty members continues to be a widespread need in academic pharmacy in both new programs and established schools. The American Association of Colleges of Pharmacy (AACP) Joint Council Task Force on Mentoring was charged with gathering information from member colleges and schools and from the literature to determine best practices that could be shared with the academy. The task force summarized their findings regarding the needs and responsibilities for mentors and protégés at all faculty levels; what mentoring pieces are in existence, which need improvement, and which need to be created; and how effective mentoring is defined and could be measured. Based on these findings, the task force developed several recommendations as well as the PAIRS Faculty Mentorship Checklist. Academic institutions can benefit from the checklist whether they are planning to implement a faculty mentorship program or are interested in modifying existing programs. PMID:24954938

Perspective: follow the money: the implications of medical schools' funds flow models.

PubMed

Miller, Jeffrey C; Andersson, George E; Cohen, Marcia; Cohen, Stephen M; Gibson, Scott; Hindery, Michael A; Hooven, Martha; Krakower, Jack; Browdy, David H

2012-12-01

Medical schools conduct research, provide clinical care, and educate future physicians and scientists. Each school has its own unique mix of revenue sources and expense sharing among the medical school, faculty practice plan(s), parent university, and affiliated hospital(s). Despite these differences, revenues from clinical care subsidize the money-losing research and education missions at every medical school.In this perspective, the authors discuss the flow of funds among a medical school, its faculty practice plan(s), parent university, and affiliated hospital(s). They summarize where medical school revenues come from, how revenues and expenses flow within a medical school and between a medical school and its partners, and why understanding this process is crucial to leading and managing such an enterprise. They conclude with recommendations for medical schools to consider in developing funds flow models that meet their individual needs and circumstances: (1) understand economic drivers, (2) reward desired behaviors, (3) enable every unit to generate a positive margin, (4) communicate budget priorities, financial performance, and the use of institutional resources, and (5) establish principles for sharing resources and allocating expenses among entities within the institution.Medical schools should develop funds flow models that are transparent, aligned with their strategic priorities, and reward the behaviors necessary to produce effective collaboration within and across mission areas.

Interprofessional Education and Practice Guide No. 7: Development, implementation, and evaluation of a large-scale required interprofessional education foundational programme.

PubMed

Shrader, Sarah; Hodgkins, Renee; Laverentz, Delois; Zaudke, Jana; Waxman, Michael; Johnston, Kristy; Jernigan, Stephen

2016-09-01

Health profession educators and administrators are interested in how to develop an effective and sustainable interprofessional education (IPE) programme. We describe the approach used at the University of Kansas Medical Centre, Kansas City, United States. This approach is a foundational programme with multiple large-scale, half-day events each year. The programme is threaded with common curricular components that build in complexity over time and assures that each learner is exposed to IPE. In this guide, lessons learned and general principles related to the development of IPE programming are discussed. Important areas that educators should consider include curriculum development, engaging leadership, overcoming scheduling barriers, providing faculty development, piloting the programming, planning for logistical coordination, intentionally pairing IP facilitators, anticipating IP conflict, setting clear expectations for learners, publicising the programme, debriefing with faculty, planning for programme evaluation, and developing a scholarship and dissemination plan.

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

PubMed

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

2015-08-01

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

Aligning incentives in health care: physician practice and health system partnership.

PubMed

Levin, L Scott; Gustave, Lori

2013-06-01

The key to successfully aligning hospitals and physicians is financial integration and joint incentives for academic, quality, and clinical productivity. Many physician practices and health systems are moving toward closer integration, but mainly through consolidation and employment strategies. We describe a fully integrated physician and hospital relationship including an overview of an aligned funds flow process that affords the department support for clinical services and teaching, research, and administrative activity. We also describe a physician compensation model that provides incentive not only for increased clinical performance, but also quality and academic objectives. The content of this article was acquired through our own experience in managing the Department of Orthopaedic Surgery at the University of Pennsylvania Health System including the health system's funds flow process. Based on input from both health system leaders and the faculty, the department's compensation plan was totally redesigned to create a line-of-sight plan that credits clinical performance and academic productivity. Our model is multifactorial and provides sustainable support for the department and a compensation plan that is competitive within the local market and nationally. The health system's funds flow process has enhanced alignment of the faculty and hospitals by providing compensation for nonclinical time and assists the department's growth strategies by providing funding for new faculty and gain-sharing of improved hospital margin. The implementation of the compensation plan increased productivity by 8% in its first year with no additional resources. Academic productivity in that same year was arguably at or above any other year in the department's history in terms of accepted publications, national presentations, and research grants awarded. A model of complete integration between an academic department and a health system is achievable through a systematic process of mission-based support.

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

Health Research and Millennium Development Goals: Identifying the Gap From Public Health Perspective.

PubMed

El Lawindi, Mona I; Galal, Yasmine S; Khairy, Walaa A

2015-08-23

Assessing the research output within the universities could provide an effective means for tracking the Millennium Development Goals (MDGs) progress. This analytical database study was designed to assess the trend of research theses conducted by the Public Health Department (PHD), Faculty of Medicine, Cairo University during the period 1990 to 2014 as related to the: MDGS, Faculty and department research priority plans and to identify the discrepancies between researchers' priorities versus national and international research priorities. A manual search of the theses was done at the Postgraduate Library using a specially designed checklist to chart adherence of each thesis to: MDGs, Faculty and department research plans (RPs). The theses' profile showed that the highest research output was for addressing the MDGS followed by the PHD and Faculty RPs. Compliance to MDGs 5 and 6 was obvious, whereas; MDGs 2, 3, and 7 were not represented at all after year 2000. No significant difference was found between PH theses addressing the Faculty RPs and those which were not before and after 2010. A significantly lower percent of PH theses was fulfilling the PHD research priorities compared to those which were not after 2010. This study showed a definite decline in research output tackling the MDGS and PHD research priorities, with a non-significant increase in the production of theses addressing the Faculty RPs. The present study is a practical model for policy makers within the universities to develop and implement a reliable monitoring and evaluation system for assessment of research output.

Supporting Source Integration in Student Writing

ERIC Educational Resources Information Center

Refaei, Brenda; Kumar, Rita; Wahman, M. Lauren; Peplow, Amber Burkett

2017-01-01

A cross-disciplinary team of composition, communication, and library faculty used lesson study to investigate interdisciplinary instructional strategies to improve students' use of quoting in their writing. The team developed a three-class lesson plan to introduce the concept of quoting, practice the concept, and allow students to reflect on their…

Merging Expertise: Preparing Collaborative Educators

ERIC Educational Resources Information Center

Altieri, Elizabeth M.; Colley, Kenna M.; Daniel, Leslie S.; Dickenson, Kathie W.

2015-01-01

In this article, teacher education faculty of a medium-size university, historically grounded in teacher preparation within a rural context, describe their ongoing work to transform their practice in order to prepare special and general educators who co-plan, co-teach, and co-assess with their counterparts in the field. Follow-up research with…

Beyond Change Blindness: Embracing the Technology Revolution in Higher Education

ERIC Educational Resources Information Center

Sutton, Kimberly Kode; DeSantis, Josh

2017-01-01

The pace of education technology innovation outpaces many professors' abilities to thoughtfully integrate new tools in their teaching practice. This poses challenges for higher education faculty as well as those responsible for planning professional development in higher education. This article explores recent trends in education technology and…

Campus-Based Practices for Promoting Student Success: Software Solutions. Research Brief

ERIC Educational Resources Information Center

Horn, Aaron S.; Reinert, Leah; Reis, Michael

2015-01-01

Colleges and universities are increasingly adopting various software solutions to raise degree completion rates and lower costs (Ferguson, 2012; Vendituoli, 2014; Yanosky, 2014). Student success software, also known as Integrated Planning and Advising Services (IPAS), appears to be in high demand among both students and faculty (Dahlstrom &…

Curriculum Model for Optometry: Outcomes of the Process.

ERIC Educational Resources Information Center

Berman, Morris S.

1994-01-01

A national conference of colleges of optometry focused on planning for optometric curricular reform and faculty development. Issues addressed included changes needed to meet entry-level professional needs, available resources, changes in optometry practice, and optometry's role in health care reform. Task forces worked together to develop a…

Planning Faculty Reduction.

ERIC Educational Resources Information Center

Rose, Homer C., Jr.; Hample, Stephen R.

1982-01-01

Considerations that can help colleges and universities develop institutionally specific strategies for planning faculty reductions are addressed. It is suggested that an institution can provide a fair and workable reduction plan if it: thoroughly explores alternatives to faculty layoffs; develops explicit standards and procedures for reduction…

Impact of individualized learning plans on United States senior medical students advanced clinical rotations.

PubMed

Guardiola, Amalia; Barratt, Michelle S; Omoruyi, Emma A

2016-01-01

The individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We conducted a survey of graduating medical students that contained both quantitative and open-ended questions regarding the students' experiences with the ILP during their advanced practice clerkship from July 2014 to March 2016. We systematically identified and compiled themes among the qualitative responses. Responses from 294 out of 460 subjects were included for analysis (63.9%). Ninety students (30.6%) reported that the ILP was definitely reviewed at the midpoint and 88 (29.9%) at the final evaluation. One hundred sixty one students (54.8%) felt the ILP provided a framework for learning. One hundred sixty one students (61.6%) felt it was a useful tool in helping open a discussion between the student and faculty. The qualitative data was grouped by areas most mentioned and these areas of concern centered on lack of faculty knowledge about ILP, time to complete ILP, and uncertainty of appropriate goal setting. The majority of students perceive the ILP to be helpful. Our results suggest that active intervention is needed by dedicated and trained faculty to improve ILP utilization. It is recommended that faculty gives students examples of learning goals to create their own learning framework and encourages them to discuss and review the ILP.

A faculty created strategic plan for excellence in nursing education.

PubMed

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

2014-02-08

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

The Interdisciplinary Curriculum for Oncology Palliative Care Education (iCOPE): meeting the challenge of interprofessional education.

PubMed

Head, Barbara A; Schapmire, Tara; Hermann, Carla; Earnshaw, Lori; Faul, Anna; Jones, Carol; Kayser, Karen; Martin, Amy; Shaw, Monica Ann; Woggon, Frank; Pfeifer, Mark

2014-10-01

Background: Interprofessional education is necessary to prepare students of the health professions for successful practice in today's health care environment. Because of its expertise in interdisciplinary practice and team-based care, palliative care should be leading the way in creating educational opportunities for students to learn the skills for team practice and provision of quality patient-centered care. Multiple barriers exist that can discourage those desiring to create and implement truly interdisciplinary curriculum. An interdisciplinary faculty team planned and piloted a mandatory interdisciplinary palliative oncology curriculum and responded to formative feedback. The project took place at a large public metropolitan university. Medical, nursing, and social work students and chaplains completing a clinical pastoral education internship participated in the curriculum. Formative feedback was received via the consultation of an interdisciplinary group of palliative education experts, focus groups from students, and student evaluations of each learning modality. Multiple barriers were experienced and successfully addressed by the faculty team. Curricular components were redesigned based on formative feedback. Openness to this feedback coupled with flexibility and compromise enabled the faculty team to create an efficient, sustainable, and feasible interdisciplinary palliative oncology curriculum. Interdisciplinary palliative education can be successful if faculty teams are willing to confront challenges, accept feedback on multiple levels, and compromise while maintaining focus on desired learner outcomes.

Small Groups, Big Change: Preliminary Findings from the Sparks for Change Institute

NASA Astrophysics Data System (ADS)

Kirsch, R.; Batchelor, R. L.; Habtes, S. Y.; King, B.; Crockett, J.

2017-12-01

The geoscience professoriate continues to under represent women and minorities, yet the value of diversity, both for science as well as recruiting and retaining diverse students, is well known. While there are growing numbers of early career tenure-track minority faculty, low retention rates pose a challenge for sustained diversity in the professoriate. Part of this challenge is the lack of institutional support and recognition in tenure and promotion pathways for faculty who undertake broadening participation efforts. Sparks for Change is a NSF Geoscience Opportunities for Leadership in Diversity (GOLD)-funded project that aims to change departmental culture to better value and reward inclusion and broadening participation efforts. By encouraging, recognizing, and rewarding diversity, equity, and inclusion (DEI) efforts at the department level, we aim to support and retain underrepresented minority (URM) faculty, who often disproportionately undertake these efforts, and to build more inclusive environments for faculty, staff and students alike. Sparks for Change utilizes a small group theory of change, arguing that the effort of a small group of committed individuals inside the organization is the best way to overcome the institutional inertia of academic departments that makes them resistant to change. For this effort, we propose that the ideal composition of these small groups is a junior faculty URM who is interested in DEI in the geosciences, a senior member of that same department who can lend weight to efforts and is positioned to help enact department policy, and an external broadening participation expert who can share best practices and provide accountability for the group. Eleven of these small groups, representing a range of institutions, will be brought together at the Sparks for Change Institute in Boulder, CO, in September. There they will receive leadership training on adaptive, transformative, and solidarity practices, share DEI experiences and best practices, build a community of "change agents", and develop department-specific action plans for their own institution. In this talk we will discuss our findings from the institute and highlight some of the action plans the small groups developed for changing their department.

The Value of Clinical Jazz: Teaching Critical Reflection on, in, and Toward Action.

PubMed

Casapulla, Sharon; Longenecker, Randall; Beverly, Elizabeth A

2016-05-01

Clinical Jazz is a small-group strategy in medical education designed to develop interpersonal skills and improve doctor-patient and interprofessional relationships. The purpose of this study was to explore medical students' and faculty facilitators' perceived value of Clinical Jazz. We conducted a modified Nominal Group Process with participating medical students (n=21), faculty facilitators (n=5), and research team members (n=3). Students and faculty facilitators independently answered the question, "What do you value about Clinical Jazz?" We then conducted content and thematic analyses on the resulting data. Three themes emerged during analysis: (1) students and faculty appreciated the opportunity to learn and practice a thoughtful and structured process for problem solving, (2) students and faculty valued the safety of the group process in sharing a diversity of perspectives on topics in medicine, and (3) students and faculty acknowledged the importance of addressing real and challenging problems that are rarely addressed in formal lectures and other planned small-group settings. Clinical Jazz provides students and faculty with the opportunity to address the hidden and/or informal curriculum in medical education, while providing a safe space and time to solve important clinical and interprofessional problems.

American Historical Association Faculty Development Program: Planning and Implementation.

ERIC Educational Resources Information Center

Hoffmann, Charles

The planning and implementation processes of the Long Island Faculty Development Program are described. Originally sponsored by the American Historical Association's Faculty Development Program to improve history instruction, this project includes faculty representatives from four Long Island universities, colleges, and junior colleges. The…

Using Organizational Philosophy to Create a Self-Sustaining Compensation Plan Without Harming Academic Missions.

PubMed

Leverence, Robert; Nuttall, Richard; Palmer, Rachel; Segal, Mark; Wood, Alicia; Yancey, Fay; Shuster, Jonathon; Brantly, Mark; Hromas, Robert

2017-08-01

Academic physician reimbursement has moved to productivity-based compensation plans. To be sustainable, such plans must be self-funding. Additionally, unless research and education are appropriately valued, faculty involved in these efforts will become disillusioned, yet revenue generation in these activities is less robust than for clinical care activities. Faculty at the Department of Medicine, University of Florida Health, elected a committee of junior and senior faculty and division chiefs to restructure the compensation plan in fiscal year (FY) 2011. This committee was charged with designing a new compensation plan based on seven principles of organizational philosophy: equity, compensation coupled to productivity, authority aligned with responsibility, respect for all academic missions, transparency, professionalism, and self-funding in each academic mission. The new compensation plan was implemented in FY2013. A survey administered at the end of FY2015 showed that 61% (76/125) of faculty were more satisfied with this plan than the previous plan. Since the year before implementation, clinical relative value units per faculty increased 7% (from 3,458 in FY2012 to 3,704 in FY2015, P < .002), incentives paid per faculty increased 250% (from $3,191 in FY2012 to $11,153 in FY2015, P ≤ .001), and publications per faculty increased 15% (from 2.6 in FY2012 to 3.0 in FY2015, P < .001). Grant submissions, external funding, and teaching hours also increased per faculty but did not reach statistical significance. An important next step will be to incorporate quality metrics into the compensation plan, without affecting costs or throughput.

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

NASA Astrophysics Data System (ADS)

MacDonald, R.; Savina, M. E.

2003-12-01

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

Implementing and evaluating an interprofessional minority health conference for social work and healthcare professionals.

PubMed

Washington, Tiffany R; Ward, Trina Salm; Young, Henry N; Orpinas, Pamela; Cornelius, Llewellyn J

2017-11-01

Interprofessional education (IPE) is one strategy for addressing health inequities; however, little attention has been paid to continuing IPE for practicing social work and healthcare professionals. This article offers guidance to faculty in social work and health-related academic units on offering continuing IPE on the topic of minority health. An interprofessional group of faculty offered a day-long conference on minority health, ethics, and social justice. The conference goal was to promote interprofessional communication in a co-learning environment and promote dialogue on social determinants of health and health equity in the state. Data were obtained from surveys and analysis of work plans developed during the conference. Workshop participants were majority White (62%), social workers (79%), and practiced for 14 years on average. The most useful topics were dementia and polypharmacy. Takeaway strategies included interprofessional work, being mindful of access to resources, and engagement in continuing education. Lessons learned include plan in advance for all professions; recruit faculty and students from multiple departments to increase interprofessional diversity; offer strategies and incentives to increase student participation; be strategic about conference location and format; and identify a strategic format and theme. IPE is a means of preparing learners for working together in their future careers to provide high-quality patient-centred care and reduce health disparities. Professional development can provide an opportunity to enhance skills to address health disparities, and learning can be significantly enhanced when participants connect with colleagues from different professions, discuss diverse opinions, and share successful practices.

Using student writing assignments to assess critical thinking skills: a holistic approach.

PubMed

Niedringhaus, L K

2001-04-01

This work offers an example of one school's holistic approach to the evaluation of critical thinking by using student writing assignments. Faculty developed tools to assess achievement of critical thinking competencies, such as analysis, synthesis, insight, reflection, open mindedness, and depth, breadth, and appropriateness of clinical interventions. Faculty created a model for the development of program-specific critical thinking competencies, selected appropriate writing assignments that demonstrate critical thinking, and implemented a holistic assessment plan for data collection and analysis. Holistic assessment involves the identification of shared values and practices, and the use of concepts and language important to nursing.

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

ERIC Educational Resources Information Center

Altieri, Guy; And Others

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

Changing Organizational Culture to Achieve Excellence in Research

ERIC Educational Resources Information Center

Shera, Wes

2008-01-01

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

Preventing Substance Abuse: A Guide for School Counselors.

ERIC Educational Resources Information Center

Sales, Amos

The focus of this book is on the identification of practical knowledge and skill needed and an action plan to implement prevention programming in schools. The text is written as a resource for practitioners, students, and faculty in school counseling. It is designed to facilitate development of knowledge necessary to implement comprehensive…

Web 2.0 for the Online Graduate Student: Technology Immersion for Both Curriculum and Residency

ERIC Educational Resources Information Center

Hewitt, Anne M.; Spencer, Susan S.

2012-01-01

Technology Integration has emerged as the ultimate critical educational challenge for the twenty-first century. Although many universities tout technology immersion in strategic plans, reality suggests that faculty often serve as the key change agents. As online programs increase exponentially, technology best practices become essential for fully…

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2013 CFR

2013-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2010 CFR

2010-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2011 CFR

2011-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2014 CFR

2014-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2012 CFR

2012-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

Proceedings: Conference on Institutional Planning in Community Colleges (Seattle, Washington, April 29-30, 1976). Occasional Paper Number 27.

ERIC Educational Resources Information Center

Morishima, James K., Ed.; And Others

This document contains three conference papers concerning institutional research at the community college level. Ann Bromley discusses the practical implications of institutional research. The president, administrative staff, and faculty must be involved in identification of research issues, formulation of design, and application of findings.…

Curriculum-Integrated Information Literacy (CIIL) in a Community College Nursing Program: A Practical Model

ERIC Educational Resources Information Center

Argüelles, Carlos

2016-01-01

This article describes a strategy to integrate information literacy into the curriculum of a nursing program in a community college. The model is articulated in four explained phases: preparatory, planning, implementation, and evaluation. It describes a collaborative process encouraging librarians to work with nursing faculty, driving students to…

The Evolution of the Medical School Deanship: From Patriarch to CEO to System Dean

PubMed Central

Schieffler, Danny A; Farrell, Philip M; Kahn, Marc J; Culbertson, Richard A

2017-01-01

Medical school deanship in the US has evolved during the past 200 years as the complexity of the US health care system has evolved. With the introduction of Medicare and Medicaid and the growth of the National Institutes of Health, the 19th-century and first half of the 20th-century role of the medical school dean as guild master transformed into that of resource allocator as faculty practice plans grew in scope and grew as an important source of medical school and university revenue. By 2000, the role of the medical school dean had transformed into that of CEO, with the dean having control over school mission and strategy, faculty practice plans, education, research dollars, and philanthropy. An alternative path to the Dean/CEO model has developed—the System Dean, who functions as a team player within a broader health system that determines the mission for the medical school and the related clinical enterprise. In this paper, the authors discuss the evolution of the medical school dean with respect to scope of authority and role within the health care system. PMID:28241915

Health Research and Millennium Development Goals: Identifying the Gap From Public Health Perspective

PubMed Central

El Lawindi, Mona I.; Galal, Yasmine S.; Khairy, Walaa A.

2016-01-01

Assessing the research output within the universities could provide an effective means for tracking the Millennium Development Goals (MDGs) progress. This analytical database study was designed to assess the trend of research theses conducted by the Public Health Department (PHD), Faculty of Medicine, Cairo University during the period 1990 to 2014 as related to the: MDGS, Faculty and department research priority plans and to identify the discrepancies between researchers’ priorities versus national and international research priorities. A manual search of the theses was done at the Postgraduate Library using a specially designed checklist to chart adherence of each thesis to: MDGs, Faculty and department research plans (RPs). The theses’ profile showed that the highest research output was for addressing the MDGS followed by the PHD and Faculty RPs. Compliance to MDGs 5 and 6 was obvious, whereas; MDGs 2, 3, and 7 were not represented at all after year 2000. No significant difference was found between PH theses addressing the Faculty RPs and those which were not before and after 2010. A significantly lower percent of PH theses was fulfilling the PHD research priorities compared to those which were not after 2010. This study showed a definite decline in research output tackling the MDGS and PHD research priorities, with a non-significant increase in the production of theses addressing the Faculty RPs. The present study is a practical model for policy makers within the universities to develop and implement a reliable monitoring and evaluation system for assessment of research output. PMID:26652084

Faculty practice in a small liberal arts college.

PubMed

Speziale, H J

2001-01-01

Small liberal arts colleges are challenged to find ways to participate in faculty practice. With limited access to large healthcare centers, small liberal arts colleges must create innovative faculty practice models. The author shares one college's experience in faculty practice that can be used by others, detailing practice development, funding, developmental challenges, and future goals.

Faculty Practice: Something for Everyone.

ERIC Educational Resources Information Center

Nichols, Carol

1985-01-01

Faculty practice (a clinical practice based in the educational institution and staffed and directed by faculty who participate in that practice) is examined as it applies to nursing educators. Elements discussed include faculty responsibility and group functioning, director role, clinical secretary role, clinical setting, patient characteristics,…

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…

Current Faculty Development Practices for Alternative Delivery Systems in Christian Higher Education Institutions: A Qualitative Study

ERIC Educational Resources Information Center

Yates, Steven Lowell

2009-01-01

This research study was an investigation of current faculty development practices for alternative delivery systems. Attention was given to faculty development in general as well as specific facets of faculty development for alternative delivery systems. Future or intended faculty development practices were pursued, along with factors that…

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

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

PubMed

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

2011-01-01

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

Collegewide Promotion of E-Learning/Active Learning and Faculty Development

ERIC Educational Resources Information Center

Ogawa, Nobuyuki; Shimizu, Akira

2016-01-01

Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning…

A Maturity Model: Does It Provide a Path for Online Course Design?

ERIC Educational Resources Information Center

Neuhauser, Charlotte

2004-01-01

Maturity models are successfully used by organizations attempting to improve their processes, products, and delivery. As more faculty include online course design and teaching, a maturity model of online course design may serve as a tool in planning and assessing their courses for improvement based on best practices. This article presents such a…

An exercise in controversy. Case study: revising a physician employment agreement.

PubMed

Fitzgerald, Paul E; Burkett, Steven H; Key, Charles M

2003-01-01

The physician employment agreement at a faculty practice plan did not meet the needs of a modern health care employer or its medical staff. This article describes the communication among medical group management, medical leadership and the medical staff during the revision of the agreement, as well as the process used to develop a new document.

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

ERIC Educational Resources Information Center

Newland, Jamesetta A.; Truglio-Londrigan, Marie

2003-01-01

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

Administrative considerations when implementing ACS/APDS Skills Curriculum.

PubMed

Rooney, Deborah; Pugh, Carla; Auyang, Edward; Hungness, Eric; Darosa, Debra

2010-05-01

With time and cost constraints, implementing an effective, yet efficient, skills curriculum poses significant challenges. Our purpose is to describe a successful curriculum administrative structure that promoted faculty buy-in and accountability, learner responsibility, and acceptable resource usage. A total of 14 American College of Surgery (ACS) modules were included in the postgraduate year 1 curriculum. Before arrival, 2 modules were sent to newly matched residents. Remaining modules were administered over a 4-month period, with integrated, independent practice opportunities, as well as 4 mentored and 1 peer practice sessions. A total of 2 verifications of proficiency (VOP) progress exams and 1 final comprehensive VOP were administered. To promote faculty ownership, 1 faculty member was asked to lead each module. Module leaders attended an orientation and development session, and created an instructional management plan. Each module was taught by the leader and 2 additional faculty coinstructors, and evaluated by residents. Equipment, resource costs, and man-hours were tracked. Faculty buy-in was demonstrated by enthusiastic participation, with only 2 absences. Residents gave high ratings to all the modules (range, 4.22-4.89/5). Curriculum costs were approximately $21,500, reduced from potential costs of $187,000 if all simulators would have been purchased new. The estimated budget for year 2 is $17,000. It is critical for new curricula to have resident and faculty buy-in, accountability for quality teaching and learning, and reasonable resource use. We provide suggestions for structuring a curriculum to ensure accomplishment of these important drivers. Copyright 2010 Mosby, Inc. All rights reserved.

Concordance Between Clinical Practice and Published Evidence: Findings From Virginia Commonwealth University School of Dentistry.

PubMed

Chiang, Harmeet K; Best, Al M; Sarrett, David C

2017-09-01

To evaluate the concordance between clinical practice and published evidence by dental faculty and graduating students of the Virginia Commonwealth University School of Dentistry. A questionnaire previously developed by the National Dental Practice-Based Research Network with 12 clinical scenarios was administered to VCU faculty and graduating students. Responses were scored as either consistent or inconsistent with published evidence and then analyzed for differences between dental faculty, graduating students, and the national results. There were 43 dental faculty members with at least half-time student contact who responded to the survey. Faculty concordance ranged from 33% to 100%, and general practice faculty had the highest concordance (82%). Eighty-five of the graduating class of 98 responded to the survey, and student concordance ranged from 18% to 92% and averaged 67%. General practice faculty had higher concordance with published evidence than recently graduated dental students. Graduating students and dental faculty demonstrated higher concordance with evidence-based practice than practitioners in the National Dental Practice-Based Research Network. General practice dental faculty demonstrated adequate concordance, but students demonstrated only a medium-level concordance. Practitioners involved in teaching dental students are better able to keep up with evolving evidence and are better able to demonstrate evidence-based practice. Copyright © 2017 Elsevier Inc. All rights reserved.

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

NASA Astrophysics Data System (ADS)

Potter, Robert; Meisels, Gerry

2005-06-01

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

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…

Promoting the teaching of critical thinking skills through faculty development.

PubMed

Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

2009-06-01

Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development.

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

NASA Astrophysics Data System (ADS)

Turley, R. Steven

2002-04-01

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

Teaching about the Earth Online: Faculty-Sourced Guidance from InTeGrate

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Bralower, T. J.; Anbar, A. D.; Leinbach, A.

2017-12-01

Teaching online is growing in acceptance within the higher education community and its accessibility creates an opportunity to reach students from diverse backgrounds with geoscience content. There is a need to develop best practices for teaching about Earth online as new technologies, pedagogical approaches, and teaching materials that incorporate societal issues and data emerge. In response to this need, the InTeGrate: Teaching about Earth for a Sustainable Future project convened a workshop of interdisciplinary faculty who teach about the Earth online, in a variety of contexts, to develop consensus best-practices, collect online resources, and develop teaching materials to share with the rest of the community. Workshop participants generated five broad categories of guidance for faculty teaching online: develop communication and a sense of community among class participants, stimulate student engagement, develop activity frameworks that scale with class size, include information literacy in the curriculum explicitly, and employ effective management and assessment techniques. Many of the best practices highlighted by the group are not unique to teaching online, but teaching online rather than face-to-face affects how they are or can be implemented. The suite of webpages developed from this work showcase specific strategies in each area, underpinned by examples drawn from the experiences of the participants. This resource can provide a wealth of advice for faculty seeking help for teaching online. Faculty can also provide feedback on the strategies and add their own experiences to the collection. Participants also worked together in teams to develop new or revise existing teaching resources to make available via the InTeGrate website. In addition, they shared insights about online resources they use in their teaching and class management and developed plans for an online repository for next-generation, interactive educational materials and tools for creating them. All of the best practices guidance, teaching materials, and online resources from the workshop can be found via the InTeGrate website - http://serc.carleton.edu/integrate/workshops/online_learning/index.html.

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

PubMed

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

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

[Effectiveness and difficulty of education on nosocomial infection control for pre-clinical practice in the clinic, so-called inclusive clinical practice phase I, for students in the Faculty of Dentistry, Tokyo Medical and Dental University].

PubMed

Sunakawa, Mitsuhiro; Matsumoto, Hiroyuki

2009-03-01

It has been planned to give pre-clinical practice in the clinic, so-called inclusive clinical practice phase I, for fifth-grade students in the School of Dentistry, Faculty of Dentistry, Tokyo Medical and Dental University, to give them the clinical training needed to perform dental practice and clinical practicum for comprehensive patient care, namely inclusive clinical practice phase II. This study analyzed the educative efficiency of the class on nosocomial infection control (NIC) by comparing achievements pre- and post-test, and discussed appropriate education planning on the NIC for dental students. Sixty-two fifth-grade students in the 2007 academic year sat the pre- and post-tests; the mean score and standard deviation of these tests were 5.30 +/- 1.26 (n = 56) and 8.59 +/- 1.18 (n = 59), respectively. There was a statistically significant difference between them (paired t-test, p < 0.01). Another finding was that students with high scores in the post-test did not necessarily achieve high ratings in the pre-test. It is suggested that the introduction of pre- and post-tests and the clarification of main points in the class as a theme of NIC could be a useful tool for increasing the comprehension of students on the theme. Since students at lower grades will attend clinical practice in the university hospital, it is thought that students should be given NIC training early in the clinical course, and the current curriculum should be improved to increase the opportunity for students to study this important issue.

Special Issue: Understanding the New Majority of Non-Tenure-Track Faculty in Higher Education--Demographics, Experiences, and Plans of Action

ERIC Educational Resources Information Center

Kezar, Adrianna; Sam, Cecile

2010-01-01

This monograph provides a portrait of non-tenure-track faculty, describes studies of their experiences, and proposes plans of action. Much of the research, particularly early on, tried to provide a picture and description of this faculty that have been largely invisible for years. Therefore, "Portrait of Non-Tenure-Track Faculty" focuses on the…

Supporting Online Faculty through Communities of Practice: Finding the Faculty Voice

ERIC Educational Resources Information Center

Golden, Julie E.

2016-01-01

Faculty development efforts for supporting online instructors represent a growing concern for higher education administrators. Providing online faculty with enriching experiences designed to improve practice, combat isolation, and share knowledge and resources is a challenge. This review examines the use of a community of practice (CoP) approach…

Faculty Development for Continuing Interprofessional Education and Collaborative Practice

ERIC Educational Resources Information Center

Silver, Ivan L.; Leslie, Karen

2009-01-01

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

A Guide to Faculty Development: Practical Advice, Examples, and Resources.

ERIC Educational Resources Information Center

Gillespie, Kay Herr, Ed.

Chapters in this guide provide practical guidance and useful information and resources relating to important aspects of faculty development, from setting up a faculty development program to assessing teaching practices. The chapters are: (1) "Faculty, Instructional, and Organizational Development: Options and Choices" (Robert M. Diamond); (2) "Ten…

Facilitation in Action: The Reflective Practice of Two Facilitators Using a Participation Training Model

ERIC Educational Resources Information Center

Treff, Marjorie E.; Earnest, Steve

2016-01-01

This article describes the experiences of two graduate faculty members from Indiana University who facilitated two workshops sponsored by Ball State University at Highlander Research and Education Center, one in May of 2013, and another in May of 2014. We describe the history of Participation Training, the program we used to plan and conduct…

A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation

ERIC Educational Resources Information Center

Alyaseen, Haneen

2017-01-01

New innovative methods of teaching and learning adopted from mainstream research and development in educational theory and practice are being adapted to serve the unique needs of the medical professions. The success of these methods requires careful planning and establishment of faculty development programs. The purpose of this study is to perform…

Exploring the Role of Instructional Technology in Course Planning and Classroom Teaching: Implications for Pedagogical Reform

ERIC Educational Resources Information Center

Hora, Matthew T.; Holden, Jeremiah

2013-01-01

Instructional technology plays a key role in many teaching reform efforts at the postsecondary level, yet evidence suggests that faculty adopt these technology-based innovations in a slow and inconsistent fashion. A key to improving these efforts is to understand local practice and use these insights to design more locally attuned interventions.…

Evidence-Based Teaching Practice in Nursing Education: Faculty Perspectives and Practices.

PubMed

Kalb, Kathleen A; O'Conner-Von, Susan K; Brockway, Christine; Rierson, Cindy L; Sendelbach, Sue

2015-01-01

This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP). Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation and educational measurement, and program development has not been reported. Nurse administrators of accredited nursing programs in the United States (N = 1,586) were emailed information about the study, including the research consent form and anonymous survey link, and invited to forward information to nursing faculty. Respondents (551 faculty and nurse administrators) described the importance of EBTP in nursing education, used multiple sources of evidence in their faculty responsibilities, and identified factors that influence their ability to use EBTP. EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.

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

PubMed

Tschannen, Dana; Aebersold, Michelle

2010-08-01

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

The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development

ERIC Educational Resources Information Center

Cook-Sather, Alison; Schlosser, Joel Alden; Sweeney, Abigail; Peterson, Laurel M.; Cassidy, Kimberly Wright; Colón García, Ana

2018-01-01

Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and…

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.

The implementation of clay modeling and rat dissection into the human anatomy and physiology curriculum of a large urban community college.

PubMed

Haspel, Carol; Motoike, Howard K; Lenchner, Erez

2014-01-01

After a considerable amount of research and experimentation, cat dissection was replaced with rat dissection and clay modeling in the human anatomy and physiology laboratory curricula at La Guardia Community College (LAGCC), a large urban community college of the City University of New York (CUNY). This article describes the challenges faculty overcame and the techniques used to solve them. Methods involved were: developing a laboratory manual in conjunction with the publisher, holding training sessions for faculty and staff, the development of instructional outlines for students and lesson plans for faculty, the installation of storage facilities to hold mannequins instead of cat specimens, and designing mannequin clean-up techniques that could be used by more than one thousand students each semester. The effectiveness of these curricular changes was assessed by examining student muscle practical examination grades and the responses of faculty and students to questionnaires. The results demonstrated that the majority of faculty felt prepared to teach using clay modeling and believed the activity was effective in presenting lesson content. Students undertaking clay modeling had significantly higher muscle practical examination grades than students undertaking cat dissection, and the majority of students believed that clay modeling was an effective technique to learn human skeletal, respiratory, and cardiovascular anatomy, which included the names and locations of blood vessels. Furthermore, the majority of students felt that rat dissection helped them learn nervous, digestive, urinary, and reproductive system anatomy. Faculty experience at LAGCC may serve as a resource to other academic institutions developing new curricula for large, on-going courses. © 2013 American Association of Anatomists.

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

PubMed Central

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

2009-01-01

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

Clinical leadership project.

PubMed

Kling, Vera G

2010-11-01

Nurse educators seek innovative strategies to maximize student learning in the classroom and clinical settings. Students enrolled in a nursing leadership and management course often find they spend more clinical time observing leaders than practicing the necessary skills to lead others in the provision of nursing care. In addition, opportunities to explore the nurse educator role often do not exist in baccalaureate nursing education, despite the shortage of nurse educators. An experience was developed in a baccalaureate nursing program to give senior students, under supervision of faculty, the opportunity to lead and evaluate lower-level students providing patient care in the clinical setting and to experience the role of nursing faculty. Feedback from senior students was positive, and students noted increased proficiency in leadership ability and critical thinking. Student interest in the nurse educator role was also enhanced. Program expansion and evaluation with faculty, clinical staff, and patients are planned. Copyright 2010, SLACK Incorporated.

Post-Katrina: study in crisis-related program adaptability.

PubMed

Pero, Colin D; Pou, Anna M; Arriaga, Moises A; Nuss, Daniel W

2008-03-01

To discuss disaster planning, didactic reorganization, and clinical realignments useful in rebuilding academic otolaryngology residency programs after disaster. We describe our reorganization and analysis of objective measures in resident education before and after Hurricane Katrina. Post-Katrina, the number of full-time faculty and part-time clinical instructors/gratis faculty has decreased (4 vs 9 and 36 vs 43, respectively), but the number of part-time LSU faculty (private-academic partnership) has increased (0 vs 3) with overall improved resident supervision. Resident complement decreased by 9.3%. Surgical case loads are essentially unchanged. Reorganization of the didactic schedule has increased attendance and maintained examination scores above national averages. Establishment of two new practice sites provided an adequate number of patients for residency training. Poststorm reorganization has maintained or exceeded pre-Katrina performance standards. Establishment of communication and data retrieval proved irreplaceable and demand advance preparation.

Medical student, resident, and faculty use of a computerized literature searching system.

PubMed

Markert, R J; Parisi, A J; Barnes, H V; Cohen, S; Goldenberg, K; Mieczkowski, L E; Dunn, M; Siervogel, R M

1989-04-01

The experiences of medical students, residents, and faculty with a computerized literature searching system were evaluated. Third-year medical students, internal medicine and family practice residents, and full-time and voluntary faculty at one medical school had the opportunity to use a full-text and bibliographic medical literature retrieval system free of charge for an eleven-month period. Subjects conducted nearly nine thousand literature searches over a period of 942 system hours. Questionnaire data showed that participants could learn to use and would use an electronic information system, felt capable of using the system, utilized the system for a variety of purposes and in a number of different ways, and viewed the system as a valuable tool in searching the medical literature. The results are discussed in the context of the educational needs of the four user-groups and medical education planning by institutions.

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…

Career development resource: promotion to associate professor.

PubMed

Sanfey, Hilary; Hollands, Celeste

2012-07-01

This will most likely be the first time through the promotion and tenure process for the faculty member. The faculty member is responsible for meeting with the department chair and/or division chief on a regular basis to determine if she is on the right time line to successfully achieve promotion to associate professor. A physician will begin seriously preparing her portfolio for promotion to associate professor about 5 to 6 years out of training, at which time she will have some considerable experience running a practice and managing her time. However, the planning process for promotion should begin immediately upon starting the first academic position. Copyright © 2012. Published by Elsevier Inc.

Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

NASA Astrophysics Data System (ADS)

Kurland, Shelley Chih-Hsian

Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

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

PubMed

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

2016-11-12

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

Fiscal Year 1996 Annual Report and Five-Year (1996-2000) Strategic Investment Plan

DTIC Science & Technology

1996-03-01

dissolved and solid-associated organic carbon compounds associated with sorption and biodegradative processes. The participation of faculty and graduate...created by adsorbed monolayers of closely packed perfluorinated compounds . Since adsorbed monolayers are not practical as hull coatings, we propose to...the perfluorinated compounds into a polymeric backbone to create comb type polymers with perfluoroalkyl sidechains. These types of polymeric

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

PubMed

Lwoga, Edda T; Questier, Frederik

2015-03-01

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

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

Defining and describing capacity issues in U.S. Doctor of Nursing Practice programs.

PubMed

Minnick, Ann F; Norman, Linda D; Donaghey, Beth

2013-01-01

Recent calls to expand the number of U.S. Doctors of Nursing Practice (DNPs) raises questions about programs' capacities, content and requirements, and their ability to expand. This paper aims to describe (1) key aspects of DNP program capacities that may provide direction for DNP program expansion plans, the timing of such expansion and program QI efforts; and (2) the impact of the DNP on faculty resources for research doctoral programs. A survey of all U.S. DNP programs (n = 130; response rate 72%) was conducted in 2011 based on previously tested items. Reviews of Web sites of nonresponding schools provided some data from all programs. Ratios of students to faculty active in advanced practice (AP) and in QI (QI) were high (AP 11.0:1, SD 10.1; QI 20.2:1, SD 17.0 respectively). There was wide variation in scholarly requirements (0-4: 50% of program had none) and program committee composition (1-5; mode=2). Almost all responding schools that offered PhD and DNP programs reported assigning research-active or potentially research-active faculty in both programs. The ability to expand programs while maintaining quality may be compromised by capacity issues. Addressing demand issues through the alignment of program requirements with societal and employment requirements may provide directions for addressing current DNP capacity issues. Copyright © 2013 Elsevier Inc. All rights reserved.

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.

On the Cutting Edge Professional Development Program: Workshop and Web Resources for Current and Future Geoscience Faculty

NASA Astrophysics Data System (ADS)

MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

2004-12-01

Recognizing that many college and university faculty receive little formal training in teaching, are largely unaware of advances in research on teaching and learning, and face a variety of challenges in advancing in academic careers, the National Science Foundation-funded program On the Cutting Edge provides professional development for current and future faculty in the geosciences at various stages in their careers. The program includes a series of six multi-day workshops, sessions and one-day workshops at professional meetings, and a website with information about workshop opportunities and a variety of resources that bring workshop content to faculty (http://serc.carleton.edu/NAGTWorkshops). The program helps faculty improve their teaching and their job satisfaction by providing resources on instructional methods, geoscience content, and strategies for career planning. Workshop and website resources address innovative and effective practices in teaching, course design, delivery of instructional materials, and career planning, as well as approaches for teaching particular topics and strategies for starting and maintaining a research program in various institutional settings. Each year, special workshops for graduate students and post-doctoral fellows interested in academic careers and for early career faculty complement offerings on course design and emerging topics that are open to the full geoscience community. These special workshops include sessions on topics such as dual careers, gender issues, family-work balance, interviewing and negotiating strategies. The workshops serve as opportunities for networking and community building, with participants building connections with other participants as well as workshop leaders. Workshop participants reflect the full range of institutional diversity as well as ethnic and racial diversity beyond that of the geoscience faculty workforce. More than 40 percent of the faculty participants are female. Of the faculty participants in workshops offered July 2002 through June 2004, workshop participants have come from more than 250 colleges and universities in 49 states and the District of Columbia. Workshop evaluations indicate that the workshops are well received with faculty particularly appreciating the content of the workshops and the opportunities for networking. An important aspect of the program is involvement of the geoscience community in workshop leadership. Leadership roles include serving as co-conveners, invited speakers, demonstration leaders, working group leaders, co-conveners of post-workshop sessions at professional meetings, and contributors to the website.

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…

Radiologic sciences. Faculty needs assessment.

PubMed

Powers, Kevin J

2005-01-01

A total of 326 programs are represented in the data collected. Based on the average number of full- and part-time faculty members reported per program, this survey represents more than 1500 faculty positions. Based on the forecast of retirement and career change for all faculty members, there will be a turnover of 700 to 800 positions over the next 5 to 10 years. Part-time/adjunct faculty vacancies are expected to create the greatest number of opportunities for technologists to make the transition to education, with approximately one third of current part-time/adjunct educators planning on leaving radiologic sciences education within 5 years. To encourage retention of part-time/adjunct educators, annual evaluations should be modified to recognize the important educational role these instructors play. There is a need to create enthusiasm and interest in education as a career pathway for radiologic technologists. Resources are needed that help radiologic technologists make the transition to teaching. Finally, the retention of educators must be emphasized. Program applicant trends indicate radiologic technology students are older, have prior postsecondary education experience or are making a career change. This data emphasizes the need for educators, both full time and part time, to understand the characteristics and needs of the adult learner. Adult learners bring a wealth of education, experience and life skills that create both opportunities and challenges in the classroom and clinical setting. All categories of respondents indicated that their current salaries were greater than those of program graduates in their firstjob. Of interest is that 1 in 5 (20%) of part-time/adjunct educators indicated the opposite--that program graduates earn more in their firstjob than educators earn. When asked about salaries if working full time in clinical practice, the majority of all groups indicated their salary would be about the same or would decrease. Only 20% of program directors, 21% of full-time educators and 26% of part-time/adjunct educators indicated their salary would be higher in clinical practice. Part-time/adjunct educators reported working the most in clinical practice within the past week to month. Program directors exhibited the greatest separation from clinical practice, with more than half indicating a gap of 2 years or more from practicing in the clinical environment. While academic achievement is common among the educator populations sampled, a very low percentage of these educators are seeking an advanced academic degree. Less than a third of those surveyed indicated that they were pursuing an advanced degree. Becoming involved in research is not a requirement for many current educators, although survey participants expressed an interest in information about how to conduct a research project. A primary motivator for conducting the faculty development needs assessment was to use the data in strategic planning to set priorities for the resources available to the ASRT Education Department. The data will help maximize ASRT support for present and future educators. Services created by the ASRT Education Department will deepen the relationship with this key segment of the professional community.

Faculty Development. [SITE 2001 Section].

ERIC Educational Resources Information Center

Gillan, Bob, Ed.; McFerrin, Karen, Ed.

This document contains the papers on faculty development from the SITE (Society for Information Technology & Teacher Education) 2001 conference. Topics covered include: a system of faculty development; a faculty development program for medical educators; developing a faculty of education technology integration plan; supporting the development…

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.

Student-Faculty Interactions about Disappointing Grades: Application of the Goals-Plans-Actions Model and the Theory of Planned Behavior

ERIC Educational Resources Information Center

Henningsen, Mary Lynn Miller; Valde, Kathleen S.; Russell, Gregory A.; Russell, Gregory R.

2011-01-01

The goals-plans-actions model and the theory of planned behavior were used to predict what lead to students having a conversation about a disappointing grade with a faculty member. Participants (N = 130) completed two surveys. In the first survey, participants completed measures of primary and secondary goals, planning, decision to engage,…

Influences on Course Planning. AIR 1988 Annual Forum Paper.

ERIC Educational Resources Information Center

Stark, Joan S.; And Others

Faculty beliefs about educational purpose and the nature of their academic field strongly influence how they plan introductory courses. Significantly different conceptions of educational purpose among faculty in different fields may inhibit agreement on plans for curricular coherence and ways of communicating expectations to students. Interviews…

Faculty Productivity: Practice and Policy.

ERIC Educational Resources Information Center

Quigley, E. James

Information was obtained on current or recently proposed legislation, administrative regulations, policies, practices, reports or studies on any aspect of faculty productivity, faculty workload or teaching load, or faculty activity analysis. Responses were obtained from 34 states. Responses for the 14 states that provided reference material are…

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

PubMed

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

2015-01-01

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

Aligning incentives in orthopaedics: opportunities and challenges -- the Case Medical Center experience.

PubMed

Marcus, Randall E; Zenty, Thomas F; Adelman, Harlin G

2009-10-01

For 30 years, the orthopaedic faculty at Case Western Reserve University worked as an independent private corporation within University Hospitals Case Medical Center (Hospital). However, by 2002, it became progressively obvious to our orthopaedic practice that we needed to modify our business model to better manage the healthcare regulatory changes and decreased reimbursement if we were to continue to attract and retain the best and brightest orthopaedic surgeons to our practice. In 2002, our surgeons created a new entity wholly owned by the parent corporation at the Hospital. As part of this transaction, the parties negotiated a balanced employment model designed to fully integrate the orthopaedic surgeons into the integrated delivery system that included the Hospital. This new faculty practice plan adopted a RVU-based compensation model for the physicians, with components that created incentives both for clinical practice and for academic and administrative service contributions. Over the past 5 years, aligning incentives with the Hospital has substantially increased the clinical productivity of the surgeons and has also benefited the Hospital and our patients. Furthermore, aligned incentives between surgeons and hospitals could be of substantial financial benefit to both, as Medicare moves forward with its bundled project initiative.

Adapting industry-style business model to academia in a system of Performance-based Incentive Compensation.

PubMed

Reece, E Albert; Nugent, Olan; Wheeler, Richard P; Smith, Charles W; Hough, Aubrey J; Winter, Charles

2008-01-01

Performance-Based Incentive Compensation (PBIC) plans currently prevail throughout industry and have repeatedly demonstrated effectiveness as powerful motivational tools for attracting and retaining top talent, enhancing key indicators, increasing employee productivity, and, ultimately, enhancing mission-based parameters. The University of Arkansas for Medical Sciences (UAMS) College of Medicine introduced its PBIC plan to further the transition of the college to a high-performing academic and clinical enterprise. A forward-thinking compensation plan was progressively implemented during a three-year period. After the introduction of an aggressive five-year vision plan in 2002, the college introduced a PBIC plan designed to ensure the retention and recruitment of high-quality faculty through the use of uncapped salaries that reflect each faculty member's clinical, research, and education duties. The PBIC plan was introduced with broad, schoolwide principles adaptable to each department and purposely flexible to allow for tailor-made algorithms to fit the specific approaches required by individual departments. As of July 2006, the college had begun to reap a variety of short-term benefits from Phase I of its PBIC program, including increases in revenue and faculty salaries, and increased faculty morale and satisfaction.Successful implementation of a PBIC plan depends on a host of factors, including the development of a process for evaluating performance that is considered fair and reliable to the entire faculty. The college has become more efficient and effective by adopting such a program, which has helped it to increase overall productivity. The PBIC program continues to challenge our faculty members to attain their highest potential while rewarding them accordingly.

Is the faculty of family planning and reproductive health care guidance on emergency contraception being followed in general practice? An audit in the West Midlands, UK.

PubMed

Bannister, Lisa; Macve, Joanna; Pinkey, Benjamin; Webberley, Helen

2007-07-01

In 2003, the Faculty of Family Planning and Reproductive Health Care (FFPRHC) of the Royal College of Obstetricians and Gynaecologists published guidance on emergency contraception (EC). A literature search revealed no published work describing doctors' actions when prescribing EC. In order to assess the extent to which the FFPRHC Guidance is being followed in general practice, an audit of the medical notes of women requesting EC between January 2003 and December 2004 in six general practice surgeries located in the West Midlands, UK was conducted. From the medical notes, discussions between health care professionals and patients requesting EC regarding ongoing contraceptive needs, the risk of sexually transmitted infections (STIs) and the availability of the emergency intrauterine device (IUD) were recorded. A total of 718 emergency contraceptive pill consultations were analysed. The median age for presentation was 24 years. The 20-24 years age group accounted for the most consultations (30.9%). In 40% of consultations there was no evidence of future contraceptive needs having been discussed. Only 20 (2.8%) consultation notes contained evidence that STIs had been discussed. Chlamydia tests were undertaken in only 15/718 (1.7%) consultations. In only 10 (1.4%) of the consultations was the IUD discussed with the patient as an alternative form of EC. This audit suggests that the FFPRHC Guidance on EC is not being followed in general practice, and therefore patients requesting EC may not be receiving the highest standard of care.

Strategic Planning Effectiveness in Jordanian Universities: Faculty Members' and Academic Administrators' Perspectives

ERIC Educational Resources Information Center

Al-Omari, Aieman Ahmad; Salameh, Kayed M.

2009-01-01

This study aims to explore the faculty and academic administrators' perception of strategic planning effectiveness (SPE) in a reform environment, measuring the impact of university type, gender, and job role. A total of 338 faculty members and 183 academic administrators who enrolled during the first semester of the 2007-08 term at a public and a…

A computerized faculty time-management system in an academic family medicine department.

PubMed

Daugird, Allen J; Arndt, Jane E; Olson, P Richard

2003-02-01

The authors describe the development, implementation, and evaluation of a computerized faculty time-management system (FTMS) in the Department of Family Medicine at the University of North Carolina-Chapel Hill. The FTMS is presented as an integrated set of computerized spreadsheets used annually to allocate faculty time across all mission activities of the department. It was first implemented in 1996 and has been continuously developed since then. An iterative approach has been used to gain consensus among faculty about time resources needed for various tasks of all missions of the department. These time-resource assumptions are used in the computerized system. Faculty time is allocated annually by the department vice chair in negotiation with individual faculty, making sure that the activities planned do not exceed the work time each faculty member has available for the year. During this process, faculty preferences are balanced against department aggregate needs to meet mission commitments and obligations. The authors describe how the computerized FTMS is used for faculty time management and career development, department planning, budget planning, clinical scheduling, and mission cost accounting. They also describe barriers and potential abuses and the challenge of building an organizational culture willing to discuss faculty time openly and committed to developing a system perceived as fair and accurate. The spreadsheet file is available free from the authors for use in other departments.

Family physician clinical compensation in an academic environment: moving away from the relative value unit

PubMed Central

Lochner, Jennifer; Trowbridge, Elizabeth; Kamnetz, Sandra; Pandhi, Nancy

2016-01-01

Background and Objectives Primary care physician compensation structures have remained largely volume-based, lagging behind changes in reimbursement that increasingly include population approaches such as capitation, bundled payments, and care management fees. We describe a population health-based physician compensation plan developed for two departmental family medicine faculty groups (residency teaching clinic faculty and community clinic faculty) along with outcomes before and after the plan’s implementation. Methods An observational study was conducted. A pre-post email survey assessed satisfaction with the plan, salary, and salary equity. Physician retention, panel size, and relative value unit (RVU) productivity metrics also were assessed before and after the plan’s implementation. Results Before implementation of the new plan, 18% of residency faculty and 33% of community faculty were satisfied or very satisfied with compensation structure. After implementation, those numbers rose to 47% for residency physicians and 74% for community physicians (p<0.01). Satisfaction with the amount of compensation also rose from 33% to 68% for residency faculty and from 26% to 87% for community faculty (p<0.01). For both groups, panel size per clinical full-time equivalent increased and RVUs moved closer to national benchmarks. RVUs decreased for residency faculty and increased for community faculty. Conclusions Aligning a compensation plan with population health delivery by moving rewards away from RVU productivity and towards panel management resulted in improved physician satisfaction and retention, as well as larger panel sizes. RVU changes were less predictable. Physician compensation is an important component of care model redesign that emphasizes population health. PMID:27272423

The Faculty Costs to Educate a Biomedical Sciences Graduate Student

PubMed Central

Smolka, Adam J.; Halushka, Perry V.; Garrett-Mayer, Elizabeth

2015-01-01

Academic medical centers nationwide face numerous fiscal challenges resulting from implementation of restructured healthcare delivery models, contracting state support for higher education, and increased competition for federal and other sources of biomedical research funding. In pursuing greater accountability and transparency in its fiscal operations, the Medical University of South Carolina (MUSC) has implemented a responsibility centers management budgetary model, which requires all MUSC colleges to be eventually self-sustaining financially. Graduate schools in the biomedical sciences are particularly vulnerable in the face of these challenges, depending traditionally as they do on financial support from training grant tuition, occasional medical school tuition and medical practice plan revenues, graduate college–based revenue-generating programs, and faculty payment of PhD tuition. The revenue streams are often insufficient to support PhD training programs, and supplemental financial support is required from the institution. In the context of a college of graduate studies, estimates of the cost of educating a graduate student become a significant necessity. This study presents a readily applicable model of empirically estimating the faculty salary costs that may provide a basis for budgetary planning that will help to sustain a biomedical sciences graduate school’s commitment to its teaching, research, and service mission goals. PMID:25673355

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

Historically, teaching has been considered a burden by many academics at institutions of higher education, particularly research scientists. Furthermore, university faculty and prospective faculty often have limited exposure to issues associated with effective teaching and learning. As a result, a series of ineffective teaching and learning strategies are pervasive in university classrooms. This exploratory case study focuses on four biology graduate teaching fellows (BGF) who participated in a National Science Foundation (NSF) GK-12 Program. Such programs were introduced by NSF to enhance the preparation of prospective faculty for their future professional responsibilities. In this particular program, BGF were paired with high school biology teachers (pedagogical mentors) for at least one year. During this yearlong partnership, BGF were involved in a series of activities related to teaching and learning ranging from classroom teaching, tutoring, lesson planning, grading, to participating in professional development conferences and reflecting upon their practices. The purpose of this study was to examine the changes in BGF understanding of teaching and learning processes in science as a function of their pedagogical content knowledge (PCK). In addition, the potential transfer of this knowledge between high school and higher education contexts was investigated. The findings of this study suggest that understanding of teaching and learning processes in science by the BGF changed. Specific aspects of the BGF involvement in the program (such as classroom observations, practice teaching, communicating with mentors, and reflecting upon one's practice) contributed to PCK development. In fact, there is evidence to suggest that constant reflection is critical in the process of change. Concurrently, BGFs enhanced understanding of science teaching and learning processes may be transferable from the high school context to the university context. Future research studies should be designed to explore explicitly this transfer phenomenon.

Perspectives of dental students and faculty about evidence-based dental practice.

PubMed

Abdelkarim, Ahmad; Sullivan, Donna

2014-12-01

The study aimed at evaluating attitudes and perceptions of dental students and faculty toward evidence-based practice, integration of technology and social media, general practitioners' and specialists' scope of practice, and dental practice rewards and disadvantages. A survey instrument was designed with 10 statements rated on a five-point Likert scale (strongly agree to strongly disagree) and an optional comment section. The survey instrument was delivered through SurveyMonkey, whereby 401 students and 182 faculty members from ten U.S. dental schools participated (16% estimated response rate). Null hypotheses regarding the equality between the responses of the two groups were statistically tested using Mann-Whitney U test. Statistical significance was set at .05. Evidence-based practice is positively perceived by both groups, but with significantly higher support by faculty than students (P = 0.002). Both groups agreed that technological advancements are advantageous (P = 0.95), but do not constitute good dentistry and cannot mask poor clinical skills. Students showed higher support for social media than faculty (P = 0.000). Both groups perceived group practices positively. Faculty members showed higher agreement than students toward limitation of dental specialists' practices to their specialties (P = 0.000). Both groups are aware of practice disadvantages, such as increased litigation, health risks, and detriment to the dentist's posture. However, they both perceive dental practice positively despite all these challenges. Students and faculty share generally comparable perspectives toward dental practice. They are both in agreement with evidence-based practice and adoption of technology. They both acknowledge practice limitations. Copyright © 2014 Elsevier Inc. All rights reserved.

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

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

Ju, Melody; Berman, Abigail T.; Hwang, Wei-Ting

Purpose: There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Methods and Materials: Two case scenarios were developed to challenge residents in the delivery of “bad news” to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiationmore » oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Results: Overall resident performance ratings were “good” to “excellent,” with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. Conclusions: The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills.« less

Assessing interpersonal and communication skills in radiation oncology residents: a pilot standardized patient program.

PubMed

Ju, Melody; Berman, Abigail T; Hwang, Wei-Ting; Lamarra, Denise; Baffic, Cordelia; Suneja, Gita; Vapiwala, Neha

2014-04-01

There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Two case scenarios were developed to challenge residents in the delivery of "bad news" to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiation oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Overall resident performance ratings were "good" to "excellent," with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills. Copyright © 2014 Elsevier Inc. All rights reserved.

Preparation for an online asynchronous university doctoral course. Lessons learned.

PubMed

Milstead, J A; Nelson, R

1998-01-01

This article addresses the development of the initial course in the first completely online doctoral program in nursing. Synchronous and asynchronous methods of distance education were assessed. Planning focused at the university, school, and course levels. University planning involved the technical infrastructure, registration, student services, and library services. School planning examined administrative commitment and faculty commitment and willingness. Course planning focused on marketing, precourse information, time frame, modular design, planned interaction, and professor availability and support. Implementation issues centered on getting students connected, learning the software, changing instructional methods, and managing chats. Traditional methods of evaluating student learning and course evaluation were supplemented with the development of qualitative and quantitative tools to gather data for making administrative decisions. The Dean and faculty agreed that the internet was an effective method of delivering content in the initial Health Policy course. The Dean and faculty agreed to continue the PhD program online for one cohort and continue to evaluate student progress and faculty and student satisfaction.

Faculty Practice and Roles of Staff Nurses and Clinical Faculty in Nursing Student Learning.

ERIC Educational Resources Information Center

Langan, Joanne C.

2003-01-01

Focus groups and interviews were conducted with 15 clinical faculty, 4 nursing education administrators, 22 nurses, and 4 hospital administrators involved in clinical placements. When nurses worked with practicing faculty, they experienced less role overload, conflict, and ambiguity. Lack of communication of expectations among administrators,…

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…

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.

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.

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,…

Community-based dental education and the importance of faculty development.

PubMed

McAndrew, Maureen

2010-09-01

Community-based dental education offers a variety of positive learning experiences for students while providing needed dental services for the underserved. More dental students are being instructed by a growing body of largely volunteer community-based faculty who practice in a wide range of community settings including community hospitals and clinics, nursing homes, and private practices. These geographically dispersed instructors may have little experience as educators. Their practice styles and their motivation to improve teaching effectiveness are likely to differ from the styles and motivation of school-based faculty members. Moreover, many dental schools have begun to emphasize practices that may be unfamiliar to community-based faculty such as evidence-based practice. Providing faculty development for them is challenging, yet crucial to the success of these programs and dental education in general. Fundamental elements that must be considered for effective community faculty development programming include fostering a culture of respect between school-based and community faculty members, basing programs on the actual needs of these educators, integrating principles of adult learning theory, and establishing ongoing institutional support. This article provides background on this movement, reviews the literature for faculty development programs geared specifically to community-based educators, makes recommendations for development programs for these dental educators, and includes suggestions for future research.

A Working Plan for Treating the Engineering Faculty Shortage Problem.

ERIC Educational Resources Information Center

Shoup, Terry E., Ed.

In view of the consequences of the engineering faculty shortage problem on engineering capabilities in the future in the United States, a working plan which will serve as a national agenda for prompt action has been developed. This plan involves the three key groups (federal government, academic community, industry) who have the vision,…

Whatever Happened to All Those Plans to Hire More Minority Professors?

ERIC Educational Resources Information Center

Gose, Ben

2008-01-01

Nationwide, minority and female faculty members were trailblazers in the 1960s and 1970s. Only in the past generation have most colleges adopted large-scale plans to diversify their faculties. This article revisited ambitious plans announced at five universities during the past two decades to see how they have fared. They are Duke University,…

Ten Engineers Reading: Disjunctions between Preference and Practice in Civil Engineering Faculty Responses

ERIC Educational Resources Information Center

Taylor, Summer Smith; Patton, Martha D.

2006-01-01

Previous research has indicated that engineering faculty do not follow best practices when commenting on students' technical writing. However, it is unclear whether the faculty prefer to comment in these ineffective ways, or whether they prefer more effective practices but simply do not enact them. This study adapts a well known study of response…

Best Practices for Onboarding New Nursing Faculty: The Role of the Nurse Administrator

ERIC Educational Resources Information Center

Lee, Antwinett O.

2017-01-01

This study explored best practices for onboarding new faculty in nursing programs in Washington State of the United States. The purpose of this study was to examine, (a) onboarding practices to orient new faculty currently used at nursing programs that provide an Associate Degree, (b) the perceived nurse administrator's role in providing…

Faculty Meetings: Hidden Conversational Dynamics

ERIC Educational Resources Information Center

Bowman, Richard F.

2015-01-01

In the everydayness of faculty meetings, collegial conversations mirror distinctive dynamics and practices, which either enhance or undercut organizational effectiveness. A cluster of conversational practices affect how colleagues connect, engage, interact, and influence others during faculty meetings in diverse educational settings. The…

Examining Differences among Online Faculty Reporting Student Plagiarism Using the Theory of Planned Behavior

ERIC Educational Resources Information Center

Moeder Stowe, Susan A.

2013-01-01

Among higher education faculty, having to address academic misconduct and plagiarism is often viewed as a negative aspect of teaching resulting in inconsistent reporting by faculty. Some faculty members take no action in response. Differences exist in attitudes between traditional regular full-time and part-time adjunct faculty members in terms of…

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

NASA Astrophysics Data System (ADS)

Ryan, J. G.; Singer, J.

2013-12-01

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

An Exploration of Nursing Students' Clinical Decision-Making Process.

PubMed

Zaybak, Ayten; Özdemir, Handan; Erol, Ahmet; Ismailoğlu, Elif Günay

2017-11-03

This study was carried out descriptively and retrospectively with the purpose of determining nursing diagnoses used by intern students in their clinical practice. The study data were obtained by checking the care plans of the internship files of 248 students studying at a nursing faculty. The students determined 77 different nursing diagnoses in 13 domains of North American Nursing Diagnosis Association (NANDA)-I taxonomy II. The total number of nursing diagnosis used in the care plans was 1,469. Most of the diagnoses determined by the students were in the "safety/ protection" domain; however, they determined no diagnoses in the "life principles" domain. © 2017 NANDA International, Inc.

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…

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

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

NASA Astrophysics Data System (ADS)

Gerton, Jordan

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

Creating a High-Touch Recruitment Event: Utilizing Faculty to Recruit and Yield Students

ERIC Educational Resources Information Center

Freed, Lindsey R.; Howell, Leanne L.

2018-01-01

The following article describes the planning and implementation of a university student recruitment event that produced a high (new) student yield. Detailed descriptions of how staff and faculty worked together to plan and implement this event are described.

"Restructuring" Stirs Outcry at James Madison.

ERIC Educational Resources Information Center

Magner, Denise K.

1995-01-01

An administration plan to discontinue the physics major at James Madison University (Virginia) has raised concerns about the president's leadership and management style, and the role of faculty in institutional decision making. Faculty were notified of the plan only after student leaders were told. (MSE)

A Motivation Perspective on Faculty Mentoring: The Notion of "Non-Intrusive" Mentoring Practices in Science and Engineering

ERIC Educational Resources Information Center

Lechuga, Vicente M.

2014-01-01

Scholars have offered numerous approaches and best practices for mentoring faculty, many of which have provided valuable insight into the complex nature of the mentoring process. Yet, little attention has been paid to how faculty mentoring practices can influence a mentee's intrinsic motivation. Through a series of 15 interviews with faculty…

Good Practices in Undergraduate Education from the Students' and Faculty's View: Consensus or Disagreement. AIR 1996 Annual Forum Paper.

ERIC Educational Resources Information Center

Negron-Morales, Patricia; And Others

This study examined teaching practices in undergraduate education by surveying 180 undergraduate students and 29 faculty, most in the school of education, at the Rio Piedras Campus of the University of Puerto Rico. Factors investigated include: (1) degree of agreement between faculty and students on good teaching practices; (2) relationship…

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

ERIC Educational Resources Information Center

LaFrance, Michelle; Nicolas, Melissa

2012-01-01

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

Business Continuity Planning for Nursing Schools: Preparation for Potential Disasters.

PubMed

Zerwic, Julie J; Rosen, Denise

2016-01-01

Nursing schools are vulnerable to disasters, ranging from pandemics to weather emergencies, fires, and acts of terrorism. To ensure minimal disruptions to teaching, provision of care, research, and other critical missions, nursing faculty and administrative leaders should develop a business continuity plan. The business continuity plan can help faculty, students, and administration identify critical functions and alternative plans if an emergency occurs. We offer our experience as a guide for other nursing schools.

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers: A Systematic Review of the Literature

PubMed Central

Beech, Bettina M.; Calles-Escandon, Jorge; Hairston, Kristen G.; Langdon, Sarah E.; Latham-Sadler, Brenda A.; Bell, Ronny A.

2013-01-01

Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability. PMID:23425989

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

PubMed

Mitcham, M D; Vericella, B J

1985-11-01

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

Students and Faculty Perceptions of an Undergraduate Nursing Research Internship Program.

PubMed

O'Brien, Tara; Hathaway, Donna

Nursing students in baccalaureate programs report that research is not visible in practice, and faculty conducting research report rarely interacting with students in undergraduate nursing programs. We examined student and faculty perceptions of a research internship embedded in an existing evidence-based practice course. Students (n = 15) and faculty (n = 5) viewed the internship as a positive experience that provided meaningful hands-on skills while generating interest in a potential research career. The internship also provided faculty the opportunity to identify potential doctoral students.

A New Take on Program Planning: A Faculty Competencies Framework

ERIC Educational Resources Information Center

Sanford, Rania; Kinch, Amy Fowler

2016-01-01

Building on previous studies on the changing nature of faculty work, this article presents a conceptual framework for faculty professional success. The authors report on the perceptions of 300 faculty development professionals regarding the importance of skills in nine competency domains: teaching; research; leadership; diversity, inclusion and…

Asset-Based or Burden-Based Views of Senior and Retired Faculty: How Values Translate into Culture and Shape Practice and Policies

ERIC Educational Resources Information Center

Kezar, Adrianna

2018-01-01

This chapter reviews discourses about "senior" and retired faculty. These discourses suggest a deficit or burden-based view that shapes the values and practices of faculty and department chairs. Yet retired faculty can be valuable resources and help with teaching, service, and research. A process for changing departmental views to create…

Faculty Research and Publication Practices

ERIC Educational Resources Information Center

Zoellner, Kate; Hines, Samantha; Keenan, Teressa; Samson, Sue

2015-01-01

Understanding faculty work practices can translate into improved library services. This study documents how education and behavioral science faculty locate, retrieve, and use information resources for research and writing and how they publish and store their research materials. The authors interviewed twelve professors using a structured interview…

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

PubMed Central

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

2016-01-01

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

Peer Observation of Rounds Leads to Collegial Discussion of Teaching.

PubMed

Pierce, J Rush; Rendón, Patrick; Rao, Deepti

2018-01-01

Faculty in the Division of Hospital Medicine provide most of the clinical teaching for learners at our institution. The majority of these faculty are Assistant Professors with limited formal instruction in clinical teaching. Previous Divisional strategies to improve clinical teaching ability included discussion of effective teaching behaviors, developing written expectations for teaching faculty, and instituting seminars on effective clinical teaching. Heretofore, the Division had not utilized a direct observation exercise. We developed a direct observation exercise to encourage discussion of teaching techniques and contemplation of change. Using a social learning model, we developed a peer-to-peer observation followed by a nonevaluative discussion. We created a tool for describing teaching behaviors in 5 domains that were similar to or different from the usual behavior of the observing peer: learner presentations, team leadership, bedside teaching, professionalism, and other. After the observation, the observing and observed faculty met to discuss observed teaching behaviors. Both faculty members discussed and then recorded any teaching behaviors that they planned to adopt or change. We implemented this intervention in a 22-member Academic Division of Hospital Medicine at a tertiary care medical center in the United States. A high proportion were junior faculty and graduates of our residency program. We reviewed records of 28 of 31 observations that were completed during the initial 9-month period of implementation and later surveyed faculty. The exercise resulted in planned changes in teaching behaviors that included instituting new methods to improve teaching team leadership, triaging of patients seen on rounds, faculty behaviors during oral presentations, giving real-time feedback, use of technology and humor, demonstrating physical examination findings, and modeling professional behaviors. Faculty later reported adoption of new teaching behaviors that were important to them. This exercise was easily implemented, resulted in planned changes by both observed and observing peers, and resulted in widespread adoption of some specific teaching behaviors. The most commonly planned change dealt with team leadership or organizational issues. When given the freedom to choose, junior faculty were more likely to observe senior faculty.

Strategic Planning for Interdisciplinary Science: a Geoscience Success Story

NASA Astrophysics Data System (ADS)

Harshvardhan, D.; Harbor, J. M.

2003-12-01

The Department of Earth and Atmospheric Sciences at Purdue University has engaged in a continuous strategic planning exercise for several years, including annual retreats since 1997 as an integral part of the process. The daylong Saturday retreat at the beginning of the fall semester has been used to flesh out the faculty hiring plan for the coming year based on the prior years' plans. The finalized strategic plan is built around the choice of three signature areas, two in disciplinary fields, (i) geodynamics and active tectonics, (ii) multi-scale atmospheric interactions and one interdisciplinary area, (iii) atmosphere/surface interactions. Our experience with strategic planning and the inherently interdisciplinary nature of geoscience helped us recently when our School of Science, which consists of seven departments, announced a competition for 60 new faculty positions that would be assigned based on the following criteria, listed in order of priority - (i) scientific merit and potential for societal impact, (ii) multidisciplinary nature of topic - level of participation and leveraging potential, (iii) alignment with Purdue's strategic plan - discovery, learning, engagement, (iv) existence of critical mass at Purdue and availability of faculty and student candidate pools, (v) corporate and federal sponsor interest. Some fifty white papers promoting diverse fields were submitted to the school and seven were chosen after a school-wide retreat. The department fared exceedingly well and we now have significant representation on three of the seven school areas of coalescence - (i) climate change, (ii) computational science and (iii) science education research. We are now in the process of drawing up hiring plans and developing strategies for allocation and reallocation of resources such as laboratory space and faculty startup to accommodate the 20% growth in faculty strength that is expected over the next five years.

EFL Prospective Teachers as Prospective Translators: Exploring the Practices of Teaching and Learning Translation in Faculties of Education in South Valley University

ERIC Educational Resources Information Center

Abdellah, Antar Solhy

2007-01-01

This study explores the actual practices of preservice teachers of the faculty of education in learning and studying translation as well as the practices of university instructors in teaching and evaluating translation. Tools included two questionnaires and guided interviews with the instructors. Students/teachers of the faculty of Education were…

Status of Pharmacy Practice Experience Education Programs

PubMed Central

Eccles, Dayl; Kwasnik, Abigail; Craddick, Karen; Heinz, Andrew K.; Harralson, Arthur F.

2014-01-01

Objective. To assess financial, personnel, and curricular characteristics of US pharmacy practice experiential education programs and follow-up on results of a similar survey conducted in 2001. Methods. Experiential education directors at 118 accredited US pharmacy colleges and schools were invited to participate in a blinded, Web-based survey in 2011. Aggregate responses were analyzed using descriptive statistics and combined with data obtained from the American Association of Colleges of Pharmacy to assess program demographics, faculty and administrative organizational structure, and financial support. Results. The number of advanced pharmacy practice experience (APPE) sites had increased by 24% for medium, 50% for large, and 55% for very large colleges and schools. Introductory pharmacy practice experience (IPPE) sites outnumbered APPEs twofold. The average experiential education team included an assistant/associate dean (0.4 full-time equivalent [FTE]), a director (1.0 FTE), assistant/associate director (0.5 FTE), coordinator (0.9 FTE), and multiple administrative assistants (1.3 FTE). Most faculty members (63%-75%) were nontenure track and most coordinators (66%) were staff members. Estimated costs to operate an experiential education program represented a small percentage of the overall expense budget of pharmacy colleges and schools. Conclusion. To match enrollment growth, pharmacy practice experiential education administrators have expanded their teams, reorganized responsibilities, and found methods to improve cost efficiency. These benchmarks will assist experiential education administrators to plan strategically for future changes. PMID:24850934

Status of pharmacy practice experience education programs.

PubMed

Danielson, Jennifer; Eccles, Dayl; Kwasnik, Abigail; Craddick, Karen; Heinz, Andrew K; Harralson, Arthur F

2014-05-15

To assess financial, personnel, and curricular characteristics of US pharmacy practice experiential education programs and follow-up on results of a similar survey conducted in 2001. Experiential education directors at 118 accredited US pharmacy colleges and schools were invited to participate in a blinded, Web-based survey in 2011. Aggregate responses were analyzed using descriptive statistics and combined with data obtained from the American Association of Colleges of Pharmacy to assess program demographics, faculty and administrative organizational structure, and financial support. The number of advanced pharmacy practice experience (APPE) sites had increased by 24% for medium, 50% for large, and 55% for very large colleges and schools. Introductory pharmacy practice experience (IPPE) sites outnumbered APPEs twofold. The average experiential education team included an assistant/associate dean (0.4 full-time equivalent [FTE]), a director (1.0 FTE), assistant/associate director (0.5 FTE), coordinator (0.9 FTE), and multiple administrative assistants (1.3 FTE). Most faculty members (63%-75%) were nontenure track and most coordinators (66%) were staff members. Estimated costs to operate an experiential education program represented a small percentage of the overall expense budget of pharmacy colleges and schools. To match enrollment growth, pharmacy practice experiential education administrators have expanded their teams, reorganized responsibilities, and found methods to improve cost efficiency. These benchmarks will assist experiential education administrators to plan strategically for future changes.

[Strive, plan and reach the "Summit": the Faculty Development Program at the Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel Institute of Technology].

PubMed

Castel, Orit Cohen; Nave, Rachel; Ganor, Margalit; Hasson-Gilad, Dalia R; Brika, Riva

2010-04-01

In recent years, faculty development has turned into a central component of medical education and a primary instrument in qualifying physicians to be teachers and educators. The faculty development program at the Ruth & Bruce Rappaport Faculty of Medicine ("Summit" program) was established in order to improve teaching of the clinical professions, to create a community of medical teachers and educators and to develop leadership in medical education within the Faculty of Medicine. This article aims to describe the design, implementation and evaluation of the faculty development program in the Technion's Faculty of Medicine. The program was designed for a group of 20 clinical teachers, of various clinical professions, who had gained at least one year of undergraduate teaching experience and wished to develop a career in medical education. The program included seven monthly, eight-hour meetings throughout the academic year. Learning was based on small group discussions, interactive exercises, role-plays and simulations, self-directed reading and reflective writing. At the end of the final meeting, participants completed an evaluation form. Seventeen of the 20 participants (85%) graduated and received certificates. Learners' overall satisfaction was high. Graduates expressed high motivation to practice medical education within the Faculty of Medicine and reported that they gained new knowledge in medical education and skills regarding various aspects of teaching and learning, such as formulation of learning objectives, designing role plays, and providing effective feedback. The "Summit" program is an innovative initiative in the field of medical education in Israel. The program had a significant impact on participants' knowledge, teaching skills and attitudes. In order to ensure implementation of the acquired tools and skills, its shortterm and long-term effects on teaching behavior and the learning climate have yet to be demonstrated. In addition, it is necessary to check if the program affected the faculty as an organization, promoted changes in curricula, teaching and evaluation methods.

Lesson Plans: Road Maps for the Active Learning Classroom.

PubMed

Moore-Cox, Annie

2017-11-01

Lesson planning is a documentation process used extensively in education from kindergarten through 12th grade, but rarely in higher education, including undergraduate, prelicensure nursing education. Lesson plans help teachers plan what will happen during a class period from moment to moment. Trends in nursing education, such as the incorporation of active learning strategies in the classroom, make lesson plans a timely addition to the nurse educator's toolkit. This article describes the components of a lesson plan and offers an author-developed template for use in nursing education. Using the template helps nurse educators map out activities for all class participants, such as students, student pairs and teams, and faculty. The lesson plan enables faculty to plot out the many dynamic components of an active learning class period. It also serves as a road map for subsequent faculty, which is an important feature as the profession faces a wave of retirements in the coming decade. [J Nurs Educ. 2017;56(11):697-700.]. Copyright 2017, SLACK Incorporated.

THE HOUSE PLAN IN HIGHER EDUCATION AND ITS APPLICATION TO THE COMMUNITY COLLEGE.

ERIC Educational Resources Information Center

DIMITRY, JOHN RANDOLPH

FROM A REVIEW OF LITERATURE AND STUDIES OF SEVEN OPERATING HOUSE PLANS, A MODEL OF THE "AVERAGE" HOUSE PLAN WAS DEVELOPED AND APPLIED TO THE COMMUNITY COLLEGE AS A MEANS OF PROVIDING ORDERLY GROWTH OVER A PERIOD OF YEARS. IN THE MODEL, (1) THE STUDENTS ARE REPRESENTATIVE OF THE TOTAL STUDENT BODY, (2) THE FACULTY RESEMBLES THE LARGER FACULTY IN…

The Gray Panthers Are Coming: Is Your Institution Ready?

ERIC Educational Resources Information Center

Clewis, John

1981-01-01

Problems facing older faculty and staff members who want to continue working are discussed, along with innovative ways to help them achieve a financially secure retirement. A retirement planning program and seminar plans to help faculty and staff avoid making poor retirement decisions are proposed. (MLW)

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

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

NASA Astrophysics Data System (ADS)

Musaitif, Linda M.

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

Benchmarking and gap analysis of faculty mentorship priorities and how well they are met.

PubMed

Bruner, Deborah Watkins; Dunbar, Sandra; Higgins, Melinda; Martyn, Kristy

2016-01-01

There is little consensus among faculty mentoring programs as to best practices. While there are recommendations in the literature to base faculty development programs on gap analyses of faculty ratings of actual and preferred performance in teaching, scholarship and service, no gap analysis was found in the literature. Thus, the purpose of this study was to develop a survey tool to benchmark school of nursing (SON) faculty mentorship priorities and conduct a gap analysis of how well they were being addressed. Senior faculty who lead mentorship as part of their roles in the SON (associate and assistant deans and director of mentorship) developed a survey through (a) asking faculty members for priorities at in-person mentorship seminars, (b) a review of current nursing literature, and (c) input from the SON mentorship advisory board. The final survey included 37 items focused on general job duties, structure of the mentoring program, time management, as well as skills needed for research, teaching, practice, writing and team science. Responses (rated from 0-not important to 5-very high priority) were requested in 4 areas: the first area focused on how high a priority the respondent rated a given item and areas 2 to 4 focused on how well the need was met by one of three resources: their SON primary assigned mentor, other SON resources, or other university resources. There were 63 eligible SON faculty to whom the survey was e-mailed with a 60% (n = 38) response rate. Most of the respondents were clinical track (42.1%) followed by tenure track (39.5%) and research track (15.8%). Half were assistant professors. The percentage of respondents giving a rating of 4 to 5 were calculated and then ranked. Almost all the faculty responding, regardless of track or rank, desired formal mentorship. Among all faculty, the top five priorities were guidance on producing timely publications (70.4%), mentorship on work-life balance (68%), mentorship on putting together a promotion package (61.5%), guidance on test writing (60%), and utilizing technology in the classroom (60%). Priorities varied by faculty track. In terms of the gap between mentorship priorities and how well they were being met, the highest gaps overall were for test writing, using technology in the classroom, curriculum development, lecturing, and developing and managing a research team. As with priorities, the gaps between priorities and how well they were being met varied by track. The priorities and gap analysis were used to guide career development program activities and to develop a plan for future mentor-mentee training and activities. The survey tool demonstrated face validity, variability, and preliminary utility as one method for assessing and guiding improvements in faculty mentorship. Published by Elsevier Inc.

Knowledge and attitudes of pain management among nursing faculty.

PubMed

Voshall, Barbara; Dunn, Karen S; Shelestak, Debra

2013-12-01

A descriptive correlational design was used in this study to examine nursing faculty knowledge and attitudes in pain management. Relationships between age, education level, pain management preparation, length of time practicing as a nurse, length of time teaching nursing, time teaching pain management in the classroom, taught pain guidelines in the classroom, and additional continuing education about pain management were explored. Ninety-six nursing faculty participated from 16 schools of nursing in one Midwestern U.S. region. Findings identified that most of the nursing faculty recalled being taught about pain management in their basic education, but less than one-half felt adequately prepared. Most respondents said that they taught pain management, yet fewer than one-half identified that they used specific pain management guidelines. Faculty demonstrated adequate knowledge of pain assessment, spiritual/cultural issues, and pathophysiology. Areas of weakness were found in medications, interventions, and addiction. Faculty that reported teaching pain management in the classroom and reported more continuing education missed fewer items. Older nursing faculty reported more years of practice, more years of teaching, and more continuing education in pain management than younger faculty. Younger nursing faculty remembered being taught pain management in nursing school and felt more adequately prepared than older nursing faculty. Faculty that reported practicing for longer periods of time felt less prepared in pain management than faculty who practiced for shorter periods of time. More continuing education in pain management may be needed for older nurses to meet the recommendations of the Institute of Medicines' report on relieving pain in the U.S. Copyright © 2013 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.

PubMed

Pelletreau, Karen N; Knight, Jennifer K; Lemons, Paula P; McCourt, Jill S; Merrill, John E; Nehm, Ross H; Prevost, Luanna B; Urban-Lurain, Mark; Smith, Michelle K

2018-06-01

Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.

Lifestyle practice among Malaysian university students.

PubMed

Al-Naggar, Redhwan Ahmed; Bobryshev, Yuri V; Mohd Noor, Nor Aini Binti

2013-01-01

It is well established that a healthy lifestyle is of benefit in the prevention of diseases such as cancer and promotion of well-being. Therefore, the objective of this study was to determine lifestyle practice and associated factors among university students in Malaysia. A cross sectional study was conducted over six months from November 2011 until May 2012 among the students from the Management and Science University. This study was approved by its ethical committee , the students being explained the objective and invited to participate. A consent form was signed by all study participants. Questionnaire was distributed randomly to the students of the five faculties through their lecturers in different faculty. For univariate analysis t-test and ANOVA test were performed. Multiple linear regression used for multivariate analysis using SPSS 13.0. A total number of 1100 students participated with a mean age of 22.1±2.21 (SD) years. The majority were 22 years or younger (56.3%), female (54%), Malay (61.5%), single (92.3%), with family monthly income ≥5000 Ringgit Malaysia (41.2%). Regarding lifestyle, about were 31.6% smokers, 75.6% never drank alcohol and 53.7% never exercised. Multivariate analysis showed that age, sex, race, parent marital status, participant marital status, type of faculty, living status, smoking status, exercise, residency, brushing teeth, fiber intake and avoid fatty food significantly influenced the practice of drinking alcohol among university students (p=0.006, p=0.042, p<0.001, p=0.003, p=0.002, p<0.001, p<0.001, p<0.001, p<0.001, p<0.001, p<0.001, p=0.003, p<0.001; respectively). It similarly showed that sex, race, parent marital status, participant marital status, monthly family income, exercise, residency, brushing teeth and fiber intake significantly influenced the practice of sun protection (p<0.001, p<0.001, p<0.001, p<0.001, p<0.001, p=0.017, p<0.001, p<0.001, p<0.001; respectively) and that age, sex, parent marital status, participant marital status, type of faculty, living status, exercise, taking non- prescribed medication, brushing the teeth, coffee consumption and fiber intake were significantly influenced the practice of fruits consumption (p=0.008, p<0.001, p<0.001, p<0.001, p<0.001, p<0.001, p<0.001, p<0.001, p=0.002, p<0.001, P<0.001; respectively). This study showed a poor practice of healthy lifestyle among university students. Therefore universities should emphasize a healthy lifestyle in all faculties as a required subject. Socio-demographic characteristics significantly influenced practice and thus should be considered when planning preventive measures among university students. Frequent campaigns and educational seminars are to be encouraged.

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…

One Model of Professional Development for Higher Education Faculty

ERIC Educational Resources Information Center

Amburgey, Valeria

2007-01-01

Northern Kentucky University's College of Education's faculty realizes that the infusion of technology into the teacher education program is important. Support for the infusion of technology was evident when the faculty adopted the ISTE Recommended Foundations for Teachers and a five-year technology plan in 1998. Interviews with the faculty during…

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

ERIC Educational Resources Information Center

Musaitif, Linda M.

2013-01-01

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

Merit Pay: A Plan That Works.

ERIC Educational Resources Information Center

McKay, John R.

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

We Never Had It So Good! Strategies for Retirement.

ERIC Educational Resources Information Center

Arden, Eugene

1996-01-01

Variations on the traditional methods of planning for retirement are offered to college faculty, focusing on use of Teachers Insurance and Annuities Association (TIAA) and College Retirement Equities Fund (CREF) investments, and other pension options. It is concluded that with careful planning, faculty can retire with close to full preretirement…

China's quest for management of academic medicine.

PubMed

Butler, W T; Ruma, S J

1990-08-01

The China Medical Board organized a management conference for the presidents of China's national medical universities. A three-person consulting team arranged by the Association of American Medical Colleges led the conference. Designed as a preliminary examination of the management problems faced by the national medical universities, the conference covered content similar to that of the AAMC Executive Development Seminars, including governance, financial management, faculty practice plans, technology transfer, information management, and organizational diagnosis. China's national medical universities are strategically managed by the Ministry of Public Health in Beijing, and for several years the ministry has increasingly decentralized the management and operational planning and control of these universities. The universities do not have enough properly trained personnel to absorb the additional management responsibilities, and the university presidents feel that they and their senior staffs need extensive training in adapting western-style management principles and practice to the Chinese setting.

Clerkship maturity: does the idea of training clinical skills work?

PubMed

Stosch, Christoph; Joachim, Alexander; Ascher, Johannes

2011-01-01

With the reformed curriculum "4C", the Medical Faculty of the University of Cologne has started to systematically plan practical skills training, for which Clerkship Maturity is the first step. The key guidelines along which the curriculum was development were developed by experts. This approach has now been validated. Both students and teachers were asked to fill in a questionnaire regarding preclinical practical skills training to confirm the concept of Clerkship Maturity. The Cologne training program Clerkship Maturity can be validated empirically overall through the activities of the students awaiting the clerkship framework and through the evaluation by the medical staff providing the training. The subjective ratings of the advantages of the training by the students leave room for improvement. Apart from minor improvements to the program, the most likely solution providing sustainable results will involve an over-regional strategy for establishing skills training planned as part of the curriculum.

A Comprehensive, High-Quality Orthopedic Intern Surgical Skills Program.

PubMed

Ford, Samuel E; Patt, Joshua C; Scannell, Brian P

2016-01-01

To design and implement a month-long, low-cost, comprehensive surgical skills curriculum built to address the needs of orthopedic surgery interns with high satisfaction among both interns and faculty. The study design was retrospective and descriptive. The study was conducted at tertiary care referral center with a medium sized orthopedic residency surgery program (5 residents/year). Totally 5 orthopedic surgery residents and 16 orthopedic surgery faculty participated. A general mission was established-to orient the resident to the postgraduate year 1 and prepare them for success in residency. The basic tenets of the American Board of Orthopaedic Surgeons surgical skills program framework were built. Curricular additions included anatomic study, surgical approaches, joint-specific physical examination, radiographic interpretation, preoperative planning, reduction techniques, basic emergency and operating room procedures, cadaveric procedure practice, and introduction to arthroplasty. The program was held in August during protected time for intern participants. In total, 16 orthopedic surgeons instructed 85% of the educational sessions. One faculty member did most of the preparation and organization to facilitate the program. The program ran for a cumulative 89 hours, including 14.5 hours working with cadaveric specimens. The program cost a total of $8100. The average module received a 4.15 rating on a 5-point scale, with 4 representing "good" and 5 representing "excellent." The program was appropriately timed and addressed topics relevant to the intern without sacrificing clinical experience or burdening inpatient services with interns' absence. The program received high satisfaction ratings from both the interns as well as the faculty. Additionally, the program fostered early relationships between interns and faculty-an unforeseen benefit. In the future, our program plans to better integrate validated learning metrics and improve instruction pertaining to both fluoroscopic examination and arthrocentesis. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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.

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

Work-life balance of nursing faculty in research- and practice-focused doctoral programs.

PubMed

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

2015-01-01

The growing shortage of nursing faculty and the need for faculty to teach doctoral students to address the shortage call for examination of factors that may contribute to the shortage, including those that are potentially modifiable, including work-life balance.This descriptive study examined work-life balance of a national sample of nursing faculty teaching in research-focused and practice-focused doctoral programs. Data were collected through an online survey of 554 doctoral program faculty members to identify their perceptions of work-life balance and predictors of work-life balance. Work-life balance scores indicated better work-life balance than expected. Factors associated with good work-life balance included higher academic rank, having tenure, older age, years in education, current faculty position, and no involvement in clinical practice. Current faculty position was the best predictor of work-life balance. Although work-life balance was viewed positively by study participants, efforts are needed to strengthen factors related to positive work/life in view of the increasing workload of doctoral faculty as the numbers of doctoral students increase and the number of seasoned faculty decrease with anticipated waves of retirements. Copyright © 2015 Elsevier Inc. All rights reserved.

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…

Creating and Implementing a Faculty Interest Group for Historically Underrepresented Faculty

ERIC Educational Resources Information Center

Follins, Lourdes D.; Paler, Lisa K.; Nanin, Jose E.

2015-01-01

This article describes the creation and implementation of a faculty interest group for historically underrepresented faculty at a large, urban community college in the Northeast. Faculty interest groups provide opportunities for faculty across disciplines to meet to explore common interests and share concerns and best practices. The faculty…

Characteristics of mentoring relationships formed by medical students and faculty

PubMed Central

Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Meinel, Felix G.; Moder, Stefan; Reincke, Martin; Fischer, Martin R.

2012-01-01

Background Little is known about the characteristics of mentoring relationships formed between faculty and medical students. Individual mentoring relationships of clinical medical students at Munich Medical School were characterized quantitatively and qualitatively. Methods All students signing up for the mentoring program responded to a questionnaire on their expectations (n = 534). Mentees were asked to give feedback after each of their one-on-one meetings (n = 203). A detailed analysis of the overall mentoring process and its characteristics was performed. For qualitative text analysis, free-text items were analyzed and categorized by two investigators. Quantitative analysis was performed using descriptive statistics and Wilcoxon-test to assess differences in grades between students with and without mentors. Results High-performing students were significantly more likely to participate in the mentoring program (p<0.001). Topics primarily discussed include the mentee's personal goals (65.5%), career planning (59.6%), and experiences abroad (57.6%). Mentees mostly perceived their mentors as counselors (88.9%), providers of ideas (85.0%), and role models (73.3%). Mentees emphasized the positive impact of the mentoring relationship on career planning (77.2%) and research (75.0%). Conclusions Medical students with strong academic performance as defined by their grades are more likely to participate in formal mentoring programs. Mentoring relationships between faculty and medical students are perceived as a mutually satisfying and effective instrument for key issues in medical students’ professional development. Practical implications Mentoring relationships are a highly effective means of enhancing the bidirectional flow of information between faculty and medical students. A mentoring program can thus establish a feedback loop enabling the educational institution to swiftly identify and address issues of medical students. PMID:22989620

Teaching in Medical Education | Center for Cancer Research

Cancer.gov

Many postdoctoral fellows are considering an academic career at a medical school. In addition to conducting research, new faculty members must learn effective teaching methodologies. This course will focus on good teaching practices, including basic strategies for developing and organizing a course. The purpose of the "Teaching in Medical Education (TIME)" course is to increase the scientist's ability to teach in medical education. The course will provide basic knowledge in teaching methods, course planning, writing a syllabus and developing examinations.

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.

Faculty turnover within academic pharmacy departments.

PubMed

Carter, Orly; Nathisuwan, Surakit; Stoddard, Gregory J; Munger, Mark A

2003-02-01

Pharmacy faculty manpower has been debated within the academic pharmacy community over the last several decades. Previous investigations studied job satisfaction among faculty members, but have not evaluated faculty retention and turnover among academic pharmacy departments. To evaluate retention and turnover rates in the departments of Pharmacy Practice and Basic Science (Pharmacology/Toxicology, Pharmaceutics, Medicinal Chemistry) over the last 5 years. Individual instructors and assistant, associate, and full professors across 80 colleges of pharmacy in the US were tracked between the years 1996 and 2001 using the American Association of Colleges of Pharmacy published rosters. Differences between departments were analyzed by year-stratified cross-tabulation table analysis. A greater percentage of Pharmacy Practice faculty resigned (10.6%) compared with Basic Science faculty (6.0%; percent ratio 1.76; 95% CI 1.58 to 1.95; p < 0.001), which remained constant across each academic year. Approximately 2.7 faculty members left their academic institutions per year in Pharmacy Practice compared with 1.1 faculty members in the aggregate of Basic Science departments. A higher percentage of women resigned in Pharmacy Practice (13.2%) than did men (8.7%; percent ratio 1.5; 95% CI 1.34 to 1.68; p < 0.001), despite a 1.3-fold male to female ratio. Likewise, regardless of a 4.1-fold male to female ratio in the Basic Science group, a higher percentage of women resigned (8.0%) than men (5.5%; percent ratio 1.45; 95% CI 1.18 to 1.78; p < 0.001). Over a 5-year period, Pharmacy Practice exhibited a higher turnover compared with Basic Science. Women displayed significantly higher turnover than men across all pharmacy academic departments. New retention approaches, especially for female faculty members, should be explored.

Leveraging Faculty Reflective Practice to Understand Active Learning Spaces: Flashbacks and Re-Captures

ERIC Educational Resources Information Center

Ramsay, Crystal M.; Guo, Xiuyan; Pursel, Barton K.

2017-01-01

Although learning spaces research is not new, research approaches that target the specific teaching and learning experiences of faculty and students who occupy active learning classrooms (ALCs) is nascent. We report on two novels data collection approaches: Flashbacks and Re-Captures. Both leverage faculty reflective practice and provide windows…

Data Management Practices and Perspectives of Atmospheric Scientists and Engineering Faculty

ERIC Educational Resources Information Center

Wiley, Christie; Mischo, William H.

2016-01-01

This article analyzes 21 in-depth interviews of engineering and atmospheric science faculty at the University of Illinois Urbana-Champaign (UIUC) to determine faculty data management practices and needs within the context of their research activities. A detailed literature review of previous large-scale and institutional surveys and interviews…

Specters in the Archive: Faculty Digital Image Collections and the Problems of Invisibility

ERIC Educational Resources Information Center

Beaudoin, Joan E.

2011-01-01

This paper presents the findings of a research study which investigated the digital preservation practices among two faculty user groups, archeologists and art historians. This faculty's knowledge of digital preservation practices and their perceptions and emotions concerning the digital images they had created and, or collected to support their…

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

ERIC Educational Resources Information Center

Hoppe, Astrid; Trowald-Wigh, Gunilla

2000-01-01

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

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

PubMed

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

2007-01-01

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

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

PubMed

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

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

[Higher education in nursing: the faculty work process in different institutional contexts].

PubMed

Leonello, Valéria Marli; Oliveira, Maria Amélia de Campos

2014-12-01

To analyze the characteristics of faculty work in nursing higher education. An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.


The Involvement of University Faculty Members in Social Planning: Motivating and Hindering Factors

ERIC Educational Resources Information Center

Boehm, Amnon

2008-01-01

The research examines factors that affect the involvement of university faculty members in social planning activities. It examines the impact of philanthropic views compared with the exchange relations approach, both on personal and organizational levels, as well as the contribution of several characteristics of the relationship between faculty…

Retirement Planning Handbook: Washington State Faculty Association of Community Colleges.

ERIC Educational Resources Information Center

Silverstein, Roberta

Designed for faculty and exempt administrators at Washington's community colleges, this handbook explains available retirement plans, deductions, and options. First, a glossary of terms and an index to sections of the handbook dealing with the concepts are provided. The bulk of the handbook uses a question/answer format to present information on…

Are You Planning and Saving for Retirement?

ERIC Educational Resources Information Center

Yakoboski, Paul

2007-01-01

In 2005, TIAA-CREF sponsored its first-ever "Retirement Confidence Survey of College and University Faculty" to discover the answer to this question: How well are faculty members taking advantage of employer-sponsored pension plans and saving for retirement? An additional objective of the project was to compare the survey's findings for higher…

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…

Computer Literacy in '84: Pepperdine Prepares.

ERIC Educational Resources Information Center

California Higher Education, 1982

1982-01-01

Pepperdine University's long-range plan to assure that its liberal arts graduates are computer literate includes faculty training, microcomputer availability to faculty and students, faculty committees addressing long- and short-range curriculum needs, and course development for information technology literacy. Available from California Higher…

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

A Consensus Statement on Practical Skills in Medical School – a position paper by the GMA Committee on Practical Skills

PubMed Central

Schnabel, Kai P.; Boldt, Patrick D.; Breuer, Georg; Fichtner, Andreas; Karsten, Gudrun; Kujumdshiev, Sandy; Schmidts, Michael; Stosch, Christoph

2011-01-01

Introduction: Encouraged by the change in licensing regulations the practical professional skills in Germany received a higher priority and are taught in medical schools therefore increasingly. This created the need to standardize the process more and more. On the initiative of the German skills labs the German Medical Association Committee for practical skills was established and developed a competency-based catalogue of learning objectives, whose origin and structure is described here. Goal of the catalogue is to define the practical skills in undergraduate medical education and to give the medical schools a rational planning basis for the necessary resources to teach them. Methods: Building on already existing German catalogues of learning objectives a multi-iterative process of condensation was performed, which corresponds to the development of S1 guidelines, in order to get a broad professional and political support. Results: 289 different practical learning goals were identified and assigned to twelve different organ systems with three overlapping areas to other fields of expertise and one area of across organ system skills. They were three depths and three different chronological dimensions assigned and the objectives were matched with the Swiss and the Austrian equivalent. Discussion: This consensus statement may provide the German faculties with a basis for planning the teaching of practical skills and is an important step towards a national standard of medical learning objectives. Looking ahead: The consensus statement may have a formative effect on the medical schools to teach practical skills and plan the resources accordingly. PMID:22205916

Cognitive dissonance experienced by nurse practitioner faculty.

PubMed

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

2012-08-01

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

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

PubMed Central

Mir, Ali Mohammad; Shaikh, Gul Rashida

2013-01-01

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

Workshop for Early Career Geoscience Faculty: Providing resources and support for new faculty to succeed

NASA Astrophysics Data System (ADS)

Hill, T. M.; Beane, R. J.; Macdonald, H.; Manduca, C. A.; Tewksbury, B. J.; Allen-King, R. M.; Yuretich, R.; Richardson, R. M.; Ormand, C. J.

2015-12-01

A vital strategy to educate future geoscientists is to support faculty at the beginning of their careers, thus catalyzing a career-long impact on the early-career faculty and on their future students. New faculty members are at a pivotal stage in their careers as they step from being research-focused graduate students and post-doctoral scholars, under the guidance of advisors, towards launching independent careers as professors. New faculty commonly, and not unexpectedly, feel overwhelmed as they face challenges to establish themselves in a new environment, prepare new courses, begin new research, and develop a network of support. The workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career has been offered annually in the U.S. since 1999. The workshop is currently offered through the National Association of Geoscience Teachers On the Cutting Edge professional development program with support from the NSF, AGU and GSA. This five-day workshop, with associated web resources, offers guidance for incorporating evidence-based teaching practices, developing a research program, and managing professional responsibilities in balance with personal lives. The workshop design includes plenary and concurrent sessions, individual consultations, and personalized feedback from workshop participants and leaders. Since 1999, more than 850 U.S. faculty have attended the Early Career Geoscience Faculty workshop. Participants span a wide range of geoscience disciplines, and are in faculty positions at two-year colleges, four-year colleges, comprehensive universities and research universities. The percentages of women (~50%) and underrepresented participants (~8%) are higher than in the general geoscience faculty population. Multiple participants each year are starting positions after receiving all or part of their education outside the U.S. Collectively, participants report that they are better prepared to move forward with their careers as a result of the workshop, that they plan to incorporate evidence-based teaching in their classrooms, and that they leave the workshop with a network of support and the resources needed to enable them succeed. http://serc.carleton.edu/NAGTWorkshops/earlycareer

Patient-Centered Medical Home Knowledge and Attitudes of Residents and Faculty: Certification Is Just the First Step

PubMed Central

El Rayess, Fadya; Goldman, Roberta; Furey, Christopher; Chandran, Rabin; Goldberg, Arnold R.; Anandarajah, Gowri

2015-01-01

Background The patient-centered medical home (PCMH) is an accepted framework for delivering high-quality primary care, prompting many residencies to transform their practices into PCMHs. Few studies have assessed the impact of these changes on residents' and faculty members' PCMH attitudes, knowledge, and skills. The family medicine program at Brown University achieved Level 3 PCMH accreditation in 2010, with training relying primarily on situated learning through immersion in PCMH practice, supplemented by didactics and a few focused clinical activities. Objective To assess PCMH knowledge and attitudes after Level 3 PCMH accreditation and to identify additional educational needs. Methods We used a qualitative approach, with semistructured, individual interviews with 12 of the program's 13 postgraduate year 3 residents and 17 of 19 core faculty. Questions assessed PCMH knowledge, attitudes, and preparedness for practicing, teaching, and leading within a PCMH. Interviews were analyzed using the immersion/crystallization method. Results Residents and faculty generally had positive attitudes toward PCMH. However, many expressed concerns that they lacked specific PCMH knowledge, and felt inadequately prepared to implement PCMH principles into their future practice or teaching. Some exceptions were faculty and resident leaders who were actively involved in the PCMH transformation. Barriers included lack of time and central roles in PCMH activities. Conclusions Practicing in a certified PCMH training program, with passive PCMH roles and supplemental didactics, appears inadequate in preparing residents and faculty for practice or teaching in a PCMH. Purposeful curricular design and evaluation, with faculty development, may be needed to prepare the future leaders of primary care. PMID:26692970

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

PubMed

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

2016-01-01

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

GSBPP CAPSTONE REVIEW

DTIC Science & Technology

2016-12-01

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

The Diverse Educational Environment: An Update Report on Systemwide Student and Faculty Diversity Data and Program Initiatives.

ERIC Educational Resources Information Center

Oregon State System of Higher Education, Eugene.

The report provides an update on racial and ethnic distribution in student enrollment and faculty employment for 1995-96 within the Oregon state system of higher education. A Faculty Diversity Initiative is highlighted, focusing on campus efforts to implement plans to achieve greater faculty diversity with the use of supplemental funds. Of the…

Transferring Information from Faculty Development to Classroom Practice: A Mixed-Method Study

ERIC Educational Resources Information Center

Winslow, Matthew P.; Skubik-Peplaski, Camille; Burkett, Barry

2017-01-01

Professional learning communities (PLCs) are an effective way for faculty to learn about pedagogical topics and tactics. However, less is known about how effective they are at changing the teaching practices of the faculty participants and ultimately student learning. This article describes a mixed-method study of such a transfer of knowledge. In…

The Influence and Outcomes of a STEM Education Research Faculty Community of Practice

ERIC Educational Resources Information Center

Nadelson, Louis S.

2016-01-01

To address the need to increase STEM faculty member expertise in STEM education research I developed a faculty community of practice (FCP) focused on increasing knowledge and experience in STEM education research. The STEM Education Research Scholars Group (SERSG) met every other week during the academic year to study and engage in education…

Data Driven Decision-Making in the Era of Accountability: Fostering Faculty Data Cultures for Learning

ERIC Educational Resources Information Center

Hora, Matthew T.; Bouwma-Gearhart, Jana; Park, Hyoung Joon

2017-01-01

In this article the authors report findings from a practice-based study that examines the cultural practices of data use among 59 science and engineering faculty from three large, public research universities. In this exploratory study they documented how faculty use teaching-related data "in the wild" using interviews and classroom…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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…

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.

Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses

PubMed Central

Beck, Christopher W.; Blumer, Lawrence S.

2016-01-01

Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts. PMID:27810867

Wheaton College. Exemplars.

ERIC Educational Resources Information Center

Zemsky, Robert, Ed.; Wegner, Gregory R.

This report describes efforts by Wheaton College in Norton, Massachusetts, to address the problem of inadequate faculty salaries by developing and implementing a "profit-sharing" plan that adjusts the faculty salary pool in relation to changes in the institution's financial well-being. It notes that faculty-administration relations at…

Senior Law Faculty Attitudes toward Retirement.

ERIC Educational Resources Information Center

Day, David S.; And Others

1991-01-01

This article examines the retirement plans and personal characteristics of 273 senior law school faculty, focusing on health status, income, job satisfaction, and preferred age of retirement. The study suggests that early retirement incentives and a "senior faculty" alternative to full retirement are positive institutional options. (DB)

Resisting the Benefits Cost Burden.

ERIC Educational Resources Information Center

Blum, Mark C.

1991-01-01

Increasingly, college administrators are trying to pass fringe benefits costs off onto employees to relieve financial pressures. The result is an accelerated but often unacknowledged drain on faculty incomes. Faculty in a contributory health insurance plan should seek to cap faculty contributions at a fixed dollar amount. (MSE)

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

PubMed

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

2014-09-01

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

Research scholars program: a faculty development initiative at the Oregon College of Oriental Medicine.

PubMed

Hammerschlag, Richard; Lasater, Kathie; Salanti, Sonya; Fleishman, Susan

2008-05-01

The Research Scholars Program (RSP) was created at the Oregon College of Oriental Medicine (OCOM) to provide faculty development in research literacy, research-informed clinical practice, and research participation skills. The RSP is part of a broad effort, funded by a National Institutes of Health/National Center for Complementary and Alternative Medicine R25 education grant, to infuse an evidence-based perspective into the curriculum at schools of complementary and alternative medicine. The RSP arose from the realization that this curriculum reform would first necessitate faculty training in both research appreciation and pedagogy. OCOM's grant, Acupuncture Practitioner Research Education Enhancement, is a partnership with the Oregon Health & Science University School of Nursing (OHSU SON). The RSP was developed initially as a collaborative effort among the OCOM Dean of Research (R.H.), OCOM Director of Research Education (S.F.), and an OHSU SON education specialist (K.L.). The 9-month, 8 hours per month seminar-style RSP provides the opportunity for a cohort of OCOM faculty and staff to explore research-related concepts and content as well as pedagogical practices that emphasize interactive, learner-centered teaching. The RSP adheres to a competency-based approach as developed by the Education Committee of the grant. As a tangible outcome, each Research Scholar designs a sustainable learning activity that infuses a research perspective into their courses, clinic supervision, or other sphere of influence at the college. In this paper, we describe the creative process and the lessons learned during the planning and initial implementation of the RSP. We view the early successes of the RSP as encouraging signs that research literacy and an evidence-based perspective are becoming increasingly accepted as needed skill sets for present-day practitioners of acupuncture and Oriental medicine.

Integrating UDL Principles and Practices into the Online Course Development Process: A Delphi Study

ERIC Educational Resources Information Center

Singleton, Korey J.

2017-01-01

The literature shows that both faculty and students hold favorable opinions about UDL principles and practices and students' benefit from such practices when implemented in the higher education classroom. Despite this, faculty members remain resistant to implementing UDL principles and practices. Few studies have examined the barriers impacting…

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

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

Improving Online Teaching by Using Established Best Classroom Teaching Practices.

PubMed

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

2016-05-01

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

Researcher Teacher Program: Achievements and Shortcomings

ERIC Educational Resources Information Center

Nami, Shamsi; Matin, Nematallah

2017-01-01

Matin1 1 Faculty member of Organization for Educational Research and Planning (OERP), Iran Correspondence: Shamsi Nami, Faculty member of Organization for Educational Research and Planning (OERP), Iran. E-mail: shamsinami@gmail.com Received: July 24, 2016 Accepted: October 10, 2016 Online Published: February 27, 2017 doi:10.5539/ies.v10n3p99 URL:…

Analysis of Engineering Faculty Members' Reflections on Planning for Instruction

ERIC Educational Resources Information Center

Warcholak, Nicholas D.

2014-01-01

The purpose of this study was to begin development of a method to better describe the instructional planning processes of post-secondary teachers. Long term, it is hoped this work might have constructive implications for faculty development by providing a few case studies demonstrating how instructors with a strong interest in teaching think about…

Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

2015-12-01

A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

Diversity of faculty practice in workshop classrooms

NASA Astrophysics Data System (ADS)

Franklin, Scott V.; Chapman, Tricia

2013-01-01

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

Developing a comprehensive faculty development program to promote interprofessional education, practice and research at a free-standing academic health science center.

PubMed

Shrader, Sarah; Mauldin, Mary; Hammad, Sammar; Mitcham, Maralynee; Blue, Amy

2015-03-01

There is an on-going transformation in health professions education to prepare students to function as competent members of an interprofessional team in order to increase patient safety and improve patient care. Various methods of health education and practice directed toward students have been implemented, yet descriptions of faculty development initiatives designed to advance interprofessional education and practice are scarce. This article describes a faculty development program at the Medical University of South Carolina, USA, based on the conceptual framework of adult transformational learning theory. Three components comprise the faculty development program: an institute, fellowship and teaching series. Evaluations of the three components indicate that the faculty development program aided in the sustainability of the university's interprofessional program, and built capacity for improvement and growth in interprofessional endeavors.

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

PubMed

Del Prato, Darlene

2013-03-01

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

Opportunities for faculty-librarian collaboration in an expanded dentistry curriculum.

PubMed

Stone, Sean; Quirke, Michelle; Lowe, M Sara

2018-06-01

With the increased emphasis on evidence based practice, developing information literacy skills earlier in health care education programmes is widely accepted. However finding opportunities for relevant teaching can present challenges, often leading to a lack of integration. In this paper, guest writers Sean Stone and colleagues from Indiana University discuss their involvement with an expanded dental hygiene curriculum in the University School of Dentistry. This expansion has provided the opportunity to plan integration of information and oral health literacy instruction and evidence based practice across the new curriculum, and provide transferable skills for any major. In particular, the paper addresses the developmental work the health librarian team engaged in from course design, delivery and assessment to improve student preparedness for evidence based practice. H.S. © 2018 Health Libraries Group.

Comparison of dose accuracy between 2D array detectors and Epid for IMRT of nasopharynx cancer

NASA Astrophysics Data System (ADS)

Altiparmak, Duygu; Coban, Yasin; Merih, Adil; Avci, Gulhan Guler; Yigitoglu, Ibrahim

2017-02-01

The aim of this study is to perform the dosimetric controls of nasopharynx cancer patient's intensity modulated radiation therapy (IMRT) treatment plans that generated by treatment planing system (TPS) with using two different equipments and also to make comparison in terms of their reliability and practicability. This study has been performed at Radiation Oncology Department, Medicine Faculty in Gaziosmanpasa University by using the VARIAN CLINAC DHX linear accelerator which is operated in the range of 6 MV. Selected 10 nasopharynx patients planned in TPS (Eclipce V13.0) and approved for treatment by medical physicists and radiation oncologists. These plans recalculated on EPID and mapcheck which are 2D dosimetric equipments to obtain dose maps. To compare these two dosimetric equipments gamma analysis method has been preferred. Achieved data is presented and discussed.

Breast milk pumping beliefs, supports, and barriers on a university campus.

PubMed

Dinour, Lauren M; Pope, Gina A; Bai, Yeon K

2015-02-01

Compared to nonemployed mothers, employed mothers are more likely to terminate breastfeeding sooner than recommended, due in part to a lack of workplace support. The purpose of this study is to compare the beliefs of employees and students affiliated with a university regarding pumping breast milk on campus. This qualitative study used semistructured interviews grounded in the theory of planned behavior, focused on behavioral, normative, and control beliefs regarding pumping on campus. Responses were independently coded and categorized based on common themes. Response frequencies were calculated and compared between students, staff, and faculty. Thirty-two women (11 students, 8 staff, 13 faculty) participated in the interview. Overall, participants most frequently reported that maintaining milk supply/extending breastfeeding duration was an advantage to pumping on campus, and time/scheduling issues a disadvantage. The most commonly perceived supporters were peers, whereas those unaware, uninformed, and/or disapproving of breastfeeding were most commonly perceived as opponents to pumping on campus. Reporting within each category differed between students, staff, and faculty. It is notable that students most frequently identified the lack of available pumping space as a barrier, whereas faculty often reported that space availability made pumping on campus easier for them. In addition, both staff and faculty frequently stated that scheduling and time constraints were a pumping barrier. An inequality of current lactation support practice may exist at colleges and universities. It is necessary to extend this protection to all members of a workplace, regardless of their role. © The Author(s) 2014.

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.

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…

Faculty Use of Culturally Mediated Instruction in a Community College Academic Enrichment Program

ERIC Educational Resources Information Center

Lacey, Charna L.

2009-01-01

The purpose of this study was to examine faculty use of Culturally Mediated Instructional (CMI) practices in a community college-based academic enrichment program. The intent of the study was two-fold: (a) to search for evidence that instructional practices were reflective of Hollins' (1996) theory of CMI, and (b) to explore faculty perceptions of…

Faculty Use and Perception of Mobile Information and Communication Technology (m-ICT) for Teaching Practices

ERIC Educational Resources Information Center

Biddix, J. Patrick; Chung, Chung Joo; Park, Han Woo

2016-01-01

The purpose of this study was to consider faculty use and perception of mobile information and communication technology (m-ICT) for teaching practices. The researchers examined qualitative responses about specific m-ICT use and efficiency amongst Korean and US faculty (n = 59) at three different institutions. Findings from multi-level textual…

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

ERIC Educational Resources Information Center

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

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

Meeting the Late-Career Needs of Faculty Transitioning Through Retirement: One Institution's Approach.

PubMed

Cain, Joanna M; Felice, Marianne E; Ockene, Judith K; Milner, Robert J; Congdon, John L; Tosi, Stephen; Thorndyke, Luanne E

2018-03-01

Medical school faculty are aging, but few academic health centers are adequately prepared with policies, programs, and resources (PPR) to assist late-career faculty. The authors sought to examine cultural barriers to successful retirement and create alignment between individual and institutional needs and tasks through PPR that embrace the contributions of senior faculty while enabling retirement transitions at the University of Massachusetts Medical School, 2013-2017. Faculty 50 or older were surveyed, programs at other institutions and from the literature (multiple fields) were reviewed, and senior faculty and leaders, including retired faculty, were engaged to develop and implement PPR. Cultural barriers were found to be significant, and a multipronged, multiyear strategy to address these barriers, which sequentially added PPR to support faculty, was put in place. A comprehensive framework of sequenced PPR was developed to address the needs and tasks of late-career transitions within three distinct phases: pre-retirement, retirement, and post-retirement. This sequential introduction approach has led to important outcomes for all three of the retirement phases, including reduction of cultural barriers, a policy that has been useful in assessing viability of proposed phased retirement plans, transparent and realistic discussions about financial issues, and consideration of roles that retired faculty can provide. The authors are tracking the issues mentioned in consultations and efficacy of succession planning, and will be resurveying faculty to further refine their work. This framework approach could serve as a template for other academic health centers to address late-career faculty development.

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…

What Ever Happened to the Faculty? Drift and Decision in Higher Education

ERIC Educational Resources Information Center

Burgan, Mary

2009-01-01

In this provocative work, Mary Burgan surveys the deterioration of faculty influence in higher education. From campus planning, curriculum, and instructional technology to governance, pedagogy, and academic freedom, she urges far greater consideration for the perspective of the faculty. Burgan evokes the pervasive atmosphere of charge and…

Engaging Faculty Senates in the Budget Planning Process

ERIC Educational Resources Information Center

Archibald, James G.; Conley, Valerie Martin

2011-01-01

Multiple rounds of budget cuts have created tensions on many campuses, prompting questions from faculty about whether institutions are using resources wisely and spending funds appropriately (Minor 2003). As institutions respond to fiscal challenges, it is important that administrators and faculty have a common understanding of budget issues and…

Santa Fe Community College Part-Time Faculty Professional Development Plan.

ERIC Educational Resources Information Center

Santa Fe Community Coll., NM.

Developed for faculty employed on a part-time basis at Santa Fe Community College (SFCC), this booklet explains the required and optional activities comprising the college's professional development program. Introductory sections reveal that part-time faculty members are required to participate in a number of professional development activities,…

"Colloquium": A Conversation about Excellence.

ERIC Educational Resources Information Center

Nist, Elizabeth A.

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

A Delphi Study: Exploring Faculty Perceptions of the Best Practices Influencing Student Persistence in Blended Courses

ERIC Educational Resources Information Center

Manning, Kim Elise

2010-01-01

This Delphi study explored the instructional practices of community college faculty who were teaching blended or Web-assisted courses and how these practices influenced student persistence. The Delphi method provided qualitative data in the form of expert advice through consensus building on the instructional practices most likely to influence…

Equity-Minded Faculty Development: An Intersectional Identity-Conscious Community of Practice Model for Faculty Learning

ERIC Educational Resources Information Center

Costino, Kimberly A.

2018-01-01

Equity-minded institutional transformation requires robust faculty learning. Research has shown that the single most important factor in student success is faculty interaction. Positive, supportive, and empowering faculty interaction is particularly important to the success of female students, poor and working class students, and students of…

Faculty Advising Examined: Enhancing the Potential of College Faculty as Advisors.

ERIC Educational Resources Information Center

Kramer, Gary L., Ed.

This collection explores faculty advising as a potential contributor to student college success and provides information on how to organize, deliver, and improve overall faculty advising in the current higher education climate. The chapters are: (1) "Advising as Teaching" (Gary L. Kramer); (2) "Faculty Advising: Practice and Promise" (Wesley R.…

Telemedicine in Leading US Neurology Departments.

PubMed

George, Benjamin P; Scoglio, Nicholas J; Reminick, Jason I; Rajan, Balaraman; Beck, Christopher A; Seidmann, Abraham; Biglan, Kevin M; Dorsey, E Ray

2012-10-01

To determine the current practice and plans for telemedicine at leading US neurology departments. An electronic survey was sent to department chairs, administrators, or faculty involved in telemedicine at 47 neurology departments representing the top 50 hospitals as ranked by U.S. News and World Report. Current use, size, scope, reimbursement, and perceived quality of telemedicine services. A total of 32 individuals from 30 departments responded (64% response rate). The primary respondents were neurology faculty (66%) and department chairs (22%). Of the responding departments, 60% (18 of 30) currently provide telemedicine and most (n = 12) had initiated services within the last 2 years. Two thirds of those not providing telemedicine plan to do so within a year. Departments provide services to patients in state, out of state, and internationally, but only 6 departments had more than 50 consultations in the last year. The principal applications were stroke (n = 14), movement disorders (n = 4), and neurocritical care (n = 3). Most departments (n = 12) received external funding for telemedicine services, but few departments (n = 3) received payment from insurers (eg, Medicare, Medicaid). Reimbursement (n = 21) was the most frequently identified barrier to implementing telemedicine services. The majority of respondents (n = 20) find telemedicine to be equivalent to in-person care. Over 85% of leading US neurology departments currently use or plan to implement telemedicine within the next year. Addressing reimbursement may allow for its broader application.

The effect of health care reform on academic medicine in Canada. Editorial Committee of the Canadian Institute for Academic Medicine.

PubMed

Hollenberg, C H

1996-05-15

Although Canadian health care reform has constrained costs and improved efficiency, it has had a profound and mixed effect on Canadian academic medicine. Teaching hospitals have been reduced in number and size, and in patient programs have shifted to ambulatory and community settings. Specialized care programs are now multi-institutional and multidisciplinary. Furthermore, the influence of regional planning bodies has grown markedly. Although these changes have likely improved clinical service, their impact on the quality of clinical education is uncertain. Within the academic clinical department, recruitment of young faculty has been greatly complicated by constraints on licensing, billing numbers, fee-for-service income and research funding. The departmental practice plan based on university funds and fee-for-service income is being replaced by less favourable funding arrangements. However, emphasis on multidisciplinary programs has rendered these departments more flexible in structure. The future of Canadian academic medicine depends on an effective alliance with government. Academia and government must agree, particularly on human-resource requirements, research objectives and the delivery of clinical and academic programs in regional and community settings. The establishment of focal points for academic health sciences planning within academic health sciences centres and within governments would assist in these developments. Finally, government and the academic health sciences sector must work together to remove the current impediments to the recruitment of highly qualified young faculty.

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

NASA Astrophysics Data System (ADS)

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

2007-12-01

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

Planning, Organizing, and Conducting a 2-Week Study Abroad Trip for Undergraduate Students: Guidelines for First-Time Faculty

ERIC Educational Resources Information Center

Koernig, Stephen K.

2007-01-01

This article provides specific recommendations to help faculty members organize, plan, and conduct a short-term overseas study tour. Specifically, strategies are presented to help with managing student anxiety in the pretrip sessions, acclimating the students to their new environment in the early part of the trip, balancing academic content with…

Best Instructional Practices in Developmental Education: Faculty Perceptions

ERIC Educational Resources Information Center

Pierce, Calisa A.

2012-01-01

This descriptive study employed a survey to examine the perspectives of developmental education faculty members at public community colleges regarding instructional practices that have been identified in the literature as effective for developmental education. The study focused on two major areas related to the instructional practices surveyed:…

Integrating Single-System Design Research into the Clinical Practice Class

ERIC Educational Resources Information Center

Cooper, Marlene G.

2006-01-01

Clinical practice and research are generally taught separately in Master of Social Work programs by faculty with distinct areas of expertise. This paper discusses the teaching of single-subject design research methodology by clinical faculty, in the clinical practice class. Examples from student papers demonstrate the effectiveness of integrating…

White Faculty Transforming Whiteness in the Classroom through Pedagogical Practice

ERIC Educational Resources Information Center

Charbeneau, Jessica

2015-01-01

The primary objective of this qualitative study is to present a conceptual framework of pedagogical practices reported by white faculty that serve to challenge the hegemony of whiteness in the university classroom. These transformative teaching practices surfaced through a review of racialized pedagogies discussed in the literature and in…

High-Impact Practices and Student-Faculty Interactions for Students across Sexual Orientations

ERIC Educational Resources Information Center

Garvey, Jason C.; BrckaLorenz, Allison; Latopolski, Keely; Hurtado, Sarah S.

2018-01-01

The purpose of this study was to investigate the relationship between high-impact practices and student--faculty interactions for lesbian, gay, bisexual, and questioning (LGBQ) students. Results yield few differences in participation of high-impact practices for LGBQ students compared to heterosexual students. Results also demonstrate the…

Best Practices Framework for Online Faculty Professional Development: A Delphi Study

ERIC Educational Resources Information Center

Mohr, Sandra Coswatte; Shelton, Kaye

2017-01-01

Online learning is now a common practice in higher education. Because of the continued online enrollment growth, higher educational institutions must prepare faculty throughout their teaching career for learning theory, technical expertise, and pedagogical shifts for teaching in the online environment. This study presents best practices for…

Teacher Education: Linking Theory to Practice through Digital Technology

ERIC Educational Resources Information Center

Wursta, Melanie; Brown-DuPaul, Judy; Segatti, Laura

2004-01-01

Teacher education faculty need to bridge college course knowledge to actual practices in early childhood classrooms. Historically, faculty have lectured about best practices and then students have attempted to integrate these concepts into their own teaching with children. This article highlights one community college's use of digital photography…

MVP and Faculty Evaluation

ERIC Educational Resources Information Center

Theall, Michael

2017-01-01

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

From Keller's MVP Model to Faculty Development Practice

ERIC Educational Resources Information Center

Svinicki, Marilla D.

2017-01-01

As faculty and faculty developers, we sometimes forget that the principles of learning and motivation that we apply to students also apply to us. This chapter illustrates how the MVP model can be used to create effective faculty development activities.

Standards of Good Practice in the Employment of Part-Time/Adjunct Faculty: A Blueprint for Raising Standards and Ensuring Financial and Professional Equity.

ERIC Educational Resources Information Center

American Federation of Teachers, Washington, DC.

This publication asserts an urgent need to professionalize the manner in which part-time/adjunct college faculty are employed, compensated, and treated, both by their employers and their unions, laying out standards of good practice. Section 1, "Curbing the Exploitation of Part-Time/Adjunct Faculty in Employment," presents standards of…

The DNP project: Quandaries for nursing scholars.

PubMed

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

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

[The pedagogical practice of nursing teachers and their knowledge].

PubMed

Madeira, Maria Zélia de Araújo; Lima, Maria da Glória Soares Barbosa

2007-01-01

This article has as objectives investigate the faculty knowledge that embase the pedagogical practice of the nursing-professors, glimpsing to understand the meaning of this social practice in what it refers to the process to become a professional professor. The qualitative nature study, with methodological emphasis in verbal story, used as instruments of data collection semi-arranged interviews, and the data analysis starting from the content analysis. Among the results obtained from the analysis, it has proven that the faculty knowledge and the pedagogical practice positively incises for the consolidation of the process to become professional professor in the scope of the faculty in the nursing course at UFPI.

Practice and Educational Effect of a Project Based Learning Program Collaborated with Local Enterprises

NASA Astrophysics Data System (ADS)

Nagashima, Masaaki; Kondo, Yasuo; Tanaka, Hisataka; Miyachika, Kouitsu; Akiyama, Masahiko; Ishibuchi, Nobutaka; Hayakawa, Motozo

The ICEE (Innovation Center for Engineering Education) was founded in April 2004 as an educational facility in the Faculty of Engineering of Tottori University. The ICEE plans the development and training of creative professionals in all fields of engineering through Project Based Learning (PBL) programs in collaboration with local enterprises. In this report, the outline and the educational effect of the education program are described. Through PBL programs, we can give problem finding and solving abilities, self-initiative and communicative skill to the students.

A Survey of Clinical Faculty Calibration in Dental Hygiene Programs.

PubMed

Dicke, Nichole L; Hodges, Kathleen O; Rogo, Ellen J; Hewett, Beverly J

2015-08-01

This study investigated the calibration efforts of entry-level dental hygiene programs in the U.S. Four aspects were explored, including attitudes, characteristics, quality and satisfaction, to evaluate current calibration practices. A descriptive comparative survey design was used. Directors of accredited dental hygiene programs (n=345) were asked to forward an electronic survey invitation to clinical faculty. Eighty-five directors forwarded the survey to 847 faculty; 45.3% (n=384) participated. The 37-item survey contained multiple-choice and Likert scale questions and was available for 3 weeks. Descriptive statistics were used to analyze demographic data and research questions. The Kruskal-Wallis, Spearman Correlation Coefficient and Mann-Whitney U tests were employed to analyze hypotheses (p=0.05). The demographic profile for participants revealed that most worked for institutions awarding associate entry-level degrees, had 1 to 10 years' experience, taught clinically and didactically, and held a master's degree. Clinical instructors valued calibration, believed it reduced variation and wanted more calibration. Some were not offered quality calibration. There was a difference between the entry-level degree awarded and the program's evaluation of clinical skill faculty reliability, as analyzed using the Kruskal-Wallis test (p=0.008). Additionally, full-time versus part-time educators reported more observed student frustration with faculty variance, as evaluated using the Mann-Whitney U test (p=0.001, bfp=0.004). Faculty members value calibration's potential benefits and want enhanced calibration efforts. Calibration efforts need to be improved to include standards for measuring intra- and inter-rater reliability and plans for resolving inconsistencies. More research is needed to determine effective calibration methods and their impact on student learning. Copyright © 2015 The American Dental Hygienists’ Association.

A review of trends in attrition rates for surgical faculty: a case for a sustainable retention strategy to cope with demographic and economic realities.

PubMed

Satiani, Bhagwan; Williams, Thomas E; Brod, Heather; Way, David P; Ellison, E Christopher

2013-05-01

Our aim was to compare trends in retention of academic surgeons by reviewing surgical faculty attrition rates (leaving academic surgery for any reason) of 3 cohorts at 5-year intervals between 1996 and 2011. The Association of American Medical Colleges' Faculty Administrative Management On-Line User System database was queried for a retention report of all tenure/clinical track full-time MD faculty within our academic medical center on July 1, 1996 (group 1), July 1, 2001 (group 2), and July 1, 2006 (group 3). Retention was tracked for 5 years post snapshot. The individual 5-year cohort attrition rates (observed frequencies) were compared with combined attrition rates for all 3 groups (expected frequencies). Overall, attrition trends for groups 2 (lower) and 3 (higher) were significantly different than the trends for all groups combined. Minorities and professors at the full or associate rank in group 3 contributed to this difference. Faculty in group 3 leaving our academic medical center were significantly more likely to transition into nonacademic practice compared with the other 2 groups. Greater attrition in the last 5-year cohort, despite the increase in faculty positions, is worrisome. A continuous retention life cycle is critical if academic medical centers hope to compete for talent. Retention planning should include on-boarding programs for enculturation, monitoring of professional satisfaction, formalized mentoring of younger surgeons, retaining academic couples and a part-time workforce, leadership and talent management, exit interviews, and competitive financial packages. Copyright © 2013 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Mentoring within a Community of Practice for Faculty Development: Adding Value to a CTL Role

ERIC Educational Resources Information Center

Calderwood, Patricia E.; Klaf, Suzanna

2015-01-01

E. R. Smith, P. E. Calderwood, F. Dohm, and P. Gill Lopez's (2013) model of integrated mentoring within a community of practice framework draws attention to how mentoring as practice, identity, and process gives shape and character to a community of practice for higher education faculty and alerts us to several challenges such a framework makes…

The Digital Learning Faculty Certificate Program

ERIC Educational Resources Information Center

Ginzburg, Ekaterina; Chepya, Peter; Demers, David

2010-01-01

To assist in the training and professional development of faculty new to teaching online, Sacred Heart University established the Digital Learning Faculty Certificate Program. This 8-week online cohort program provides faculty with best practices for teaching online, including instructional design, effective online communication and appropriate…

Improving educational environment in medical colleges through transactional analysis practice of teachers.

PubMed

Rajan, Marina; Chacko, Thomas

2012-01-01

 A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of 'awareness' about intrapersonal and interpersonal processes. To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same.  An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training.  The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students.  These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes.

Improving educational environment in medical colleges through transactional analysis practice of teachers

PubMed Central

Rajan, Marina

2012-01-01

Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes. Objectives: To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same. Methods: An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training. Findings: The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students. Discussion and Conclusions: These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes. PMID:24358808

Assessment and Academic Freedom: In Concert, Not Conflict. Occasional Paper #22

ERIC Educational Resources Information Center

Cain, Timothy Reese

2014-01-01

Scholars and practitioners of learning outcomes assessment widely recognize the importance of faculty engagement with the planning and implementation of assessment activities. Yet garnering participation by the majority of faculty has remained a significant challenge due in part to faculty concerns over the purposes of assessment, the value that…

You Can Teach an Old Dog New Tricks: The Faculty's Role in Technology Implementation.

ERIC Educational Resources Information Center

White, Jill T.; Myers, Susan D.

2001-01-01

Reports student and faculty perceptions of two courses that included online instruction via WebCT. Discusses how initial student concerns changed to perceptions of how the technology was beneficial and increased community and collaboration among learners. Notes the importance of adequate planning time for faculty. (SR)

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

ERIC Educational Resources Information Center

Gentry, Jeffery

2011-01-01

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

Faculty Questionnaire for Future Planning: Results.

ERIC Educational Resources Information Center

Burns, James A.

Members of the faculty and administration at Western Washington University (WWU) were surveyed in 1978 in an effort to discover trends that could affect the university by the year 2000. The response rate was 32 percent for faculty and 49 percent for administrators. The first section of the survey concerns general trends: economic (inflation,…

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

ERIC Educational Resources Information Center

McKinsey, Elizabeth

2016-01-01

Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and…

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part III. Impact on Faculty's Career Satisfaction and Confidence in Providing Student Career Coaching.

PubMed

Waddell, Janice; Spalding, Karen; Navarro, Justine; Gaitana, Gianina

2015-11-25

As career satisfaction has been identified as a predictor of retention of nurses across all sectors, it is important that career satisfaction of both new and experienced nursing faculty is recognized in academic settings. A study of a curriculum-based career planning and development (CPD) program was conducted to determine the program's effects on participating students, new graduate nurses, and faculty. This third in a series of three papers reports on how the CPD intervention affected faculty participants' sense of career satisfaction and confidence in their role as career educators and coaches. Faculty who participated in the intervention CPD intervention group reported an increase in confidence in their ability to provide career coaching and education to students. They further indicated that their own career development served to enhance career satisfaction; an outcome identified as a predictor of faculty career satisfaction. Study results suggest that interventions such as the one described in this paper can have a potentially positive impact in other settings as well.

An incentive plan for professional fee collections at an indigent-care teaching hospital.

PubMed

Stewart, M G; Jones, D B; Garson, A T

2001-11-01

The authors describe the implementation and development of an incentive plan to improve professional fee collections at an indigent-care teaching hospital. They theorized that an incentive plan based on relative value unit (RVU) productivity would increase billings and collections of professional fees. Unique RVU targets were set for individual services based on the number of faculty full-time equivalents and average reported productivity for academic physicians by specialty. The incentive plan was based on the level of expected faculty billings, measured in RVUs, for each department. A "base + incentive" model was used, with the base budget being distributed monthly throughout the year, and the incentive held as a "withhold" to be paid at the year's end only if the billing target in RVUs was met. Additionally, a task force worked with physician billing office and the hospital to improve collections. In the first year after implementation of the system was in place, important increases were noted in total RVU productivity (30.5% over the previous year) and in collections (49.5% over the previous year). Sixteen of 23 departments exceeded their incentive targets, and it was possible to make distributions of professional fees to those departments, to be used within the hospital system to enhance clinical services. Moreover, the plan created an overall positive attitude toward billings and documentation of faculty activities. The authors believe that this kind of incentive plan will be increasingly important for academic faculty working in public hospital systems.

Understanding the needs and concerns of senior faculty in academic medicine: building strategies to maintain this critical resource.

PubMed

Stearns, Jeffrey; Everard, Kelly M; Gjerde, Craig L; Stearns, Marjorie; Shore, William

2013-12-01

The average age of medical school faculty is increasing, with 30% over age 55 in 2007. In 2012, 56% of Society of Teachers of Family Medicine (STFM) members were at least 50 years old. The authors sought to identify the transition and faculty development needs of this group of senior faculty. In 2012 the authors electronically surveyed 1,708 U.S. STFM members who were 50 or older, asking about demographics, highest degree, primary employer, career options considered in the previous year, issues of concern, mentoring needs, retirement plans, and likely activities in retirement. The response rate was 45%, with 73% MD/DOs, 62% men, 89% white, and 64% employed by academic institutions. The most frequent issues of concern were balancing personal and work time (67%), maintaining health (66%), and planning for retirement (60%). Nearly a third had considered career advancement, changing employers, or reducing full-time employment. Fifty-one percent were not receiving mentoring of any kind, but 47% reported they would like to have a mentor. Sixty-four percent were planning to retire; in retirement, 75% said they would like to remain active in teaching and 55% in mentoring. Senior faculty in family medicine have significant career concerns and mentoring needs as they approach retirement, and these faculty can be valuable resources after retirement. As the age of faculty continues to rise, medical schools and specialty organizations can develop specific programs to meet the needs of these medical educators and better use this expertise in a time of limited resources.

A Production Lab the Faculty Can Call Their Own.

ERIC Educational Resources Information Center

Wilkening, Donald J.

1979-01-01

Presents a case study of the development of a faculty media production laboratory by Michigan State University's media center, describing funding, facilities, promotion, utilization, and future plans. (CMV)

Creating and sustaining an academic-practice Partnership Engagement Model.

PubMed

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

2017-11-01

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

When University Faculty Nurture Teacher Leadership: "Horizontal" Practices and Values in a Professor's Work with Teachers

ERIC Educational Resources Information Center

Whitney, Anne Elrod

2013-01-01

Content-area university faculty can play a critical role in the trajectories of K-12 teachers into leadership. The purpose of this study is to examine the practices and values of one university faculty member with a long record of work with K-12 teachers, with an aim to offer some guiding considerations as to the potential role of university…

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

PubMed

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

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. © 2016 P. Brickman et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

5-years later - have faculty integrated medical genetics into nurse practitioner curriculum?

PubMed

Maradiegue, Ann H; Edwards, Quannetta T; Seibert, Diane

2013-10-31

Abstract Many genetic/genomic educational opportunities are available to assist nursing faculty in their knowledge and understanding of genetic/genomics. This study was conducted to assess advance practice nursing faculty members' current knowledge of medical genetics/genomics, their integration of genetics/genomics content into advance practice nursing curricula, any prior formal training/education in genetics/genomics, and their comfort level in teaching genetics/genomic content. A secondary aim was to conduct a comparative analysis of the 2010 data to a previous study conducted in 2005, to determine changes that have taken place during that time period. During a national nurse practitioner faculty conference, 85 nurse practitioner faculty voluntarily completed surveys. Approximately 70% of the 2010 faculty felt comfortable teaching basic genetic/genomic concepts compared to 50% in 2005. However, there continue to be education gaps in the genetic/genomic content taught to advance practice nursing students. If nurses are going to be a crucial member of the health-care team, they must achieve the requisite competencies to deliver the increasingly complex care patients require.

Teaching to Transform? Addressing Race and Racism in the Teaching of Clinical Social Work Practice

ERIC Educational Resources Information Center

Varghese, Rani

2016-01-01

Faculty members are key stakeholders to support social work students' learning about race and racism in practice and to promote the professional standards established by the field. This qualitative study examines how 15 clinical social work faculty members teaching advanced practice in the Northeast conceptualize and incorporate their…

A User Centered Faculty Scheduled Development Framework

ERIC Educational Resources Information Center

Hadian, Shohreh; Sly, Nancy

2014-01-01

Colleges provide professional development opportunities to faculty to promote knowledge growth and improvement of skills. At the college, Scheduled Development (SD) time for faculty is based on the educational practice and recognition of the need for continuous professional development of faculty members. The paper presents a user-centered…

Assess and Invest: Faculty Feedback on Library Tutorials

ERIC Educational Resources Information Center

Appelt, Kristina M.; Pendell, Kimberly

2010-01-01

Communication and collaboration with faculty are increasingly important in the development of both curriculum-integrated and stand-alone "just in time" library tutorials. In the final developmental stages of the Evidence-Based Practice online tutorials, faculty members were asked to provide input during structured faculty feedback…

Teaching residents screening, brief intervention, and referral to treatment (SBIRT) skills for alcohol use: Using chart-stimulated recall to assess curricular impact.

PubMed

Wamsley, Maria A; Steiger, Scott; Julian, Katherine A; Gleason, Nathaniel; O'Sullivan, Patricia S; Guy, Michelle; Satterfield, Jason M

2016-01-01

Screening, brief intervention, and referral to treatment (SBIRT) improves identification and intervention for patients at risk for developing an alcohol use disorder (AUD). Residency curriculum is designed to teach SBIRT skills, but resources are needed to promote skill implementation. The electronic health record (EHR) can facilitate implementation through integration of decision-support tools. The authors developed electronic tools to facilitate documentation of alcohol assessment and brief intervention and to reinforce skills from an SBIRT curriculum. This prospective cohort study assessed primary care internal medicine residents' use of SBIRT skills and EHR tools in practice using chart-stimulated recall (CSR). Postgraduate year 2 and 3 residents received a 5-hour SBIRT curriculum with skills practice and instruction on SBIRT electronic tools. Participants were then given a list of their patients seen in a 1-year period who were drinking at/above the recommended limit. Trainees selected 3 patients to review with a faculty member in a CSR. Faculty used a 24-item chart checklist to assess application of SBIRT skills and electronic tool use and met with residents to complete a CSR interview. CSR interview notes were analyzed qualitatively to understand application of SBIRT skills and EHR tool use. Eighteen of 20 residents participated in the CSR, and 5 faculty reviewed 46 patient charts. Residents documented alcohol use (84.2% of charts) and assessment of quantity/frequency of use (71.0%) but were less likely to document assessment for an AUD (34%), an appropriate plan (50.0%), or follow-up (55%). Few residents used EHR tools. Residents reported barriers in addressing alcohol use, including lack of knowledge, patient barriers, and time constraints. More intensive training in SBIRT with opportunities for practice and feedback may be necessary for residents to consistently apply SBIRT skills in practice. EHR tools need to be better integrated into the clinic workflow in order to be useful.

Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19.

PubMed

Steinert, Yvonne; Naismith, Laura; Mann, Karen

2012-01-01

Due to the increasing complexity of medical education and practice, the preparation of healthcare professionals for leadership roles and responsibilities has become increasingly important. To date, the literature on faculty development designed to promote leadership in medical education has not been reviewed in a systematic fashion. The objective of this review is to synthesize the existing evidence that addresses the following question: 'What are the effects of faculty development interventions designed to improve leadership abilities on the knowledge, attitudes, and skills of faculty members in medicine and on the institutions in which they work?' The search, which covered the period 1980-2009, included six databases (Medline, EMBASE, CINAHL, Web of Science, ERIC, and ABI/Inform) and used the following keywords: faculty development; in-service training; doctor; medic; physician; faculty; leadership; management; administration; executive; and change agent. Hand searches were also conducted, and expert recommendations were solicited. Articles with a focus on faculty development to improve leadership, targeting basic science and clinical faculty members, were reviewed. All study designs that included outcome data beyond participant satisfaction were examined. From an initial 687 unique records, 48 articles met the review criteria in three broad categories: (1) reports in which leadership was the primary focus of the intervention; (2) reports in which leadership was a component of a broader focus on educational development; and (3) reports in which leadership was a component of a broader focus on academic career development. Data were extracted by three coders using the standardized Best Evidence Medical Education coding sheet adapted for our use. One reviewer coded all of the articles, and two reviewers each coded half of the dataset. Coding differences were resolved through discussion. Data were synthesized using Kirkpatrick's four levels of educational outcomes. Findings were grouped by intervention type and level of outcome. Forty-eight articles described 41 studies of 35 different interventions. The majority of the interventions targeted clinical faculty members and included workshops, short courses, fellowships, and other longitudinal programs. The majority of studies were quantitative in nature, though five studies used a qualitative design, and 12 studies used mixed methods. All quantitative studies were quasi-experimental and most employed a single group design; only two studies had a comparison group. Qualitative study designs were typically not specified. The majority of evaluation data, primarily collected post-intervention, consisted of participants' responses to questionnaires and interviews. KEY POINTS AND SUMMARY OF OUTCOMES: Despite methodological limitations, the faculty development literature tends to support the following outcomes: ▪ High satisfaction with faculty development programs. Participants consistently found programs to be useful and of both personal and professional benefit. They also valued the practical relevance and applicability of the instructional methods used. ▪ A change in attitudes toward organizational contexts and leadership roles. Participants reported positive changes in attitudes toward their own organizations as well as their leadership capabilities. Some reported an increased awareness of--and commitment to--their institution's vision and challenges, whereas others reported greater self-awareness of personal strengths and limitations, increased motivation, and confidence in their leadership roles. A greater sense of community and appreciation of the benefits of networking were also identified. ▪ Gains in knowledge and skills. Participants reported increased knowledge of leadership concepts, principles, and strategies (e.g., leadership styles and strategic planning), gains in specific leadership skills (e.g., personal effectiveness and conflict resolution), and increased awareness of leadership roles in academic settings. ▪ Changes in leadership behavior. Self-perceived changes in leadership behavior were consistently reported and included a change in leadership styles, the application of new skills to the workplace (e.g., departmental reorganization and team building), the adoption of new leadership roles and responsibilities, and the creation of new collaborations and networks. Observed changes primarily suggested new leadership positions. ▪ Limited changes in organizational practice. Although not frequently examined, changes in organizational practice included the implementation of specific educational innovations, an increased emphasis on educational scholarship, and the establishment of collegial networks. ▪ Key features of faculty development. Features contributing to positive outcomes included the use of: multiple instructional methods within single interventions; experiential learning and reflective practice; individual and group projects; peer support and the development of communities of practice; mentorship; and institutional support. ▪ Avenues for future development: Moving forward, faculty development programs should: ground their work in a theoretical framework; articulate their definition of leadership; consider the role of context; explore the value of extended programs and follow-up sessions; and promote the use of alternative practices including narrative approaches, peer coaching, and team development. METHODOLOGICAL ISSUES: More rigorous and diverse research designs are needed to capture the complexity of interventions in this area. Varied methods of assessment, utilizing multiple data sources to tap changes at the interpersonal and organizational level should be explored, as should the maintenance of change over time. Process-oriented studies, comparing different faculty development strategies and clarifying the process of change through faculty development, should also become a priority. Participants value leadership development activities and report changes in attitudes, knowledge, skills and behavior. Moreover, despite methodological limitations, certain program characteristics seem to be associated with positive outcomes. Further research is required to explore these associations and document changes at both the individual and organizational level.

Clerkship maturity: Does the idea of training clinical skills work?

PubMed Central

Stosch, Christoph; Joachim, Alexander; Ascher, Johannes

2011-01-01

Background: With the reformed curriculum “4C”, the Medical Faculty of the University of Cologne has started to systematically plan practical skills training, for which Clerkship Maturity is the first step. The key guidelines along which the curriculum was development were developed by experts. This approach has now been validated. Materials and methods: Both students and teachers were asked to fill in a questionnaire regarding preclinical practical skills training to confirm the concept of Clerkship Maturity. Results and discussion: The Cologne training program Clerkship Maturity can be validated empirically overall through the activities of the students awaiting the clerkship framework and through the evaluation by the medical staff providing the training. The subjective ratings of the advantages of the training by the students leave room for improvement. Apart from minor improvements to the program, the most likely solution providing sustainable results will involve an over-regional strategy for establishing skills training planned as part of the curriculum. PMID:21866243

Mentoring Nontenured Track Nursing Faculty: A Systematic Review.

PubMed

Cullen, Deborah; Shieh, Carol; McLennon, Susan M; Pike, Caitlin; Hartman, Taylor; Shah, Hena

The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.

Faculty Mentoring Practices in Academic Emergency Medicine.

PubMed

Welch, Julie; Sawtelle, Stacy; Cheng, David; Perkins, Tony; Ownbey, Misha; MacNeill, Emily; Hockberger, Robert; Rusyniak, Daniel

2017-03-01

Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject. The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM. An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness (i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest. Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p = 0.022) and higher departmental publications rates (p = 0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p = 0.026). Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate conversation around strategies to improve faculty mentoring in EM. © 2016 by the Society for Academic Emergency Medicine.

Supporting Faculty Development in Hospital Medicine: Design and Implementation of a Personalized Structured Mentoring Program.

PubMed

Nagarur, Amulya; O'Neill, Regina M; Lawton, Donna; Greenwald, Jeffrey L

2018-02-01

The guidance of a mentor can have a tremendous influence on the careers of academic physicians. The lack of mentorship in the relatively young field of hospital medicine has been documented, but the efficacy of formalized mentorship programs has not been well studied. We implemented and evaluated a structured mentorship program for junior faculty at a large academic medical center. Of the 16 mentees who participated in the mentorship program, 14 (88%) completed preintervention surveys and 10 (63%) completed postintervention surveys. After completing the program, there was a statistically significant improvement in overall satisfaction within 5 specific domains: career planning, professional connectedness, self-reflection, research skills, and mentoring skills. All mentees reported that they would recommend that all hospital medicine faculty participate in similar mentorship programs. In this small, single-center pilot study, we found that the addition of a structured mentorship program based on training sessions that focus on best practices in mentoring was feasible and led to increased satisfaction in certain career domains among early-career hospitalists. Larger prospective studies with a longer follow-up are needed to assess the generalizability and durability of our findings. © 2017 Society of Hospital Medicine.

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

PubMed

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

2008-06-01

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

Characteristics, perceptions, and factors influencing the decision making of physical therapy chairpersons in 2000.

PubMed

Page, C G

2001-01-01

The physical therapy (PT) profession is changing. A mailed survey elicited characteristics of current PT chairpersons, such as time spent on responsibilities, influences on decision making, perceptions of working relationships, and satisfaction with decision making, as well as information about their supervisors and the faculty they managed. Chairpersons of 115 (54.28%) accredited PT programs responded. They had been in their positions for a mean of 6.04 years; 63 (57.8%) held doctoral degrees. They had a mean of 25.6 years of experience in PT practice and 17.5 years in academic positions. Their levels of satisfaction and the power and influence they had in their positions were high. However, the time spent on faculty recruitment and mentoring, given the lack of seniority of their faculty, and the small percentage of time they devoted to their own professional development may be concerns. Long-range planning and accreditation duties take up most of the time of PT chairpersons. This information may be helpful to people who seek, or who are recruited for, chairperson positions. It provides a foundational database for longitudinal studies of PT chairpersons.

Gender differences in academic surgery, work-life balance, and satisfaction.

PubMed

Baptiste, Dadrie; Fecher, Alison M; Dolejs, Scott C; Yoder, Joseph; Schmidt, C Maximillian; Couch, Marion E; Ceppa, DuyKhanh P

2017-10-01

An increasing number of women are pursuing a career in surgery. Concurrently, the percentage of surgeons in dual-profession partnerships is increasing. We sought to evaluate the gender differences in professional advancement, work-life balance, and satisfaction at a large academic center. All surgical trainees and faculty at a single academic medical center were surveyed. Collected variables included gender, academic rank, marital status, family size, division of household responsibilities, and career satisfaction. Student t-test, Fisher's exact test, and chi-square test were used to compare results. There were 127 faculty and 116 trainee respondents (>80% response rate). Respondents were mostly male (77% of faculty, 58% of trainees). Women were more likely than men to be married to a professional (90% versus 37%, for faculty; 82% versus 41% for trainees, P < 0.001 for both) who was working full time (P < 0.001) and were less likely to be on tenure track (P = 0.002). Women faculty were more likely to be primarily responsible for childcare planning (P < 0.001), meal planning (P < 0.001), grocery shopping (P < 0.001), and vacation planning (P = 0.003). Gender-neutral responsibilities included financial planning (P = 0.04) and monthly bill payment (P = 0.03). Gender differences in division of household responsibilities were similar in surgical trainees except for childcare planning, which was a shared responsibility. Women surgeons are more likely to be partnered with a full-time working spouse and to be primarily responsible for managing their households. Additional consideration for improvement in recruitment and retention strategies for surgeons might address barriers to equalizing these gender disparities. Published by Elsevier Inc.

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.

Faculty Development Practices in Taiwan Higher Education.

ERIC Educational Resources Information Center

Flack, Bruce C.

The universities in Taiwan, in carrying out their missions of research, teaching, and public service, have made significant advances in improving the quality of their faculties. Both public and private universities have undertaken a variety of faculty development activities to help their faculties grow professionally and to remain vital. The major…

Comparing Community College Student and Faculty Perceptions of Student Engagement

ERIC Educational Resources Information Center

Senn-Carter, Darian

2017-01-01

The purpose of this quantitative study was to compare faculty and student perceptions of "student engagement" at a mid-Atlantic community college to determine the level of correlation between student experiences and faculty practices in five benchmark areas of student engagement: "academic challenge, student-faculty interaction,…

Faculty in Governance at the University of Minnesota.

ERIC Educational Resources Information Center

Deegan, William L.; Mortimer, Kenneth P.

This is 1 of 3 related case studies of faculty in college and university government. The purpose was to investigate: the formal mechanisms and the informal practices of faculty participation in governance; the emergence of oligarchies and the relationships of these "ruling" groups to faculty constituencies and administrative agencies;…

Ethical Questions Regarding Joint Authorship: Business and Nonbusiness Faculty Perceptions on Noncontributing Authorship.

ERIC Educational Resources Information Center

Hamilton, J. Brooke, III; And Others

1997-01-01

Survey responses from 36 of 61 business faculty and 53 of 139 nonbusiness faculty found that both groups considered it unethical to give noncontributors authorship credit. However, business faculty reported the practice to be more prevalent and considered their colleagues more likely to do it. (SK)

Faculty Position Advertisements in Educational Administration: Analysis and a Theoretical Framework for Improving Administrative Practice.

ERIC Educational Resources Information Center

Winter, Paul A.

This study examined faculty recruitment advertisements placed by educational administration departments during one faculty recruitment cycle. The study reviewed 108 faculty recruitment advertisements placed by educational administration departments in "The Chronicle of Higher Education," using 22 criteria identified by the literature as effective…

Faculty Recruitment in an Era of Change

ERIC Educational Resources Information Center

Levine, Marilyn; Schimpf, Martin

2010-01-01

Faculty recruitment is a challenge for administration and departments, especially in an era of change in the academy. This article builds on information from an interactive conference panel session that focused on faculty recruitment best practices. The article addresses faculty recruitment strategies that focus on the optimization of search…

Robert Wood Johnson Foundation Nurse Faculty Scholars program leadership training.

PubMed

Campbell, Jacquelyn C; McBride, Angela Barron; Etcher, LuAnn; Deming, Katie

The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing shortage via development of the next generation of national leaders in academic nursing. The leadership training combined development at the scholar's home institution with in-person didactic and interactive sessions with notable leaders in nursing and other disciplines. A curriculum matrix, organized by six domains, was evaluated quantitatively and qualitatively. What set this program apart is that it immersed junior faculty in concerted leadership development with regard to all aspects of the faculty role so that teaching interactively, making use of the latest in information technology, giving testimony before a policy-making group, participating in strategic planning, and figuring out how to reduce the budget without jeopardizing quality were all envisioned as part of the faculty role. The domains covered by this program could easily be used as the framework to plan other leadership-development programs for the next generation of academic leaders. Copyright © 2017 Elsevier Inc. All rights reserved.

Simulation-based assessment to identify critical gaps in safe anesthesia resident performance.

PubMed

Blum, Richard H; Boulet, John R; Cooper, Jeffrey B; Muret-Wagstaff, Sharon L

2014-01-01

Valid methods are needed to identify anesthesia resident performance gaps early in training. However, many assessment tools in medicine have not been properly validated. The authors designed and tested use of a behaviorally anchored scale, as part of a multiscenario simulation-based assessment system, to identify high- and low-performing residents with regard to domains of greatest concern to expert anesthesiology faculty. An expert faculty panel derived five key behavioral domains of interest by using a Delphi process (1) Synthesizes information to formulate a clear anesthetic plan; (2) Implements a plan based on changing conditions; (3) Demonstrates effective interpersonal and communication skills with patients and staff; (4) Identifies ways to improve performance; and (5) Recognizes own limits. Seven simulation scenarios spanning pre-to-postoperative encounters were used to assess performances of 22 first-year residents and 8 fellows from two institutions. Two of 10 trained faculty raters blinded to trainee program and training level scored each performance independently by using a behaviorally anchored rating scale. Residents, fellows, facilitators, and raters completed surveys. Evidence supporting the reliability and validity of the assessment scores was procured, including a high generalizability coefficient (ρ = 0.81) and expected performance differences between first-year resident and fellow participants. A majority of trainees, facilitators, and raters judged the assessment to be useful, realistic, and representative of critical skills required for safe practice. The study provides initial evidence to support the validity of a simulation-based performance assessment system for identifying critical gaps in safe anesthesia resident performance early in training.

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

PubMed Central

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

2014-01-01

Background Systematically engaging residents in large programs in quality improvement (QI) is challenging. Objective To coordinate a shared QI project in a large residency program using an online tool. Methods A web-based QI tool guided residents through a 2-phase evaluation of performance of foot examinations in patients with diabetes. In phase 1, residents completed reviews of health records with online data entry. Residents were then presented with personal performance data relative to peers and were prompted to develop improvement plans. In phase 2, residents again reviewed personal performance. Rates of performance were compared at the program and clinic levels for each phase, with data presented for residents. Acceptability was measured by the number of residents completing each phase. Feasibility was measured by estimated faculty, programmer, and administrator time and costs. Results Seventy-nine of 86 eligible residents (92%) completed improvement plans and reviewed 1471 patients in phase 1, whereas 68 residents (79%) reviewed 1054 patient charts in phase 2. Rates of performance of examination increased significantly between phases (from 52% to 73% for complete examination, P < .001). Development of the tool required 130 hours of programmer time. Project analysis and management required 6 hours of administrator and faculty time monthly. Conclusions An online tool developed and implemented for program-wide QI initiatives successfully engaged residents to participate in QI activities. Residents using this tool demonstrated improvement in a selected quality target. This tool could be adapted by other graduate medical education programs or for faculty development. PMID:26279782

Using online program development to foster curricular change and innovation.

PubMed

Gwozdek, Anne E; Springfield, Emily C; Peet, Melissa R; Kerschbaum, Wendy E

2011-03-01

Distance education offers an opportunity to catalyze sweeping curricular change. Faculty members of the University of Michigan Dental Hygiene Program spent eighteen months researching best practices, planning outcomes and courses, and implementing an e-learning (online) dental hygiene degree completion program. The result is a collaborative and portfolio-integrated program that focuses on the development of reflective practitioners and leaders in the profession. A team-based, systems-oriented model for production, implementation, and evaluation has been critical to the program's success. The models and best practices on which this program was founded are described. Also provided is a framework of strategies for development, including the utilization of backward course design, which can be used in many areas of professional education.

A faculty development course to enhance dental hygiene distance education: a pilot study.

PubMed

Johnstone-Dodge, Vicki; Bowen, Denise M; Calley, Kristin H; Peterson, Teri S

2014-09-01

This article describes the implementation and evaluation of a dental hygiene faculty development course to enhance online teaching practices that foster a sense of community and satisfaction. The sampled population was drawn from the forty-seven U.S. dental hygiene programs that the American Dental Hygienists' Association identified as offering bachelor's degree completion or master's degree programs with 76-100 percent of coursework delivered in an online format. This requirement was applied to exclude programs using hybrid instruction (combination of online and face-to-face). Of the thirty-four faculty members who self-identified as meeting the criteria, seven agreed to participate (21 percent response rate); however, only five completed all parts of the study (a final response rate of 15 percent). A Community of Inquiry framework was the basis for the author-designed Distance Education Best Practices Survey used as a pretest and posttest to assess participants' use of and perceived importance of twenty-five best practices before and after taking the online faculty development course. Frequency of use ratings ranged from 4.0 (regularly) to 5.0 (always) on a response scale from 1.0 to 5.0. The results showed significant increases from before to after the course in participants' perceptions of the importance of four practices: activities promoting relevant, lifelong learning (p=0.03); faculty communication fostering a sense of community (p=0.04); encouraging students' self-introduction (p=0.04); and encouraging productive dialogue and respecting diverse opinions (p=0.04). The findings indicate a potential value for a faculty development course designed to enhance online teaching, sense of community, and satisfaction, even for faculty members with high self-ratings regarding best practices.

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…

Utilizing Technology to Examine the Impacts of Academic Program Plans on Faculty Staffing Levels. AIR 1984 Annual Forum Paper.

ERIC Educational Resources Information Center

Spiro, Louis M.; Campbell, Jill F.

The development and use of a campus-based computerized faculty staffing model is described. In addition to considering market demands for current and proposed programs, decisionmakers need to consider how program development, modification, and elimination affect the total college faculty resource base. The application of computer technology,…

Developing a Quality Improvement Process to Optimize Faculty Success

ERIC Educational Resources Information Center

Merillat, Linda; Scheibmeir, Monica

2016-01-01

As part of a major shift to embed quality improvement processes within a School of Nursing at a medium-sized Midwestern university, a faculty enrichment program using a Plan-Do-Act-Study design was implemented. A central focus for the program was the development and maintenance of an online faculty resource center identified as "My Faculty…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

Mergner, Leslie A.

2013-01-01

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

College Stores and Computers and Students and Faculty.

ERIC Educational Resources Information Center

Newcomb, Jack, Ed.

1982-01-01

Information on the computer industry and computer use by students, faculty, and the publishing industry that may be useful in planning college store merchandising is compiled from a variety of sources. (MSE)

The Faculty Strategy.

ERIC Educational Resources Information Center

Showalter, Shirley Hershey

1987-01-01

In the fall of 1985, Goshen College needed an immediate turnaround in enrollment and a long-range strategic marketing plan. To accomplish these goals they needed to get faculty involved; 10 steps to begin are provided. (MLW)

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

PubMed Central

Hanauer, David I.; Bauerle, Cynthia

2015-01-01

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

Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

PubMed

Armstrong, Deborah K; Asselin, Marilyn E

Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature. An innovative reflective teaching practice approach for nursing education is proposed, consisting of question cues, journaling, and a process of facilitated meetings. The authors describe their perceptions of using this approach with faculty during the implementation of a new pedagogy and suggest areas for further research.

Leveraging the Power of a Community of Practice to Improve Teaching and Learning about the Earth

ERIC Educational Resources Information Center

Kastens, Kim; Manduca, Cathryn

2017-01-01

Faculty Communities of Practice (CoP) have been promoted as a way to improve education in both K-12 and higher education. Over the last two decades, faculty who teach undergraduate geoscience in the United States have built a thriving nationwide community of practice, characterized by individual learning, supportive colleagues, group…

Self-Archiving Journal Articles: A Case Study of Faculty Practice and Missed Opportunity

ERIC Educational Resources Information Center

Covey, Denise Troll

2009-01-01

Carnegie Mellon faculty Web pages and publisher policies were examined to understand self-archiving practice. The breadth of adoption and depth of commitment are not directly correlated within the disciplines. Determining when self-archiving has become a habit is difficult. The opportunity to self-archive far exceeds the practice, and much of what…

Using Communities of Practice to Foster Faculty Development in Higher Education

ERIC Educational Resources Information Center

Teeter, Christopher; Fenton, Nancy; Nicholson, Karen; Flynn, Terry; Kim, Joseph; McKay, Muriel; O'Shaughnessy, Bridget; Vajoczki, Sue

2011-01-01

Communities of practice are becoming more widespread within higher education, yet little research has explored how these social learning networks can enhance faculty development. The focus of this paper is to describe the first-year experience of a community of practice initiative at McMaster University that was designed to engage groups of…

Faculty Best Practices to Support Students in the "Virtual Doctoral Land"

ERIC Educational Resources Information Center

Deshpande, Anant

2017-01-01

Online students face numerous challenges in successfully completing doctoral programmes. The aim of this article is to explore the best practices that can be employed by faculty to support students in achieving this. It also seeks to categorize and identify the best practices emerging from literature into themes. An exploratory research method was…

Consensus training: an effective tool to minimize variations in periodontal diagnosis and treatment planning among dental faculty and students.

PubMed

John, Vanchit; Lee, Seung-Jun; Prakasam, Sivaraman; Eckert, George J; Maupome, Gerardo

2013-08-01

Considerable disagreements and variations exist in diagnosis and treatment planning of periodontal disease. Achieving high interrater periodontal diagnosis can prove challenging. The objectives of this study were to measure variations in periodontal diagnosis and treatment planning among predoctoral periodontics faculty members after consensus training and to compare such variation with those identified in third- and fourth-year dental students. Nine electronically stored case vignettes and survey instruments were made available to eighteen faculty members and twenty dental students under standardized conditions. A chi-square test was used to compare responses between groups, and multirater kappa tests were used to evaluate interrater agreement/reliability. Of the nine cases, only one differed between groups significantly in terms of treatment. Also, third-year students differed from fourth-year students on the diagnosis of aggressive periodontitis versus chronic periodontitis. Most respondents were able to distinguish clearly among diagnoses of chronic periodontitis, aggressive periodontitis, and gingivitis. This study established a baseline assessment of the current status of consensus after training. We will reassess variations after addressing the specific challenges identified. Programs designed and implemented to help decrease the variation in periodontal diagnosis and treatment planning among faculty members may ultimately translate into better agreement and better standardization of dental instruction.

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.

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.

U.S. Dental Specialty Residents' Expectations and Anticipated Benefits of Academic Employment.

PubMed

Nazarova, Elena; Martin-Peele, Melanie; Fifield, Judith

2016-10-01

The aims of this study were to assess features of an academic career that dental specialty residents, as a group and by gender, find most attractive and to identify what determines their expectations for responsibilities and professional growth in academic employment. In November 2013, an invitation to participate in the study along with a link to an online survey was sent to the 407 U.S. program directors of six of the dental specialties (endodontics, oral and maxillofacial surgery, pediatric dentistry, periodontics, prosthodontics, and orthodontics), asking them to forward the survey to their residents. A total of 287 residents responded (112 [41.3%] female and 159 [58.7%] male) out of 4,400 enrolled in these specialty training programs (6.5% response rate). The female respondents were significantly more interested in joining academia than were the male respondents (female 48%; male 31.5%; p<0.005). Respondents of both genders were attracted to academic dentistry by opportunities for intellectual and professional stimulation, but the lifestyle of academicians was significantly more important for the female respondents. The most important feature of a successful academic career for the female respondents was the ability to have a good balance between career and personal life. While opportunity to conduct research was a positive feature for all residents interested in academia and both male and female respondents agreed strongly on the need for collaboration between faculty members for productive research, male respondents agreed significantly more than female respondents that faculty members should conduct independent research. Faculty members' feedback about academic employment were a significantly positive influence on those planning an academic career compared to those planning to enter private practice. This study found that the female and male residents differed in their expectations of responsibilities and professional growth in academic employment. These results may be useful for academic dental institutions and organizations when developing faculty recruitment and retention programs.

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

ERIC Educational Resources Information Center

Kuntz, Aaron M.

2012-01-01

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

A Simulation Model that Decreases Faculty Concerns about Adopting Web-Based Instruction

ERIC Educational Resources Information Center

Song, Hae-Deok; Wang, Wei-Tsong; Liu, Chao-Yueh

2011-01-01

Faculty members have different concerns as they integrate new technology into their teaching practices. The integration of Web-Based Instruction in higher-education settings will not be successful if these faculty concerns are not addressed. Four main stages of faculty concern (information, personal, management, and impact) were identified based…

An Investigation into the Faculty Development Practices in Chiropractic Education Programs

ERIC Educational Resources Information Center

Scaringe, John G.

2010-01-01

A descriptive case study design using a cross-sectional quantitative survey method was used to investigate the impact of faculty development programs on teaching effectiveness perceived by faculty teaching at chiropractic colleges in the United States. The availability of faculty development programs related to teaching and student learning was…

Decoding Ourselves: An Inquiry into Faculty Learning about Reciprocity in Service-Learning

ERIC Educational Resources Information Center

Miller-Young, Janice; Dean, Yasmin; Rathburn, Melanie; Pettit, Jennifer; Underwood, Margot; Gleeson, Judy; Lexier, Roberta; Calvert, Victoria; Clayton, Patti

2015-01-01

Faculty learning about service-learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn…

Creating and Maintaining a Diverse Faculty. New Directions for Community Colleges, Number 87.

ERIC Educational Resources Information Center

Harvey, William B., Ed.; Valadez, James, Ed.

1994-01-01

Dealing with issues relating to creating and maintaining a diverse faculty at the community college level, this collection of articles focuses on African-American and Hispanic faculty and presents both theoretical and practical considerations for administrators and scholars. The following articles are included: (1) "The Status of Faculty in…

Standards of Practice for California Community College Library Faculty and Programs

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2010

2010-01-01

Libraries and library faculty play a significant role in supporting college curriculum and helping students succeed academically. In particular, libraries are the primary location both physically and remotely for supporting faculty and students in their research and information needs. Over the years, this role of libraries and library faculty has…

Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant

ERIC Educational Resources Information Center

Allen, Janine F.

2014-01-01

Professional development offered to higher education faculty is meant to enhance pedagogy and improve practice. Inspired by a transnational partnership in Southeast Asia, this study aimed to discover how teacher education faculty perceived faculty development offered to them by university partnership colleagues from the United States. Survey…

Triple Gain: Practical Ideas for Maximizing Connections between Students, Faculty, and Professionals

ERIC Educational Resources Information Center

Powell, Gwynn M.; Duffy, Lauren N.; Stone, Garrett; Pinckney, Harrison P., IV.; Tucker, Teresa; Cathey, Jamie

2016-01-01

This document highlights numerous ideas that faculty can implement to provide a triple gain, that is, a gain for students, professionals and faculty through collaborative work. We will explore traditional and innovative connections that can be made between recreation professionals, students, and faculty, within parks, recreation, and tourism…

Making the Case for Professional Service. Forum on Faculty Roles & Rewards.

ERIC Educational Resources Information Center

Lynton, Ernest A.

This monograph explores the concept and practice of college and university outreach through faculty professional service, in which faculty help both meet societal needs and fulfill their institution's mission through work based on their scholarly expertise. It points out that professional service by faculty can become a source of innovation and…

Finding an Analytic Frame for Faculty-Student Interaction within Faculty-in-Residence Programs

ERIC Educational Resources Information Center

Mara, Miriam; Mara, Andrew

2011-01-01

In this article we describe a case study analyzing how a Faculty-in-Residence program fosters student engagement. Using Cox & Orehovec's typology to add granularity to the National Study on Student Engagement's criteria for student engagement, we suggest best practices for the implementation of these in-situ faculty engagement programs.

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

ERIC Educational Resources Information Center

Hanauer, David I.; Bauerle, Cynthia

2015-01-01

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

Faculty Governance in Neoliberal Educational Contexts: Challenges for Democratic Decision Making

ERIC Educational Resources Information Center

Schoorman, Dilys; Acker-Hocevar, Michele

2013-01-01

Few faculty members are immune from the deleterious impact of neoliberal values, policies and practices that have resulted in the "corporatization" of universities, with the reduction of teaching and research to "products" and faculty to "producers," and students to "clients." The role of faculty governance in this process has been debated…

A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions

PubMed Central

Vinson, Erin L.; Smith, Jeremy A.; Lewin, Justin D.; Stetzer, MacKenzie R.

2014-01-01

At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty. PMID:25452485

Making interprofessional education work: the strategic roles of the academy.

PubMed

Ho, Kendall; Jarvis-Selinger, Sandra; Borduas, Francine; Frank, Blye; Hall, Pippa; Handfield-Jones, Richard; Hardwick, David F; Lockyer, Jocelyn; Sinclair, Doug; Lauscher, Helen Novak; Ferdinands, Luke; MacLeod, Anna; Robitaille, Marie-Anik; Rouleau, Michel

2008-10-01

Faculties (i.e., schools) of medicine along with their sister health discipline faculties can be important organizational vehicles to promote, cultivate, and direct interprofessional education (IPE). The authors present information they gathered in 2007 about five Canadian IPE programs to identify key factors facilitating transformational change within institutional settings toward successful IPE, including (1) how successful programs start, (2) the ways successful programs influence academia to bias toward change, and (3) the ways academia supports and perpetuates the success of programs. Initially, they examine evidence regarding key factors that facilitate IPE implementation, which include (1) common vision, values, and goal sharing, (2) opportunities for collaborative work in practice and learning, (3) professional development of faculty members, (4) individuals who are champions of IPE in practice and in organizational leadership, and (5) attention to sustainability. Subsequently, they review literature-based insights regarding barriers and challenges in IPE that must be addressed for success, including barriers and challenges (1) between professional practices, (2) between academia and the professions, and (3) between individuals and faculty members; they also discuss the social context of the participants and institutions. The authors conclude by recommending what is needed for institutions to entrench IPE into core education at three levels: micro (what individuals in the faculty can do); meso (what a faculty can promote); and macro (how academic institutions can exert its influence in the health education and practice system).

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

PubMed

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

2006-08-01

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

Using Economic Incentives to Recruit Community College Faculty: Effects of Starting Salary and Healthcare Benefits Plan

ERIC Educational Resources Information Center

Winter, Paul A.; Petrosko, Joseph M.; Rodriguez, Glenn

2007-01-01

Staffing the nation's community colleges with qualified faculty is an emerging problem. The problem results from massive retirements among members of the post-WW II "baby boom" generation and intense competition from other sectors of the economy for scarce human talent. This study was a faculty-recruitment simulation designed to investigate the…

Faculty Service Needs Assessment: The Value and Planned Use of Educational Technology at Auraria.

ERIC Educational Resources Information Center

Martinez, Joseph P.; Woods, Muriel

The Auraria Media Center conducted a needs assessment in the spring of 1994 to learn whether it correctly perceived, and how it can better serve, the changing educational technology needs of faculty. Faculty from the Community College of Denver, Metropolitan State College of Denver, and the University of Colorado at Denver responded to an…

Technology and Ethical/Moral Dilemmas of Higher Education in the Twenty-First Century

ERIC Educational Resources Information Center

Clark, Lisa D.

2012-01-01

Purpose: The purpose of this paper is to plan a relevant, professional development conference for the faculty of a small, private, suburban college in upstate, New York. The Provost and Senior Vice-President led a college-wide committee of faculty, administrators, and staff in a survey method to discover the priorities of the faculty, in further…

Evaluation of a Crisis-Preparedness Training Program for the Faculty of a Private Elementary School

ERIC Educational Resources Information Center

Boyle, Marybeth N.

2010-01-01

The purpose of this study was to determine the effectiveness of a training program for the faculty of a private elementary school on executing the protocols, roles, and responsibilities defined in the institution's crisis-management plan. A formal training program for the faculty had not been developed, and administrators had no measure by which…

Performance Pay Preferences of College of Education Faculty and Administrators at One Historically Black University: A Case Study

ERIC Educational Resources Information Center

Jones, Corey Lee

2012-01-01

The purpose of this study was to determine the attitudes and perceptions College of Education faculty and administrators have about performance pay at a Historically Black University (HBCU). A secondary purpose of the study was to determine the performance pay plan and specific measures of faculty productivity preferred by College of Education…

PLANNERS AND PLANNING, A REPORT FROM THE COMMUNITY COLLEGE PLANNING CENTER ON COMMUNITY COLLEGE FACILITIES.

ERIC Educational Resources Information Center

MAYHEW, LEWIS B.

GROWTH OF STUDENT POPULATIONS AND THE KNOWLEDGE EXPANSION NECESSITATE CAREFUL PLANNING IN THE COMMUNITY COLLEGE. PLANT PLANNING DEPENDS ON INSTRUCTIONAL PROGRAM PLANNING, STAFF EMPLOYMENT AND ORGANIZATION, STUDENT PLANNING, FUNDING AND COMMUNITY RELATIONSHIPS. PLANNING SHOULD INVOLVE THE ADMINISTRATIVE STAFF, LIBRARIAN, FACULTY, OTHER STAFF,…

Answering Student Questions During Examinations: A Descriptive Study of Faculty Beliefs.

PubMed

Stillwell, Susan B; Krautscheid, Lorretta C

2016-01-01

Examinations are used to evaluate individual student learning. Therefore, fair and consistent administration practices are essential. One issue associated with testing administration practices includes whether or not students should be allowed to ask questions during exams and how faculty should respond. Findings from this descriptive study indicate that faculty believe answering questions disrupts the testing environment, inhibits effective monitoring of the testing environment, and could provide unfair hints to students who ask questions. Yet, faculty permit students to ask questions to clarify unclear wording, to provide definitions, and to appear receptive to student needs. Recommendations for nursing education and research are provided.

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

Improving Communication Skills: A Course for Academic Medical Center Surgery Residents and Faculty.

PubMed

Raper, Steven E; Gupta, Meera; Okusanya, Olugbenga; Morris, Jon B

2015-01-01

To improve physician/patient communication and familiarize surgeons with contemporary skills for and metrics assessing communication, courses were developed to provide academic general surgery residents and faculty with a toolkit of information, behaviors, and specific techniques. If academic faculty are expected to mentor residents in communication and residents are expected to learn good communication skills, then both should have the necessary education to accomplish such a goal. Didactic lectures introduced current concepts of physician-patient communication including information on better patient care, fewer malpractice suits, and the move toward transparency of communication metrics. Next, course participants viewed and critiqued "Surgi-Drama" videos, with actors simulating "before" and "after" physician-patient communication scenarios. Finally, participants were provided with a "toolkit" of techniques for improving physician-patient communication including "2-3-4"-a semiscripted short communication tool residents and other physicians can use in patient encounters-and a number of other acronymic approaches. Each participant was asked to complete an anonymous evaluation to assess course content satisfaction. Overall, 86% of residents participated (68/79), with a 52% response rate (35/68) for the evaluation tool. Overall, 88% of faculty participated (84/96), with an 84% response rate (71/84). Residents voiced satisfaction with all domains. For faculty, satisfaction was quantitatively confirmed (Likert score 4 or 5) in 4 of 7 domains, with the highest satisfaction in "communication of goals" and "understanding of the HCAHPS metric." The percentage of "top box" Doctor Communication Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores and national percentile ranking showed a sustained increase more than 1 and 2 years from the dates of the courses. The assessment of communication skills is increasing in importance in the practice of surgery. A course in communication, as developed here, quantitatively confirms the effectiveness of this approach to teaching communication skills as well as identifying areas for improvement. Such a course was part of a plan to increase the percentage of "top box" HCAHPS scores and percentile rankings. Faculty can impart the skills gained from such a course to residents attempting to successfully navigate the Accreditation Council for Graduate Medical Education (ACGME) Milestones and future careers as practicing surgeons. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Strategies for Postsecondary Students in Developmental Education: A Practice Guide for College and University Administrators, Advisors, and Faculty. NCEE 2017-4011

ERIC Educational Resources Information Center

Bailey, Thomas; Bashford, Joanne; Boatman, Angela; Squires, John; Weiss, Michael; Doyle, William; Valentine, Jeffrey C.; LaSota, Robin; Polanin, Joshua R.; Spinney, Elizabeth; Wilson, Wesley; Yelde, Martha; Young, Sarah H.

2016-01-01

This practice guide presents six evidence-based recommendations for college and university faculty, administrators, and advisors working to improve the success of students academically underprepared for college. Each recommendation includes an overview of the practice, a summary of evidence used in support of the evidence rating, guidance on how…

Nursing Faculty Decision Making about Best Practices in Test Construction, Item Analysis, and Revision

ERIC Educational Resources Information Center

Killingsworth, Erin Elizabeth

2013-01-01

With the widespread use of classroom exams in nursing education there is a great need for research on current practices in nursing education regarding this form of assessment. The purpose of this study was to explore how nursing faculty members make decisions about using best practices in classroom test construction, item analysis, and revision in…

The Impact of Servant Leadership Practices in an Urban Focus Elementary School

ERIC Educational Resources Information Center

Davis-Elenis, Sharon V.

2016-01-01

This study examined the impact of servant leadership practices as perceived by faculty and staff in an urban Focus elementary school. A mixed-methods design was used to explore the impact of the school leader's servant leadership practices on the behavior and perceptions of the faculty and staff, and the challenges a school leader faces as a…

Faculty/Librarian Interprofessional Collaboration and Information Literacy in Higher Education

ERIC Educational Resources Information Center

Franklin, Kimberly Y.

2013-01-01

Collaboration is a best practice for integrating information literacy into teaching and learning, but extant research suggests that differences between the professional practice and professional socialization of faculty and librarians can hinder collaboration. This dissertation examines interprofessional factors that facilitate and hinder…

A Humanities and Medicine Program for Faculty.

ERIC Educational Resources Information Center

Loftus, Loretta S.; And Others

1991-01-01

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

Telemedicine in Leading US Neurology Departments

PubMed Central

George, Benjamin P.; Scoglio, Nicholas J.; Reminick, Jason I.; Rajan, Balaraman; Beck, Christopher A.; Seidmann, Abraham; Biglan, Kevin M.; Dorsey, E. Ray

2012-01-01

Objective: To determine the current practice and plans for telemedicine at leading US neurology departments. Design and Setting: An electronic survey was sent to department chairs, administrators, or faculty involved in telemedicine at 47 neurology departments representing the top 50 hospitals as ranked by U.S. News and World Report. Main Outcome Measures: Current use, size, scope, reimbursement, and perceived quality of telemedicine services. Results: A total of 32 individuals from 30 departments responded (64% response rate). The primary respondents were neurology faculty (66%) and department chairs (22%). Of the responding departments, 60% (18 of 30) currently provide telemedicine and most (n = 12) had initiated services within the last 2 years. Two thirds of those not providing telemedicine plan to do so within a year. Departments provide services to patients in state, out of state, and internationally, but only 6 departments had more than 50 consultations in the last year. The principal applications were stroke (n = 14), movement disorders (n = 4), and neurocritical care (n = 3). Most departments (n = 12) received external funding for telemedicine services, but few departments (n = 3) received payment from insurers (eg, Medicare, Medicaid). Reimbursement (n = 21) was the most frequently identified barrier to implementing telemedicine services. The majority of respondents (n = 20) find telemedicine to be equivalent to in-person care. Conclusions: Over 85% of leading US neurology departments currently use or plan to implement telemedicine within the next year. Addressing reimbursement may allow for its broader application. PMID:23983876

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.

Evaluation of the AFIT Teleteach Expanded Delivery System (TEDS) Method of Instruction for SYS 223 System Program Management.

DTIC Science & Technology

1981-03-01

tasterls I4fhesis EIEY SYSTEM (TEDS) ZETHOD OF INSTRUC- ~ - ION FOR SYS 22 J3YSTEX PROGRAM MANAGEMEN .PrFOMN ,7WRWUME // John E.Aie Captain, USAF 3...Hypotheses .. .................. 13 II. METHODOLOGY. ................... 14 Sampling Plan. .................. 14 Student and Faculty Populations ...begins with a discussion of the sampling plan and student and faculty populations . This is followed by an explanation of the experimental design and

The Global Health Service Partnership: An Academic-Clinical Partnership to Build Nursing and Medical Capacity in Africa.

PubMed

Stuart-Shor, Eileen M; Cunningham, Elizabeth; Foradori, Laura; Hutchinson, Elizabeth; Makwero, Martha; Smith, Jill; Kasozi, Jane; Johnston, Esther M; Khaki, Aliasgar; Vandervort, Elisa; Moshi, Fabiola; Kerry, Vanessa B

2017-01-01

The World Health Organization estimates a global deficit of about 12.9 million skilled health professionals (midwives, nurses, and physicians) by 2035. These shortages limit the ability of countries, particularly resource-constrained countries, to deliver basic health care, to respond to emerging and more complex needs, and to teach, graduate, and retain their future health professionals-a vicious cycle that is perpetuated and has profound implications for health security. The Global Health Service Partnership (GHSP) is a unique collaboration between the Peace Corps, President's Emergency Plan for AIDS Relief, Seed and host-country institutions, which aims to strengthen the breadth and quality of medical and nursing education and care delivery in places with dire shortages of health professionals. Nurse and physician educators are seconded to host institutions to serve as visiting faculty alongside their local colleagues. They serve for 1 year with many staying longer. Educational and clinical best practices are shared, emphasis is placed on integration of theory and practice across the academic-clinical domains and the teaching and learning environment is expanded to include implementation science and dissemination of locally tailored and sustainable practice innovations. In the first 3 years (2013-2016) GHSP placed 97 nurse and physician educators in three countries (Malawi, Tanzania, and Uganda). These educators have taught 454 courses and workshops to 8,321 trainees, faculty members, and practicing health professionals across the curriculum and in myriad specialties. Mixed-methods evaluation included key stakeholder interviews with host institution faculty and students who indicate that the addition of GHSP enhanced clinical teaching (quality and breadth) resulting in improved clinical skills, confidence, and ability to connect theory to practice and critical thinking. The outputs and outcomes from four exemplars which focus on the translation of evidence to practice through implementation science are included. Findings from the first 3 years of GHSP suggest that an innovative, locally tailored and culturally appropriate multi-country academic-clinical partnership program that addresses national health priorities is feasible and generated new knowledge and best practices relevant to capacity building for nursing and medical education. This in turn has implications for improving the health of populations who suffer a disproportionate burden of global disease.

The Global Health Service Partnership: An Academic–Clinical Partnership to Build Nursing and Medical Capacity in Africa

PubMed Central

Stuart-Shor, Eileen M.; Cunningham, Elizabeth; Foradori, Laura; Hutchinson, Elizabeth; Makwero, Martha; Smith, Jill; Kasozi, Jane; Johnston, Esther M.; Khaki, Aliasgar; Vandervort, Elisa; Moshi, Fabiola; Kerry, Vanessa B.

2017-01-01

The World Health Organization estimates a global deficit of about 12.9 million skilled health professionals (midwives, nurses, and physicians) by 2035. These shortages limit the ability of countries, particularly resource-constrained countries, to deliver basic health care, to respond to emerging and more complex needs, and to teach, graduate, and retain their future health professionals—a vicious cycle that is perpetuated and has profound implications for health security. The Global Health Service Partnership (GHSP) is a unique collaboration between the Peace Corps, President’s Emergency Plan for AIDS Relief, Seed and host-country institutions, which aims to strengthen the breadth and quality of medical and nursing education and care delivery in places with dire shortages of health professionals. Nurse and physician educators are seconded to host institutions to serve as visiting faculty alongside their local colleagues. They serve for 1 year with many staying longer. Educational and clinical best practices are shared, emphasis is placed on integration of theory and practice across the academic–clinical domains and the teaching and learning environment is expanded to include implementation science and dissemination of locally tailored and sustainable practice innovations. In the first 3 years (2013–2016) GHSP placed 97 nurse and physician educators in three countries (Malawi, Tanzania, and Uganda). These educators have taught 454 courses and workshops to 8,321 trainees, faculty members, and practicing health professionals across the curriculum and in myriad specialties. Mixed-methods evaluation included key stakeholder interviews with host institution faculty and students who indicate that the addition of GHSP enhanced clinical teaching (quality and breadth) resulting in improved clinical skills, confidence, and ability to connect theory to practice and critical thinking. The outputs and outcomes from four exemplars which focus on the translation of evidence to practice through implementation science are included. Findings from the first 3 years of GHSP suggest that an innovative, locally tailored and culturally appropriate multi-country academic–clinical partnership program that addresses national health priorities is feasible and generated new knowledge and best practices relevant to capacity building for nursing and medical education. This in turn has implications for improving the health of populations who suffer a disproportionate burden of global disease. PMID:28791282

Integration of deliberate practice and peer mentoring to enhance students' mastery and retention of essential skills.

PubMed

Ross, Jennifer Gunberg; Bruderle, Elizabeth; Meakim, Colleen

2015-03-01

Faculty in a 4-year baccalaureate nursing program were concerned with students' failure to retain the patient care skills of vital signs, breath sounds, and heart sounds learned in freshman and sophomore courses and consequent inability to transfer these high-frequency skills into the clinical setting. Because nursing is a practice profession, new graduates must be prepared to demonstrate specific competencies that are designed to improve practice. To address faculty concerns, support more positive learning outcomes, and engage in evidence-based nursing education, faculty developed and implemented an assignment that incorporated deliberate practice and peer mentoring into a sophomore course on the essentials of nursing practice. The purpose of this article is to describe the rationale, development and implementation, and feedback for a deliberate practice and peer mentoring assignment designed to enhance skill mastery and retention. Copyright 2015, SLACK Incorporated.

Training Faculty to Teach in Hybrid Settings

ERIC Educational Resources Information Center

Linder, Kathryn E.

2017-01-01

Based on the author's experiences developing and implementing a multi-week hybrid course design institute, this chapter outlines the components of training--both andragogical and technological--most helpful for faculty who are planning to teach a hybrid course.

Navigating the Path to a Biomedical Science Career

NASA Astrophysics Data System (ADS)

Zimmerman, Andrea McNeely

The number of biomedical PhD scientists being trained and graduated far exceeds the number of academic faculty positions and academic research jobs. If this trend is compelling biomedical PhD scientists to increasingly seek career paths outside of academia, then more should be known about their intentions, desires, training experiences, and career path navigation. Therefore, the purpose of this study was to understand the process through which biomedical PhD scientists are trained and supported for navigating future career paths. In addition, the study sought to determine whether career development support efforts and opportunities should be redesigned to account for the proportion of PhD scientists following non-academic career pathways. Guided by the social cognitive career theory (SCCT) framework this study sought to answer the following central research question: How does a southeastern tier 1 research university train and support its biomedical PhD scientists for navigating their career paths? Key findings are: Many factors influence PhD scientists' career sector preference and job search process, but the most influential were relationships with faculty, particularly the mentor advisor; Planned activities are a significant aspect of the training process and provide skills for career success; and Planned activities provided skills necessary for a career, but influential factors directed the career path navigated. Implications for practice and future research are discussed.

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

PubMed

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

2018-01-01

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

Learner-centred teaching in a non-learner-centred world: An interpretive phenomenological study of the lived experience of clinical nursing faculty.

PubMed

Oyelana, Olabisi; Martin, Donna; Scanlan, Judith; Temple, Beverley

2018-08-01

With the growing complexities in the contemporary health care system, there is a challenge of preparing nurses for the practice demands. To this end, learner-centred teaching has emerged in many nursing curricula in Canada and evidence indicates its effectiveness in developing the essential practice skills in nursing students. It is important to examine the experience of the clinical faculty members who implement learner-centred teaching, as doing so would provide an insight to the factors that may hinder the implementation of learner-centred teaching in the practice settings. This phenomenological study aimed to address two research questions: what does learner-centred teaching mean to clinical nurse faculty? What is the lived experience of clinical nursing faculty who incorporate learner-centred teaching? Ten clinical nurse faculty members who had at least two years of clinical teaching experience volunteered to participate in the study. Data were collected using a semi-structured interview guide and audio recorder. Additional data sources included a demographic survey and a reflective journal. Multiple sub-themes emerged from this study from which three significant themes were consolidated: diversity of meanings, facilitators of LCT, and barriers to LCT. However, an overarching theme of "learner-centred teaching in a non-learner-centred world" was coined from participants' accounts of their experiences of barriers in incorporating LCT in the practice settings. A collaborative effort between faculty and the stakeholders is paramount to a successful implementation of learner-centred teaching in practice settings. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

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.

The Changing Faculty and Student Success: Review of Selected Policies and Practices and Connections to Student Learning

ERIC Educational Resources Information Center

Kezar, Adrianna; Maxey, Daniel

2012-01-01

It is important for administrators, faculty, and policy makers to understand and consider how policies commonly associated with non-tenure-track faculty roles and working environments impact student learning. Many policies impede the ability of faculty to provide effective instruction that is aligned with departmental and institutional goals for…

Corny, Lame, and Useful: How Secondary School Faculty Use the Learning Software Odyssey

ERIC Educational Resources Information Center

Silberman, Peter

2013-01-01

This study investigated how and why secondary school faculty use the learning software, Odyssey. Faculty were asked about their pedagogical beliefs and instructional practices, the perceived impact of using the software on student outcomes, and how, if at all, Odyssey-using faculty would change the software to increase utility. Data collection…

How States Can Accelerate Community College Innovation by Supporting Faculty Leadership. Policy Bulletin

ERIC Educational Resources Information Center

Altstadt, David

2012-01-01

States wrestling with the challenge of increasing community college student completion rates recognize that a critical next step is building support among faculty for reform efforts. Faculty can play a crucial role in bridging the historic divide between policy and practice. Empowering faculty to take a substantive role in informing policy…

Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction

ERIC Educational Resources Information Center

Carter, Lorraine; Salyers, Vincent; Page, Aroha; Williams, Lynda; Albl, Liz; Hofsink, Clarence

2012-01-01

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and…

Influence of Faculty Status on Pedagogy and Student Services in Community College Developmental Courses

ERIC Educational Resources Information Center

Berry, Nanette L.

2016-01-01

This study investigates how the impact of part-time faculty status and full-time faculty status influences pedagogical practices and the incorporation of student services in developmental courses. Data from the 2014 Community College Faculty Survey of Student Engagement [CCFSSE] by the Center for Community College Student Engagement [CCCSE] was…

In Their Own Voices: Faculty Developers' Perceptions of Their Professional Identity and Knowledge Acquisition Strategies

ERIC Educational Resources Information Center

Shaffer, Christine E.

2011-01-01

As colleges and universities increase the focus on student learning, faculty development has taken a more prominent role in higher education (Barr & Tagg, 1995; Fink, 2003; Lieberman & Guskin, 2002). While a significant body of work on the practice of faculty development exists, research on faculty developers as professionals is limited. Several…

Review of US medical school finances, 1996-1997.

PubMed

Jones, R F; Ganem, J L; Williams, D J; Krakower, J Y

1998-09-02

Based on data from the Annual Medical School Questionnaire of the Liaison Committee on Medical Education, to which 100% of schools responded, the revenues that supported the programs and activities of the 125 accredited medical schools in the United States totaled $34897 million in 1996-1997. A large proportion (78.9%) of these revenues was derived from 3 sources: practice plans, grants and contracts, and hospital support. Both public and private medical schools, in aggregate, have continued to experience growth throughout the last decade but at a progressively slower rate, primarily because of a slowing in the growth of practice plan revenues. Federal revenues supporting research in public and private medical schools since 1992-1993 have grown at annualized, constant-dollar rates of 5.6% and 4%, respectively. Growth in state and local appropriations to public medical schools has tended to lag behind inflation. Growth in reported revenues from endowments that are used to support programs at private medical schools is on the rise. The aggregate numbers mask considerable variation among schools with regard to changes in financing. A small, but appreciable, number of schools have witnessed a constant-dollar decline in their total practice plan revenues since 1992-1993. The financial data reviewed in this report demonstrate the continued dependence of medical schools on faculty-generated sources of revenue and confirm the perception that medical schools, as a group, are experiencing constraints on the growth of their enterprises.

Advancing Professional Development Through a Community of Practice: the New England Network for Faculty Affairs.

PubMed

Power, Christine M; Thorndyke, Luanne E; Milner, Robert J; Lowney, Kathleen; Irvin, Charles G; Fonseca-Kelly, Zoe; Benjamin, Emelia J; Bhasin, Robina M; Connelly, Maureen T

2018-01-01

In an era of competing priorities, funding is increasingly restricted for offices of faculty affairs and development. Opportunities for professional staff to grow and network through attendance at national meetings and to share best practices are limited. We sought to describe a community of practice established to enhance the professional development of faculty affairs professionals and to document its impact. We outlined the process of formation of the New England Network for Faculty Affairs (NENFA), reviewed the pedagogical approaches to professional development, and surveyed members to evaluate the impact of NENFA on their activities, professional network and their institutions. After a successful 2011 initial meeting, NENFA created an organizing committee and conducted a needs assessment among potential members. NENFA's charter, mission, goals, and structure were based on survey results. NENFA's regional community of practice grew to 31 institutions and held 10 meetings over 5 years. Meetings have examined a faculty development topic in depth using multiple learning formats to engage participants from academic medical centers and allied professions. Results from a 2015 member survey confirmed the value of NENFA. Multiple members documented changes in practice as a result of participating. NENFA has been sustained by volunteer leadership, collaboration, and the value that the group has brought to its members. We propose that a "community of practice" offers an effective model for collaborative learning among individuals at different institutions within a competitive health care environment. We recommend that the approach be replicated in other regions.

What do we do? Practices and learning strategies of medical education leaders.

PubMed

Lieff, Susan; Albert, Mathieu

2012-01-01

Continuous changes in undergraduate and postgraduate medical education require faculty to assume a variety of new leadership roles. While numerous faculty development programmes have been developed, there is little evidence about the specific practices of medical education leaders or their learning strategies to help inform their design. This study aimed to explore what medical education leaders' actually do, their learning strategies and recommendations for faculty development. A total of 16 medical education leaders from a variety of contexts within the faculty of medicine of a large North American medical school participated in semi-structured interviews to explore the nature of their work and the learning strategies they employ. Using thematic analysis, interview transcripts were coded inductively and then clustered into emergent themes. Findings clustered into four key themes of practice: (1) intrapersonal (e.g., self-awareness), (2) interpersonal (e.g., fostering informal networks), (3) organizational (e.g., creating a shared vision) and (4) systemic (e.g. strategic navigation). Learning strategies employed included learning from experience and example, reflective practice, strategic mentoring or advanced training. Our findings illuminate a four-domain framework for understanding medical education leader practices and their learning preferences. While some of these findings are not unknown in the general leadership literature, our understanding of their application in medical education is unique. These practices and preferences have a potential utility for conceptualizing a coherent and relevant approach to the design of faculty development strategies for medical education leadership.

Strategies to introduce Data Management techniques into the German university curriculum

NASA Astrophysics Data System (ADS)

Söding, E.; Fleischer, D.

2017-12-01

Data Management is high on the agenda of the German Research Organizations and Universities. While many organizations have committed to high level data management plans, these plans are often loosely binding and not followed adequately. As a consequence, few practical concepts are in place, implementing a sustainable reliable processing, archiving and publication of research data. While many institutions struggle with the organizational level, at which data management is implemented, Students are educated and time is lost, teaching them relevance, techniques and strategies in dealing in a thoughtful and ahead looking manner with their research data. Within a new research project we are tackling this problem in a two-fold way. 1. we are involving technical university personnel, who are working in labs, producing scientific data, in data management processes. This requires teaching, analysis of lab practices and the development of applications for support. 2. We are developing new teaching material, in order to introduce such DM strategies into regular practical courses conducted in such labs, by starting small scale experiments on long term time series. These can be analyzed by student within practical courses, and will demonstrate the practical use of DM practices in the courses. While the focus is on natural science labs, we also strive to create material for other disciplines using e.g. text analysis techniques, in particular in linguistics and history. By doing so, we are touching not only the traditional data-heavy disciplines, but try to bridge responsibility for this task over several disciplines and faculties, in order to raise broad acceptance and recognition in the whole university for the benefits of structured Data Management plans in projects.

University of Southern California Faculty Handbook, 1974-75.

ERIC Educational Resources Information Center

University of Southern California, Los Angeles.

This faculty handbook, prepared for the 1974-75 session, is organized into four main sections: government of the university; policies and practices; student relations; and services and facilities. The information on government deals with administrative personnel, committees, and general organization. Policies and practices are outlined with regard…

Institutionalizing Equitable Policies and Practices for Contingent Faculty

ERIC Educational Resources Information Center

Kezar, Adrianna; Sam, Cecile

2013-01-01

This study is a qualitative inquiry into the institutionalization of equitable policies for non-tenure-track faculty. Through the theoretical framework of institutionalization, we examine factors and strategies forwarding various policies and practices and the challenges that arise. The results highlight themes throughout the stages of…

Transforming Classroom Culture: Inclusive Pedagogical Practices

ERIC Educational Resources Information Center

Dallalfar, Arlene, Ed.; Kingston-Mann, Esther, Ed.; Sieber, Tim, Ed.

2011-01-01

"Transforming Classroom Culture" is an anthology of original work authored by diverse faculty who work in a variety of New England college and university settings--private and public, racially homogeneous and diverse. The authors focus on institutional contexts that promote innovation in teaching practice, faculty identity as a resource…

Faculty professional development in emergent pedagogies for instructional innovation in dental education.

PubMed

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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

NASA Astrophysics Data System (ADS)

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

2015-12-01

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

Conflicting Pressures in Postsecondary Education.

ERIC Educational Resources Information Center

Fenske, Robert H.

Papers were presented on these subcategories of the theme of conflicting pressures in postsecondary education: privacy and confidentiality; program analysis, goals, and outcomes; planning, research, and modeling; financing and resource allocation; faculty; and students. Individual topics addressed include: student-faculty interaction; student…

Enhancing the Training of Internal Medicine Residents at Stanford by Establishing a Model Group Practice and Raising Its Clinical Educators' Status.

ERIC Educational Resources Information Center

Jacobs, Michael B.; Tower, Donald

1992-01-01

Stanford Medical Group, a model group practice in internal medicine, was established at Stanford University (California) within the academic medical center. Clinical faculty status was raised by developing a separate faculty track for the practice. The approach has been well-received and successful in attaining training and patient care goals.…

Steady State Staff Planning: The Experience of a "Mature" Liberal Arts College and Its Implications.

ERIC Educational Resources Information Center

Lamson, George; And Others

The end of faculty growth in higher education has led to near panic predictions of aging, highly tenured, more costly, steady-state faculties as the "growth bulge" hired in the 1960's age. This study discusses two models for simulating the behavior over time of indices of faculty health such as average age and salary, annual new hires,…

Faculty Perceptions of the Quality Enhancement Plan in a US Public Doctoral University with Highest Research Activity: A Case Study

ERIC Educational Resources Information Center

Alamoud, Maha

2017-01-01

The purpose of this case study was to explore faculty members' perceptions of the QEP in a public doctoral university with highest research activity. Particularly, the study explored how faculty members perceive the role of the QEP in student learning and institutional effectiveness, the relevance of the QEP activities in student learning and…

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.

Emerging Communities of Practice

ERIC Educational Resources Information Center

McAlister, Martha

2016-01-01

Communities of practice are emerging as an innovative approach to faculty development. While collaborative learning is becoming popular in the classroom, autonomy and individualism continue to dominate the culture of higher education for faculty. However, as we begin to recognize that old solutions to new problems are no longer effective, there is…

Critical Mentoring Practices to Support Diverse Students in Higher Education: Chicana/Latina Faculty Perspectives

ERIC Educational Resources Information Center

Figueroa, Julie López; Rodriguez, Gloria M.

2015-01-01

This chapter outlines critical practices that emerged from utilizing social justice frameworks to mentor first-generation, underrepresented minority students at the undergraduate to doctoral levels. The mentoring strategies include helping students to reframe instances when faculty and peers unconsciously conflate academic rigor with color-blind…

The Role of Evidence-Based Practice in Collaborations between Academic Librarians and Education Faculty

ERIC Educational Resources Information Center

Adams, Nancy E.; Gaffney, Maureen A.; Lynn, Valerie

2016-01-01

This qualitative study describes collaborations between academic librarians and faculty in education-related disciplines involving evidence-based practice (EBP), an approach that combines the best available research with the professional's experience and expertise. The authors analyzed narratives of academic librarians and their educator partners…

Culturally Relevant Pedagogical Practice among White College Faculty: A Narrative Study

ERIC Educational Resources Information Center

Miller, Susan F.

2013-01-01

Faculty contribute to the campus racial climate for all students, but particularly for students of color, and play a significant role in shaping intellectual, social, and behavioral standards through their pedagogical practice (Hurtado, Milem, Clayton-Petersen, & Allen, 1998; Solózano, Ceja, & Yosso, 2000; Rankin & Reason, 2005).…

How We Can Resist Corporatization

ERIC Educational Resources Information Center

Andrews, James G.

2006-01-01

Different circumstances led institutions to increase their reliance on corporate practices. In searching for ways to curb the influence of corporate practices on higher education, it seems reasonable to look toward the faculty. Faculty, especially those who are tenured or on the tenure track, are regarded as "officers" of their institutions and…

Best Practices in Doctoral Retention: Mentoring

ERIC Educational Resources Information Center

Brill, Judie L.; Balcanoff, Karen K.; Land, Denise; Gogarty, Maurice; Turner, Freda

2014-01-01

The aim of this critical literature review is to outline best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike. The focus of this literature review is on distance learning relationships between faculty and doctoral students,…

Alternative Methods by Which Basic Science Pharmacy Faculty Can Relate to Clinical Practice.

ERIC Educational Resources Information Center

Kabat, Hugh F.; And Others

1982-01-01

A panel of pharmacy faculty ranked a broad inventory of basic pharmaceutical science topics in terms of their applicability to clinical pharmacy practice. The panel concluded that basic pharmaceutical sciences are essentially applications of foundation areas in biological, physical, and social sciences. (Author/MLW)

How Academic Leaders Conceptualize the Phenomenon of Faculty Performance Appraisal Practices

ERIC Educational Resources Information Center

Soo Kim, Tatum

2016-01-01

This dissertation addresses the phenomenon of how academic leaders conceptualize faculty performance practices. Qualitative research methods were used to explore the experiences of 11 academic leaders from 4-year higher education institutions in the metropolitan area of New York, NY. Each academic leader had direct responsibility for faculty…

A Collaborative Team Teaching Model for a MSW Capstone Course.

PubMed

Moore, Rebecca M; Darby, Kathleen H; Blake, Michelle E

2016-01-01

This exploratory study was embedded in a formative process for the purposes of improving content delivery to an evidence-based practice class, and improving students' performance on a comprehensive exam. A learning and teaching model was utilized by faculty from a three-university collaborative graduate social work program to examine the extent to which course texts and assignments explicitly supported the process, application, and evaluation of evidence-based practices. The model was grounded in a collaborative culture, allowing each faculty to share their collective skills and knowledge across a range of practice settings as they revised the course curriculum. As a result, faculty found they had created a unique community that allowed a wider context for learning and professional development that translated into the classroom. Students enrolled in the revised course across all three universities showed improvement on the comprehensive exam. When faculty themselves invest in collaborative learning and teaching, students benefit.

Teacher Education Faculty and Computer Competency.

ERIC Educational Resources Information Center

Barger, Robert N.; Armel, Donald

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

Faculty Development. [SITE 2002 Section].

ERIC Educational Resources Information Center

Gillan, Bob, Ed.; McFerrin, Karen, Ed.

This document contains the papers on faculty development from the SITE (Society for Information Technology & Teacher Education) 2002 conference. Topics covered include: integration for ESL (English as a Second Language) success; changing roles of college faculty; inducing reflection on educational practice; a joint instructional technology and…

Development and Implementation of Critical Thinking Assignments Throughout a Pharmacy Curriculum.

ERIC Educational Resources Information Center

Harris, Marilyn F.; And Others

1997-01-01

In a summer faculty development workshop, seven faculty in different pharmacy disciplines (biochemistry, therapeutics, pharmacy management, pharmaceutics, pathophysiology, pharmaceutical analysis, pharmacy administration) clarified critical thinking objectives for their courses, practiced this approach in a faculty workshop, and piloted the…

A New Immunologic Method for Detection of Occult Breast Cancer

DTIC Science & Technology

1999-09-01

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

Faculty Compensation in Continuing Education: Theory versus Practice.

ERIC Educational Resources Information Center

Scott, Joyce A.

1984-01-01

Lawler's Motivation Model and other studies of reward systems are used to develop a policy assessment and development checklist for compensating continuing education faculty. The checklist includes institutional, reward system, and motivation factors that should be considered to encourage faculty participation. (SK)

Exploration of a leadership competency model for medical school faculties in Korea.

PubMed

Lee, Yong Seok; Oh, Dong Keun; Kim, Myungun; Lee, Yoon Seong; Shin, Jwa Seop

2010-12-01

To adapt to rapid and turbulent changes in the field of medicine, education, and society, medical school faculties need appropriate leadership. To develop leadership competencies through education, coaching, and mentoring, we need a leadership competency model. The purpose of this study was to develop a new leadership competency model that is suitable for medical school faculties in Korea. To collect behavioral episodes with regard to leadership, we interviewed 54 subjects (faculties, residents, nurses) and surveyed 41 faculties with open-ended questionnaires. We classified the behavioral episodes based on Quinn and Cameron's leadership competency model and developed a Likert scale questionnaire to perform a confirmatory factor analysis. Two hundred seven medical school faculties responded to the questionnaire. The competency clusters that were identified by factor analysis were professionalism, citizenship, leadership, and membership to an organization. Accordingly, each cluster was linked with a dimension: self, society, team (that he/she is leading), and organization (to which he/she belongs). The clusters of competencies were: professional ability, ethics/morality, self-management, self-development, and passion; public interest, networking, social participation, and active service; motivating, caring, promoting teamwork, nurturing, conflict management, directing, performance management, and systems thinking; organizational orientation, collaboration, voluntary participation, and cost-benefit orientation. This competency model that fits medical school faculties in Korea can be used to design and develop selection plans, education programs, feedback tools, diagnostic evaluation tools, and career plan support programs.

Kansas State University Faculty Perspective, Opinions, and Practices Concerning Undergraduate Student Academic Dishonesty and Moral Development.

ERIC Educational Resources Information Center

Marcoux, Helene Elizabeth

A study with both quantitative and qualitative components was conducted with undergraduate teaching faculty at Kansas State University for fall 1999 to spring 2001 to study faculty role in addressing cheating at the collegiate level and faculty awareness of the University's honor system and cheating policies. Data were gathered through a variety…

Langley Research Center Strategic Plan for Education

NASA Technical Reports Server (NTRS)

Proctor, Sandra B.

1994-01-01

Research assignment centered on the preparation of final draft of the NASA Langley Strategic Plan for Education. Primary research activity consisted of data collection, through interviews with LaRC Office of Education and NASA Headquarters staff, university administrators and faculty, and school administrators / teachers; and documentary analysis. Pre-college and university programs were critically reviewed to assure effectiveness, support of NASA and Langley's mission and goals; National Education Goals; and educational reform strategies. In addition to these mandates, pre-college programs were reviewed to address present and future LaRC activities for teacher enhancement and preparation. University programs were reviewed with emphasis on student support and recruitment; faculty development and enhancement; and LaRC's role in promoting the utilization of educational technologies and distance learning. The LaRC Strategic Plan for Education will enable the Office of Education to provide a focused and well planned continuum of education programs for students, teachers and faculty. It will serve to direct and focus present activities and programs while simultaneously offering the flexibility to address new and emerging directions based on changing national, state, and agency trends.

Surgical resident education: what is the department's price for commitment?

PubMed

Meara, Michael P; Schlitzkus, Lisa L; Witherington, Mitzi; Haisch, Carl; Rotondo, Michael F; Schenarts, Paul J

2010-01-01

The current recession has impacted all aspects of our economy. Some residency programs have experienced faculty salary cuts, furlough days, and cessation of funding for travel to academic meetings. This milieu forced many residency programs to reevaluate their commitment to resident education, particularly for those expenses not provided for by Direct Medical Education (DME) and Indirect Medical Education (IME) funds. The purpose of this study was to determine what price a Department of Surgery pays to fulfill its commitment to resident education. A financial analysis of 1 academic year was performed for all expenses not covered by DME or IME funds and is paid for by the faculty practice plan. These expenses were categorized and further analyzed to determine the funds required for resident-related scholarly activity. A university-based general surgery residency program. Twenty-eight surgical residents and a program coordinator. The departmental faculty provided $153,141 during 1 academic year to support the educational mission of the residency. This amount is in addition to the $1.6 million in faculty time, $850,000 provided by the federal government in terms of DME funds, and $14 million of IME funds, which are distributed on an institutional basis. Resident presentations at scientific meetings accounted for $49,672, and program coordinator costs of $44,190 accounted for nearly two-thirds of this funding. The departmental faculty committed $6400 per categorical resident. In addition to DME and IME funds, a department of surgery must commit significant additional monies to meet the educational goals of surgical residency. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Partnered Research Experiences for Junior Faculty at Minority-Serving Institutions Enhance Professional Success

PubMed Central

Campbell, Andrew G.; Leibowitz, Michael J.; Murray, Sandra A.; Burgess, David; Denetclaw, Wilfred F.; Carrero-Martinez, Franklin A.; Asai, David J.

2013-01-01

Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity. PMID:24006388

Partnered research experiences for junior faculty at minority-serving institutions enhance professional success.

PubMed

Campbell, Andrew G; Leibowitz, Michael J; Murray, Sandra A; Burgess, David; Denetclaw, Wilfred F; Carrero-Martinez, Franklin A; Asai, David J

2013-01-01

Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity.

The Maricopa Colleges.

ERIC Educational Resources Information Center

Bush, Ronald W.; Ames, W. Clark

1984-01-01

A college personnel policy developed to respond to changing conditions has 10 elements: establishment of a master planning process, policy and procedures review, early retirement, extended leave, recruitment and hiring of new faculty, flexible benefits, productivity and career development, internship opportunities, faculty renewal opportunities,…

Education

DTIC Science & Technology

2003-01-01

Frank Sosa, Dept. of the Air Force Col Juan Urbano , Peruvian Army Dr. Francis A’Hearn, Faculty Prof. William Mayall, Faculty COL Mark McGuire...insufficient time to meet job requirements such as planning lessons to grading papers, to participating in mandatory training to phoning parents to...

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 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.

Anchoring interprofessional education in undergraduate curricula: The Heidelberg story.

PubMed

Berger, Sarah; Goetz, Katja; Leowardi-Bauer, Christina; Schultz, Jobst-Hendrik; Szecsenyi, Joachim; Mahler, Cornelia

2017-03-01

The ability of health professionals to collaborate effectively has significant potential impact on patient safety and quality-care outcomes, especially given the increasingly complex and dynamic clinical practice environments of today. Educators of the health professions are faced with an immediate challenge to adapt curricula and traditional teaching methods to ensure graduates are equipped with the necessary interprofessional competencies and (inter)professional values for their future practice. The World Health Organization's "Framework for action in interprofessional education (IPE) and collaborative practice" promotes IPE as a key strategy to enhance patient outcomes by preparing a "collaborative practice-ready health workforce." Logistical and attitudinal barriers can hinder integration of IPE into curricula. Lessons learned through the implementation of a planned change to establish four interprofessional seminars (team communication, medical error communication, healthcare English, and small business management) at Heidelberg University Medical Faculty, Germany, are described. A key factor in successfully anchoring IPE seminars in the undergraduate curricula was the structured approach drawing on change management concepts.

Exploring the workforce implications of a decade of medical school expansion: variations in medical school growth and changes in student characteristics and career plans.

PubMed

Shipman, Scott A; Jones, Karen C; Erikson, Clese E; Sandberg, Shana F

2013-12-01

To explore whether medical school enrollment growth may help address workforce priorities, including diversity, primary care, care for underserved populations, and academic faculty. The authors compared U.S. MD-granting medical schools, applicants, and matriculants immediately before expansion (1999-2001) and 10 years later (2009-2011). Using data from the American Medical Association Physician Masterfile and the Association of American Medical Colleges, they examined medical schools' past production of physicians and changes in matriculant characteristics and practice intentions. Among the 124 schools existing in 1999-2001, growth varied substantially. Additionally, 11 new schools enrolled students by 2009-2011. Aggregate enrollment increased by 16.6%. Increases in applicants led to a lower likelihood of matriculation for all but those with rural backgrounds, racial/ethnic minorities, applicants >24 years old, and those with Medical College Admission Test scores > 33. The existing schools that expanded most had a history of producing the highest percentages of physicians practicing in primary care and in underserved and rural areas; those that expanded least had produced the greatest percentage of faculty. Compared with existing schools, new schools enrolled higher percentages of racial/ethnic minorities and of students with limited parental education or lower income. Matriculants' interest in primary care careers showed no decline; interest in practicing with underserved populations increased, while interest in rural practice declined. Despite expansion, the characteristics of matriculating medical students changed little, except at new schools. Further expansion may benefit from targeted consideration of workforce needs.

Rating Faculty Collegiality

ERIC Educational Resources Information Center

Cipriano, Robert E.; Buller, Jeffrey L.

2012-01-01

Most position descriptions for college and university faculty include benchmarks that indicate assumptions about collegiality. Criticism about this practice has been voiced for years. But case law in the United States has upheld the use of collegiality as a factor in decisions regarding faculty employment, tenure, and promotion. Indeed, several…

Faculty Compensation for Developing and Delivering Online Courses

ERIC Educational Resources Information Center

Burleson, Jeffrey Allen

2011-01-01

The intent of this dissertation was to determine the most common compensation practices higher education institutions provided faculty for developing and delivering online courses. Many higher education institutions provided compensation as motivational tools to elicit faculty participation in new online learning initiatives; however, limited…

Social Work Faculty and Undergraduate Research Mentorships

ERIC Educational Resources Information Center

Horner, Pilar S.; Hughes, Anne K.; Vélez Ortiz, Daniel

2016-01-01

Social work faculty scholars lead the field as generators of knowledge that integrates investigative studies with practical social welfare outcomes. As such, the faculty potentially offers undergraduate researchers a different way of envisioning research that extends beyond traditional undergraduate research models. To date, however, no research…

The Integration of Research, Teaching, and Learning: Preparation of the Future STEM Faculty

NASA Astrophysics Data System (ADS)

Jariwala, Manher

Graduate students at research universities shape the future of STEM undergraduate education in the United States. These future faculty flow into the STEM faculties of several thousand research universities, comprehensive universities, liberal arts colleges, and community and tribal colleges. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices. CIRTL has developed, implemented, and evaluated successful strategies based on three core ideas: teaching-as-research, learning communities, and learning-through-diversity. A decade of research demonstrates that STEM future faculty participating in CIRTL learning communities understand, use, and advance high-impact teaching practices. Today the CIRTL Network includes 43 research universities. Ultimately, CIRTL seeks a national STEM faculty who enable all students to learn effectively and achieve STEM literacy, whose teaching enhances recruitment into STEM careers, and whose leadership ensures continued advancement of STEM education.

Perceived Barriers to Scholarship and Research Among Pharmacy Practice Faculty: Survey Report from the AACP Scholarship/Research Faculty Development Task Force

PubMed Central

Robles, J. R.; Youmans, Sharon L.; Byrd, Debbie C.

2009-01-01

Objectives To identify problems that pharmacy practice faculty members face in pursuing scholarship and to develop and recommend solutions. Methods Department chairs were asked to forward a Web-based survey instrument to their faculty members. Global responses and responses stratified by demographics were summarized and analyzed. Results Between 312 and 340 faculty members answered questions that identified barriers to scholarship and recommended corrective strategies to these barriers. The most common barrier was insufficient time (57%), and the most common recommendation was for help to “identify a research question and how to answer it.” Sixty percent reported that scholarship was required for advancement but only 32% thought scholarship should be required. Forty-one percent reported that the importance of scholarship is overemphasized. Conclusions These survey results provide guidance to improve the quantity and quality of scholarship for faculty members who wish to pursue scholarship, although many of the survey respondents indicated they did not regard scholarship as a priority. PMID:19513155

Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses.

PubMed

Beck, Christopher W; Blumer, Lawrence S

2016-01-01

Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts. © 2016 C. W. Beck and L. S. Blumer. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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

PubMed

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

2016-06-01

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

Academic Primer Series: Eight Key Papers about Education Theory.

PubMed

Gottlieb, Michael; Boysen-Osborn, Megan; Chan, Teresa M; Krzyzaniak, Sara M; Pineda, Nicolas; Spector, Jordan; Sherbino, Jonathan

2017-02-01

Many teachers adopt instructional methods based on assumptions of best practices without attention to or knowledge of supporting education theory. Familiarity with a variety of theories informs education that is efficient, strategic, and evidence-based. As part of the Academic Life in Emergency Medicine Faculty Incubator Program, a list of key education theories for junior faculty was developed. A list of key papers on theories relevant to medical education was generated using an expert panel, a virtual community of practice synthetic discussion, and a social media call for resources. A three-round, Delphi-informed voting methodology including novice and expert educators produced a rank order of the top papers. These educators identified 34 unique papers. Eleven papers described the general use of education theory, while 23 papers focused on a specific theory. The top three papers on general education theories and top five papers on specific education theory were selected and summarized. The relevance of each paper for junior faculty and faculty developers is also presented. This paper presents a reading list of key papers for junior faculty in medical education roles. Three papers about general education theories and five papers about specific educational theories are identified and annotated. These papers may help provide foundational knowledge in education theory to inform junior faculty teaching practice.

Academic Primer Series: Eight Key Papers about Education Theory

PubMed Central

Gottlieb, Michael; Boysen-Osborn, Megan; Chan, Teresa M.; Krzyzaniak, Sara M.; Pineda, Nicolas; Spector, Jordan; Sherbino, Jonathan

2017-01-01

Introduction Many teachers adopt instructional methods based on assumptions of best practices without attention to or knowledge of supporting education theory. Familiarity with a variety of theories informs education that is efficient, strategic, and evidence-based. As part of the Academic Life in Emergency Medicine Faculty Incubator Program, a list of key education theories for junior faculty was developed. Methods A list of key papers on theories relevant to medical education was generated using an expert panel, a virtual community of practice synthetic discussion, and a social media call for resources. A three-round, Delphi-informed voting methodology including novice and expert educators produced a rank order of the top papers. Results These educators identified 34 unique papers. Eleven papers described the general use of education theory, while 23 papers focused on a specific theory. The top three papers on general education theories and top five papers on specific education theory were selected and summarized. The relevance of each paper for junior faculty and faculty developers is also presented. Conclusion This paper presents a reading list of key papers for junior faculty in medical education roles. Three papers about general education theories and five papers about specific educational theories are identified and annotated. These papers may help provide foundational knowledge in education theory to inform junior faculty teaching practice. PMID:28210367

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.

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

PubMed

Armstrong, E G; Koffman, R G

2000-09-01

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

Best Practices for Administering Concept Inventories

NASA Astrophysics Data System (ADS)

Madsen, Adrian; McKagan, Sarah B.; Sayre, Eleanor C.

2017-12-01

There is a plethora of concept inventories available for faculty to use, but it is not always clear exactly why you would use these tests, or how you should administer them and interpret the results. These research-based tests about physics and astronomy concepts are valuable because they allow for standardized comparisons among institutions, instructors, or over time. In order for these comparisons to be meaningful, you should use best practices for administering the tests. In interviews with 24 physics faculty, we have identified common questions that faculty members have about concept inventories. We have written this article to address common questions from these interviews and provide a summary of best practices for administering concept inventories.

Employment Practices in the Professions: Fresh Ideas from Inside and Outside the Academy. New Pathways: Faculty Career and Employment for the 21st Century Working Paper Series, Inquiry #13.

ERIC Educational Resources Information Center

Trower, C. Ann

This paper, one in a series about the priorities of the professoriate, explores some creative employment practices which will stimulate campus discussions of faculty employment policies and practices in four areas: (1) alternative career paths, (2) workload and productivity, (3) peer review, and (4) academic freedom and employment security. In…

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

ERIC Educational Resources Information Center

De Gennaro, Richard

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

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

PubMed

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

2014-07-01

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

Proposed Model for Translational Research at a Teaching-Intensive College of Pharmacy.

PubMed

Ulrich, Erin; Grady, Sarah; Vonderhaar, Jacqueline; Ruplin, Andrew

2017-08-08

Many American colleges of pharmacy are small, private, teaching institutions. Faculty are required to maintain a research agenda, although the publication quota is less compared with their publicly funded college of pharmacy peers. Faculty at these smaller schools conduct research with very little internal or external funding. This tends to lead to smaller, less impactful research findings. Translational research is becoming popular for research faculty as it bridges theory to practice. The Knowledge-to-Action (KTA) framework presents the steps to conduct translational research. To apply and determine if the KTA framework would be able to produce practice-impactful research at an institution that does not depend on grant funding as part of faculty research agendas. An interdisciplinary team was formed with providers at the clinical faculty's practice site. As the team moved through the KTA steps, authors documented the roles of each team member. It was clear that many different types of teams were formed throughout the KTA process. These teams were then categorized according to the Interdisciplinary Teamwork System. The final result is a proposed model of types of teams and required member roles that are necessary within each KTA step for faculty to conduct practice-impactful research at a small, private, teaching institution without substantial grant funding awards. Applying the KTA framework, two impactful original research manuscripts were developed over two academic years. Furthermore, the practitioners at the clinical faculty member's site were very pleased with the ease of conducting research, as they were never required to take a lead role. In addition, both faculty members alternated lead and support role allowing for a decreased burden of workload while producing theory-driven research. The KTA framework can create a model for translational research and may be particularly beneficial to small teaching institutions to conduct impactful research. Copyright © 2017. Published by Elsevier Inc.

The Influence of Leadership Practices on Faculty Job Satisfaction in Baccalaureate Degree Nursing Program

ERIC Educational Resources Information Center

Afam, Clifford C.

2012-01-01

Using a correlational, cross-sectional study design with self-administered questionnaires, this study explored the extent to which leadership practices of deans and department heads influence faculty job satisfaction in baccalaureate degree nursing programs. Using a simple random sampling technique, the study survey was sent to 400 faculty…

Communities of Practice as Agents of Future Faculty Development

ERIC Educational Resources Information Center

Stark, Audriana M.; Smith, Gary A.

2016-01-01

The need for faculty development continues to increase despite the limited resources of many developers to serve growing demands. To address this conundrum, we explore existing literature about communities of practice (CoPs) in higher education and case studies of CoPs at our institution as an avenue to extend and supplement future professional…

Faculty Perceptions of Formative Assessment and Implementation Practices in Preclinical Medical Edcuation: A Q Method Study

ERIC Educational Resources Information Center

Close, Brandy

2017-01-01

This study describes faculty perceptions of formative assessment and the influence their perceptions have on implementation practices. Assessment is often misunderstood and too often becomes an afterthought in the teaching process. Measuring curricular success by overall student outcomes means instructional and assessment methods have a…

Creating Enabling Environment for Student Engagement: Faculty Practices of Critical Thinking

ERIC Educational Resources Information Center

Cassum, Shanaz Hussein; Gul, Raisa Begum

2017-01-01

Critical thinking (CT) is considered an important attribute in practice disciplines and faculty members in nursing, medicine, and education are expected to facilitate the development of CT in their graduates so that these individuals can be critical, reflective, competent, and caring professionals and service providers. When students are actively…

Digital Ethnography: Understanding Faculty Use of an Online Community of Practice for Professional Development

ERIC Educational Resources Information Center

Richmond, Nancy

2014-01-01

This doctoral thesis explored how faculty members in higher education use an online community of practice for professional development in teaching and, if so, in what ways and for what purposes? Answering this inquiry involved the knowledge of social constructivism, higher education, teaching, professional development, and online communities.…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Pushing Library Information to First-Year Students: An Exploratory Study of Faculty/Library Collaboration

ERIC Educational Resources Information Center

Dobozy, Eva; Gross, Julia

2010-01-01

The authors contend that better information literacy and library skills development practice is needed for students entering university. This paper presents a case study of how a teacher education (TE) lecturer and a faculty librarian collaborated in an Australian university to provide information literacy practice. A mutual interest in…

Undergraduate Research and Service-Learning Programs in a Kinesiology Program at a Teaching University

ERIC Educational Resources Information Center

O, Jenny; Sherwood, Jennifer J.; Yingling, Vanessa R.

2017-01-01

High-impact practices foster student success, but faculty faced with heavy teaching loads and lack of resources and infrastructure are challenged to implement such practices. Kinesiology faculty at California State University, East Bay collaborated to implement two student programs: Kinesiology Research Group and Get Fit! Stay Fit! The Kinesiology…

Work-Life: Policy and Practice Impacting LG Faculty and Staff in Higher Education

ERIC Educational Resources Information Center

Munn, Sunny L.; Hornsby, Eunice Ellen

2008-01-01

The work-life policies and benefits practices of public universities and the extent to which lesbian and gay (LG) faculty, staff and families receive different work-life benefits than their heterosexual married counterparts are examined. The analysis was conducted by searching university work-life benefits websites. Major benefits for domestic…

Resisting Fragmentation: Calling for a Holistic Approach to Professional Practice and Preparation for Educational Leaders

ERIC Educational Resources Information Center

Drago-Severson, Eleanor; Maslin-Ostrowski, Patricia; Hoffman, Alexander M.

2012-01-01

An online survey (using forced-choice and open-ended questions) of faculty at two university-situated degree-granting leadership preparation programs revealed that the faculty describe critical connections for developing leadership capacity: theory-practice nexus, university-based learning and "real-life" experience, and nurturing deeper…

Beliefs and Practices of Expert Respiratory Care Faculty on Critical-Thinking Learning: A Case Study

ERIC Educational Resources Information Center

Hulse, James Leland

2009-01-01

Problem. The development of critical-thinking skills during the professional training of respiratory therapists is imperative for good practice. Research evidence suggests that interactive instructional strategies are far more effective than traditional lectures. Missing from the literature are thick descriptions of how faculty organize the…

"We Are All for Diversity, but . . .": How Faculty Hiring Committees Reproduce Whiteness and Practical Suggestions for How They Can Change

ERIC Educational Resources Information Center

Sensoy, Özlem; DiAngelo, Robin

2017-01-01

Despite stated commitments to diversity, predominantly White academic institutions still have not increased racial diversity among their faculty. In this article Robin DiAngelo and Özlem Sensoy focus on one entry point for doing so--the faculty hiring process. They analyze a typical faculty hiring scenario and identify the most common practices…

The Effects of the Practice of the Newstart Health Regimen on Faculty Stress among Faculty at Seventh-Day Adventist Colleges and Universities

ERIC Educational Resources Information Center

Ashley, George; Cort, Malcolm

2007-01-01

Utilizing an availability sample of (n = 124) faculty from three postsecondary Seventh-day Adventists institutions that promote a healthy lifestyle philosophy encapsulated in the acronym NEWSTART, this study explored effects of this health/religious regimen on faculty stress among this group. The findings reported in this paper indicate that three…

Social Work Faculty Support for Same-Sex Marriage: A Cross-National Study of U.S. and Anglophone Canadian MSW Teaching Faculty

ERIC Educational Resources Information Center

Woodford, Michael R.; Luke, Katherine P.; Grogan-Kaylor, Andrew; Fredriksen-Goldsen, Karen I.; Gutierrez, Lorraine

2012-01-01

Attention to same-sex marriage has increased in the past decade. This study examines the perceptions of same-sex marriage among social work faculty. Faculty play a critical role in preparing future social workers for competent, ethical practice--including advocacy for social policies inclusive of sexual minorities. The present study investigates…

Faculty of Prehospital Care, Royal College of Surgeons Edinburgh guidance for medical provision for wilderness medicine.

PubMed

Mellor, Adrian; Dodds, Naomi; Joshi, Raj; Hall, John; Dhillon, Sundeep; Hollis, Sarah; Davis, Pete; Hillebrandt, David; Howard, Eva; Wilkes, Matthew; Langdana, Burjor; Lee, David; Hinson, Nigel; Williams, Thomas Harcourt; Rowles, Joe; Pynn, Harvey

2015-01-01

To support leaders and those involved in providing medical care on expeditions in wilderness environments, the Faculty of Pre-Hospital Care (FPHC) of The Royal College of Surgeons of Edinburgh convened an expert panel of leading healthcare professionals and expedition providers. The aims of this panel were to: (1) provide guidance to ensure the best possible medical care for patients within the geographical, logistical and human factor constraints of an expedition environment. (2) Give aspiring and established expedition medics a 'benchmark' of skills they should meet. (3) Facilitate expedition organisers in selecting the most appropriate medical cover and provider for their planned activity. A system of medical planning is suggested to enable expedition leaders to identify the potential medical risks and their mitigation. It was recognised that the scope of practice for wilderness medicine covers elements of primary healthcare, pre-hospital emergency medicine and preventative medicine. Some unique competencies were also identified. Further to this, the panel recommends the use of a matrix and advisory expedition medic competencies relating to the remoteness and medical threat of the expedition. This advice is aimed at all levels of expedition medic, leader and organiser who may be responsible for delivering or managing the delivery of remote medical care for participants. The expedition medic should be someone equipped with the appropriate medical competencies, scope of practice and capabilities in the expedition environment and need not necessarily be a qualified doctor. In addition to providing guidance regarding the clinical competencies required of the expedition medic, the document provides generic guidance and signposting to the more pertinent aspects of the role of expedition medic.

Case-Based Teaching for Interprofessional Postgraduate Trainees in Adolescent Health.

PubMed

Gooding, Holly C; Ziniel, Sonja; Touloumtzis, Currie; Pitts, Sarah; Goncalves, Adrianne; Emans, Jean; Burke, Pam

2016-05-01

Adolescent health providers increasingly work in interprofessional environments. There is a lack of evidence regarding best educational practices for preparing the adolescent health care workforce of the future. We developed, implemented, and evaluated an interprofessional longitudinal case-based curriculum for postgraduate trainees in adolescent health. Faculty in an academic adolescent medicine division worked collaboratively with recent trainees to develop six teaching cases illustrative of interprofessional care of adolescents. During the 2013-2014 academic year, seven trainees (two social workers, two physicians, one nurse practitioner, one psychologist, and one dietician) completed the six month-long case modules while simultaneously working together in an interprofessional clinic. Trainees completed four-item pre- and post-case questionnaires that assessed confidence with assessment and diagnosis, comfort with counseling skills, ability to devise a treatment plan, and understanding of their colleagues' role for each of the six cases. Participants completed the 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale at three time points during the academic year and a 15-minute interview after their final session. Confidence with assessment/diagnosis, comfort counseling adolescents, and the ability to devise treatment plans increased for most case topics, as did understanding of the role of others on the interprofessional team. Mean Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale scores were high at baseline and similar at all three time points. Interviews highlighted the value of role clarity, communication, and learning within interprofessional teams along with modeling from interprofessional faculty. Case-based learning in conjunction with collaborative practice provided a successful teaching strategy for interprofessionals in adolescent health. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Faculty Evaluation of Educational Strategies in Medical Schools.

ERIC Educational Resources Information Center

Das, Mandira; And Others

1994-01-01

This study sought to evaluate faculty opinion of existing medical curricula in two medical schools in different countries in terms of six educational strategies using the "SPICES continuum." Significant differences between existing educational plans of the two medical schools were identified. (LZ)

Technology, Students and Faculty...How To Make It Happen!

ERIC Educational Resources Information Center

Cummings, Debra; Buzzard, Connie

2002-01-01

A plan was developed by Fort Scott Community College (Kansas) to implement continuous improvement with technology integration. In addition to ensuring that college employees acquired and used high-tech computer skills, faculty had to use and incorporate technology in the classroom. (JOW)

A Consortium Approach to Faculty Renewal

ERIC Educational Resources Information Center

Taylor, William R.

1975-01-01

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

Faculty and Academic Responsiveness in a Period of Decline: An Organizational Perspective.

ERIC Educational Resources Information Center

Peterson, Marvin W.

1980-01-01

The importance of maintaining the moral and institutional loyalty of remaining faculty during a period of retrenchment is discussed. Areas discussed are institutional perspective, decline strategy, slack resources and priorities, program reviews and planning, and professional development. (Author/LC)

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

PubMed

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

2016-11-01

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

Adjunct Faculty as Key Stakeholders in Distance Education

ERIC Educational Resources Information Center

Ridge, Alison; Ritt, Elizabeth

2017-01-01

Institutions of higher learning are expanding their academic reach by offering distance education courses and degree programs. Student demand for distance education continues to grow and so does the need for qualified faculty. The literature presents numerous approaches and best practices regarding new faculty orientation and professional…

Organizational Health of High Schools and Dimensions of Faculty Trust.

ERIC Educational Resources Information Center

Smith, Page A.; Hoy, Wayne K.; Sweetland, Scott R.

2001-01-01

Examines several dimensions of high school organizational health and faculty trust factors involving students, colleagues, principals, and parents. Finds that the greater the degree of faculty trust the better the organizational health of a school. Draws implications for research and practice. (Contains 26 references.) (PKP)

Faculty Voice in Intellectual Property Policies: Collective Action for the Public Good

ERIC Educational Resources Information Center

Kezar, Adrianna

2017-01-01

This chapter synthesizes the previous chapters to offer to readers practical recommendations for navigating IP issues, including resources and advice for faculty and administrations to engage in more equitable discussions about the rights of faculty and the interests of the public good.

Stop Saying No: Start Empowering Copyright Role Models

ERIC Educational Resources Information Center

Disclafani, Carrie Bertling; Hall, Renee

2012-01-01

The Excelsior College Library is turning fearful faculty members into empowered copyright role models. Geared towards institutions operating without a copyright policy or department, this article outlines a three-step process for fostering faculty collaboration surrounding copyright practices: (1) Give faculty and course developers the tools and…

Faculty Teaching Climate: Scale Construction and Initial Validation

ERIC Educational Resources Information Center

Knorek, John Kenneth

2012-01-01

The concept "academic culture" has been used as a framework to understand faculty work in higher education. Academic culture research builds on organizational psychology concepts of culture and climate to better understand employee practices and work phenomenon. Ample research has investigated faculty teaching at the disciplinary and…

From Theory to Practice: Faculty Training in Business Ethics.

ERIC Educational Resources Information Center

Boatright, John R.

1991-01-01

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

Conceptualizing 2000: Proactive Planning.

ERIC Educational Resources Information Center

Angel, Dan, Ed.; DeVault, Mike, Ed.

As community, technical, and junior colleges approach the 21st century, faculty shortages, an increasingly diverse student body, dwindling financial resources, and accountability mandates will require careful, action-oriented college planning. This two-part book presents 10 articles on the dynamics of planning and specific planning models, and…

Strategic planning for skills and simulation labs in colleges of nursing.

PubMed

Gantt, Laura T

2010-01-01

While simulation laboratories for clinical nursing education are predicted to grow, budget cuts may threaten these programs. One of the ways to develop a new lab, as well as to keep an existing one on track, is to develop and regularly update a strategic plan. The process of planning not only helps keep the lab faculty and staff apprised of the challenges to be faced, but it also helps to keep senior level management engaged by reason of the need for their input and approval of the plan. The strategic planning documents drafted by those who supervised the development of the new building and Concepts Integration Labs (CILs) helped guide and orient faculty and other personnel hired to implement the plan and fulfill the vision. As the CILs strategic plan was formalized, the draft plans, including the SWOT analysis, were reviewed to provide historical perspective, stimulate discussion, and to make sure old or potential mistakes were not repeated.

Solving the nurse faculty shortage: exploring retention issues.

PubMed

Berent, Georgine R; Anderko, Laura

2011-01-01

Researchers have explored reasons why nurse faculty leave academia, but few have focused on factors that encourage them to stay. Using Herzberg's Motivation-Hygiene Theory, an online cross-sectional survey was completed by 1,171 tenured nurse faculty nationwide. Factor analysis revealed that the most significant factor influencing retention was professional satisfaction with faculty identity, including the ability to shape nursing practice. Academia may benefit by considering these factors to promote nurse faculty retention. Copyright © 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins

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

PubMed

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

2017-02-01

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

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

PubMed Central

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

2017-01-01

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

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

Faculty application of the American Psychological Association style.

PubMed

Morse, Gwen Goetz

2009-10-01

This article explores current faculty methods with the application and evaluation of the American Psychological Association (APA) style. Specific aims were to determine concerns related to APA style, review faculty grading practices, identify institutional resources, and report potential solutions for improving application of APA style. A survey with an exploratory descriptive research design was developed and distributed online to academic chairs and deans, requesting their support in distributing the survey to their faculty. Responses (N = 704) were grouped into five categories: departmental and personal concerns; faculty grading practices; institutional resources; format, writing style, and grammar; and suggestions and potential solutions. Sixty percent reported that application and evaluation of APA style is a concern in their department. Content analysis identified four categories as proposed solutions: consistency, education, resources, and dialogue. On the basis of the feedback of the participants, the CRED program is proposed for the issues that were identified. Copyright 2009, SLACK Incorporated.

Research-based resources on PhysPort

NASA Astrophysics Data System (ADS)

Sayre, Eleanor

2017-01-01

PhysPort (http://physport.org) is a website that supports physics faculty in implementing research-based teaching practices in their classrooms. We provide expert recommendations and practical information about teaching methods and assessment. The PhysPort Data Explorer is an intuitive online tool for physics faculty to analyze their assessment data. Faculty upload their students' responses using our secure interface. The Data Explorer matches their pre/post data, scores it, compares it to national data, and graphs it in an interactive and intuitive manner. The Periscope collection on Physport brings together classroom video of students working groups with professional development materials for faculty, pre-service teachers, and learning assistants. To support PhysPort's development efforts, we conduct research on faculty needs around teaching and assessment, secondary analysis of published PER studies, and primary analysis of assessment data. In this talk, I'll introduce some of PhysPort's research-based resources and the research results which support them.

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

PubMed

Carlson, Joanne S

2015-07-10

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

Diversity by race, Hispanic ethnicity, and sex of the United States medical oncology physician workforce over the past quarter century.

PubMed

Deville, Curtiland; Chapman, Christina H; Burgos, Ramon; Hwang, Wei-Ting; Both, Stefan; Thomas, Charles R

2014-09-01

To assess the medical oncology (MO) physician workforce diversity by race, Hispanic ethnicity, and sex, with attention to trainees. Public registries were used to assess 2010 differences among MO practicing physicians, academic faculty, and fellows; internal medicine (IM) residents; and the US population, using binomial tests with P < .001 significance adjusting for multiple comparisons. Significant changes in fellow representation from 1986 to 2011 were assessed. Female representation as MO fellows (45.0%) was significantly increased compared with faculty (22.4%) and practicing physicians (27.4%); was no different than IM residents (44.7%, P = .853); and increased significantly, by 1.0% per year. Women were significantly underrepresented as practicing physicians, faculty, and fellows compared with the US population (50.8%). Traditionally underrepresented minorities in medicine (URM) were significantly underrepresented as practicing physicians (7.8%), faculty (5.7%), and fellows (10.9%), versus US population (30.0%). Hispanic MO fellows (7.5%) were increased compared with faculty (3.9%) and practicing physicians (4.1%); Black fellows (3.1%) were no different than faculty (1.8%, P = .0283) or practicing physicians (3.5%, P = .443). When comparing MO fellows versus IM residents, there were no differences for American Indians/Alaska Natives/Native Hawaiians/Pacific Islanders (0.3%, 0.6%, respectively, P = .137) and Hispanics (7.5%, 8.7%, P = .139), unlike Blacks (3.1%, 5.6%, P < .001). There has been no significant change in URM representation, with negligible changes every 5 years for American Indians/Alaska Natives/Native Hawaiians/Pacific Islanders (-0.1%), Blacks (-0.3%), and Hispanics (0.3%). Female fellow representation increased 1% per year over the quarter century indicating historical gains, whereas URM diversity remains unchanged. For Blacks alone, representation as MO fellows is decreased compared with IM residents, suggesting greater disparity in MO training. Copyright © 2014 by American Society of Clinical Oncology.

Faculty to faculty: advice for educators new to teaching in accelerated second baccalaureate degree nursing programs.

PubMed

Boellaard, Melissa R; Brandt, Cheryl L; Zorn, CeCelia R

2015-06-01

Despite a growing faculty shortage, accelerated second baccalaureate degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators. Data were collected online from ASBSN faculty (N = 93) across the midwestern United States. Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored. Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.]. Copyright 2015, SLACK Incorporated.

Models of Mentoring in Communication

ERIC Educational Resources Information Center

Buell, Cindy

2004-01-01

This study examined faculty and student conceptualizations and distinctively communicative practices of mentoring in the academy. The study included three phases: (1) open-ended surveys conducted with faculty and students via e-mail, (2) focus groups conducted with faculty and students to elaborate on findings from the e-mail interviews, and (3)…

Fighting Back: Negotiating under the Radar

ERIC Educational Resources Information Center

Starr, Gary E.; Henry, Roderick; Kolnick, Jeff

2009-01-01

This January, the Inter Faculty Organization, the union representing nearly 3,300 faculty members at the seven Minnesota state universities, took the unusual step of making an offer that broke dramatically with past practice and with typical union negotiating. The Minnesota faculty offered to accept a pay freeze while holding current contract…

Online Faculty Development and Assessment System (OFDAS)

ERIC Educational Resources Information Center

Villar, Luis M.; Alegre, Olga M.

2006-01-01

The rapid growth of online learning has led to the development of faculty inservice evaluation models focused on quality improvement of degree programs. Based on current "best practices" of student online assessment, the Online Faculty Development and Assessment System (OFDAS), created at the Canary Islands, was designed to serve the…

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…

Factors That Influence Faculty Adoption of Learning-Centered Approaches

ERIC Educational Resources Information Center

Blumberg, Phyllis

2016-01-01

This article proposes a recommended course of action for faculty development based upon Rogers' theory of Diffusion of Innovations and data collected in a study looking at the prevalence of use of learning-centered teaching practices. Specific faculty development strategies are aligned with Rogers' factors influencing decisions to adopt…

Who Assists the Faculty? The Need for Mentorship Programs for Faculty Undertaking Global Education Initiatives

ERIC Educational Resources Information Center

Dean, Yasmin; London, Chad; Carston, Cathy; Salyers, Vincent

2015-01-01

This study explored the expectations, motivations, and experiences of Canadian faculty members undertaking development and implementation of global education initiatives (GEI) for students in the form of exchange and study abroad programs, supervised practical coursework, and experiential learning in international settings. Findings revealed that…

Faculty Leadership and Instructional Technologies: Who Decides?

ERIC Educational Resources Information Center

Barber, Bob

2011-01-01

Discussion of leadership functions and practices in the realm of instructional technology in community colleges cannot be limited to the administrative side. Faculty members and faculties as collective bodies have influenced or attempted to influence the use of instructional technology and can claim professionally to have the right to participate…

Investigating Faculty Technology Mentoring as a University-Wide Professional Development Model

ERIC Educational Resources Information Center

Baran, Evrim

2016-01-01

A growing and increasingly important area of research in higher education is the investigation of how different forms of support and training programs facilitate faculty adoption of technology into pedagogical practices. This study explored the implementation of a faculty technology mentoring (FTM) program as a university-wide professional…

How Are Universities Involved in Blended Instruction?

ERIC Educational Resources Information Center

Oh, Eunjoo; Park, Suhong

2009-01-01

The purposes of this study are to examine faculty involvement in blended instruction and their attitudes towards the instructional method. The study also explored how universities support faculty in their current practices on blended instruction and the challenges in supporting faculty. The target population of this study was Institute of Higher…

Culturally Responsive Teaching Knowledge and Practices of Online Faculty

ERIC Educational Resources Information Center

Heitner, Keri L.; Jennings, Miranda

2016-01-01

Cultural differences between faculty and their students can create important challenges that affect the quality and efficacy of online teaching and learning. The objectives of this study were to: (a) create and pilot test an assessment for online faculty to measure culturally responsive teaching knowledge (CRT) and culturally responsive…